Internship – EDUC 699

CG • Section 16WK • 11/10/2019 to 04/18/2020 • Modified 02/04/2022

Course Description

Requires completion of the projects and minimum number of hours as specified in proposal. May be repeated to a maximum of six hours.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

Because experiential learning is one of the most effective means to develop professionally, an internship is required of all candidates seeking a state license in education. Jesus modeled with His disciples the value of a mentoring relationship. Following His example, both a university instructor and an on-site supervisor will mentor the intern through this 16-week internship.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

Standard 1: Vision

  1. Collaboratively develop, articulate, implement, and steward a shared vision of learning for a school (ELCC 1.1).
  2. Collect and use data to identify school goals, assess organizational effectiveness, and create and implement plans to achieve school goals (ELCC 1.2).
  3. Promote continual and sustainable school improvement (ELCC 1.3).
  4. Evaluate school progress and revise school plans supported by school stakeholders (ELCC 1.4).

Standard 2: Instructional Leadership

  1. Sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students (ELCC 2.1).
  2. Create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program (ELCC 2.2).
  3. Develop and supervise the instructional and leadership capacity of school staff (ELCC 2.3).
  4. Promote the most effective and appropriate technologies to support teaching and learning in a school-level environment (ELCC 2.4).

Standard 3: Organizational Management

  1. Monitor and evaluate school management and operational systems (ELCC 3.1).
  2. Efficiently use human, fiscal, and technological resources to manage school operations (ELCC 3.2).
  3. Promote school-based policies and procedures that protect the welfare and safety of students and staff (ELCC 3.3).
  4. Develop school capacity for distributed leadership (ELCC 3.4).
  5. Ensure that teacher and organizational time focuses on supporting high-quality school instruction and student learning (ELCC 3.5).

Standard 4: Community Relations

  1. Collaborate with faculty and community members by collecting and analyzing information pertinent to the improvement of the school’s educational environment (ELCC 4.1).
  2. Mobilize community resources by promoting an understanding, appreciation, and use of the diverse cultural, social, and intellectual resources within the school community (ELCC 4.2).
  3. Respond to community interests and needs by building and sustaining positive school relationships with families and caregivers (ELCC 4.3).
  4. Respond to community interests and needs by building and sustaining productive school relationships with community partners (ELCC 4.4).

Standard 5: Integrity, Fairness, and Ethics

  1. Act with integrity and fairness to ensure that schools are accountable for every student’s academic and social success (ELCC 5.1).
  2. Model principles of self- awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school (ELCC 5.2).
  3. Safeguard the values of democracy, equity, and diversity (ELCC 5.3).
  4. Evaluate the potential moral and legal consequences of decision making in the school (ELCC 5.4).
  5. Promote social justice within a school to ensure that individual student needs inform all aspects of schooling (ELCC 5.5).

Standard 6: Larger Context of the Environment

  1. Advocate for school students, families, and caregivers (ELCC 6.).
  2. Act to influence local, district, state, and national decisions affecting student learning in a school environment (ELCC 6.2).
  3. Anticipate and assess emerging trends and initiatives in order to adapt school-based leadership strategies (ELCC 6.3).

Course Assignment

Assigned readings

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (4)

There are 4 Discussions throughout the course. Discussions are collaborative learning experiences. Therefore, the purpose of Discussions is to generate interaction among candidates in regards to relevant current course topics. The candidate is required to post 1 thread of 400–500 words. The candidate must post 2 substantive replies of 200–250 words.

Intern Information Assignment

The candidate will complete an information form available in the course and submit it along with a scanned copy of his/her onsite supervisor’s license in school administration. Those interning in a private school will also scan and submit a copy of the school’s accreditation certificate.

Accountability Protocol Project

The Accountability Protocol Project is a benchmark assessment for the School Building-Level Administration internship course. It emphasizes accountability and monitoring of progress. The project is completed in collaboration with an onsite mentor and is intended to be relevant to specific school needs in a real setting and also to be meaningful to interns as a means of experiencing and practicing leadership skills. This project will focus on a specific P-12 student achievement measurable objective and the protocol that will be developed to address the measurable objective set forth by the intern and the mentor.

This assignment is a foundational document for the internship. The chart serves as evidence for all the hours the candidate has accumulated in your program.  The total number of hours must add up to a minimum of 320 with at least 200 of them completed during the formal internship semester. The chart is to reflect involvement in all five of the following settings: (1) elementary, (2) middle, (3) high school, (4) district/central office, and (5) agency. The majority (more than half) of the hours must be during school hours while students are present. The Diversity column should describe a variety of types of diversity you have worked with during your field experiences.

Please note that the candidate will prepare and document a minimum of the following field experience hours: 120 hours of previously completed internship hours and 200 hours of this current internship (320 total field experience hours). The form is submitted in LiveText as a separate assignment.

Portfolio

Candidates who are interested in a teaching or advanced state license must complete a Virginia Department of Education approved program. To be eligible for verification forms for other states, the licensure office must verify that candidates have completed one of our approved licensure programs. Programs that lead to licensure will involve coursework, licensure tests, and student teaching or internship. One specific way to ensure all candidates meet these requirements is the development of the Portfolio in LiveText. During this course, you will build a portfolio within LiveText. The organization of the portfolio is to follow the template provided on the LiveText Dashboard.

A passing grade on the portfolio is required in order to pass the course. The template for the portfolio is segmented into Parts and the candidate should be working on the parts throughout the course.  Check-in quizzes are integrated throughout the course, so that the candidate is actively building this assignment throughout the entire term.

This portfolio is competency based. This portfolio must include artifacts that provide evidence of the candidate's competency. For each section in which the candidate attaches artifacts (Parts C, E, and F), the candidate must introduce these artifacts with a brief paragraph explaining how the attached artifacts demonstrate candidate competency. Being a competency-based portfolio, the evident theme throughout should be the integration of the standards.

Quizzes (16)

The candidate will complete numerous quizzes in the course. Some quizzes will ensure the candidate confirms all licensure requirements are met and submitted in LiveText. In addition, some of these quizzes will ensure the candidate is actively working on the Portfolio Assignment that must be submitted at the end of the term. Lastly, some quizzes will cover the internship requirements. All quizzes have unique instructions provided to ensure candidates are working on and submitted the correct information. Quiz point values range from 5 points to 50 points depending on the quiz requirements. 

Licensure Quizzes are as follows:

     Quiz: Licensure Exam Score

     Quiz: Child Abuse Prevention Training

     Quiz: CPR, Basic First Aid, and AED Training

Portfolio Quizzes are as follows:

     Quiz: Portfolio: Part A - Worldview Essay

     Quiz: Portfolio: Part B - Resume

     Quiz: Portfolio: Part C - Competency Activities

     Quiz: Portfolio Progress Check

     Quiz: Portfolio: Part D - Professional Growth

     Quiz Portfolio: Part E - Course Benchmarks

     Quiz Portfolio: Part F - Accountability Protocol Project

     Quiz: Portfolio: Part H - Licensure Test Scores

     Quiz: Building Your Portfolio

Internship Quizzes are as follows:

     Quiz: Mentor Stipend Forms

     Quiz: Advanced Internship Assessment - Preliminary

     Quiz: Advanced Internship Assessment - Final