Edad 6291 20 Fernandez Summer 2015

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HOUSTON BAPTIST UNIVERSITY
EDAD 6291/6292 Internship in the Principalship

Summer 2015
ONLINE
Syllabus and Handbook

Houston Baptist University
College of Education and Behavioral Sciences
Dr. Cynthia Simpson, Dean

EDAD 6291/6292 Internship in the Principalship/ Online
Table of Contents
COURSE DESCRIPTION:.......................................................................................................3
COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION:...3
DATE AND TIME OF CLASS MEETINGS:.........................................................................3
RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY.........................4
RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION
AND BEHAVIORAL SCIENCES............................................................................................4
RELATION TO THE DEPARTMENTAL GOALS AND PURPOSES DEPARTMENT
OF LEADERSHIP & COUNSELING.....................................................................................4
COURSE LEARNING OBJECTIVES....................................................................................4
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES REQUIREMENTS
RELATED TO STATE AND NATIONAL STANDARDS......................................................5
Texas Principal Standards (TPS).............................................................................................6
Interstate School Leaders Licensure Consortium................................................................12
(ISLLC Standards)..................................................................................................................12
Standards for Advanced Programs in Educational Leadership (ELCC)...........................18
TOPICAL OUTLINE..............................................................................................................19
TEACHING STRATEGIES...................................................................................................19
Course Requirements:......................................................................................................................
CLASS POLICIES..................................................................................................................22
Internship in the Principalship EDAD 6291/6292.........................................................................
TENTATIVE CLASS SCHEDULE................................................................................................
Summer 2015.....................................................................................................................................
ASSIGNMENT DESCRIPTIONS AND RUBRICS.............................................................28
Principal Internship Agreement.............................................................................................41
Cooperating Site Administrator.............................................................................................42
Principal Internship Agreement.............................................................................................42
Cooperating Site Administrator Evaluation of Candidate..................................................43
Candidate Self Evaluation......................................................................................................45
The College of Education and Behavioral Sciences
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School of Education
Course Syllabus
EDAD 6291/6292 Internship in the Principalship
Spring/Summer 2015
COURSE DESCRIPTION:
This course is a two semester practicum designed to provide field experiences in school
administration at the campus level with emphasis on public relations, personnel administration,
pupil behavior and discipline, curriculum development, instructional leadership, and facilities
management. The candidate is assigned to work with an administrator for a minimum of 160
clock hours in the field in the time period of over two semesters. In the overall two-semester
experience, the candidate is given experiences in applying management fundamentals to an ongoing school program and in the summer school experience. Each of the topics in the contract
and syllabus is developed by assignments, discussions, required reading, and reports. The
curricula for this course (1) include knowledge of the literature of the discipline and (2) ongoing
student engagement in research related to professional practice.
COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION:

Enrollment in the course should follow completion of EDUC 6310, EDAD 6310, EDUC 6300,
and EDAD 6301 and requires approval of the program director. This course should be taken near
the conclusion of the principal preparation program with the courses listed above previously
taken. The student must have completed at least 27 hours in the principal preparation program in
order to take the course unless a waiver is granted.
DATE AND TIME OF CLASS MEETINGS:
ONLINE
INSTRUCTOR INFORMATION
Name: Dr. Julie Fernandez
E-mail: jfernandez@hbu.edu
Cell Phone: 713-819-2043
Office Phone: 281-649-3552
Office Location: 324 Hinton
Office Hours: Tuesdays and Thursdays 11:00 am- 2:00 pm or by appointment
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RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY
The mission of Houston Baptist University is to provide a learning experience that instills
in students a passion for academic, spiritual, and professional excellence as a result of our
central confession, Jesus Christ is Lord.
In relation to the mission of the University, this course will provide a practical learning
experience that will help to prepare the student for the position of assistant principal or
principal through opportunities to interact with practicing school administrators and
addressing tasks that school administrators address throughout the year (i.e.:
understanding data to make decisions, communicating with parents and staff, addressing
student discipline, observing teachers to provide feedback on how to improve instruction.
RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION

AND BEHAVIORAL SCIENCES
The mission of The College of Education and Behavioral Sciences is to prepare students
to be effective professional educators, administrators, counselors, researchers, and
citizens who reflect Christ in their work and service.
To accomplish this mission we will provide students with the following:
the courses and mentoring necessary for a solid pedagogical grounding in the art,
science and practice of teaching;
essential learning experiences that will provide a sure foundation of knowledge and
wisdom; and,
an understanding of their Christian mission and calling as educators to influence

individual students and the larger society.
RELATION TO THE DEPARTMENTAL GOALS AND PURPOSES DEPARTMENT OF

LEADERSHIP & COUNSELING
The goal of the Department of Educational Leadership and Counseling is to train students to
become knowledgeable, competent, ethical professionals in their fields who are able to bring
Christian ethics, values, and worldview to their workplaces. To this end, our goal is to provide
learning experiences that:
include coursework that meets or exceeds the state standards for academic knowledge in each
discipline;
offer opportunities to develop levels of skills necessary for entering the professional arena and
performing with excellence;
emphasize critical thinking, utilization of resources, the ability to work independently and
cooperatively; and
impart the importance of professionalism, integrity, values-centered work, and lifelong learning
and development.
COURSE LEARNING OBJECTIVES
Upon successful completion of this course, candidates will be able to demonstrate their skills,
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knowledge, and application of the Standards for Advanced Programs in Educational
Leadership (National Policy Board for Educational Administration, 2002),
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf. Also, candidates will demonstrate
general knowledge and competency related to the standard areas established by the State
Board of Educator Certification (SBEC).
Candidates will
1. Participate in planned intern activities to allow for application of knowledge and skills
on a full time basis (9-12 hrs. /wk.). (ELCC 7.1, 7.2)
2. Apply skills and knowledge articulated in the ELCC standards as well as the Texas
standards for educational leaders. (ELCC 7.3)
3. Demonstrate the ability to accept genuine responsibility for leading, facilitating, and
making decisions typical of those made by educational leaders. (ELCC 7.1)
4. Demonstrate a wide range of relevant knowledge and skills in multiple settings. (ELCC
7.4)
5. Communicate with members of the school community. (ELCC 1.4, 6.2)
6.
Utilize data based research strategies and strategic planning processes that focus on
student learning to understand how to inform the schools vision. (ELCC 1.2)
7. Utilize sources such as student assessment results, student and family demographic
data, and an analysis of community needs. (ELCC 1.2)
8. Facilitate activities that apply principles of effective instruction to improve
instructional practices and curricular materials. (ELCC 2.2)
9. Prepare for the state certification examination (TExES) and complete the 100-item
practice exam, unless they have already passed the exam.
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES REQUIREMENTS
RELATED TO STATE AND NATIONAL STANDARDS
The course learning objectives acquired through the experiences in this course
supports the TEA Standards for Pedagogy and Professional Responsibilities and
Standards.
A list of specific competencies for this course is presented below. A complete listing
of SBEC Standards for all certifications including knowledge and skills statements
may be found at:
http://www.sbec.state.tx.us/SBECOnline/standtest/edstancertfieldlevl.asp
The following TExES, ISLLC, and ELCC standards, and competencies are
represented in this course:
Chapter 149. Commissioners Rules Concerning Educator Standards

Subchapter BB. Administrator Standards
Texas Principal Standards (TPS)

(a) Purpose. The standards, indicators, knowledge, and skills identified in this section shall be
used to align with the training, appraisal, and professional development of principals.
(b) Standards.
(1) Standard 1--Instructional Leadership. The principal is responsible for ensuring
every student receives high-quality instruction.
(A) Knowledge and skills.
(i) Effective instructional leaders:
(I) prioritize instruction and student achievement by developing
and sharing a clear definition of high-quality instruction based on
best practices from research;
(II) implement a rigorous curriculum aligned with state standards;
(III) analyze the curriculum to ensure that teachers align content
across grades and that curricular scopes and sequences meet the
particular needs of their diverse student populations;
(IV) model instructional strategies and set expectations for the
content, rigor, and structure of lessons and unit plans; and
(V) routinely monitor and improve instruction by visiting
classrooms, giving formative feedback to teachers, and attending
grade or team meetings.
(ii) In schools led by effective instructional leaders, data are used to
determine instructional decisions and monitor progress. Principals
implement common interim assessment cycles to track classroom trends
and determine appropriate interventions. Staff have the capacity to use
data to drive effective instructional practices and interventions. The
principal's focus on instruction results in a school filled with effective
teachers who can describe, plan, and implement strong instruction and
classrooms filled with students actively engaged in cognitively
challenging and differentiated activities.
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(B) Indicators.
(i) Rigorous and aligned curriculum and assessment. The principal
implements rigorous curricula and assessments aligned with state
standards, including college and career readiness standards.
(ii) Effective instructional practices. The principal develops high-quality
instructional practices among teachers that improve student learning.
(iii) Data-driven instruction and interventions. The principal monitors
multiple forms of student data to inform instructional and intervention
decisions and to close the achievement gap.
(2) Standard 2--Human Capital. The principal is responsible for ensuring there are
high-quality teachers and staff in every classroom and throughout the school.
(i) Effective leaders of human capital:
(I) treat faculty/staff members as their most valuable resource and
invest in the development, support, and supervision of the staff;
(II) ensure all staff have clear goals and expectations that guide
them and by which they are assessed;
(III) are strategic in selecting and hiring candidates whose vision
aligns with the school's vision and whose skills match the school's
needs;
(IV) ensure that, once hired, teachers develop and grow by
building layered supports that include regular observations,
actionable feedback, and coaching and school-wide supports so
that teachers know how they are performing;
(V) facilitate professional learning communities to review data
and support development;
(VI) create opportunities for effective teachers and staff to take on
a variety of leadership roles and delegate responsibilities to staff
and administrators on the leadership team; and
(VII) use data from multiple points of the year to complete
accurate evaluations of all staff, using evidence from regular
observations, student data, and other sources to evaluate the
effectiveness of teachers and staff.
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(ii) In schools with effective leaders of human capital, staff understand
how they are being evaluated and what the expectations are for their
performance. Staff can identify areas of strength and have opportunities to
practice and receive feedback on growth areas from the leadership team
and peers. Staff evaluation data show variation based on effectiveness but
also show improvement across years as development and retention efforts
take effect. Across the school, staff support each other's development
through regular opportunities for collaboration, and effective staff have
access to a variety of leadership roles in the school.
(B) Indicators.
(i) Targeted selection, placement, and retention. The principal selects,
places, and retains effective teachers and staff.
(ii) Tailored development, feedback, and coaching. The principal coaches
and develops teachers by giving individualized feedback and aligned
professional development opportunities.
(iii) Staff collaboration and leadership. The principal implements
collaborative structures and provides leadership opportunities for effective
teachers and staff.
(iv) Systematic evaluation and supervision. The principal conducts
rigorous evaluations of all staff using multiple data sources.
(3) Standard 3--Executive Leadership. The principal is responsible for modeling a
consistent focus on and commitment to improving student learning.
(i) Effective executive leaders:
(I) are committed to ensuring the success of the school;
(II) motivate the school community by modeling a relentless
pursuit of excellence;
(III) are reflective in their practice and strive to continually
improve, learn, and grow;
(IV) view unsuccessful experiences as learning opportunities,
remaining focused on solutions, and are not stymied by challenges
or setbacks. When a strategy fails, these principals analyze data,
assess implementation, and talk with stakeholders to understand
what went wrong and how to adapt strategies moving forward;
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(V) keep staff inspired and focused on the end goal even as they
support effective change management;
(VI) have strong communication skills and understand how to
communicate a message in different ways to meet the needs of
various audiences;
(VII) are willing to listen to others and create opportunities for
staff and stakeholders to provide feedback; and
(VIII) treat all members of the community with respect and
develop strong, positive relationships with them.
(ii) In schools with effective executive leaders, teachers and staff are
motivated and committed to excellence. They are vested in the school's
improvement and participate in candid discussions of progress and
challenges. They are comfortable providing feedback to the principal and
other school leaders in pursuit of ongoing improvement, and they
welcome feedback from students' families in support of improved student
outcomes.
(B) Indicators.
(i) Resiliency and change management. The principal remains solutionsoriented, treats challenges as opportunities, and supports staff through
changes.
(ii) Commitment to ongoing learning. The principal proactively seeks and
acts on feedback, reflects on personal growth areas and seeks development
opportunities, and accepts responsibility for mistakes.
(iii) Communication and interpersonal skills. The principal tailors
communication strategies to the audience and develops meaningful and
positive relationships.
(iv) Ethical behavior. The principal adheres to the educators' code of
ethics in 247.2 of this title (relating to Code of Ethics and Standard
Practices for Texas Educators), including following policies and
procedures at his or her respective district.
(4) Standard 4--School Culture. The principal is responsible for establishing and
implementing a shared vision and culture of high expectations for all staff and
students.
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(i) Effective culture leaders:
(I) leverage school culture to drive improved outcomes and create
high expectations;
(II) establish and implement a shared vision of high achievement
for all students and use that vision as the foundation for key
decisions and priorities for the school;
(III) establish and communicate consistent expectations for staff
and students, providing supportive feedback to ensure a positive
campus environment;
(IV) focus on students' social and emotional development and help
students develop resiliency and self-advocacy skills; and
(V) treat families as key partners to support student learning,
creating structures for two-way communication and regular
updates on student progress. Regular opportunities exist for both
families and the community to engage with the school and
participate in school functions.
(ii) In schools with effective culture leaders, staff believe in and are
inspired by the school vision and have high expectations for all students.
Staff take responsibility for communicating the vision in their classrooms
and for implementing behavioral expectations throughout the building, not
only in their own classrooms. Teachers regularly communicate with the
families of their students to provide updates on progress and actively work
with families to support learning at home. Members of the broader
community regularly engage with the school community.
(B) Indicators.
(i) Shared vision of high achievement. The principal develops and
implements a shared vision of high expectations for students and staff.
(ii) Culture of high expectations. The principal establishes and monitors
clear expectations for adult and student conduct and implements social and
emotional supports for students.
(iii) Intentional family and community engagement. The principal
engages families and community members in student learning.
(iv) Safe school environment. The principal creates an atmosphere of
safety that encourages the social, emotional, and physical well-being of
staff and students.
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(v) Discipline. The principal oversees an orderly environment,
maintaining expectations for student behavior while implementing a
variety of student discipline techniques to meet the needs of individual
students.
(5) Standard 5--Strategic Operations. The principal is responsible for implementing
systems that align with the school's vision and improve the quality of instruction.
(i) Effective leaders of strategic operations:
(I) assess the current needs of their schools, reviewing a wide set
of evidence to determine the schools' priorities and set ambitious
and measurable school goals, targets, and strategies that form the
schools' strategic plans;
(II) with their leadership teams, regularly monitor multiple data
points to evaluate progress toward goals, adjusting strategies that
are proving ineffective;
(III) develop a year-long calendar and a daily schedule that
strategically use time to both maximize instructional time and to
create regular time for teacher collaboration and data review;
(IV) are deliberate in the allocation of resources (e.g., staff time,
dollars, and tools), aligning them to the school priorities and goals,
and work to access additional resources as needed to support
learning; and
(V) treat central office staff as partners in achieving goals and
collaborate with staff throughout the district to adapt policies as
needed to meet the needs of students and staff.
(ii) In schools with effective leaders of strategic operations, staff have
access to resources needed to meet the needs of all students. Staff
understand the goals and expectations for students, have clear strategies
for meeting those goals, and have the capacity to track progress. Members
of the staff collaborate with the principal to develop the school calendar.
Teacher teams and administrator teams meet regularly to review and
improve instructional strategies and analyze student data. Throughout the
year, all staff participate in formal development opportunities that build
the capacity to identify and implement strategies aligned to the school's
improvement goals.
(B) Indicators.
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(i) Strategic planning. The principal outlines and tracks clear goals,
targets, and strategies aligned to a school vision that improves teacher
effectiveness and student outcomes.
(ii) Maximized learning time. The principal implements daily schedules
and a year-long calendar that plan for regular data-driven instruction
cycles, give students access to diverse and rigorous course offerings, and
build in time for staff professional development.
(iii) Tactical resource management. The principal aligns resources with
the needs of the school and effectively monitors the impact on school
goals.
(iv) Policy implementation and advocacy. The principal collaborates with
district staff to implement and advocate for district policies that meet the
needs of students and staff.
Interstate School Leaders Licensure Consortium

(ISLLC Standards)
http://blogs.edweek.org/edweek/District_Dossier/Draft%202014%20ISLLC%20Standards
%2009102014.pdf
The Council of Chief State School Officers (CCSSO) and the National Policy Board for
Educational Administration (NPBEA) are pleased to present the 2014 Interstate School Leaders
Licensure Consortium (ISLLC) Standards (the Standards). The Standards are model leadership
standards that outline what education leaders should know and be able to do to ensure that all
students graduating from high school are prepared to enter college or the modern workforce.
These Standards outline foundational principles of education leadership, which cut across grade
levels and help improve student achievement and engagement.
Standard 1: Vision and Mission
An educational leader promotes the success and well-being of every student by ensuring the
development, articulation, implementation, and stewardship of a child-centered vision of
quality schooling that is shared by all members of the school community.
Functions:
A. Collaboratively develops, implements, and promotes a shared vision and mission for quality
teaching and learning
B. Collects and uses data to identify goals, assess organizational effectiveness, and promote
organizational learning
C. Creates and implements plans to achieve goals
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D. Promotes continuous and sustainable improvement
E. Monitors and evaluates progress and revises plans
F. Acts in ways that consistently reflect the school's/district's vision, mission, and values
Standard 2: Instructional Capacity
An educational leader promotes the success and well-being of every student by enhancing
instructional capacity.
Functions:
A. Recruits and hires effective teachers and other professional staff
B. Develops individual and collective capacity of staff
C. Ensures on-going and differentiated professional learning
D. Supports staff with human, financial, and technological resources
E. Employs research-anchored and valid systems of performance management
F. Buffers learning and teaching from disruptive forces
G. Provides emotional support to staff teachers and other professional staff
Standard 3: Instruction
An educational leader promotes the success and well-being of every student by promoting
instruction that maximizes student learning.
Functions:
A. Maintains a culture of high expectations and challenge
B. Ensures a focus on authenticity and relevance in instruction
C. Ensures that instruction is anchored on best understandings of child development
D. Ensures strengths-based approaches to learning and teaching
E. Ensures the use of effective pedagogy to close learning gaps
F. Provides ongoing, salient, informative, and actionable feedback to teachers and other
professional staff
G. Ensures the use of pedagogy that treats students as individuals and promotes self-esteem
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H. Ensures the presence of culturally congruent pedagogy and assessment
I. Monitors instruction and instructional time
J. Employs technology in the service of teaching and learning
Standard 4: Curriculum and Assessment
robust and meaningful curricula and assessment programs.
Functions:
A. Ensures program rigor
B. Ensures culturally relevant curricula and assessments
C. Maximizes opportunity to learn
D. Ensures authentic learning and assessment experiences
E. Emphasizes assessment systems congruent with understandings of child development and
standards of measurement
F. Ensures the use of learning experiences that enhance the enjoyment of learning
Standard 5: Community of Care for Students
the development of an inclusive school climate characterized by supportive relationships
and a personalized culture of care.
Functions:
A. Ensures the formation of a culture defined by trust
B. Ensures that each student is known, valued, and respected
C. Ensures that students are enmeshed in a safe, secure, emotionally protective, and healthy
environment
D. Ensures that each student has an abundance of academic and social support
E. Ensures that each student is an active member of the school
Standard 6: Professional Culture for Teachers and Staff
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professionally normed communities for teachers and other professional staff.
Functions:
A. Develops productive relationships and trust
B. Nurtures a commitment to shared goals
C. Provides for collaborative work
D. Facilitates shared ownership
E. Develops collaborative leadership skills
F. Promotes a climate of collective efficacy
G. Fosters and supports the growth of trust
H. Nurtures a culture of shared accountability
Standard 7: Communities of Engagement for Families
communities of engagement for families and other stakeholders.
Functions:
A. Promotes understanding, appreciation, and use of the community's diverse cultural, social,
and intellectual resources
B. Nurtures a sense of approachability and sustains positive relationships with families and
caregivers
C. Builds and sustains productive relationships with community partners in the government, nonprofit, and private sectors
D. Advocates for policies and resources for the community
E. Understands and engages with community needs, priorities, and resources
F. Communicates regularly and openly with families and stakeholders in the wider community
Standard 8: Operations and Management
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An educational leader promotes the success and well-being of every student by ensuring
effective and efficient management of the school or district to promote student social and
academic learning.
Functions:
A. Develops and demonstrates well-honed interpersonal skills
B. Manages student behavior with a focus on learning
C. Ensures effective leadership throughout the school or district
D. Crafts and connects management operations, policies, and resources to the vision and values
of the school
E. Monitors and evaluates all aspects of school or district operations for effect and impact
F. Ensures the implementation of data systems that provide actionable information
G. Uses technology at the school or district to improve operations
H. Manages organizational politics with an eye on school or district values and mission
I. Enables others to understand and support relevant laws and policies
J. Acts as a steward of public funds
K. Develops and manages relationships with the district office or the school board
Standard 9: Ethical Principles and Professional Norms
An educational leader promotes the success and well-being of every student by adhering to
ethical principles and professional norms. Functions:
A. Nurtures the development of schools that place children at the heart of education
B. Acts in an open and transparent manner
C. Maintains a sense of self-awareness and attends to his or her own learning
D. Works to create productive relationships with students, staff, parents, and members of the
extended school community
E. Maintains a sense of visibility and is approachable to all stakeholders
F. Acts as a moral compass for the school or district
G. Safeguards the values of democracy, equity, justice, community, and diversity
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Standard 10: Equity and Cultural Responsiveness
development of an equitable and culturally responsive school. Functions:
A. Ensures equity of access to social capital and institutional support
B. Fosters schools as affirming and inclusive places
C. Advocates for children, families, and caregivers
D. Attacks issues of student marginalization; deficit-based schooling; and limiting assumptions
about gender, race, class, and special status
E. Promotes the ability of students to participate in multiple cultural environments
F. Promotes understanding, appreciation, and use of diverse cultural, ecological, social, political,
and intellectual resources
Standard 11: Continuous School Improvement
development of a culture of continuous school improvement. Functions:
A. Assesses, analyzes, and anticipates emerging trends to shape school or district decision
making
B. Initiates and manages system-wide change
C. Enables others to engage productively with change experiences
D. Navigates change in the midst of ambiguity and competing demands and interests
E. Promotes a culture of data-based inquiry and continuous learning
F. Maintains a systems perspective and promotes coherence across all dimensions of the school
or district
G. Promotes a culture of collective direction, shared engagement, and mutual accountability
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Standards for Advanced Programs in Educational Leadership (ELCC)
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
Standard 1.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by facilitating the development,
articulation, implementation, and stewardship of a school or district vision of learning supported
by the school community.
knowledge and ability to promote the success of all students by promoting a positive school
culture, providing an effective instructional program, applying best practice to student learning,
and designing comprehensive professional growth plans for staff.
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning
environment.
knowledge and ability to promote the success of students by collaborating with families and
other community members, responding to diverse community interests and needs, and
mobilizing community resources.
knowledge and ability to promote the success of all students by acting with integrity, fairly, and
in an ethical manner.
knowledge and ability to promote the success of all students by understanding, responding to,
and influencing the larger political, social, economic, legal, and cultural context.
Standard 7.0: Internship. The internship provides significant opportunities for candidates to
synthesize and apply the knowledge and practice and develop the skills identified in Standards 16 through substantial, sustained, standards-based work in real setting, planned and guided
cooperatively by the institution and school district personnel for graduate credit.
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TOPICAL OUTLINE
A course agenda is included at the end of this syllabus. It includes the following topics:
1. Instructional Leadership
2. School Culture and Climate
3. Strategic Operations
4. Human Capital
5. Executive Leadership
6. Ethics
7. Budgeting
8. Special Program for students in need (Special Education, AT Risk, ELL, Bilingual, GT)
9. Student Discipline
10. School Safety
TEACHING STRATEGIES
1. Seminar
Scheduled to give interns an opportunity to share experiences, build concept knowledge
and prepare for TExES exams with other interns and the university supervisor.
2. University Supervisor Visit
The university supervisor will visit you on your campus at least two times each semester.
The supervisor would like to meet with the campus administrative mentor during this time
to discuss the interns progress and activities.
3. Demographic Study (Due 1st semester of internship)
A review of key findings about the characteristics of the school context.
4. Leadership Journey, Resume, and 5 Year Goals (Due 1st semester of internship)
Tools useful for planning professional growth and career opportunities.
5. Internship Activities (Both semesters of internship)
Interns will select 10 activities from a menu. Their campus administrative mentor should
be consulted on the selection of activities to match campus needs and goals.
6. Activity Log (Both semesters of internship)
A record of a minimum of 160 hours of on the job activities related to building
leadership. Hours spent on embedded activities may be counted.
7. TExES Practice (Both semesters of internship)
Examination is a 100-item released TExES given in a secure testing environment.
Students who have passed the state TExES exam or who have made at least a 70% on the
practice exam are exempt from this requirement.
The content of this outline and schedule are subject to change at the discretion of the professor.
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ASSESSMENT OF LEARNING
Course Requirements:
1. Candidates must be approved by the cooperating site administrator prior to beginning
assignments. The University and Site Internship Principal Preparation Program
Agreement form with the appropriate signatures must be returned to the university
supervisor within two weeks of the semester beginning. This agreement acknowledges
that the cooperating campus administrator agrees to assist and supervise you and to
validate and certify that you have completed assigned activities.
2. Candidates must attend scheduled seminars during the semester the course is taken.
Candidates should consult with the university supervisor in advance, if there is an
unavoidable need for an absence.
3. Candidates must complete all assigned tasks described in the syllabus.
4. Candidates and the cooperating site administrator must agree that a minimum of 160
hours will be spent on internship activities at one or more school sites. The internship
activities shall be completed by the last semester of the program. Hours completed before
the semester begins but during the program can be included.
5.
Candidates must have access to a reliable internet connection and be familiar with basic
Microsoft software programs.
6. Candidates must communicate through the HBU email system only.

7. Candidates must complete the comprehensive examination required in the College of
Education for receipt of the masters degree in education.
8.
Candidates must complete the practice TExES examination required for principal
certification.
9. Candidates must complete the TExES examination required for principal certification.
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Objectives/Learning Outcomes
Activities(*in Performance
dicates fieldAssessment
based activity)
1. Candidates will participate in planned

*Activity Log
intern activities to allow for application of
knowledge and skills on a full-time basis (912 hrs. /wk.).
2. Candidates will apply skills and
*Internship
knowledge articulated in the ISLLC
Activities
standards as well as the Texas standards for
educational leaders.
Standards:
Texas Principal
Standards/
ISLLC
Standards
TPS 1-5
ISLLC 1-10
Activity Log
Internship
Activity
documentation
Internship
Activity
TPS 1-5
Documentation/
ISLLC 1-10
HBU Supervisor
Site Visit
Evaluation
3. Candidates will demonstrate the ability to *Activity Log Activity Log
accept genuine responsibility for leading,
Internship
TPS 1-5
facilitating, and making decisions typical of
Activity
ISLLC 1-10
those made by educational leaders.
documentation/
Leadership
Journey
4. Candidates
*Activity Log,
Activity Log
TPS 1-5
experiences will occur *Internship Activities
Internship Activity
ISLLC 1-10
in multiple settings that
documentation
allow for the
demonstration of a
wide range of relevant
knowledge and skills.
5. Candidates will communicate with
Internship
Activity Log
TPS 1-5
members of the school community.
Activities
Internship Activity ISLLC 1-10
documentation
6. Candidates will use data-based research
*Demographic Demographic
TPS 1-5
strategies and strategic planning processes
Study
Study
ISLLC 1-10
that focus on student learning to understand
HBU Supervisor
how to inform the schools vision.
Site Visit
Evaluation
7. Candidates will use sources such as
*Demographic Demographic
student assessment results, student and
Study
Study
TPS 1-5
family demographic data, and an analysis of *School
HBU Supervisor
ISLLC 1-10
community needs.
Site Visit
Evaluation
8. Candidates will facilitate activities that
*Activity Log
Activity Log
TPS 1-5
apply principles of effective instruction to
Internship Activity ISLLC 1-10
improve instructional practices and
documentation
curricular materials.
9. Candidates will prepare for the state
Review
TExES Practice
TPS 1-5
22
certification examination unless they have
already passed the exam.
activities
Test
ISLLC 1-10
1. Descriptions and rubrics for assignments are included at the end of this document.
2. These assignments/activities develop and/or assess State standards including TExES
competencies and ISLLC Standards
3. Total points earned for all assignments will determine the students percentage and
letter grade for the course
NOTE: Internship I: Candidates participating in their first semester of internship
Internship II: Candidates participating in their second semester of internship.
Assignment
Principal Preparation Program
Academic Portfolio
Possible Points
500 pts.
Leadership Journey
Demographic Study
Internship Activities
(5 per semester)
Activity Log (160 hours)
University Supervisor Site Visit
100
100
100
Semester Due
Internship I and II
(weighted based on
semester)
Internship I
Internship I
Internship I and II
100
50
Internship II
Internship I and II
Assessments in this course are designed to correlate to the rigor and expectations addressed
within the College of Education and Behavioral Sciences Graduate Comprehensive Examination.
It is the students individual responsibility to be aware of his/her current grade standing in the
class and to confer with the professor regarding any assessment concerns/questions during
designated office hours.
Grading Standards
HBU Graduate School Grading Scale:
94 -100=A;
90-93=A-; 87-89=B+;
83-86=B;
80-82=B-; 77-79=C+;
73-76=C;
Student Evaluation of Faculty and Course

Students will complete faculty appraisal forms as regularly administered by the University.
CLASS POLICIES
ATTENDANCE: Absence and Tardy Policies
In the College of Education and Behavioral Sciences, any student who does not attend at least
75% of the scheduled class sessions will receive a grade of F for the course, regardless of
performance on other assessments such as tests, quizzes, papers, or projects. This means that
more than 2 absences will result in a failing grade. "Regular attendance in class is important for
23
student success, and it is university policy that students must attend class. Absences are recorded
beginning from the first class session after the student has enrolled in the course. Professors are
not obligated to allow students to make up work they miss due to unexcused absences.
Professors may apply additional attendance policies as appropriate to individual courses.
Likewise, the college or school may also apply additional attendance requirements as necessary.
Please see the catalog currently in use for the universitys policy on classroom absences caused
in the course of student representation of the university, such as athletics, chorale, and mock trial
activities."
Attendance and participation is expected at every class online discussion..

Two tardies are permitted for all classes.
Medical notes for excused absences will be accepted only one week after the
absence.
Absences, tardies, and early departure from class are strongly discouraged. It is
very important to be on time for class and to stay for the entire class session.
Your performance in this course will be better if you attend classes and participate
in the discussions. This course will be highly interactive and you will need to be
in class. If you arrive late or leave early, you will NOT receive full credit for
participating or for attendance. If you do work not pertaining to this class during
class time, you will not receive full credit for participating.
ACADEMIC ACCOMMODATIONS
Students needing learning accommodations should inform the professor immediately and consult
the Academic Accommodations section of the HBU Classroom Policy posted on Blackboard.
Documentation of Difficulties If an education student fails to demonstrate an acceptable level of
performance on one or more professional educator standards during any class or field experience,
a form is filed in the Education Office (a PMID: Progress Monitoring & Intervention
Documentation). If two such forms occur, a conference is held in which difficulties are
identified and means for improvement are explored. [Sometimes specific interventions will be
required.] A third form will result in a committee hearing to review difficulties and means for
improvement and to determine conditions for continuance in the program. Professional
standards include knowledge, skills and dispositions.
LATE WORK STATEMENT
Late work will be penalized. You should not miss any exams. If you are sick, you need to notify
the professor in advance. The professor reserves the right to administer a different exam, deduct
points for taking the exam late, and/or schedule the makeup for a later date. Missing an exam
without giving prior notice will result in a zero for that test, with no makeup.
All assignments are expected to be completed in their entirety by the beginning of class on the
due date, even if the student is not in class. Late work is strongly discouraged. Work may be
submitted late ONLY (with proper documentation for illness or other emergency situations)
within the following TWO calendar days, including weekends, for a maximum grade value of 80.
No work will be accepted after that deadline passes. As professionals it is imperative to
24
complete responsibilities and tasks in a timely, effective manner. [If work is returned for
revision, it is expected to be re-submitted as directed by the professor regarding the due date and
the maximum grade value of the revised effort.]
Missed Tests
All tests should be taken on the day and at the time when they are scheduled. Make-up tests will
be given ONLY when the instructor is notified prior to the exam, and there is a documented
excused reason for missing the exam. Legitimate reasons include documented illness death in the
family, etc. A make-up will then be completed at a time mutually agreed upon by both the
professor and student-as soon as possible after the exam date. Any unexcused absence on the test
day will result in a grade of zero for the particular test with no opportunity for a make-up test.
Electronic Device Use in the Classroom
You must turn off all electronic devices in your possession to avoid distractions to the
climate of the classroom. This includes cell phones. These should remain out of sight
during instructional
Answering cell phones, reading or responding to text messages during class will lower
your participation grade. If this is a continuing distraction, the student will be asked to
leave class and this will be reflected in the course grade.
No cell phones will be allowed in the classroom for exams. Should you forget, you might
leave any cell phones with the professor during the testing time? Any cell phone that
goes off in a students possession during an exam will be an automatic F on the exam.
No recording devices will be allowed in the classroom.
The use of personal laptop computers is only permitted at appropriate times when class
note taking is beneficial, not during any activities and/or presentations.
The use of the Internet and computer for personal means during class time will result in a
reduction in the class participation grade and loss of class use of the computer for the
remainder of the semester.
Academic Integrity
HBU views any act of academic dishonesty as a violation of the very heart of the nature of the
University as expressed in the catalogue. Academic dishonesty occurs when a student submits
the work or record of someone else as his/her own or when a student has special information for
use in an evaluation that is not available to other students in the same activity. It will result in a
zero on the assignment in question and will be reported to the Dean of the School of Education.
Appeal procedures and additional information are included in the HBU Online Catalogue. A
tutorial has been created that explains behaviors you may engage in, but do not recognize as
unethical. Its purpose is to inform and educate you to identify these practices and, therefore,
avoid them. You will find the tutorial in a Blackboard class named Academic Integrity, and you
are encouraged to complete the tutorial before priority registration for the next semester.
Early Alert
25
To ensure that every student takes full advantage of the educational and learning opportunities,
HBU has implemented an Academic Early Alert Referral System (EARS). Your professor will
issue an Early Alert to your advisor if you he or she believes you struggling in the course. You
should meet with you advisor and professor to discuss new strategies for successful completion
of the course.
26
Email Policy
All university and class email communication will be sent to your HBU email account. You are
responsible for checking this frequently. If you choose, you may reroute your HBU email to
another email address. Your emails should be in a professional format with correct spelling,
capitalization, and grammar.
Grievance Procedures
The Academic Grievance Policy may be found in the catalog currently in use, in the Academic
section of the HBU Forms section of the HBU Portal, and on the Registrars page on the HBU
Website.
Incomplete Course Request
Only the dean of the college or school may grant incompletes and only to students who have a
major documented emergency in the last few days of a semester. Students with excessive
absences, which will result in failing the course, will not be allowed to take the final exam nor be
eligible to receive an incomplete.
Students are required to read the University Classroom Policy addendum to this course
syllabus that is included on Blackboard. In addition to the class policies listed here, it
includes basic class policies that apply in all HBU classes
PERSON RESPONSIBLE FOR DEVELOPING SYLLABUS:
Instructors Signature:
Dr. Julie Fernandez 3/12/2015
27
Due Dates
June 1, 2015
Week of
June 8, 2015
June 15, 2015
Internship in the Principalship EDAD 6291/6292

TENTATIVE CLASS SCHEDULE
Summer 2015
Topics
Assignments
Internship I
Review the
Information Sheet
handbook/syllabus:
Mentor Form Due
review internship
Intern Agreement Form Due
activities and arrange
school visitations
review calendar
(see orientation video)
Assignments
Internship II
Campus Visits by
Supervisor
TPS: School Culture
Case Studies- Culture
and Climate
AEIS Reports and
Strategic Plans
(see online video)
Campus Visits by
Supervisor
Assessment: Supervisor
Evaluation
Course Acknowledgement
Due
Case Studies- Culture and
Climate
Assessment:
Supervisor Evaluation
On the job activities
Evaluation
June 29, 2015
TPS: Strategic
Operations
(See online video)
Leadership Journey Due
Assessment:
Supervisor
Evaluation
Week of
July 6, 2015
Campus Visits by
Supervisor
Evaluation
Assessment:
Supervisor Evaluation
July 13, 2015
TPS: Executive
Leadership
(see online video)
July 20, 2015
TExES Principal Test

Preparation Seminar
9:00AM- 12 :00 PM
Hinton (room to be
announced)
TPS: Instructional
Leadership
(see online video)
Week of
June 22, 2015
July 27, 2015
August 6, 2015 TPS: Human Capital

(see online video)
Attendance Required
unless the candidate has
already passed the TExES
exam.
Attendance Required
unless the candidate
has already passed the
TExES exam.
Demographic Study Due
Online Discussion: Hiring

Teachers and Staff
Portfolio Due with Five
Portfolio Binder Due

with Five Completed
Intern Activities and
28
Completed Intern Activities Intern Activity Log/
and Intern Activity Log
Administrator
Evaluation and Self
evaluation
29
COURSE ACKNOWLEDGEMENTS
Syllabus Statement
I am aware of all topics described in the course syllabus. These include, but are not limited to the following:
course description; course sequence in the curriculum and prerequisite information;
instructor information and learning resources;
relation to the mission of the University and to the goals and purposes of the College of Education and
Behavioral Sciences;
course learning objectives;
state and national standards covered (TExES competencies, IDA standards, etc.);
topical outline and learning strategies;;
assessment for learning: requirements & grading standards;
HBU CLASS POLICIES: the University document posted on Blackboard;
additional policies for this class: attendance, late work, missed tests and electronic devices;
the possibility of changes to the syllabus. [The content of this syllabus and the attached agenda are subject to
change at the discretion of the professor.]
Professional Integrity Statement

To maintain and uphold the highest level of professional integrity and honesty, cheating and plagiarizing are not
allowed. . If a student cheats and/or plagiarizes, then the student will receive a 0 for the assignment and/or fail
the course
Cheating is a catch-all term for not doing your own work. Any attempt during a test to consult with notes or another
person or to look at anothers test constitutes cheating. If answers are shared in any way, both students will receive the
same penalty for cheating. Using stolen tests or borrowed tests (any test that is not readily available to all members of
the class) to study for an exam is cheating. Within the broader view of cheating is the idea of using someone elses work
in place of your own. This is called plagiarism and is not allowed.
DO NOT:
copy another persons paper/project/work or part of that and turn it in as your own;
copy a paper/project from the Internet and turn them in as your own;
copy another paper/project (or cut and paste parts of Internet articles), make changes to it, and submit it as your
own;
include the work of others without documentation/reference (If seven or more words are taken directly from
another source it must be quoted and referenced.);
submit a paper/project or large parts of a paper/project you have done for another class at HBU or another
institution to this class. (Always get a professors approval before using a prior work or topic from a different
class.);
have someone write parts or all of your paper/project/work
share your work with others; and,
change references or make up references.
falsify fieldwork documentation
By signing this page, I affirm that I have read and understand the contents of this course Syllabus Statement, the
Professional Integrity Statement, and the University Class Policies. I understand that at any time during the
course, I may request clarification, if needed.
Printed Name
Signature
Date
30
[After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.]
31
ASSIGNMENT DESCRIPTIONS AND RUBRICS

Principal Preparation Program Academic Portfolio
The academic portfolio contains key assessment components of the Principal Preparation
Program. The academic portfolio provides benefits in two ways to our leadership preparation
program: (a) candidate evaluation and (b) program evaluation. In addition, the portfolio is
designed to help candidates synthesize theories and strategies from graduate coursework and
apply them in the field.
Portfolio Options
1.
You can buy a 2 inch binder to hold your portfolio. Tabs should include the
following titles:
Syllabus
Forms
Leadership Journey
Demographic Study
Internship Activity Log
Case Studies
Professional Literature
TExES Principal Exam Manual
2. Online Portfolio Option

You can access a Weebly Account and create your portfolio online. Just upload
forms. http://www.weebly.com/
You will email me the link when your portfolio is due.
The portfolio must contain the following components:
1. Leadership Journey (Resume, 5-yr Goals, Leadership Framework)
2. Demographic Study
3. Internship Activities and Reflections
4. Internship On the Job Activity Log
5. University Supervisor Visit Evaluations
5. Copy of all forms completed
I.
Leadership Journey
A. Resume for the Principal Preparation Program Academic Portfolio

Submit a current resume that outlines the following:
32
1.
2.
3.
4.
5.
Background and experiences in education

Certifications
Extensive training
Awards
Applicable leadership experiences.
B. Five Year Goals for the Principal Preparation Program Academic Portfolio
Reflect on your future plans and professional goals for the coming years. Submit a
document with the following:
1. List your professional goals for the next five years
2. Explain why the goals that you selected are important to you
3. Develop a specific professional growth plan which you feel must be accomplished to
obtain these goals.
C. Leadership Framework for the Principal Preparation Program Academic Portfolio
Submit a document that describes your professional framework. Include the following:
1.
2.
3.
4.
5.
6.
II.
Your philosophy of education

Your philosophy of leadership
Your vision for learners
Your vision for teachers
Your vision for the organization
Method of vision attainment
Demographic Study of Campus
The objective of the demographic study is to review data and statistics for the targeted campus.
The study should enable the candidate to understand the school and community and potential
areas for improvement (ELCC 1.4). The demographic study provides a professional development
tool for candidates to identify areas to improve student achievement (ELCC 2.4). This
demographic analysis identifies potential community stakeholders and facilitates the stewarding
of a school vision that capitalizes on diversity (ELCC 1.5).
The demographic study will focus on a selected campus. The study should include a summary of
demographic data of the school, a brief history of the school, political and geographical
characteristics of the school attendance area, background of the professional and support staff the
school, and an overview of student performance data for the school.
Submit a written report that outlines the following (Identify the response to each section clearly,
for example, 1a, 1b, etc. and include headings for each section, for example 1. Historical
background of the community and school):
1. Historical Background Of The Community And The School
33
a.
b.
c.
d.
e.
f.
g.
What is the history of the city or community?

How was the area, community, or neighborhood developed?
Who were some of the individuals recognized as pioneers of the community?
Are there any important historical events related to the school to note?
How many schools and facilities are contained in the district?
When was the campus opened?
Why was the campus given its specific name?
2. Campus Governance
a. Review the campus organizational chart (create/provide a diagram of the organizational
chart).
b. What is the chain of command in the school?
c. How is the campus site-based committee selected and how does it function?
3. Enrollment/Growth/Achievement
a. What is the district enrollment? (Disaggregate by ethnicity, socio-economics, grade level,
etc.).
b. What is the school enrollment? (Disaggregate by ethnicity, socio-economics, grade level,
etc.).
c. What are the strong and weak areas of student performance on state exams?
4. Political And Geographical Characteristics Of The School Attendance Area
a.
b.
c.
d.
What are the socio-economic levels of the families?

How active are families in various school activities?
How is the PTO/PTA organized?
Are there any significant geographical characteristics that might impact students or
families?
5. Professional Staff
a. Describe the campus professional staff.
1. Years of experience
2. Levels of education
3. Demographic characteristics
6. Artifacts Needed:
a. AEIS Report
b. Campus Strategic Plan
c. Campus Handbook
7. Synthesize the demographic information and write a response to the following:
a. discuss potential areas for improvement
b. identify key stakeholders in the school and community, and
c. discuss leadership strategies you might use as a leader of the school.
34
III.
The purpose of the internship activities is to give candidates an inside look at issues that impact
decisions of school leaders. This assignment supports the design of comprehensive professional
growth plans (ELCC 2.4) by focusing on observations and reflective practice. Candidates must
complete 10 activities (5 per semester). The hours associated with the activities can be applied to
the on the job log hours. Candidates must write a summary of the experience with
documentation and artifacts. The summary must be at least 500 words long written in
professional language using APA formatting. All activities must be approved by the
campus administrator mentor and university supervisor.
IV.
On the Job Activity Log for the Principal Preparation Program Academic
Portfolio
Candidates must submit a final log of the on the job activities related to building leadership
activities. The log should contain the date, activity name/description, and hours. Your log should
include a variety of activities related to the principals role. Please ensure that some of your
hours relate to the role of the leader in improving student achievement and school climate. The
log of internship activities serves to assist the candidates with tracking their daily activities as
they relate to educational leadership that positively affects school culture (ELCC 2.1) and
promotes student learning (ELCC 2.3). University supervisors can also use the logs to monitor
candidates needs and assist them in designing comprehensive growth plans (ELCC 2.4).
Limit hours related to duty supervision (no more than 15%).
1. You may create a spreadsheet to document on the job activities.
2. Your total hours should equal a minimum of 160 hours. You may include 60 hours for
activities.
3. You may include time spent on internship activities and the school improvement project.
4. University supervisors may ask for periodic log reports for monitoring and assisting you with
future growth opportunities.
35
Example: Format for the Log: (The listed activities are examples; they are not required on
the log)
Intern: ____________________________________________________________
I certify that, to the best of my knowledge, the intern has completed all of the listed activities.
Cooperating Site Administrator signature: _______________________________________
Date
Total
time
60
1
2
1
4
1
8
Total Time
160
Description of Activity
Interviewed secretary about enrollment procedures for LEP students.
Attended testing coordinator meeting at central office.
Interviewed Asst. Principal about placement ARD meetings.
School Improvement Project Planning, meeting with principal, draft
plan
Learned procedure for missing textbooks
Worked on cumulative folders to send to high school, removed records
that should not be included
should total 160 by the completion of the course
36
EDAD 6291/6292- PRINCIPAL INTERNSHIP

RUBRIC
Name_________________________________
Leadership Journey
Score: 120 Possible Points
Resume
Five Year Goals

Components
Framework
Components
Aspects that Must be Included
Points
Possible
____Background and experiences in education
10
____Certifications
10
____Extensive training
10
____Awards
10
____Applicable experiences that are relevant to the position of

the educational diagnostician
10
Points
Possible
____List your professional goals for the next five years
10
____Explain why the goals that you selected are important to

you
10
Points
Possible
Points
Earned
Points
Earned
Points
Earned
37
____Your philosophy of education
10
____Your vision for learners
10
____Your vision for teachers
10
____Your vision for the campus
10
____Method of vision attainment
10
Demographic Study for the Principal Internship Portfolio

Components
Historical
Background

____What is the history of the city or community?
____How was the area, community, or neighborhood
developed?
____Who were some of the individuals recognized as pioneers
of the community?
____Are there any important historical events related to the
school to note?
____How many schools and facilities are contained in the
district?
____When was the campus opened?
____Why was the campus given its specific name?
Points
Possible
20
____Review the campus organizational chart (create/provide a

diagram of the organizational chart)
Campus Governance
____What is the chain of command in the school?
10
____How is the campus site-based committee selected and how

does it function?
Enrollment/Growth/
Achievement
____What is the district enrollment? (Disaggregate by ethnicity,

socio-economics, grade level etc.)
____What is the school enrollment? (Disaggregate by ethnicity,
socio-economics, grade level etc.)
10
Points
Earned
38
____What are the strong and weak areas of student
performance on the state exams?
Political and
Geographical
Characteristics
Professional Staff
Other Elements
Summary
Professional Writing
Elements
____What are the socio-economic levels of the families?

____How active are families in various school activities?
____How is the PTO/PTA organized?
____Are there any significant geographical characteristics that
might impact students or families?
____What are the levels of education, years of experience, and
demographic characteristics of professional staff at the district
level?
____What are the levels of education, years of experience, and
demographic characteristics of professional staff at the campus
level?
____How do these groups compare?
____Other elements deemed appropriate to describe the
demographics of the school.
____Discuss potential areas for improvement.
____Identify key stakeholders in the school and community
____Discuss leadership strategies you might use.
____Grammar/Spelling
____APA 6th Edition Format
10
10
10
10
20
39
Principal Internship Activities Rubric
Score: 100 possible points
Activities

____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
Points
Possible
10
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
10
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
10
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
10
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
Principal Internship Activities (cont.)
10
10
10
Points
Earned
40
Activities

____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
____Artifact
____ Analyze
____Plan
____Implement
____Evaluate
Points
Possible
10
10
10
Points
Earned
41
On the Job Intern Activity Log

Components

____Table format
____Date
____Time used
____Description of Activity
____Total time required (160 hrs.)
TOTAL POINTS EARNED:
Points
Possible
100
Points
Earned
42
EDAD 6291/6292 Principal Internship Visitation Form

University Supervisor
Intern Name_______________________________________________________
Site Administrator___________________________________________________
Onsite Visit
Individual Conference
Date_________________________________ Time_________________________________
Comments:
University Supervisor__________________________________Date__________________
Principal
Intern_______________________________________________Date__________________
43
APPENDIX A
INTERNSHIP FORMS
Principal Internship Agreement

Cooperating Site Administrator Principal Internship Agreement
Cooperating Site Administrator Evaluation of Candidate
Candidate Self Evaluation
44
I understand that I am participating in an internship sponsored by the College of Education and
Behavioral Sciences at Houston Baptist University and the
___________________________________ School District. I recognize that during the
internship, I am subject to the rules, regulations, and policies of the university as well as those of
the school district and campus.
I understand that during the internship, I will be representing the university and the department
and I will not exhibit any behaviors that would adversely affect the image of either unit. I agree
that if my behavior is deemed improper or detrimental to the school district, campus, or the
university, I will withdraw from the program and not receive credit. I understand that failure to
abide by the required guidelines of the internship program will result in termination.
I further agree that I will: (a) avoid becoming involved in ideological disputes; (b) maintain the
confidentiality of records and internal matters at all times; (c) not be in possession of or use an
illegal controlled substance, alcohol, or firearm while on school or university property; and (d)
always dress professionally in accordance with school district policies.
I have read this agreement. The nature, scope, and required guidelines of the principal internship
program have been explained to me, and I agree to abide by them.
Candidate:
Name: _____________________________________________ (print)
Signature: __________________________________________
University Supervisor:
Name: Dr. Julie Fernandez
Signature: _________________________________________
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE

UNIVERSITY SUPERVISOR
45
Cooperating Site Administrator
Candidates Name: _________________________________________________
Position: _________________________________________________________
District: __________________________________________________________
School: __________________________________________________________
As the Cooperating Site Administrator, I will support the above named individual during his/her
participation in the principal internship program at Houston Baptist University. I understand this
program will require the candidate to perform assigned administrative duties during the regular
school day. I will provide the assistance and opportunities necessary to fulfill the requirements of
the internship.
Name: _________________________________________________________ (print)
Signature: _______________________________________________________
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE

UNIVERSITY SUPERVISOR
46
Cooperating Site Administrator Evaluation of Candidate
Name of Candidate: ___________________________________________________________
Cooperating Administrator: ______________________________________________________
Please use the chart below in evaluating the performance of the candidate who has been an intern
under your supervision by placing an X in the appropriate column. Upon completion of this
evaluation form, please return to the candidate.
ELCC STANDARDS
1.0: Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the
success of all students by facilitating the development,
articulation, implementation, and stewardship of a school or
district vision of learning supported by the school community.
success of all students by promoting a positive school culture,
providing an effective instructional program, applying best
practice to student learning, and designing comprehensive
professional growth plans for staff.
success of all students by managing the organization,
operations, and resources in a way that promotes a safe,
efficient, and effective learning environment.
success of all students by collaborating with families and other
community members, responding to diverse community
interests and needs, and mobilizing community resources.
success of all students by acting with integrity, fairly, and in an
ethical manner.
success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and
cultural context.
Above
Average
Average
Below
Averag
e
47
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE UNIVERSITY SUPERVISOR
48
Cooperating Site Administrator Evaluation (Continued)
Cooperating Administrator: __________________________________________________
Please rate the intern on the following criteria:
Above
Average
Average
Below
Average
Did Not
Observe
Cooperation
Community Involvement
Ability to Organize/Perform Assignments
Problem Analysis
Decisiveness
Ability to Use Supervision
Personal Motivation
Judgment
Written Communication
Oral Communication
Sensitivity
Ability to Relate to School Staff
Stress Tolerance
Ability to Relate to Students
Educational Values
Range of Interests
Overall Performance
Ability to Assume Administrative Assignments
Additional Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________
Signature of Cooperating Site Administrator
Date
49
Candidate Self Evaluation
Please use the chart below in evaluating your performance by placing an X in the appropriate
column. Upon completion of this evaluation form, please return to the university supervisor.
ELCC STANDARDS
Above
Average
Average

success of all students by facilitating the development,
articulation, implementation, and stewardship of a school or
district vision of learning supported by the school community.
success of all students by promoting a positive school culture,
providing an effective instructional program, applying best
practice to student learning, and designing comprehensive
professional growth plans for staff.
success of all students by managing the organization, operations,
and resources in a way that promotes a safe, efficient, and
effective learning environment.
success of all students by collaborating with families and other
community members, responding to diverse community interests
and needs, and mobilizing community resources.
success of all students by acting with integrity, fairly, and in an
ethical manner.
success of all students by understanding, responding to, and
influencing the larger political, social, economic, legal, and
cultural context.
Below
Average
50
Candidate Self Evaluation (Continued)
Please rate yourself on the following criteria:
Above
Average
Average
Below
Average
Did Not
Observe
Cooperation
Community Involvement
Ability to Organize/Perform Assignments
Problem Analysis
Decisiveness
Ability to Use Supervision
Personal Motivation
Judgment
Written Communication
Oral Communication
Sensitivity
Ability to Relate to School Staff
Stress Tolerance
Ability to Relate to Students
Educational Values
Range of Interests
Overall Performance
Ability to Assume Administrative Assignments
Additional Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________
Signature of Candidate
Date

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1

HOUSTON BAPTIST UNIVERSITY

EDAD 6291/6292 Internship in the Principalship

Syllabus and Handbook

Dr. Cynthia Simpson, Dean

EDAD 6291/6292 Internship in the Principalship/ Online

The College of Education and Behavioral Sciences

EDAD 6291/6292 Internship in the Principalship/ Online

COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE INFORMATION:

EDAD 6291/6292 Internship in the Principalship/ Online

RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF EDUCATION

an understanding of their Christian mission and calling as educators to influence

RELATION TO THE DEPARTMENTAL GOALS AND PURPOSES DEPARTMENT OF

EDAD 6291/6292 Internship in the Principalship/ Online

Chapter 149. Commissioners Rules Concerning Educator Standards

Texas Principal Standards (TPS)

EDAD 6291/6292 Internship in the Principalship/ Online

Interstate School Leaders Licensure Consortium

EDAD 6291/6292 Internship in the Principalship/ Online

Standard 8: Operations and Management

EDAD 6291/6292 Internship in the Principalship/ Online

EDAD 6291/6292 Internship in the Principalship/ Online

EDAD 6291/6292 Internship in the Principalship/ Online

EDAD 6291/6292 Internship in the Principalship/ Online

6. Candidates must communicate through the HBU email system only.

EDAD 6291/6292 Internship in the Principalship/ Online

1. Candidates will participate in planned

Student Evaluation of Faculty and Course

Attendance and participation is expected at every class online discussion..

EDAD 6291/6292 Internship in the Principalship/ Online

EDAD 6291/6292 Internship in the Principalship/ Online

Dr. Julie Fernandez 3/12/2015

EDAD 6291/6292 Internship in the Principalship/ Online

Internship in the Principalship EDAD 6291/6292

June 29, 2015

Leadership Journey Due

July 13, 2015

July 20, 2015

TExES Principal Test

July 27, 2015

August 6, 2015 TPS: Human Capital

On the job activities

Demographic Study Due

On the job activities

Online Discussion: Hiring

Portfolio Binder Due

EDAD 6291/6292 Internship in the Principalship/ Online

EDAD 6291/6292 Internship in the Principalship/ Online

instructor information and learning resources;

topical outline and learning strategies;;

assessment for learning: requirements & grading standards;

HBU CLASS POLICIES: the University document posted on Blackboard;

Professional Integrity Statement

share your work with others; and,

change references or make up references.

falsify fieldwork documentation

EDAD 6291/6292 Internship in the Principalship/ Online

EDAD 6291/6292 Internship in the Principalship/ Online

ASSIGNMENT DESCRIPTIONS AND RUBRICS

2. Online Portfolio Option

A. Resume for the Principal Preparation Program Academic Portfolio

Background and experiences in education

Your philosophy of education