EdAd 6998 Superintendent Internship Spring 2011 Dr. Diane J.

Rauschenfels 218-310-9550 EduE 177 Office Hours Wednesdays 1 - 2 p.m. or by appointment Credits: 6

Course Description: Candidates for licensure will be working with a practicing, licensed superintendent for a minimum of 320 total hours. The candidate and the University Supervisor will identify possible placements for this experience, considering the location and time available to the candidate and to the mentor or mentors. University of Minnesota Duluth candidates are also encouraged to serve additional hours in a situation of alternative delivery. The internship can be completed in one semester, or it can be completed over the course of two semesters. Based on the candidates self-assessment of competencies and record of successful coursework completed, the candidate, supervisor, and mentors will agree on a plan for the internship, identify projects and experiences for participation for the candidate in order to demonstrate competence against all standards, and sign an agreement of expectations. During the internship, in the placement of concentration, the candidate will complete projects demonstrating knowledge and skill in becoming a leader sensitive to the needs of all constituencies. The UMD Internship Project will require that the candidate identify an underserved or disenfranchised constituency in the placement, research the history of the identified population, identify possible factors and complete further research to identify possible remediation for the situation. The required project will take the form of a paper or a presentation and will be delivered to the mentor and kept on public file at the University. In addition, candidates will complete projects addressing finance and budgeting, teaching and learning, human resources, politics, contract negotiation, strategic planning, communications, personnel, and school board relations as appropriate.

Core Leadership Competencies:

B3: Planning and scheduling personal and organizational work, establishing procedures to regulate activities and projects, and delegating and empowering others at appropriate levels; B4: Demonstrating the ability to analyze need and allocate personnel and material resources; B5: Developing and managing budgets and maintain accurate fiscal records; B6: Demonstrating an understanding of facilities development, planning and management; B7: Understanding and using technology as a management tool; C2: Creating and monitoring a positive learning environment for all students; C3: Creating and monitoring a positive working environment for all staff; D1: Developing, adjusting, and implementing policy to meet local, state, and federal requirements and constitutional provisions, standards, and regulatory applications;

D2: Recognizing and applying standards of care involving civil and criminal liability for negligence, harassment, and intentional torts; D3: Demonstrating an understanding of state, federal, and case law governing general education, special education, and community education; E2: Demonstrating the ability to involve stakeholders in the development of educational policy; F1: Formulating and carrying out plans for internal and external communications; F2: Demonstrating facilitation skills; F3: Recognizing and applying an understanding of individual and group behavior in normal and stressful situations; F4: Facilitating teamwork; F6: Making presentations that are clear and easy to understand; F7: Responding, reviewing and summarizing information for groups; F8: Communicating appropriately speaking, listening, and writing for different audiences such as students, teachers, parents, community, and other stakeholders;

F9: Understanding and utilizing appropriate communication technology;

G5: Identifying and interacting with internal and external publics;

G7: Promoting a positive image of schools and the school district;

G9: Demonstrating the ability to identify and articulate critical community issues that may impact local education; I3: Demonstrating the ability to utilize data for instructional decision making; I6: Demonstrating the ability to appropriately use technology to support instruction; L6: Demonstrating understanding of and utilize appropriate technology in problem analysis;

Superintendents Competencies B1: Demonstrating an understanding of the role the political process plays in public education and the connection between them ; B2: Demonstrating understanding of how to interact with local and state government; B3: Demonstrating understanding of the roles played by other community leaders in the school district; C1: Demonstrating knowledge of cultivating positive relationships between and with School Board members;
C2: Demonstrating understanding of the importance of communication leadership between school district and its community;

E1: Demonstrating knowledge of how to balance varied and competing interests to ensure the mission and vision of the school district is carried forward.

Assessments: Weekly log identifying activities and time involved, On-site mentors recommendations, Supervisors recommendation, District-level Superintendents Intern project, activities and projects identified in expectations agreement, completion of a board agenda and leadership of either a board meeting or sub-committee meeting, creation of a To-Do list for a beginning of a school year.

Instructional Plan:

Program coordinator, university supervisor and on-site mentor will sign an agreed upon set of expectations before internship begins. University supervisor will meet with the intern and the on-site mentor at least three times during the internship experience to determine successful progress toward expectations.

Required materials: Schlechty, P. (2002). Working on the work: An action plan for teachers, principals, and superintendents. San Francisco: Jossey-Bass. Student Conduct Code: Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Student are expected adhere to Board of Regents Policy: Student Conduct Code: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf Teaching & Learning: Instructor and Student Responsibilities: UMD is committed to providing a positive, safe, and inclusive place for all who study and work here. Instructors and students have mutual responsibility to insure that the environment in all of these settings supports teaching and learning, is respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas. To reference the full policy please see: http://www.d.umn.edu/vcaa/TeachingLearning.html Academic Integrity: Academic dishonesty tarnishes UMDs reputation and discredits the accomplishments of students. Academic dishonesty is regarded as a serious offense by all members of the academic community. UMDs Student Academic Integrity Policy can be found at: http://www.d.umn.edu/conduct/integrity/ Final Exams: All 1xxx-5xxx courses offered for undergraduate credit should include a final graded component or end of term evaluation that assesses the level of student achievement of one or more course objectives. All final graded components are to be administered or due at the time and place according to the final exam schedule and not during the last week of class. To reference the full policy please see: http://www.d.umn.edu/vcaa/FinalExams.html

Excused Absences: Students are expected to attend all scheduled class meetings. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family, and NCAA varsity intercollegiate athletics. For complete information, please see: http://www.d.umn.edu/vcaa/ExcusedAbsence.html Appropriate Student Use of Class Notes and Course Materials: Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. For additional information, please see: http://www.d.umn.edu/vcaa/ClassNotesAppropriateUseof.html Students with disabilities: It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements such as time limited exams, inaccessible web content, or the use of non-captioned videos please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Please call 218-726-6130 or visit the DR website at www.d.umn.edu/access for more information.