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Syllabus
EDLDR 595: Principal Certification Internship
(1–3 credits) Guided experience in a school or other educational organization in which the student is employed, under supervision of a graduate faculty member.
Overview | Objectives | Materials | Library Resources | Technical Requirements | Course Requirements and Grading | Course Schedule | Academic Integrity | Accomodating Disabilities | Additional Policies
Overview
The internship is an individualized field experience in an educational organization (usually a public school) during which the intern develops and demonstrates skills and competencies in the roles, tasks, and orientations associated with school building leadership with the guidance of both the on-site supervisor/mentor and an Educational Leadership faculty member. The internship is also constructed so as to present a deliberately designed opportunity to meld practice with theory and to present the intern with specific opportunities to reflect upon theories and concepts learned in previous formal course work. All Pennsylvania Department of Education (PDE) requirements and Pennsylvania Inspired Leadership (PIL) standards for the internship are addressed.
Course Objectives
Upon successful completion of this course, you will:
- Participate in problem solving activities and utilize knowledge, experience, skills and situational factors in analyzing real-life school experiences.
- Address and connect all PIL standards to internship activities
- Coordinate all internship activities with the approved mentor principal of record.
- Reflect on the internship experience periodically throughout the calendar in the form of a written summary and update.
- Complete all necessary course-related forms and paperwork leading toward PA state certification.
- Understand the theoretical underpinnings of the role of the principal and the relationship of these theoretical bases for the development of effective administrative practices.
- Understand the work of the principal, including all major responsibilities and roles.
- Understand how reflection on experiences and knowledge can inform practice.
- Understand the relationship between effective leadership and purposeful educational environments for learning, individual growth, and work.
- Understand the external influences affecting educational institutions and the job of the principal within a larger community of learners.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Structure and Grading
The internship is divided into three segments, each corresponding to an academic semester covering a full calendar year. For each semester, the student will register for one credit of the internship, EDLDR 595. Internship activities may cross from one semester to the next depending on the nature of the activity. For example, a student may be engaged in collecting data from various tests administered at different times in the school year. The data might then be analyzed to determine an action plan for subsequent use. Please note that all forms and internship-related materials are available in each segment of the course since some people begin the internship at different times of the year.
It is important that the intern realize that this is an actual, real-time internship experience. The intern should not only “shadow” the mentor principal, but should also actively participate in the documented experiences. Decisions should be made in consultation with the mentor principal, however opportunities to provide input and make appropriate administrative decisions should be the norm.
When making administrative decisions, you should be thinking about how best to handle a given situation and how you would handle it if you were the principal. For such experiences, keep in mind the following:
- the setting,
- the people involved,
- what precipitated the situation,
- the direct and indirect effects of any decision you would make,
- what forms of communication you will use to advise staff, parents, etc. and
- whether or not follow up will be required.
For every experience, reflect upon your views and ideas as if you were the administrator handling the situation.
For reference, the following case analysis model may be useful when framing your administrative experience:
Assessment Rubric
| Letter Grade | Points/Percentage | Description |
|---|---|---|
| A | 94–100 | The student presents a complete and insightful exposition of the issues involved in the case that demonstrates an understanding of the effects on all of the constituencies involved. It is reflective of sensitivity to the organizational impact as well as individual impacts. The recommendations or solutions presented strive for equity and long-term resolution, with the learning of adults and students at the heart of the issues. Collaboration without subrogation of the principal’s responsibilities may be included. Alternatives or cross-perspectives are presented and acknowledged. The student is definitive, collaborative and/or recognizes the opinion aspects of the proposed plan of action. The solution or recommendation is doable. Grammar, syntax, conventions of writing and proofreading are evident. Assignment adheres to all guidelines provided and is submitted on time. |
| A- | 90–93.9 | |
| B+ | 87–89.9 | |
| B | 84–86.9 | The student presents a mostly complete exposition of the primary issues involved in the case, but some important secondary issues or effects on various constituencies may not be fully recognized or explored. The organizational impact or the impact on some individual or individuals may be missing from the analysis or action plan. Priorities of time, person or involvement may be missing or addressed in an incomplete or cursory fashion. Inequity or short term fixes may flaw the analysis or recommendations for action or may be unevenly applied. Subrogation of some aspect of the responsibility of the principal may be missed as a major component of the solution or plan of action. There may be some evidence of indecision or insensitivity to the feelings of one or more of the positive actors in the scenario. Do-ability of the proposed solution is questionable. One or two minor flaws in grammar, syntax or the conventions of quality writing may be evident. Completion of the assignment by the due date may also be a factor. |
| B- | 80–83.9 | |
| C+ | 77–79.9 | |
| C | 70–76.9 | The student presents an incomplete analysis, which misses important aspects of the scenario. One-sided opinion, not necessarily based on the facts or suppositions within the case, dominates the analysis portion of the study. Important actors are left out of the discussion and/or presented solution. Organizational impacts, if important or relevant, are missing or only given cursory reference. Equity issues or a lack of attention to subsequent consequences of the proposed plan are not explored or recognized. The proposed plan inappropriately violates the legitimate responsibility of the principal or provides inappropriate authority to others. There are several flaws in grammar, syntax or the conventions of quality writing. Do-ability of solution is suspect and may be impractical or impossible to complete. Completion of the assignment by the due date may also be a factor. |
| D | 60–69.9 | Only a superficial analysis of the issues involved are presented by the student. No coherent plan is effectively presented in response to the scenario. The student fails to recognize constituent effects of the case. Organizational impacts are only given cursory attention or none at all. The legitimate responsibility of the principal to act is not recognized or is rationalized inappropriately. Solution is unquestionably inappropriate, impractical or non-existent. Completion of the assignment by the due date may also be a factor. |
| F | 0–59.9 | Not fully completed / very poor quality. |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
Semester 1
Semester 2
Semester 3
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
University Policies
- Privacy Notice:
Please note that course access is limited to those individuals who have direct responsibility for the quality of your educational experience. The course instructor and any teaching assistant(s), of course, have access to the course throughout the semester. Each course offered via the World Campus has several instructional design staff members assigned to assist in managing course content and delivery. These instructional design staff members have access to the course throughout the semester for this purpose. Also, World Campus technical staff may be given access in order to resolve technical support issues. In addition, mentor, department head, or program chair may be provided with course access in order to ensure optimal faculty availability and access. Each of these individuals will keep confidential all student course and academic information.
- Accommodating Disabilities:
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
- Counseling and Psychological Services:
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
- Additional Policies:
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
- Military Students:
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
- Report Bias:
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
- Student Responsibilities and Conduct:
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Disclaimer
Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.