California University of Pennsylvania
Department of Secondary Education and Administrative Leadership
Course Syllabus
Approved: xx/xx/2013

A.

Protocol
Course Name: Internship
Course Number: ADP 670
Credits: 3
Maximum Class Size (online): 25
Course Description:
The internship is leadership standards based experienced designed to put theory into practice. It is where formal coursework is
applied in a field setting. It provides significant opportunities in the workplace to synthesize and apply the knowledge and to
practice and develop skills identified in the program competency areas.
An internship with a trained mentor is an important and highly valued part of the program. Each placement will be made in
cooperation with the APP faculty, the participating school district, and the intern.
The internship involves an in school year field placement with a carefully chosen and trained principal/mentor (field supervisor)
in a K‐12 school, who shares the APP program philosophy that the principal should function as a standard driven change agent
and facilitator of the reform process as well as a strong instructional leader. The intern is both a participant and observer under
the direction of the principal who should provide the intern with as many standards based supervisory and administrative
experiences as possible. The intern gains valuable work‐related experience and is given the opportunity to learn how academic
knowledge and skills can be applied at the worksite with real people, problems and events.

Field Experience: All candidates will be required to complete project that is infused as part of the
course work and may be referred to as homework assignments, field based experiences, or authentic
simulations and are designed to reinforce and extend upon the learning objectives of the course.
Conceptual Framework and Accreditation standards
Through the content and experiences of this course, candidates will construct knowledge, skills, and
dispositions that are necessary for principal candidates to become effective leaders of schools as
proposed by the ELCC standards, ISLLC standards, Pennsylvania Department of Education Leadership
Standards, and are related to The Three Principles of the Cal U Conceptual Framework.

California University of Pennsylvania

Conceptual Framework for Teacher
Education and Educational
Specialists
At California University, our theme for our conceptual framework is “Preparing
Tomorrow’s Educational Leaders through Knowledge, Professional Practices, and
Professionalism.” The conceptual framework for California University of Pennsylvania’s
First Approved by the Faculty of the College of Education and Human Services on February 18, 2004.

teacher education and educational specialist program is based upon the three principles of
Knowledge, Professional Practices, and Professionalism, which form our philosophical
foundation. Three elements support each of the conceptual framework principles, creating a
strong base for our candidates to build the knowledge, skills, and dispositions required of a
21st century educational leader and teacher.

Conceptual Framework Principles
Principle #1: Knowledge
Content (1A)
Content is the significant information that establishes the foundation for each discipline.
Mastering content is challenging in an information age when knowledge grows and evolves
quickly.
Standards (1B)
Standards set the minimum requirements for achievement, thereby forming the building blocks
for education.
Technology (1C)
Technology refers to the integration of appropriate and meaningful technological devices to
enhance learning. Understanding and using technology is critical for our education candidates
and educational specialists.
Principle #2: Professional Practices
Child Development (2A)
Child development focuses on the physical, emotional, psychological, and educational growth
of children and adolescents.
Diversity (2B) must
Diversity is recognizing that all students come from unique backgrounds. California
University of Pennsylvania is committed to meeting the diverse learning and social needs of P12 students and of our own education candidates.
Design, Implement, & Assess (2C)
Sound learning begins with the ability to design, implement, and assess educational
experiences for students.
Principle #3: Professionalism
Professional Disposition (3A)
Professional disposition is the set of values, commitments, ethics, and attitudes that distinguish
our education candidates and educational specialists as professionals.
Leadership Development (3B)
Leadership development is the activity by which education candidates and aeducational
specialists guide students and constituents to achieve success.
Personal Learning (3C)
Personal learning refers to the commitment of lifelong intellectual, personal, and professional
growth.

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Standards with which this course is aligned are sanctioned by:
•
•
•
•
•

National Council for Accreditation of Teacher Education (NCATE)
Educational Leadership Constituent Council Standards (ELCC)
Educational Leadership Policy Standards (ISLLC 2008)
Pennsylvania Department of Education (PDE) Leadership Standards
The California University of PA College of Education and Human Services Conceptual
Framework

The ELCC Standards:
The following ELCC Standards are addressed in this course:
Standard 1.0: A building‐level education leader applies knowledge that promotes the success of every student
by collaboratively facilitating the development, articulation, implementation, and stewardship of a shared
school vision of learning through the collection and use of data to identify school goals, assess organizational
effectiveness, and implement school plans to achieve school goals; promotion of continual and sustainable
school improvement; and evaluation of school progress and revision of school plans supported by school‐based
stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a
shared vision of learning for a school.
1.2 Candidates understand and can collect and use data to identify school goals, assess organizational
effectiveness, and implement plans to achieve school goals.
1.3 Candidates understand and can promote continual and sustainable school improvement.
1.4 Candidates understand and can evaluate school progress and revise school plans supported by
school stakeholders.
Standard 2.0: A building‐level education leader applies knowledge that promotes the success of every student
by sustaining a school culture and instructional program conducive to student learning through collaboration,
trust, and a personalized learning environment with high expectations for students; creating and evaluating a
comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising
the instructional and leadership capacity of school staff; and promoting the most effective and appropriate
technologies to support teaching and learning within a school environment.
2.1 Candidates understand and can sustain a school culture and instructional program conducive to
student learning through collaboration, trust, and a personalized learning environment with high
expectations for students.
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent
curricular and instructional school program.
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of
school staff.
2.4 Candidates understand and can promote the most effective and appropriate technologies to
support teaching and learning in a school environment.
Standard 3.0: A building‐level education leader applies knowledge that promotes the success of every student by
ensuring the management of the school organization, operation, and resources through monitoring and
evaluating the school management and operational systems; efficiently using human, fiscal, and technological
resources in a school environment; promoting and protecting the welfare and safety of school students and staff;
developing school capacity for distributed leadership; and ensuring that teacher and organizational time is
focused to support high‐quality instruction and student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational
systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to
manage school operations.
3.3 Candidates understand and can promote school‐based policies and procedures that protect the
welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
First Approved
by the Faculty of the College
of Education
and on
Human
Services on February 18, 2004.
3.5 Candidates understand and can ensure teacher
and organizational
time
focuses
supporting
high‐quality school instruction and student learning.

Standard 4.0: A building‐level education leader applies knowledge that promotes the success of every student by
collaborating with faculty and community members, responding to diverse community interests and needs, and
mobilizing community resources on behalf of the school by collecting and analyzing information pertinent to
improvement of the school’s educational environment; promoting an understanding, appreciation, and use of the
diverse cultural, social, and intellectual resources within the school community; building and sustaining positive
school relationships with families and caregivers; and cultivating productive school relationships with community
partners.
4.1 Candidates understand and can collaborate with faculty and community members by collecting and
analyzing information pertinent to the improvement of the school’s educational environment.
4.2 Candidates understand and can mobilize community resources by promoting an understanding,
appreciation, and use of diverse cultural, social, and intellectual resources within the school community.
4.3 Candidates understand and can respond to community interests and needs by building and sustaining
positive school relationships with families and caregivers.
4.4 Candidates understand and can respond to community interests and needs by building and sustaining
productive school relationships with community partners.
Standard 5.0: A building‐level education leader applies knowledge that promotes the success of every student by
acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every
student’s academic and social success by modeling school principles of self‐awareness, reflective practice,
transparency, and ethical behavior as related to their roles within the school; safeguarding the values of
democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of
decision making in the school; and promoting social justice within the school to ensure that individual student
needs inform all aspects of schooling.
5.1 Candidates understand and can act with integrity and fairness to ensure a school system of
accountability for every student’s academic and social success.
5.2 Candidates understand and can model principles of self‐awareness, reflective practice, transparency,
and ethical behavior as related to their roles within the school.
5.3 Candidates understand and can safeguard the values of democracy, equity, and diversity within the
school.
5.4 Candidates understand and can evaluate the potential moral and legal consequences of decision
making in the school.
5.5 Candidates understand and can promote social justice within the school to ensure that individual
student needs inform all aspects of schooling.
Standard 6.0: A building‐level education leader applies knowledge that promotes the success of every student by
understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context
through advocating for school students, families, and caregivers; acting to influence local, district, state, and
national decisions affecting student learning in a school environment; and anticipating and assessing emerging
trends and initiatives in order to adapt school‐based leadership strategies.
6.1 Candidates understand and can advocate for school students, families, and caregivers.
6.2 Candidates understand and can act to influence local, district, state, and national decisions affecting
student learning in a school environment.
6.3 Candidates understand and can anticipate and assess emerging trends and initiatives in order to adapt
school‐based leadership strategies.
Standard 7.0: A building‐level education leader applies knowledge that promotes the success of every student
through a substantial and sustained educational leadership internship experience that has school‐based field
experiences and clinical internship practice within a school setting and is monitored by a qualified, on‐site mentor.
7.1 Substantial Field and Clinical Internship Experience: The program provides significant field experiences
and clinical internship practice for candidates within a school environment to synthesize and apply the
content knowledge and develop professional skills identified in the other Educational Leadership Building‐
Level Program Standards through authentic, school‐based leadership experiences.
7.2 Sustained Internship Experience: Candidates are provided a six‐month, concentrated (9–12 hours per
week) internship that includes field experiences within a school‐based environment.
7.3 Qualified On‐Site Mentor: An on‐site school mentor who has demonstrated experience as an 4
Updated
Spring 2013
educational
leader within a school and is selected collaboratively by the intern and program faculty with
training by the supervising institution.

The ISLLC Standards:
The following ISLLC Standards are addressed in this course:
Standard One
An educational leader promotes the success of every student by facilitating the development, articulation,
implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Standard Two
An education leader promotes the success of every student by advocating, nurturing and sustaining a school
culture and instructional program conducive to student learning and staff professional growth.
Standard Three
An education leader promotes the success learning environment. of every student by ensuring management of
the organization, operation, and resources for a safe, efficient, and effective.
Standard Four
An education leader promotes the success of every student by collaborating with faculty and community
members, responding to diverse community interests and needs, and mobilizing community resources.
Standard Five
An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical
manner.
Standard Six
An education leader promotes the success of every student by understanding, responding to, and influencing
the political, social, economic, legal, and cultural.

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The PA Leadership Standards:
The following PA Leadership Standards are addressed in this course:

Candidates will engage in experiences in all of the Leadership Standards as part of the 6 credit internship.
Key Standards – Main Emphasis on the Following Standards:
Core Standard II
An understanding of standards‐based systems theory and design and the ability to transfer that knowledge to
the leader’s job as an architect of standards based reform in the school
Core Standard III
The ability to access and use appropriate data to inform decision‐making at all levels of the system.
Corollary I
Creating a culture of teaching and learning with an emphasis on learning.
Corollary II
Managing resources for effective results.
Corollary VI
Supporting professional growth of self and others through practice and inquiry
Some Emphasis on the Following Standards:
Core Standard I
Knowledge and skills to think and plan strategically creating an organizational vision around personalized
student success.
Corollary III
Collaborating, communicating, engaging and empowering others inside and outside the organization to pursue
excellence in learning.
Corollary IV
Operating in a fair and equitable manner with personal and professional integrity.
Corollary V
Advocating for children and public education in the larger political, social, economic, legal, and cultural context.

B.

Objectives of the Course:
At the completion of the Administrative Program for Principals Internship, interns will be
able to demonstrate competence in:
•

Understanding the role expectations for the principal based on the
Pennsylvania Leadership Standards, Educational Leadership Constituent

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Council (ELCC) Standards, and the Educational Leadership Policy Standards
(ISLLC 2008).
•
•
•

Performance in observing, participating, and leading activities throughout the
internship across the leadership standards.
Performance of specific skill abilities.
Participation in a substantial 360 hour internship (minimum of 360 hours with
180 taking place during the school year)

•

Participation and performance in diverse settings and educational levels.

•

Completion of a customized action research school improvement project
focused on teaching and learning.

•

Use of current research and best practices.

•

Development as a reflective practitioner.

Standards Alignment Matrix:
Objectives
Principal
candidates will
be able to:

ELCC
Standards

Knowledge/Content
Understanding 1‐6
the role
expectations
for the
principal
based on the
Educational
Leadership
Constituent
Council (ELCC)
Standards,
School Policy
Leadership
Standards
(ISLLC 2008),
and the
Pennsylvania
Leadership
Standards
Skills/Performance
Performance
1‐6
in

ISLLC
Standards

PDE
PA Leadership Standards
Core
Corollary
Special
Ed

Cal U
Conceptual
Framework

1‐6

I, II, III

1 A, B, C
2 A, B, C
3 A, B, C

I, II, III, IV, V,
VI

All

Assessment

Principal Program Candidate
Electronic Portfolio
Reflections
Logs
Praxis
Principal Mentor Evaluation forms
Key Assessment: Action‐based
research project designed to
improve student achievement ‐
School Improvement Project

1‐6

I, II, III

I, II, III, IV, V,
VI

All

1 A,B,C
2 A, B, C

Evaluation of Intern by Principal
Mentor

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Updated Spring 2013

observing,
participating
, and
leading
activities
throughout
the
internship
across the
leadership
standards
Performance
of specific
skill abilities
(refer to
evaluation
form)

3 A, B, C
Evaluation by university supervisor
Key Assessment: Action‐based
research project designed to
improve student achievement ‐
School Improvement Project

1‐6

1‐6

I, II, III

I, II, III, IV, V,
VI

All

1 A, B, C
2 A, B, C
3 A, B, C

Evaluation of Intern by Principal
Mentor
Evaluation by university supervisor

Participation
in a
substantial
360 hour
internship
(minimum of
360 hours
with 180
taking place
during the
school year)

1‐6

Participation
and
performance
in diverse
settings and
educational
levels

1‐6

1‐6

I, II, III

I, II, III, IV, V,
VI

All

1 A, B, C
2 A, B, C
3 A, B, C

Key Assessment: Action‐based
research project designed to
improve student achievement ‐
School Improvement Project
Principal Candidate Program
Portfolio
Principal Mentor Evaluation forms
Hours Verification Forms

1‐6

I, II, III

I, II, III, IV, V,
VI

All

1 A, B, C
2 A, B, C
3 A, B, C

Principal Candidate Program
Portfolio
Principal Mentor Evaluation forms
Key Assessment: Action‐based
research project designed to
improve student achievement ‐
School Improvement Project

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Completion of
a customized
project
focused on
teaching and
learning.

1‐6

1‐6

I, II, III

I, II, III, IV, V,
VI

All

1 A, B, C
2 A, B, C
3 A, B, C

Intern Plan
Daily Logs
Weekly reflections
Portfolio artifacts

Use of current
research and
best practices

1‐6

1‐6

I, II, III

I, II, III, IV, V,
VI

All

1 A, B, C
2 A, B, C
3 A, B, C

Key Assessment: Action‐based
research project designed to
improve student achievement ‐
School Improvement Project
Principal Candidate Program
Portfolio
Discussions/
seminar chats
Praxis
Key Assessment: Action‐based
research project designed to
improve student achievement ‐
School Improvement Project

Dispositions/Professionalism
Develop as a
1‐6
1‐6
reflective
educational
leader.

I, II, III

I, II, III, IV, V,
VI

All

1 A, B, C
2 A, B, C
3 A, B, C

Principal Candidate Program
Portfolio
Daily Logs
Weekly reflections
Key Assessment: Action‐based
research project designed to
improve student achievement ‐
School Improvement Project

Become
aware of the
professional
resources ,
professional
development
opportunities
and Act
48/Act 45
requirements
related to
school
leadership

1‐6

1‐6

I, II, III

I, II, III, IV, V,
VI

All

1 A, B, C
2 A, B, C
3 A, B, C

Personal Reflection and Goal Setting
Daily Logs
Weekly reflections
Seminar discussions
Personal Reflection and Goal Setting

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Updated Spring 2013

C.

Catalog Description:
The internship is leadership standards based experienced designed to put theory into
practice. It is where formal coursework is applied in a field setting. It provides significant
opportunities in the workplace to synthesize and apply the knowledge and to practice and
develop skills identified in the program competency areas.
An internship with a trained mentor is an important and highly valued part of the program.
Each placement will be made in cooperation with the APP faculty, the participating school
district, and the intern.
The internship involves an in school year field placement with a carefully chosen and
trained principal/mentor (field supervisor) in a K‐12 school, who shares the APP program
philosophy that the principal should function as a standard driven change agent and
facilitator of the reform process as well as a strong instructional leader. The intern is both a
participant and observer under the direction of the principal who should provide the intern
with as many standards based supervisory and administrative experiences as possible. The
intern gains valuable work‐related experience and is given the opportunity to learn how
academic knowledge and skills can be applied at the worksite with real people, problems
and events.

D.

Outline of the Course:
•

•

E.

The course content is determined by the learning experiences provided by the
mentor. The learning expectation is for the intern to experience activities
related to all of the ELCC and Pa leadership standards.
The course will be a minimum of 180 hours during the school year and minimum
total of 360 overall.

Teaching Methodology: To accomplish these objectives, principal candidates will
engage in a variety of methodologies including but not limited to:
• Frequent face to face interaction with mentor
• Frequent reflections on the internship activities
• Participation in the various meetings, planning, community interactions as they
arise
• Technology based group discussions
• Quality Matters Statement – The online course follows the standards of the
Quality Matters rubric.

F.

Text:
Title: Leadership Gold
Author: John Maxwell
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Updated Spring 2013

Publisher: Nelson Publishing
ISBN: 13:978‐0‐7852‐1411‐3 Edition: 2007

G.

Assessment Activities:
Specifically, you will be assessed on your progress in this course by successful
participation, completion, and passing grade in each of the following requirements:
Key Assessment: Action‐based Research Project Designed to Improve Student
Achievement ‐ School Improvement Project:
An internship requirement is to identify and implement the School Improvement Project
with a focus on improving teaching and learning at their internship site. With the
mentors assistance and approval each intern candidate will identify a specific school
based project and develop an action plan. The action plan will include a vision
statement, supporting research/data, a plan for implementation, evaluation of the
project, how it aligns to the leadership standards, and a reflection on the assignment.
The School Improvement Project must be submitted for approval by the university
supervisor. Specific details regarding the course project and rubric for evaluation will
be provided.
Key Program Assessment: Principal Candidate Program Portfolio:
Complete and submit the Live Text Portfolio for review by the university supervisor. The
intern should also share the portfolio with their mentor for feedback prior to submission.
In your first course, you were introduced to the program requirement – Principal
Candidate Program Portfolio. At the end of each course, you were to take time to reflect
upon your course work, field, and internship experiences to determine one or more work
samples that demonstrates your knowledge, skills, and dispositions of one or more
leadership standards. Your course instructor will have a specific work sample that you
must include in the portfolio. This will be noted as part of your course assignment and
will be graded as part of your course requirements. In addition, you will want to include
self selected work samples that also contributed to your development. Refer to the
Portfolio information and detailed rubric for details.
The portfolio includes the following components:
Section 1: Introduction
Section 2: Resume
Section 3: Leadership Philosophy
Section 4: Credentials
Section 5: Program of Study (Sections 6‐12 each contain artifacts, rationale, and a
section on reflection/personal growth)
Section 6: Vision
Section 7: School Culture and Instruction
Section 8: Management
Section 9: Collaboration, Responding to Community, Mobilizing Resources
Section 10: Acts with Integrity, Fairly, Ethically
Section 11: Political, Social, Economic, Legal and Cultural Context
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Section 12: Internship
Section 13: Future Goals
Internship Hours:
Participate in a minimum of 360 hour internship, with a minimum of 180 hours during
the school year.
Internship Log:
Keep and submit the Internship Experience Log keyed to the leadership standards.
Internship Reflections:
Submit a weekly reflection describing their internship experiences.
Internship Plan:
Design and Submit an Internship Plan. The Internship Plan will:
• Be Standards based
•
•
•
•

•

Be Individualized
Include planned activities to Observe – Participate – Lead
Be Collaborative: Discussed with mentor and university supervisor for
input/feedback
Include a School Improvement Project focused on Teaching and Learning (key
assessment: Action‐based research project designed to improve student
achievement )
Engage the intern in reflection of experiences

Internship Standards Based Activities:
Attend and participate fully in all internship standards based activities and projects as
assigned by the principal and faculty supervisor.
Personal Reflection and Goal Setting:
Part of your role as an Intern is to be a willing learner and reflective educational leader.
You are required to complete the Personal Reflection and Goal Setting Piece as part of
your Portfolio. Details are provided within the Portfolio.
Mentor Evaluations and Internship Hour Verification Form ‐ Submission of Documents:
Provide an original of each of the following items at the end of your internship
experience:
•
•

Internship Evaluation Form for each site (must be original – keep copies for
your record)
Internship Experience Verification Form for each site signed by principal detailing
hours and satisfactory completion of the internship (must be original – keep copies
for your records)

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Post‐Internship:
Evaluation of Internship Experience
Evaluate the internship experience through a university‐designed instrument.
Survey
Program survey
IMPORTANT: Program Grading Policy

Grading for this course will use the traditional letter grades: A, B, C, and F. Grades
will be determined using rubrics, point values and/or percentages according to the
following format:
A = 90% ‐ 100%
B = 80% ‐ 89%
C = 70% ‐ 79%
F = 69% and below
Please note the official stance of California University of Pennsylvania
Administrative Leadership Programs regarding maintenance of grade averages in
the ADP program: Students will "maintain at least a 'B' average in all course work,
with not more than one 'C' grade included in this average. Obtaining a second grade
of 'C' will cause the student to repeat the course, pending review by the program
coordinator.

H.

Accommodations for Students with Disabilities:
Students reserve the right to decide when to self‐identify and when to request
accommodations. Students requesting approval for reasonable accommodations
should contact the Office for Students with Disabilities (OSD). Students are
expected to adhere to OSD procedures for self‐identifying, providing
documentation and requesting accommodations in a timely manner.
Students will present the OSD Accommodation Approval Notice to faculty when
requesting accommodations that involve the faculty.
Contact Information:






Location:
Phone:
Fax:
Email:
Web Site:

Carter Hall ‐ G‐35
(724) 938‐5781
(724) 938‐4599
osdmail@calu.edu
http://www.calu.edu/osd
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Updated Spring 2013

A. Title IX Syllabus Addendum
Revised January 2018
California University of Pennsylvania
Reporting Obligations of Faculty Members under Title IX
of the Education Amendments of 1972, 20 U.S.C. §1681, et seq.

California University of Pennsylvania and its faculty are committed to assuring a safe and
productive educational environment for all students. In order to meet this commitment
and to comply with the Title IX of the Education Amendments of 1972 and guidance from
the Office of Civil Rights, the University requires faculty members to report incidents of
sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A.
Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
Burnett@calu.edu, 724‐938‐4014. The only exceptions to the faculty member’s reporting
obligation are when incidents of sexual violence are communicated by a student during a
classroom discussion, in a writing assignment for a class, or as part of a University‐
approved research project. Faculty members are obligated to report sexual violence or
any other abuse of a student who was, or is, a child (person under 18 years of age) when
the abuse allegedly occurred to the person designated in the University protection of
minors policy.
The University’s information regarding the reporting of sexual violence and the resources
that are available to victims of sexual violence is set forth at:
 Office of Social Equity, South Hall 112, 724‐938‐4014
o Social Equity Home Page
www.calu.edu/SocialEquity
o Social Equity Policies
www.calu.edu/SEpolicies
o Social Equity Complaint Form www.calu.edu/SEcomplaint
 Counseling Center, Carter Hall G53, 724‐938‐4056
 End Violence Center, Natali Student Center 117, 724‐938‐5707
 Student Affairs, Natali Student Center 311, 724‐938‐4439
 Wellness Center, Carter Hall G53, 724‐938‐4232
 Women’s Center, Natali Student Center 117, 724‐938‐5857
 Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public
Safety & University Police, Pollock Maintenance Building, 724‐938‐4299
EMERGENCY: From any on‐campus phone & Dial H‐E‐L‐P or go to any public pay phone &
Dial *1. (*Identify the situation as an emergency and an officer will be dispatched
immediately.)
I.

Supportive Instructional Materials, e.g. library materials, web sites, etc.
Library Services:
As a Cal U student, you have access to the print and electronic resources of the
Manderino Library. You may receive reference assistance, library instruction, document
14

Updated Spring 2013

delivery, limited interlibrary loan, and access electronic course reserves. To learn more
about resources and services, please go to the Library’s Web page at:
http://library.calu.edu/home .
D2L Technical Support:
If you are having difficulties using D2L course tools, please contact Desire2Learn
Technical Support at 1‐877‐325‐
7778 and/or http://d2l.calu.edu/ . The D2L Help Desk is available 24 hours a day, 365
days a year.

Academic Integrity Policy:
Attention must be paid to standard practices relating to plagiarism. Violation of
the above policy can result in a failing grade for the entire course.
Confidentiality:
The opportunity may exist in this course for your input regarding your current
and/or recently past work circumstances. Please be aware that our forum in this
class is completely confidential. Although you are requested not to mention
your workplace colleagues by specific name, some conclusions may be able to be
drawn about specific people in your work environment based on the information
you provide. Be reassured that this information is for class use only and will not
be shared outside of our class community.
Bibliography/References:
Blackburn, Barbara, Williamson, Ronald, (2009) The Principalship from A to Z. Eye
on Education, Larchmont , NY
Munro, Joyce,( 2005) Educational leadership, Round Table Vie Point McGraw Hill
Companies, New York, N. Y.
Johnson, D.W. & Johnson, R.T. (1995). Reducing School Violence Through Conflict
Resolution. Virginia: ASCD.
Lambert, L. (1998). Building Leadership Capacity in Schools. Virginia: ASCD.

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Maurer, R.E. (1991). Managing Conflict: Tactics for School Administrators. Boston:
Allyn and Bacon.
Sapp, S.E. (2000). Guide to Best Practices for New School Administrators.
Scarecrow Press, Inc.: Lanham, MD.
Sergiovanni, T.J. (1995) The Principalship: A Reflective Practice Perspective.
Needham Heights: Allyn and Bacon.
Sergiovanni, T.J. (1992). Moral Leadership: Getting to the Heart of School
Improvement. San Francisco: Jossey‐ Bass.
Sizer, T.R. (1984). Horace’s Compromise: The Dilemma of the American High
School. Boston: Houghton Mifflin.
Short, P.M. & Greer, J.T. (1997). Leadership in Empowered Schools: Themes From
Innovative Efforts. New Jersey: Prentice Hall.
Smoker, M. (1996) Results: The Key to Continuous School Improvement. Virginia:
ASCD
Sparks, D. & Hirsh, S. (1997). A New Vision for Staff Development. Virginia: ASCD.
Weller, D.L. (1999) Quality Middle School Leadership. Scarecrow Press, Inc.:
Lanham, MD

J.

Proposed Instructors:
Administrative Leadership Faculty or Approved Temporary Faculty

K.

Rationale for the Course: To meet Educational Leadership Constituent Council
Standards (ELCC) and Pennsylvania Leadership Standards

L.

Specialized Equipment or Supplies Needed: Web based courses. Internet and
computer hardware needed for the learning management system.

M.

Answer the following questions using complete sentences:
1.
2.
3.
4.
5.

Does the course require additional human resources? No.
Does the course require additional physical resources? No.
Does the course change the requirements in any particular major?
No.
Does the course replace an existing course in your program? No.
How often will the course be taught? Two times per year.

16
Updated Spring 2013

6.

Does the course duplicate an existing course in another Department or
College? No.

N.

Not applicable.

O.

Graduate Level Course – Not on the General Ed Menu.

17
Updated Spring 2013

Competency
Domain

Requirement is Met When:

Course
Addressed

Key Assessment

Other Course/Program
Assessments

Field Experience Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain

Requirement is Met When:

A. Assessment
and
Evaluation

The candidate:

B. Curriculum
and
Instruction

Course
Addressed

Key Assessment

1. Demonstrates the appropriate use of data in forming
decisions, utilizing resources, setting targets and interpreting
results aimed at continuous improvement in curriculum,
personnel and/or programs.
2. Accesses and interprets data from available technologies and
resources to address long‐term and strategic planning needs of
the school in areas of personnel, fiscal operations, facilities,
technology and/or other school district initiatives.
3. Examines data from local, state and national sources to
monitor and enhance student achievement.

ADP 626, ADP
661

Multiple Measures of Data
Project Principal, Tools Project

ADP 626, ADP
661

Multiple Measures of Data
Project Principal, Tools Project

ADP 626, ADP
661

Multiple Measures of Data
Project, Tools Project

4. Determines the type of data that is communicated to each
group of stakeholders, how data is presented and the
implications of information dissemination.

ADP 641

School and Community Plan
(case study)

Other Course/Program
Assessments

The candidate:

17
Updated Spring 2013

C.
Professionalism

1. Demonstrates clear connections between theory and practice
in curricular and instructional leadership.

ADP 621, ADP
626

Curriculum Project, Multiple
Measures of Data Project

2. Participates in the process of development, assessment
and/or refinement of standards‐based curriculum.

ADP 621, ADP
626

Curriculum Project, Multiple
Measures of Data Project

3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.

ADP 621, ADP
626

Curriculum Project, Multiple
Measures of Data Project

4. Articulates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.

ADP 621, ADP
626

Curriculum Project, Multiple
Measures of Data Project

The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”

ADP 631, ADP
661

Review of PA School Code
Integrity, Fairness and Ethics
Assignment through discussions

2. Evaluates the effectiveness of his/her actions and
interactions with all stakeholders via verbal and non‐verbal
communication.

ADP 661

Principal Tools Project

Principal as a Culture Shaper
Assignment

3. Actively seeks current information to support their on‐going
short‐ and long‐term professional development goals.

ADP 647,
program

Principal Program Livetext
Portfolio

Personal Assessment of the
Leadership Standards

18
Updated Spring 2013

4. Maintains a current level of knowledge of school district,
state and federal regulations, policies and professional
practices.

D. Statutory and
Regulatory
Compliance

E. Organizational
Leadership

ADP 631

Review of School Board Policy and
School Laws through discussions.

1. Reports on examples of field‐based federal, state and local
legislation, regulations, mandates, policies, and procedures that
impact school district operations at macro and micro levels.

ADP 631

Review of School Board Policy, PA
Basic Education Circular and PA
School Code through discussions.

2. Determines specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.

ADP 631

Review of School Board Policy, PA
BEC and PA School Code through
discussions.

3. Assists with the completion of all compliance documentation.

ADP 631

Review of School Board Policy, PA
BEC and PA School Code through
discussions.

4. Reports on how the school district disseminates information
on regulatory changes to appropriate stakeholders

ADP 631

Review of School Board Policy, PA
BEC and PA School Code through
discussions.

5. Identifies example(s) of compliance problems and assists with
alternative actions to resolve targeted compliance issues.

ADP 631

Review of School Board Policy, PA
BEC and PA School Code through
discussions.

The candidate:

The candidate:

19
Updated Spring 2013

F. Diverse
Learners

1. Describes the working relationships within the school
district’s organizational‐chart including external partnerships.

ADP 661

The Evolving Role of the Principal
Field Experience

2. Demonstrates knowledge of functional relationships in the
organizational chart to systemic functions.

ADP 661

The Evolving Role of the Principal
Field Experience

3. Identifies the role of their certification area within the
organization to include responsibilities, relationships,
constraints, opportunities and resources.

ADP 661

The Evolving Role of the Principal
Field Experience

4. Identifies a problem within the scope of their certification
area and creates a visionary action plan, consistent with the
organization and sensitive to the change process; including
resolution of conflicts, communication, collaboration, needs
assessment and advocacy.

ADP 661

The Evolving Role of the Principal
Field Experience

1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.

ADP 626, ADP
641

2. Analyzes current efforts to support diverse learners and how
the broader community views learning differences.

ADP 626, ADP
641

School Supports At‐A‐Glance
Assignment: Universal, Targeted &
Intensive , Recognizing Diversity in
Families Field Experience
Recognizing Diversity in Families
Field Experience

3. Fosters communication with families of English language
learners (ELL) to ensure that learners and their families have
access to communication in the native language.

ADP 641

The candidate:

Multiple Measures of Data
Project

Recognizing Diversity in Families
Field Experience

20
Updated Spring 2013

4. Identifies the use of strategies and resources for students
with diverse needs including, but not limited to, gifted, ELL and
students with disabilities.

ADP 626, ADP
664

5. Advises and supports educators in modifications to the
learning environment that are evidence‐based practices that do
not compromise curricular intent and rigor.

ADP 641, ADP
664

Multiple Measures of Data
Project

6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at
large.

ADP 626

Multiple Measures of Data
Project

7. Participates with educators and social agencies working with
diverse learners to create learning opportunities.

ADP 661

School Supports At‐A‐Glance
Assignment: Universal, Targeted &
Intensive, Field Project Special Ed
Focus
School Supports At‐A‐Glance
Assignment: Universal, Targeted &
Intensive, Field Project Special Ed
Focus

Creating a Collaborative
Community Project

Practicum and Internship Competencies
All Administrative and Education Specialist Certificates Principal; Superintendent; Education Specialist; and Supervisory
Competency
Domain

Requirement is Met When:

A. Assessment
and
Evaluation

The candidate:
1. Uses data from multiple sources including PSSA and PVAS in
forming decisions, utilizing resources, setting targets, and
interpreting results aimed at continuous improvement in
student achievement, curriculum, personnel and/or programs.

Course
Addressed

Key Assessment

ADP 670

School Improvement Project

Other Course/Program
Assessment

21
Updated Spring 2013

B. Curriculum
and
Instruction

2. Accesses and interprets data from available technologies and
resources to address long‐term and strategic planning needs of
the school in areas of student achievement, personnel, fiscal
operations, facilities, technology and/or other school district
initiatives.
3. Compares data from local, state and national sources to
develop an action plan designed to enhance student success.

ADP 670

School Improvement Project

ADP 670

School Improvement Project

4. Communicates an action plan to a select group of
stakeholders that is responsive to how data is presented and the
implications of information dissemination.

ADP 670

School Improvement Project

1. Presents clear connections between theory and practice in
curricular and instructional leadership.

ADP 670

Principal Program Live Text
Portfolio

2. Participates in the development, assessment and/or
refinement of standards‐based curriculum.

ADP 670

Principal Program Live Text
Portfolio

3. Demonstrates knowledge, skills and dispositions related to
one’s leadership responsibility to support curricular and
instructional excellence.

ADP 670

Principal Program Live Text
Portfolio

4. Creates a vision for student success and a positive school
climate that supports equal access to curricular and
instructional excellence.

ADP 670

Principal Program Live Text
Portfolio

The candidate:

22
Updated Spring 2013

C.
Professionalism

D. Statutory and
Regulatory
Compliance

The candidate:
1. Fosters relationships with stakeholders and acts with
integrity, fairness and in an ethical manner as stated in the “PA
Code of Professional Practice and Conduct for Educators.”

ADP 670

Principal Program Live Text
Portfolio

2. Evaluates the effects of his/her actions and interactions with
all stakeholders via verbal and non‐verbal communication.

ADP 670

Principal Program Live Text
Portfolio

3. Engages in programs designed to support his/her on‐going
short‐ and long‐term professional development goals.

ADP 670

Principal Program Live Text
Portfolio

4. Avoids inappropriate relationships, conduct, and contact with
students, colleagues, families and the broader community.

ADP 670

Principal Program Live Text
Portfolio

5. Demonstrates an understanding of current school district,
state and federal regulations, policies and professional
practices.

ADP 670

Principal Program Live Text
Portfolio

1. Participates in site‐based federal, state and local legislation,
regulations, mandates, policies, and procedures that impact
school district operations at macro and micro levels.

ADP 670

Principal Program Live Text
Portfolio, Mentor Evaluation

2. Performs in the specific roles and responsibilities for
adherence/compliance with federal, state and local legislation,
regulations, mandates, policies and procedures.

ADP 670

Principal Program Live Text
Portfolio, Mentor Evaluation

The candidate:

23
Updated Spring 2013

E. Organizational

3. Assists with the completion of all compliance documentation.

ADP 670

4. Participates in the school district dissemination of information
on regulatory changes to appropriate stakeholders.

ADP 670

5. Identifies example(s) of compliance problems and designs
alternative actions to resolve targeted compliance issues.

ADP 670

6. Develops and presents plans on the allocation of resources
needed to maintain and/or improve compliance.

ADP 670

The candidate:
1. Demonstrates knowledge of all systemic relationships in the
organizational chart and their corollary systemic functions.

ADP 670

Principal Program Live Text
Portfolio

2. Participates within the defined role of their certification area
within the organization to include responsibilities, relationships,
constraints, opportunities and resources.

ADP 670

Principal Program Live Text
Portfolio

3. Identifies a problem within the scope of their certification
area and creates and presents a visionary action plan, consistent
with the organization and to promote a culture of change;
including resolution of conflicts, communication, collaboration,
needs assessment and advocacy.

ADP 670

School Improvement Project

24
Updated Spring 2013

F. Diverse
Learners

The candidate:
1. Reports on current policies and practices designed to support
children, caregivers and families from diverse backgrounds.

ADP 670

Principal Program Live Text
Portfolio

2. Analyzes, reports and presents on current efforts to support
diverse learners and how the broader community views learning
differences.

ADP 670

Principal Program Live Text
Portfolio

3. Communicates with families of English language learners (ELL)
and culturally diverse learners to ensure that learners and their
families have access to communication in their native language.

ADP 670

Principal Program Live Text
Portfolio

4. Advocates for the use of effective strategies and resources for ADP 670
students with diverse needs including, but not limited to, gifted,
ELL and students with disabilities.

Principal Program Live Text
Portfolio

5. Advises and supports educators in modifications to the
learning environment that are evidence‐based practices that do
not compromise curricular intent and rigor.

ADP 670

Principal Program Live Text
Portfolio

6. Demonstrates positive and appropriate interactions with all
stakeholders in the school environment and community at large.

ADP 670

Principal Program Live Text
Portfolio

7. Collaborates with educators and social agencies working with
diverse learners to create a coherent vision for learning
opportunities.

ADP 670

Principal Program Live Text
Portfolio

25
Updated Spring 2013