Edad 6291 92fernandez Spring2016 Syllabus

HOUSTON BAPTIST UNIVERSITY
EDAD 6291/6292 Internship in the Principalship
Syllabus and Handbook

College of Education and Behavioral Sciences
Updated January, 2016
Houston Baptist University

Table of Contents
Course Description:.....................................................................................................................3
2
Course Sequence in Curriculum and Prerequisite Information:..................................................3
Date and Time of Class Meetings:...............................................................................................4
Instructor Information..................................................................................................................4
Relation to the Purpose Statement of the University...................................................................4
Relation to the Goals and Purposes of the COEBS.....................................................................4
Relation to the Departmental Goals and Purposes Department of Leadership & Counseling....5
COEBS Requirements Related to TAC, CCSSO and ELLC Standards......................................5
Texas Administrative Code (TAC) Texas Principal Standards....................................................5
Council Of Chief State School Officers (CCSSO) Professional Standards For Educational
Leaders.......................................................................................................................................12
Standards For Advanced Programs In Educational Leadership (ELCC) Building Level
Standards....................................................................................................................................12
Course Learning Objectives......................................................................................................15
Course Outline...........................................................................................................................16
Teaching Strategies....................................................................................................................16
Assessment of Learning.............................................................................................................17
Roles and Responsibilities.........................................................................................................19
Grading Standards.....................................................................................................................20
Class Policies.............................................................................................................................21
Tentative Class Schedule...........................................................................................................25
Course Acknowledgements.......................................................................................................27
Assignment Descriptions...........................................................................................................28
Appendix A
Rubrics..............................................................................................................33
Appendix B
Culture Audit Checklist....................................................................................41
Appendix C
Internship Forms..............................................................................................52
Appendix D
Internship Activities Menu...............................................................................59
The College of Education and Behavioral Sciences

School of Education
Course Syllabus
Spring/Fall 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 on-going 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 6320, EDAD 6301, EDAD 6303, and
EDAD 6308 and requires approval of the EDAD 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 Course
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: Mondays 12:00 pm- 4:30 PM Tuesdays 12:00 pm- 4:00 pm/Wednesdays 10:00 am2pm/ Thursdays by appointment/ Fridays by appointment
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.
In relation to the stated goals and purpose of the College of Education, this course will provide learning
experiences that are founded on current theoretical and practical knowledge to develop as a successful
educational administrator. Learning experiences will provide knowledge and skills based on
administrative theories and practical applications. Graduate students will develop a foundational
understanding of the components and interactions of administration in the educational field all within a
Christian perspective.
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.
COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES REQUIREMENTS

RELATED TO TAC, CCSSO AND ELCC 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 TAC, CCSSO, and ELCC standards, and competencies are represented in this
course:
Chapter 149. Commissioners Rules Concerning Educator Standards

Subchapter BB. Administrator Standards
Texas Administrative Code (TAC)
Texas Principal Standards
(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
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(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.
(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 highquality 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,
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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.
(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.
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(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;
(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.
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(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.
(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.
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(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.
(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
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(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.
(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.
Council of Chief State School Officers (CCSSO)

Professional Standards for Educational Leaders
The following is a summary of the 2015 Professional Standards for Educational Leaders,
formerly known as the ISLLC Standards. The National Policy Board for Education
Administration approved the refreshed standards on October 22,2015.
Standard 1. Mission, Vision, and Core Values
Effective educational leaders develop, advocate, and enact a shared mission, vision, and core
values of high quality education and academic success and well-being of each student.
Standard 2. Ethics and Professional Norms
Effective educational leaders act ethically and according to professional norms to promote each
students academic success and well-being.
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Standard 3. Equity and Cultural Responsiveness
Effective educational leaders strive for equity of educational opportunity and culturally
responsive practices to promote each students academic success and well-being.
Standard 4. Curriculum, Instruction, and Assessment
Effective educational leaders develop and support intellectually rigorous and coherent systems of
curriculum, instruction, and assessment to promote each students academic success and wellbeing.
Standard 5. Community of Care and Support for Students
Effective educational leaders cultivate an inclusive, caring, and supportive school community
that promotes the academic success and well-being of each student.
Standard 6. Professional Capacity of School Personnel
Effective educational leaders develop the professional capacity and practice of school personnel
to promote each students academic success and well-being.
Standard 7. Professional Community for Teachers and Staff
Effective educational leaders foster a professional community of teachers and other professional
staff to promote each students academic success and well-being.
Standard 8. Meaningful Engagement of Families and Community
Effective educational leaders engage families and the community in meaningful, reciprocal, and
mutually beneficial ways to promote each students academic success and well-being.
Standard 9. Operations and Management
Effective educational leaders manage school operations and resources to promote each students
academic success and well-being.
Standard 10. School Improvement
Effective educational leaders act as agents of continuous improvement to promote each students
academic success and well-being
ELCC Standards - Standards for Advanced Programs in Educational Leadership

(ELCC)ELCC BUILDING LEVEL STANDARDS
http://www.ncate.org/LinkClick.aspx?fileticket=zRZI73R0nOQ%3D&tabid=676
ELCC 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.
ELCC STANDARD ELEMENTS:
ELCC 1.1: Candidates understand and can collaboratively develop, articulate, implement,
and steward a shared vision of learning for a school.
ELCC 1.2: Candidates understand and can collect and use data to identify school goals,
assess organizational effectiveness, and implement plans to achieve school goals.
ELCC 1.3: Candidates understand and can promote continual and sustainable school
improvement.
ELCC 1.4: Candidates understand and can evaluate school progress and revise school
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plans supported by school stakeholders.
ELCC 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.
ELCC 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.
ELCC 2.2: Candidates understand and can create and evaluate a comprehensive, rigorous, and
coherent curricular and instructional school program.
ELCC 2.3: Candidates understand and can develop and supervise the instructional and leadership
capacity of school staff.
ELCC 2.4: Candidates understand and can promote the most effective and appropriate
technologies to support teaching and learning in a school environment.
ELCC 3.1: Candidates understand and can monitor and evaluate school management and
operational systems.
ELCC 3.2: Candidates understand and can efficiently use human, fiscal, and technological
resources to manage school operations.
ELCC 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.
ELCC 3.4: Candidates understand and can develop school capacity for distributed leadership.
ELCC 3.5: Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
ELCC 4.1: Candidates understand and can collaborate with faculty and community members by
collecting and analyzing information pertinent to the improvement of the schools educational
environment.
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ELCC 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.
ELCC 4.3: Candidates understand and can respond to community interests and needs by building
and sustaining positive school relationships with families and caregivers.
ELCC 4.4: Candidates understand and can respond to community interests and needs by building
and sustaining productive school relationships with community partners.
.
ELCC 5.1: Candidates understand and can act with integrity and fairness to ensure a school
system of accountability for every students academic and social success.
ELCC 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.
ELCC 5.3: Candidates understand and can safeguard the values of democracy, equity, and
diversity within the school.
ELCC 5.4: Candidates understand and can evaluate the potential moral and legal consequences
of decision making in the school.
ELCC 5.5: Candidates understand and can promote social justice within the school to ensure that
individual student needs inform all aspects of schooling.
ELCC 6.1: Candidates understand and can advocate for school students, families, and caregivers.
ELCC 6.2: Candidates understand and can act to influence local, district, state, and national
decisions affecting student learning in a school environment.
ELCC 6.3: Candidates understand and can anticipate and assess emerging trends and initiatives
in order to adapt school-based leadership strategies
ELCC 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.
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ELCC 7.2: Sustained Internship Experience: Candidates are provided a six-month, concentrated
(912 hours per week) internship that includes field experiences within a school-based
environment.
ELCC 7.3: Qualified On-Site Mentor: An on-site school mentor who has demonstrated
experience as an educational leader within a school and is selected collaboratively by the intern
and program faculty with training by the supervising institution.
COURSE LEARNING OBJECTIVES

Objectives/Learning Outcomes
1. Candidates will participate in planned intern
activities to allow for application of knowledge and
skills on a full-time basis (9-12 hrs./wk.).
2. Candidates will apply skills and knowledge
articulated in the TAC, CSSO, and ELCC standards
educational leaders.
3. Candidates will demonstrate the ability to accept
genuine responsibility for leading, facilitating, and
making decisions typical of those made by
educational leaders.
Activities
(*indicates fieldbased activity)
*Activity Log
Performance
Assessment
*Internship Activities
Internship
Activities
*Activity Log
Activity Log
Activity Log
Leadership
Journey
Standards:
Texas Standards
CCSSO Standards
TAC 1-5
CCSSO 1-10
ELCC 7.1
TAC 1-5
CCSSO 1-10
ELCC 1-7
TAC 1-5
CCSSO 1-10
ELCC 7.1
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4. Candidates experiences *Activity Log,
will occur in multiple
*Internship Activities
settings that allow for the
demonstration of a wide
range of relevant
knowledge and skills.
5. Candidates will communicate with members of the
school community.
Activity Log
Internship Activities
TAC 1-5
CCSSO 1-10
ELCC 7.1
Activity Log
Activity Log
Internship
Activities
6. Candidates will use data-based research strategies

and strategic planning processes that focus on
student learning to understand how to inform the
schools vision.
7. Candidates will use sources such as student
assessment results, student and family demographic
data, and an analysis of community needs.
*Demographic Study
*Culture Inventory
Demographic
Study
*Demographic Study
Demographic
Study
TAC 3,4
CCSSO 8
ELCC 4.1, 4.2
8. Candidates will facilitate activities that apply

principles of effective instruction to improve
instructional practices and curricular materials.
Activity Log
Activity Log
Internship
Activities
TAC 1,3
CCSSO 4, 10
ELCC 2.1, 2.2,
2.3
9. Candidates will prepare for the state certification

examination unless they have already passed the
exam.
10. Candidates will participate in the Texas Teacher
Evaluation and Support System (T-TESS) training
and become a certified teacher appraiser.
Review activities
TExES
Practice Test
TAC 1-5
Attendance and
completion of
training and training
online evaluation.
TAC 3,4
CCSSO 6,7
ELCC 4.2,
4.3,.4.4
TAC 1,4
CCSSO 1
ELCC 1.1, 1.2
TAC 2,3,4
CCSSO 7
ELCC 2.3
1. See agenda at the end of the course syllabus for due dates.
2. Descriptions and rubrics for assignments are included at the end of this document.
3. These assignments/activities develop and/or assess State standards including TAC, CCSSO
and ELCC Standards
4. Total points earned for all assignments will determine the students percentage and letter
grade for the course
Course Outline
1. Seminars
Scheduled to give interns an opportunity to prepare and practice for the TExES Principal Exam
068, T-TESS Training, and AEL Training.
2. Demographic Study
A review of key findings about the characteristics of the school context.
3. The School-Wide Cultural Competence Observation Checklist
Examining the campus culture and its impact on instruction.
4. Leadership Framework, Resume, and 5 Year Goals
Tools useful for planning professional growth and career opportunities.
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5. Internship Activities
Menu of activities that address all 6 of the TAC Principal standards.
6. Activity Log
A record of a minimum of 160 hours of on the job activities related to building leadership.
Hours spent on embedded activities, seminars and campus visits may be counted.
7. TExES Practice Test
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 an 80% on the practice
exam are exempt from this requirement.
8. Online Portfolio
Candidates must create an online portfolio in preparation of their first administration position.
TEACHING STRATEGIES
1. Online discussions
2. University Supervisor Visits
3. Leadership seminars
TExES Principal Certification Exam Preparation Session
Teacher Appraisal Training (T-TESS)
Advanced Educational Leadership Training (AEL)*
*Candidates who do not have ILD Certification must complete AEL before they qualify to take the TTESS training.
ASSESSMENT OF LEARNING
Course Requirements:
A. 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.
B. 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.
C. Candidates must complete all assigned tasks described in the syllabus.
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D. 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 upon approval of the university
supervisor.
E. Candidates must work with the university supervisor to set up dates and times for campus
visits. Each campus visit will be centered around one of the 6 TAC standards. The
university supervisor will visit the candidate at least 3 times a semester. The candidate
must notify the university supervisor at least 5 hours before scheduled visit if the candidate
will not be able to meet with the university supervisor at the scheduled time and date. If a
candidate does not notify the university supervisor, points will be deducted from the
candidates grade.
F. Candidates must have access to a reliable internet connection and be familiar with basic
Microsoft software programs.
G. Candidates must communicate through the HBU email system only. They must check
their HBU email daily for announcements and updates.
H. Candidates must attend the TExES Principal Exam 068 training at HBU and complete the
practice TExES examination required for principal certification.
I. Candidates must complete the Texas Teacher Evaluation and Support System (T-TESS)
training and become a certified teacher appraiser.
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Roles and Responsibilities

Role of the Intern
1. Arranges for the internship placement with a well-qualified school administrator.
2. Registers during the fall or spring semester for the internship course EDAD 6291/92
3. Maintains a harmonious, cooperative attitude with the mentor, university supervisor, and other
school personnel.
4. Adheres to the policies and traditions of selected school.
5. Shadows school administrators to learn organizational procedures and strategies.
6. Assumes increasing responsibility for administrative tasks as confidence grows.
7. Submits periodic online assignments related to leadership, organization, and community
8. Completes 160 clock hours of administrative focus and assignments
9. Submits an online portfolio at the semesters end containing: leadership activity time log, daily
journal, special projects of the intern, reflection discussion of internship activities and individual
differences
Role of the Campus Mentor

1. Provides an orientation to the faculty and staff of the school concerning the interns role.
2. Plan a work schedule for the intern that enhances learning experiences.
3. Integrates experiences that parallel the TAC, CCSSO and ELLC Standards.
4. Provides a statement or letter to the university supervisor verifying an agreement to mentor the
intern.
5. Confers with the university supervisor concerning the interns progress and growth.
6. Schedule periodic conferences with the intern to explain and clarify administrative strategies
and procedures.
7. Submits final assessment forms and participates in summative conference with the university
supervisor and the intern.
Role of the University Supervisor

1. Facilitates placements of the intern in a productive, nurturing administrative environment.
2. Verifies the letters of intern acceptance by the administrators.
3. Promotes friendly and healthy relations between the intern and school and between the school
and university.
4. Observes and evaluates three forty-five minute administrative situations with the intern taking
major roles.
5. Maintains lines of communication with the intern through emails, telephone, and face-to-face
conferences.
6. Assists in storing internship records from semester to semester.
7. Submits a final grade for the intern.
20
Grading Standards
Assignment
Percentage
Principal Preparation Program Academic

Online Portfolio
20
Leadership Journey
Demographic Study
The School-Wide Cultural Competence
Observation Checklist
10
10
10
Internship Activities (10)
10
10
Activity Log (160 hours)
Class Participation
Seminar attendance (TExES, T-TESS)
Online Discussions
Campus Visits with Evaluation
Total
COEBS. Letter Grades
A
AB+
B
BC+
C
CF
10
10
10
100%
Percentages for Letter grades
94-100
90-93
87-89
83-86
80-82
77-79
73-76
70-72
69 and below
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.
Student Appraisal
Students will complete faculty appraisal forms online as regularly administered by the University.
21
Class Policies
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
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 session.

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
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
22
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
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 may
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
23
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.
Children in Classroom
In almost all instances, children are not allowed in the classroom nor are they allowed to be on
campus unattended. Class sessions are for enrolled students only unless other arrangements are
approved by the instructor in advance. For safety reasons, children are prohibited from all
laboratories.
Classroom Behavior Expectations
The classroom environment is to be conducive to learning and is under the authority of the
instructor. In order to assure that all students have the opportunity to gain from the time spent in
class, students are expected to demonstrate civil behavior in the classroom and show appropriate
respect for the instructor and other students. Inappropriate behavior toward the instructor, in or
out of the classroom, may result in a directive to the offending student to leave the classroom or
the course entirely.
Classroom behaviors that disturb the teaching-learning experiences include the following
behaviors: activated cellular phone or other device, demands for special treatment, frequent
episodes of leaving and then returning to the class, excessive tardiness, leaving class early,
making offensive remarks or disrespectful comments or gestures to the instructor or other
students, missing deadlines, prolonged chattering, sleeping, arriving late to class, dominating
discussions, shuffling backpacks or notebooks, disruption of group work, and overt
inattentiveness. It is at the discretion of the instructor as to whether laptops will be allowed for
use in the classroom.
*Addendum: Classroom Behavior Expectations
Working on or reading of other materials and/or projects during this designated class time will
not be permitted and will result in the lowering of the class participation grade. Group work
demands a high level of accountability and collaboration. Therefore, the professor reserves the
right to adjust and/or remove group members from small group work, if needed. If a student is
removed from a working group for any reason, the student is expected to complete all
components of the task/assignment entirely on an individual basis on the original due date with a
reduction in grading points as is warranted. Drinks and snack food are permitted in class as long
as all trash is removed.
Early Alert
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 your advisor and professor to discuss new strategies for successful completion
of the course.
24
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.
Learning Disabilities/Academic Accommodations

Houston Baptist University complies with the Americans with Disabilities Act and Section 504
of the Rehabilitation Act of 1973 regarding students with disabilities. Any student who needs
learning accommodations should inform the professor immediately at the beginning of the
semester that he/she will be requesting accommodations. In order to request and establish
academic accommodations, the student should contact the Coordinator for Learning Disability
Services at 504@hbu.edu to schedule an appointment to discuss and request academic
accommodation services. Academic Accommodations must be applied for and written each
semester. If academic accommodations are approved, a Letter of Accommodations will then be
sent to the professor(s). Please refer to the website, www.hbu.edu/504 for all accommodation
policies and procedures.
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:
Dr. Julie Fernandez
25
Instructors Signature:
Dr. Julie Fernandez
01/01/2016
26
TENTATIVE CLASS SCHEDULE
Due Dates
Mandatory
Orientation
Saturday,
January 23 at
9:00 am
Hinton 300
Tuesday,
January 26
Week of
January 25
Week of
February 1
Monday,
February 8
Week of
February 15
February 25,
26, 27
March 3,4,5
Week of
March 7
March 14
Week of
March 21
Saturday,
March 26
TBA
Topics
Review the
handbook/syllabus:
review internship
activities and arrange
school visitations
review calendar
EDAD Program
Meeting Hinton room
TBA 6:00 pm
Campus Visits by HBU
Supervisor
Supervisor
TPS: Executive
Leadership: The Five
Levels of Leadership
(see online video)
Advanced Educational
Leadership Training
(AEL) Hinton 113
Texas Teacher
Evaluation and Support
System Training (TTESS) Hinton 113
Assignments
Internship I
Information Sheet
Mentor Form
Intern Agreement Form
HBU Course
Acknowledgement Due
Assignments
Internship II
Information sheet
Mentor Form
(Only for interns who
have changed their
campus assignments)
HBU Course Agreement
Meeting with Campus

Administrator
Meeting with Campus
Administrator
Leadership Journey Due
Weebly site address due
Online Discussion #1
Response to discussion
question by February 16th.
Response to another intern
by February 21st.
Attendance required if you
do not have your ILD
certification.
Attendance Required.
You must have ILD or AEL
certification to attend. Let
Dr. Fernandez know if
there is an issue.
Meeting with Campus

Administrator
Meeting with Campus
Administrator
Weebly site address due

Supervisor
HBU Spring Break
Supervisor
TExES Principal Test
Preparation Seminar
9 am-11am
Assessment: School Budget

Process
TExES Principal Exam
REQUIRED
Assessment: School Budget

Process
Attendance Required
unless the candidate has
already passed the TExES
exam or if you have already
attended a seminar session.
question by February
16th. Response to another
intern by February 21st.
Attendance required if
you do not have your
ILD certification.
Attendance Required.
You must have ILD or
AEL certification to
attend. Let Dr.
Fernandez know if there
is an issue.
Assessment: School
Budget Process
Assessment: School
Budget Process
Attendance Required
unless the candidate has
already passed the TExES
exam or if you have
already attended a seminar
session.
REQUIRED
27
Practice Test
Monday,
March 28
Week of
April 4

Supervisor
Week of
April 11

Supervisor
April 18
Human Capital: Hiring

new teachers
April 25
May 2
ATTENDANCE
Demographic Study Due
Assessment: Campus
Discipline Process
ATTENDANCE
On the Job Activities
Assessment: Culture and

Climate
Due: The School-Wide
Cultural Competence
Assessment: Campus
Assessment: Culture and
Discipline Process
Climate
Due: The School-Wide
Cultural Competence
question by April 18th.
question by April 18th
Response to another intern Response to another
by April 23rd.
intern by April 23rd.
Campus Visit: Interview
Campus Visit: Final
with Principal and Mentor Interview with Principal
and Mentor
Documentation of Five
Online Portfolio Due
Completed Intern Activities with TEN Completed
and Intern Activity Log
Intern Activities and
Online Portfolio
Intern Activity Log/
Administrator
Evaluation and Self
evaluation
28
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
29
[After reading the course syllabus and this page, please print and sign this form then turn it in to the professor.]
ASSIGNMENT DESCRIPTIONS
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; (b) program evaluation; and (c) serve as a tool in leadership job searches. In addition, the
portfolio is designed to help candidates synthesize theories and strategies from graduate coursework and
apply them in the field. Candidates are required to create an online portfolio through the Weebly site. In
compliance to FERPA policies, do not include any teacher or student names in the portfolio.
The portfolio contains the following components:
1.
2.
3.
4.
5.
6.
I.
Leadership Journey (Resume, 5-yr Goals, Leadership Framework)

Demographic Study
School Culture Study
Internship Activities and Reflections
Internship Activity Log
Copy of all forms completed
Leadership Journey (Internship I)
A. Resume for the Principal Preparation Program Academic Portfolio

A resume for a leadership position is different than one used for a teaching position. Candidates
must create a professional resume designed for the purpose of securing a leadership position.
The resume should be organized in a logical format typically with strengths listed first to project
a positive image. Key Ideas: FORMAL, FACTUAL AND CONCISE
Submit a resume that includes the following (in this order):
a. Personal Data- Demographic data such as address (physical, email and electronic
portfolio), home phone number, mobile phone number
b. Objective
c. Leadership Highlights (consider any leadership positions or moments you lead a
training or a team of teachers)
d. Certifications
e. Applicable leadership experience (if any)
f. Educational Experiences- Teacher and administrative experiences. List title of
position, name and employer, and dates of experiences
g. Professional Development Training
h. College Degrees
i. Professional Organizations
j. Honors and Awards
k. Other- Qualities or experiences that are unique such as bilingual qualifications,
military experience, private sector experience.
B. Five Year Goals for the Principal Preparation Program Academic Portfolio
30
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.
a. Who will serve as your mentor?
b. What is the rationale for picking this person?
c. What specific skills (conceptual, technical, human relations) do you hope to develop through
your association with this individual?
d. Professional Readings: What will you read to gain more information about your leadership goals?
(at least 2 for each category)
i. journals and newspapers in the field of education and educational leadership
ii. Current writing in the field of management, organizational theory and leadership.
iii. Daily newspapers and weekly news magazines to stay abreast of educational developments
nationally, statewide, and locally.
iv. Websites from professional organizations.
C. Leadership Framework for the Principal Preparation Program Academic Portfolio
Submit a document that describes your professional framework. Include the following: (Limit
yourself to statements of less than 350 words. If someone was to ask you in an interview, what would you
say considering the time limitations you have?
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
Plan for vision attainment
Demographic Study of Campus (Internship I)
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:
1. Historical Background Of The Community And The School
31
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.
b.
c.
Review the campus organizational chart (create/provide a diagram of the organizational chart).
What is the chain of command in the school?
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. What are the socio-economic levels of the families?
b. How active are families in various school activities?
c. How is the PTO/PTA organized?
d. Are there any significant geographical characteristics that might impact students or families?
5. Professional Staff
a. Describe the campus professional staff.
1. average years of experience
2. average levels of education
3. demographic characteristics
Are there any significant issues in the professional staff demographics that may or may not affect
student success? How does the professional staff demographics affect the schools culture?
6. Artifacts Needed:
a. TAPR Report
b. Campus Strategic Plan/ Campus Improvement Plan/ School Improvement Plan
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.
III. School Culture (Internship II)
1. Conduct a Culture Audit in your classroom or school. A culture audit is a tool for assessing
school culture by examining policies, programs, practices, artifacts, history, traditions, events,
quantitative data, etc. Like a financial audit, it can be used to reveal strengths and weaknesses in
the way schools address the needs of diverse groups. Based on this data, school improvement
32
action plans can be developed that can more effectively support the success of all students by
enhancing organizational cultural proficiency.
a. The culture audit that you will conduct contains 2 phases:
i. Participant observations (walk-throughs). You will be a participant observer in
assessing the culturally proficient your classroom or school currently is. You will
be given a cultural proficiency observation checklist to guide you in your walkthrough observations and anecdotal note-taking. Walk-throughs must be made
on two or more separate occasions and in different places (teachers lounge,
hallways, cafeteria, playground, classrooms, etc.). See audit checklist in the back
of this manual Appendix A.
ii. Complete a Cultural Proficiency Action Plan based on your audit
findings.
b. Once data has been collected and analyzed from your culture audit, you will use this
information to identify strengths and weaknesses in your classrooms or schools policies,
programs, and practices, and create an Action Plan to improve cultural proficiency in
your classroom or school. The format of the final action plan should essentially contain:
i.
ii.
iii.
iv.
v.
IV.
Introduction - include definition of cultural proficiency and describe school

Culture Audit Findings
Essential Need Areas
Barriers to Cultural Proficiency
Proposed Action Plan to Address Needs and Barriers (charts or bullets with
objectives, actions, persons responsible, resources needed, timelines for
implementation, and evaluation plan to determine the impact of your plan for
creating culturally proficient classrooms and/or school)
Internship Activities for the Principal Preparation Program Online Portfolio
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 will select 2 activities from
each TAC Standard set. The Campus Mentor must approve all activities by initialing the chart. The
Campus Mentor, Intern and University Supervisor can add any activity that fits the needs of a specific
campus. (see appendix. for Internship Activities Menu)
Candidates must summarize and reflect on the activity in at least 200 words, not exceeding 500 words.
V.
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
33
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. Create a spreadsheet to document on the job activities.

2. Your total hours should equal a minimum of 160 hours.
3. You may include time spent on internship activities and the school improvement
project.
4. You may include university supervisor meetings and seminars.
5. University supervisors may ask for periodic log reports for monitoring and assisting
you with future growth opportunities

Example: Format for the Log: The below listed activities are examples; please be specific on the
activities you completed and time you spent on these activities. You will turn in a hard copy of this
log to your university supervisor at the end of your internship. This log will be put on file and used
as documentation for certification approval by SBEC.
Intern Name: ____________________________________________________________
Date of Completion of Internship_____________________________________________
School ______________________________________District______________________
Intern Principal Mentor_____________________________________________________
University Supervisor________________________________________________________
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
Total
time
60
1
2
1
4
1
8
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
The above chart is an example of a log.

Do not use this as your log!
34
Appendix A: Rubrics
35
EDAD 6291/6292- Principal Internship

Rubric
Name_________________________________
Score:(Points Possible-40)
Class Participation
Class Participation Rubric
Aspects that Must be Included
Points
Possible
____ Only 2 or less absences

____ Only 2 or less tardies
____ Only 2 or less early departures
10
____ Show appropriate respect for the professor and students

____ No side conversations during class discussions/presentations
____ No working on or reading other assignments during class time
____ No leaving class multiple times and returning (professor must be
notified if there is a legitimate reason for you to leave and return to the class
room frequently)
10
Electronic Devices
____
____
____
____
____
____
10
T-TESS
____Complete/passed online evaluation
Absence and TardySeminars
Classroom Behavior
Expectations
Turn off all electronic devices

No texting
No talking on the phone
No emailing or reading emails
Phones should be placed out of sight during class
Laptops should be closed until appropriate times to use them
10
Points
Earned
36
Score:
(Points Possible-30) Principal Internship Portfolio
School Culture Audit/Plan Rubric

School Culture
Audit/ Plan

____Audit Checklist
Points
Possible
15
Audit Plan:
____Introduction
____Culture Audit Findings
____Essential Needs Areas
____Barriers to Cultural Proficiency
____Proposed Action Plan to Address Needs and Barriers
15
Points
Earned
37
Score: (Points Possible -50) Resume for the Principal Internship Portfolio Rubric
Student Name: _______________
Skill
PRESENTATION/
FORMAT
Ranking Points
JOB-SPECIFIC
/INFORMATION
Ranking Points
RESUME CONTENT
Ranking Points
SPELLING &
GRAMMAR
Ranking Points
Peer Evaluator: _______________
Outstanding
Good
Average
Unsatisfactory
Balanced margins with

eye appeal
Format highlights
strengths and
information
Appropriate fonts and
point size used with
variety
Balanced margins
Format identifies
strengths and
information
Appropriate fonts and
point size used
Somewhat balanced
margins
Format identifies
strengths and
information
No variation in fonts
and/or point size
Unbalanced margins
Format detracts from
strengths and
information
Fonts distract from
readability
10
All action phrases

used to describe duties
and skills
Information
demonstrates ability to
perform the job
Professional
terminology used when
describing skills
1-2 duties/skills lack

action phrases
Information
demonstrates ability
to perform the job
Some professional
terminology used
when describing
skills

action phrases
Some information
demonstrates ability to
perform the job
15
12
11
10
Heading, objective,
skills, experience, and
education covered in
detail
Extra information
given to enhance
resume
Heading,
objective, skills,
experience, and
education covered in
some detail
Extra information
given to enhance
resume
Heading, objective,
skills, experience, and
education covered with
little detail
Minimal extra
information given to
enhance resume
Missing one of the

following: heading,
objective, experience,
or education
No extra
information given to
enhance resume
15
12
11
10
No spelling errors
No grammar errors
1-2 spelling errors

1-2 grammar errors
10
3-4 spelling errors

3-4 grammar errors
Total
6
action phrases
Information does not
clearly demonstrate
ability to perform the
job
5-6 spelling errors

5-6 grammar errors
4
TOTAL
SCORE:
Score: (Points Possible-10) Five Year Goals for the Principal Internship Portfolio
Rubric
Five Year Goals
Points
Points
38
Components
Possible
____List your professional goals for the next five years
____Explain why the goals that you selected are important to you
Earned
Score: (Points Possible-25) Leadership Framework for the Principal Internship
Portfolio Rubric
Framework
Components
Points
Possible
____Your philosophy of education
____Your vision for learners
____Your vision for teachers
____Your vision for the campus
____Method of vision attainment
Points
Earned
Score: (Points Possible:50) Demographic Study for the
Principal Internship Portfolio

Components
Points
Possible
Points
Earned
39
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?
____Review the campus organizational chart (create/provide a diagram of

the organizational chart)
Campus governance
____What is the chain of command in the school?
____How is the campus site-based committee selected and how does it

function?
Demographic Study for the Principal Internship

Portfolio (cont.)
Components
Enrollment/Growth/
Achievement
Political and
Geographical
Characteristics
Professional Staff
Other Elements
Summary

____What is the district enrollment? (disaggregate by ethnicity, socioeconomics, grade level etc.)
____What is the school enrollment? (disaggregate by ethnicity, socioeconomics, grade level etc.)
____What are the strong and weak areas of student performance on the state
exams?
____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.
Score: (Points Possible100 pts.) Principal Internship Activities Rubric

Points
Possible
7
8
Points
Earned
40
Activities
.3

____Artifact
____ Describe
____Analyze
____Artifact
____ Describe
____Analyze
____Appraise
____Transform
____Artifact
____ Describe
____Analyze
____Appraise
____Transform
____Artifact
____ Describe
____Analyze
____Appraise
____Transform
____Artifact
____ Describe
____Analyze
____Appraise
____Transform
Points
Possible
10
10
10
10
10
Points
Earned
41
Score: (Points Possible 20) Activity Log
Components

____Table format
____Date
____Time used
____Description of Activity
____Total time required (160 hrs.)
TOTAL POINTS EARNED:
Points
Possible
20
Points
Earned
42
APPENDIX B
Culture Audit Checklist
43
THE SCHOOL-WIDE CULTURAL COMPETENCE

OBSERVATION CHECKLIST
School District:
School:
Principal:
Researcher(s):
Review Date:
Instructions: Rate on a scale of 1 to 5 (1= Never 2= Almost Never 3=Sometimes 4= Almost

Always 5=Always) the extent to which you observe each of the following criteria for
cultural competence. Circle the number which represents your perceptions. Please note or
provide evidence or documentation to support your rating.
Observation Area/Domain and
Criteria
School Vision/Mission
1 There is a school Mission
Statement or Vision Statement that
includes a stated commitment to
diversity and/or global citizenry.
Scale
Evidence/Documentation
12345
Curriculum
2 Literature selections in the
curriculum reflect a variety of
cultural perspectives (classrooms
and library).
12345
Confidential
Bustamante and Nelson, 2007. The School-Wide Cultural Competence Observation Checklist. All rights reserved.
44
Criteria
Scale
Global perspectives are integrated

into curricula at all grade levels
(world history and geography,
culture studies, languages).
12345
Linguistic and content objectives

are addressed for second language
learners.
12345
Student Interaction and Leadership

5 Racial/ethnic representation in
advanced placement classes,
honors classes, and gifted
programs is balanced.
12345
Youth voice is considered in

decision-making by regularly
meeting with randomly selected
groups of students to obtain
feedback.
12345
Confidential
45
Criteria
Scale
There is a variety of student

leadership opportunities for all
students.
12345
Students of different groups

integrate socially outside of the
classroom.
12345
There are identified support

programs to promote achievement
and retention of lower achieving
groups.
12345
10
Students are involved in

community service and service
learning activities.
12345
11
There is a program in place to

facilitate the adaptation of NEW
students into the school and
classroom.
12345
Confidential
46
Criteria
Teachers
12 Teachers representing diverse
groups are actively recruited by
the principal and the district.
13
New teachers are formally

inducted through orientations and
structured mentoring and support
programs.
Scale
12345
12345
14
Teachers team vertically and

horizontally according to
individual strengths, leadership
abilities, and interests.
12345
15
Efforts are made to consciously

integrate diverse teacher teams.
12345
Confidential
47
Criteria
16
Scale
Professional development is
offered that addresses:
a) race/ethnicity/nationality
12345
b) sexual orientation
12345
c) special needs
12345
d) language and dialect

12345
17
Informal teacher leadership roles

are recognized.
12345
18
Professional development is
focused and long term.
12345
Teaching and Learning

19 Instruction is differentiated to
address students with special
needs, while challenging all
students.
12345
Confidential
48
Criteria
20
Researched strategies that account

for various learning styles are used
in classrooms.
Scale
12345
21
Connections are made to students

culture and prior knowledge.
12345
22
Teaching strategies accommodate

the needs of culturally and
linguistically diverse learners
using a variety of grouping
strategies, hands-on activities,
visuals, oral language
development, reading/writing
workshops, etc.
12345
Parents and Community

23 Community outreach programs
regularly survey the perspectives
of various local community
constituency and stakeholder
groups, including parents.
12345
Confidential
49
Criteria
Scale
24
Parent involvement programs exist

for all culture groups.
12345
25
National and global ties are

established through partnerships
with similar organizations.
12345
26
The electronic community is

realized and utilized for
relationship building and sourcing
best practices.
12345
Conflict Management
27 The inevitability of intercultural
conflict is recognized by peer
mediation programs and/or other
proactive approaches to conflict
resolution.
28
Practices to ensure classroom and

school safety for all are in place
(e.g. including systems for
addressing bullying or developing
positive student relations).
12345
12345
Confidential
50
Criteria
Assessments
29 Authentic student assessments are
used to complement standardized
tests.
Scale
12345
30
Formative and summative

program evaluations are
conducted to ensure continual
improvement.
12345
31
Teachers and administrators are

evaluated by various constituency
groups (other teachers, students,
colleagues, self, supervisor, etc.).
12345
32
Organizational traditions are

examined periodically to check for
exclusive/inclusive practices.
12345
33
Celebrations reflect various

cultures and introduce the
community to new cultures.
Representation at events and
celebrations is diverse.
12345
Confidential
51
General Observations:
Comments:
52
Confidential
53
APPENDIX C
INTERNSHIP FORMS
Principal Internship Agreement

Cooperating Site Administrator Principal Internship Agreement
Cooperating Site Administrator Evaluation of Candidate
Candidate Self Evaluation
54
I understand that I am participating in an internship sponsored by the College of Education and
Behavioral Sciences at Houston Baptist University and _______________________________
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: ____________________________________________ (print)
Signature: _________________________________________
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE

UNIVERSITY SUPERVISOR
55
Campus Mentor
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.
Role of the Campus Mentor
1. Provides an orientation to the faculty and staff of the school concerning the
interns role.
2. Plan a work schedule for the intern that enhances learning experiences.
3. Integrates experiences that parallel the TAC, CCSSO and ELLC Standards.
4. Provides a statement or letter to the university supervisor verifying an
agreement to mentor the intern.
5. Confers with the university supervisor concerning the interns progress and
growth.
6. Schedule periodic conferences with the intern to explain and clarify
administrative strategies and procedures.
7. Submits final assessment forms and participates in summative conference with
the university supervisor and the intern.
Name: _________________________________________________________(print)
Signature: _______________________________________________________
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE

UNIVERSITY SUPERVISOR
56
Cooperating Site Administrator Evaluation of Candidate
Name of Candidate: _Ashley Quinn _______________________________________________
Cooperating Administrator: _Ellie Garza____________________________________________
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
Above
Average
Average
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 all 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.
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE UNIVERSITY
SUPERVISOR
Below
Average
57
Cooperating Site Administrator Evaluation (Continued)
Name of Candidate: Ashley Quinn ___________________________________________

Cooperating Administrator: _Ellie Garza_______________________________________
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
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE UNIVERSITY SUPERVISOR

58
Candidate Self Evaluation
Name of Candidate: __Ashley Quinn ________________________________________
Cooperating Administrator: _Ellie Garza______________________________________
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
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
Average
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE UNIVERSITY
SUPERVISOR
59
Candidate Self Evaluation (Continued)
Name of Candidate: Ashley Quinn______________________________________________
Cooperating Administrator: _Ellie Garza_________________________________________
Please rate yourself on the following criteria:
Above
Average
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
Average
Below
Average
Did Not
Observe
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Additional Comments:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________
Signature of Candidate
Date
INCLUDE THIS FORM IN YOUR PORTFOLIO AND GIVE A COPY TO THE UNIVERSITY SUPERVISOR
60
APPENDIX D
INTERNSHIP ACTIVITIES MENU
61
62
63
64
65

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HOUSTON BAPTIST UNIVERSITY

EDAD 6291/6292 Internship in the Principalship

Syllabus and Handbook

Updated January, 2016

Houston Baptist University

Culture Audit Checklist....................................................................................41

Internship Activities Menu...............................................................................59

EDAD 6291/6292 Internship in the Principalship

The College of Education and Behavioral Sciences

COURSE SEQUENCE IN CURRICULUM AND PREREQUISITE

DATE AND TIME OF CLASS MEETINGS:

EDAD 6291/6292 Internship in the Principalship

RELATION TO THE PURPOSE STATEMENT OF THE UNIVERSITY

RELATION TO THE GOALS AND PURPOSES OF THE COLLEGE OF

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

RELATION TO THE DEPARTMENTAL GOALS AND PURPOSES

EDAD 6291/6292 Internship in the Principalship

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES REQUIREMENTS

Chapter 149. Commissioners Rules Concerning Educator Standards

EDAD 6291/6292 Internship in the Principalship

EDAD 6291/6292 Internship in the Principalship

EDAD 6291/6292 Internship in the Principalship

Council of Chief State School Officers (CCSSO)

ELCC Standards - Standards for Advanced Programs in Educational Leadership

EDAD 6291/6292 Internship in the Principalship

COURSE LEARNING OBJECTIVES

EDAD 6291/6292 Internship in the Principalship

6. Candidates will use data-based research strategies

8. Candidates will facilitate activities that apply

9. Candidates will prepare for the state certification

EDAD 6291/6292 Internship in the Principalship

Roles and Responsibilities

Role of the Campus Mentor

Role of the University Supervisor

EDAD 6291/6292 Internship in the Principalship

Principal Preparation Program Academic

Internship Activities (10)

Activity Log (160 hours)

EDAD 6291/6292 Internship in the Principalship

Attendance and participation is expected at every class session.

EDAD 6291/6292 Internship in the Principalship

Learning Disabilities/Academic Accommodations

Dr. Julie Fernandez

EDAD 6291/6292 Internship in the Principalship

Meeting with Campus

Meeting with Campus

Campus Visits by HBU

Assessment: School Budget

TExES Principal Exam

Assessment: School Budget

EDAD 6291/6292 Internship in the Principalship

Campus Visits by HBU

Campus Visits by HBU

Human Capital: Hiring

Assessment: Culture and

EDAD 6291/6292 Internship in the Principalship

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.