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EDLD 6360; Sec. 793 – School Finance Fall 2016 William Allan Kritsonis, PhD Professor, Educational

EDLD 6360; Sec. 793 School Finance Fall 2016

William Allan Kritsonis, PhD Professor, Educational Leadership University of Texas of the Permian Basin 4901 University Blvd. Odessa, Texas 79762-0001

Office: MB 3108 Office: 432.552.2155 Fax: 432.552.2125 Email: kritsonis_w@utpb.edu Office Hours: T & W: 4:30-6:30 PM TH: 4:30-5:30PM

Course Description This course is designed to acquaint students with the principles of resource allocation and public education fiscal policy including: budgeting, state or federal program allocations, grant writing, resources, and staffing. This course is required for graduate students who are working toward a master’s degree in Educational Leadership. No course prerequisites exist, however, admission to Graduate Studies or having been granted an exception by the Office of Graduate Studies is required.

This course will examine the exemplary leadership standards for Texas Principals as expressed in the State Board for Educator Certification competencies. Today’s Principal must demonstrate learner-centered leadership as he or she encourages and nurtures maximum student performance and helps improve staff productivity and parent participation in educational success for all. To acquaint you with the 9 Principal Competencies, visit the following web site:

Vision

The vision of the School of Education is a community of life-long learners who actively reflect on the impact of their values, attitudes, beliefs, and practices.

Mission

The mission of the School of Education is to prepare pre-service and professional educators who are proactive in nurturing the life-long development of all learners. This mission will be accomplished by:

Facilitating the acquisition of necessary knowledge, skills, and dispositions;

Cultivating the value of diversity

Encouraging collaborative inquiry, innovation, and research;

Promoting collegiality and service in schools and communities;

Integrating technology into practice;

Providing opportunities for professional growth; and

Influencing educational practices and policies at the local, state, and national level.

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Learning Outcomes for Principal Candidates and Other School-Based Professionals:

The faculty expects that candidates will:

Demonstrate content knowledge in their respective content-area

Use appropriate processes and teaching practices

Apply knowledge about child and adolescent development

Incorporate knowledge of diversity in planning and delivering instruction

Incorporate technology in planning and delivering instruction

Plan for and assess students’ learning

Create an appropriate learning environment

Communicate and collaborate with all stakeholders

Engage in professional growth

Candidate Proficiencies:

To achieve the learning outcomes, candidates must demonstrate that they “are gaining the knowledge, skills, and dispositions necessary to have a positive impact on P-12 student learning” (NCATE, 2006, p. 9). The following is a list of the specific knowledge, skills, and dispositions that the faculty has determined are important for each candidate to possess and exhibit

Knowledge (K): Our candidates will exhibit knowledge about and understand the impact on teaching and student learning of:

1. theoretical perspectives of the profession

2. the content, processes, and practices appropriate for their students

3. child and adolescent development

4. diversity

5. technology

6. planning and assessment

7. the learning environment and classroom management

8. collaboration

9. legal and ethical issues related to education

Skills (S): Our candidates will be able to:

1. select appropriate content for use in lesson planning and delivery

2. apply best practices to promote learning in all students

3. use knowledge of child and adolescent development to direct their teaching

4. select from an array of techniques to meet the needs of diverse learners

5. integrate the use of technology into the learning environment

6. use appropriate assessments to measure students’ developmental progress

7. develop an appropriate learning environment

8. apply classroom management techniques

9. communicate with all members of the educational community (students, families, other educators, administration, community members)

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10.

reflect on their professional performance in order to improve their professional effectiveness

11. employ ethical and legal standards in education

Dispositions (D): Our candidates will demonstrate a/an:

1. respect for themselves and a positive regard for others

2. passionate nature about learning

3. belief in the value of a learner-centered instruction

4. dedication to providing a safe and supportive learning environment

5. acknowledgement of and respect for the fact people are shaped by their cultures

6. commitment to clear and accurate communication

7. professional and ethical attitude

8. desire to keep current on educational research and practice.

Diversity Proficiencies (DP):

1. Instill the awareness of diversity for implementing inclusive instruction

2. Incorporate the diverse nature of learning and teaching as exemplified in the global community.

3. Model critical global thinking through coursework

4. Conceptualize diversity experiences from a variety of perspectives:

a) to strive for social justice, equality, and equity for all learners

b) to continue the process of self-growth, narrowing the student achievement gap in our nation

c) to empower all learners as citizens in a global society

Materials

Textbooks:

Sorenson, R., & Goldsmith, L. M. (2013). The principals guide to school budgeting (2nd ed.). Boston, MA: Corwin Press.

ISBN: 9781452255477 (Paperback)

ISBN: 9781452276380 (eBook)

Vornberg, J. A., & Hickey, W. D. (2014). Texas public school organization & administration (14th ed.). Dubuque, IA: Kendall Hunt Publishing.

ISBN: 978-1-4652-4485-7

ISBN: 978-1-4652-5122-0 (eBook) NOT AVAILABLE IN THE BOOKSTORE

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Electronic Resources:

Texas Education Agency

Texas Association of School Business Officials

Texas Association of School Administrators

Texas ISD

Texas Education Code (T.E.C.)

Calendar:

Refer to UTPB Academic Calendar by going to: http://aa.utpb.edu/registrar/academic-calendar/

Fall 2016

2 nd 8 Weeks

Event

Date

Classes begin

October 19

Last day to add a course

October 24

Last day to drop the course without creating a record

October 26

Last day to drop or withdraw from this session

November 29

Last day of classes or final exam day

December 13

Commencement

December 17

Course Activities

Module Assignments (6) After completing assigned readings, students will review PowerPoint presentations prepared by the instructor. The PowerPoint presentations will be summaries, elaborations of the textbook material, and links to related information on the Web. After you have completed reviewing the lecture, you should then log into “Assignment Tool” and complete the required assignment.

Module 1-Budgeting Process-Assignment 1 (100 points) - Interview a campus or district level administrator and discuss activity accounting and issues that he/she may have encountered with fund raising events. Write a short 1 page account of your interview. Your major assignment here is to create an Activity Funding Flow Chart Project. Each student will develop flow chart/audit trail that will enable you to track revenue and expenses for student activity funds OR any other finance transactions completed in a school setting that might help you in your current or future position. Your project submission should include a permission form to conduct a fundraising project, procedures and form for collecting and depositing of revenue, form for expediting expenditures, accounting procedure, and any other relevant documentation that would

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assist an auditor or other qualified financial administrator to track all activity funds. THIS IS ONE OF THE MOST RELEVANT ASSIGNMENTS IN THE COURSENOT BUSY WORKMake it something useful for your future as a school leader or something to be implemented in your own school! Two excellent examples created by former students are posted online.

Principals are terminated and/or reassigned annually due to improper accounting of activity funds. The two most prevalent reasons that principals lose their jobs are for ethical breaches involving finance and romance…remember this if nothing else!

Module 2-ELLC Standards-Assignment 2 (100 points) - Read and complete the case study application - Belle Plain Middle School found in the School Budgeting textbook. Be sure to go into detail in answering the application questions (pp. 54-57).

Prepare a PowerPoint presentation (15 20 slides) of your observations and answers to questions. In addition to text on your slides, you are expected to include graphics, references to germane websites, and other media that will support your position.

Module 3-Data Analysis in the School Budgeting Process-Assignment 3 (100 points) Locate and evaluate a copy of your campus AEIS or TAPR report. Based upon this report, prepare a comprehensive needs assessment for your campus, including possible solutions to meet these needs. Report your findings in a 3 4 page paper. The paper must be double-spaced, 12 pt. font, and follow APA (6th edition) guidelines.

Module 4-Texas Public Education-Assignment 4 (100 points) - Read the School Finance 101 document and view the TEA PowerPoint. Both are posted online. Create and submit an overview training PowerPoint or a screen capture video of your own reflecting the key elements of these two documents that you would use to present to faculty and staff at staff development with various budget planning representatives.

Module 5-The School Budget-Assignment 5 (50 points) - Read and complete the case study application 1 Shifting Paradigms with Changing Times found in the School Budgeting textbook (pp. 189-191, 106-107, 212, & 220-222). Allotment is $100, 000.00.

Module 6-Ethics and the School Budget-Assignment 6 (50 points) 15-hour Mini- Internship Log and Reflection - Candidates are to shadow a campus administrator for 15 hours. This can be before school, after school, or during school. It may be your current campus administrator or one not on your campus. It may be a principal or an assistant principal. Candidates will complete a log of the various experiences and then write a 2 page reflection on the experiences and how they altered or cemented to beliefs of what it means to be a campus administrator. In addition, candidates will be expected to submit a Practicum log signed by the candidate and their site-supervisor which demonstrates the experiences included in the accumulation of hours. This log with also include columns where you will tie your experiences to the ELCC standards and the (SBEC) TExES competencies. The log document is included in the course syllabus. For the purpose of this activity, students should submit the name and position of the individual who will

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serve as site-supervisor during the first week of this course.

Module Discussions (6)

A reflective question will be posted by the Professor for each module, regarding the readings

from the required textbooks. Students should log into “Discussions Tool” to review these

questions and post answers to the discussion question. Students will post their response, as well

as replying to the posts of two other students. Discussion posts must be made by the due date to receive full credit. Each discussion question is worth 20 points.

Discussion 1 - Post a synopsis and reflect on what is the most single important aspect (to you) of your findings in Assignment 1.

Discussion 2 - As the Principal of Belle Plain Middle School, what would you do in your first 100 days on the job?

Discussion 3 - What are some strengths, weaknesses, opportunities, and threats (SWOT) that campus principals face in dealing with accountability issues?

Discussion 4 - What does the term "educational leader" as applicable to the budgeting process mean?

Discussion 5 - Should the budget drive campus planning or should campus planning drive the budget?

Discussion 6 - Why is it important for a principal to promote and celebrate success on their campus?

Final Project/Presentation (180 points)

For the final presentation, students will complete The Budget Development Project (p. 193) found in the School Budgeting text. The completed scenario will be presented in a PowerPoint format and posted.

Schedule of Important Dates:

Week 1: October 19 October 22 (Due on Oct. 22 nd ) Introductory Period & Student Information Sheet

Week 2: October 23 October 29 (DQ 1 & Assignment due on Oct. 29 th ) Module 1-Budgeting Process-Assignment 1 (100 points) - Interview a campus or district level administrator and discuss activity accounting and issues that he/she may have encountered with fund raising events. Write a short 1 page account of your interview. Your major assignment here is to create an Activity Funding Flow Chart Project. Each student will develop flow chart/audit trail that will enable you to track

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revenue and expenses for student activity funds OR any other finance transactions completed in a school setting that might help you in your current or future position. Your project submission should include a permission form to conduct a fundraising project, procedures and form for collecting and depositing of revenue, form for expediting expenditures, accounting procedure, and any other relevant documentation that would assist an auditor or other qualified financial administrator to track all activity funds. ELCC Standards: 1, 2, 3, 4, 5, and 6

Week 3: October 30 November 5 (DQ 2 & Assignment due on Nov. 5 th ) Module 2-ELLC Standards-Assignment 2 (100 points) - Read and complete the case study application - Belle Plain Middle School found in the School Budgeting textbook. Be sure to go into detail in answering the application questions (pp. 54-57).

Prepare a PowerPoint presentation (15 20 slides) of your observations and answers to questions. In addition to text on your slides, you are expected to include graphics, references to germane websites, and other media that will support your position. ELCC Standards: 1, 2, 3, 4, 5, and 6

Week 4: November 6 November 12 (DQ 3 & Assignment due on Nov. 12 th ) Module 3-Data Analysis in the School Budgeting Process-Assignment 3 (100 points) - Locate and evaluate a copy of your campus AEIS or TAPR report. Based upon this report, prepare a comprehensive needs assessment for your campus, including possible solutions to meet these needs. Report your findings in a 3 4 page paper. The paper must be double-spaced, 12 pt. font, and follow APA (6th edition) guidelines. ELCC Standards: 1, 2, 3, 4, 5, and 6

Week 5: November 13 November 19 (DQ 4 & Assignment due on Nov. 19 th ) Module 4-Texas Public Education-Assignment 4 (100 points) - Read the School Finance 101 document and view the TEA PowerPoint. Both are posted online. Create and submit an overview training PowerPoint or a screencapture video of your own reflecting the key elements of these two documents that you would use to present to faculty and staff at staff development with various budget planning representatives. ELCC Standards: 1, 2, 3, 4, 5, and 6

Week 6: November 20 November 26 (DQ 5 & Assignment due on Nov. 26 th ) Module 5-The School Budget-Assignment 5 (50 points) - Read and complete the case study application 1 Shifting Paradigms with Changing Times found in the School Budgeting textbook (pp. 189-191, 106-107, 212, & 220-222). Allotment is $100, 000.00. ELCC Standards: 1, 2, 3, 4, 5, and 6

Week 7: November 27 December 3 (DQ 6 & Assignment due on Dec. 3 rd ) Module 6-Ethics and the School Budget-Assignment 6 (50 points) 15-hour Mini- Internship Log and Reflection - Candidates are to shadow a campus administrator for

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15 hours. This can be before school, after school, or during school. It may be your current campus administrator or one not on your campus. It may be a principal or an assistant principal. Candidates will complete a log of the various experiences and then write a 2 page reflection on the experiences and how they altered or cemented to beliefs of what it means to be a campus administrator. In addition, candidates will be expected to submit a Practicum log signed by the candidate and their site-supervisor which demonstrates the experiences included in the accumulation of hours. This log with also include columns where you will tie your experiences to the ELCC standards and the (SBEC) TExES competencies. The log document is included in the course syllabus. For the purpose of this activity, students should submit the name and position of the individual who will serve as site-supervisor during the first week of this course. ELCC Standards: 1, 2, 3, 4, 5, and 6

Week 8: December 4 December 10 (Final Project will be due on Dec. 12 th ) Final Project/Presentation (180 points) - Students will complete The Budget Development Project (p. 193) found in the School Budgeting text. The completed scenario will be presented in a PowerPoint format and posted.

Student Roles and Responsibilities:

Throughout the course students will be required to complete written assignments and participate in discussion questions. Student performance will be evaluated by various written assessments. Because this course is student-centered, you will be expected to participate and contribute to discussions. Students are expected to read all assigned readings and complete assignments. If a deadline must be missed for personal or professional reasons, please contact me before the assignment is due. Final grades will be assigned according to the A-F format. Assignments will be evaluated using the following criteria:

Written assignments should:

a. Be posted on Canvas on the assigned due date or before,

b. Be completed on time,

c. Be free of spelling and grammatical errors,

d. Be well organized and written,

e. Reflect all aspects of the assignment,

f. Be typed, double-spaced, using 12 point Times New Roman fonts; unless otherwise indicated by the professor,

g. Include a title page (all papers) and a reference page (Media Reflection only), and

h. Follow the guidelines indicated by the Publication Manual of the American

Psychological Association (6th edition).

Rubrics will be included in Canvas.

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Course Assessment

The course final grade is determined using a criterion-referenced format. The student can earn a maximum of 800 points.

Discussions (6)

120 Points

Assignments (6)

500 Points

Final Project and Critique

180 Points

Grading Scale:

93% - 100% or 744 - 800

A

84% - 92% or 672 - 743

B

75% - 83% or 600 - 671

C

No grades of “D” are given as per decision of the School of Education Graduate Faculty. A grade of “F” will be given, if necessary. Students in danger of earning less than 600 points for the course should arrange a conference with the professor prior to the end of the semester.

Drop Policy: If a student is unable to complete the course, see the University Calendar for the last day to drop or withdraw. This procedure must be completed by the student through UTPB’s Registrar’s Office. Failure to complete the course or this procedure may result in the student receiving a grade of "F".

Communication Plan

Communication Plan: The professor will respond to all email inquiries within 48 hours. Be sure to use the email tab on the course homepage. The professor will check the discussion board at least twice a week. In addition to posting any important information on the announcements page, the professor will also email the information to the students. The best way to communicate with the professor is through email via Canvas.

In case of emergencies, you may contact the professor at 432-552-2155 or leave a message with the UTPB School of Education at 432-552-2120.

Discussion Area: I will check this area at least twice a week and will post the answers for both discussion assignments and commonly asked questions in this area for the benefit of all the students in the class.

Feedback on Assignments/Quizzes: Assignments will be graded within two weeks of submission, individual feedback or general feedback will be provided.

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Policies & Procedures

1. Submit Student Information Sheet:

Every student in this course is expected to complete the Student Information Sheet at the beginning of the semester. The Student Information Sheet will be posted under the assignments tab.

2. Course Content Structure:

The course is divided into six modules and one final project.

Each Module covers:

a. 2 textbook chapters;

b. discussion topics, and

c. assignments.

You should read the textbook section first, and then review the online lecture. The lectures will be summaries, elaborations of the textbook material, and/or links to related information on the Web. After you have completed reviewing the lecture, you should then log into “Discussion Board” and post answers to the discussion question (specific to the module) posted by the instructor. You must also read other students’ posts and respond to two other students’ responses in your group. Discussion posts and your responses to other students must be made by the date on the schedule to receive full credit. You should also complete any assignments for that Module and submit them according to the due date on the schedule. The expectation of the instructor is that students will log on a minimum of three times every seven days. Daily participation is highly encouraged.

3. Grading and Feedback:

All the course activities will be graded within two weeks after the set due date and will be graded on an absolute scale. You can check your grades by going to GradeBook. If there is any discrepancy in the grade, you must contact me immediately. I will provide individual feedback or a general feedback in the performance of the course activity.

4. Cheating/Plagiarism/Academic Dishonesty:

Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor) or the attempt to commit such acts.

“Plagiarism” includes, but is not limited to the appropriation of, buying, receiving as a

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gift, or obtaining by any means material that is attributable in whole or in part to another source, including words, ideas, illustrations, structure, computer code, other expression and media, and presenting that material as one’s own academic work being offered for credit.

NOTE: Students found plagiarizing or cheating will receive a zero on the course activity which could cause failure in the class and/or suspension or dismissal from the college.

5. Discussion Board Participation:

Discussion Board will primarily be used for discussing course content related topics and issues. There will be six discussion topics for the semester. Each discussion topic is worth 20 points.

In addition to the course content related topics in discussion tool there will be few general topics: Getting to Know Each Other, Water Cooler/General Questions related to the course content, etc. The posts under these topics will not be graded.

For each graded discussion question, first, you must respond to the question directly and second, you must read the other students posts and reply to at least two other studentsresponses. You must ensure that the responses to the questions are meaningful, reflective, refer to personal experience and support your course readings. Avoid postings that are limited to 'I agree' or 'great idea', etc. If you agree (or disagree) with a posting then say why you agree by supporting your statement with concepts from the readings or by bringing in a related example or experience. The Discussion Board Rubric will provide you with specific guidelines to help insure you get the maximum points possible.

You are expected to read all messages. You are responsible for reading all of the messages that are posted in the online discussion. Not reading messages is the equivalent of sleeping in class.

Use a person's name in the body of your message when you reply to their message. It helps to keep all of us oriented. It helps us maintain a clearer sense of who is speaking and who is being spoken to. As we begin to associate names with tone and ideas, we come to know each other better.

Change the subject line when you introduce a new topic. The value of this tip will become apparent as the number of messages grows.

6. Submission of Course Assessment Activities:

All the course assessment activities will be submitted via Assignment Tool. Keep in mind the following standards/practices for submission of assignments:

a. All course assessment activity files that will be submitted to the instructor should be in Word 2010, Word 2007, or Word 2003

b. Be sure to put your name at the top of each page header

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c.

Always keep a copy of all the work you submit so that you won’t need to re-do it if it should get lost in cyberspace.

7. Make-Up/Late Submission Policy:

All course activities must be submitted before or on set due dates and times. If the student is unable to abide by the due dates and times, it is her/his responsibility to contact the instructor immediately. No work will be accepted more than 5 days late. All late work submitted within the five day window will have a 10% PER DAY deduction for being late.

NOTE: The due dates and times for the activities will adhere to the Central Time Zone.

8. Americans with Disabilities Act:

Americans with Disabilities Act: Students with disabilities that are admitted to The University of Texas of the Permian Basin may request reasonable accommodations and classroom modifications as addressed under Section 504/ADA regulations. Students needing assistance because of a disability must contact Leticia Madrid, Director, Programs Assisting Student Study (PASS) Office, 552-2631, no later than 30 days prior to the start of the semester.

The definition of a disability for purposes of ADA is that she or he (1) has a physical or mental impairment that substantively limits a major life activity, (2) has a record of such an impairment or, (3) is regarded as having such an impairment.

Students who have provided all documentation and are eligible for services will be advised of their rights regarding academic accommodations and responsibilities. The University is not obligated to pay for diagnosis or evaluations nor is it obligated to pay for personal services or auxiliary aids.

If you need accommodations because of a disability, if you have emergency medical information to share with the instructor, or if you need special arrangements in the case the building must be evacuated, please inform the instructor immediately. It is best to contact the instructor after class or during his/her office hours.

9. Course Incomplete/Withdrawal/Grade Appeal:

All students are required to complete the course within the semester they are signed up. Incomplete grades for the course are rarely given and will only be granted if the student has completed at least half of the course with a grade of ‘C’ or better and provides a valid, documented excuse for not being able to complete the course on time and has contacted prior to the scheduled last class to request an extension. The student will sign the Report for Incomplete Work Form.

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10. Netiquette:

Anything you type in the discussion area is public which means that every student in this class (including your instructor) will see what you write. Please pay attention to the language you use and adhere to the following guidelines:

1)

Do not post anything too personal;

2)

Do not use language that is inappropriate for a classroom setting or prejudicial

3)

in regard to gender, race, or ethnicity; Do not use all caps in the message box unless you are emphasizing (it

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is considered shouting) Be courteous and respectful to other people on the list

5)

Do not overuse acronyms like you would use in text messaging. Some of the

6)

list participants may not be familiar with acronyms. If the posting is going to be long, use line breaks and paragraphs

7)

Fill in a meaningful Subject Line

8)

Write your full name at the end of the posting

9)

Be careful with sarcasm and subtle humor; one person’s joke is another person’s insult.

NOTE: If you do not adhere to the guidelines for any posting, you will lose the points that would have been granted, and the instructor reserves the right to remove your posting and to deny you any further posting privileges.

Refer to the following links for additional help on netiquette:

11. Attendance and Class Participation:

Regular and active participation is an essential, unmistakably important aspect of this online course. The expectation of the instructor is that students will log on a minimum of three times every seven days. It is critical that you read all of the lecture and assignment materials as well as all of the public discussion materials. Your full participation ON A WEEKLY BASIS is not only a requirement; it is also an essential aspect of the online course process. Daily participation is highly encouraged. Students will need to spend 9-10 hours a week, completing the work required for this course. All students are expected to do the work assigned, notify the instructor when emergencies arise, and complete assignments no later than the due dates.

12. Tracking:

Canvas course platforms have a tracking feature. This feature quantifies how often and when students are active in the course and also provides information if the student has accessed different pages of the course.

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13. Absenteeism:

All the course activities have set dates to be completed and submitted. Thus, if you are ill for a prolonged time and cannot complete the activities, you must contact me and update me regarding the situation. You are expected to log into the course at least once a week, and daily participation is highly encouraged.

If I am going to be out because of ill health, attending a conference, etc. you will be notified through email.

14. Online Student Authentication:

UTPB requires that each student who registers for an online course is the same student who participates in, completes, and receives credit for the course. UTPB’s Distance Education Policy requires faculty members to employ at least two methods of verification to ensure student identities. To access online courses, students must login to the UTPB learning management system using their unique personal identifying username and secure password. UTPB’s Distance Education Policy allows faculty multiple options (Proctored Examinations, Field/Clinical Experiences, Synchronous/asynchronous video activities, other technologies and practices that are effective in verifying student identification) for satisfying the second method of validating student identity. This course satisfies the second method of student verification by Field/Clinical experiences using an approved photo ID.

Technical Requirements

Computer:

Please visit the following page: http://www.utpb.edu/online/reach/technical-requirements You will find:

1. Requirements

2. Plug In Helper

3. Set up Information

4. Links to 24/7 Help Desk

Minimum Technical Skills:

The student should be sufficiently comfortable in an online environment to handle basic web navigation and to upload assignments and download PowerPoint files.

Peripherals:

You will need external speakers to be able to listen to audio files.

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Software:

The course content is presented through Microsoft Office 2007, and will use Microsoft Word and PowerPoint. If you have an earlier version of Office, you should be able to download a plug-in that will allow you to open the newer version Office files (ending in .docx, .xlsx, and .pptx). Follow this link to access the Microsoft Compatibility Pack.

All assignments for the course will be turned in using Word documents. However, what is important is that the screenshots will be oriented toward Microsoft Office in Vista, and therefore, it will be your responsibility to figure out where the pertinent commands are located. If using an alternative version of Office, you can often search in Google to find the appropriate help that you need.

Other software: There may be audio/video files in the course for which you will need Windows Media Player or QuickTime or Real Player.

Anti-Virus Software:

Anti-virus software is highly recommended for students and instructors. Online courses involve much file sharing, which increases your risk of computer virus infection. Anti-virus software will help protect your computer in case of exposure to a computer virus.

Preparation for Computer Emergencies

Computer Crash

Not having a working computer or a crashed computer during the semester will NOT be considered as an acceptable reason for not completing course activities at a scheduled time. NOTE: Identify a second computer before the semester begins, that you can use when/if your personal computer crashes.

Server Problems

When the Canvas server needs downtime for maintenance, the Canvas administrator will post an announcement in your course informing the time and the date. If the server experiences unforeseen problems your course instructor will send an email.

Complete Loss of Contact

If you lose contact with me completely (i.e. you cannot contact me via Canvas or email), you need to call me at my office, 432-552-2155 or on my cell phone at 832-483-7889, and explain he reason you cannot contact me and leave me a way to contact you.

Lost/Corrupt/Disappeared Files

You must keep/save a copy of every project/assignment on an external disk or personal computer. In the event of any kind of failure (e.g., Canvas server crash or virus infection,

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students own computer crashes, loss of files in cyberspace, etc.) or any contradictions/problems, I may/will request you to resubmit the files. If you submit a document to me, and I either do not receive it (lost in cyberspace) or it is corrupted when I open it, it is incumbent upon you to resend it to me, corrected, with little or no “downtime” in regard to the timeline for submission.

Student Support Services

SERVICE

CONTACT

 

Programs Assisting Student Study

ADA

Accommodation/Support

(PASS) 432-552-2630

Admissions & Registration & Transcripts

 

1-866-437-0867 (toll-free)

Canvas Technical Support

UTPB Online Support Center at http://aa.utpb.edu/reach/requirements/

Bookstore

Advising

Financial Aid and Scholarship

 

(432) 552-2370)

UTPB Library

The J. Conrad Dunagan Library Online at http://library.utpb.edu/

 

Student Services

 

If you are taking courses through UTPB the following links provide services: Smarthinking Online Tutoring (provides tutoring services), SmarterMeasure (measures learner readiness for online course).

Tutoring & Learning Resources

Student Success Center:

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End-of-Course Evaluation & Instructor Evaluation

Every student must complete an end-of-course evaluation/survey provided by UTPB. During the last few weeks of class, you will receive an announcement through email notifying you that the Course/Instructor Survey is available. There are three options to access the survey

1. You may follow the link in the email to complete the survey using the same credentials to access your courses here.

2. When entering Canvas you will see a list of surveys for you to complete

3. A button on the left hand menu bar will lead you to the survey from inside your course.

The survey is anonymous and you responses are confidential. Your feedback is critical to us and to your instructor as we strive to improve our offerings, and our support of you, the students.

Disclaimer & Rights

Information contained in this syllabus was to the best knowledge of the instructor considered correct and complete when distributed for use in the beginning of the semester. However, the instructor reserves the right, acting within the policies and procedures of UTPB to make changes in the course content or instructional techniques without notice or obligation. The students will be informed about the changes, if any.

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University of Texas of the Permian Basin School of Education Educational Leadership

SAMPLE

FORM C

Sample Log of Administrative Experiences*

ALL COMPETENCIES AND STANDARDS MUST BE ADDRESSED

Date

Experience

(SBEC)

ELCC

Hours

TExES

Standard

Competency

June 17, 2008

Staff Development TAKS

003, 006

2, 3, 5

1.5 hours

June 18, 2008

Discipline Referrals

003, 009

2, 3

45 minutes

*The above entries are examples of the following experiences:

Date and Activity:

June 17, 2008 Assisting with staff development on TEKS/TAKS.

June 18, 2008 Observed principal/AP handling discipline issues

Sample Texas SBEC Principal Competencies/NCATE/ELCC Standards:

Competency 003/ELCC Standards 3&5 - Learner-Centered Values & Ethics of Leadership

Competency 006/ ELCC Standards 2 & 3 - Learner-Centered Human Resources Leadership and Management

NOTE: The above format is recommended and available on the next page for the log of administrative experiences. The intern may modify the format with the agreement of the university supervisor.

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University of Texas of the Permian Basin School of Education Educational Leadership

LOG OF INTERNSHIP EXPERIENCES FORM C

Name:

Date Experience (SBEC) TExES ELCC Hours Competency Standard
Date
Experience
(SBEC) TExES
ELCC
Hours
Competency
Standard

Supervising Administrator

19

TOTAL HRS

Name

School

Title

Cell Phone

Work Phone

Home Phone

E-Mail

Site-Supervisor’s Name

Site-Supervisor’s Email

Student Information

20