The mission of University of Phoenix is to provide access to higher education opportunities that enable students to develop knowledge and skills necessary to achieve their professional goals, improve the productivity of their organizations and provide leadership and service to their communities.
Purposes To facilitate cognitive and affective student learning—knowledge, skills, and values—and to promote use of that knowledge in the student's work place. To develop competence in communication, critical thinking, collaboration, and information utilization, together with a commitment to lifelong learning for enhancement of students' opportunities for career success. To provide instruction that bridges the gap between theory and practice through faculty members who bring to their classroom not only advanced academic preparation, but also the skills that come from the current practice of their professions. To provide General Education and foundational instruction and services that prepare students to engage in a variety of university curricula. To use technology to create effective modes and means of instruction that expand access to learning resources and that enhance collaboration and communication for improved student learning. To assess student learning and use assessment data to improve the teaching/learning system, curriculum, instruction, learning resources, counseling and student services. To be organized as a for-profit institution in order to foster a spirit of innovation that focuses on providing academic quality, service, excellence, and convenience to the working student. To generate the financial resources necessary to support the University's mission.
The College of Education conceptual framework focuses on the knowledge, skills, and dispositions that are demonstrated by proficient and effective educational leaders. These concepts are incorporated into the College’s teaching and learning model, standards-based course work, field experiences and clinical practice, and performance assessments. The College’s programs are designed to provide candidates with an important theoretical knowledge base that is integrated with student learning. The College is committed to preparing graduates who serve as educational leaders, advocate for student learning and their own professional development, collaborate with colleagues and families, value diversity, and reflect on their own practice. The conceptual framework also reflects the College’s mission: “to impact student learning, one educator at a time.” The “student” can be from the P-12 classroom, college level classroom or training environment in a corporate setting. All education programs are designed around the following key components to best serve candidates and, ultimately, those they teach: Adult Learner Focused Instruction Experienced Practitioner Faculty Theory and Application Integrated Technology Performance Assessment Ongoing Screening and Counseling
University of Phoenix created five University Learning Goals designed to help guide you as you gain a greater understanding of key subjects vital to your education. Our goal is to help you successfully reach your academic and professional goals and equip you with the skills you need to make a difference in your workplace and in your community. The University Learning Goals—the essence of the University education—are incorporated throughout our academic programs, curriculum and instruction.
Our core goal is to meet the needs of working and underserved students by giving you the chance to earn your college degree. Flexible scheduling, faculty with real-world knowledge and a consistent and effective curriculum design help make higher education accessible to everyone.
Principal Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examinations required to obtain the standard Principal Certificate. The standards also serve as the foundation for the individual assessment, professional growth plan, and continuing professional education activities required by §241.30 of this title (relating to Requirements to Renew the Standard Principal Certificate). These standards mirror the Intern Learning Plan and Evaluation Form provided in TaskStream. Source Note: The provisions of this §241.15 adopted to be effective March 14, 1999, 24 TexReg 1616; amended to be effective June 10, 2001, 26 TexReg 3929; amended to be effective October 25, 2009, 34 TexReg 7200
Learner-Centered Values and Ethics of Leadership. A principal is an educational leader who promotes the success of all students by acting with integrity and fairness and in an ethical manner. At the campus level, a principal understands, values, and is able to: (1) model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors; (2) implement policies and procedures that encourage all campus personnel to comply with Chapter 247 of this title (relating to Educators' Code of Ethics); (3) model and promote the continuous and appropriate development of all learners in the campus community; (4) promote awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation in the campus community; and (5) articulate the importance of education in a free democratic society.
Learner-Centered Leadership and Campus Culture. A principal is an educational leader who promotes the success of all students and shapes campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. At the campus level, a principal understands, values, and is able to: (1) create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff; (2) ensure that parents and other members of the community are an integral part of the campus culture; (3) use strategies to ensure the development of collegial relationships and effective collaboration of campus staff; (4) respond appropriately to the diverse needs of individuals within the community in shaping the campus culture; (5) use emerging issues, trends, demographic data, knowledge of systems, campus climate inventories, student learning data, and other information to develop a campus vision and plan to implement the vision; (6) facilitate the collaborative development of a shared campus vision that focuses on teaching and learning; (7) facilitate the collaborative development of a plan in which objectives and strategies to implement the campus vision are clearly articulated; (8) align financial, human, and material resources to support the implementation of the campus vision; (9) establish processes to assess and modify the plan of implementation to ensure achievement of the campus vision; (10) support innovative thinking and risk-taking efforts of everyone within the school community and view unsuccessful experiences as learning opportunities; and (11) acknowledge, recognize, and celebrate the contributions of students, staff, parents, and community members toward the realization of the campus vision.
Learner-Centered Human Resources Leadership and Management. A principal is an educational leader who promotes the success of all students by implementing a staff evaluation and development system to improve the performance of all staff members, selects and implements appropriate models for supervision and staff development, and applies the legal requirements for personnel management. At the campus level, a principal understands, values, and is able to: (1) collaboratively develop, implement, and revise a comprehensive and on-going plan for professional development of campus staff that addresses staff needs and aligns professional development with identified goals; (2) facilitate the application of adult learning and motivation theory to all campus professional development, including the use of appropriate content, processes, and contexts; (3) ensure the effective implementation of the professional development plan by allocation of appropriate time, funding, and other needed resources; (4) implement effective, legal, and appropriate strategies for the recruitment, selection, assignment, and induction of campus staff; (5) use formative and summative evaluation processes appropriate to the position held to further develop the knowledge and skills of campus staff; (6) diagnose and improve campus organizational health and morale through the implementation of strategies designed to provide on-going support to campus staff members; and (7) engage in on-going, meaningful, and professional growth activities to further develop necessary knowledge and skills and to model lifelong learning.
Learner-Centered Communications and Community Relations. A principal is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. At the campus level, a principal understands, values, and is able to: (1) demonstrate effective communication through oral, written, auditory, and nonverbal expression; (2) use effective conflict management and group consensus building skills; (3) implement effective strategies to systematically gather input from all campus stakeholders; (4) develop and implement strategies for effective internal and external communications; (5) develop and implement a comprehensive program of community relations, which uses strategies that will effectively involve and inform multiple constituencies, including the media; (6) provide varied and meaningful opportunities for parents to be engaged in the education of their children; (7) establish partnerships with parents, businesses, and other groups in the community to strengthen programs and support campus goals; and (8) respond to pertinent political, social, and economic issues that exist in the internal and external environment.
Learner-Centered Organizational Leadership and Management. A principal is an educational leader who promotes the success of all students through leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. At the campus level, a principal understands, values, and is able to: (1) implement appropriate management techniques and group processes to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment; (2) gather and organize information from a variety of sources for use in creative and effective campus decision making; (3) frame, analyze, and creatively resolve campus problems using effective problem-solving techniques to make timely, high-quality decisions; (4) develop, implement, and evaluate change processes for organizational effectiveness; (5) implement strategies that enable the physical plant, equipment, and support systems to operate safely, efficiently, and effectively to maintain a conducive learning environment; (6) apply local, state, and federal laws and policies to support sound decisions while considering implications related to all school operations and programs; (7) acquire, allocate, and manage human, material, and financial resources according to school district policies and campus priorities; (8) collaboratively plan and effectively manage the campus budget; (9) use technology to enhance school management; and (10) use effective planning, time management, and organization of work to maximize attainment of school district and campus goals.
Learner-Centered Curriculum Planning and Development. A principal is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum resources, and assessment; and the use of various forms of assessment to measure student performance. At the campus level, a principal understands, values, and is able to: (1) use emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, learning theory, legal requirements, and other information as a basis for campus curriculum planning; (2) facilitate the use of sound research-based practice in the development and implementation of campus curricular, co-curricular, and extracurricular programs; (3) facilitate campus participation in collaborative school district planning, implementation, monitoring, and curriculum revision to ensure appropriate scope, sequence, content, and alignment; (4) facilitate the use and integration of technology, telecommunications, and information systems to enrich the campus curriculum; and (5) facilitate the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to other school district programs.
Learner-Centered Instructional Leadership and Management. A principal is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a campus culture and instructional program conducive to student learning and staff professional growth. At the campus level, a principal understands, values, and is able to: (1) facilitate the development of a campus learning organization that supports instructional improvement and change through an on-going study of relevant research and best practice; (2) facilitate the implementation of sound, research-based instructional strategies, decisions, and programs in which multiple opportunities to learn and be successful are available to all students; (3) implement special campus programs to ensure that all students are provided quality, flexible instructional programs and services to meet individual student needs (i.e., guidance and counseling programs and services); (4) use interpretation of formative and summative data from a comprehensive student assessment program to develop, support, and improve campus instructional strategies and goals; (5) facilitate the use and integration of technology, telecommunications, and information systems to enhance learning; (6) facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline, and school safety to ensure an environment conducive to teaching and learning; (7) facilitate the development, implementation, evaluation, and refinement of student activity programs to fulfill academic, developmental, social, and cultural needs; and (8) acquire and allocate sufficient instructional resources on the campus in the most equitable manner to support and enhance student learning.
Student contacted at enrollment by a designated staff member about requirements . Staff member – sends Site Approval documents prior to ADMIN/500, the orientation class. Student returns Site Approval documents to their designated staff member. Staff member– forwards Site Approval documents to the designated staff member That staff member – creates student folder and forwards Site Approval documents to the designated Campus College Chair for review and initial approval scheduling. The student is eligible for approval upon successful completion of ADMIN/500. Once approved, a Faculty Supervisor is assigned. The Faculty Supervisor will initiate call to speak with the student and mentor to finalize the approval and provide all needed information WITHIN THE FIRST 3 WEEKS OF THE INTERNSHIP. The Faculty Supervisor makes site visit with student and mentor WITHIN THE FIRST THREE WEEKS to: Finalize ILP (student presents ILP draft during meeting) Grant formal approval to begin logging of internship hours Review evaluation documents, process and internship expectations Establish internship communication schedule Go over the orientation checklist and sign it
In addition to on-going communication, site visits will be made for an initial visit, one during ADMIN 596A (60 hours completed), one during ADMIN 596B (120 hours completed) and one during ADMIN 596C (at the completion of 240 hours).
The intern will need to have the campus administrator sign the acknowledgement form indicating they have received a copy of the Field Supervisors evaluation.
This will be the same as the first evaluation.
Refer to first evaluation.
University supervisors and mentors should use a holistic approach, coupled with the provided grading scale, to determine the grade the intern receives for this portion of the internship. If the intern receives a total overall average score of a 3 or a 4 on the mentor and university supervisor evaluations, the intern may be awarded all 50 points for this portion of the internship. 22-33 points may be awarded for an average score of 2, and so on, according to the scale.
TaskStream is the site where you will complete evaluations and the grade form for your Intern. Faculty Supervisor instructions for intern evaluations in TaskStream are found here or copy and paste following address into your browser: https://www.taskstream.com/ts/administrator5/TXOnlineTaskstreamResourcePage.html You will be evaluating the student on six different standards that are as follows. Visionary Leadership Leadership in Curriculum, Instruction and Assessment Professional Management Practices Collaborative and Inclusive Practice Professional Ethics Legal and Political Context Please note the evaluation and Intern Learning Plan (ILP) are aligned to these standards.
In addition to the 240 hours candidates complete in their practicum, the program requires 30-40 hours of additional field experience. Hours are directed by coursework and evaluated by course faculty. Hours are recorded on a Field Experience Record. Faculty Supervisors have no direct responsibilities with regard to field experience.
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Tx adm supervisor_overview
University of PhoenixPrincipal Preparation Internship Operational Guidelines for Mentor/Field Supervisors “Impacting student learning, one educator at a time.”
MissionUniversity of Phoenix provides access tohigher education opportunities that enablestudents to develop knowledge and skillsnecessary to achieve their professionalgoals, improve the productivity of theirorganizations and provide leadership andservice to their communities.
Purpose To facilitate cognitive and affective student learning To develop competence in communication, critical thinking, and collaboration To provide instruction that bridges the gap between theory and practice To provide General Education and foundational instruction and services To use technology to create effective modes and means of instruction To assess student learning and use assessment To be organized as a for-profit institution in order to foster a spirit of innovation To generate the financial resources necessary to support the Universitys mission.
University Learning Goals Professional Competence and Values Critical Thinking and Problem Solving Communication Information Utilization Collaboration
PhilosophyOur core goal is to meet the needs ofworking and underserved students bygiving you the chance to earn your collegedegree. Flexible scheduling, faculty withreal-world knowledge and a consistent andeffective curriculum design help makehigher education accessible to everyone.
Texas Administrative Code Principal Certificate StandardsThe standards serve as the foundation forthe individual assessment, professionalgrowth plan, and continuing professionaleducation activities required by §241.30 ofthis title (relating to Requirements toRenew the Standard Principal Certificate).
Texas Administrative Code Learner-Centered Values and Ethics of LeadershipA principal is an educational leader whopromotes the success of all students byacting with integrity and fairness and in anethical manner.
Texas Administrative Code Learner-Centered Leadership and Campus CultureA principal is an educational leader whopromotes the success of all students byacting with integrity and fairness and in anethical manner.
Texas Administrative CodeLearner-Centered Human Resources Leadership and ManagementA principal is an educational leader whopromotes the success of all students byimplementing a staff evaluation anddevelopment system to improve theperformance of all staff members, selectsand implements appropriate models forsupervision and staff development, andapplies the legal requirements forpersonnel management.
Texas Administrative Code Learner-Centered Communications and Community RelationsA principal is an educational leader whopromotes the success of all students bycollaborating with families and communitymembers, responding to diversecommunity interests and needs, andmobilizing community resources.
Texas Administrative Code Learner-Centered Organizational Leadership and ManagementA principal is an educational leader whopromotes the success of all students throughleadership and management of theorganization, operations, and resources for asafe, efficient, and effective learningenvironment.
Texas Administrative Code Learner-Centered Curriculum Planning and DevelopmentA principal is an educational leader whopromotes the success of all students byfacilitating the design and implementation ofcurricula and strategic plans that enhanceteaching and learning; alignment of curriculum,curriculum resources, and assessment; and theuse of various forms of assessment to measurestudent performance.
Texas Administrative Code Learner-Centered Instructional Leadership and ManagementA principal is an educational leader whopromotes the success of all students byadvocating, nurturing, and sustaining a campusculture and instructional program conducive tostudent learning and staff professional growth
Step 1 – Internship Approval Process TEACHER EDUCATION SPECIALIST (TES) CONTACTS STUDENT. STUDENT RECEIVES REQUIRED DOCUMENTS FROM TES. TES COORDINATES WITH SENIOR FACULTY LIAISON (SFL). SFL CREATES STUDENT FOLDER: COORDINATES WITH PROGRAM MANAGER/DIRECTOR. STUDENT COMPLETES ADMIN/500. SITE SUPERVISOR/MENTOR ASSIGNED FACULTY/FIELD SUPERVISOR (FS) ASSIGNED FS MAKES FIRST CONTACT WITH STUDENT—WITHIN FIRST 3 WEEKS FS SCHEDULES AND CONDUCTS SITE VISIT—WITHIN FIRST 3 WEEKS
Step 2 – Communication during Internship Field Supervisor (FS) contacts the student and the mentor on a regular basis. Contacts are recorded on Communication Log Documented initial contact and 3 additional formal observations/evaluations are required for all principal candidates All observations must be a minimum of 45 minutes FS checks on all documents collected in the 591 Seminar Series.
Step 3- First Evaluation Observation and Conference 1st formal observation must occur during ADMIN/596A (at the completion of 60 hours) All observations must be a minimum of 45 minutes Meet with student and mentor to debrief Meet with mentor privately Document start and end times of observation & conference Complete first evaluation in TaskStream
Step 3 continued…. Provide copy of FS evaluation to campus principal and candidate, with signature confirmations COE must receive the signed copy of the acknowledgement form at the completion of 240 hours. This is submitted by the student to the designated staff member.
Step 4 – Second Evaluation Observation and Conference First week of ADMIN/596B (completion of 120 log hours) All observations must be a minimum of 45 minutes Meet with student and mentor Meet with mentor privately Document start and end times of observation & conference Complete midterm evaluation in TaskStream Submit grade in TaskStream
Step 4 continued…. Provide copy of FS evaluation to campus principal and candidate, with signature confirmations COE must receive the signed copy of the acknowledgement form at the completion of 240 hours. This is submitted by the student to the designated staff member
Step 5 – Final Evaluation Observation and Conference First week of ADMIN/596C (completion of 240 hours) All observations must be a minimum of 45 minutes Meet with student and mentor Meet with mentor privately Document start and end times of observation & conference Complete final evaluation in Task Stream Submit grade in Task Stream
Step 5 continued…. Provide copy of FS evaluation to campus principal and candidate, with signature confirmations COE must receive the signed copy of the acknowledgement form at the completion of 240 hours. This is submitted by the student to the designated staff member
Internship Grading Protocol Student must have combined overall score of 3 out of 4 to meet internship requirement.Grade Form Holistic approach Grading scale
TaskStreamhttps://www.taskstream.com/ts/administrator5/TX FS Instructions for completing evaluations Grading standards
Additional Information Requires 30-40 hours additional field experience, assigned through coursework Hours recorded on Field Experience Record FS: No direct responsibilities for field experience
Where To Find Documents https://www.taskstream.com/ts/administrator5/TX