Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
This document provides information for a course titled "Special Topics in EDADMN". The course will be taught by Dr. William Allan Kritsonis on Thursdays from 5:30-8:20 PM at the NW Houston Center. The course aims to prepare students to pass the state exam for administrator certification by examining the exam domains and competencies. Students will study exam preparation techniques and take practice tests covering each domain. The course objectives are aligned with NCATE and TExES standards.
- Indexing repositories requires being able to access a list of all articles URLs, fetch the article texts, and identify scholarly articles and their metadata.
- Common pitfalls include search-only interfaces without article lists, hard-to-find recent additions, and AJAX or off-site full texts that can't be indexed.
- Best practices include year-month browse of articles, article sitemaps, on-page full texts, and machine-readable metadata.
- Proper article metadata like author lists, publication dates, and unadulterated PDFs are important for scholarly indexing. Random sampling is best for measuring coverage.
The document provides 5 activities to help users maximize their LinkedIn profile and connections: 1) Log in and connect by searching for connections, recommendations, and email contacts; 2) Enhance your profile by editing fields and adding skills and a photo; 3) Join groups and contribute by posting, commenting, or sharing; 4) Share external content by posting blog links or client pages; 5) Merge duplicate accounts by following LinkedIn's password and account merging instructions. The overarching goal is to take advantage of the 150 million LinkedIn users and growing network.
Design For Social Impact: An Overview of a MovementSami Nerenberg
This document provides an overview of the emergence and growth of the design for social impact movement from the 1980s to 2010. It traces some of the key events and organizations that helped establish social impact design, including IDE started by Paul Polak in 1981, Design that Matters started by Timothy Prestero in 2003, and numerous other initiatives in the late 2000s. The document also outlines proposals for developing the design for social impact field into a more cohesive and collaborative "operating system" through initiatives focused on connectivity, visibility, robustness, and metrics/impact assessment.
1. This document contains the league standings and scores for Week 7 of the IV LIGA DE INVIERNO bowling league in Jerez, Spain.
2. Gerson Padron went undefeated in Week 7, scoring a 505 series to maintain first place in the overall season standings.
3. Fernando Laffore also had a strong performance, rolling a 525 series to defeat Jose M. Antequera and remain in third place overall.
Este documento propone la creación de un Colaboratorio en el Instituto de la Vivienda de la Universidad de Chile para promover la investigación, docencia y extensión de manera colaborativa. El Colaboratorio serviría como un punto de encuentro e intercambio de información para académicos, investigadores, estudiantes y público en general. También se propone desarrollar una comunidad de práctica para generar conocimiento de forma colaborativa. El objetivo es articular mejor las actividades del Instituto y fortalecer la producción y
The document contains the standings and scores from week 3 of League IV LIGA DE INVIERNO. Patxi Rodriguez is in first place with 4 wins and 0 losses. The league is run by President GERSON PADRON and Vice President JOSE M. ANTEQUERA at the JEREZ BOWLING CLUB. It provides the scores and results for each bowler in the league.
This document provides information for a course titled "Special Topics in EDADMN". The course will be taught by Dr. William Allan Kritsonis on Thursdays from 5:30-8:20 PM at the NW Houston Center. The course aims to prepare students to pass the state exam for administrator certification by examining the exam domains and competencies. Students will study exam preparation techniques and take practice tests covering each domain. The course objectives are aligned with NCATE and TExES standards.
- Indexing repositories requires being able to access a list of all articles URLs, fetch the article texts, and identify scholarly articles and their metadata.
- Common pitfalls include search-only interfaces without article lists, hard-to-find recent additions, and AJAX or off-site full texts that can't be indexed.
- Best practices include year-month browse of articles, article sitemaps, on-page full texts, and machine-readable metadata.
- Proper article metadata like author lists, publication dates, and unadulterated PDFs are important for scholarly indexing. Random sampling is best for measuring coverage.
The document provides 5 activities to help users maximize their LinkedIn profile and connections: 1) Log in and connect by searching for connections, recommendations, and email contacts; 2) Enhance your profile by editing fields and adding skills and a photo; 3) Join groups and contribute by posting, commenting, or sharing; 4) Share external content by posting blog links or client pages; 5) Merge duplicate accounts by following LinkedIn's password and account merging instructions. The overarching goal is to take advantage of the 150 million LinkedIn users and growing network.
Design For Social Impact: An Overview of a MovementSami Nerenberg
This document provides an overview of the emergence and growth of the design for social impact movement from the 1980s to 2010. It traces some of the key events and organizations that helped establish social impact design, including IDE started by Paul Polak in 1981, Design that Matters started by Timothy Prestero in 2003, and numerous other initiatives in the late 2000s. The document also outlines proposals for developing the design for social impact field into a more cohesive and collaborative "operating system" through initiatives focused on connectivity, visibility, robustness, and metrics/impact assessment.
1. This document contains the league standings and scores for Week 7 of the IV LIGA DE INVIERNO bowling league in Jerez, Spain.
2. Gerson Padron went undefeated in Week 7, scoring a 505 series to maintain first place in the overall season standings.
3. Fernando Laffore also had a strong performance, rolling a 525 series to defeat Jose M. Antequera and remain in third place overall.
Este documento propone la creación de un Colaboratorio en el Instituto de la Vivienda de la Universidad de Chile para promover la investigación, docencia y extensión de manera colaborativa. El Colaboratorio serviría como un punto de encuentro e intercambio de información para académicos, investigadores, estudiantes y público en general. También se propone desarrollar una comunidad de práctica para generar conocimiento de forma colaborativa. El objetivo es articular mejor las actividades del Instituto y fortalecer la producción y
The document contains the standings and scores from week 3 of League IV LIGA DE INVIERNO. Patxi Rodriguez is in first place with 4 wins and 0 losses. The league is run by President GERSON PADRON and Vice President JOSE M. ANTEQUERA at the JEREZ BOWLING CLUB. It provides the scores and results for each bowler in the league.
This document discusses open data and creative commons licensing initiatives in South Australia. It provides background on creative commons licenses and explains their benefits, such as cost savings and increased transparency. Open data is defined as data that is freely available for anyone to use without restrictions. The document lists government agencies in Australia that are making data openly available and notes current open data uses by the City of Salisbury, such as sharing water data. It also discusses opportunities to supply additional local data sets and consider adopting open data and creative commons policies and practices more broadly.
The user research studied students from various educational levels and geographic locations. It found that Google and Wikipedia have become deeply influential resources that students rely on and trust for initial research. The search results page is now the primary destination, so libraries need to ensure the best, most relevant results are immediately available on the first page. This informs improvements to the EDS discovery tool, such as Research Starters, rich metadata in result lists, and auto-complete search suggestions to better adapt to student search behaviors and keep them engaged with library resources.
Functions of the Doctoral Dissertation Advisor by William Allan Kritsonis, PhDWilliam Kritsonis
The document outlines 42 functions of a doctoral dissertation advisor. It suggests that advisors should keep organized records of each student's work, communicate frequently with students, and develop a personal but professional relationship with them. Additionally, advisors should provide constructive feedback, encourage students throughout the dissertation process, and make themselves available to students. Overall, the document provides general guidelines for advisors to help guide students successfully through completing their dissertations.
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement...William Kritsonis
This document summarizes a study that examined the effects of language support programs on Hispanic student achievement. The study analyzed standardized test score data from 381 Texas school districts with at least 20% Hispanic students. It found a moderate positive correlation between participation in bilingual programs and student achievement. It also found a very strong positive correlation between participation in ESL programs and student/district achievement. Students who did not receive language support showed no significant correlation with achievement. The study concluded that participation in language support programs, especially ESL, is beneficial for Hispanic students' academic performance. However, it noted limitations and a need for further research.
EDUL 7063 (PO2) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "EDUL 7063 (P02)– Philosophy of Leadership in Education" taught at Prairie View A&M University. It includes the instructor's contact information, course details like meeting times and location, a description of the course content focusing on examining philosophy of leadership in education. It also outlines the course goals and objectives, requirements including assignments and their point values, policies, textbook information, and a 16-week course schedule. The course aims to help students develop a philosophy of leadership in education and understand alternative methods of philosophical thinking to improve schools.
This document summarizes key problems facing American education:
1) High teacher attrition rates, with nearly half of teachers leaving within 5 years, drain budgets and undermine student learning. Lack of support and preparation contribute to teachers leaving.
2) Low parental involvement in middle and high school hinders student achievement and motivation. Busy schedules, cultural factors, and negative school experiences prevent some parents from engaging.
3) Many students struggle to comprehend what they read despite able word reading. This can lead to dropping out, yet content teachers are called on to help boost reading performance across subjects. Addressing these issues is vital to ensuring educational excellence.
Presentation: Passing the Principal TExES Exam: Ch. 5 Learner-Centered Values...William Kritsonis
The document discusses the learner-centered values and ethics of leadership that principals should uphold according to Domain I of the Principal TExES Exam. It outlines several competencies principals must demonstrate, such as modeling integrity and ethical decision-making, applying policies and procedures fairly, advocating for students, and promoting diversity and appropriate development for all students. Principals are told to follow the law at all times, treat all people fairly regardless of outside factors, and serve as a voice for students.
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and ...William Kritsonis
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and Dr. Quynh Dang - Published in the NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Authors - NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Edito...William Kritsonis
This document appears to be a list of names published in the NFEAS JOURNAL, which is the journal of the National Alumni Honor Roll of Published Writers. It contains over 300 names, many of which are listed with numbers indicating how many times they have been published in the journal. The list seems to serve as a record of writers who have been published in the NFEAS JOURNAL.
This document discusses Ayn Rand's Objectivist philosophy, which argues that selfishness is a virtue and selflessness is a vice. It makes three key points:
1) Rand believes that individuals should pursue their own happiness and interests, rather than prioritizing the happiness of others. Productive work and achievement are moral values according to Rand.
2) Self-esteem is another important virtue in Rand's view - individuals should value themselves highly and focus on self-improvement. Capitalism best enables growth by allowing freedom.
3) Rand's moral code holds that right and wrong can be clearly defined, with no room for ambiguity. Goodness lies in pursuing one's rational self-interest through work and
This document discusses Ayn Rand's philosophy that the ultimate moral value of man is his concern for his own well-being, which allows him to live a purposeful and fulfilling life. Rand rejects the idea that a man's self-interest can be determined by desires or feelings alone, but rather must be guided by rational principles chosen by the individual. The document outlines Rand's argument against the ethics of altruism, which requires self-sacrifice, and asserts that with moral guidance, selfishness or the pursuit of one's own interests is a virtue.
Gerald Calais, Fuzzy Cognitive Maps Theory. Published in NATIONAL FORUM JOURNALS, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief
(Since 1983, over 5,000 professors published.
National FORUM Journals - www.nationalforum.com
Dr. William Allan Kritsonis
Editor-in-Chief
NATIONAL FORUM JOURNALS
(Founded 1983)
Over 5,000 professors published. A group of national refereed periodicals.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION - National FORUM...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION - National FORUM Society of Educators.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1983) Over 5,200 writers published.
This document provides information about a course titled "Special Topics in EDADMN" at Prairie View A&M University. The course is designed to prepare graduate students to pass the state exam required for school administrator certification. It will examine the exam domains and competencies to help students understand the job of an administrator and test format. Students will learn how to properly prepare for the exam and take practice tests covering each domain. The course objectives are to provide knowledge needed to pass the exam and understand the roles and responsibilities of administrators, issues in decision making and funding, alternatives to public education, and challenges facing schools.
EDUL 7253 Ethical Decision Making, Spring 2010guestfbbbfe37
This document provides information for a graduate course on ethical decision-making in educational leadership. It outlines the instructor's contact information, course meeting times and location, textbook requirements, assignments including four reflective papers and a portfolio, grading criteria, and expectations. The goals of the course are to help students apply concepts of ethical decision-making to educational leadership and comprehend different approaches to the topic. Assignments are designed to reinforce course material and standards for educational leaders around integrity, fairness, and ethical behavior.
This document discusses open data and creative commons licensing initiatives in South Australia. It provides background on creative commons licenses and explains their benefits, such as cost savings and increased transparency. Open data is defined as data that is freely available for anyone to use without restrictions. The document lists government agencies in Australia that are making data openly available and notes current open data uses by the City of Salisbury, such as sharing water data. It also discusses opportunities to supply additional local data sets and consider adopting open data and creative commons policies and practices more broadly.
The user research studied students from various educational levels and geographic locations. It found that Google and Wikipedia have become deeply influential resources that students rely on and trust for initial research. The search results page is now the primary destination, so libraries need to ensure the best, most relevant results are immediately available on the first page. This informs improvements to the EDS discovery tool, such as Research Starters, rich metadata in result lists, and auto-complete search suggestions to better adapt to student search behaviors and keep them engaged with library resources.
Functions of the Doctoral Dissertation Advisor by William Allan Kritsonis, PhDWilliam Kritsonis
The document outlines 42 functions of a doctoral dissertation advisor. It suggests that advisors should keep organized records of each student's work, communicate frequently with students, and develop a personal but professional relationship with them. Additionally, advisors should provide constructive feedback, encourage students throughout the dissertation process, and make themselves available to students. Overall, the document provides general guidelines for advisors to help guide students successfully through completing their dissertations.
Does it Matter? Effects of Language Programs on Hispanic Academic Achievement...William Kritsonis
This document summarizes a study that examined the effects of language support programs on Hispanic student achievement. The study analyzed standardized test score data from 381 Texas school districts with at least 20% Hispanic students. It found a moderate positive correlation between participation in bilingual programs and student achievement. It also found a very strong positive correlation between participation in ESL programs and student/district achievement. Students who did not receive language support showed no significant correlation with achievement. The study concluded that participation in language support programs, especially ESL, is beneficial for Hispanic students' academic performance. However, it noted limitations and a need for further research.
EDUL 7063 (PO2) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "EDUL 7063 (P02)– Philosophy of Leadership in Education" taught at Prairie View A&M University. It includes the instructor's contact information, course details like meeting times and location, a description of the course content focusing on examining philosophy of leadership in education. It also outlines the course goals and objectives, requirements including assignments and their point values, policies, textbook information, and a 16-week course schedule. The course aims to help students develop a philosophy of leadership in education and understand alternative methods of philosophical thinking to improve schools.
This document summarizes key problems facing American education:
1) High teacher attrition rates, with nearly half of teachers leaving within 5 years, drain budgets and undermine student learning. Lack of support and preparation contribute to teachers leaving.
2) Low parental involvement in middle and high school hinders student achievement and motivation. Busy schedules, cultural factors, and negative school experiences prevent some parents from engaging.
3) Many students struggle to comprehend what they read despite able word reading. This can lead to dropping out, yet content teachers are called on to help boost reading performance across subjects. Addressing these issues is vital to ensuring educational excellence.
Presentation: Passing the Principal TExES Exam: Ch. 5 Learner-Centered Values...William Kritsonis
The document discusses the learner-centered values and ethics of leadership that principals should uphold according to Domain I of the Principal TExES Exam. It outlines several competencies principals must demonstrate, such as modeling integrity and ethical decision-making, applying policies and procedures fairly, advocating for students, and promoting diversity and appropriate development for all students. Principals are told to follow the law at all times, treat all people fairly regardless of outside factors, and serve as a voice for students.
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and ...William Kritsonis
K2: Synthetic Marijuana - A NEW Dangerous Druge by Dr. LaVelle Hendricks and Dr. Quynh Dang - Published in the NATIONAL FORUM JOURNAL OF COUNSELING AND ADDICTION - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
Authors - NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Edito...William Kritsonis
This document appears to be a list of names published in the NFEAS JOURNAL, which is the journal of the National Alumni Honor Roll of Published Writers. It contains over 300 names, many of which are listed with numbers indicating how many times they have been published in the journal. The list seems to serve as a record of writers who have been published in the NFEAS JOURNAL.
This document discusses Ayn Rand's Objectivist philosophy, which argues that selfishness is a virtue and selflessness is a vice. It makes three key points:
1) Rand believes that individuals should pursue their own happiness and interests, rather than prioritizing the happiness of others. Productive work and achievement are moral values according to Rand.
2) Self-esteem is another important virtue in Rand's view - individuals should value themselves highly and focus on self-improvement. Capitalism best enables growth by allowing freedom.
3) Rand's moral code holds that right and wrong can be clearly defined, with no room for ambiguity. Goodness lies in pursuing one's rational self-interest through work and
This document discusses Ayn Rand's philosophy that the ultimate moral value of man is his concern for his own well-being, which allows him to live a purposeful and fulfilling life. Rand rejects the idea that a man's self-interest can be determined by desires or feelings alone, but rather must be guided by rational principles chosen by the individual. The document outlines Rand's argument against the ethics of altruism, which requires self-sacrifice, and asserts that with moral guidance, selfishness or the pursuit of one's own interests is a virtue.
Gerald Calais, Fuzzy Cognitive Maps Theory. Published in NATIONAL FORUM JOURNALS, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief
(Since 1983, over 5,000 professors published.
National FORUM Journals - www.nationalforum.com
Dr. William Allan Kritsonis
Editor-in-Chief
NATIONAL FORUM JOURNALS
(Founded 1983)
Over 5,000 professors published. A group of national refereed periodicals.
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION - National FORUM...William Kritsonis
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION - National FORUM Society of Educators.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1983) Over 5,200 writers published.
This document provides information about a course titled "Special Topics in EDADMN" at Prairie View A&M University. The course is designed to prepare graduate students to pass the state exam required for school administrator certification. It will examine the exam domains and competencies to help students understand the job of an administrator and test format. Students will learn how to properly prepare for the exam and take practice tests covering each domain. The course objectives are to provide knowledge needed to pass the exam and understand the roles and responsibilities of administrators, issues in decision making and funding, alternatives to public education, and challenges facing schools.
EDUL 7253 Ethical Decision Making, Spring 2010guestfbbbfe37
This document provides information for a graduate course on ethical decision-making in educational leadership. It outlines the instructor's contact information, course meeting times and location, textbook requirements, assignments including four reflective papers and a portfolio, grading criteria, and expectations. The goals of the course are to help students apply concepts of ethical decision-making to educational leadership and comprehend different approaches to the topic. Assignments are designed to reinforce course material and standards for educational leaders around integrity, fairness, and ethical behavior.
This document provides information about an online Public School Law course taught by Dr. William Allan Kritsonis at Prairie View A&M University. The course covers legal principles as they apply to public education. It includes the course objectives, which are to prepare school administrators in various domains of legal and ethical leadership. Assessment methods include exams, group projects, class participation and study time. The course also covers landmark laws such as the McKinney-Vento Act and provides resources for exam preparation.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
This document provides a course syllabus for CNSL 5143 Human Growth and Development at Prairie View A&M University. The syllabus outlines key course details including the instructor's contact information, course goals and objectives, required materials, assignments, and schedule. The course examines human development across the lifespan through a psychological, sociological, and physiological lens. Students will analyze major theories of development and learn about developmental tasks and changes at each life stage. The syllabus aligns course outcomes with CACREP and TExES standards to assess understanding of human development concepts.
ADMN 5023 Public School Law - Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
ADMN 5023 Public School Law - Dr. William Allan KritsonisWilliam Kritsonis
This document outlines the course details and requirements for ADMN 5023 Public School Law. The key points are:
- The course is taught by Dr. William Kritsonis and meets on Tuesdays from 5:30-8:20 PM at the Northwest Campus.
- Students will learn about legal principles that apply to public education. Assessment includes exams, group papers, individual assignments on virtues and reading, and a portfolio.
- The goals are for students to acquire legal knowledge to carry out administrative responsibilities and prepare for the TExES exam for certification.
- Students pursuing certification must contact the teacher certification office and study 5 hours per week using provided materials.
This document provides the syllabus for the ADMN 5053 Special Programs course at Prairie View A&M University. The course will be taught online by Dr. William Kritsonis and will cover administering special and compensatory education programs to ensure student success. Major topics include federal/state programs, special education law and requirements, and the roles and responsibilities of administrators in managing these programs. The goals are for students to learn about funding sources, implementing and evaluating programs, and addressing the needs of diverse special student populations. Students will not be required to purchase the textbook but are responsible for all assignments.
Edtc6340 Connection with Administrators - Multimedia PresentationSylviaReza
James Pace High School aims to shift from a teacher-centered to a student-centered model through extensive professional development training teachers to integrate technology into the curriculum. This will empower students to become creative, collaborative problem solvers prepared for 21st century careers. The school also aims to create learning communities and define clear goals to guide research-based instruction and activities to improve student achievement.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
This document provides a course outline for Database Programming II (Distributed Databases), a course offered through the School of Engineering Technology and Applied Science at Centennial College. The 60-hour course covers topics such as distributed database architecture, query processing, transaction management, concurrency control, reliability, parallel databases, distributed object databases, and database interoperability. Student evaluation includes labs, assignments, a midterm test, projects, and a final exam. The course aims to build upon concepts from Database Programming I and prepare students to work with distributed and parallel database systems.
This document discusses outcome-based education (OBE) and its implementation. OBE focuses on what students can do after learning rather than only content delivery. It was developed in response to deficiencies in traditional education in preparing students for work. Key aspects of OBE include defining learning outcomes, assessments that evaluate outcome achievement, and ensuring education quality through alignment with national qualifications frameworks. The speaker outlines the process of implementing OBE through specifying unit learning outcomes, program outcomes, and program education objectives for electrical engineering students.
The document discusses various institutional barriers to implementing e-learning in schools. It identifies the following barriers: legal and ethical constraints, human resource constraints, limitations to professional development opportunities, and technology constraints. For each barrier, it provides further details and examples. It also notes that overcoming these barriers requires accepting use policies, education, protective technologies, engaging reluctant teachers and administrators, providing relevant professional development opportunities, and addressing infrastructure and resource issues.
The document discusses various institutional barriers to implementing e-learning in schools, including legal/ethical constraints, human resource constraints, lack of professional development opportunities, and technology constraints. It provides details on each of these barriers and proposes recommendations such as developing strategic plans for technology resources and professional development, recognizing individual differences in students' technology skills, and using social and digital tools to create engaging e-learning environments.
This document provides information about a Counseling Research course taught by Dr. William Allan Kritsonis at Prairie View A&M University. The course is a 3 credit hour summer course that will use educational research methods and techniques to complete a research project. Students will be evaluated based on exams, article summaries, and class participation. The goals of the course are to make students literate in educational research concepts and help them become consumers and applicators of research.
This document provides an overview and syllabus for an introductory educational technology course. The course will cover the field of educational technology, technology planning, issues and concerns, and research related to educational technology. Assignments include a technology use plan, needs assessment, and research synthesis paper. Students will develop leadership skills and gain understanding of research, standards, and policies regarding educational technology integration. The course goals are to provide a comprehensive overview and promote effective use of technology for teaching and learning.
The document discusses faculty development for distance education. It provides an overview of some key issues and trends in faculty development for distance education programs. The document includes:
1) An introduction noting the importance of faculty development for successful distance education programs.
2) A list of 12 articles from Distance Education Report that are included in the report and cover topics like best practices in faculty development, developing faculty competency in online pedagogy, workload implications of online teaching, and tips for just-in-time faculty training.
3) The table of contents for the report listing the titles of the included articles.
Extreme makeover cte standards edition acsa nov 2013ACSASummit
This document provides an overview of career and college readiness standards presented by the California Department of Education. It discusses developing standards that are fewer, clearer, research-based, and aligned with postsecondary expectations. The standards aim to foster career readiness for all students and support mastery of employability skills and rigorous content. Research frameworks on rigor, relevance, knowledge, and depth of knowledge are referenced in developing the standards. Performance indicators classify skills from factual to metacognitive. Industry sectors and career pathways inform standards to support seamless transition to further education or careers.
This document discusses the institutional barriers to implementing e-learning in schools. It identifies the following barriers: legal and ethical barriers, human resources barriers, professional development barriers, and technology barriers. Each barrier is then explored in more depth with examples and considerations for how to overcome them. The professional development barrier section focuses on how a lack of prioritization and support for teacher professional development impacts effective e-learning implementation.
This document provides information about an MBA course on Human Resource Management taught in the summer of 2021. The course will be taught on Saturdays from 7-10 pm and will cover fundamental HR concepts. Topics will include HR strategy, talent management, recruitment, selection, training, performance management, compensation and international HRM. Assessment will include exams, assignments, presentations and participation. Students will learn to apply HR practices and manage personnel effectively. The document outlines learning objectives, resources, policies and the course schedule.
Similar to ADMN 5083 p01ADMN 5083 Special Topics in Educational Leadership (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ADMN 5083 p01ADMN 5083 Special Topics in Educational Leadership
1. PVAMU
Course Title: Special Topics in Educational Administration
Course Prefix: ADMN Course No.: 5083 Section No.: P01
Department of Educational Leadership College of Whitlowe R. Green College of
& Counseling Education
Instructor Name: Dr. William Allan Kritsonis
Office Location: Delco Building - Suite # 233
Office Phone: 936-261-3652 832-483-7889 (Cell)
Fax: 936-261-3617
Email Address: wakritsonis@pvamu.edu or williamkritsonis@yahoo.com
U.S. Postal Service Address: Prairie View A&M University
P.O. Box 519
Mail Stop 2420
Prairie View, TX 77446
Office Hours: ( NW Houston Center) 12:00 PM – 5:30 PM & 8:20 PM – 9:20 PM (T);
(PVAMU) 10:30 AM – 2:00 PM (W); (PVAMU) 10:00 – 2:00 PM & 4:50 – 5:50 PM (S)
Contact Dr. Kritsonis for Specific Appointment Times
Virtual Office Hours:
Course Face to Face
Configuration:
Course Location: PVAMU, Delco, Room # 242
Class Meeting Days & Times: a Saturday, 2:00 PM – 4:50 PM
NW Center Room
Catalog Description: This course is designed to prepare graduate students who are aspiring to become school
administrators to pass the required state exam for certification. During this course, these
future administrators will thoroughly examine the TExES domains and competencies for
the purpose of understanding the job of an administrator, the test format, and pertinent
study techniques and resources. The learning experiences in this course will derive from
understanding how to properly prepare for taking the TExES exam, and taking
representative tests that cover each of the respective domains and competencies.
Students should find these experiences very insightful mechanisms for the development of
more effective learning and application of knowledge.
Prerequisites: Completing 12 hours of these courses: ADMN 5003, 5023, 5033, 5043, and 5073
Co-requisites:
Required Text: Wilmore, E. (2003). Passing the Principal TExES exam: Keys to certification and school
leadership. Thousand Oaks, CA: Corwin Press. ISBN-13: 9780761939863
Required Reading: Collins, J., & Hansen, M.T. ((2011). Great by choice. New York, NY: HarperCollins Publishers.
ISBN: 978-0-06-212099-1. ( I Read Book)
SBEC Documents – Visit this link [http://www.texes.ets.org/prepMaterials/]
Supplemental Text/Readings: 1. Study Tips: Preparing for the Texas Educator Certification Tests (PDF)
2. Reducing Test Anxiety (PDF)
3. Preparation Manual for Principal 068 test
House Bill 2504:
Please Note: House Bill 2504 does allow students the choice not to purchase the class textbook(s). Students have
the choice of using alternative methods to access textbook information (internet websites, books on reserved at the
library, etc). Students are required and held accountability to complete all assignments as noted in the syllabus.
1
2. Access to Learning Resources: PVAMU Library:
phone: (936) 261-1500;
web: http://www.tamu.edu/pvamu/library/
University Bookstore:
phone: (936) 261-1990;
web: https://www.bkstr.com/Home/10001-10734-1?demoKey=d
Course Goal or Overview:
This course is designed to prepare graduate students who are aspiring to become school administrators to pass the
required state exam for certification. During this course, these future administrators will thoroughly examine the
TExES domains and competencies for the purpose of understanding the job of an administrator, the test format,
and pertinent study techniques and resources. The learning experiences in this course will derive from
understanding how to properly prepare for taking the TExES exam, and taking representative tests that cover each
of the respective domains and competencies. Students should find these experiences very insightful mechanisms
for the development of more effective learning and application of knowledge.
Course Outcomes/Objectives:
The objectives of this course are to:
1. Provide students with the knowledge that is needed to pass the TExES exam.
2. Provide students with knowledge of the roles, functions, and responsibilities of an educational
administrator (including techniques, methods and applications).
3. Provide students with an awareness of the principles and techniques of decision making, school
funding, procedures involved in facility organization and planning, and issues related to facility
management.
4. Provide students with the knowledge of alternatives to public school education and special
agencies that influence public education.
5. Provide students with an understanding of the practical dimensions of education and the
operational challenges associated with the delivery of educational programs and services.
6. Familiarize students with current issues and challenges that face public schools and public school
administrators.
Alignment with Academic Alignment with Core Curriculum
Program
1 Artifact {1} Artifact {2}
Competency 3 Competency 4,5, & 6
ELCC, NCATE, TExES ELCC, NCATE, TExES
ELCC 3.1,3.2,3.3,4.2,1.5 ELCC 3.1,3.2,3.3,4.2,1.5
2 Artifact {1} Artifact {3}
Competency 7,8, & 9 Competency 4,5, & 6
ELCC, NCATE, TExES ELCC, NCATE, TExES
ELCC 3.1,3.2,3.3,4.2,6.2 ELCC 3.1,3.2,3.3,4.2,6.2
3 Artifact {2} Artifact {3}
Competency7, 8,& 9 Competency 7,8,& 9
ELCC, NCATE, TExES ELCC, NCATE, TExES
ELCC 3.1,3.2,3.3,4.2,6.3 ELCC 3.1,3.2,3.3,4.2,6.3
2
3. Course Objectives/Accrediting Body (NCATE) ELCC, TExES Standards, (SBEC). Standards Met
(standards will depend on the course) NCATE, Met: ELCC: Standard 1.5,3.1, 3.2, 3.3, 4.2, 4.3, 6.1, 6.2,
6.3; TExES,
Domain I School Community Leadership
Domain II Instructional Leadership
Domain III Administrative Leadership
Provide students with the knowledge that is needed to pass the TExES exam.
Provide students with knowledge of the roles, functions, and responsibilities of an educational
administrator (including techniques, methods and applications).
Provide students with an awareness of the principles and techniques of decision making, school funding,
procedures involved in facility organization and planning, and issues related to facility management.
Provide students with the knowledge of alternatives to public school education and special agencies that
influence public education.
Provide students with an understanding of the practical dimensions of education and the operational
challenges associated with the delivery of educational programs and services.
Familiarize students with current issues and challenges that face public schools and public school
administrators.
Domain I - School Community Leadership Competency 001: The principal Competency 006: The principal
knows how to shape campus knows how to implement a staff
Domain II - Instructional Leadership culture. evaluation and development system
to improve the performance of all
Competency 002: The principal staff members, select and
Domain III - Administrative Leadership knows how to mobilize resources implement appropriate models for
to promote student success. supervision and staff development,
and apply the legal requirements for
Competency 003: The principal personnel management.
knows how to act with integrity,
Competency 007: The principal
fairness, and in an ethical and
legal manner. knows how to apply organizational,
decision-making, and problem-
Competency 004: The principal solving skills to ensure an effective
knows how to facilitate the design learning environment.
and implementation of curricula Competency 008: The principal
and strategic plans that enhance knows how to apply principles of
teaching and learning; ensure effective leadership and
alignment of curriculum, management in relation to campus
instruction, resources, and budgeting, personnel, resource
assessment; and promote the utilization, financial management,
use of varied assessments to and technology use.
measure student performance.
Competency 005: The principal Competency 009: The principal
knows how to advocate, nurture, knows how to apply principles of
and sustain an instructional leadership and management to the
program and a campus culture campus physical plant and support
that are conducive to student systems to ensure a safe and
learning and staff professional effective learning environment.
Standard 5:
growth.
Learner-Centered Organizational
Standard 1: Learner-Centered Leadership and Management
Values and Ethics Standard 6:
Standard 2: Learner-Centered Learner-Centered Curriculum
Leadership and Campus Culture Planning and Development
Standard 3: Learner-Centered Standard 7:
Human Resource Leadership and Learner-Centered Instructional
Management Leadership Management
Standard 4: Learner-Centered
Communication and Community
Relations
3
4. NCATE STANDARDS & [TExES COMPETENCIES]
1. To prepare beginning professional as problem solvers, critical thinkers and decision makers.
*5.0 [TExES Competency 8]
2. To prepare beginning administrators as facilitators of teacher and student growth and development. *6.0 [TExES
Competency 7]
3. To prepare beginning administrators who understand human diversity be recognizing that all learners can meet
all learner outcomes. *7.0 [TExES Competency 3]
4. To prepare beginning administrators as reflective and continual learners who use self-evaluate and consistently
incorporate professional growth. *8.0 [TExES Competency 6]
E-FOLD-P (CONCEPTUAL FRAMEWORK)
Educator as Facilitator of Learning for Diverse Populations
5.0 To prepare beginning administrators as problem solvers, critical thinkers and decision makers.
6.0 To prepare beginning administrators as facilitators of teacher and student growth and development through
understanding of leadership dimensions.
7.0 To provide beginning administrators with an awareness of human diversity, knowledge of the importance and
skills needed for effective community and parental involvement.
8.0 To prepare beginning administrators to be reflect and continual learners with knowledge and value of self-
appraisal techniques and goal setting for a strong personal commitment.
4
5. Number
SUPV 5113
ADMN 5503
ADMN 5173
ADMN 5083
ADMN 5053
ADMN 5533
ADMN 5103
ADMN 5013
ADMN 5133
ADMN 5073
ADMN 5033
ADMN 5023
Course Prefix,
T – Competency is taught
Research
Relations
Internship
Leadership
Supervision
School Law
Principles of
Management
Special Topics
Administration
Course Title
School Business
Decision Making
School Personnel
Special Programs
Mid-Management
School Curriculum
School Community
Theory Practice and
Computer Applications
1. To provide students with knowledge of general contributions, basic processes, theories,
models and emerging developments in
I
Program Title: Educational Administration
T
T
T
T
T
T
T
R
R
R
R
R – Competency is reinforced
2. educational administration and leadership.
3. To provide students with knowledge of the roles, functions and responsibilities of educational
5
administrators (including techniques, methods and applications).
I
T
T
T
T
T
T
T
T
R
R
R
4. To provide students with an awareness of the principles and techniques of
I
T
T
T
T
R
R
R
R
R
R
R
5. decision making involved educational administration
6. To provide students with the knowledge of how to apply the legal requirements
I
I
I
T
T
T
R
R
R
R
R
R
for educational administration.
7. To provide students with knowledge of practical dimensions involving education
I
I
I
T
T
R
R
R
R
R
R
R
and the operational challenges associated with educational administration
management, programs and services.
I – Competency is utilized/integrated
8. To familiarize students with current issues and challenges for the purpose of
broadening their knowledge and skills concerning developing and/or revising a
I
I
I
T
T
T
R
R
R
R
R
R
comprehensive campus professional development plan.
6. TExES Practice Materials and Exams
The Whitlowe R. Green College of Education has purchased TExES practice materials and exams for students
seeking State Certification. These materials and exams are located in the Educator Preparation Lab on the third
floor (room 332) in Delco. The lab will be open from 8:00 am to 9:00 pm Monday through Friday and 8:00 am to
4:00 pm on Saturday. Students are strongly encouraged to visit the lab to review materials and take the practice
exams to increase their success on the TExES. You have to take this electronic exam to get permission to take the
TExES.
Certification Students ONLY
All students pursuing Principal and School Counselor certification are required to make contact with the Office of
Teacher Certification and have on file with that office a deficiency plan. Please submit to the course instructor a
copy of your deficiency plan before the end of the semester. If you do not have one please contact the office below.
Whitlowe R. Green College of Education
Office of Teacher Education
Delco Bldg., Room 302
P. O. Box 519; Mail Stop 2425
Prairie View, Texas 77446-0519
Tel: (936) 261-3605
All students pursuing Principal and School Counselor certification are required to devote 5 hours per week
studying for the certification exam utilizing the study material on the website CertifyTeacher. Students
must provide on a weekly basis an electronic copy to their course instructor verifying the study time.
WWW.CERTIFYTEACHER.COM
WEEKLY CALENDAR
Week 1: Jan. 21, 2012 Topic: Introduction to class, discussion of syllabus, Sign up for domain presentation, and
pretest
Assignment: Read chapters 1 & 2, Great by Choice book
Week 2: Jan. 28, 2012 Topic: Knowledge Base, Theoretical Framework, & Test-Taking Strategies
Assignment: Read Chapter 3, Work on Presentation, & Read Great by Choice book
Week 3: Feb. 4, 2012 Topic: Mandatory Principal Review with Elaine Wilmore (9:00 AM-3:00 PM)
Location to be Announced
Week 4: Feb. 11, 2012 Topic: Module One- Key Terms, Important Points to Remember, Test Tips
Chapter 3: Learner–Centered Leadership, Practice Questions
Assignment: Read Chapter 4, Work on Presentation, & Read Great by Choice book
Week 5: Feb. 18, 2012 Topic: Chapter 4: Learner-Centered Communications & Community Relations, Practice
Questions
Assignment: Read Chapter 5, Work on Presentation, & Read Great by Choice book
Week 6: Feb. 25, 2012 Topic: Chapter 5: Learner-Centered Values and Ethics of Leadership, Practice Questions
Assignment: Read Chapter 6, Work on Presentation, & Read Great by Choice book
6
7. Week 7: Mar. 3, 2012 Topic: Chapter 6: Curriculum Planning & Development, Practice Questions,
Domain One Presentation
Assignment: Read Chapter 7, Work on Presentation, Read Great by Choice book
Week 8: Mar. 10, 2012 Topic: Chapter 7:Learner-Centered Institution Leadership & Management, Practice
Questions
Assignment: Read Chapter 8, Work on Presentation, Read Great by Choice book
Week 9: Mar. 17, 2012 SPRING BREAK
Week 10: Mar. 24, 2012 Topic: Chapter 8: Human Resource Leadership & Management, Practice Questions
Assignment: Read Chapter 9, Work on Presentation, Read Great by Choice book
Week 11: Mar. 31, 2012 Topic: Chapter 9: Learner-Centered Organizational Leadership & Management, Practice
Questions (I Read Book Paper Due)
Assignment: Read Chapter 10, Work on Presentations
Week 12: Apr. 7, 2012 EASTER HOLIDAY
Week 13: Apr. 14, 2012 Topic: Chapter 10:The Business & Technology of School Leadership, Practice Questions
Domain Two Presentation
Assignment: Read Chapters 11 & 12, Work on Presentation
Week 14: Apr. 21, 2012 Topic: Mandatory Principal Review with Elaine Wilmore (9:00 AM -3:00 PM)
Location to be Announced
Week 15: Apr. 28, 2012 Topic: Chapter 11: The Physical Plant & Support Services
Chapter 12: How Do I Read That Data, Review for Final Exam, Post-Test
Domain Three Presentation (Portfolio Due)
Assignment: Study for Final Exam
Week 16: May 5, 2012 Topic: Final Exam (Tentative Date)
Assignment:
Course Requirements & Evaluation Methods
This course will utilize the following instruments to determine student grades and proficiency of the learning
outcomes for the course.
Exams – written tests designed to measure knowledge of presented course material
Assignments– written assignments designed to supplement and reinforce course material
Class Participation – daily attendance and participation in class discussions
Methods of Instruction
1. Group interactions and discussions
2. Lectures
3. Testing
Behavioral Objectives
1. Students are required to attend classes that have been designated as mandatory.
2. Future principals should be prepared to discuss and/or analyze practice test questions and responses, and state
significance to the field of educational administration.
3. Take practice tests and a final comprehensive examination.
7
8. Grading Matrix
Instrument Value (points) Total
Pre-Test 20 pts 20 pts
Post-Test 20 pts 20 pts
Final Exam 100 pts 100 pts
Domain & Competencies Presentations 100 pts 100 pts
I Read Paper 50 pts 50 pts
Portfolio/Notebook 75 pts 75 pts
Study Time 15 X 5 HRS = 75 pts 75 pts
Class Participation 15 X 4 pts = 60 pts 60 pts
Total 500 pts
Grading Scale:
A = 451 -- 500 pts;
B = 401 -- 450 pts;
C = 351 -- 400 pts;
D = 301 -- 350 pts;
F = 300 pts or below
Pre/Post Test:
You are required to take a pre and post-test of your knowledge relative to passing the Principal TExES Exam.
There will be a 20 point reduction per test for failure to complete the exams. Due: Assigned dates
Domain/Competency Presentation:
The presentation should last at least 20-30 minutes. It must include a paper and power point presentation. Please
cover the domains adequately. Be sure to include a title and reference page according to APA. You will need to
provide a hand-out for your classmates. The domain presentation will be given in class on the specified date
assigned to the particular domain. You will need to submit a hard copy and CD to Dr. Kritsonis. There will be a 20
point reduction for a late submission. Due: Assigned dates
I Read Paper:
You will read Great by Choice by Collins. After reading the book, you will write a six (6) page summary, including
th
the title and reference page. Please make sure to use APA (6 edition) formatting. You will need to submit a hard
copy and CD to Dr. Kritsonis. There will be a 20 point reduction for a late submission. Due: March 31, 2012.
Study Time:
The Whitlowe R. College of Education has purchased TExES practice materials and exams for students seeking
State Certification. These materials and exams are located in the Educator Preparation Lab on the third floor (room
332) in Delco. You are required to devote 5 hours per week studying for the certification exam utilizing the study
material on the website CertifyTeacher. You must provide, on a weekly basis, an electronic copy as documentation
of your study time to Dr. Kritsonis. At the end of your session, you will either save your session in pdf format on
your flash drive or print out a copy of your session that you will scan to your computer, save, and then email to Dr.
Kritsonis. Email it titled with your name and date of session. You will lose your points for the week for this
assignment if not submitted by the 5:00 PM deadline. wakritsonis@pvamu.edu
Due: Sunday by 5:00 PM
Portfolio/Notebook:
The Portfolio is a compilation of all pertinent information given in class by Dr. Kritsonis and the handouts provided
by your classmates. There will be a 20 point reduction for a late portfolio. Due: April 28, 2012.
TRUE OUTCOMES
True Outcomes was a tool used by the University for Assessment Purposes. Currently, PVAMU is transitioning
from it to another assessment tool for students. The new assessment tool. Artifacts that will be uploaded will be
announced during the course of the semester.
8
9. eCourses (Moodle)
PVAMU is moving to a new course management system (CMS) for online and web-assisted courses. Starting in
the 2011 Fall semester, eCourses will use the Moodle System.
Course Procedures
Submission of Assignments:
Assignments, Papers, and Exercises will distributed and submitted in class. Hard copies and CDs of all
th
assignments will be submitted to Dr. Kritsonis. Please use APA guidelines (6 edition, double spaced that includes
citations and references).
Formatting Documents:
Microsoft Word is the standard word processing tool used at PVAMU. If you’re using other word processors, be
sure to use the “save as” tool and save the document in either the Microsoft Word, Rich-Text, or plain text format.
Exam Policy
Exams should be taken as scheduled. No makeup examinations will be allowed except under documented
emergencies and at the professor’s discretion. (See Student Handbook).
Professional Organizations and Journals
Education Law Association
National Association of Elementary School Principals
National Association of Secondary School Principals
Phi Delta Kappa
Texas Elementary Principals and Supervisors Association
Texas Association of Secondary School Principals
American Journal of Education
American School Board Journal
Education Administration Abstracts
Education Administration Quarterly
Education Week
Educational Leadership
NASSP Bulletin
National FORUM Journals (www.nationalforum.com)
Phi Delta Kappan
TASSP News Highlights
TEPSA Journal
Texas Study
Theory Into Practice
Today’s Education
West Education Reporter
Resources and References
http://www.uni.edu/stdteach/TWS/BloomRevisedTaxonomy_KeyWords-1-1.pdf
http://www.texes.ets.org/assets/pdf/test_descriptions/te_facmanappendixc_fld068_r.pdf
http://www.texes.ets.org/assets/pdf/testprep_manuals/068_principal_82762_web.pdf
http://www.apastyle.org/
University Rules and Procedures
Disability statement (See Student Handbook):
Students with disabilities, including learning disabilities, who wish to request accommodations in class, should
register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate
arrangements may be made. In accordance with federal laws, a student requesting special accommodations must
provide documentation of their disability to the SSD coordinator.
9
10. Academic misconduct (See Student Handbook):
You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you
are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in
academic misconduct are subject to university disciplinary procedures.
Forms of academic dishonesty:
1. Cheating: deception in which a student misrepresents that he/she has mastered information on an
academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor
on assignments or examinations.
2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a
scheduled test.
3. Fabrication: use of invented information or falsified research.
4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as
one’s own in work submitted for credit. Failure to identify information or essays from the Internet and
submitting them as one’s own work also constitutes plagiarism.
Nonacademic misconduct (See Student Handbook)
The university respects the rights of instructors to teach and students to learn. Maintenance of these rights
requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the
instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or
(3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such
disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of
Students under nonacademic procedures.
Sexual misconduct (See Student Handbook):
Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be
tolerated. Any member of the university community violating this policy will be subject to disciplinary action.
Attendance Policy:
Prairie View A&M University requires regular class attendance. Excessive tardies and absences will result in
lowered grades and count against the student’s participation grade. Excessive absenteeism, whether excused or
unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”. Absences are
accumulated beginning with the first day of class.
Student Academic Appeals Process
Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances
where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the
instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in
the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other
problematic academic event that prompted the complaint.
Two “C” Rule
Please Note: Continual matriculation at PVAMU requires that no more than two C’s shall be earned in a graduate
degree program. Any grade earned below a C means automatic dismissal from the graduate program.
NOTE: No grade of “C” or below will be accepted toward certification.
TEA ID Number Requirements and Process:
Prairie View A&M University, County-District # 237501, will receive an Oversight visit by the Texas Education
Agency (TEA), Division of Educator Standards during the academic year 2011-2012. This visit is to comply with the
Texas Administrative Code (TAC) 229.6(a)-the continuing approval of an educator preparation program.
State Ethics Law:
Texas Educators’ Code of Ethics-TAC 247.2
10
11. Technical Considerations for Online and Web-Assist Courses
Minimum Hardware and Software Requirements:
-Pentium with Windows XP or PowerMac with OS 9
-56K modem or network access
-Internet provider with SLIP or PPP
-8X or greater CD-ROM
-64MB RAM
-Hard drive with 40MB available space
-15” monitor, 800x600, color or 16 bits
-Sound card w/speakers
-Microphone and recording software
-Keyboard & mouse
-Netscape Communicator ver. 4.61 or Microsoft Internet Explorer ver. 5.0 /plug-ins
-Participants should have a basic proficiency of the following computer skills:
·Sending and receiving email
·A working knowledge of the Internet
·Proficiency in Microsoft Word
·Proficiency in the Acrobat PDF Reader
·Basic knowledge of Windows or Mac O.S.
Netiquette (online etiquette): Students are expected to participate in all discussions and virtual classroom chats
when directed to do so. Students are to be respectful and courteous to others in the discussions. Foul or abusive
language will not be tolerated. When referring to information from books, websites or articles, please use APA
standards to reference sources.
Technical Support: Students should call the Prairie View A&M University Helpdesk at 936-261-2525 for technical
issues with accessing your online course. The helpdesk is available 24 hours a day/7 days a week. For other
technical questions regarding your online course, call the Office of Distance Learning at 936-261-3290 or 936-261-
3282
Communication Expectations and Standards:
All emails will receive a response from the instructor within 48 hours.
You can send email anytime that is convenient to you, but I check my email messages continuously during the day
throughout the work-week (Monday through Friday). I will respond to email messages during the work-week by the
close of business (5:00 pm) on the day following my receipt of them. Emails that I receive on Friday will be
responded to by the close of business on the following Monday.
11
12. NOTICE OF EQUAL OPPORTUNITY
Prairie View A&M University does not discriminate on the basis of race, color, national origin, sex,
disability, or age in its programs and activities. The following person(s) has been designated to handle
inquiries regarding the non-discrimination policies:
Name: Renee R. Williams
Title: Equal Opportunity Compliance Officer/Title IX Coordinator
Institution: Prairie View A&M University
Office of Student Affairs & Institutional Relations
Address: P.O. Box 519: MS 1107
A.I. Thomas Building, St 013
Prairie View, Texas 77446
Telephone: 936-261-2123
Fax: 936-261-2138
Email: rrwilliams@pvamu.edu
Individuals requesting a disability accommodation should contact:
Name: Dr. Kay Norman
Title: Administrator for Diagnostic Testing and Disability Services
Institution: Prairie View A&M University
Email: kfnorman@pvamu.edu
TExES Principal 2012 Schedule (Paper-Based Tests)
Score
Reporting
test date Date for
regular late emergency Score Reporting
Multiple-
registration registration registration Date for Multiple-
Choice and
deadline deadline deadline Choice Tests Only*
Written-
Response
Tests
1/28/2012 12/30/2011 1/6/2012 1/20/2012 2/13/2012 2/27/2012
5/19/2012 4/20/2012 4/27/2012 5/11/2012 6/4/2012 6/18/2012
Computer Based Test Dates:
Seven days a week in some areas
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13. New University Policies and Regulations
*Effective fall 2011
New Policy: Withdrawal from the University (Undergraduates Only):
When an Undergraduate student withdraws from all classes…
• A registration hold will be placed on the student’s record.
• Consultation with the respective department for advisement is REQURIED to
have hold lifted to allow future registration at the University.
New Policy: +/-Transfer Grades Regulation (Undergraduate and Graduate):
• The + and/or – WILL NOT be considered in the evaluation. The grade
transferred will report as grade earned, for example C- will transfer as a C.
• This regulation IS NOT retroactive.
• This regulation applies only to courses that are being reviewed for transfer credit
effective fall 2011.
Grade Replacement Regulation (Undergraduate Students Only):
• Students will have the option to replace up to 12 semester credit hours of
courses where a C, D or F is earned in a course, effective with courses taken
fall 2011.
• Students would have to request to replace the course by the Census Date (12th
class date) of the following semester.
• Grades repeated but not replaced will be averaged in the cumulative grade point
average.
Administrative Drop (All Students):
• Students who do not attend “at least one day” of class by February 14, 2012,
will be administratively dropped from that course. PLEASE NOTE THIS MAY
AFFECT THE FINANCIAL AID AWARD.
• If a student is subsequently dropped from ALL of their courses; they will
automatically be WITHDRAWN from the university.
• Students will be notified of their Administrative Drop via email.
QUESTIONS OR CONCERNS, PLEASE CONTACT THE OFFICE FOR
ACADEMIC AFFAIRS AT (936) 261-2175 OR THE REGISTRAR’S OFFICE AT
(936) 261-1049.
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