Administration & Supervision Internship

Table of Contents

I. Resume

II. Transcripts

III. Copy of Certification

IV. Statement of Teaching Philosophy

V. Description of Practicum Site

VI. Professional Development and Services

VII. Instructional Maintenance and Improvement

VIII. School and Community Relations

IX. Pupil Development and Services

X. Administration of Facilities and Finance

XI. Organizational Relationship and Services

XII. Daily Log

XIII. Weekly Reflection Sheets

My Teaching Philosophy: Brian J. Moore

My training and experience have shown me that students learn best when

they are active participants in the learning process. Therefore, my approach

promotes active student participation in academics. I utilize content to

develop skills and challenge students through practices such as cooperative

learning and authentic assessment. Students in my classroom are cognizant

of the goals that they must achieve through instruments such as rubric

grading and clearly defined objectives. Using the social studies curriculum,

emphasis is placed upon the development of learning and communication

skills, as well as critical thinking. I have worked with my students to improve

essay writing, which is imperative to communication and to the expression of

knowledge. Additionally, I have continued to integrate the latest computer

technology with the social studies curriculum through the use of PowerPoint

presentations, Internet applications, and word processing.

Extensive parent-teacher contact and cooperation with the guidance

department are imperative. This has enhanced my effectiveness in the

classroom and has enabled me to develop a support network for some of my

students.

I hope to serve as a positive role model to my students, to create a nurturing

classroom environment, to promote self-esteem, to enable students to grow

both in and out of the classroom, and to prepare students to face the

challenges of life.

BOWIE STATE UNIVERSITYCOLLEGE OF EDUCATION

EDUCATIONAL LEADERSHIP

Dean: Dr. Traki Taylor-WebbAssistant Dean: Dr. Marsha Wims-WordDirector of Assessments: Dr. Juanita Ashby-BeyDepartment Chair Educational Leadership: Dr. J. Winona TaylorProfessor Practicum & Seminar: Dr. Jackson, Dr. Hilliard, Dr. White

The programs in the School of Education are accredited by the National Council for the Accreditation of Teacher Education and approved by the Maryland State Department of Education.

The School graduates competent teaching personnel for positions in local educationalagencies within the State of Maryland and many other areas. Students majoring in early childhood/special education receive dual certification upon graduation. Studentsmajoring in elementary education complete a comprehensive program of liberal artsstudies and a concentration of professional courses in teaching.

MISSIONThe mission of The School of Education is to prepare instructional leaders for positionsin public and private schools in Maryland and school systems in other states. TheSchool’s teacher education program model rests upon a legacy of the best practices in the field of education and upon what extant research suggests about learning and teaching. The Program provides the counties of Maryland and other states with teachers of all races who are competent in their content specialty, grounded in the knowledge bases of their discipline, and sensitive to the ethnicity of children they teach. The School of Education assumes responsibility for disseminating knowledge of futuristic theory and participating in decision-making activities that shape the University’s future. At the heart of the School’s future success is its relationship with liberal arts faculty, the University-at-large, the students, and local educational agencies.

GOALS1. To provide students with professional academic content in their fields of

specialization

2. To provide students with a variety of systematic practical experiences in classrooms and in other environments prior to graduation

3. To maintain viability of programs through systematic and continuous evaluation and modification

4. To provide students with multicultural experiences that enable them to function effectively in diverse environments

5. To improve students’ literacy and skills related to technological developments.

Practicum Site

Laurel High School8000 Cherry Lane Laurel, MD 20707

Supervising Administrator(s)

Thank you to the following administrators who assisted me in gaining the necessary experience towards becoming a productive administrator in the field of education.

Principal Dwayne Jones

Asst. Principal Cathy Strine-Adams

Asst. Principal David Pickens

Asst. Principal Michael Dinkins

Asst. Principal Anthony Scott

Asst. Principal Nate Newman

Professional Development and

Services

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Maintenance and Improvement

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Participate in Test Analysis

Instructional Maintenance and

Improvement

Every High School has a Testing Coordinator due to the

mandates set forth by the state of Maryland. More often

than not the test analyzers are the “middle man” situated

between the teachers and the principal, or between the

principal and the county test analyzers. As it relates to

Laurel High School I was privileged to shadow the testing

coordinator and to help teachers use the data to reach

their goals and objectives. As an administrator you will

find teachers are scared because they do not have the

prime choice of students and in the very near future

teachers and administrators jobs may depend on the

success of their students. I observed that testing

coordinators have implemented “data walls” to assist

teachers in pointing out which questions students were

missing on the FAST tests. Learning how to analyze scores

on the EDUSOFT program enables teachers to see which

students are Basic Proficient and Advanced. Dividing the

data into gender, and race seem to occupy a lot of the

statistics and planning for each quarterly test along with

the HAS prove to be monumental tasks. Finally the latest

survey coming to our school system may be the tripod

system. This system will enable the students to critique

their teachers in three main areas: teacher, class work,

and coursework. This will not carry the same weight as

other evaluations, but testing coordinators will surely be

inundated with statistics and numbers to analyze.