Academics - Education

Course Descriptions

*500 and 600 level courses are for the M.Ed. program. Core courses for this program are located in the Liberal Studies section of this catalog. See the Graduate Catalog for course descriptions.

ED 200 (3 credits)
Foundations of Education
Study of the historical, philosophical and social foundations of American education and their relationship to the present day. Co-requisite: ED 206

ED 204 (3 credits)
Human Development and Learning
This course focuses on physical, cognitive, social, personality and moral development through the life span.  Language development is addressed along with typical and atypical patterns. Culture and socio-economic status are examined as they relate to human development.

ED 206 (1 credit)
Field Experience I
This experience is an introduction to the teaching profession.  Students will have the opportunity to observe a practicing teacher in action and work with students in the classroom. As described in the Field Experiences Handbook, this Experience is the first developmental phase which provides active observation and participation. Co-requisite: ED 200

ED 208 (3 credits)
Health and Physical Education in the Elementary School
Study of topics related to health issues in elementary schools; activities representative of the elementary physical education program and appropriate methods for teaching them. Not open to freshmen.

ED 209 (3 credits)
Planning and Instruction in the Elementary Classroom
Study of research-based teaching methods and education measures required to meet the needs of students in elementary classrooms, including lesson planning and implementation, use of instructional media and materials, and the processes of teacher-student and student-teacher interaction. Course includes a school-based practicum (15 hours) in which theory-related tasks are undertaken in classroom situations and students are jointly supervised by a college supervisor and a selected classroom teacher. Co-requisite: ED 306 (Elementary Education Students)

ED 210 (3 credits)
Methods for the Elementary Inclusive Classroom
This course will provide future teachers with knowledge and skills needed in an elementary inclusive classroom.  Many of the typical methods for regular education are directed toward success for all students.  Major areas to be addressed include disabilities, inclusion, planning, inclusive environments, differentiating instruction, co-teaching and assessment at the elementary level.  Students will acquire principles and strategies necessary for successful instruction including ALL students in their classrooms. 

ED 211 (3 credits)
Teaching Music in the Elementary School
Study of methods, resources, techniques and issues of music instruction by classroom teachers in the elementary school. Includes basic performance on classroom instruments, observation and lesson planning. Emphasis on cooperation with other specialists, use of readily available resources, multi-cultural music activities, and music in Early Childhood Education. No music experience is necessary. Satisfies Fine Arts core requirement.

ED 300 (3 credits)
Teaching Science in Elementary School
Strengthens content background of elementary school science teacher and models methods for presenting this content through hands-on, interactive learning experiences. Evaluation of student outcomes is studied. Topics include: earth and universe; weather; geology; oceanography; energy, matter; life forms. Prerequisite: lab science requirement and ED 209.

ED 302 (3 credits)
Literacy in the Elementary Schools I – Writing
This course focuses on theoretical knowledge and practical strategies for the teaching of literacy, with an emphasis on the teaching on writing.  A major segment of the course content will address the critical component of assessing students’ writing progress.  Through engaging instruction experiences, the learners will explore authentic and creative writing strategies designed to improve thinking skills and communication abilities.  Differentiating instruction will underpin all the course topics.

ED 303 (3 credits)
Children’s Literature
Study of traditional and contemporary literature for children in elementary grades and techniques for teaching and evaluating creative activities in the language arts program. Prerequisites: ED 209.

ED 306 (1 credit)
Field Experience II
This experience provides the candidate with the opportunity to apply theory to practice using lesson plans emphasizing small group/whole group instruction.  Emphasis is on planning lessons and units.  Field Experience II enables students to practice pre-solo teaching as they plan and teach lessons of their own in collaboration with their cooperating teachers.  Co-requisite: ED 209 or ED 313

ED 312 (3 credits)
Managing Classroom Learning for the Elementary Classroom
Practical guide to developing classroom management skills through well organized and managed elementary classroom learning communities in which human conduct is viewed in the social context in which it occurs.  Prerequisite: ED 210.

ED 313 (3 credits)
Classroom Management
This course will prepare students to be educational leaders who effectively manage their classrooms.  It will focus on taking a pro-active approach to create a positive learning environment for all students.  In addition, the course will operate from a perspective that it is the teacher’s responsibility to bring an enhanced level of professionalism and strong sense of ethical behavior to the classroom.  This is manifested in the creation of effective lesson plans and appropriate communication with students, parents and administration.  Various models of philosophies and motivational and instructional strategies will be reviewed as they represent this philosophy in action.  Co-requisite: ED 306 (Secondary Education Students); ED 416 (Elementary Education Students)   

ED 314 (3 credits)
Teaching the Arts in Elementary School
The purpose of this course is to look at the role of art and music, specifically in the child’s physical, social, emotional, cognitive, musical, and creative development.  The concepts of creativity and aesthetics, and their relationship to enriching the school curriculum content areas: language arts, math, science, and social studies will be explored.  Topics will include teaching methods, planning and implementing dramatic play, puppetry, movement, and how to include multicultural holidays into the curriculum.

ED 330 (3 credits)
Curriculum Design and Assessment
An introductory course in planning and instruction and the subsequent measurement and evaluation of instruction.  The student will be introduced to lesson planning, instructional strategies, unit planning, and techniques for preparing teacher-made tests and interpreting standardized tests.  ED 330 will acquaint the student with the relationship between lesson planning and assessment and its relation to the teaching process. 

ED 333 (3 credits)
Literacy Methods for Secondary Inclusive Classroom
This course is concerned with helping adolescents become more skillful with reading, writing, speaking, listening, viewing and performing in all content areas.  Participants will explore strategies and methods to effectively improve literacy skills of secondary students within the context of demanding subject matter classes.  Course content will include strategies to address students with special educational needs, English language learners and other diverse learning styles. 

ED 400           
Assessment and Evaluation
Assessment and Evaluation is an introductory course in measurement and evaluation in education.  It is an attempt to acquaint the student with the relationship between assessment and the teaching process.  The student will be introduced to the testing process in schools, techniques for preparing teacher-made tests and interpreting standardized tests.

ED 402 (3 credits)
Professional Seminar
This capstone experience is designed to merge the practical experience of teaching with the theoretical aspects of the college classroom.  The professional seminar will focus on the students’ cumulative knowledge and experiences in basic education classrooms.  Students will also complete a separate school-based field experience.  A portfolio, which includes a philosophy of education, experiences, artifacts and reflections, will be required.  Co-requisite: ED 426 (Elementary education students)       

ED 403 (3 credits)
Literacy in the Elementary Schools II – Reading
This course focuses on  theoretical knowledge and practical strategies for the teaching of literacy, with an emphasis on the teaching of reading.  However, because of the inextricable nature of the reading and writing processes, there will be time devoted to the writing component of literacy learning.  Through engaging instructional experiences, the learners will explore authentic and creative writing strategies designed to improve thinking skills and communication abilities.  Differentiating instruction will underpin all the course topics.

ED 404 (3 credits)
Teaching Mathematics in the Elementary School
Study of content, methods and materials for helping elementary school students develop mathematical concepts and problem-solving skills.  Emphasis on strategies that take into account students’ developmental levels and need for active participation in the learning process.  Includes assessment of student outcomes. Prerequisites: ED 209 & 210.

ED 416 (1 credit)
Field Experience III
This experience provides opportunity to observe and participate in implementing classroom management strategies in the local school sites.  It will include supervised observation and teaching with an emphasis on management skills.  Co-requisite: ED 313 for elementary education students or ED 430-434 for secondary education students.

ED 426 (1 credit)
Field Experience IV
This experience provides the candidate with the opportunity to apply theory to practice in learning, motivation and development through lesson plans, assessment and management. There will be supervised observation and teaching in local school sites with an emphasis on teaching individual lessons.  Co-requisite: ED 402 (elementary education students)

ED 430 (3 credits)
Methods of Teaching Secondary English
This course will focus on the study of research-based teaching methods and the educational measures required satisfying the PDE Standards for teacher certification.  The student will demonstrate the ability to analyze and apply models of instructional approaches and to apply learning assessments in the areas of literature, reading skills, writing and language development.  All instruction will be designed to meet the needs of diverse learners.  Co-requisite: ED 416

ED 431 (3 credits)
Methods of Teaching Secondary Social Studies
Study of research-based teaching methods and education measures required to meet the needs of students in social studies classrooms, including lesson planning and implementation, use of instructional media and materials, and the processes of teacher-student and student-teacher interaction. Co-requisite: ED 416

ED 432 (3 credits)
Methods of Teaching Business, Computer and Information Technology
This comprehensive course is designed to present the theory and methodology to develop, teach and evaluate instructional lessons and units relating to business subjects including accounting, business laws, career development, communication, computation, economics and personal finance, entrepreneurship, information technology, international business, management, and marketing.  Students will learn about establishing and administering advisory committees, business clubs, and work experiences.  Applications are appropriate to the elementary, middle and high school settings.  Co-requisite: 416
 
ED 433 (3 credits)
Methods of Teaching Secondary Mathematics            
Comprehensive study of how to plan and deliver instruction in the areas of mathematics that is taught in today’s secondary schools.  Topics include lesson planning and implementation use of instructional media and materials including mathematical computer software, and learning theories in mathematic education. Co-requisite: 416

ED 434 (3 credits)
Methods for Teaching Secondary Science
A comprehensive study of how to plan and deliver instruction in the areas of science that are taught in today’s secondary schools.  Topics include lesson planning and implementation, use of instructional media and materials including science computer software.  Learning theories are integrated. Co-requisite: ED 416

ED 470 (10 credits)
Student Teaching
Classroom instruction of early childhood, elementary, secondary, and/or special education students during a 14 week period. Prerequisite: Completion of all other coursework and Praxis tests. Co-requisite: ED 470.

ED 472 (10 credits)
Student Teaching Seminar
Provides guidance in clinical experiences as well as review of current educational research and issues related to professional development. Co-requisite: ED 472.

Special Education

SPE 100 (3 credits)
Introduction to Exceptionalities in Children and Youth
Designed for prospective classroom teachers, surveys the development and provision of special education services to “special needs” students identified as Life Skills Support, Learning Support, Emotional Support, Sensory and Communication Support, Physical Support, and Academic or Gifted Support. Fullfills Diversity Requirement

SPE 211 (3 credits)
Teaching Reading/Language Arts to Students with Disabilities
The teaching of reading and language arts for those interested in Special Education certification. Presents a brief historical overview of language arts and reading. A sequence of language/reading developmental skills presented in oral and written format. An emphasis on instructional tools, guidelines for instruction, testing and evaluative procedures, organizational and teaching strategies, remedial methodology and techniques, and prevocational and vocational language skills for the exceptional child in preschool through secondary education.

SPE 335 (3 credits)
High Incidence Disabilities
This course focuses on the teaching and learning related to students with “high incidence” disabilities such as learning disabilities, emotional/behavioral disorders, and attention deficit disorders. Educational accommodations that are needed in order to provide an appropriate education to these children and the impact of cultural diversity in today’s classroom are also considered.

SPE 345 (3 credits)
Low Incidence Disabilities
The education of persons with mental retardation, autism and multiple disabilities is addressed as a collaborative effort of various individuals whose shared goal is meeting these children’s unique learning needs across the life span. The use of adaptive equipment, assistive technology and issues of inclusion with these populations are explored in this course.

SPE 355 (3 credits)
Legal and Program Issues in Special Education

Early Childhood Education

ECE 222 (3 credits)
Foundations of Early Childhood
Introductory overview of the historical, philosophical, social and cultural foundations of early childhood education. Topics covered will include becoming a professional, curriculum models and approaches, and assessment and instructional practices for young children birth through age eight.

ECE 322 (3 credits)
Characteristics and Program Design for Early Childhood
Prepares students to understand the role of child development in the operation and organization of early childhood programs for diverse populations. Characteristics and competencies  for infant-toddler (birth – age 2), preschool and kindergarten (ages 3-5), primary grades (ages 5-8), and transitional curriculum will be addressed.  Preparing environments to support developmental needs and age-appropriate curriculum for physical, cognitive, language, and social-emotional development in child care, private school and public school settings will be explored. Prerequisite: ECE 222             

ECE 422 (3 credits)
Developmental Curriculum for Young Children
This course will focus on creating the environment that supports curriculum and connection with young children. Early childhood teaching candidates will apply their understanding of child development to curriculum required for teaching in an early childhood program. The goals and topics that are the foundations for the curriculum content areas (language, literacy, math, science, social studies, art, music and movement, and dramatic play) will be explored.  Prerequisite:  ECE 222 and ECE 322

Graduate Education Courses

MED 500: Curriculum Innovations (3 credits)
Curriculum innovations that have emerged during school reform efforts of recent decades are examined. Topics include: cooperative learning, constructivism, multi-cultural education, character education, special education and the use of technology. These innovations are examined to evaluate their potential for improving the achievement of students from diverse cultural backgrounds and of various ability levels.

MED 501: Foundations of Curriculum Design and Assessment (3 credits)
In MED 501, students will learn to plan effective instructional strategies and create valid assessments to evaluate student achievement. Daily and unit planning will be covered as well as the techniques for preparing teacher-made tests and interpreting standardized tests. Course content will acquaint the student with the relationship between lesson planning and assessment and its relation to the teaching process.

MED 505:  Introduction to Special Needs Students (3 credits)
This course surveys current knowledge of individuals with disabilities within the context of human growth and development across the lifespan.  Content includes historical factors, legislation, etiology, characteristics, and learning needs, including existing and emerging technologies, assessment, and service delivery models for individuals with mild to severe disabilities.

MED 508 Advanced Educational Psychology (2 credits)
This course will focus on theories and research in educational psychology that will provide foundations for educational practice.  Emphasis will be placed on learning, development and motivation, with implications for educational settings. Students  will examine current research on learner-centered psychological principles (McCombs, 1998) and make relevant applications including planning for instruction, instructional delivery, assessment, and creating optimal learning environments.

MED 510: Assessment and Evaluation (3 credits)
Traditional and innovative instruments and procedures for assessing and evaluating student achievement are examined. Topics include: the use of standardized tests, authentic assessment, performance assessment, portfolios, and the use of technology. Strategies for evaluating the progress of students from diverse cultural backgrounds and of various ability levels are explored. A summary of the learning characteristics and instructional needs of students with mild disabilities are also provided. Learning theory, effective teaching strategies, classroom management, and interaction with parents, paraprofessionals and professionals are discussed.

MED 515:  Strategies for the Special Education/Inclusive Classroom
This course targets the educational strategies required by learners with special needs in inclusive and self-contained classrooms.  The use of adapted planning along with technology to support differentiated instruction and positive behavior management are addressed in this course, and applied during a concurrent Practicum experience. Required pre-requisite:  MED 505: Introduction to Special Needs Students.

MED 518: Quantitative Research Methods (3 credits)
This course is designed to familiarize the student with the use of mathematical and statistical methodology used in educational research. Topics will include descriptive statistics, introduction to inferential statistics, t-tests, one-way analysis of variance, multiple comparison procedures, research design and the use of SPSS software.

MED 520: Educators as Researchers (3 credits)
This course is designed to assist students in becoming reflective practitioners - to understand the scope and range of educational research, to develop their own abilities for researching information and using information and using various research methodologies, to acquire knowledge about issues and trends in education, and to view and think critically regarding their own pedagogies. Students will complete a research proposal. Research will be conducted and presented in MED 680, the Research Seminar.

MED 522 Practicum I (1 credit)
This experience is an introduction to the teaching profession. Students will have the opportunity to observe a practicing teacher in action and work with students in the classroom. As described in the  Practicum I and II Handbook, this Experience is the first developmental phase which provides active observation and participation.

MED 523 Practicum II (1 credit)
This experience provides the candidate with the opportunity to apply theory to practice in learning, motivation and development through lesson plans, assessment and management. There will be supervised observation and teaching in local school sites with an emphasis on teaching individual lessons.

MED 535:  Issues Concerning Special Education Programs (3 credits)
This course, designed for prospective special education classroom teachers, will have students review, analyze and discuss current trends and issues in special education.  Topics will include, but not limited to inclusive classrooms, early interventions, state-wide assessment programs, collaborative and co-teaching models of instruction.  The semester to semester topics under discussion will vary and evolve as issues in the field change to newer and more current conditions.

MED 540 Curriculum and Instruction for Adolescents (3 credits)
This course explores the physical, cognitive, social and moral development of the adolescent learner. Theories and practical strategies for addressing the diverse needs of today’s middle/junior high school and high school students will be analyzed. The focus on creating classroom and school environments that promote a love of learning will provide solutions for the problems faced by teachers of adolescents.

MED 545:  Classroom Management for the Inclusive Classroom (3 credits)
This course will prepare teachers to be educational leaders who effectively manage their classrooms. It will focus on taking a pro-active approach to create a positive learning environment for all students. The course will operate from a perspective that it is the teacher’s responsibility to bring an enhanced level of professionalism and strong sense of ethical behavior to the classroom. Special attention will be given to the recognition that today’s classrooms are inclusive and contain students with a variety of needs and learning styles that need to be accommodated. A successful learning environment requires effective lesson plans and appropriate communication with students, parents, administration and community resources.

MED 550: Introduction to Educational Administration (3 credits)
This course will analyze various theories of leadership and their applicability to the educational environment..  In addition, students will explore the responsibilities and challenges of leadership within today’s increasingly complex educational institution. Special emphasis is placed on examining the role of the administrator as an instructional leader within the organizational structure.

MED 553 The School Administrator (3 credits)
The elementary or secondary school principalship is a challenging yet gratifying position that has seen many changes in the past decade.  The job continues to evolve as a consequence of vast societal changes that influence education.  Today the principal is asked to implement an all- inclusive learning program within a framework of increased accountability.

Under this backdrop, MED 553 will provide an in-depth exposure to the challenges confronting school leaders in a contemporary setting.  Through the use of reading, research, discussion of local school issues, simulations, and in-basket activities the course explores the theoretical basis of elementary and secondary school administration with a focus on practical applications.

MED 555: Teaching the Arts in a Cross-Cultural Setting (3 credits)
The purpose of this course is to look at the role integrating the arts into children’s imaginative and creative moments, and creating a learning community committed to educational equity. The course will focus on enhancing the curriculum content areas: language arts, math, science, and social studies through arts-based activities. Topics will include teaching methods, planning and implementing fine arts, drama, music, movement, and how to include collaborative art projects in the community.

MED 565 - Teaching Social Studies in a Cross-cultural Setting (2 credits)
This course is designed to prepare elementary teacher candidates to plan and deliver effective instruction in social studies at the elementary level for diverse populations of students. The course will include activities and assignments to promote and enhance effective instructional decision-making regarding social studies content, resources, and instructional approaches.

MED 575 Teaching Health/Physical Education/Safety in a Cross Cultural Setting (2 credits)
Study of topics related to health & safety issues in cross cultural elementary school settings.  Activities representative of the elementary physical education program and appropriate methods for teaching them will also be focused on. Recent findings and reports in medicine, exercise, diet and nutrition will be discussed.

MED 600:  Language and Literacy in Cross-Cultural Settings (3 credits)
This course examines theories and approaches for promoting language and literacy development of children and youth in cross-cultural settings. Methods for teaching language and literacy skills used in real-life situations are studied. Strategies for planning interdisciplinary activities and literacy programs that use home and community resources and techniques for evaluating programs are analyzed. The use of technology to foster language and literacy development is also studied.

MED 602:  Teaching Children’s Literature in Cross-Cultural Settings (3 credits)
Coursework examines various theories and strategies for using children’s literature across the curriculum. The concepts and values found in traditional and contemporary literature are explored. Students discover ways to use children’s literature to promote learning in the elementary classroom.

MED 605:  Enhancing Literacy for the Special Needs Student (3 credits)
The course, designed for prospective special education classroom teachers, develops skills for the development, teaching, and enhancing of literacy skills: language, reading, and writing. Students review current and developing research and classroom practices that encourage the acquisition and improvement of those skills through learning strategies that can be used in classroom experiences.

MED 610 School Law & Social Advocacy (3 credits)
This course is designed to inform teachers, as well as administrators concerning both laws and policies that impact today’s educational systems.  Emphasis will be placed on understanding the current legal rights and responsibilities of  school boards, administrators, teachers, parents, students and the general public established by federal and state statutes, constitutions and court decisions as they relate to the educational system.  Particular attention will be given to the legal responsibilities and accountability of all educational personnel in providing for the appropriate education of all students including those with special needs.

MED 611/ MBA 612 School Finance (3 credits)
This course is designed to help the prospective administrator understand how schools and school districts function from a financial perspective. Students will learn the essentials in school accounting, budgeting, financing, investing, financial regulations and requirements, and computer applications. The principal’s role in school finance and budgeting will be emphasized.

MED 615:  Literacy Learning in the Content Areas (3 credits)
This course is a study of the extension and enhancement of reading and writing skills into secondary education. Participants will explore the conceptual ideas underlying the teaching of reading and writing in the content areas, the importance of reading skills to students’ understanding of specific subject matter content, and the reading strategies for the three phases of cognitive processing (preactive, interactive, reflective.) The course content will focus on the application and integration of reading and writing strategies into existing curricula.

MED 620 Teaching Science and Mathematics in Cross- Cultural Settings (3 credits)
Theories and effective strategies for teaching science and mathematics will be studied. Instructional planning and evaluation methods that address the needs of students from diverse cultural backgrounds and with various ability levels will be examined.

MED 650 Functions of School Supervision (3 credits)
This course is designed to provide a framework to help future principals gain the necessary skills to apply the emerging concepts and principles of school supervision to the practical, everyday situations in which administrators, supervisors, coordinators and teachers are working.  Interpersonal relationships that lead to the improvement of instruction, data collection for the purpose of analyzing teaching, staff development, in-service program development and staff selection will be discussed.  The influence of special needs learners, race, gender and other social issues will be analyzed where appropriate for this course.

MED 660 Teaching Strategies for Business, Computer, and Information Technology, K-12 (3 credits)
Teaching of Business, Computer, and Information Technology is a comprehensive course designed to present the theory and methodology to develop, teach and evaluate instructional lessons and units relating to business subjects including accounting, business law, career development, communication, computation, economics and personal finance, entrepreneurship, information technology, international business, management, and marketing.  Students will also learn about establishing and administering advisory committees, business clubs, and work experiences.  Applications are appropriate to the elementary, middle, and high school.

MED 661 Teaching Strategies for Secondary English (3 credits)
This course will focus on the study of research-based teaching methods and the educational measures required satisfying the PDE and NCTE standards for teacher certification.  The student will demonstrate the ability to analyze and apply models of instructional approaches and to apply learning assessments in the areas of literature, reading skills, writing, and language development.  All instruction will be designed to meet the needs of diverse learners.

MED 662 Teaching Strategies for Secondary Mathematics (3 credits)
This course is a comprehensive study of how to plan and deliver instruction in the areas of mathematics that are taught in today’s secondary schools.  Topics include lesson planning and implementation, use of instructional media and materials including mathematical computer software, and learning theories in mathematics education.

MED 663 Teaching Strategies for Secondary Social Studies (3 credits)
Study of research-based teaching methods and education measures required to meet the needs of students in social studies classrooms, including lesson planning and implementation, use of instructional media and materials, and the processes of teacher-student and student-teacher interaction.

MED 664 Teaching Strategies for Secondary Science (3 credits)
This course is a comprehensive study of how to plan and deliver instruction in the areas of science that are taught in today’s secondary schools.  Topics include lesson planning and implementation, use of instructional media and materials including science computer software, and learning theories in science education.

MED 670 Student Teaching (7 credits)
This course is designed to provide situations in which student teachers learn and practice varied techniques of teaching while working with “real students” under the direction of a certified teacher in a public or private school.  Based on their areas of certification students will be placed in two different seven week placements.  A student teacher could be placed in one 14 week placement based on his/her needs or at the request of the school district.

MED 672 Student Teaching Seminar (2 credits)
Seminar meetings are an extension of the student teaching process and are conducted immediately proceeding and on an every other Monday basis throughout the clinical experiences of teacher candidates.  The Seminar provides guidance in clinical experiences as well as review of current educational research and issues related to professional development.  Students will receive guidance and support in their student teaching assignments as well as direction related to the process of obtaining Pennsylvania Department of Education certification, securing a teaching position, and furthering their professional development in the teaching profession.

MED 680: Research Seminar (3 credits)
This course is a supervised experience culminating in the completion of a research project that was designed in MED 520, Educators as Researchers. The research project is the culminating and integrating effort for Master's students. It involves the original investigation of a problem of limited scope and contributes to the body of knowledge in the field of education. Through the research process, students become and feel more expert in a focused field of inquiry. Students produce a written product that documents a synthesis of the appropriate literature in the filed, the methodology used, their research findings, and an analysis and discussion of those findings.

MED 685 Principals’ Internship (3 credits)
This is a required seminar and supervised field experience for those individuals seeking principal’s certification.  The student will submit to his/her advisor a comprehensive proposal for a unit of work to be done under the supervision of a currently active building principal.  The observation and supervision of teachers, along with other selected units of work from such areas as scheduling, budget preparation, staff development, curriculum community relations, and extracurricular activities compromise the list of acceptable projects for interns to complete.  All proposals must be approved by the student’s faculty advisor and sanctioned by the administration of the school where the field experience is to occur.  In addition to the field experience, seminar meetings are conducted every other week for a period of two hours for all administrative interns for the duration of the semester.