Cognitive apprenticeship - Higher Education - school administration practicum

Detailed Description:

In a cognitive apprenticeship, emphasis is on the learner as a member of a larger community.  Through legitimate peripheral participation, learners construct their own knowledge and self-direct their learning (Duffy and Cunningham, 1996).  That is, learners are encouraged to develop their own learning goals.  The instructor, however, serves as a mentor or expert within the learning domain, coaching learners throughout the apprenticeship, modeling and explaining acceptable practices within the community, and providing tools to support learners as they become enculturated within the community (Brown, Collins, and Duguid, 1989; Duffy et al., 1996). 

The School Administration Practicum designed as a cognitive apprenticeshipwill last twelve months.  The internship will provide learners with a variety of experiences and encourage them to “think like a principal.”  A description of the learners, the knowledge domain, the learning outcomes, the cognitive puzzlement from the learner’s point of view, the learning activities, and the criteria for evaluating the learner’s performance are listed below.

Learning Outcomes:

The learners will be able to:

• Assuming autonomy and accountability for decisions, while promoting teamwork within a school setting
  
• Successfully managing challenges within the public school environment (e.g., budget)
  
• Recognizing the importance of motivating and retaining qualified teachers
  
• Being creative in achieving goals defined by both the state and U.S. Department of Education
  
• Developing effective oral and written communication skills