Florida Agricultural and Mechanical University

College of Education Tallahassee, Florida 32307

COURSE SYLLABUS Course Number: EDA 5510/5530 Prerequisite(s): None

Course Title: Principles of Elementary School Administration/Principles of Secondary School Administration

Course Credit: 3 semester hours Course Hours: 3 per week College: Education Department: Educational Leadership and Human Services

Required Text(s): Hughes, L. W., & Ubben, G. C. (2001).The Principal: Creative Leadership for Effective Schools (5th ed.) Boston: Allyn and Bacon. Snowden, P., & Gorton, R. (2006). School Leadership and Administration: Important Concepts, Case Studies, & Simulations. (7th Edition) New York: McGraw-Hill. Supplies: APA Manual, 5th Edition

Faculty Name: Rose Campbell, Ed. D. Term and Year: Spring 2010 Place and Time Thursday 5:30 – 8:00 PM

Office Location: TBA

Telephone: 850-561-2295 (O) 850-878-7729 (H) e-mail: rose.campbell@famu.edu

Office Hours

Monday Tuesday Wednesday Thursday Friday Saturday

By Appointment

By Appointment

Course Description This course is designed to provide students with current information and competencies related to the principal ship (leadership) at the elementary and secondary school levels. Students will have opportunities to experience the daily routine of a principal at-work. Course content focuses on (a) aspects of the principals’ work, (b) the environment of the principal ship at the elementary and secondary levels, and(c) the role of the elementary and secondary principal in relation to leadership with emphasis on rural schools, decision making, accountability, curriculum, and special education. Presentation of theoretical concepts and research findings will facilitate students understanding of the application of leadership competencies which relate to improved leadership and problem solving skills. The role of the principal as instructional leader, the relationship between elements of leadership and management, and the relationship between effective leadership and effective schools comprise the emphasis of this course. Detailed attention is given to Educational Leadership standards identified 1

by national, state entities, and the program. Competency acquisition is emphasized through learning related to organizational demands placed on the principal and the cultural, social, political, and legal requirements within which effective schools must function. The course also stresses leadership tasks and functions of the principal, which include decision-making, systematic planning, implementation of innovations and evaluation, school climate, school improvement, curriculum, restructuring, human resources management, facilities management, public relations, and self (time) management principles. Students are expected to engage in actual circumstances as a means of applying concepts and research to real-life issues and problems pertinent to leadership in urban and rural school settings

Professional Education Unit Conceptual Framework

The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework

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Theme 6 Urban/ Rural

Education

Theme 5 Professionalism

Theme 4 Critical

Thinking

Theme 3 Values

Theme 1 Diversity

Theme 2 Technology

The Exemplary

Professional

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• Diversity. The exemplary professional understands diverse student backgrounds and has the skills, and disposition to employ this understanding to support student learning. He/she accepts and fosters diversity. The candidate practices strategies such as acceptance, tolerance, resolution and mediation, and establishes a comfortable environment in which all students can learn.

• Technology. The exemplary professional makes use of available technology to support student

learning and uses technology to manage, evaluate and improve instruction. The candidate knows, understands, and uses fundamental concepts in technology and facilitates access to the use of electronic resources for students. The candidate uses technology to manage, evaluate and improve instruction.

• Values. The exemplary professional values the worth and dignity of every person. He/she works

with colleagues in a professional manner and interacts with students, families and other stakeholders in a manner that reflects ethical and moral standards. The candidate shows respect for varied talents and perspectives and is committed to individual excellence. The candidate values the role of the students in promoting each other’s learning and recognizes the importance of peer relationships in establishing a climate for learning.

• Critical Thinking. The exemplary professional understands and uses a variety of instructional

strategies to encourage students’ development of critical thinking and performance. The candidate values critical thinking and self-directed learning as habits of mind.

• Professionalism. Exemplary professionals know the content and uses appropriate pedagogy to

provide all students with the opportunity to learn. The exemplary professional is committed to professional growth and development. The candidate uses major concepts, principles, theories, and research related to development of children to construct learning opportunities that support students’ development and acquisition of knowledge and motivation. The candidate displays effective verbal and nonverbal communication techniques to foster valuable interaction in the classroom.

• Urban/Rural Education. The exemplary professional is prepared to work in school settings with

limited resources as well as settings that focus on rural/urban contexts with opportunities and challenges that these environments provide. Exemplary professionals have the ability to understand the plight of both rural and urban students and demonstrate a propensity to communicate with them and their parents.

Policy Statement on Non-Discrimination

It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment.

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Academic Honor Policy

The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56.

ADA Compliance

To comply with the provisions of the Americans with Disabilities Act (ADA), please advice instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.

All students must acquire a password/login to the following website: www.FloridaSchoolLeaders.org Course Policies All assignments submitted for consideration of a grade are to be word processed and are due on the date and time specified in the syllabus or by course professor. A substantial penalty (20%) will be assessed for all assignments not turned in on the specified date and time. Plagiarism is unethical and unacceptable. Case Studies, Essays, Research Papers, tests and other similar requirements must be the work of the student submitting them. When direct quotations are used, they must be indicated, and when ideas of another are incorporated in the body of an assignment they must be appropriately acknowledged. Supervisory responsibilities for teachers and administrators are a part of public education. Punctuality is a positive characteristic of teachers and administrators and desired behavior in schools and this class. Students are expected to be punctual (on time) and attend all classes and contribute to the learning process. Two absences will result in a letter grade reduction for the semester. Consultation with course professor needs to occur if a student is absent more than two class meetings. *The professor reserve the right to make changes to the above procedures and schedule of assignments with proper notice. Course Purpose Today’s educational environment is colored by reforms whose main indicator of success is student academic achievement most often determined by high stakes test scores. Hence, there a demand for leaders who can engineer the entity known as a school to achieve stakeholder preferred outcomes i.e., student achievement and school success. The purpose of this course is to provide experiences to aspiring school leaders to prepare them for leadership roles in the place called school.

Overall Goals of the Course Identify a wide range of leadership and administrative situations peculiar to the principal ship. Identify competencies and skills school leaders need in order to perform effectively as principal. Provide opportunity for students to demonstrate acquisition of leadership competencies and skills. Facilitate students’ acquisition of knowledge regarding the elementary and secondary school principal ship. Introduce students to current issues influencing American education. Provide students with research findings that are used in effective schools.

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Provide students with an understanding of organizational behavior in educational organizations. Identify strategic communication components and assist students to develop effective communication skills—-written and oral, for use in organizational contexts. Identify factors that facilitate or hinder effective communication. Provide opportunity for students to demonstrate proficiency in at least on writing style. Specific Behavioral Objectives Students will: 1. Acquire knowledge, skills, and dispositions related to the current concepts of leadership (e.g., systems theory, change theory, situational leadership, visionary leadership, transformational leadership, and learning organizations). CF 5.1, FELE A1, 2 2. Identify the purpose of vision and the shared visioning process in planning and organizational development. FELNS 1.1 3. Identify internal and external forces and the influence they have on a school. FELNS 1.9 4. Identify appropriate leadership actions as they relate to stages of group development. FELE Leadership C1 5. Identify behaviors modeled by a leader that may positively or adversely influence the performance of others. FELE Management C2 6. Identify responsibilities of administrators in recruiting, selecting, and inducting personnel. FELE Personnel A1 7. Identify research on effective teaching and learning methodology. FELE Curriculum B1 8. Use appropriate written, verbal, and nonverbal communication in a variety of situations 9. Apply appropriate communications strategies (e. g. identifying audiences, determining messages, selecting transmissions mediums, identifying reactions of receivers, and racial and ethnic appreciation. FELE Communications G2-7, NCATE 7.3 10. Write in a logical, clear style, use appropriate grammar and sentence structure, use language appropriate for the topic and reader, correctly apply mechanics of writing: spelling, capitalization, and punctuation, organize written material effectively, use standard English in written communication. FELE Communications G2-7, NCATE 7.3 11. Describe how to develop and implement a shared vision and strategic plan for the school. FELNS 1.1 12. Understand the effect that a positive school culture has on student learning. FELNS 2.14 13. Understands techniques and organizational useful in leading and managing a complex and diverse organization. FELNS 3.9 14. Understand how student and family conditions affect learning. FELNS 4.1 15. Develop a set of problem solving techniques and decision making skills. Articulate several models of decision making that can be employed in school administration. FELNS 5.2 14. Manifest a professional code of ethics and values. FELNS 10.1 15. Make decisions based on the moral and ethical implications of policy options and political strategies. FELNS 10.2 16. Understand various aspects of principals’ work and acquire competencies necessary to performing in the role of school leader. FELE Leadership C1-5, D1, E1-3, F1-4, Management A1-3, B1-4, FELNS: 4.0, Decision Making 17. Demonstrate an understanding of curriculum approaches that may be used to address the educational needs of students from diverse backgrounds. 18. Engage in supervisory behavior that promotes professional development and the goals of the school. 19. Articulate the role of the principal in developing policies relative the effective school administration. 20. Identify procedures to use in conflict resolution. FELE: Leadership C1-5, D1, E1-3, F1-4, Management A1-3, B1-4. National, State, and PEU Standards Addressed in the Course

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1. PEU Conceptual Framework Standards --Professionalism-- Exemplary professionals know their content and use appropriate pedagogy to provide all students with the opportunity to learn. The exemplary professional is committed to professional growth and development. The candidate uses major concepts, principles, theories, and research related to development of children to construct learning opportunities that support students' development, acquisition of knowledge and motivation. 2. NCATE – approved Curriculum Guidelines for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors (NCATE). Area I, Strategic Leadership: The knowledge, skills and attributes to identify contexts, develop with others vision and purpose, utilize information, frame problems, exercise leadership processes to achieve common goals, and act ethically for educational communities.

Guideline Skills 1. Professional and Ethical Leadership The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

1.1 Facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on teaching and learning (e.g., cultivate group norms, influence institutional cultures, and affirm core values.) 1.4 Initiate and manage the change process. 1.5 Identify and critique several theories of leadership and their application to various school environments.

Area II, Instructional Leadership: The knowledge, skills and attributes to design with others appropriate curricula and instructional programs, to develop learner centered school cultures, to assess outcomes, to provide student personnel services, and to plan with faculty professional development activities aimed at improving instruction.

Guideline Skills 3. Curriculum, Instruction, Supervision, and the Learning Environment. The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

3.1 Create with teachers, parents and students a positive school culture that promotes learning: (e.g., holds high expectations, focuses on accomplishments and recognition, and promotes a supportive climate.) 3.6 Develop with others curriculum and instruction appropriate for varied teaching and learning styles and specific student needs based on gender, ethnicity, culture, social class and exceptionalities. 3.7 Utilize a variety of supervisory models to improve teaching and learning (e. g., clinical, developmental, cognitive and peer coaching, as well as applying observation and conferencing skills.). 3.8 Use various staffing patterns, student grouping plans, class scheduling forms, school organizational structures, and facilities design processes, to support various teaching strategies and desired student outcomes.

Area III Organizational Leadership: The knowledge, skills and attributes to understand and improve the organization, implement operational plans, manage financial resources, and apply decentralized management processes and procedures.

Guideline Skills 6. Organizational Management The institution’s program prepares school

6.1 Establish operational plans and processes to accomplish strategic goals, utilizing practical applications for organizational theories.

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leaders who demonstrate an understanding of, and capability to: 7. Interpersonal Relationships

6.2 Apply a system perspective, viewing schools as interactive internal systems operating within external environments. 7.2 Use appropriate written, verbal, and nonverbal communications in a variety of situations. 7.3 Apply appropriate communication strategies(e.g. identifying audiences, determining messages, selecting transmission mediums, identifying reactions of receivers, soliciting responses, etc

Area IV, Political and Community Leadership: The knowledge, skills and attributes to act in accordance with legal provisions and statutory requirements, to apply regulatory standards, to develop and apply appropriate policies, to be conscious of ethical implications of policy initiatives and political systems, to involve citizens and service agencies, and to develop effective staff communications and public relations programs.

Guideline Skills 10. Community and Media Relations The institution’s program prepares school leaders who demonstrate an understanding of, and capability to:

10.1 Analyze community and district power structures, and identify major opinion leaders and their relationships to school goals and programs. 10.2 Articulate the district’s or schools vision, mission and priorities to the community and media, and build community support for district or school priorities and programs (e.g., form collaborative relationships with businesses, citizen groups, neighborhood associations, social agencies, parent organizations, advocacy groups, universities and religious institutions, etc.).

3. The Florida Educational Leadership Core Skills (FELC)

Leadership FELE Competencies Skills

C. Demonstrates knowledge of group dynamics in managing the productive interaction of school faculty and support personnel.

1. Identifies the elements of group as social systems. 2. Interprets and critiques the structure and dynamics of informal organizations. 3. Specifies problem solving techniques and strategies. 4. Demonstrates knowledge of decision-making process and structure possibilities. 5. Demonstrates knowledge regarding the dynamics of creative conflict resolution.

D. Identifies basic concepts of the change process. .

1. Demonstrates understanding of the concepts of basic change process.

E. Recognizes the importance of external influences that impact upon the school.

1 .Identifies methods for the study of community power structure. 2. Identifies types of power structures in communities. 3. Understands the process of educational policy development at the state level.

F. Demonstrates knowledge of the components, stages, and appropriate applications of macro and micro planning systems.

1. Specifies long-range and short-range planning techniques. 2. Recognizes and applies the logical stages of planning techniques to school-site endeavors. 3. Identify uses of integrated learning systems.

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4. Identify appropriate criteria for evaluating and selecting software to achieve instructional goals.

Management FELE Competencies Skills

A. Demonstrates knowledge of the need to be “in charge” responsible for what happens.

1. Demonstrates an awareness that being in charge includes being responsible for all that happens in a school. 2. Recognizes the importance of accepting responsibility for failures and learns from experience to overcome potential or existing barriers. (a) Recognizes the importance of taking overall responsibility for progress of a mandated task.

C. Demonstrates knowledge of the need for a set of values about the school, i. e., welfare of students and fairness to staff.

1. Recognizes the importance of making difficult decisions followed by appropriate actions to protect the welfare of students, faculty, and staff.

State of Florida Principal Leadership Standards

Principal Leadership Standards Addressed in the course. 1.0 Vision 2.0 Managing the Learning Environment 3.0 Community and Stakeholder Partnerships 5.0 Decision Making Strategies 10.0 Ethical Leadership 1.0 Vision – High Performing leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community.

Sample Key Indicators at the Entry Level: 1.1 Can describes how to develop and implement a shared vision and strategic plan for the school 1.2 Works with staff, students and families to achieve the school’s vision 1.3 Describes how instructional objectives, curricular goals and the shared vision relate to each other 1.4 Allows time for the achievement of goals 1.5 Identifies needs that will be targeted in the shared vision and strategic plan 1.6 Communicates the school’s vision, mission and priorities to the community 1.7 Understands the basic concepts of the change process 1.9 Is aware that external influences have impact upon the school 1.10 Establishes plans to accomplish goals 1.11 Relates the vision, mission, and goals to students 1.12 Understands the effect of having a community of learners working together 1.13 Articulates and reinforces the vision in written and spoken communications 2.0 Instructional Leadership – High Performing Leaders promote a positive learning culture, provide an effective instructional program, and apply best practices to student learning, especially in the area of reading and other foundational skills.

Sample Key Indicators at the Entry Level: 2.1 Sets annual learning gains, school improvement goals and other targets for instructional improvement 2.2 Uses data as a component of planning for instructional improvement 2.3 Includes provisions in the instructional program for students with special needs 2.4 Engages staff in ongoing study of current best practices

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2.5 Reads research, applied theory, and informed practice related to the curriculum 2.6 Works to create high expectations and standards among the staff, teachers, and community members 2.7 Relates content and instruction to the achievement of established standards by students 2.8 Provides instructional leadership 2.9 Is aware of research on instructional effectiveness and will use it as needed 2.10 Demonstrates knowledge of student performance evaluation 2.11 Has identified skills necessary for the planning and implementation of improvements of student learning 2.12 Assesses the curriculum needs in a particular setting 2.13 Works to relate state standards, the needs of the students, the community and the school’s goals 2.14 Understands the effect that a positive school culture has on student learning 2.15 Recognizes differences in the staff’s desire and willingness to focus energy on achieving educational excellence 2.16 Identifies teaching and learning needs among the staff and teachers 2.17 Communicates the instructional program to the community, the staff, and district personnel 2.18 Models professionalism, collaboration and continuous learning 2.19 Understands and recognizes the benefits for students in:

• balanced reading instruction • curriculum integration • active teaching and learning strategies • standards-based instructional programs • the use of technology for instructional purposes • aligning classroom assessments to standards

3.0 Managing the Learning Environment – High Performing Leaders manage the organization, operations, facilities and resources in ways that maximize the use of resources in an instructional organization and promote a safe, efficient, legal, and effective learning environment.

Sample Key Indicators at the Entry Level: 3.1 Administers policies that provide a safe school environment 3.2 Has a plans for the accomplishment of strategic goals 3.3 Manages the daily operations of the school 3.4 Is aware of the various fiscal and non fiscal resources for the school including business and community resources 3.5 Manages the school to promote and encourage student learning 3.6 Uses financial resources and capital goods and services to support school priorities 3.7 Uses an efficient budget planning process 3.8 Uses school resources to achieve curricular and instructional goals 3.9 Understands techniques and organizational useful in leading and managing a complex and diverse organization 3.10 Plans and schedules one’s own and others’ work so that priorities and goals can be met 3.11 Conforms to legal and ethical standards in the management of the learning environment 4.0 Community and Stakeholder Partnerships – High Performing Leaders collaborate with families, business, and community members, respond to diverse community interests and needs, work effectively within the larger organization and mobilize community resources.

Sample Key Indicators: 4.1 Understands how student and family conditions affect learning 4.2 Identifies opinion leaders in the community and their relationships to the school 4.3 Communicates the school’s vision, mission and priorities to the community 4.4 Understands the effect that school image caused by impressions created by the students and staff and its use in promoting the school 4.5 Uses shared leadership and decision-making model in the operation of the school

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4.6 Identifies resources of families, business, and community members that could support the school 4.7 Understands the benefits of having and using a variety of partnerships, coalitions, and networks 4.8 Establishes relationships within and external to the school 4.9 Actively engages the community to promote student and school success 4.10 Relies on agencies to connect students to the health, human and social services they need to stay focused on learning 4.11 Provides opportunities to involve family and community in a broad range of school activities 5.0 Decision Making Strategies – High Performing Leaders plan effectively, use critical thinking and problem solving techniques, and collect and analyze data for continuous school improvement.

Sample Key Indicators: 5.1 Establishes goals and targets 5.2 Is developing a set of problem solving techniques and decision making skills 5.3 Understands that events and problems can have a variety of explanations 5.4 Can explain and defends decisions made 5.5 Uses data to inform decisions 5.6 Uses others to assist in the accomplishment of organization goals 5.7 Supports student learning when making curricular and instructional decisions 5.8 Has a problem-solving model to use when confronted with unsettled questions or undesirable situations 5.9 Conforms to appropriate legal standards 5.10 Makes decisions in a timely fashion using the best available information 5.11 Provides opportunities to involve family and community in a broad range of school activities 6.0 Diversity – High Performing Leaders understand, respond to, and influence the personal, political, social, economic, legal, and cultural relationships in the classroom, the school and the local community.

Sample Key Indicators: 6.1 Has skills necessary for interactive and interpersonal situations 6.2 Understands how multicultural awareness, gender sensitivity, and racial and ethnic appreciation affect an educational organization 6.3 Is able to interact with the various cultural, ethnic, racial, and special interest groups in the community 6.4 Is aware of how the teaching staff provides for the diverse perspectives appropriate to the student population and school community 6.5 Provides opportunities to involve school community in a broad range of school activities 6.6 Interacts effectively with diverse individuals and groups 6.7 Conforms to legal and ethical standards related to diversity 6.8 Is perceptive and tactful in dealing with diverse populations 6.9 Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them 6.10 Arranges for students and families whose home language is not English to engage in school activities and communication through oral and written translations 6.11 Defuses contentious situations 6.12 Has a plan for the hiring and retention of a diverse staff 6.13 Has a plan to develop ways to improve relations with various cultural, ethnic, racial and special interest groups in the community 7.0 Technology – High Performing Leaders plan and implement the integration of technological and electronic tools in teaching, learning, management, research, and communication responsibilities.

Sample Key Indicators: 7.1 Is aware of the technology, telecommunications and information systems and their uses to enrich curriculum, instruction, and assessment

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7.2 Plans for technology integration for the school community 7.3 Works with tech-savvy staff to plan for increased technology usage 7.4 Models the use of technology as a tool in support of both educational and community activities 7.5 Develops an effective teacher professional development plan to increase technology usage 7.6 Has assessed and analyzed the extent to which technology has been integrated throughout the teaching and learning environment 7.7 Within the available resources, increases access to educational technologies for the school 7.8 Has a plan for the provision of support to increase the use of technology already in the school/classrooms 7.9 Uses technology to support the educational efforts of staff and teachers 8.0 Learning, Accountability, and Assessment – High Performing Leaders monitor the success of all students in the learning environment, align the curriculum, instruction, and assessment processes to promote effective student performance, and use a variety of benchmarks, learning expectations, and feedback measures to ensure accountability for all participants engaged in the educational process.

Sample Key Indicators: 8.1 Uses data to assess and monitor school improvement 8.2 Uses multiple sources of data to inform decisions and improvement processes 8.3 Monitors and assesses student progress 8.4 Monitors and assesses the progress of activities 8.5 Demonstrates an understanding of the methods and principles of program evaluation 8.6 Develops and demonstrates skills in evaluating instructional strategies and materials 8.7 Understands how to use diagnostic tools to assess, identify, and apply instructional improvement 8.8 Works with staff to identify strategies for improving student achievement appropriate to the school population 9.0 Human Resource Development – High Performing Leaders recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and partnership programs, and design and implement comprehensive professional growth plans for all staff – paid and volunteer.

Sample Key Indicators: 9.1 Uses multiple data sources as they work with teachers to plan for individual professional development 9.2 Utilizes a variety of supervisory skills to use to improve teaching and learning 9.3 Understands adult learning strategies useful for assisting staff in professional development 9.4 Demonstrates an understanding of the methods and principles of personnel evaluation 9.5 Operates within the provisions of each contract as well as established enforcement and grievance procedures 9.6 Sets high expectations and standards for the performance of all teachers and staff 9.7 Empowers others to achieve personal, professional and organizational goals 9.8 Connects professional growth plans and professional development to individual teacher and school learning goals 9.9 Understands the processes necessary for use in the hiring and retention of high quality teachers 9.10 Sets expectations that will ensure that all students are engaged in active learning 9.11 Provides opportunities for teachers to think, plan, and work together 9.12 Pursues improvement of his/her own professional development 10.0 Ethical Leadership – High Performing Leaders act with integrity, fairness, and honesty in an ethical manner.

Sample Key Indicators: 10.1 Manifests a professional code of ethics and values 10.2 Makes decisions based on the legal, moral and ethical implications of policy options and political strategies 10.3 Creates, models and implements a set of values for the school 10.4 Develops well-reasoned educational beliefs based upon an understanding of teaching and learning 10.5 Understands ethical and legal concerns educators face when using technology throughout the teaching and learning environment

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10.6 Develops a personal code of ethics embracing diversity, integrity, and the dignity of all people 10.7 Acts in accordance with federal and state constitutional provisions, statutory standards, and regulatory applications 10.8 Demonstrates ability to make decisions within an ethical context Topical Outline Topical areas have been selected for in-depth attention because teachers and administrators need to develop a personal knowledge base that will support their classroom practice. Topical areas will be explored through group settings, role play, hands on as is the case of technology, lecture, presentations, and guest speakers. I. Creating A Vision Of Leadership And Learning A. The Principal: A Creative Blend of Substance and Style 1. Social Systems Theory 2. The Principal: The Leader Within The Role 3. The School: The Context For Leadership 4. The Principalship: The Role In Context B. The Learning Community 1. Sociological and Psychological Nature of Groups

2. High Performance Organizations. . Decision Processing and Decision Making at the School Site

C. Decision Processing and Decision Making at the School Site 1. Decision Making: A Perspective 2. Decision Making as Problem Solving 3. Decision Settings 4. Decision Processing 5. The Work Group as a Problem Solving Unit 6. The Garbage Can Model of Decision Making D. School Improvement through Systemic Planning 1. The Principal’s Role 2. Gathering Baseline Data 3. Determining Vision and Mission 4. Clarifying Expectations for Student Learning 5. Analysis of Instructional and Organizational Effectiveness 6. Action Planning/Project Management 7. The Project Calendar: Gantt Charting II. Developing a Positive School Culture

A. Creating a Positive Learning Climate 1. Positive Student Control 2. The School as a Culture 3. Actively Encouraging a Positive Learning Environment 4. Gangs 5. The Counseling Program 6. Student Services 7. Principal’s Role in Coordination and Articulation

B. The School Curriculum 1. The Principal’s Role in Curriculum Administration 2. Curriculum Analysis 3. Curriculum Design and Development 4. Curriculum Delivery 5. Curriculum Flexibility 6. Curriculum Continuity

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7. Curriculum Balance 8. Curriculum Model 9. Offering Curricular Breadth C. Promoting Student Achievement 1. Instruction and Learning 2. Individual Differences Among Children 3. School Accountability and Student Achievement 4. Grouping Students 5. Research on Teaching D. Special Students and Special Services 1. Ethics of Administration 2. Administration of Special Education Services 3. Disciplining Students with Disabilities 4. Dealing with Parents of Special Students 5. The Role of the Principal 6. The Role of the Regular Classroom Teacher 7. Outside Public Agencies E. Human Resources Development 1. Human Resources Development and Organizational Context 2. Individual and Group Needs 3. Professional Development 4. Personnel Evaluation and Supervision 5. The Staff Evaluation Cycle 6. Mentoring 7. Organizational Development 8. Implications for Leaders III. Managing the Organization

A. Staffing the School: Recruitment, Selection, and Termination Processes 1. Recruitment 2. The Selection Process 3. Employee Probationary Status 4. Orientation and Development of New Teachers 5. Teacher Tenure 6. Involuntary Termination 7. Voluntary Termination

B. Restructuring the Deployment of Instructional Personnel 1. Empowerment 2. Learning Communities 3. Staffing Patterns for Elementary and Middle Schools 4. The School as a Learning Community C. Restructuring Time: Scheduling 1. Schedule Flexibility 2. Schedule Design 3. Learning Community Planning Time 4. Elementary School Schedules 5. Middle School Schedules 6. Secondary School Schedules 7. Year Round Schools D. Budgeting, Fiscal Accounting, and Building Management 1. The Planning and Budgeting Process 2. Implementing a Planning, Programming, Budgeting System

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3. Accounting for Financial Resources and Expenditures 4. Supplies and Equipment Management 5. Care of the School Plant 6. Working with Classified Personnel E. Technology Applications for School Management 1. How to Get Started 2. Technology Plans 3. Technology Applications for a School Office 4. Management Information Systems. 5. Local Area Networks (LANs) 6. World Wide Web (WWW) 7. Staff Development for Technology 8. Hardware Security IV. Interacting With the External School Environment

A. The School and Community 1. The Community 2. The School in the Complex Community: The Impact of the Gesselschaft Society 3. Informal Community Forces 4. Formal Community Forces 5. Promising Public Relations Techniques: Dealing With the Formal and Informal Forces 6. Getting the Message Out: One-Way Public Relations Techniques 7. Getting the Message Out and Back: Two-Way Public Relations Techniques

B. Legal Rights and Responsibilities of Students and Staff 1. Legal Bases for Schools: Federal, State, and Local Perspectives 2. Due Process 3. Issues of Equity 4. First Amendment Rights 5. Fourth Amendment Rights 6. Sexual Harassment 7. Common Tort Liability Settings 8. Privacy and Confidentiality of Student Records Teaching Methods Instructional methods used in this course will include, but not be limited to: A. Instructor and other Educators’ Presentations B. Individual presentations C. Instructor/Student Interactions D. Cooperative Learning Groups E. Fieldwork H. Case studies I. Simulations

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Important Concepts, Principles, and People Discussed in this course

Vision Leadership Credibility Mission Systems Change Process Expectations Tightly Coupled Loosely Coupled Management Transformational Transactional High Stakes Testing High Quality Teacher Climate No Child Left Behind Culture Decision Making Special Education Decision Processing Ethics Empowerment Nomothetic Idiographic Instructional Leadership Goal Setting Values Problem Solving Effective Schools Gantt Chart Technology Power Management Force Field Analysis Formative Evaluation Summative Evaluation School Improvement Curriculum Time-on-Task Norm Referenced Test FERPA IDEA Staff Development Clinical Supervision Collaboration Learning Community Recruitment Selection Termination Due Process Accountability Budgeting Planning Constructivist Leadership Human Resource Development Flexible Scheduling Teacher Appraisal Performance Evaluation Organizational Development Technology Action Research Students’ Rights Student Records and Confidentiality Curriculum Design Team Planning Management Information System Charter Schools Vouchers Multicultural Education English as a Second Language (ESOL) Mentoring Induction Termination Sunshine State Standards Florida Comprehensive Achievement Test (FCAT) Accomplished Practices Portfolio School Based Management Community Power Structure \\

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Course Evaluation Assignments have been coded to specific competencies and skills determined by NCATE = National Council for the Accreditation of Teacher Education; and FELC = Florida Educational Leadership Competencies, and FELNS = Florida Educational Leadership New Standards.

Grades in the course are based on satisfactory performance on several assessment measures. The quality of your work and the products you submit counts. Your work should always reflect substantial investment of time and reflection. It should be of superior quality. Grades in this course will be based on the following assignments: 1. Examination (Midterm (15%) possible 100 pts. ) CF 4.5, 5.1/NCATE 1.3/FELE Leadership A1, 2, F3, Management C2, Curriculum B1, E2/ FELNS 1.7, 2.14, 4.1, 5.2 2. Examination (Final) 15% possible 100 pts. CF 4.5, 5.1/NCATE 1.3,/FELE Leadership A1, 2, F3/Management C2/Curriculum B1, E2, FELNS 1.7, 1.9, 1.13, 2.7, 2.9, 2.11, 2.14, 4.1, 4.7, 5.3, 5.8, 6.1, 10.6/FEAP 4.7, 7.2 3. Interview with a School Leader (Principal (10%) possible 100 pts. Interview must be submitted in narrative form 5-7 pages using APA writing style). NCATE 7.1, 7.2/FELE Leadership C1, 2, Personnel A1/FELNS 6.1/FEAP:2.3, 3.11 4. Field Experience (10%, possible 100 pts. Student is expected to spend no less than 10 hours with a district or school administrator. Please submit written narrative 5-6 pages using APA writing style.) CF 1.1, 5.3, 6.3/NCATE 7.1, 12.2/FELE Management A3, B1, C2, Personnel A1/FELNS 6.1, 6.2, 6.3/FEAP 3.4, 3.11, 8.4 5. Research paper on leadership (rural schools) (15% possible 100 pts). This paper must conform to APA 5th edition writing style. Minimum of 12-15 pages text/10 references. CF 4.5, 5.1/FELE Leadership C1, E1, Curriculum B1, 2, 5, E2, Management C2, Communication G2, 3, 5, 6, 7/FELNS 2.5, 2.9, 3.9/FEAP 7.2, 8.7 6. Memorandum #1, Vision Statement (5%, possible 100 pts.) NCATE: 1.1/FELE Communication G2, 3, 5, 6, 7/FELNS 1.1, 1.6, 1.11, 1.13 7. Memorandum #2, Information Letter (5%, possible 100 pts) NCATE: 1.1, 7.3/FELE Leadership D1, 2, Communication C1, G2, 3, 5, 6, 7/FELNS 1.1, 1.6, 1.11, 1.13/FEAP 2.3, 3.15 8. Memorandum #3 Letter to Parents (5%, possible 100 pts.) NCATE 1.1, 7.3/FELE Communication A1, 7/B1, 2, 3/G1-7/FELNS 1.1, 1.6, 1.11, 1.13/FEAP 2.3, 3.15 9. Article #1 Critique/Summary/Presentation/Leadership in Rural Schools (10%, possible 100 pts) CF 4.5, 5.1/NCATE 11.4/FELE Communications G2-7/FELNS 3.9, 4.1, 6.2, 10.4, 10.5, 10.7, 10.8/FEAP 4.7, 12.2 10. Article #2 Critique/Summary/Presentation/ Rural Schools Managing Learning Environment (10%, possible 100 pts) CF 4.5, 5.1/FELE Communications G2-7/FELNS 3.4, 3.9, 3.11, 4.1, 6.2/FEAP 4.7, 12.2

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Class Presentation- Each candidate will lead one discussion on leadership. This discussion will relate to one of the assigned article critique/summary/presentation. Candidates will need to access at least 5 additional sources from the literature on leadership in rural schools or managing the learning environment in rural schools. The presentation should be approximately 8-10 minutes. The presentation should include applications of technology. Resources beyond the textbook should be included and used. Presentations will be judged on content knowledge, language use, analysis, synthesis, and evaluation, and quality of sources. Creativity is encouraged. Each presenter must provide an outline via e-mail on the topic of discussion to other candidates and the professor at least one day prior to the presentation. A. Article critiques, summaries (Rural Schools) must be written with clarity and preciseness. Article critiques, summaries must conform to 5th edition APA writing style. Article critiques, summaries must be free of substantial grammatical errors. Documents must identify the core objective of the article. What is(are) the author (s) premise(s). Article critiques, summaries must identify useful practical skills or competencies (if delineated). Article critiques and summaries should demonstrate the candidate’s ability to engage in analysis, synthesis, and evaluation. Articles must be selected from peer-reviewed or refereed journals. B. Oral Presentations: (1) Ability to make the subject matter relevant to listeners (delivery). (2) Contain elements of persuasion to a perspective or point of view. (3) Contains elements of dissuasion to a perspective or point of view. (4) Highlights practical aspects of the resources used. C. All assignments submitted for a grade must conform to APA writing style 5th edition. Outside reading and papers: Practicing professionals are expected to be current in regard to the knowledge base of their specialty area(s). It is recommended that extensive reading in applicable refereed journals be an ongoing activity. Oral reports: Yes Laboratory/Field Experiences: TBA College LiveText: All specified assignments must be completed in College LiveText. Grading

Evaluation in the course will be based on professional attitude, competence in the language arts, attendance, class participation, written and oral assignments, readings, examinations, and projects. The quality of the work you submit in consideration of a grade counts. Grades are determined by the quality of student performance. Grading Scale: A=90-100, B=80-89 C=70-79 D=60-69, F=Below 60 Grading Rubric F=Favorable, A=Acceptable, M=Marginal, U=Unsatisfactory Favorable performance is exemplified in activity(ies), product(s), response(s) that exceed or meet established criteria, which demonstrates candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. A favorable performance designation is assigned to products, which demonstrate a significant presence of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “F” products and assigned a numerical score in the range of 90-100.

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Acceptable performance is exemplified in activity(ies), product(s), response(s) that approach or approximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards, but does not meet the criteria for favorable designation. An Acceptable performance designation is assigned to products, which demonstrate vague attempts at including (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “A” products and assigned a numerical score in the range of 80-89. Marginal performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. A Marginal performance designation is assigned to products, which demonstrate minimal inclusion of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “M” products and assigned a numerical score in the range of 70-79. Unacceptable performance is exemplified in activity(ies), product(s), response(s) that do not exceed, meet, or approach or proximate established criteria, which demonstrate candidates’ acquisition of knowledge, skills, and dispositions relative to institutional, national, state, and program standards. An Unacceptable performance designation is assigned to products, which demonstrate a lack of (a) higher order thinking skills, analysis, synthesis, and evaluation, (b) mastery of a specific writing style, American Psychological Association, (c) continuity of ideas within paragraphs, (d) appropriate grammatical construction, spelling, punctuation, and word selection, (e) creativity, and (f) a significant understanding and use of theory and blending of theory with practice. Products meeting these criteria will be determined as “U” products and assigned a numerical score in the range of 60-69. Course Policies All assignments submitted for consideration of a grade are to be word processed and are due on the date and time specified in the syllabus or by course professor. A substantial penalty (20%) will be assessed for all assignments not turned in on the specified date and time. Plagiarism is unethical and unacceptable. Essays, papers, tests and other similar requirements must be the work of the student submitting them. When direct quotations are used, they must be indicated, and when ideas of another are incorporated in the body of an assignment they must be appropriately acknowledged. Supervisory responsibilities for teachers and administrators are a part of public education. Punctuality is a positive characteristic of teachers and administrators and desired behavior in schools and this class. Students are expected to be punctual (on time) and attend all classes and contribute to the learning process. Two absences will result in a letter grade reduction for the semester. Consultation with course professor needs to occur if a student is absent more than two class meetings. Conceptual Framework Standards Values and Ethics Educational Technology Multiculturalism Urban/Rural Education Professionalism Problem Solving

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Tentative Course Calendar Week 1 1/07/10 Introductions, Course Overview, Definitions, E-Portfolio Concepts, Requirements, Leadership, Chapters 1 Ubben, Hughes, Norris Chapter 1 Gordon, Alston, Snowden Week 2 1/14/10 Class Week 3 1/21/10 Chapter 3 Decision Making--Ubben, Hughes, Norris Chapter 2 Gordon, Alston, Snowden Readings Rural Schools Memorandum #1 Due via Email Week 4 1/28/10 Chapter 15--Ubben, Hughes, Norris Chapter 4--Gordon, Alston, Snowden Article 1 Due--Presentations Week 5 2/4/10 Chapter 6 and 7--Ubben, Hughes, Norris Chapter 7 Gordon, Alston, Snowden Readings Rural Schools Memorandum 2 Due Week 6 2/11/10 Chapter 4 Ubben, Hughes, Norris NO CLASS Memorandum 3 Due Readings Rural Schools Week 7 2/18/10 Chapter 5 Ubben, Hughes, Norris Chapter 6 Gordon, Alston, Snowden Article 2 Due—Presentations Week 8 2/25/10 Chapter 5 Gordon, Alston, Snowden Readings in Rural Education Interview with School Leader Due Via Email Week 9 3/4/10 Midterm Exam Week 10 3/11/10 Chapter 15 Ubben, Hughes, Norris Chapter 4 Gordon, Alston, Snowden Field Experience Due Readings in Rural Education Week 11 3/18/10 Research Paper Due Week 12 3/25/10 On-Line Searchers for Trends in Special Education Week 13 4/1/10 Chapter 8 Special Students and Special Services--Ubben, Hughes, Norris Discussion of On-Line Search Results Week 14 4/11/10 End-of-Course Review Week 15 4/18/10 Final Exam Week 16

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Selected References

Alexander, K., & Salmon, R. G. (1995). Public school finance. Boston: Allyn and Bacon.

Allen, R., & Keavany, T. (1986). Contemporary Labor Relations: Reading, MA: Addison-Wesley.

American Psychological Association (1995). Publication manual of the American Psychological Association.

Washington, DC: American Psychological Association.

Anderson, J. (1995). Courageous teaching: Creating a caring community in the classroom. Thousand Oaks,

CA: Corwin Press.

Arthur, M. et al. (1989). Handbook for Career Theory. Cambridge: Cambridge University Press.

Canady, R. & Rettig, M. D. (1995). Block scheduling: A catalyst for change In high school scheduling.

Princeton, NJ: Eye on Education.

Cascio, W. (1987). Costing Human Resources: The Financial Impact of Behavior in Organizations.

2nd Edition, Boston: Kent Publishing.

Clegg, S. R., Hardy, C., & Nord, W. R. (1996). Handbook of organizational Studies. Thousand Oaks, CA

SAGE Publications.

Castetter, W. (1996). The Human Resource Function in Educational Administration. 6th Edition.

Englewood Cliffs, NJ.: Merrill.

Cullar, W. (1998). FASA education handbook. Tallahassee, FL: CMD Publications.

Florida. (1991). Florida Statutes.

Florida Department of Education. (1993). State Board of Education Rules.

Globerson, S. (1985). Performance Criteria and Incentive Systems. Amsterdam: Elsevier.

Griggs, G. S. (2000). Assessing and training secondary school Administrators. Thousand Oaks, CA:

Corwin Press, Inc.

Hitt, M., Middlemist, R. & Mathis, R (1989). Management Concepts and Effective Practice. St. Paul, MN:

West Publishing Company.

Hughes, L. W. (1999). The principal as leader. 2nd Edition. Upper Saddle River, NJ:

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Prentice-Hall, Inc.

Kirschman, R. E. (1996). Educational administration: A collection of case Studies. Englewood Cliffs,

NJ: Prentice Hall.

Kochan, T., Katz, H., & McKersie R. (1986). The Transformation of American Industrial Relations,

Boston: Little Brown.

Miner, J. & Miner, M. (1985). Personnel and Industrial Relations, 4th Edition, New York, NY:

Macmillian Publishing Company.

Moore, P. (1985). Public Personnel Management. Lexington, MA: Lexington Books.

Owens, R. G. (1998). Organizational behavior. 6th Edition. Needham Heights, MA: Allyn and Bacon.

Smith, R. (1998). Human Resources Administration: A School-Based Perspective. Larchmont, NY:

Eye On Education, Inc.

Seyfarth, J. T. (1999). The principal: New leadership for new challenges. Upper Saddle River, NJ:

Prentice Hall.

Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching. Thousand Oaks, CA:

Corwin Press, Inc.

Bruer, J. (1993). Schools for Thought. Cambridge, MA: MIT Press.

Danielson, Charlotte. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria,

VA: Association for Supervision and Curriculum Development.

Joyce, B. & Calhoun, E. (1996). Learning Experiences in School Renewal: An Exploration of Five

Successful Programs. Eugene, OR: ERIC Clearinghouse of Educational Management.

Murphy, J. & Louis, K.S. (1994). Reshaping the Principalship: Insights from Transformational Change

Efforts. Newbury Park, CA: Corwin Press.

Newman, F. & Wehlage, G. (1995). Successful School Restructuring. Madison, WI: Wisconsin Center

for Educational Research, Center of Organization and Restructuring of Schools.

Ravitch, D. (1995). National Standards in American Education. Washington, D.C.: Brookings Institute.

Rothman, R. (1995). Measuring Up. San Francisco, Jossey-Bass.

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Rothstein, R. (1998). The Way We Were? The Myths and Realities of America's Student.

Slavin, R. & Olatokunbo, F. (1998). Show Me the Evidence! Thousand Oaks, CA: Corwin Press.

Spring, J. (7th Edition, 1995). American Education. New York: McGraw Hill.

Stringfield, S.; Ross, S.; Smith, L. (1996). Bold Plans for Restructuring: The New American Schools

Designs. Mahwah, NJ: Lawrence Erlbaum Press.

Wohlstetter, P.; VanKirk, A.; Robertson, P.; & Mohrman, S. (1997). Successful School-Based

Management. Alexandria, VA: Association for Supervision and Curriculum Development.

Zemelman, Steven; Daniels, Harvey; Hyde, Arthur. (Second Edition, 1998). Best Practice: New

Standards for Teaching and Learning in America's Schools. Portsmouth, NH: Heinemann

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Professional Behavior Teaching is a public trust. That is, parents have confidence in those in whom they have entrusted their most precious possession. The behavior of teachers and administrators in the professional and public arena is a reflection upon you and the educational profession. Unprofessional conduct exhibited in this class will result in a lowered grade. In such an event, a conference will be arranged with the student to discuss the specifics of the incident. Subsequent incidents will result in the student being dismissed from the class.

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_________________________________________________________________________ PLEASE READ AND SIGN THE FOLLOWING STATEMENT--DETACH AND RETURN TO THE PROFESSOR I have read this course syllabus and understand the grading and attendance policies and the professional requirements of this course. ______________________________________ _________ Signature Date