CARSON-NEWMAN COLLEGE Education 573: MANAGEMENT OF THE SCHOOL Blended Class Summer 2010

Transcription

1 CARSON-NEWMAN COLLEGE Education 573: MANAGEMENT OF THE SCHOOL Blended Class Summer 2010 Instructor and Course Meeting Information Instructor: Earnest Walker, Ed.D. Director of Educational Leadership Class Meetings Live: TUESDAYS (4:25-9:00 pm) Class Meetings Online: TBA Office: 15 Stokely Memorial: (865) ; Facsimile: (865) ; Home, voic (423) ); Office Hours: By Appointment Phone office for a scheduled time Text(s) Richard Gorton, Judy Alston, Petra Snowden. School Leadership and Administration: Important Concepts, Case Studies, and Simulations Eighth Edition. McGraw-Hill, New York, NY. ISBN #: Students will need to access information on the Tennessee State Department web site: APA Manual of Style, 5 th edition Course Description Knowledge of management issues related to human, fiscal, facility, and technological resources; implementing operational plans to ensure that human, fiscal, facility, and technological resources are managed effectively and are aligned to the Tennessee Instructional Leadership Standards (TILS) as well as school mission, vision, and goals. EDUC 573 is designed to meet the following Tennessee Instructional Leadership Standards (TILS) for the ILL-B (Instructional Leadership License Beginning) or for the ILL- Standard A: Continuous Improvement: Implements a systematic, coherent approach to bring about the continuous growth in the academic achievement of all students. Weight: 3 Standard B: Culture for Teaching and Learning: Creates a school culture and climate based on high expectations conducive to the success of all students. Weight: 3 Standard C: Instructional Leadership and Assessment: Facilitates the use of instructional practices that are based on assessment data and continually improve student learning. Weight: 3 Standard D: Professional Growth: Improves student learning and achievement by developing and sustaining high quality professional development. Weight: 4 Standard E: Management of the School: Facilitates learning and teaching through the effective use of resources. Weight: 5

2 Standard F: Ethics: Facilitates continuous improvement in student achievement through processes that meet the highest ethical standards and promote advocacy including political action when appropriate. Weight: 4 Standard G: Diversity: Responds to and influences the larger personal, political, social, economic, legal and cultural context in the classroom, school, and the local community while addressing diverse student needs to ensure the success of all students. Weight: 4 Note: A Weight of 1-5 is assigned each standard based on the particular emphasis for this course, 1 being assigned the least emphasis; 5 being assigned the most emphasis. Course Objectives Development of the course objectives was centered on the Tennessee Instructional Leadership Standards (TILS) and the Interstate School Leaders Licensure Consortium (ISLLC) Standards. At the conclusion of the course, students will demonstrate knowledge, skills, and dispositions to: 1. Demonstrate an understanding of the complexities of school leadership and administration in the areas of facility management, human relations, fiscal management, and technology. 2. Understand concepts of defining, identifying, assessing, and implementation skills in decisionmaking. 3. Develop appropriate communication skills necessary in dealing staff and stakeholders. 4. Apply conflict management concepts in dealing with individuals and groups. 5. Develop a positive approach to resolving conflicts within the school setting. 6. Utilize case study analysis, role-play, and other clinical experiences to develop strategies for preventing and resolving problems within the school setting. 7. Demonstrate familiarity with the latest legislative changes, discuss their implications and Evaluation Strategies Grading System: A total of 100 points are possible in this class. Points will be earned using the following criteria: 1. Class Participation. 10 points 2. Power Point Reports. 20 points 3. Philosophy of Leadership Paper. 20 points 4. Class Interviews 15 points 5. Field Experience Practicum. 20 points 6. Final Exam.. 15 points Total points 100 points Grading Scale: The grading scale utilized to determine final grades in this class will be assigned as follows: Point Letter G.P.A. Range Range Equivalent A = B = C = F = 0.0 A grade of d is not awarded in graduate classes in the Carson Newman College of Education. At the discretion of the instructor, a grade of incomplete, may lower the final grade for the class by one letter grade. Each educational leadership candidate must complete a 25-hour field administrative experience practicum assignment with a practicing principal, central office administrator or supervisor and submit a satisfactory report of the experience to the class instructor before the final course grade is assigned. 2

3 Details on Evaluation Strategies 1. Class Participation: It is expected that all students will participate in class discussions at every class meeting. Contributing to class discussions and activities, as well as listening actively and respectfully to others points of view, will be considered heavily in the assessment of effective class participation. It is imperative that everyone be involved in energetically asking questions when the visiting administrators are speaking to the class. When it is necessary to be absent from class the student must inform the instructor in advance and beware that participation grades for any missed meeting cannot be earned or made up. The make-up of any assignment is the prerogative of the instructor and must be submitted in a timely manner, according to the instructions of the teacher. Having read all text material and completing all assigned activities on time is an expectation for every student. Items submitted after the due date may reflect grade deductions. 2. Power Point Reports: Each class member will make a Power Point presentation covering either a chapter of the text or an assigned topic. Reports will be minutes in length and should thoroughly cover the topic presented. It is expected that the PPT demonstrations will be presented before the class in a professional manner and that the presentation will validate that much study has been applied to the development, staging, arrangement and production of the presentation. Power Points must be submitted to the instructor via following the report ewalker@cn.edu : accuracy of wording within the power point will be evaluated and will be considered a part of the class grade. 3. Philosophy of Leadership Paper: This paper is a statement of the student s Philosophy of Leadership. In the paper, the student should articulate the purposes for leadership strategies and provide examples of how leadership would be used in his/her practice. Specifically, the paper should include a facsimile plan for the leadership strategies that would be used by the candidate throughout the course of a school year with teachers and students. The paper should consist of approximately ten pages in length, and a minimum of ten sources should be used to document the paper appropriately. The paper will become an artifact to be included in the E-Portfolio of each Ed Leadership Student. 4. Class Interviews: The class will interview each school administrator that present information to the class. Every class member is expected to ask several questions for clarification of the presentations. The class interview will consist of questions related to the particular topic presented in the live meetings. A written summary of the interviews must reflect responses for a minimum of 80% of the following topics and is to be submitted to Blackboard and sent to the class instructor ewalker@cn.edu A. Facility Management: Administrator/Staff Paraprofessionals Central Office Scheduling Extracurricular events/athletics/clubs Safety/official inspections/crisis plans/drills Requisitioning/purchasing supplies Purchasing/bids Janitorial Cafeteria management Maintenance Building additions Furniture and equipment acquisition/disposal Vocational Program Bus transportation (loading/unloading procedures) B. Recent Legislative Enactments Legislative changes School reform efforts The potential look of the new evaluation model Strategic compensation The school leader s role on all these 3

4 C. Human Relations: Administrator/Staff Paraprofessionals Central Office Central office relations School Improvement Plan Staff evaluations Formal and Informal Tenure recommendations Interviews Hiring, dismissal, staff discipline, etc. Scheduling Principal performance contracts D. School/Community: Relations with community stakeholders (parents, business leaders, news media, etc.) School adopters PLC Activities E. Technology: Purchasing Computers Maintaining wiring/mainframe Upgrading equipment Utilization for student data/reporting Anticipated innovations/improvements/trends F. Student Issues: Discipline Bus discipline Health care Special education Interpreting psychological/psycho educational evaluations Class rosters Scheduling G. Fiscal Management: Budgets Title programs Fundraising Sports BEP funding ADA funds Audit Bank accounts 5. Field Experiences Practicum: Twenty-five (25) hours of Practicum Field Experiences under the direction of a mentoring school principal or assistant principal. The practicum will concentrate on the following school management techniques: a. Interview the principal and record the steps and timelines to determine the number of staff required to operate the school. b. Prepare an effective teacher interview and list procedure for a staff induction process. c. Identify and explain two or more specific actions or behaviors that new administrators would be wise to consider upon moving into a new leadership position. d. Participate in a minimum of one meeting designed to resolve personnel conflicts. e. Review the school s student achievement data and prepare professional development that will improve at least one area identified as needing improvement. f. Consider a recent professional development program in which the administrator has participated and relate his/her assessment of the experience in terms of effectiveness. g. Review the school s budget to determine specific allocations of funding and to evaluate its effectiveness relative to learning for all students. h. Prepare a facility audit based on best practices of facility management. 4

5 6. Final Exam: There will be a single final exam covering the text and all other items discussed in class. Discussion/overview of the exam will be provided one week prior to the exam date, which will be presented to Blackboard. Class Schedule: See protocols document posted on blackboard course content for specifics. Carson-Newman College Conceptual Framework Document. Carson-Newman College is accredited by the National Council for the Accreditation of Teacher Education. We are required to explain, in a conceptual framework document, how we envision the preparation of education professionals within our programs. The conceptual framework should be considered as an additional text for this course. The conceptual framework can be accessed through the departmental web site: Academic Departments; Teacher Education. The unit conceptual framework is based on the theoretical work of Urie Bronfenbrenner, who described human development as a process of reciprocal interactions between the individual and influences in both the near and far environments. The framework specifies that our graduates are characterized by a caring nature, a sense of calling and commitment to the profession, as well as professional competence. The professional competencies outlined in the unit conceptual framework are: Reflection; Technology; Assessment; Diversity; and Home, School, and Community Relationships. The Tennessee Framework for Evaluation and Professional Growth also is a component of the unit conceptual framework. The six domains of the Tennessee Framework are Planning; Teaching Strategies; Assessment and Evaluation; Learning Environment; Professional Growth; and Communication. Clearly, this course in assessment and evaluation is tied both to the unit conceptual framework and the Tennessee Framework for Evaluation and Professional Growth. Finally, the state standards for each licensure area (also a part of the unit conceptual framework) specify additional professional competencies that this course is designed to meet. This course addresses primarily Standard 8: Assessment and Evaluation, which states: Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner. The supporting explanation for the Assessment and Evaluation standard states: Candidates understand the characteristics, uses, advantages and limitations of different types of assessments for evaluating student learning. They understand state and federal accountability requirements. Candidates select, construct and use formal and informal assessment strategies and instruments appropriate to the learning expectations being evaluated to make instructional decisions based on student performance information. They actively solicit and use information about students learning needs and progress from parents, other colleagues and the students themselves. Candidates develop and maintain useful records of student work and progress and responsibly communicate student progress to students, parents and other colleagues. They collaborate with special education teachers and others to plan and design accommodations, modifications, adaptations or alternate assessments, based on the results of recommended individual assessments. Carson-Newman College Services for Students with Disabilities Any student with a special documented disability (learning, sight, hearing, mobility, etc.) which may affect class activities should contact Dr. Rebecca Van Cleave, ext. 3268; Life Directions Center, Baker room 317. Students must provide appropriate documentation of the disability in order to qualify for the implementation of specific educational accommodations. Attendance and Syllabus Change Policy The Carson-Newman College catalog states the following policy regarding attendance: Attendance at all class meetings is required and a student is responsible for all the work, including tests and written assignments of all class meetings. Each individual faculty member will establish the consequences for absence and publish this in the course syllabus. If students must miss class for any reason, they are obligated to account for their absences to their instructors and arrange to obtain assignments for work missed. Students will be allowed to make up class work missed if the absence was caused by documented illness, death of an immediate family member, or participation in college sponsored activities. Otherwise, the instructor has no obligation to allow students to make up work. The consequences for missed classes in Education 573 are 5

6 reduced point values for class participation and reflections, as well as the impact of missed content, which will be used on all other assignments. Note: The instructor reserves the right to change the syllabus at any time during the course to meet scheduling requirements or to provide for student needs. Group and individual reports, as well as guest speakers will require some alteration to the syllabus as the class advances through the course. 6