MCLA Leadership Academy MCLA Leadership Academy 20022002

Fundamentals of Educational

Administration

Dr. Sheila Tebbano

Course OverviewCourse Overview

This course intends to give students an overview of issues that school administrators face in their work, organizational structure, history of education in America, and an understanding of leadership philosophy. The course will blend theory with practical application through dialogue, sharing, case studies, and reading.

Syllabus is being copied and will be avilable for you on Tuesday.

ExpectationsExpectations

Class Participation

Group Activities and Presentations

Internet Searching

In-class Writing Assignments

Class ReadingFinal

Presentation

Course syllabus will be provided in hard copy.

Ground Rules for SuccessGround Rules for SuccessListen ActivelyNo Put DownsPermissions to PassWe are all learnersAnswer for yourselfContribute QuestionRespect Confidentiality

Your Needs?

Team BuildingTeam BuildingShare

Your NameWhere You WorkWhat You Do at

Your Place of WorkOne Thing No One

Would Believe About You

Drawing ExerciseDrawing Exercise

Can we put the “fun” in Fundamentals?

Be a Risk Taker!

Educational PhilosophyEducational Philosophy

Classic Texts and Manuscripts in Education

http://carbon.cudenver.edu/~mryder/itc_data/etexts.html

History of Education in History of Education in AmericaAmerica

HISTORY OF AMERICAN EDUCATION WEB PROJECT

This page was last edited on 12/03/1999 11:42:17. It was originated and is currently maintained by Professor Robert N. Barger. It is dedicated to F. Raymond McKenna, longtime Professor of Philosophy and History of Education at Eastern Illinois University. It has been designated as an "Internet Site of the Day" by THE CHRONICLE OF HIGHER EDUCATION and also a selection of the Internet Scout Report for the Social Sciences. A

mirror site is located at http://www.ux1.eiu.edu/~cfrnb/

Frederick Taylor (1856 – 1915)Frederick Taylor (1856 – 1915)

Bethlehem Steel Known as Father of Scientific Management Published Principals of Scientific Management in

1911– Broke jobs down into their smallest movement– Increased worker’s output

Schools are based on the Industrial Model as defined by Taylor

http://ollie.dcccd.edu/mgmt/1347/book_contents/1overview/management_history/mgmt_history.htm

Dr. William GlasserDr. William Glasser

“We Learn…

10% of what we read

20% of what we hear

30% of what we see

50% of what we see and hear

70% of what we discuss with others

80% of what we experience personally

95% of what we teach someone else.”

LeadershipLeadershipSeeing is believing!

Video ExampleApollo 13

Talk to a partner about the leadership style

in this clip?

Organizational CultureOrganizational Culture

Organizational cultures help employees answer the question “who are we?”

A sense of identity helps employees feel more connected to each other and the organization.

Members learn what role they fulfill in the larger picture of their workplace.

7 Indicators of 7 Indicators of Organizational CultureOrganizational Culture

Symbols– golden arches, swish mark

Practices– The way we get things done each day– Daily routines

Vocabulary– Jargon, technical language, specialized

Metaphors– Walmart is like a family

Stories– The story of Lee Iaccoca working for one dollar during his

first year as the CEO at Chrysler in the 1970’s is still told around the organization.

Rites or Rituals– Dress down Friday, bonus checks, company picnics or

parties, or any event which occurs with regularity

Constructs– Processes used by employees to help them accomplish

their daily tasks. I.D. Cards allow employees to be easily recognized

Talk to your partner about the organizational culture of your school or organization.

Can you identify with the indicators within your organization?

Bolman and DealBolman and Deal

Organizational Frames–Structural –Political–Human Resources–Symbolic

Handout – group reading and presentation

Principle Centered LeadershipPrinciple Centered LeadershipBy Steven CoveyBy Steven Covey

Leaders are continually learning.Leaders are service oriented.Leaders radiate positive energy.Leaders believe in other people.Leaders live balances lives.Leaders see life as an adventure.Leaders are synergistic.Leaders exercise self-renewal.

Peter SengePeter SengeSchools That Learn (2000) NY:

Doubleday– Learning Organization Theory – The 5 Disciplines

1. Personal Mastery2. Mental Models

picture activity3. Shared Vision4. Team Learning5. Systems Thinking

Community and Shared VisionCommunity and Shared VisionReference: Senge, P. (1994) The fifth discipline field book: Strategies and Reference: Senge, P. (1994) The fifth discipline field book: Strategies and

tools for building a learning organization. New York: Doubleday.tools for building a learning organization. New York: Doubleday.

1. Terms that are often overused and

misunderstoodo Community: a location or a connection

of social organizations. Leader must consider both, as they are interrelated.

Logistics, demographics, support systemsDirectly influence development of

children’s behavior and affects their learning as they observe and interpret the messages they receive.

Vision is the ability to perceive something not actually visible. Vision involves keen foresight and powerful imagination.

Shared vision is a complex process in which a group of people united by a common goal work together to make the vision a reality. Administrator’s task is to lead the

group in the difficult journey that may be filled with pitfalls, disappointments, and setbacks.

2. Steps to building a shared vision and empowering the

community.1. Spend time to reflect why

you should undertake the difficult process.

2. Hire staff that want to be a part of a larger process, who understand the community, and who share your vision.

3. Share introductions Make sure office staff is friendly

and welcoming Introduce new staff to current

staff.– Welcome back parties, open

house, non-threatening atmosphere for parents to get acquainted with the staff and the school.

Establish procedures for welcoming new students and staff after school begins

4. Acquaint the staff with the community’s needs, assets, special characteristics, and key individuals.

Tour the community with staff every 2-3 years so teachers get an idea of where their students live and how they get to school.

Home visits?

5. Next, you must show that you are serious about building and sharing a vision with the community and its children.

Have conversations with small, representative community groups about the kind of school they want, and what the roles of the principal, teachers, students, parents, mentors, community members, office staff, custodians should be.

6. A representative group should review all the pieces and formalize a collective vision that incorporates as many different elements as possible.

6. Publicize the vision throughout the community.

Include it in all newsletters Present it to students and

discuss with them its implications and their roles in achieving it

Discuss it with parent groups, noting their roles. Identify ways the school can help them, and ways they can help the school and each other, in realizing the vision.

7. Keeping the vision alive.Revisit it every year.

–Are stakeholder groups on track?

–Are school decisions consistent?

–Is the community making the vision a reality.

Does the vision ever change?

Joy in the JobJoy in the Job

More and more is being asked of today’s school administrators. School administration theory and responsibility have changed. What hasn’t changed is the “fun” part of the job.

What activities give administrators joy on the job? It’s group time!

FISH PhilosophyFISH Philosophy

Choose Your Attitude

There is always a choice about the way you do your work, even if there is not a choice about the work itself.

Play•Happy people treat others well

•Fun leads to creativity

•The time passes quickly

•Having a good time is healthy

•Work becomes a reward and not just a way to rewards

Make Their Day

•Engage people

•Look for ways to create great memories. Whenever you create a memory you make someone’s day.

•Focusing your attention on ways to make another person’s day provides a constant flow of positive feelings.

Be PresentThe past is history

The future is a mystery

Today is a gift

That is why we call it the present.

ReflectionReflectionThe act of reflection provides an

opportunity for:– Amplifying the meaning of one’s

work through the insights of others– Applying meaning beyond the

situation in which it was learned– Making a commitment to

modifications plans, and experimentation

– Documenting learning and providing a rich base of shared knowledge

http://www.drtomkelly.com/

No one thinks we need higher academic standards more than me.At the same time I must say that the higher standards we

need most are not academic.The higher standards we need most are moral, and until we get that straight the

schools and the general culture are going nowhere but down."

Dr. Thomas Kelly, Ph.D.

Presently Dr. Kelly is:

•Working to implement the ideas of William Glasser, W. Edwards Deming and Steven Covey in schools

•Assisting schools in systemic assessment to guide systemic change

•New book on character education

95% OF THE CHRONIC PROBLEMS OCCURING IN ORGANIZATIONS ARE SYSTEMIC.

W. Edwards Deming THE ONLY ASSESSMENT THAT CAN BRING

EXCELLENCE IS SELF ASSESSMENT. William Glasser

SYSTEMIC CHANGE MUST BE DRIVEN BY SYSTEMIC ASSESSMENT. FOR QUALITY, THE SYSTEM (SCHOOL) MUST ASSESS ITSELF.

Thomas F. Kelly

HUMBLE LOYALCOURAGEOUS MODERATESELF DISCIPLINED PATIENTFORGIVING PERSEVERENTGENEROUS PRUDENTHONEST RESPECTFULLHOPEFUL RESPONSIBLEJUST/FAIR SIMPLEKIND SPIRITUAL

VIRTUES: BEHAVIORS THAT MAKE ME GOOD

SOME VALUES COMMONLY CONFUSED WITH VIRTUES

CULTURE HISTORYBELONGING KNOWLEDGEETHNICITY RELIGIONFAMILY PEACEFREEDOM ` POWERFUN RACE

Character Education Resources

http://www.region.york.on.ca/cc/pdf/resources.pdf

http://www.canandaiguaschools.org/CAprofessional/guidance/charactereducation.asp

Every school’s goal should be to habituate reflection throughout the organization. The ultimate purpose of reflection is to get us into the habit of thinking about our experiences.

IndividuallyCollectively

with teachers, students, and the school community

External and internal voices.

Technology– Professional development

Creating a New Culture of Teaching and Learning by Alan November (article)

Databases– Attendance, Grades, Test Data, Financial Records,

Budget, Demographic Information

Scheduling

Who Moved My CheeseWho Moved My Cheese

School SafetySchool Safety

DisciplineViolenceCrisisNYS – SAVE LegislationHarassment

Teacher SupportTeacher Support

SupervisionHiringSupport

– 22% of all new teachers leave the profession in the first three years because of lack of support and a “sink or swim” approach to induction.

U.S. Education Department, office of Educational Research and Improvement

Isolation

Resources– Promising Practices, “The Induction of New

Teachers.”

www.ed.gov/pubs/PromPractice/chapter5.html

Leader of LeadersLeader of Leaders

American school day was never designed with time for professional development in mind.– State requirements– Adult learning theory

Internet Resources for AdministratorsInternet Resources for Administrators

http://www.chalktalkonline.com/pages/links.html

http://www.edu-leadership.com

http://www.nsba.org/sbot/toolkit/

Policy Resources

http://www.nsba.org/sbot/toolkit/PolSrc.cfm

This graph, taken from The Education Commission of the States', Bridging the Gap, clearly shows the rising achievement levels of students in recent years. Education in the U.S. IS improving. The issue is that educational improvement is not keeping pace with public expectations. Many American schools are doing the best job of educating children in their history, but they’re not changing fast enough to keep up with the demands of the world’s economy and the expectations of the American public. This figure illustrates the central public policy challenge of education reform in the current political environment.

Data Driven Decision MakingData Driven Decision Making

Tools for Schools Video– handouts

The Real Causes of High Achievement by Mike Schmoker

http://www.sedl.org/pubs/sedletter/v14n02/1.html

SCANS ReportSCANS Report In 1992, the U.S. Department of Labor issued a report

developed by the Secretary’s Commission on Achieving Necessary Skills (SCANS). Entitled "Learning a Living", the report identifies the skills and competencies necessary for the workplace and outlines how to incorporate them into American schools. In addition, the Commission issued several other reports addressing such issues as building community coalitions and giving anecdotes from schools currently using the SCANS ideas in their work.

Read this entire section by scrolling down or do directly to the following:

http://www.academicinnovations.com/report.html

http://www.gse.harvard.edu/~principals/

http://www.edfacilities.org/links/

http://www.edfacilities.org/

The The Journal of Cases in Educational LeadershipJournal of Cases in Educational Leadership (JCEL) (JCEL)

The Journal of Cases in Educational Leadership (JCEL) publishes in electronic format peer-reviewed case studies appropriate for use in programs that prepare education leaders. Building on a long tradition, the University Council for Education Administration sponsors this journal in an ongoing effort to improve administrative preparation. The Journal editorial staff seeks a wide range of cases that embody relevant and timely presentations of issues germane to the preparation of educational leaders.

Cases published in JCEL may be downloaded and duplicated for non-profit use by any individual or education/public agency. Such reproduction must bear the citation of the article, including author's name, title of case, journal name, issue and page numbers. Commercial use of this journal in whole or in part is strictly prohibited.

http://www.ucea.org/cases/past.html

http://www.ael.org/rtec/admin.htm

http://www.suno.edu/Education/Bibliography.doc

Knowledge Bases Including Theories, Research, the Wisdom of Practice, and Education Policies

SYSTEMIC ASSESSMENT FOR QUALITY SCHOOLSby Thomas F. Kelly, Ph. D.

A MANUAL FOR SCHOOL SELF ASSESSMENT•Overhead masters for presentations and training

•Worksheets for planning and assessment

•Seventeen different needs assessment surveys (can be customized), already used by more than 5,000 schools

•Make your own survey (see following)

•Incorporates the ideas of W. Edwards Deming, William Glasser, and the Johnson City Public Schools

If self improvement is to be a continuous process, it must be guided by continuous self-assessment.

http://www.drtomkelly.com/download.htm

Leadership Characteristicsthat Facilitate School Change

By Sylvia Méndez-Morsehttp://www.sedl.org/change/leadership/welcome.html

Table of ContentsCredits and AcknowledgementsIntroductionHistory of Leadership Research Traits Model of Leadership: Leaders versus Followers Situational Leadership: Impact of the Setting on Leaders Effective Leaders: Two Dimensions Contingency Models: More than the Situation Nonleader Leadership: Many Leaders Current Leadership Research •Leaders vs. Managers •Vision •Shared Vision •Valuing Human Resources •Transformational Leadership Characteristics of Leaders Change Vision Believing that Schools are for Student's Learning Valuing Human Resources Communicator and listener Proactive Risk-takers Summary of Characteristics Conclusions Implications for further research References

Awkward's Humour and Sillies

These are actual excuse notes from parents (including spelling):I think a good portion of these came from student's as well...

My son is under a doctor's care and should not take P.E. today.Please execute him. Please excuse Lisa for being absent. She was sick and I had hershot. Dear School: Please ekscuse John being absent on Jan. 28, 29,30, 31, 32, and also 33. Please excuse Gloria from Jim today. She is administrating.

Leadership Gap Every day we encounter situations, circumstances or seemingly impossible problems that could be ameliorated, if not solved by the exercise of leadership. At school or in our workplace situations arise that are allowed to develop or continue due to a lack of leadership. We do not act ourselves nor do we empower others to fill the void. Because of our belief in leadrship myths we are sometimes blind to our hidden potential for responding. We recognize that leaders could make a difference but don't act.1. Create a list of situations that seem to be an issue or at impasse and that might be resolved by the intervention of a leader. 2. What keeps you from taking the action you know is needed to solve the problem? What leadership myths get in your way? Do you have any support in demonstrating leadership in this situation? 3. What would you do to solve the problem? How would you demonstrate leadership ability?  Thinking about leadership...How were you encouraged or discouraged to exercise your leadership skills?

http://gsep.pepperdine.edu/~cldemarc/ed639/leadership_gaps.htm

http://www.ascd.org/handbook/demo/curricrenew/pocr/fig3.gif

Learning OrganizationsLearning Organizations

http://www.ncrel.org/cscd/pubs/lead21/2-11.htm

                                                                                          

                                                                      

                                                                                      

                                                                                                 

RESOURCESTo view the Resources associated with each workshop, click on the workshop title,

below.

                                                          

http://www.upei.ca/~fac_ed/projects/handbook/index.htm

The role of the school administrator is critical to the success of the school library program, so read on, browse, try our links and you will find many helpful resources and ideas.

http://www.memphis-schools.k12.tn.us/admin/tlapages/tech_plan_quest.htm

A WebQuest for K-12 Administrators Designed by

Bill Byles

Another adm. webquestAnother adm. webquest

Ancient Civilizations International School

An Internet WebQuest on Mesopotamia, The Indus Valley Civilization,

Ancient China and Ancient Egypt created by Sue Reid

email: reids@aes.ac.in

  http://www.aesms.org/CSUNweb/webquest/Wqreid/index_.htm

Webquest for Lois-Ann Yamanaka's Name Me Nobody

http://homepages.wmich.edu/~e7neeley/webquest.html

Administrator Bookmarks http://www.esc12.net/BOOKMARK/admin.htm

http://www.eduscapes.com/

Selected Internet Resources for Education http://www.aea10.k12.ia.us/Resource.html

http://www.mnsfld.edu/~swoolley/ed596/res.htm

RESPECTT (Albuquerque Public Schools Learning Technologies)

Raising Educational Standards, Professional Excellence &

Communication through Technology http://www.aps.edu/aps/sw_depart/ittp/resources.html

Staff/Professional Development

Creating the CyberSchool http://www.tnellen.com/school/staff.html

The Educators Portal http://www.educatorsportal.com/

Web Resources for Teachers http://www.middlecountry.k12.ny.us/web%20resources/

WebResources-Teacherlist.htm

A Framework for Continuous ImprovementA Framework for Continuous ImprovementQUEST challenges members of a school community to embark on a journey of continuous learning QUEST challenges members of a school community to embark on a journey of continuous learning

and improvement. This journey begins with the articulation of and improvement. This journey begins with the articulation of core valuescore values and the creation of a and the creation of a shared vision. Support for the journey comes as participants, focused on a shared vision. Support for the journey comes as participants, focused on a shared visionshared vision, ,

intentionally engage in activities designed to intentionally engage in activities designed to broaden the learning communitybroaden the learning community, , sharing leadershipsharing leadership, , and and strengthening the learning culturestrengthening the learning culture of the school. Impetus comes from a student focus: of the school. Impetus comes from a student focus:

establishing shared goals for learningestablishing shared goals for learning, , assessing student learningassessing student learning, and , and enabling SMART* learnersenabling SMART* learners (*successful, motivated, autonomous, responsible, and thoughtful). Momentum for continuous (*successful, motivated, autonomous, responsible, and thoughtful). Momentum for continuous

improvement is fueled by the energy of individuals--derived from commitment to a shared vision, improvement is fueled by the energy of individuals--derived from commitment to a shared vision, caring about each other and members of the broader community, excitement of learning together, caring about each other and members of the broader community, excitement of learning together,

and the potential for every child to become a SMART learner.and the potential for every child to become a SMART learner.

http://www.ael.org/rel/quest/framewk.htm

QUILT Wait Time TestQUILT Wait Time Test

http://www.ael.org/rel/quilt/ql971003.htm

Educational Quotes for the 21stCprepared by

http://www.leading-learning.co.nz/famous-quotes.html

Topics Topics Learning Styles

– Learning Environment Parent Involvement/Communication

– Community Empowerment: Building a Shared Vision (article) http://www.saesp.org/comm/p1196a.htm

– BCMS school improvement team parent communication survey

RelationshipsAvoiding the cold within: Instructional relationships systematically applied (article)

http://www.nassp.org/pbulications/schools_in_the_middle/hoff.htm

Learning Community Thoughts

Ten years ago Peter Sense introduced the idea of the 'Learning Organisation', Now he Says... to change we need to stop thinking like mechanics and to start acting like gardeners... Companies are actually living organisms not machines' Fast Company

People come to relate to each other in predicable ways, which form a pattern that when defined the structure of relationships - norms, expectations, taken for granted habits of communicating. These patterns aren't fixed; they can change. Fast Company

' Communities of the mind are collections of individuals who are bonded together by natural will and to a set of shared ideals and ideals.' Thomas Sergiovanni

A learning organisation sees the environment. as messy, complex and volatile. It picks and chooses it's way attempting to use certain events as catalysts for action, turn constraints into opportunities, and blunt or minimise the impositions that do not make sense...because they know that that is the only way to survive and prosper in a complex environment. Michael Fullan

'Shared values are more important than paper and policies. We need, passion, people, and pride. Leadership not management.' Lester Levy 'Without question we have had a breakdown in the sense of community. The solution is to restore a sense of community...and doing within the school.' James Comer

'It's not the biggest, the brightest, or the best that will survive, but those who adapt the quickest'. Charles Darwin

'To raise new questions, new problems, to regard old problems from a new angle requires creative imagination and makes real advances' Albert Einstein

' Education for the future has left the harbor and is already on the open seas. Some educators are still clinging to the belief that the ship hasn't left and are invested in business as usual. Some educators are enjoying the freedom of the open seas .... excited about the foreign ports and places they will visit . Renata and Geoffrey Caine

'Changing public education is like punching a pillow or as someone once said like moving a cemetery; after you've done all the work you still have a cemetery.' Art Costa

‘Our challenge. How do we create organisational coherence...how do we create structures that move with change, that are flexible and adaptive...that enable rather than constrain? How do we resolve the need for personal freedom and autonomy with organisational needs for prediction and control‘ Margaret Wheatley

"THE FOUR AGREEMENTS IN THE WORKPLACE”

Everything we do is based on agreements we have made. In these agreements we tell ourselves who we are, what everyone else is, how to act, what is possible, and what is impossible. What we have agreed to believe creates what we experience. When these agreements come from fear, blocks and obstacles develop keeping us from realizing our greatest potential.

Based on ancient Toltec wisdom, the Four Agreements offer a powerful code of conduct that can rapidly transform our lives and our work into a new experience of effectiveness , balance and self supporting behavior.

Make your life easier, make the change consciously today to improve your life! http://www.itzarion.com/lifeagree.html

The Four Agreements Based on the wisdom of Don Miguel Ruiz

 BE IMPECCABLE WITH YOUR

WORD

•Speak with integrity. •Say only what you mean. •Avoid using the word to speak against yourself or to gossip about others. •Use the power of your word in the direction of truth and love.

DON’T TAKE ANYTHING PERSONALLY

•Nothing others do is because of you.•What others say and do is a projection of their own reality, their own dream. •When you are immune to the opinions of others, you won’t be the victim of needless suffering.

DON’T MAKE ASSUMPTIONS

•Find the courage to ask questions and to express what you really want. •Communicate with others as clearly as you can to avoid sadness, misunderstandings, and drama. •With just this one agreement, you can completely transform your life.

ALWAYS DO YOUR BEST

•Your best is going to change from moment to moment; •It will be different when you are healthy as opposed to sick. •Under any circumstance, simply do your best, and you will avoid self-judgment, self-abuse, and regret.