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UNIVERSITY OF THE VIRGIN ISLANDS DIVISION OF EDUCATION

ST.CROIX CAMPUS EDU 547

FUNDAMENTALS OF SCHOOL ADMINISTRATION Lauren Larsen, Ph.D. Spring 2014 Class Hours: Thursday 5:30-8:10 p.m. Email:llarsen@live.uvi.edu Room: MDB-102

Course Syllabus Course Description This course will provide the student with the ability to conduct an analysis of current theory and practice in organization, education administration of elementary and secondary schools, together with examination of administrative duties and responsibilities of the principal including finance, plant personnel, services, and community relations. 3 credits Basic Text:

Hoy, W.K. & Miskel, C.G. (2008). Educational Administration: Theory, Research and Practice. (8th ed.)New York: McGraw Hill.

COURSE OBJECTIVES Upon successful completion of the course, students should be able to:

a. Define the theoretical developments in educational administration; b. Discuss the philosophical and sociological foundations of organizational theory; c. Examine and list the administrative duties and responsibilities of principals and assistant and

principals; d. Describe and apply the concept of leadership to school administration; e. Define school administration; f. Discuss the decision-making models and recognize how communication is vital to successful school

administration; g. Engage in planned organizational change to improve the effectiveness of schools in the St. Croix

District.

Course Requirements The Student will:

1. Use cooperative learning and meta-learning instructional strategies. 2. Read texts, journal articles, Principals Magazines and ASCD Educational Leadership Magazines. 3. Read extensively in the literature on educational administration. 4. Watch the movie Lean on Me which deals with school administration and write a report on aspects of

school administration and related issues having to do with leadership in education. Criteria for evaluation will be provided.

5. Write a reflective critique on three articles on educational or administrative leadership that you choose.

6. Present a case study based on one of the eight cases on educational leadership found in the textbook pages 474-490. (Criteria for the presentations and how the assignment will be evaluated will be provided.)

7. Complete the portfolio exercise found on page 39 of your textbook. ( Criteria for the evaluation of this assignment will be provided.)

8. Complete the portfolio exercise found on page 377 of your textbook, develop and present a PowerPoint presentation to the class. (Criteria for the evaluation of this assignment will be provided.)

9. Present an in class summary of four or more chapters from the textbook as assigned. Schedule to be determined. (Criteria for evaluations will be provided)

10. Participate in class discussions. Every class will begin with a brief discussion on current and recent developments and events related to education.

11. Engage in a School Climate Group project: This is a group project that will require the group to design and administer a school climate survey to a statistical sample from a selected public school in the St. Croix District. Using the data from the survey and the knowledge acquired from individual

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experiences as well as the theoretical approaches gained from this course, the group will make a formal presentation at the end of the course that analyzes the data and make recommendations to the school administrators as to how the school climate issues might be addressed. The criteria for completing this project will be provided .

12. Each student will develop or build upon their professional and academic portfolio and share with the class the growth they have experienced over the semester. The criteria for developing and evaluating this requirement will be provided by the instructor..

Course Schedule

Jan. 16 Introductions and Overview of Course

Jan. 23 Text: Hoy & Miskel Chapter 1: The School as A Social System Chapter review and Presentation . Research the competencies required of Principals in the U.S. Virgin Islands, and The United States. Synthesis of administrative models. The Principal as Educational Leader

Jan. 30 Text: Hoy & Miskel Chapter 12 Leadership in Schools

Text: Hoy & Miskel Chapter 2 The Technical Core: Learning and Teaching Chapter review and Presentations

In Class discussions on Effective Principals and Effective Schools Administration: An Indispensable Function

The Administrative Process: The General Functions of an Administrator Review/ research definitions of leadership Administration vs. Leadership Feb. 6 Text: Hoy & Miskel Chapter 3 : Structure in Schools

Chapter Review and Presentation Organizational Structure in Schools *Critique #1 Due

Feb 13 Text: Hoy & Miskel Chapters 4 Individuals in Schools

Chapter Review and Presentation Text: Hoy & Miskel Chapter 5: Culture and Climate in Schools

Chapter Review and Presentation Why are school culture and school climate important? What is the difference between school culture and school climate? How are they inter-related?

Feb. 20 Text: Hoy & Miskel Chapter 6: Power and Politics in Schools

Chapter Review and Presentation Text: Hoy & Miskel Chapter 7 External Environments of Schools

Portfolio Exercise #1 Due (p. 39) Feb. 27 Text: Hoy & Miskel Chapter 8 School effectiveness, Accountability and Improvement

Chapter Review and Presentation Restructuring of Schools

Key Issues in Restructuring School Effectiveness, Accountability, and Improvement

*Review of “Lean on Me” Due

Mar. 13 Text: Hoy & Miskel Chapter 9 Decision Making in Schools Text: Hoy & Miskel Chapter 10 Shared Decision Making: Empowering Teachers Chapter Review and Presentations Decision Making

Group Dynamics Examine various decision making models for use in schools

*Critique #2 Due

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Mar. 20 Discussion and presentation on shared decision making Portfolio Exercise #2 Due (p. 377)

Mar. 27 Text: Hoy & Miskel Chapter 11 Communication in Schools

Chapter Review and Presentation Examine communication and problems of Administration

*Critique #3 Due

Apr. 03 Hoy & Miskel Chapter 13 Course Review and Wrap Up

*Student Major Case Study Due (pp. 474-490)

Apr. 10 *Group/Individual Projects Presentation on School Climate

Apr. 17 Group/Individual Projects Presentation on School Climate

(To be used if needed)

Apr. 24 Reflections, Review, Portfolio Presentations and Wrap up

Grade Distribution Article critique # 1 10% DUE- Feb. 6, Article critique # 2 10% DUE-March 13, Article critique # 3 10% DUE- March 27, Leadership movie review 05% DUE Feb. 27 Chapter Presentation#1 05% AS ASSIGNED (Formal Presentation) Chapter Presentation#2 05% AS ASSIGNED (Formal Presentation) Chapter Presentation#3 05% AS ASSIGNED (Formal Presentation) Portfolio Exercise #1 (p. 39) 05% DUE- Feb. 20, Portfolio Exercise #2 (p. 377 05% Due March 20, (Formal Presentation) Major Case Study (pp.474-490) 10% Due April 3, School Climate Project 15% (Formal Presentation) Student Portfolio Presentation 10% Due April 24, Attendance & Participation 05% 100% The grade you earn in this class will be determined by the quality of your work. All assignments, along with active class

participation and regular attendance, are required. To earn a grade of A, all assignments must be completed at a graduate

level, reflective of academic rigor, and submitted on or before the due date; and you actively participate in class. Late

assignments may receive reduced credit.

The final grade will be based on the number of points accumulated by each student at the end of the semester. 960 - 1000 points A 920 - 950 “ A- 890 - 919 “ B+ 860 - 889 “ B 830 - 859 “ B- 800 - 829 “ C+ 770 - 799 “ C 731 - 769 “ C- 710 - 730 “ D 0 - 709 “ F

Recommended Reading

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Bostingel, J. J. (1992). Schools of Quality. ASCD. Carr, J. & Harris, D. (2001). Succeeding with standards. ASCD. Castetter, W. (2000). The human resource function in educational administration. (7th ed). New Jersey: Merrill/Prentice Hall. Gutek, G. (2001). Historical and philosophical foundations of education. New Jersey: Merrill/Prentice Hall. Goldring, E. B. & Rallis, S. F. (1993). Principals of dynamic schools: Taking charge of change. California: Corwin Press. Patterson, J. L. (1993). Leadership for tomorrow’s schools. ASCD. Rost, J.C. (1991). Leadership for the twenty-first century. New York: Praeger. Sergiovanni, T.J. (1990). Value-Added leadership: How to get extraordinary Performance in schools. San Diego: Harcourt Brace Jovanovich.

Reflection Questions

1. What is the administrative process? Discuss. 2. In what ways are administration and leadership similar? Dissimilar? 3. Discuss at least four theories on leadership. Apply them to the school setting. 4. List the competencies required for principals. Explain any six. 5. In what ways are planning and decision making similar? Dissimilar? 6. Discuss the essential elements of the decision making process. 7. Name and discuss Maslow’s six basic needs. How far up the ladder do most people progress? 8. What are principals responsible for in the total educational system? Discuss. 9. Discuss some of the best precautions principals can take to insure a minimum of personality

conflicts between themselves and their teachers? 10. Teachers seem to expect teaching experience in their leaders. Why is this so? How valid is the

assumption that those with teaching experience make the best supervisors? Discuss using examples.

11. In the light of recent changes in education, describe the essentials of an effective preparation program for educational administrators.

12. There are those who insist that educational leaders should go back to the classroom every so often to get in closer touch with classroom teaching and school problems. Take one side of this argument and build a case around it.

13. Discuss the restructuring process. What is the role of the principal in this process? 14. How would you describe an effective school in light of the research done on effective schools?

What are the characteristics of effective schools? 15. Suppose you were asked to determine the effectiveness of principals, what criteria would you use? 16. Identify four types of groups. What factors lead to the formation of groups? A major responsibility

of educational leadership is to obtain results from group effort. What are the most important requirements for effective group work? Explain and discuss.

17. What are the major ways that people communicate? Identify the “Cs” of communication. Why is it important that principals communicate effectively?

18. Why is motivation such an important aspect of administration? Explain using a theorist and giving examples. Apply the concept to the individuals in a school.

19. Develop a plan for improving the selection, orientation, and staff development program based on weaknesses you or your colleagues have observed.

20. Compare the probable success of a leader operating within the framework of status and one operating within the framework of authority through competence.

21. Discuss Power and Authority. How can administrators use these effectively?