Northern Kentucky University College of Education and Human Services EDA 649 School System Administration 3 credit hours

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1 Northern Kentucky University College of Education and Human Services EDA 649 School System Administration 3 credit hours Committed to the Development of All Learners is the theme that undergirds the Conceptual Framework for all professional education programs in the College of Education and Human Services (COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the missions of the university and the college and used by faculty to continuously assess and update the curricula of the initial and advanced programs. The COEHS created its Conceptual Framework after input from its constituents: education and arts and science faculty, candidates, staff, and community members. The graphic depicts a framework of continuously assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders, and school counselors must have to facilitate student learning and academic achievement. KERA Initiatives As students complete and implement projects and assignments throughout their education programs they will address all components of the KERA initiatives: Kentucky Learning Goals and Academic Expectations, the Kentucky Program of Studies, and the Core Content for Assessment. EPSB Themes All NKU professional education programs address and affirm the value of diversity in education, the importance of helping all children develop reading and literacy skills, attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for closing identified achievement gaps. This course will provide students an opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme(s) of diversity, technology, assessment, evaluation, intellectual vitality, conceptual framework, and professional community. The work you will do in this course is subject to the Student Honor Code. The Honor Code is a commitment to the highest degree of ethical integrity in academic conduct, a commitment that, individually and collectively, the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. Please refer to the Kentucky and College of Education Student Code of Ethics online at:

2 GRADUATE BULLETIN DESCRIPTION EDA 649 SCHOOL SYSTEM ADMINISTRATION. Study of overall school district management and operations including administration of auxiliary services, federal programs, financial management, and human resources. Prereq: Admission to program or consent of instructor. COURSE CREDIT 3 Credit Hours COURSE DESIGN AND FORMAT: The course will be taught as a combination of on-site instruction and on-line instruction using Blackboard. The decision of time utilizing Blackboard and time spent on-site will depend on the schedule demands of participants, the topics being covered, the assignments required and the most efficient use of time. The course will be conducted in a professional learning community environment and format. Class participants will be expected to establish a shared vision, a set of values required to achieve the vision, and two/three critical goals to be accomplished during the course. These goals should be measurable and serve as documentation that students were successful in acquiring the appropriate knowledge, understanding, and applications for the role of the superintendency. The course will be structured to apply previous knowledge learned in EDA 639 and EDA 679 where participants researched and studied a set of national standards referred to as the ISLLC (Interstate School Leaders Licensure Consortium) standards. The national leadership standards and state of Kentucky management and financial systems such as MUNIS will be used in learning, assessing and applying concepts and strategies to the management functions associated with district leadership responsibilities. The course will require participants to identify and conduct two research projects. One project will be directed at the issue of student achievement, while a second project will focus on researching and assessing a district management function. Both projects will require the development of powerpoint presentations to an authentic audience. Course participants will be presented with current case issues that new superintendents in Kentucky have faced or are currently facing in their roles. In most instances, participants will be paired with a colleague when given the responsibility of responding to a case study. COURSE OBJECTIVES 1. Class participants will function as a professional learning community. Participants will be asked, with input from the facilitator, to establish a

3 Proficiency Level of Performance as they establish what they should know and be able to do at the end of the course. The participants, with the facilitator, should establish and design clear and understood standards of performance and how these standards will be assessed and verified. 2. The participants will establish the following: A shared vision statement; a list of shared values/commitments; a set of 2-3 goals to be accomplished; a collective/supportive inquiry approach; collaborative work teams; orientation toward action; ability to demonstrate continuous improvement; and be results driven. 3. Participants will conduct an action research project directed to the purpose of demonstrating understanding and the significance of content knowledge, pedagogical strategies, standards-based instruction and assessment, and analysis of student learning results. 4. Participants will conduct an action research project directed to the purpose of demonstrating understanding, knowledge and ability to assess a specific district management function. Participants will select their individual projects from the following functions: District funding/finance system; District transportation system; District human resources/personnel system; District pupil personnel system; District curriculum and instructional coordination system; and District Facilities/building system. 5. Participants will be assigned actual case studies that new superintendents in Kentucky have had to face and they will then assess and deliver the most effective, most professional and most appropriate strategies in response to each of the cases. COURSE PROJECT DESCRIPTION After meeting with the superintendent and gaining his/her written support and approval of the action research projects, the participant will take the following actions: Student Achievement Research Project- Review student assessment results from a selected grade for the areas of math and/or Reading. Assess the learning results by identifying two specific skills where the majority of students did not achieve the required standard of learning. Identify which specific Learning Goal these skills are identified with and why. Identify which Academic Expectation these two skills relate to and why. Identify which big idea these two skills are related to and why. Identify where these two skills are found in the Program of Studies and explain why. Identify where in the Core Content these two skills are found and explain why. Identify which Depth of Knowledge these two skills need to be taught to and explain how that would be done.

4 Each participant will present the previous information in a powerpoint to his/her class participants prior to introducing and teaching a lesson on the two skills to class participants. After the lesson has been taught, class participants will be given an authentic assessment to document their acquisition of the two skills taught. Results of the assessment will be used to formulate the success of the instructional efforts or to determine future remediation strategies District Management Function and Assessment- Participants will identify a specific management function to research. Participants will identify the specific purposes, needs, and goals for this management function. Participants will conduct research to establish Best Practices in this particular management area. Participants will interview 3-5 professionals who are currently serving in this particular management role or who have previously served in this role and function. Participants will identify and list by priority the most critical actions, responsibilities and products this management function requires. Participants will identify an assessment instrument that will be used to assess/evaluate various and individual components of this management function. The results of this assessment will be presented to class participants and with superintendent approval, to an authentic audience in the district. COURSE ASSESSMENT Participants will be assessed/ evaluated by the following criteria: 40% On the quality and professional standards established and demonstrated with the Student Achievement Research Project 40% On the quality, detail and professional standards established and demonstrated with the District Management Function Research Project 20% Each participant will be expected to be an active member and leader in all class sessions. Knowing that the class has a small membership, means that any members absence will be a detriment to the learning potential and opportunities of the learning community. Attendance at all sessions will be considered very important as related to individual and professional contributions. Knowing that this is a school leadership class, each participant is expected to exhibit superior leadership skills in promoting learning and accomplishing class goals. Grade Scale: A B C Below 72 F

5 Please note: C minus grades do not meet the criteria of C or better for continuing in the education program. References Kowalski, T. (2006). The School Superintendent: Theory, Practice, and Cases. Thousand Oaks, California: Sage Publications, Inc. Bjork, L. & Kowalski, T. (2005). The Contemporary Superintendent Preparation, Practice and Development. Thousand Oaks, California: Corwin Press, Sage Publications, Inc. Dembowski, F. & Ekstrom, C. (1999). Effective School District Management: A Self- Review Instrument and Guide. Arlington, VA. American Association of School Administrators The Kentucky Department of Education. A Guide for the Assessment of Management Practices for Governance; Personnel; Finance; Governance; Pupil Transportation; School Facilities A Framework For School Leaders: Linking The ISLLC Standards To Practice-$39 By Karen Hessel & John Holloway ISBN Educational Testing Service Princeton, New Jersey Case Studies In School Leadership: Keys To A Successful Principalship - $49 By Karen Hessel & John Holloway ISBN Educational Testing Service Princeton, New Jersey Council of Chief School Officers.(1996) The Interstate School Leaders Licensure Consortium Standards For School Leaders, Washington, DC.,: Author. (available for Download at DuFour, R. & Eaker, R (1998). Professional Learning Communities at Work. Bloomington, IN: National Educational Service. Friedman, T.L. (2005). The World Is Flat. New York, NY: Farrar, Straus and Giroux. ADDITIONAL LEADERSHIP REFERENCES

6 Bernhardt, V.L. (1998). Data Analysis for Comprehensive Schoolwide Improvement. Eye On Education, Inc., Larchmont, NY. Bernhardt, V. L. (2000). Designing and Using DATABASES for School Improvement. Larchmont, NY: Eye On Education. Cotton, K. (2003). Principals and Student Achievement. Alexandria, Virginia: Association for Supervision and Curriculum Development. Calhoun, E. (1994). How to Use Action Research In The Self-Renewing School. Alexandria, VA. Association for Supervision and Curriculum Delevelopment. Chadwick, K. G., (2004). Improving Schools Through Community Engagement: A Practical Guide for Educators. Thousand Oaks, CA: Corwin Press. DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever It Takes: How Professional Learning Communities Respond When Kids Don t Learn. Bloomington, IN.: National Educational Service. Fullan, M. (2005). Leadership & Sustainability. Corwin Press. Thousand Oaks, California. Fullan, M. (1999). Change Forces, The Sequel. Falmer Press. Philadelphia, PA. Hocomb, E.L. (2001). Asking the Right Questions: Techniques for Collaboration and School Change (2 nd ed.). Corwin Press, Inc. California. Hessel, K. & Holloway, J. (2002). A Framework For School Leaders: Linking The ISLLC Standards To Practice. Educational Testing Service. Princeton, NJ. Kentucky Department of Education (Fall 2004). School Level Performance Descriptors for Kentucky s Standards and Indicators for School Improvement. Frankfort, KY Kotter, J.P. (1996). Leading Change. Harvard Business School Press. Boston, Massachusetts. Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works. Association for Supervision and Curriculum Development. Alexandria, VA. Payne, R.K. (1996). A Framework for Understanding Poverty. aha! Process, Inc. Highlands, TX.

7 Sagor, R. (2002). Guiding School Improvement With Action Research. Association For Supervision and Curriculum Development. Alexandria, Virginia. Schmoker, M. (2001). The Results Fieldbook: Practical Strategies form Dramatically Improved Schools. Association for Supervision and Curriculum Development. Alexandria, VA. Tileston, D.W. (2000). 10 Best TeachingPractices: How Brain Research, Learning Styles, and Standards Define Teaching Compentencies. Corwin Press, Inc. Thousand Oaks, California. Wilmore, E.L. (2002). Principal Leadership. Corwin Press, Inc., Thousand Oaks, California. EDA 649 Course Schedule Session Date Topic Assignment 1 Introduction/Overview of the course Begin formulating Vision; Values and Goals Identify district projects/initiatives Discuss logistics and strategical a Actions for the course 2 Vision ; Values ; Goals Report On District Projects 3 Review of Kowalski s book on the Superintendent Role 4 Continued review of Kawalski s book 5 Case Studies discussion 6 Two Research Presentations On Student Achievement Process 7 Two Research Presentations On Student Achievement Process 8 Blackboard discussion 9 Two Research Presentations On District Management Functions 10 Two Research Presentations On District Management Functions

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