Organizational Leadership

Transcription

1 The University of Tennessee College of Education, Health, and Human Sciences Department of Educational Leadership and Policy Studies Educational Administration 578 Organizational Leadership MEETING TIME AND PLACE: Semester Instructor Secretary: Janie Young 321 Bailey Education Complex (865) (office) Practitioner Partner COURSE DESCRIPTION This course approaches the processes of leadership through the lens of management. The responsibilities and authority in operating the educational enterprise will be examined. This course stresses the processes, protocols, and procedures of the organization. Particular emphasis will be paid to issues of school security, school discipline and classroom management, and media relations. School structures, such as chain of command, scheduling, and staff duties and responsibilities will be covered. COURSE MODULES 1. Organizational Security 2. Media Relations 3. Operations of the organization 4. Process, protocols, and procedures of the organization 5. School discipline and classroom management (interdisciplinary unit) 6. School structures (chain of command; scheduling; duties and responsibilities) INTERSTATE SCHOOL LEADERS LICENSING CONSORTIUM (ISLLC) STANDARDS The purposes, objectives, discussions, and readings will provide multiple opportunities to master the following ISLLC standards: 1

2 Standard I: An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning C. Create and implement plans to achieve goals D. Promote continuous and sustainable improvement Standard II: An educational leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations B. Create a comprehensive, rigorous, and coherent curricular program C. Create a personalized and motivating learning environment for students G. Maximize time spent on quality instruction I. Monitor and evaluate the impact of the instructional program Standard III: An educational leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. A. Monitor and evaluate the management and operational systems B. Obtain, allocate, align, and effectively utilize human, fiscal, and technological resources C. Promote and protect the welfare and safety of students and staff D. Develop the capacity for distributed leadership E. Ensure teacher and organizational time is focused to support quality instruction and student learning Standard VI: An educational leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies TENNESSEE INSTRUCTIONAL LEADERS STANDARDS (TILS) 2

3 The purposes, objectives, discussions, and readings will provide multiple opportunities to master the following TILS standards: Standard A: Continuous Improvement An effective instructional leader implements a systematic, coherent approach to bring about the continuous growth in the academic achievement of all students. o Creates and sustains an organizational structure that supports school vision, mission, and goals that emphasize learning for all students. Standard B: Culture for Teaching and Learning An effective instructional leader creates a school culture and climate based on high expectations conducive to the success of all students. o Develops and sustains a safe, secure and disciplined learning environment. o Facilitates and sustains a culture that protects and maximizes learning time. o Recognizes and celebrates school accomplishments and addresses failures. Standard C: Instructional Leadership and Assessment An effective instructional leader facilitates the use of instructional practices that are based on assessment data and continually improve student learning. o Develops and implements a system to regularly communicate student academic progress and assessment results to parents, students, and teachers. Standard D: Professional Growth An effective instructional leader improves student learning and achievement by developing and sustaining high quality professional development. o Promotes, facilitates and evaluates professional development. Standard E: Management of the School An effective instructional leader facilitates learning and teaching through the effective use of resources. o Establishes a set of standard operating procedures and routines that are understood and followed by all staff. o Focuses daily operation on the academic achievement of all students. o Garners and employs resources to achieve the school s mission. o Identifies potential problems and is strategic in planning proactive responses. RIGHTS TO PRIVACY WHEN USING THE PERSONAL LEARNING PLAN (PLP) ELECTRONIC PORTFOLIO The CEHHS Assessment Committee has recommended that the following statement be added to all Licensure Program syllabi that might generate items to be posted in students Electronic Portfolios. Although regular course activity is covered under school-obtained permission, the selection of any artifact for the PLP requires specific consent from the parents of children or adults whose image and other identifying information are portrayed in an artifact. This may be obtained post creation but pre posting. Consent forms will be 3

4 required for all images or records that include identifying information and these consent forms are to be archived. Consent forms must include the purpose of the PLP, the people who will have access to the PLP, and the end time by which the record will be destroyed. All children 7 years and older must also give assent for their records to be uploaded into the PLP this includes identifiable writing samples, drawings, images, etc. Course Expectations Attendance when class absences occur, students can make up for the knowledge and skills which were not learned; however, they are not able to make up for the knowledge and skills they miss as class participants. Class Participation is defined as cognitive readiness for class; on-task behavior during lecture and directed discussion either by the professor or student; on task behavior during group activities. Methods of instruction: Methods of instruction include but are not limited to: lecture, group discussion, individual/team presentations, individual projects. Course Major Assignments A. Presentations/Projects: 1. Read and survey the texts, as well as other suggested readings. There are several handouts and readings that will be sent to you electronically during the term. 2. A class presentation about: a. a classroom management system for further research and present your findings to the class as described in the attached description b. conduct and report on a self-management project (see attached) c. conduct and report on a classroom management project (see attached) 3. Class presentations will be assessed by a presentation rubric 4. Develop and articulate a personal management philosophy to include the following: a. A personal belief statement about the purpose of public education that encompasses the role of the education leader, and the nature of the learner. b. A management model, either a specific model that is touted to educators or a create your own, model that supports your philosophy (this can be further developed into the final presentation). Describe the major components of the model in sufficient detail that someone else who has not studied or would be familiar with the model could understand it, including age/grade appropriateness. Include how this model would be appropriate in the classroom in terms of grade level, physical parameters, students, etc., but would also be a school-wide model. 4

5 Course Evaluation Text 5. FINAL: a. Develop and frame a school plan based on one of the course modules: i. School and Campus security ii. Media relations (communications) iii. Procedural Operations of a school (handbook, guidelines) iv. Processes, protocols and/or procedures (discipline, financial, federal programs) v. School discipline and/or classroom management vi. Duties and responsibilities (scheduling, duties/responsibilities chain of command) b. The final presentation will be limited to 30 minutes (including power point). Handouts are to be provided for class mates and a rubric will be used to assess the presentation for the final evaluation. Personal Management Philosophy 15 Team Presentation 15 Readings 15 Discussion Participation 20 Final: School Operations Plan 35 Gorton, R.A., Alston, J.A. (2009). School leadership and administration. (8 th ed.). Boston: McGraw-Hill Irwin. Supplementary Text: Raznik, T.A., Swanson, A.D. (2010). Fundamental concepts of educational leadership & management. (3 rd ed.).boston: Allyn & Bacon. Suggested Readings: Cangelosi, J.S. (2008). Classroom management strategies: Gaining and maintaining students cooperation. (6 th ed.). Hoboken: John Wiley & Sons, Inc. Curwin, R.L., Mendler, A. N., & Mendler, B.D. (2008). Discipline with dignity: New challenges, new solutions (3 rd ed.). Alexandria: Association for Supervision and Curriculum Development. 5

6 Course Topics June 3-4 Introductions; review of the syllabus and requirements; choose self-management project (attached) and purpose of the project. Intro to Organizational Security module: Gorton text: Chapter 5 (Conflict Management) Pp Pp Pp Reference NOTES pp June 9-11 Research district plans for conduct codes, discipline plans (protocols and procedures), emergency plans. Discussion: What components need to be considered and included in developing a school emergency plan? Four teams to frame and lead discussions in developing school emergency plans. Case Studies: School Yard Dangers (pp ) discuss Investigate Further (pg 252) Zero Tolerance for Weapons in Schools (pg 265) Team presentations: school emergency plans (11 th ) June Media Relations: Chapter 4 Administrator as a Communicator Windows on Diversity The Administrator as the Recipient and as the Monitor of Communication (Presentation on Self-Management Plan) Case Studies: Curriculum Unit Upsets Parents (pp ) How Much Should Parents be Told? (pp ) Censorship? Or Parents Rights? (pp ) Financial Crisis (pp ) June School Discipline and Classroom Management (Dr. David Dupper) June 25 Operations of the Organization (Razik text) Schools as Organizational Systems: Internal Processes of Organizations 6

7 Decision Making Leadership Communications Change Power & Culture Size, Structure, and Complexity June 30, July 1-2 School Structures Process, Protocols, and Procedures Decision Making Self-Assessment (pp 53-58) Cultural Elements of an Effective School Administrator s Role in School Culture School Climate School Design and Development? Where Do You Start? What are the Elements to be Considered? (Reynolds) July 9 Final (Project/Presentation) 7