The University of Tennessee College of Education, Health, and Human Sciences Department of Educational Leadership and Policy Studies

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1 The University of Tennessee College of Education, Health, and Human Sciences Department of Educational Leadership and Policy Studies Meeting day and time: Meeting place: Educational Administration 563 School and Community Relations Semester: Summer Instructor: Office hours: by arrangement Bailey Education Complex Secretary: Janie Young 974. (office) 321 Bailey Education Complex (fax) (office) Practitioner Partner Information: Course Description The purpose of this course is to examine the multiple communities that comprise and surround our schools. From the students and their families to the faculty members, business and organization members, to the state, district, and school leaders, these groups directly and indirectly influence the teaching and learning that happen in schools. Amidst the focus of current policy on results such as standardized test scores and Adequate Yearly Progress, school leaders must remember that engaging these different constituencies, and uniting them around a shared vision of quality instruction and learning, is key to creating successful schools. In this class we will cover a number of topics that relate to these communities in schools. Many of the reading assignments come from educational research as well as practitioners experiences and recommendations. We hope to provide you with both insights into what the research literature has to say about these topics as well as advice and expertise from those working in school leadership positions. The assignments for this course are designed to enable you to apply the different course concepts and strategies to your current or future work environment. We hope that our discussions and the course projects will provide you with new ways to evaluate the communities in your schools and new strategies to engage them in the important work that happens in your schools. Modules for this course 1. Conflict resolution 2. Media relations: Public relations and marketing (interdisciplinary module)

2 3. Interpersonal relationship: principal, teacher, student, parent, community 4. Parent involvement 5. School/community connection 6. State/district/school connection Interstate School Leaders Licensing Consortium (ISLLC) Standards The purposes, objectives, discussions, and readings will provide multiple opportunities to master the following ISSLC standards: 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 Standard II: An education 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 C. Create a personalized and motivating learning environment for students Standard III: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment. B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources Standard IV: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources. A. Collect and analyze data and information pertinent to the educational environment B. Promote understanding, appreciation, and use of the community s diverse cultural, social, and intellectual resources C. Build and sustain positive relationships with families and caregivers D. Build and sustain productive relationships with community partners

3 Standard V: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner. A. Ensure a system of accountability for every student s academic and social success B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior C. Safeguard the values of democracy, equity, and diversity D. Consider and evaluate the potential moral and legal consequences of decision-making E. Promote social justice and ensure that individual student needs inform all aspects of schooling Standard VI: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context. A. Advocate for children, families, and caregivers C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies Tennessee Instructional Leaders Standards (TILS) 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 Collaborates with parents/guardians, community agencies and school system leaders in the implementation of continuous improvement 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 Leads the school community in building relationships that result in a productive learning environment. o Establishes and cultivates strong, supportive family connections. o Establishes effective lines of communication with teachers, parents, students and stakeholders. Standard E: Management of the School An effective instructional leader facilitates learning and teaching through the effective use of resources. o Develops a comprehensive strategy for positive community and media relations. Standard G: Diversity An effective instructional leader responds to and influences the larger personal, political, social, economic, legal and cultural context in the classroom, school, and

4 the local community while addressing diverse student needs to ensure the success of all students. o Interacts effectively with diverse individuals and groups using a variety of interpersonal skills in any given situation. o Leads the faculty in engaging families/parents in the education of their children. 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 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 Evaluation Readings and group participation This class is designed as an opportunity to examine different strategies from research and practitioners and to share your own experiences and work to connect with the different communities in and around your schools. Your preparation for and participation in the class discussions and activities will make this all the richer. Your active contributions, reading, presence, and participation in each seminar session will be worth 20% of your final course grade. Readings will include the sources included below for each topic; we will specify and provide assigned texts before each class. Other articles may be added as we move through the course, but we will notify you of these additions. Reflection and Analysis Papers At the end of each unit, each class member will write a brief paper that uses the concepts in the unit to analyze their previous or current school (we will discuss this in class). These papers are an opportunity for participants to reflect on how well their schools engage in such activities as communicating with parents, reaching out to organizations in the community, aligning school, district, and state policies, and other themes we discuss. Each of these papers will be a minimum of four pages (double-spaced), and they will address the following questions: 1. School s Strengths: which of the themes or strategies discussed in this unit does your school address best? Provide at least 2-3 specific examples of programs, plans, or policies that your school currently uses to address topics from this unit (**use the

5 language and citations from the materials we have covered in class to connect your school s conditions to the materials.) 2. School s Needs or Opportunities: which of the themes or strategies does your school address least or not at all? What challenges or barriers exist to faculty addressing this issue more successfully? Discuss 2-3 needs that exist in relation to the themes and strategies covered in this unit. 3. Leadership and Systems: 1. What individual(s) have provided leadership for the school in this area, and how have they provided that leadership (through what meetings, programs, or policies)? 2. How widespread are the efforts or strategies to address this issue? 4. Data: what types of information from teachers, parents, community members, students, the district, the state, or other sources would you need to evaluate your school s progress in addressing this area? 5. Possible Solutions: in this final section, discuss 2-3 strategies that would address your school s needs. If you use ideas or policies from the readings, be sure to cite those and explain why those would be the best strategies. If you disagree with content or ideas we have reviewed, explain those reflections as well. This section is your opportunity to evaluate the content we ve discussed and explain what you think would be most helpful to use in your school. Finally, in your discussion, identify specific individuals (you may use pseudonyms or summarize their titles) who would be key to implementing these policies. We will cover 6 different units in this course, and you will write a total of 4 reflection papers. Each paper is worth 15% of your grade. Final Project to be discussed in class, worth 20% of your grade. Course Schedule and Content: Topic: Who Needs Parents? Dates: 6/7 and 6/8 ***Reflection Paper 1 due on 6/9.*** 1. Patrikakou, E. N. (2008). The Power of Involvement: Evidence, Ideas, and Tools for Student Success. Lincoln, IL: Center on Innovation & Improvement 2. Epstein, J. L. Epstein s Framework of Six Types of Involvement. Partnership Center for Social Organization of Schools 3. Caspe, M., Lopez, M. E., & Wolos, C. (2007). Family Involvement in Elementary School Children s Education. Boston, MA: Harvard Family Research Project. 4. Ferguson, C. (2005). Organizing Family and Community Connections with Schools: How Do School Staff Build Meaningful Relationships With All Stakeholders? Austin, TX: Soutwest Educational Development Laboratory. 5. Kreider, H., Caspe, M., & Kennedy, S. (2007). Family Involvement in Middle and High School Students Education. Boston, MA: Harvard Family Research Project. 6. Ferguson, C., & Rodriguez, V. (2005). Engaging Families at the Secondary Level: What Schools Can Do to Support Family Involvement. Austin, TX: Southwest Educational Development Laboratory.

6 7. Kansas Parent Information Resource Center (2009). Successful Parent Involvement Practices in Kansas Schools. Creating Family, School, and Community Partnerships. 8. Harvard Family Research Project. (2009). Parent-Teacher Conference Tip Sheets for Principals, Teachers, and Parents. Topic: How Can Our Communities Help? Dates: 6/9 and 6/14 1. Deschenes, S. M., Arbreton, A., Little, P. M., Herrera, C., Grossman, J. B., Weiss, H. B., & Lee, D. (2010). Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time. Boston, MA: Harvard Family Research Project. 2. Dorfman, D., & Fisher, A. (2002). Building Relationships for Student Success: School-Family-Community Partnerships and Student Achievement in the Northwest. Portland, OR: Northwest Regional Educational Laboratory. 3. Jehl, J., Blank, M. J., McCloud, B. (2001). Education and Community Building: Connecting Two Worlds. Washington, D.C.: The Institute for Educational Leadership. 4. Kakli, Z., Kreider, H., Little, P., Buck, T., & Coffey, M. (2006). Focus on Families! How to Build and Support Family-Centered Practices in After School. Boston, MA: Harvard Family Research Project. 5. Samuelson, L. (2007). After the Last Bell: The Multiple Roles of Principals in School-Based Afterschool Programs. Afterschool Matters (6), p Topic: State, District, and School Connections Dates: 6/15 and 6/16 ***Reflection Paper 2 due on 6/21.*** 1. Farkas, S., Johnson, J., Duffett, A., Foleno, T., & Foley, P. (2001). Trying to Stay Ahead of the Game: Superintendents and Principals Talk About School Leadership. New York: Public Agenda. 2. Leadership for Learning: Making the Connections Among State, District, and School Policies and Practices. New York, NY: The Wallace Foundation. 3. Research Findings to Support Effective Educational Policymaking: Evidence and Action Steps for State, District, and Local Policymakers. New York, NY: The Wallace Foundation. Topic: Communication and Trust in Schools: Interpersonal Relationships Dates: 6/21 and 6/22 ***Reflection Paper 3 due on 6/23.*** 1. Brewster, C., & Railsback, J. (2003). Building Trusting Relationships for School Improvement: Implications for Principals and Teachers. Portland, OR: Northwest Regional Educational Laboratory. 2. Bryk, A. S., & Schneider. (2003). Trust in Schools: A Core Resource for School Reform. Educational Leadership, 60(6),

7 3. Rossi, R. J., & Royal, M. A. (1997). Schools as Communities. Eric Digest, Vodicka, D. (2006). The Four Elements of Trust. PL, Topic: Conflict Resolution Dates: 6/23 and 6/28 ***Reflection Paper 4 due on 6/29.*** Topic: Blogs, Facebook, Twitter, Texting: The Growing World of Social Media Dates: 6/29 Topic: Traditional Media Relations Dates: 6/30 and 7/6

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