Syllabus EDA 5630/40 The Principalship: Administration & Supervision of the Elementary/Secondary School

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1 Syllabus EDA 5630/40 The Principalship: Administration & Supervision of the Elementary/Secondary School I. Course Description Course Number: EDA 5630/40 Title: Administration & Supervision of the Elementary/Secondary School Credit: Four Hours Short Title: The Principalship Course Description: The major purpose of this course is to develop and nurture those educational leadership skills that are germane to being a successful principal at any level. The major thrusts of the course are to provide students with a conceptual base from which they can exert educational leadership, develop those technical skills necessary to function effectively as a principal, and identify and foster human skills associated with successful principals. Emphasis is also placed on relating skills acquired in this course to other courses required for the principal certificate. Prerequisites: None Textbooks: A. Sergiovanni, T. (2006). The principalship: A reflective practice perspective. Boston: Pearson. B. Ubben, G., Jughes, L., & Norris, J. (2004). The principalship. Boston: Pearson. II. Instructor Dr. John Dively Office Hours: Tuesdays and Thursdays 12-1; ½ hour before class jdively@eiu.edu Phone: o (work) o (home, not after 9:00 p.m.) III. Outline of the Course A. Knowledge Bases: This course utilizes literature and research pertaining to the principalship as its primary knowledge base. Specific knowledge bases upon which the content is based are societal and cultural influences on schooling, teaching and learning processes, school improvement, organizational theory, methodologies of organizational studies, methodologies of policy analysis, leadership and management processes and functions, policy studies and politics of education, and moral and ethical dimensions of schooling. B. Learning Model: The primary learning model used in this course is the Social Systems Model. This model emphasizes students working together through learning teams to maximize knowledge and enhance their social skill development. Activities often emphasize students applying knowledge to real world situations by working in teams. These teams serve as a problem-solving forum. Examples of teaching methods utilized are cooperative learning, action learning, problem-solving, peer coaching, and mini lecture. 1

2 C. Instructional methods utilized: Mini-lectures, cooperative learning, individualized instruction, case studies, and reflective practice. D. Objectives & Major Topics 1. Students will demonstrate an understanding of the functions of the principal related to the instructional program. a. Instructional leader aspect of a principal. b. Curriculum development. c. Scheduling d. Program evaluation e. Categorically funded programs f. North Central Accreditation Association g. Testing program h. Balance, scope, sequence, and continuity of curriculum i. Teacher effectiveness research j. School effectiveness research k. School improvement research l. Scientifically-based research evidence. 2. Students will demonstrate an understanding of the functions of the principal related to the aspects of staffing (personnel management). a. Effects of unionization on teacher-administrator relationships b. Staff evaluation c. Staff development and inservice d. Identification, orientation, and assignment of staff. e. Tenure f. Non-certificated personnel g. Working effectively with subordinates 3. Students will demonstrate an understanding of the functions of the principal as related to student affairs. a. Student government b. Extra-curricular activities c. Guidance services d. Attendance i. Counseling ii. Information iii. Placement iv. Research v. Inventory e. Suspension and expulsion f. Discipline g. Due process h. Freedom of expression i. Freedom of search and seizure 4. Students will demonstrate an understanding of the functions of the principal related to the financial aspects of the school. a. Internal accounts b. System accounts 2

3 c. Planning-Programming-Budgeting-System (PPBS) d. Budgeting processes (other than PPBS) e. Purchasing process f. Inventory process 5. Students will demonstrate an understanding of the functions of the principal related to the physical plant of the school. a. Energy conservation b. Utilization of the building c. Maintenance of the building and grounds d. Health and safety aspects 6. Students will demonstrate an understanding of the functions of the principal as related to public relations. a. Reasons for community interest in schools b. Gallop Poll results c. Identification of community needs and norms d. Communication with community i. Website ii. Newsletter iii. Parent-teacher conferences iv. Use of Media e. Community Education programs 7. Students will demonstrate an understanding of the role theory as related to the principal. a. Sources that establish the principal s role i. Historical-legal sources ii. Professional literature iii. Policy at the local level b. Types of role conflict in the principalship i. Inter-role ii. Inter-reference group iii. Intra-reference group iv. Role-personality c. Conflict Resolution 8. Students will demonstrate an understanding of leadership theory as related to the principal. a. Definition of leadership b. Approaches to studying leadership c. Leader behavior i. Relationship or human factor ii. Task or productivity factor iii. Transactional iv. Transformational 9. Students will demonstrate an understanding of professional organization available to principals. a. NAESP 3

4 b. NASSP c. ASCD d. AASA e. IPA 10. Students will demonstrate an understanding of curriculum standards in Illinois and related student assessments. a. Graduate requirement in Illinois b. School Reform Models c. School Improvement Plans d. State assessment 11. Students will demonstrate an understanding of the relationship between various regulatory governing bodies. a. Role of federal government b. Role of state government c. Role of the local board of education 12. Students will demonstrate an understanding of special education. a. The principal s role in special education b. The principal s role in meeting the needs of subpopulations such as at-risk students. c. The principal s role in meeting the needs of academically gifted and talented students. 13. Students will demonstrate an understanding of the application of ethics to the principalship. a. Definition of ethics as applied to school administration. b. Issues related to ethics in school administration c. The relationship between personal values, ethics, and role requirements of the principal. 14. Students will demonstrate an understanding of application of private sector partnerships with schools. a. Purposes of private sector school partnerships. b. Examples of effective private sector school partnerships c. Guidelines for establishing effective private sector school partnerships. d. Role of such partnerships in school-community relations. 15. Students will demonstrate an understanding of multi-culture education. a. Definition of multi-culture education b. Purpose of multi-culture education c. Development of a district plan for infusing multi-culturalism into the formal and informal curricula. d. Guidelines for establishing a staff development training program for multiculture education. 4

5 IV. Major Topics and Time Schedule Date Topic Readings (Ubben, Hughes, Norris) Session 1, 2, 3 Roles of the Principal Chapters 1, 2, 3, ISLLC Standards Leadership Theories School Culture Ethics Session 4, 5, 6 Principal as Instructional Leader Chapters 4, 5, 6, 7, 8, 11 Student Affairs Session 7, 8, 9 Management Issues (Personnel, Chapters 9, 10, 12, 13, 14, 15, 16 Financial, Physical Plant) Public Relations IV. Course Requirements: Students are expected to complete all of the following expectations: A. Sergiovanni Project (100 points): Read The Principalship: A Reflective Practice Perspective. 1) For each chapter, identify what you think are the three (3) key concepts and why; 2) and complete the following required reflections: 1. Chapter 1: #3 2. Chapter 2: #4 3. Chapter 5: #4 4. Chapter 6: #1 Project is due the third weekend. B. School Reform Project (100 points): Students are to select and review four current reform models, summarize each model, compare and contrast models, and make a recommendation as to which model is most appropriate for their school. See the website for a list of school reform models. Project is due second weekend of class. C. Group Project (100 points): Students will work in small groups to read a current book on school leadership and present a PowerPoint presentation to the class highlighting the key concepts of the book and lead a discussion of the book with the class. This may include class participation in a case study or other appropriate activities. Students will submit a group project summary identifying responsibilities for the project. Group project is due the third weekend of class. D. Final test/reflection (100 points) E. Class Participation (90 points): Students are expected to participate in class discussions, small group discussions and presentations. Students can receive a maximum of 10 participation points for each class session (9 sessions), for a maximum total of 90 points. F. Readings: Students are expected to read all required reading assignments and be prepared to discuss them in class. Students are to review the course bibliography and read items that are appropriate to their projects and class discussions. 5

6 G. Attendance: Students are expected to attend all class sessions. Due to the abbreviated schedule for the course, attendance at all classes is necessary and absences will be allowed in only the most extenuating circumstances. VI. Course Evaluation: All work must be satisfactorily completed to receive credit for the course. Any work turned in after the deadline will result in letter grade reduction. Extended delay will further reduce the grade. A. Incomplete and other variations from the standard grading format must be in accordance with the current university catalog for graduate students. B. Grading Scale = A = B = C = D = F VII. Academic Support: If a student has a documented disability and wishes to receive academic accommodations, he/she must contact the Coordinator of the Office of Disability Services ( ) as soon as possible. No audio or video recorders will be allowed in class unless there is a requisition from the Office of Disabilities to do so. VIII. Student Conduct Code: Students are responsible for reading and adhering to the Student Conduct Code. Note that Eastern students are expected to observe the highest principles of academic integrity and support a campus environment conducive to scholarship. Violations of this standard include, but are not limited to, conduct in subversion of academic standards such as cheating on examinations, plagiarism, collusion, misrepresentation or falsifications of data, and submitting work previously presented in another course unless specifically permitted by the instructor. 6