Spadoni College of Education Coastal Carolina University EDAD 680 School and Community Relations Course Syllabus Summer I Online 2014

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1 Spadoni College of Education Coastal Carolina University EDAD 680 School and Relations Course Syllabus Summer I Online 2014 Instructor of Record: Dr. Linda May lanastm@coastal.edu Office Location: Kearns Hall 211 Office Hours: Cell phone: Meeting Dates and Time: June 9-July 10, 2014 ONLINE Intended Audience: M.Ed. Educational Leadership Prerequisite(s): EDAD 600 Course Description: This course is designed to help future administrators understand their school s internal and external communities and improve the relationships that develop in these communities. Sociological and demographic research describing and explaining communities and the public s view of schools are examined. Marketing ideas and ways of learning about communities are discussed. Theories and techniques for improving communication are explored. The project in this course is an assessment piece requirement for ELCC. Text/Other Required Materials/Resources: Gallagher, Donald R., Bagin, Don, and Kindred, Leslie W. (2012). The School and Relations. Needham Heights, MA: Allyn & Bacon. Additional Resource Used but not required: Kowalski, Theodore, J (2011). Public Relations in Schools. Boston: Pearson. Conceptual Framework: The overarching theme of the Conceptual Framework for all educator preparation programs is "The Educator as Reflective Practitioner." The initial and advanced teacher education programs and the advanced program in educational leadership focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their program. The Conceptual Framework describes the shared vision of teaching, learning, and the preparation of teachers and school leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit s assessment system. The Conceptual Framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process.

2 Course Outline: School as a Values and Concerns of a Relationships of Schools to Agencies Diverse Cultural Patterns among families and communities Interpersonal Relationships Shared Decision Making Responsiveness to Interaction between schools and social issues Importance of Collaboration Importance of School Public Relations Unit Assessments and SPA Assessments Required of this course: () Instructional Objective this course is designed to: Enhance student learning of parent, student, and Student Learning Outcome students who successfully complete this course will be able to: Prove a commitment to involve families in the education of Assessments Standard Alignment NCATE: 1g PADEPP: 4.2, EEDA

3 involvement Facilitate reflective practice and continued professional growth and collaboration among stakeholders Enhance student s knowledge of the school- Emphasize the importance of a school- relations effort Enhance student learning through data collection and strategies Use a wide variety of communication skills Produce a School Relations Plan their children based on the belief that families are the primary resource and support for each student and that working with families as full partners in the education of their children is vital. Interpret the current status of school relations, parent and business/ involvement in a school setting Defend that schools are an integral part of the larger Engage in activities that reflect an ability to bring resources of family and to positively affect student learning Show the ability to employ public information, research-based knowledge, emerging issues and trends, data-based decision making, relations and marketing strategies Engage in activities that reflect an ability to interact within the Justify an understanding of and ability to mobilize a wide range of school and public resources CF: 1.1, 2.1, 2.2, 3.1, 3.2 ISTE: 4d NCATE: 1g PADEPP: 3.1, 5.4 CF: 1.1, 2.1, 3.2 ISTE: 5a 1g, PADEPP: 4.2, 5.5 CF: 1.1, 3.2 ISTE: 5b NCATE: 1g, PADEPP: 5.2, 5.3, 5.6, CF: 4.1, 4.2 ISTE: 2a 1g, PADEPP: , 5.1, 5.3 CF: 3.2, 4.3 ISTE: 3a NCATE: 1g, 4a PADEPP: 5.2, 5.4 CF: 4.1, 4.2, 4.3 ISTE: 3c 1g, 4a PADEPP: 5.1 CF: 4.1, 4.2 ISTE: 3a

4 Field Experience assigned to this course: School assessment required for Three areas to be assessed: School Relations, Parent Involvement, Business Involvement. This project serves as one of the Educational Leadership s program assessments. Other possible activities for field experience but not all inclusive: Plan and present an Activity for the Month for the Parent Association meeting; Conduct interviews of volunteers and create a plan that encompasses volunteer hours, placements and responsibilities; Examine school improvement initiatives and present to the staff at a faculty member; write a newsletter or bulletin for parents and ; arrange to answer telephones and meet guests in the front office; Develop a parent skills course based on interviews with parents; present at a faculty meeting a public policy that supports student success; conduct an interview with a legislator on policies that benefit students 15 field experience hours required. Power Points: Power points are posted on blackboard to assist you with the readings. However, they are summaries and it is important that you are reading each chapter that corresponds with the power points. Blackboard: Since this is a four-week intensive summer school course, daily blackboard assignments will be posted (unless notified by me). It is critical that you keep up with this. You are required to post one comment and respond to one other of your class peer s comments. Portfolio: A required portfolio includes a candidate s individualized collection of purposeful, interrelated materials, which is ongoing and individualized. The portfolio becomes a reflective assessment tool, which leads to self-improvement through the development of critical thinking, problem-solving, and inquiry related to the school vision. The portfolio experience also provides a model for the continuous professional development of educational administrators in the world of practice. Please see the Professional Development Portfolio Guide for requirements. Items from each course to be included in the portfolio will be decided by the individual candidate and instructor. The academic portfolio functions as one of the exit assessments for the M.Ed. in Educational Leadership. Use of Technology: Instructors and students in the Educational Leadership program will demonstrate the use of technology appropriate for the specific course. Candidates will utilize , Blackboard, listserv, and the Internet as collaborative resource support. Candidates are expected to utilize the basic features of word processing and presentation software, such as PowerPoint for class presentations (ELCC: 2.2.c, 2.3.c). Diversity: The Educational Leadership program accepts diversity as a guide principle reflective of the American idea from many one! The program welcomes, seeks, and promotes a student population whose leadership styles embody and embrace differing cultural characteristics such as race, gender, ability, lifestyle and nationality. Candidates will explore diversity in the workforce and while working with public school leaders and class colleagues on the completion and submission of class requirements (ELCC: 1.1.b, 2.2.b, 4.2.d, 5.1.a, 6.1.f, 6.2.a). Livetext: The Spadoni College of Education adopted LiveText as a candidate assessment management tool in all programs (undergraduate and graduate) in Each program has identified required key assessments at the course level which are entered by the student into LiveText.

5 The Spadoni College of Education requires all degree seeking and/or licensure-only seeking students have a LiveText account. The purchase of LiveText is handled differently within each program and course. Details regarding the purchase of LiveText can be found at Please note: Failure to submit a required assignment or assessment into LiveText may result in delayed processing of your final course grade (i.e, Incomplete) until this requirement is met.

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