PUBLIC SCHOOL ADMINISTRATION II. Prerequisites: Graduate Status and satisfactory completion of EL 5502

Transcription

1 KEAN UNIVERSITY Union, New Jersey Course Number: EL 5503 Semester Hours: 3 PUBLIC SCHOOL ADMINISTRATION II Prerequisites: Graduate Status and satisfactory completion of EL 5502 Limitations on Enrollment: 25 Required: For principal and supervisor candidates, elective for school business administrators. Catalog Description Advanced analysis of organizational theory applications in public school setting. Emphasis on personnel administration, leadership theory, systems analysis and planning to bring about controlled change in the public school setting. N.B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to contact the professor at the beginning of the course. Fall 2002

2 -2- KEAN UNIVERSITY Union, New Jersey PUBLIC SCHOOL ADMINISTRATION II I. Course Objectives Students will achieve growth towards becoming informed, dynamic professionals by developing proficiency in knowledge, skill application and value development, as evidenced by demonstration of the ability to: A. analyze organizational structures in elementary and secondary urban and suburban schools. (Knowledge/Skills) B. develop a workable and adaptable personal leadership style. (Knowledge/Skills/Values) C. evaluate current research and operational innovations to address emerging problems in the schools. (Knowledge/Skills/Values) D. evaluate socio-political influences and their effect on leadership values and disposition. (Knowledge/Skills/Values) E. apply systems methodologies in goal planning, needs assessment, and evaluation. (Knowledge/Skills) F. apply change management theory and leadership theory. (Knowledge/Skills/Values) G. evaluate personnel recruitment, selection, assignment and evaluation methods and issues. (Knowledge/Skills/Values) H. analyze public employer-employee relations, laws, collective bargaining, contract administration, and dispute resolution procedures. (Knowledge/Skills/Values) II. Course Content

3 -3- A. Legal, historical, and philosophical traditions and the organization and program structure of American elementary and secondary urban and suburban schools 1. Political systems and power 2. Organizations as Culture B. Theoretical, functional, and research perspectives of the role of the leader C. Process of Inquiry 1. The school administrator as a leader 2. Leadership vs. management 3. Leadership styles 1. Traditional research on school effectiveness 2. Action research on school effectiveness 3. Mutual problem solving in schools D. Socio-Political Influences on Leadership Values and Disposition 1. Values and value systems 2. Values and organizational cultures 3. Meta values E. Systems Theory and Educational Administration F. Change Management 1. Properties of systems 2. Organization implications of systems 3. Systemic interventions 1. Resistance to change 2. Models for planned change 3. Leadership and change 4. Effectuating educational change G. Building school personnel

4 -4-1. Personnel planning 2. Recruitment of personnel 3. Selection of personnel 4. Induction of personnel 5. Assignment, transfer, discipline, discharge and reductions in force 6. Evaluation of certificated and non-certificated personnel 7. Pertinent state and federal law H. Employer-employee relations 1. Public employee-employer relations law 2. Defining bargaining units 3. Contract administration 4. Grievance and arbitration 5. Unfair labor practices III. Methods of Instruction A. Supplementary reading B. Participation in class discussions C. Participation in problem simulations D. Individual presentations (oral and/or written) E. Field activities IV. Methods of Evaluation A. Assessment of individual projects and classroom contributions (Knowledge/Skills/Values) B. Written tests (Knowledge/ Skills) C. Research papers (Knowledge/Skills/Values)

5 -5- V. Recommended Text Razik, T.A., & Swanson, A. D. (2000). Fundamental concepts of educational leadership and management, (2nd Eition). Englewood Cliffs, NJ: Prentice Hall. Fullan, M. (2001). Leading in a culture of change. NY: John Wiley & Sons. Rebore, R.W. (2001). Human resources administration in education, (6th Edition). Boston: Allyn & Bacon. VI. Bibliography Avolio, B. J. (1999). Full leadership development. Thousand Oaks, CA: Sage Press. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Calabrese, D., & Zepeda, S. (1997). The reflective supervisor. Larchmont, NY: Eye on Education. Cameron, K. S., & Quinn, R.E. (1999). Diagnosing and changing organizational climate. New York: Addison-Wesley. Chemers, M. M. (1997). An integrative theory of leadership. Mahwah, NJ: Erlbaum. Driscoll, M. P. (1999). Psychology of learning for instruction. Boston: Allyn and Bacon. Glanz, J. (1998). Action research: An educational leader s guide to instructional improvement. Norwood, MA: Christopher Gordon. Greenberg, J., & Baron, R. A. (1997). Behavior in Organizations (6 th ed.) Englewood Cliffs, NJ: Prentice Hall. Teddlie, C., & Reynolds, D. (Eds.) (2000). The international handbook on school effectiveness research. New York: Falmer. Yukl, G. A. (1998). Leadership in organizations (4 th ed). Upper Saddle River, NJ: Prentice Hall.

6 -6- VII. Seminal Works Acheson, K. A., & Gall, M. D. (1987). Techniques in the clinical supervision of teachers. New York: Longman. Anderson, D. J., Major, R. L., & Mitchell, R. R. (1992). Teacher supervision that works: A guide for university supervisors. New York: Praeger. Bennis, W., & Goldsmith, J. (1994). Learning to lead: A workbook on becoming a leader. Reading, MA: Addison-Wesley. Brandt, R. (1985). On teaching and supervising: A conversation with Madeline Hunter. Educational Leadership, 42, Bowers, C. A., & Flinders, D. J. (1991). Culturally responsive teaching and supervision: A handbook for staff development. New York: Teachers College Press. Bryant, M., & Currin, D. (1995). Views of teacher evaluation from novice and expert evaluators. Journal of Curriculum and Supervision, 10, Cangelosi, J. S. (1991). Evaluating classroom instruction. New York: Longman. Cohen, M. D., and Sproull, L. S. (Eds.) (1996). Organizational learning. Thousand Oaks, CA: Sage. Costa, A. L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51, Costa, A. & Garmston, R. (1994). Cognitive coaching: Approaching- renaissance schools. Norwood, MA: Christopher Gordon Publishing. Daresh, J. C. and M. A. Playko. (1992). The professional development of school administrators: preservice, induction and inservice applications. Boston: Allyn and Bacon Drake, T. L. & Roe W. H. (1994). The principalship. (4th Ed.). New York: MacMillan. Gardner, J. W. (1990). On leadership. New York: Free Press. Garman, N. B. (1982). The clinical approach to supervision. In T.J. Sergiovanni (Ed.),

7 -7- Supervision of teaching (pp ). Alexandria, VA: ASCD. Gitlin, A. & Smyth, J. (1989). Teaching evaluation: Educative alternatives. New York: Falmer Press. Glatthorn, A. (1984). Differentiated supervision. Alexandria, VA: ASCD. Goodstein, L., et al. (1993). Applied Strategic Planning. New York: McGraw-Hill. Hoy, W. K. and Miskel, C. (1996). Educational administration: Theory, research and practice. (5th Ed.) New York: McGraw-Hill. Mosher, R. L., & Purpel, D. E. (1972). Supervision: The reluctant profession. New York: Houghton Mifflin. Oliva, P. F. (1993). Supervision for today's schools (3rd ed.). White Plains, NY: Longman. Pajak, E. (1993). Approaches to clinical supervision: Alternatives for improving instruction. Norwood, MA: Christopher Gordon Publishers. Schein, E. H. (1992). Organizational culture and Leadership (2d Ed.). San Francisco: Jossey-Bass. Sergiovanni, T.J. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco: Jossey-Bass. Sergiovanni, T J., & Starratt, R.J. (1993). Supervision: A redefinition (5th ed.). New York: McGraw-Hill. Smyth, J. (1991). Teachers as collaborative learners: Challenging dominant forms of supervision. Philadelphia: Open University Press. Wiles, J. & Bondi, J. (1991). Supervision: A guide to practice (3rd ed.). New York: Merrill/Macmillan. VIII. Non-Print (CIRT Collection) Classroom Management M2-214 Competency Based Education C-633 Educational Supervision: Dead or Alive C-208

8 -8- Humanistic Education VC-115 Human Relations in Supervision Series K-53 Objectives for Instructional Programs K-210 Systems Approach to Management T-41 The Conference M2-61 Theory into Practice M2-321 Writing and Using Performance Objective T-19 Writing Behavioral Objectives T-54 Guiding School Improvement with Action Research VHS-4069 The Principal Series VHS-4070 IX. Web Sites 1. American Association of School Administrators 2. U.S. Department of Education 3. ericir.syr.edu Ask ERIC 4. Association for Supervision and Curriculum Development 5. Educational Research Service 6. National Association of Elementary School Principals 7. National Association of Secondary School Principals 8. National School Boards Association 9. New Jersey School Administrators Association New Jersey Department of Education Education Week New Jersey on Line

9 New Jersey Association for Supervision and Curriculum Development New Jersey Principals and Supervisors Association New Jersey Association of School Business Officials