The Citadel
School of Education
EDUC 606: The Superintendency and School OrganizationSummer 2016
Instructor: Dr. Rodney Thompson / Class Meetings: Monday / Wednesday
Office: Capers 325-D / Class Hours: 5:45 – 8:45 P.M.
Telephone: 843-953-8408 (Office)
843-834-0828 (Cell) / Meeting Room: MenRiv
Email: / Office Hours:
Monday 2:00-5:00
Wednesday 2:00-5:00
*Other hours by appointment.
Credit Hours: 3
REQUIRED TEXTBOOK:
Illinois Association of School Boards (2011). Coming to order: A guide to successful board meetings. Illinois Association of School Boards. ISBN 1-888033118-7)(Order at www.iasb.com/shop/)($20.00)
Callan, M. & Levinson, W. (2011). Achieving success for new and aspiring superintendents: A practical guide. Corwin Press: Thousand Oaks, CA. (ISBN 978-1-4129-8896-4)
STUDENT INFORMATION:
This course is part of the Specialist in Educational Leadership program and is intended for students preparing to serve as superintendents, assistant superintendents, or central office administrators.
COURSE DESCRIPTION:
Emphasis is on the principles of central school administration and the structured organization of public education and the responsibilities and authority of school boards, superintendent, principals and relationships among them.
LEARNING AND DEVELOPMENTAL GOALS:
Educational Leadership Constituent Council Indicators Conceptual Framework Learner-Centered Outcomes
1.1a, b, c, d Develop a Vision K.1-6
1.2a, b, c Articulate a Vision R.11
1.3a, b Implement a Vision E.12-17
2.2b Provide Effective Instructional Program
2.3c Apply Best Practice to Student Learning
3.1e Manage the Organization
3.2b Manage the Operations
6.2c Respond to the Larger Context
7.2a Sustained
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:
· have mastered their subject matter and are skilled in using it to foster student learning;
· know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and
· exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.
The Citadel’s Professional Education Unit has identified 17 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:
Knowledgeable Principled Educational Leaders…
1. know in-depth subject matter of their field of professional study and practice;
2. demonstrate and apply an understanding of developmental and learning theories;
3. model instructional and/or leadership theories of best practice;
4. utilize the knowledge gained from professional study to develop and implement
an educational program that is varied, creative, and nurturing;
5. integrate the use of technology;
6. demonstrate a commitment to lifelong learning.
Reflective Principled Educational Leaders…
7. develop and describe their philosophy of education and reflect upon its impact in
the teaching and learning environment;
8. develop and manage meaningful educational experiences that address the needs
of all learners with respect for their individual and cultural characteristics;
9. construct, foster, and maintain a learner-centered environment in which all
learners contribute and are actively engaged;
10. apply their understanding of both context and research to plan, structure,
facilitate, and monitor effective teaching and learning in the context of continual assessment;
11. research their practice by reflectively and critically asking questions and seeking answers.
Ethical Principled Educational Leaders…
12. apply reflective practices;
13. demonstrate commitment to a safe, supportive learning environment;
14. demonstrate high values and a caring, fair, honest, responsible, and respectful
attitude;
15. establish rapport with students, families, colleagues, and community;
16. value diversity and exhibit sensitivity to and respect for cultures;
17. exhibit prompt regular attendance, wear professional attire, and communicate in
standard English.
ASSESSMENT PROCESS:
Dimension Level Codes:
1. Awareness 2. Understanding 3. Capability
Learner –Centered Performance Assessment Codes:
P Participation F Professional Portfolio G Group Discussion I Interview
O Observation E Exam T Thesis/Paper WV Website Review
V Volunteer S Simulation RD Reading SP Presentation
PR Project WR Written Reflection CS Case Study DA Data Analysis
SA Self-Assessment SH Shadowing
GOALStudents will be able to: / EVIDENCE OF LEARNING /
POINTS
Attend 2 School Board meetings with one at a school district other than your own. Complete observation forms. / Portfolio SA2, F2, WR / 20 pointsConduct a community analysis via the Sociological Inventory. (6-8 pages) / Community Analysis DA2 SP / 20 points
Attend district functions, workshops and participate in class discussions. / Group Discussions G2, P2 / 10 points
Obtain a copy of your district’s organizational chart of Senior Level/Cabinet Positions
1. List and describe the major job responsibilities of each position (3)
2. Summarize the qualifications (experience, certification requirements) needed for each position and leadership skills needed to be successful in this position
3. Compare and Contrast the roles and responsibilities of the Senior Level positions.
4. Identify one cabinet level position that is of interest of you. Why this position and what skills do you have that make you a fit for the position and what can you do in the future to prepare for the position? / SP, WV, DA, T, I / 20 points
Chapter Review Group Presentations and LiveText Discussion Board / RD, SP / 10 points
Coming to Order Presentations and LiveText Discussion Board / RD, SP / 10 points
Guest Speaker Reflection and LiveText Discussion Board / WR, O / 10 points
Total Possible Points = 100
Final grading is based on the following scale:
90-100=A, 86-89.9=B+, 80-85.9=B, 76-79.9=C, 70-75.9=C, 0-69.9=F
CLASS EXPECTATIONS
Class Attendance
One of the most important aspects of the education profession is that of professionalism. Punctual attendance in class is expected. The college policy will be followed. Attendance will be taken and reported daily via The Citadel’s Class Absence System. One absence for a school activity is acceptable. Any absence after that will result in the student completing an additional assignment.
Disability Disclosure
If you need accommodations because of a disability, please inform me immediately. Please see me privately, either after class or in my office. To initiate accommodation, students must register with the Office of Access Services, Instruction and Support (OASIS) located in room 105 Thompson Hall or call 953-1820 to set up an appointment. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements.
Honor Statement
As a professional educator, integrity is an expectation. Students of The School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code which is available at http://citadel.edu/r3/honor/manual.shtml.
Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:
· When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).
· partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).
· When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).
· When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).
· Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)
Field Experiences:
1. Attend 2 School Board meetings with one at a school district other than your own. Complete observation forms
2. Obtain a copy of your district’s organizational chart of the Senior Level/Cabinet positions
A. List and describe the major job responsibilities of each position (3).
B. Summarize the qualifications (experience, certification requirements) needed for each position and leadership skills needed to be successful in each position.
C. Compare and contrast the roles and responsibilities of the Senior Level/Cabinet positions.
D. Identify one Senior Level/Cabinet position that is of interest to you. Why this position and what skills to have that make you a fit for this position and what can you do in the future to prepare for the position (4-5 page paper APA format).
3. Conduct a community analysis via the Sociological Inventory. (6-8 pages APA Format) See Syllabus
COURSE CALENDAR:
DATE / TOPIC / ELLC DISTRICT LEVEL STANDARDS /ASSESSMENTS/
ASSIGNMENTS5/9/16 / Complete Field Experience / See Assigned Field Experiences
5/11/16 / Complete Field Experience / See Assigned Field Experiences
5/16/16 / “Coming to Order”
Online Assignment / Post Coming to Order PowerPoints on LiveText
5/18/16 / Introductions
Review of Syllabus / Assignments
Introductions/Roles and Responsibilities of School Board Members/Organization Charts Board Meeting Protocol / “Coming to Order” Presentations Chapters 1-5
5/23/16 / Complete Field Experience
“Coming to Order”
Online Assignment / See Assigned Field Experiences
5/25/16 / Board Meeting Protocol / “Coming to Order” Presentations Chapters 6-10
5/30/16 / Memorial Day
No Class
6/1/16 / Superintendent School Board Relations
“Guest Speaker”
Class @ The Citadel / Guest Speaker Reflections
6/6/16 / Field Experience for 6/8 Class
Achieving Success / Post Group Chapter Summaries
6/8/16 / Preparing for the Superintendency / Achieving Success
Group Presentations
Group 1,2&3
6/13/16 / Legal Support for School Districts
“Guest Speaker” / Guest Speaker Reflection
6/15/16 / Preparing for the Superintendency / Achieving Success
Group Presentations
Group 4 & 5
6/20/16 / Field Experience / See Assigned Field Experiences
6/22/16 / Field Experience / See Assigned Field Experiences
4.
5.
Community Analysis
The community analysis is a tool for determining demographics, past history, and other pertinent
Information needed by school officials to have a better understanding of the school’s community, both
internally and externally. A superintendent must have the factual knowledge of the people who make up
the school community. A superintendent with knowledge of the community has a better chance of
success during their tenure. Each student is expected to complete a community analysis containing the
following information:
Customs and Traditions
Nothing evokes a quicker reaction from parents and citizens than the adoption of policies and practices that run counter to their established beliefs. Determine the customs and traditions of your community and school district.
Population Characteristics
Educational attainment, age, sex, gainful occupation, race, creed, and nationality are important in developing an understanding of the community. There are numerous websites to assist you in securing this data. You must understand the makeup of your community to understand how they will be affected by new policy and the implementation of change.
Communication Channels
Because public opinion is developed through the exchange of ideas and information, it is necessary to know what communication channels are available in the community, how extensively they are used, and which ones are most effective for reaching different segments of the public. It may be found that the public relies largely on radio or TV or newspapers, so the media is an important channel.
Communication channels may include:
Church pulpits
Labor union headquarters
Neighborhood newspapers
Foreign-language newspapers
District Website
Community Groups
The American community is a composite of groups of people who are organized around special interests. No inventory is complete without knowing the purposes and programs of these groups and the influence they exert on public opinion. Citizens for Sustainable Government.
Leadership
In determining leadership in a community, two things must be determined: the influencing agent and the group being influenced. Community leaders usually have the following characteristics in common: Easy accessibility, Wide acquaintanceship, Contact with information sources outside of their immediate circle, Special competence in dealing with a certain matter The goal is to identify individuals who are recognized leaders of community groups and organizations who have an influence on the attitudes and opinions of the members.
Economic Conditions
Primarily, a survey of economic conditions will help the school district determine financial support available for public education (Berkeley County Referendum and Reassessment). Include local economic conditions (mill closing down in Georgetown), bond referenda failures and successes, the public’s attitude toward the financing of public education, etc. Examine the local economy.
Political Structure
To ensure political support, educators should know who makes political decisions, how they are carried out, and what political instruments are available to them. What is the local system of government, which local politicians yield the most power, etc. Be sure to focus on relationships with local government and state legislators.