LONGWOOD UNIVERSITY
EDUCATION 549
SCHOOL-COMMUNITY RELATIONS & SUBSTANCE ABUSE
Fall 2011
Professor: Dr. Gerry R. Sokol, Associate Professor
Office: Hull Building 230
Office Telephone: (O) 434-395-2687 (H) 434-392-5738 (C) 304-283-8915
Office Hrs: M-Th 9:00 – 2:00; F – 9:00 – 12:00 or by appointment
E-Mail: sokolgr@longwood.edu
Class Dates: August 22 – December 5
Class Time: 6:00 pm – 8:45 pm
Class Location: Hull 128
South Boston – Distant Learning Site
Course Description: A study of the principles, philosophy, agencies, and practices
involved in a school and community relations program.
Required Text:
Gallagher D., Bagin, D.& Moore, E. (2008) The school and community relations (10th
ed.). Boston: Allyn and Bacon
Register for Blackboard
Through this course candidates are to enhance their content and skill knowledge in
Educational Leadership in response to the NCATE ISLLC Standards. Candidates
will also be expected to develop and demonstrate appropriate leadership skills
according to the Conceptual Framework Standards.
The Following ISLLC – ELCC Standards are required for all Educational
Leadership candidates:
Standard 1: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by facilitating
the development, articulation, implementation, and stewardship of a district vision
of learning supported by the school community.
Standard 2: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by promoting
a positive district and school culture, providing effective instructional programs,
applying best practice to student learning, and designing comprehensive
professional growth plans for staff.
549syllfall11
1
Standard 3: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by managing
the organization, operations, and resources of a district in a way that promotes a
safe, efficient, and effective learning environment.
Standard 4: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by
collaborating with families, and other community members, responding to diverse
community interests, and needs, and mobilizing community resources.
Standard 5: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by acting with
integrity, fairly, and in an ethical manner.
Standard 6: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by
understanding, responding to, and influencing the larger political, social, economic,
legal, and cultural context.
It is the intent of the Educational Leadership program to prepare administrators
and supervisors to function effectively in various roles in the schools, including
assisting and empowering SCHOOL LEADERS AS REFLECTIVE LEADERS who
excel in the following areas specified in the NCATE Model. The following are the
Conceptual Framework that candidates are to develop and demonstrate.
I.
Content Knowledge
II.
Planning
III. Learning Climate
IV. Implementation and Management
V.
Evaluation/Assessment
VI. Communications
VII. Technology
VIII. Diversity
IX. Professional Disposition
In this course candidates should meet the following objectives in relationship to the
ISLLC/ELCC and Conceptual Framework Standards.
Course Objectives:
Knowledge: The student will be able to:
1. Identify and offer solutions for common problems found in school-community
relations. (ELCC 1.0, ELCC 3.0, ELCC 4.0, ELCC 6.0, CF II, III, IV, VII)
2. Define terms encountered in school-community relations. (ELCC 4.0, 6.0, CF I)
3. Name organizations that can provide assistance to education programs in each school.
(ELCC 4.0, 6.0 CF I)
4. Present resources available to implement quality education. (ELCC 2.0, 3.0, 4.0, 5.0,
CF I, II, V)
5. Identify school-community organizations\structures reflected in the society which
serve the schools. (ELCC 1.0, 2.0, 4.0, CF II, V)
6. Describe how school-community relations concerns are determined. (ELCC 2.0, 4.0,
549syllfall11
2
5.0, CF I, II, III)
7. Describe advisory committees and their functions in providing quality education.
ELCC 4.0, 6.0, CF I, IV, VI)
8. Develop planning guidelines and procedures for organizing community groups to assist
schools and their education mission. (ELCC 1.0, 4.0, 5.0, 6.0, CF II, VI)
9. Use problem solving techniques with total community involvement. ELCC 4.0, 6.0, CF
II, V.)
10. Drug education: provide an overview of substance abuse education and make
suggestions for school-community related activities to deter the use of drugs. ELCC
1.0.4.0, 5.0, 6.0, CF I, II, IV)
11. Develop a policy and support statements for a sound substance abuse and drug
education program for a school division. ELCC 2.0, 3.0, 4.0, CF I, II, III, VI)
12. Write a report that describes, analyzes, and makes suggested improvements to the
current staff communication and public relations plan that exists within a selected public
school division. ELCC 2.0, 3.0, 4.0, 6.0, CF I, II, III, VI)
13. Articulate a school division’s vision and mission statement to community groups and
local media. (ELCC 1.0, CF I, II, VI)
14. Demonstrate effective communication with various ethnic, cultural, racial, and special
interests groups regarding local school programs. (ELCC 4.0, 6.0, CF I, IV, VI)
15. Demonstrate knowledge of how to involve family and community groups in
appropriate policy development, program planning, and assessment processes. (ELCC
4.0, 6.0, CF VI, VII, VIII)
16. Analyze and suggest improvements to an existing communications and public
relations plan within a selected school division. (ELCC 2.0, 3.0, CF IV, VI)
17. Demonstrate knowledge regarding how to utilize and respond to printed and
electronic media effectively. (ELCC 2.0, 3.0, CF II, IV, VI, VII)
Skills:
1. Demonstrate a working knowledge of the community constituencies involved in a
school and community relations program. (ELCC 4.0, 6.0, CF VI, VIII)
2. Demonstrate a working knowledge of a variety of techniques for communicating
with the community. (ELCC 1.0, 4.0, CF I, VI, VIII)
3. Demonstrate the ability to analyze important factors for improving and
maintaining communication with the school system’s external and internal
publics. (ELCC 4.0, 5.0, 6.0, CF I, V, VI)
4. Demonstrate the ability to identify local constituencies associated with political
power. (ELCC 6.0, CF I)
Dispositions:
1. Demonstrate an appreciation of the importance of school and community
relations for the improvement and success of the local school system. (CF IX)
549syllfall11
3
2. Demonstrate a commitment to appropriate professional behavior when interacting
with colleagues, parents, and students. (CF IX)
1.
2.
3.
4.
Non-Content Objectives and Competencies:
Use appropriate written communication skills. (CF VI)
Use appropriate verbal communications in terms of focus and frequency of
expression and appropriate listening skills. (CF VI)
Use appropriate social skills by monitoring their own behavior in terms of rules
and social conduct, hygiene and dress. (CF IX)
Use appropriate communication skills in formal and simulated presentations. (CF
VI, VII, IX)
Class Schedule Chapter Reading Study Assignments
August 22 (In Class)
Chapter 1 The Importance of Public Relations
Chapter 2 Public Character of the School
August 29 (On-Line)
Chapter 3 Understanding the Community
September 5
Labor Day – No Class
September 12 (On-Line)
Chapter 4 Policies, Goals, & Strategies
Chapter 5 Administering the Program
September 19 (On-Line)
Chapter 6 The Communication Process
Chapter 7 Communicating With Internal Publics
September 29 (On-Line)
Chapter 8 Communicating with External Publics
October 3 (In Class)
Chapter 9 Crisis Communication
October 10
Fall Break - No Class
October 17 (On-Line)
Chapter 10 Communication about School Services and
Special Events
October 24 (On-Line)
549syllfall11
Chapter 11 Working with the Press
4
October 31 (On-Line)
Presentations
Chapter 12 Radio, Television, Exhibits and
November 7 (In Class)
Chapter 13 Schools and Online Communications
Chapter 14 Preparing Published Materials
November 14 (On-Line)
Chapter 15 Conducting Special Issue Campaigns
Chapter 16 Communicating School Finance Issues
November 21 (On-Line)
Chapter 17 Marketing and School Choice
November 28 (In-Class)
Chapter 18 Assessment of the Program
Class Presentations
December 5 (On-Line)
Final Exam
Assignment 1:
You are to write a paper on the following topic: Drug Abuse by American School
Students: The Extent of the Problem and Ways to Control It. Candidates can select
topics on substances that school aged students use and abuse or students can select topics
on substances that school aged students use and abuse to enhance their appearance or
performance. Within the paper, you are to:
a) interview current school administrators for their overview of the problem.
b) show evidence of internet source material in the bibliography.
c) interview at least one community official (police officer, probation
officer, community drug task enforcer) for their assessment of the
problem.
d) describe the nature of the problem nationally vs. locally.
e) review the type of drugs included in a drug abuse prevention program.
f)
design and describe a drug abuse prevention plan which could be utilized
by a local school system according to that which is required by school law.
g) write an evaluation of the current drug abuse program in your school
system and include justification statements for your evaluation.
549syllfall11
5
This paper is to be typed in 12 point type, double spaced with a reference by source
category (journals, books, internet source\address, books, interview sources, etc). The
paper is due December 5th
Assignment 2:
Candidates are to conduct an analysis of the demographic profile of the community
served by their local school division and write a needs assessment briefing paper for that
specific community. The paper will describe current national, state, and local variables
that could affect the accomplishment of the identified needs. The paper is due on
November 28th. The paper will be presented during the class session.
Assignment 3:
Candidates are to select a school community’s cultural issue(s) that is based on fact or
opinion. Candidates will disaggregate the issue(s) and provide a strategy for dealing with
the issue. Example: The increase in the number of Spanish speaking students has caused
the pace of instruction in the classroom to be slowed down; Parents of our ESL do not
understand English; therefore, they are unable to assist their children with school
assignments; Various groups of students in school are developing gang relationships and
thereby causing intimidation behaviors toward non-gang member students.
Due November 28th. . Issues will be presented during class session.
Assignment 4:
Candidates will be required to write a mock article for a local newspaper or parent
newsletter suggesting ways to spot drug usage by students and suggest parental
intervention strategies. Due November 28th. Article or Newsletter will be presented
during class session.
Assignment 5:
Candidates are required make a class presentation which communicates the school
division’s drug prevention policy and procedures. Presentation on November 28th
Assignment 6:
Candidates will write an analysis of the current quality of their school division’s
procedures for promoting a positive school community climate and to make suggestions
for necessary changes. Due December 5th .
549syllfall11
6
Assignment 7:
The Candidates will write a report that analyzes, describes, and makes suggested
improvements to the current staff communication and public relations plan that exists in a
selected school division.
The following variables will be emphasized within this written report analysis: 1. To
what degree do the plans promote a positive and challenging school climate in which
student achievement and staff productivity are fostered; 2. Encourages maximum
involvement of staff, parents, at home and in school, in their children’s educational
development; 3. Involves staff and citizens in cooperative learning practices,
partnerships, and other means to make full use of human and other learning resources in
the community; 4. Builds knowledge within the staff regarding the purposes, successes,
and needs of the school system leading to public understanding and support.
Due December 5th
Graduate Grading: Grade scale; A 90 - 100, B 80 - 89, C 70 - 79, F below 70
Consult the evaluation rubric attached to this syllabus
Assignment 1................................15 %
Assignments 2 -7 ........................55 %
Class Participation………………20 %
Final Exam Test...........................10 %
Disability Statement: Accommodations:
Any student who feels s/he may need an accommodation based on the impact of a
physical, psychological, medical, or learning disability should privately contact the
Director of Disabilities Support Services. If you have not already done so, please contact
the Office for Disability Services (103 Graham Building, 395-2391) to register for
services.]
ATTENDANCE/PARTICIPATION:
Because of the instructional format, it is imperative that students attend all classes.
The attendance policy for this course, and developed, in part, is from the Longwood
Faculty Handbook. Candidates are expected to attend all classes and participate in all
Blackboard discussion board activities. Failure to attend class regularly or participate on
Blackboard activities may impair academic performance and the candidate must assume
full responsibility for any loss incurred because of absence. Since failure to attend class
may impair the educational process as well as academic performance, the instructor will
reduce the final course grade by a letter grade for each unexcused absence. Instructors
549syllfall11
7
may require explanations for class absences and they will decide whether these
explanations justify permitting the student to make up the work.
Class Participation and Readings: All students are expected to stay abreast of the readings
assignments and to actively participate in class discussions.
GRADUATE SCHOOL ENROLLMENT: No more than nine (9) Longwood nondegree graduate hours may be counted towards a degree or licensure program.
Candidates are expected to apply to a Longwood graduate program prior to
enrolling in classes. At the latest, all application materials should be received by the
Graduate and Extended Studies Office before the completion of six hours.
Candidates should submit an Application for Graduate Admission promptly to avoid
having course work in excess of the nine credit hours not apply once admitted.
Application materials are available by contacting the Office of Graduate and
Extended Studies (434-395-2707) or graduate@longwood.edu) or on our web site
www.longwood.edu/graduatestudies/apply.htm.
MASTERS DEGREE AND LICENSURE SEEKING CANDIDATES: Candidates
enrolled in the Educational Leadership Masters Degree must complete the
Application for Graduate Degree once they have completed 24 credit hours of their
Masters Degree Program. Candidates enrolled in the Educational Leadership
Licensure Program must complete the Application for Graduate Licensure once
they have completed 15 credit hours of their Licensure Program. The Application
for Graduate Degree and Application for Graduate Licensure is available by
contacting the Office of Graduate and Extended Studies (434-395-2707) or
graduate@longwood.edu or on their website
www.longwood.edu/graduatestudies/apply.htm.
GRADUATE SCHOOL CONTINUOUS ENROLLMENT:
Educational Leadership Candidates are required to be continuously enrolled in
graduate courses during the Fall and Spring semesters. If a candidate chooses not to
take a course during either of these semesters they must register for EDUC 698 –
Continuous Enrollment. To register, Candidates must complete the registration
form, found on the registrar’s website, and pay a registration fee of $50.00.
Candidates must register for EDUC 698 during the regular registration time period.
Candidates can request a waiver from the continuous enrollment fee if a course they
need to take in not offered or they have a personal reason. Request for a continuous
enrollment waiver are to be made to the Dr. Gerry R. Sokol, Coordinator,
Educational Leadership Program, sokolgr@longwood.edu.
549syllfall11
8
Grading Rubric for Written Assignments
All written work must be word-processed, double-spaced, include page numbers, and be
stapled if there are multiple pages. For short assignments the top of the first page must
include your name, course number, section number, assignment title and date. If the
assignment is long a cover page with the same information must be used. Papers that do
not follow these guidelines will be returned ungraded.
For a paper to receive a grade of A+, A, or A- (10,9,8 points), the difference is a matter of
degree, it must have the following characteristics.
 Topic is approached or treated in an original manner
 Topic integrates personal experience where relevant
 Reflection and analysis are evident in the writing
 Class readings, assignments, discussions, and activities are integrated
 Ideas are supported and illustrated in great depth
 Writing is very well organized and structured
 There are no more than two mechanical errors
For a paper to receive a grade of B+, B, or B- (7,6,5 points) the difference is a matter of
degree, it must have the following characteristics.
 Topic is approached or treated in a somewhat original manner
 Topic integrates some personal experience where relevant
 Some reflection and analysis is evident in the writing
 Some reference is made to class readings, assignments, discussions, and activities.
 Ideas are supported and illustrated
 Writing is well organized and structured
 There are few mechanical errors
For a paper to receive a grade of C+, C, or C- (2,3,4 points) the difference is a matter of
degree, it must have the following characteristics.
 Topic is addressed
 Little integration of personal experience where relevant
 Little reflection and analysis are evident in the writing
 Little mention of class readings, assignments, discussions, and activities
 Ideas are stated but not supported and illustrated
 Organization is not coherent
 There are mechanical errors that detract from the meaning of the writing
For a paper to receive a grade of D (1 point) or less, the difference is a matter of degree, it
must have the following characteristics.
 Topic is not addressed
 No integration of personal experience where relevant
 No reflection and analysis are evident in the writing
549syllfall11
9




No mention of class readings, assignments, discussions, and activities
Few ideas are stated, no support or illustration
Disorganized
There are many mechanical errors that detract frequently from the meaning of the
writing
Additional References:
Cutlip, Scott, Allen Center, and Glen Broom. (2000) Effective Public Relations. Upper
Saddle River, N.J.: Prentice-Hall
Fordham, S. Blacked Out Dilemmas of Race, Identity, and Success at Capital High.
(1996) Chicago, Ill.: The University of Chicago Press.
Hing, B. Defining America through immigration policy. (2004). Philadelphia, Pa.:
Temple University Press
Public Relations Society of America, http://www.prsa.org/
Public Opinion Quarterly, www.aapor.org
549syllfall11
10