EDUCATION 572
PUBLIC SCHOOL ADMINISTRATION
Fall , 2008
Longwood University
Professor:
Dr. Gerry R. Sokol
230 Hull Building
Longwood University
Phone:
434-395-2678
email:
sokolgr@longwood.edu
Office Hours: M-H – 9:00am – 2:00pm
F – 9:00 – 12:00
Or by appointment
Time: On- Line
Day: On-Line
COURSE DESCRIPTION
An introduction to school administration including: the organization and structure
of the school system, the legal basis for school administration, authority, responsibility,
and control related to financial support for education and the administration and
supervision of the instructional program, and techniques for communication, personnel
administration and record keeping. 3 credits.
TEXTS
Lunenburg and Ornstein. Educational Administration: Concepts and Practices.
Third Edition. Wadsworth Publishers, Belmont, CA. 2000.
Hanson, Karen. Casebook for school leaders: A: linking the ISLLC standards to
effective practice. Third Edition. Allen & Bacon. 2009. (Not required)
Educational Theory into Practice Software (ETIPS) – Educational Leadership
Cases
OBJECTIVES
This course is designed to provide an overview of various components associated
with the leadership of public schools. As such, the student will undertake an action
research project in conjunction with a school or school division as it relates to the content
of this course. These projects will be presented during the last week of class.
While the Lunenberg text is primarily theoretical in its orientation, an additional
component of the class, in keeping with ISLCC standards, contains significant pragmatic
components. One approach is using case analysis (ETIPS) in which students must read
a simulated synopsis of a problem related to topics in educational leadership and public
school administration. Using the principles from the text and class discussions, they must
identify leadership options related to solving the problem.
The objectives from this class are the following knowledge, skills, and
dispositions. The pillars of Conceptual Framework are as follows:
Conceptual Framework (CF)
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
Content Knowledge
Planning
Learning Climate
Implementation and Management
Evaluation/Assessment
Communications
Technology
Diversity
Professional Disposition
The candidate will:
I. Knowledge Objectives
1. understand the relationship between public policy and values in relationship to
specific economic, social and political forces that shape school policies and
school administration; ELCC 1.0, 5.0, 6.0 CF I, VI, VII
2. know the development of administrative theory; ELCC 3.0 CF I, IV
3. understand the basic concepts of organizational structure, the bureaucratic model,
the participatory management model, and alternative models of organizational
structure; ELCC 3.0, CF I, III, VI, VIII, IX
4. understand various components of organizational culture and climate; ELCC 6.0
CF I, III, VIII
5. know the definitions of leadership, leader traits and behaviors, and models of
leadership, and leadership styles; ELCC 5.0 CF I, IV
6. know components of the decision-making process; ELCC 5.0 CF I, IV
7. understand the communication process in organizations and the barriers
associated with communication; ELCC 2.0 CF VI, IX
8. know concepts associated with change ELCC 2.0, 3.0, 5.0 CF
9. understand the organization of public schools as related to federal and state
governments and the local school system; ELCC 5.0, 6.0 CF I, IV, VIII, IX
10. know basic legal and financial concepts associated with the operation of public
schools; ELCC 5.0 CF I, IV, VIII
11. know basic methods to analyze and improve the quality of school leadership;
ELCC 2.0, 3.0 CF I, II, IV, V
II. Skills Objectives:
1. describe the process and skills involved in a school leadership position; ELCC
2.0, 3.0, 4.0, 5.0, 6.0 CF I, VI, IX
2. discuss the theories and practices related to leadership and educational
administration; ELCC 2.0, 3.0, 4.0, 5.0, 6.0 CF I, VI, IX
3. describe the nature of the world of work related to educational administration in
terms of personal and professional resources as they impact managerial behaviors;
ELCC 3.0 CF I, II, III, IV
4. describe the educational and work culture of the various components of schools
and educational administration; ELCC 3.0, 6.0 CF I, IV,
5. analyze the implications of policy as a function of local, state, and federal
political structures and forces; ELCC 3.0, 6.0 CF I, IV, V
6. articulate the legal basis for schools as well as educational administrative
behaviors; ELCC 3.0, 6.0 CF I, IX
7. evaluate issues involving school finance and equality; ELCC 5.0, 6.0
CF I, IV, V
III. Dispositions Objectives:
1. appreciate the complexity of school leadership; CF IX
2. appreciate the structure of public education. CF IX
IV. Non-content Objectives and Competencies:
1. use appropriate written communication skills in terms of vocabulary, grammar,
spelling and sentence construction. CF IV, IX
2. use appropriate interactive listening skills when communicating with student and
the professor. CF IV, IX
3. use communication skills in formal and simulated presentations. CF IV, IX
GRADING SCALE AND WEIGHTS
The following assessments will determine the course grade with the associated
weightings:
Quizzes
Final Exam
Performance Projects
On-Line Participation
10%
15%
50% (see syllabus below for additional detail)
25%
PERFORMANCE PROJECTS:
Strategic Plan Project
ELCC 1.0
This project will have several components all of
which involve the School Division’s Strategic Plan.
Leadership Models and
School Division Practices
ELCC 2.0
The candidates will interview Central Office and Building
Level administrators to determine their beliefs
regarding leadership models and specific division wide
and school specific practices regarding staff, students
and families.
Instructional Leadership
ELCC 1.0, 2.0, 3.0
Using a case study analysis, the candidate will examine
instructional leadership issues regarding faculty
staffing, student grouping, administrative structures
and facilities management. (ETIPS)
School Safe Environment
ELCC 3.0
The candidate will complete a study of school safety and
environment and Va. Law requirements.
Organizational Theory
ELCC 3.0
The candidate will analyze the School Division
Strategic Plan to determine the presence of different
organizational theories used to accomplish specific
goals.
Schools as a System
ELCC 3.0, 4.0
The candidate will interview a school principal or Central
Office Administrator to examine how schools internally
interact with external agencies in terms of students
and families.
Communications Plan
ELCC 1.0, 2.0, 3.0
Using case analysis, the candidate will examine
issues involved in developing an interactive
communications plan. (ETIPS)
Governing Boards
Relationships
ELCC 1.0, 3.0,
4.0
The candidate will attend and examine the agendas and
minutes of two school board meetings identifying
issues that involve working with local governing
boards.
Final Grading Scale
A
90 - 100
B
80 - 89
C
70 - 79
F
Below 70
Please remember that a grade of “D” does not exist for
graduate school. It does exist for individual assignments.
Performance Explanations, Explanations and Guiding Rubrics
(1) Strategic Plan Project
The candidate will examine in a five page paper a school division’s strategic plan in
terms of method of development, involvement of constituencies and addresses creation of
an appropriate teaching and learning culture. The candidate will examine the document
for evidence as well as interview Central Office Staff who are responsible for the
different components.
(2) Leadership Models and Practices
The candidate will examine, by interviews, in a five page paper the leadership
models and beliefs that guide both two Central Office Staff members and two building
level administrators. Included shall be the citations, as identified through the interviews,
specific division wide and building level specific practices related to motivation.
(3) Educational Leadership
The candidate will complete the ETIPS cases 1, 2, 3 involving the instructional
leadership issues associated with school of excellence, student performance, student
faculty staffing, student grouping, administrative structures.
(4) Safe School Environment
The candidate will be required to conduct a “safe school environment review and
survey. Using the schools plan and procedure, the candidate will determine compliance
with Va. Law 22.1-278.1 School Safety Audit and School Crises and Emergency
Management Plan. In an analysis paper, the candidate will determine congruency and
present the specific findings, including documentation in an appendix, to the appropriate
school or school division administrator.
(5) Organizational Theory
The candidate will select one strategic goal from the School Division Strategic Plan
and describe the current organizational theory in evidence and specific behavioral
manifestations of the theory. In addition, the candidate will predict the leadership style
used by Central Office in order to accomplish the goal through specific processes, time
lines, and involved constituencies.
(6) Schools as a Systems Approach
Using interviews and school division documents, the candidate will examine the
degree to which the school interacts or depends upon external agencies. The 3 page paper
will list specific local and state agencies, target populations, specific interactions at the
school and school division level and specific areas in which services to children and
families could be improved as well as the current status.
(7) Governing Boards Relationship
The candidate will be required to examine the agenda and minutes of two school
board meeting to determine the issues and relationships among the school board and local
governing boards. The candidate will bullet the issues and relationships identifying
similarities and relationships.
CLASS PARTICIPATION AND PROFESSIONAL ATMOSPHERE
Given the nature of the class, it is expected that each student contribute to the
class discussion in an appropriate manner and related to the topic. Candidates are
required to respond to at least two classmate responses for each class prompt.
Communication skills are essential given the intended career goals for the student. As
candidates engage in discussion board communications they are expected to maintain the
same level of professional behavior and respect to their classmates and the professor as if
they display in an in-class course.
CONFIDENTIALITY:
At points in the class content, it may be appropriate to share stories or make
observations/analysis regarding others’ behaviors that have occurred in the past. It is
expected that those “cultural” tales be kept in confidence and within the confines of the
class. Any exception will result in an automatic referral to the program coordinator with
potential dismissal from the program.
HONOR CODE
Each candidate is expected to abide by the Honor Code as provided in the
graduate catalog. This includes all statements to the instructor. Candidates are required
to write the Honor Code Pledge on the last page of each assignment and the class project.
The instructor places a great deal of emphasis on the Honor Code not only in terms of
matriculation at Longwood University but also as a lifestyle issue and habit of the mind.
All candidates should be keenly aware of the issue of ethics; it certainly should be
modeled by educational leaders!
ATTENDANCE
In that the nature of the class is offered on a graduate basis, preparing candidates for
careers in educational leadership, attendance through discussions is extremely important
for every session. A significant portion of the class is problem solving in nature as well
as experiencing different points of view especially as they relate to diversity. Any
extended absences of a medical nature must be accompanied by a physician’s excuse.
There may be those times when the absence is due to illness or other factors beyond your
control. In those instances, the candidates must inform the instructor. Should the
candidate be required to be absent for professional reasons, they will be required to
complete a mini-project that will be negotiated between the candidate and instructor.
ACCOMODATIONS
Any candidate who feels s/he may need an accommodation based on the impact
of a physical, psychological, medical, or learning disability should privately contact your
professor or Dr. Sally Scott, 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. Candidates should make the professor aware of any
accommodations.
GRADUATE SCHOOL ENROLLMENT
Prospective applicants are allowed to enroll in up to nine credit hours (3 courses) prior
to being admitted to a degree or licensure only program and have those hours apply to the
admitted program. Students should submit an Application for Graduate Admission
promptly to avoid having course work in excess of the six credit hours not apply once
admitted. Application materials are available by contacting the Office of Graduate
Studies (434-395-2707 or graduate@longwood.edu) or on our web site at
www.longwood.edu/graduatestudies/apply.htm.
FIELD EXPERIENCES
Note: Longwood University is strongly committed to field experiences as an essential
component of its graduate program in Educational Leadership. Students are expected to
engage in appropriate practical applications of their course work throughout the entire
program. Thus, field experiences have been carefully integrated throughout the graduate
program. Students will be given specific assignments within each course to enable them
to have developmentally appropriate opportunities to participate in many different school
and school related leadership responsibilities. The goals, policies, and procedures, which
govern the host institutions will serve as the controlling factor for all student and for their
designated responsibilities. Schools and agencies therewith associated are urged to
provide duties and assignments which will strengthen, complement, and assist the
students in completion of their graduate program in Educational Leadership.
On-site experiences enable students to acquire a COMPREHENSIVE view of the
operation of public education. Opportunities to participate in problem solving and
decision-making processes in actual school and school leadership related settings
reinforce knowledge gained from course work and theoretical study.
TENTATIVE CLASS SCHEDULE
Week 1 (8/25-8/29)
Orientation to texts, the course, and the requirements.
Chapter One in Lunenburg will be discussed. Next Week:
Students should read Chapters 1 in Lunenburg for next
week. Students are to respond to at least two students
responses to discussion board prompts.
Week 2 (9/1-9/5)
Chapter 1 in Lunenburg will be discussed. ETIPS
introduction. Next Week: Students should read Chapters 2
and 3 in Lunenburg. Students should post an organizational
chart of their school system for the next meeting. Students
are to respond to at least two students responses to
discussion board prompts.
Week 3 (9/8-912)
Chapters 2 and 3 in Lunenburg will be discussed.
Next Week: Read Chapter 4 in Lunenburg.
Students are to respond to at least two students responses to
discussion board prompts. ETIPS Case 1
Week 4 (9/15-9/19)
Chapter 4 in Lunenburg will be discussed. Complete ETIPS
Case 1
Next Week: Read Chapter 5 in Lunenburg.
Students are to respond to at least two students responses to
discussion board prompts.
Week 5 (9/22-9/26)
Chapter 5 in Lunenburg will be discussed.
Next Week: Read Chapter 6 in Lunenburg.
Students are to respond to at least two students responses to
discussion board prompts.
Week 6 (9/29-10/3)
Chapter 6 in Lunenburg will be discussed. Complete
ETIPS CASE 2
Next Week: Read Chapter 7 & 8 in Lunenburg.
Students are to respond to at least two students responses to
discussion board prompts.
Week 7 (10/6-10/10)
Chapter 7 & 8 will be discussed.
Next Class: Read Chapters 9 in Lunenburg.
Students are to respond to at least two student responses to
discussion board prompts.
Assignment 2 Due
Week 8 (10/13-10/17)
Chapter 9 in Lunenburg will be discussed.
Next Week: Read Chapters 10 in Lunenburg.
Students are to respond to at least two student responses to
discussion board prompts.
Week 9 (10/20-10/24)
Chapter 10 in Lunenburg will be discussed.
Next Week: Read Chapter 11 in Lunenburg.
Students are to respond to at least two student responses to
discussion board prompts.
Assignment 3 Due
Week 10 (10/27-10/31)
Chapter 11 in Lunenburg will be discussed.
Next Week: Read Chapter 12 in Lunenburg.
Students are to respond to at least two student responses to
discussion board prompts.
Week 11 (11/3-11/7)
Chapters 12 in Lunenburg will be discussed.
Next Week: Read Chapter 13 in Lunenburg.
Students are to respond to at least two student responses to
discussion board prompts.
Assignment 4 Due
Week 12 (11/10-11/14)
Chapter 13 in Lunenburg will be discussed
Next Week: Read Chapters 14 and 15 in Lunenburg.
Students are to respond to at least two student responses to
discussion board prompts.
Week 13 (11/17-11/21)
Chapter 14 in Lunenburg will be discussed.
Next Week:
Students are to respond to at least two students responses to
discussion board prompts.
Assignment 5 Due
11/24-11/28
No activities – Thanksgiving
Week 14 (12/1-12/5)
Chapter 15 in Lunenburg will be discussed.
Students are to respond to at least two students responses to
discussion board prompts.
Complete ETIPS Case 3
Assignment 1 and 6 Due
Week 15 (12/8-12/11)
Final Exam
Assignment 7 and 8 Due
Grading Rubric for Written Assignments
Dr. Gerry R. Sokol
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-, 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-, 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-, 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 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
 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
Hanson, E.M. (1985). Educational administration and organizational behavior (2nd ed.)
Boston: Allyn and Bacon.
Hoy, K.H. & Miskel C.G. (2008). Educational administration: Theory, research, practice
(8th ed.). New York: McGraw-Hill.
Kowalski, T.J. (2005). Cases studies on educational administration (4th ed.). Boston:
Allyn & Bacon.