Pittsburg State University
Special Services and Leadership Studies
SSLS 901 & 997 Educational Systems Leadership I & Internship
Fall 2007
James C. Christman Ed.D
jchristm@pittstate.edu
Christman: 620-235-4068
Fax 620-235-4520
Course Prerequisite
Students wishing to enroll must be admitted to graduate studies and have basic computer
skills. Variance requires permission of the instructor.
Purpose of the Course
The purpose of this course is to provide prospective educational administrators with
organizational, analytical and problem-solving skills related to organizational and systemwide leadership affairs PREK – 12.
What if there is inclement weather?
Each individual student will make the judgment as to their attendance in the event weather
conditions are hazardous or questionable. In the event the instructor cancels class a phone
tree developed with class members will be used to inform everyone of the cancellation.
Special Notice: Is it acceptable to bring cell phones, pagers, etc.?
Yes and No. You may bring them, however please have the courtesy to turn them off the
sound mechanism during class. You paid for the class but so did everyone else and many
times the sound is distracting to the instructor as well as other students.
Other Information of Importance:
Fall course consists of summer-fall school semesters
Admission by permission only.
1
Course Content
This course will include information and discussion in the following areas:
Area # 1 Curriculum Leadership, Planning and Development (Area 1 KS Cert. Req.)
Area # 2 Instructional Leadership (Area 1 & 3 KS Cert. Req.)
Area # 3 Policy and Governance Leadership (Area 3 KS Cert. Req.)
Area # 4 Facilities Operations & Maintenance (Area 5 KS Cert. Req.)
 a historical perspective of the evolution of school facilities
 planning and conducting needs assessments
 enrollment and budgetary forecasts
 Kansas budgetary and legal requirements for school facility construction
 bond election campaigns and procedural requirements
 designs for preschool, elementary, middle school, and high school facilities
 selection of an architect
 development of educational specifications
 planning for maintenance and improvement of existing facilities
 safety and environmental standards for school facilities
 procedural safeguards during the school construction process
Area # 5 Support Services Leadership (Area 5 KS Cert. Req.)
Area # 6 Legal Aspects will be interwoven in each area. (Area 1,2,3 & 5 Cert. Req.)
Instructional Strategies: (listed are examples but other strategies may be used)
 lecture;
 group work;
 individual work;
 field experiences from SSLS 997 in conjunction with class content;
 simulations;
 role playing;
 class discussion;
 individual conferencing;
 guest experts;
 observations;
 case study
2
Student Outcome
Core Student Outcome Throughout Educational Systems Leadership Coursework
As a result of successful completion of this program the student will understand the rationale
and reasons educational leaders should:
CO 1
CO 2
CO 3
CO 4
CO 5
CO 6
CO 7
CO 8
CO 9
CO 10
CO 11
Maintain personal, physical and emotional wellness.
Manage time effectively.
Relate local policy to state and federal regulations and requirements.
Promote the value of understanding and celebrating school/community cultures.
Understand and be able to communicate with all culture group in the community.
Demonstrate that good judgment and actions communicate as well as words.
Define processes for gathering, analyzing and using data for informed decision
making.
Discuss legal concepts, regulations, and codes for school operations.
Demonstrate knowledge of adult learning theory and motivation.
Exhibit multicultural and ethnic understanding and sensitivity.
Understand the need to provide for individual differences of students and skills
needed to be a district leader and advocate for all students.
Fall Outcomes
Policy and Governance Leadership
PG 1 Describe the system of public school governance in our democracy.
PG 2 Describe procedures for superintendent-board of education interpersonal and working
relationships.
PG 3 Relate local policy to state and federal regulations and requirements.
PG 4 Describe procedures to avoid civil and criminal liabilities.
PG 5 Demonstrate an understanding of a written local comprehensive plan for the prevision
of special education and related services.
Curriculum Leadership, Planning and Development
CR 1 Develop core curriculum design and delivery systems for diverse school
communities.
CR 2 Describe curriculum planning/futures methods to anticipate occupational trends and
their educational implication for lifelong learners.
CR 3 Describe a process to create developmentally appropriate curriculum and instructional
practices for all children and adolescents.
CR 4 Demonstrate an understanding of the use of assessments to determine present and
future student learning needs.
CR 5 Demonstrate an understanding of curricular alignment to ensure improved student
performance and higher order thinking.
CR 6 Understand the need to provide for the special needs of all exceptional children and
youth.
3
Instructional Leadership
IL 1
IL 2
IL 3
IL 4
IL 5
IL 6
IL 7
IL 8
Demonstrate an understanding of development, implementation, and monitoring of
change processes to improve student learning, adult development, and climates for
learning.
Analyze available instructional resources and assign them in the most cost-effective
and equitable manner to enhance student outcomes.
Demonstrate an understanding of instructional strategies that include the role of
multicultural sensitivity and learning styles.
Describe alternative methods of monitoring and evaluating student achievement
based on objectives and learning outcomes.
Describe how to interpret and use testing/assessment results to improve education.
Describe a student achievement monitoring and reporting system.
Understand the frame work for developing and operating special education programs.
Understand the administrative roles, responsibilities, and competences for director
and supervisor of special education.
Facilities Operations & Maintenance
FM 1 Organize a bond election campaign.
FM 2 Utilize appropriate business management principles in the building and maintaining
of school facilities.
FM 3 Understand the needs of and be able to plan for preschool, elementary, middle school,
and high school facilities.
FM 4 Recommend criteria to be considered in selecting an architect.
FM 5 Understand and implement laws related to bond issues and facility improvements.
FM 6 Identify safety and environmental standards applicable to school facilities.
Support Services Leadership
SS 1
SS 2
SS 3
SS 4
SS 5
SS 6
Demonstrate an understanding of line-staff relationship to the effectiveness of
utilizing support services.
Describe and assess ways of meeting the need for requiring and preferential
supportive services for pupils.
Understand the needs of and be able to plan for support services.
Recommend criteria to be considered in selecting appropriate support service
programs.
Understand laws related to support services and related activities.
Demonstrating the knowledge required in planning and implementing safe, efficient
support services programs.
4
Leadership Resource Sites on the Web










http://www.pittstate.edu/ssls/smith.html
http://library.pittstate.edu/
http://www.newhorizons.org/
http://www.nsdc.org/
http://ericir.syr.edu/Eric/index.html
http://strange.simplenet.com/psycsite/
http://www.asbointl.org/
http://www.asd.com/asd/edconn/tfrpro.htm
http://www.edweek.org
http://www.nsba.org/itte/hotlimks.html
Howard W. Smith web page
Pittsburg State University Library
New Horizons for Learning
National Staff Development Council
ERIC
PSYC SITE
Association of School Business Officials
Professional Organization Links
Education Week
Education Trends and Tools
Policy, Governance, and Legal Sites







http://www.imk.org/public/usa/
http://www.aasa.org/
United School Administrators of Kansas
American Association of School
Administrators
http://www.ksbe.state.ks.us/Welcome.html
Kansas State Board of Education
http://washlaw.edu/
Wash Law web
http://www.ed.gov
United States Department of Education
http://www.nsba.org/
National School Boards Association
http://skyway.lib.ks.us/kansas/KSL/Ref?GovDocs/Kan/State_Const/ks_const.html
KS Const
Facility Related Web Sites








http://www.cefpi.com
Council of Educational Facility Planners International
http://www.abcschoolequip.com/
ABC School Equipment
http://www.shpinc.com/homepages/corporate/shp/soq/index.html
The Schoolhouse Quality
http://www/facilities.durham.k12.nc.us/
Durham Public Schools Facilities Department-1
http://www.spmmag.com/
School Plant Planning and Management
http://wwwasumag.com/home/default.html
American School & University
http://www.schoolconstructionnews.com/
School Construction News
http://www.aiaonline.com/
American Institute of Architects
Instructional & Curricular Leadership & School Improvement Related Web Sites







http://www.ncrel.org/sdrs/pathwayg.htm
Pathways to School Improvement
http://www.eyesoftime.com/teacher/index.htm The School Page : Educators Resource
www.ael.org/
Appalachia Educational Laboratory
www.fwl.org/
Far West Laboratory for Educational Research and Development
www.mcrel.org
Mid-continent Regional Educational Laboratory
www.nwrel.org
Northwest Regional Educational Laboratory
www.sedl.org/
Southwest Educational Development Laboratory
5
Support Services Related Web Sites





http://www.schoolbus.org/
School Transportation Association of Massachusetts
http://www.stnonline.com/stn/index.htm
School Transportation News
http://www.schoolfoodservice.org/
American School Food Service Association
http://www.schoolcounselor.org/
American School Counseling Association
http://www.ed.gov/offices/OERI/ECI/ National Institute on Early Childhood
Development and Education
Recommended Journals: Any related to leadership in Organizational settings:
Print: School Business Affairs; Educational Leadership
On-Line:
 http://WWW.aasa.ORG/
School Administrator & Leadership News
 http://www.asbj.com/
American School Board Journal
 http://www.buildings.com/
Buildings
 http://www.nsdc.org/publications.htm Journal of Staff Development
 http://ascd.org/frameclasslead.html
Curricular Leadership Online
 http://www.nsba.org/itte/hotlinksedresearch.cfm
Education Research (Compilation)
Require Materials:
A set of school district policies
A building student handbook
A building faculty/staff handbook
A classified staff handbook
A negotiated agreement
Student Organization guidelines/handbooks
Organizational Flowchart of Authority
6
GRADING
LEAFERSHIP PORTFOLIO
Material Needed: Several Three-ring notebooks, Labels for sections, Three-ring hole punch.
901 – Letter Grade
997 – Pass / Fail
Work may be turned in by assignment then compiled later
A Grade Qualities (Going beyond “meeting the standard or competency”)
Thoroughness/Depth/Detail: Provides broad range of perspectives, information, and
alternatives to the topic. Avoid irrelevant details.
Organization: Well organized and easy to follow. Logical flow in place.
Presentation: Professionally completed. Variety of methods and materials used. Very
impressive. Creates a high level of interest in wanting to read or look through materials.
Mechanics: Few mistakes, graduate level work
Attendance: Regular
Participation: Positive; no interruptions with an electronic device. (i.e. cell phone, pager,
etc)
B Grade Qualities (Meeting the standard or competency
Any of these in conjunction with any combination of qualities
Thoroughness/Depth/Detail: Provides a couple of perspectives, information, and
alternatives to the topic. May include irrelevant details.
Organization: Some difficulty in following. Basically a logical flow.
Presentation: Professionally completed. Few methods and materials used. Blend just a
listing of information require.
Mechanics: Several mistakes, graduate level work
Attendance: Two absences.
Participation: Positive; no interruptions with an electronic device. (i.e. cell phone, pager,
etc)
7
C Grade Qualities (Barely meeting standard or competencies)
A or B qualities with less than 80% attendance.
F Grade Qualities (Does not meet the standards for an A, B or C grade)
3 or more absences
Will be required to retake the course in order to satisfy certification requirements.
Incompletes: Grade is lowered one letter grade each semester the work is not finished.
So upon receiving an incomplete the highest grade you can earn is a B and the grade will
continue to go down each semester work is not completed satisfactorily
Dishonesty in Academic Work
Academic Misconduct
Education at the university level requires intellectual integrity and trust between
faculty and students. Professors are obliged to master their subject and present as fair an
account of it as possible. For their part, students are obligated to course requirements.
Academic dishonesty violates both integrity and trust. It jeopardizes the effectiveness of the
educational process and the reliability of publicly reported records of achievement.
Academic dishonesty by a student is defined as unethical activity associated with
course work or grades.
It includes, but not limited to:
(a) Giving or receiving unauthorized aid on examinations,
(b) Giving or receiving unauthorized aid in the preparation of notebooks,
themes, reports, paper or any other assignments,
(c) Submitting the same work for more than once course without the
instructor’s permission, and,
(d) Plagiarism. Plagiarism is defined as using ideas or writings of another and
claiming them as one’s own. Copying any material directly (be it the
work of other students, professors, or colleagues) or copying information
from print or electronic sources (including the internet) without explicitly
acknowledging the true source of the material is plagiarism, students
should follow the citation directions provided by the instructor and/or
department in which the class is offered.
Unless otherwise stated by the instructor, exams, quizzes, and out-of-class
assignments are meant to be individual, rather than group, work. Hence, copying from other
students’ quizzes or exams, as well as presenting as one’s own work an assignment prepared
wholly or in part by another is in violation of academic honesty.
The above guidelines do not preclude group study for exams, sharing of sources for
research projects, or students discussing their ideas with other members of the class unless
explicitly prohibited by the instructor.
Since the violation of academic honesty strikes at the heart of the educational process,
it is subject to the severest sanctions, up to and including receiving an “F” or “XF” (an “XF”
8
indicates the “F” was the result of academic dishonesty) for the entire class and dismissal
from the university.
When an instructor has a reasonable good faith belief that a student(s) has committed
academic misconduct, that instructor has the sole discretion to give the student as F on the
assignment/test to which the student committed academic misconduct or an F for the entire
course. If such an F negatively affects the student’s final grade in the course, that student(s)
may appeal the final grade pursuant to the current Pittsburg State University Catalog’s Grade
Appeal process.
When the instructor wishes to impose an “XF”, and/or more severe sanctions, he or
she must first notify their department chair, dean, and University’s Academic Honesty
Committee Chairperson in writing. In addition, the same procedure applies if similar
sanctions seem warranted for a student(s) or former student(s) who have assisted in a serious
act of academic dishonesty.
Admission Requirement
Prior to completion of 6 graduate hours, the student will create a leadership portfolio
that the General School Administration Admissions Committee will review to decide on full
admittance to the Ed, S or District Certification Program. The Educational Leadership
Admissions Committee will meet 3 times during the year (on or around Oct. 15, Mar. 15,
July 1) to review student portfolios. Admissions committee members will use an established
rubric to judge a student’s potential for success in the program. The course requirements of
SSLS 901 will include the creation of this individually compiled leadership portfolio. If a
student does not take SSLS 901 as one of the first 6 hours, the student will individually
compile the leadership portfolio along with written statement justification for not including
SSLS 901 as one of the student’s first 6 hours in the program. One member of the
Educational Leadership faculty will take responsibility for helping these students compile the
required portfolio
The leadership portfolio will include the following:
1. ____An application for admission to Graduate School
2. ____Official transcripts from all colleges and universities attended by the student.
3. ____Three letter of recommendation:
- A current or previous supervisor;
- A school board member of parent;
- A former graduate school professor; one must attest, with concrete examples, to
the student’s potential as an educational leader.
4. ____ A resume of educational and professional experiences.
5. ____ A copy of current certification (To receive the district endorsement a person must
also have building administration certificate. Building certification can be
completed at the same time as district).
6. ____ A written statement of the student’s professional goals.
7. ____ A written leadership autobiography describing the leadership roles the student
has assumed during his/her adult life.
8. ____ A written sample where the student responded on the spot to a specified topic.
9. ____ A written response to a case study where the student had a least one-week to
construct his/her response.
9
1. FBO PRJ- Field Base Project: Special project approved by instructor. These range from
special district needs such as establishment of district newsletter to creating an
administrative evaluation process/instrument. This can be related are part of the
SSLS 990 Special Research Project in the Ed. S. degree.
Title Page
Name
Date
Title of Project
Title of Course (see above)
Section I

Introduction relative to project
(Why you are doing it beside it is a class requirement)

Specific statement of what the project entails

Definition of Terms (if necessary)
Section II
Review and report any findings in current professional literature or conference
proceedings on existing practices that may give background to your project area.
Section III
Report actual methods and procedures used to address the topic. Include any data
collected and analysis applicable to your project.
Section IV
State or show results, conclusions, products, recommendations and/or changes as a
result of your findings or work.
References
List if you used any formal information/literature.
Appendix
List any tables, charts, diagrams, and materials to support the project.
Style
You create but the presentation of information must be professional in appearance.
Double space, 1 ½ inch margins
10
CLASS SCHEDULE
SSLS 901
FALL 2007
August
22
29
September 5
12
19
26
October
3
17
24
31 (On-Line)
November 7 (On-Line)
14
21 (On-Line)
28
December 5
12
11
2. Book Reviews-Books must be approved in advance with the instructor.
One (1) Book Related to Organizational Leadership/Theory
Examples:
 Living the Habit, Covey
 Megatrends, Naisbitt
 Moral Leadership, sergrovanni
 Lexus and the Olive Tree, Frieaman
One (1) Book Leadership
Examples:
 Leadership is an Art, DuPree
 Leader of the Future, Hesselbein, etal
 Leader in a culture of change, Fullan
 Leadership 101, Maxwell
Book Review Sections
Title/Author
Overview of Key Points – Handouts for class instructor and yourself when you present.
Include charts or quotes if it helps make a point
Describe how various points might be benefit or useful to a school leaders
Must use some type of visual and/or technology when giving the book review
3. Readings – Article reviews for Fall Internship
2 Over some consideration for existing building (flooring, roofing, etc.)
1 over bond elections
1 over a new or renovation issue in school construction
1 over a facility design issue (i.e.- creating an optimum computer lab)
4. Log of Activities (List any activity related to district leadership in which you
participate) (minimum of 150 hours must be logged) 75 hours each – Fall- Spring.
Example of Format
Date
Aug. 15
April 12
April 14
Activity
District Admin. Meeting
Review District Budget
Directed Reading
Time Spent
75 min.
50 min.
35 min.
Cum. Time Total
75 min.
2 hours 5 min.
2 hours 40 min.
12
5. Reflections Expert
Class Presentations – (one for each class session)
Field Based Reflection Guidelines
District Profile
 Length: 2 or more pages minimum
 Provide the following relevant information about the source of your reflection:
 Author/Guest Lecturer/Speaker
 Publication Date/Date of lecture or tour
 Full title of article/ tour location


First half of reflection: Give a brief, factual summary; answer pre-identified items
Second half of reflection: Describe your personal reflection of the activity as it
pertains to your knowledge in the field of education. Explain what you learned,
how you might use the information in the future. Feel free to offer opinions in this
section.
Document Style for the portfolio/reflections:
Type/Word Process
Double space
1 ½ inch left margin; top, bottom and right 1” margin
Bullets are fine for listing key points
Other Expectation related to class and/or grading
Participation
Positive participation and attendance is required. Negative comments to other class
members; rude behavior such as talking with others while the instructor or other class
member are talking; and interruptions by electronic devices will result in lowering your
grade.
Policy on Absences:
Attendance and class participation are expected of all class members. Since graduate
students generally have full time position with job expectations it is left up to the
student to determine their attendance. Lack of attendance will lower your grade or
result in failure of the class
In the event of absence, students are responsible for:
1. obtaining notes from other class member and
2. obtaining handouts from the instructor or class member asked by the student to
collect the handouts in their absence
3. complete an alternative assignment agreed upon by the instructor to make-up for
information missed during the class.
Tentative Reporting/Monitoring Schedule
A. Visits will be scheduled as necessary to field based locations by the university supervisor.
B. Students will schedule individual conferences to discuss their experiences.
C. This is not an inclusive listing of activities.
D. Assignment may vary or be adjusted based on individual student needs
13
SSLS Project
FBO PRJ- Field Base Project: Special project approved by instructor. These
range from special district needs such as establishment of district
newsletter to creating an administrative evaluation process/instrument.
This can be related are part of the SSLS 990 Special Research Project in
the Ed. S. degree.
Title Page
Name
Date
Title of Project
Title of Course (see above)
Section I

Introduction relative to project
(Why you are doing it beside it is a class requirement)

Specific statement of what the project entails

Definition of Terms (if necessary)
Section II
Review and report any findings in current professional literature or
conference proceedings on existing practices that may give background to
your project area.
Section III
Report actual methods and procedures used to address the topic. Include any
data collected and analysis applicable to your project.
Section IV
State or show results, conclusions, products, recommendations and/or
changes as a result of your findings or work.
References
List if you used any formal information/literature.
Appendix
List any tables, charts, diagrams, and materials to support the project.
Style
You create but the presentation of information must be professional in
appearance. Double space, 1 ½ inch margins
14
SSLS 901/997 Progress Repot
Session Comp Rwrt
1. Resume
Heading – Name, address, and contact numbers
Experience – List of positions beginning with current and working
back to first position.
Education – List Institutions and Degree earning with most current
degree.
Experiential Summary – same order as experience
List: Position, Size of District and Building by enrollment, and your
major
Job responsibilities, major accomplishments in the job.
Community/Civic Work – List any activities you feel comfortable
listing Typically civic club memberships and offices, youth work,
church work, etc.
Presentations – List any special presentations you have given. Can
be for you district
If it is for major staff development.
Publications – List any articles or written documents you have been
a major player in
The writing and development of the document.
Honors/Awards – List any honors or awards
Typically things like community service, appointment to State of
regional
Committees, professional awards, etc.
Specialized Training – List any special training you may have
received
Things like workshops with themes or state QPA, etc.
References – List people who can give professional positive
opinions about you skills.
15
District Profile
You are to create a community profile of your district using the
following guidelines.
Format: You create your own style (use a professional look)
Contents:
- People: Describe the make-up of your community in as many way
as are there.
- Industry/Business:
In-District: What is located in the geographic area
Related: Where does your community work. (Commuters, stay at
home, etc.)
- Student Enrollment
Trends (Minimum of last 7 years)
- Customers and Traditions
 What activities or events could be considered traditional (include
sacred cows)
 You may want to break this down by buildings
- Political Issues
 Describe any major issues that have impacted the
district/community
- History
 Describe the history of your district/community
- when did it establish, what has happened
-Other
 This is your section to describe any uniqueness your
district/community may possess
FB 1 *report on staff development process’ for your district
 Identify each program
 List the title of the staff development program
 List purpose/expected outcomes of each program
 List the audience for each program
 List schedule (times, dates, places, presenters)
 List the budget
16
FB 2 *report on one instructional area and resource availability
 Identify an instructional area
 List resources available
 What and Where (i.e. video – Greenbush Library, etc.)
FB 3 *report on curricula/program review process
 Identify for your district how curriculum is revised, added and
or deleted
 Use flow charts to show process
 Identify at each step who is involved
 Show how a budget is prepared for the technology (flow chart)
FB 4 *report on technology support
 Identify for your district how technology is revised, added and
or deleted
 Use flow charts to show process
 Identify at each step who is involved
 Show how a budget is prepared for the technology (flow chart)
FB 5 *report on media center alignment
 Identify for your district how technology is revised, added and
or deleted
 Use flow charts to show process
 Identify at each step who is involved
 Show how a budget is prepared for the technology (flow chart)
 Create the line-staff relationship chart
FB 6 *Report on transportation services
 Identify for your district
 Number of Buses
 Driver Salaries and Schedules
 Training Programs
 Cost Analysis
FB 7 *Report on food services
 Identify for your district
 Number of meals served by building
 Driver Salaries and Schedules personnel
 Training Programs
 Cost Analysis
FB 8 *Report on health services
 Identify for your district
 Programs
 Number of students served in each program
 Salaries and Schedules personnel
 Cost Analysis
17
FB 9 *Report on before and after school services
 Identify for your district
 Programs
 Number of students served in each program
 Salaries and Schedules personnel
 Cost Analysis
FB 10 *Report on what district activities are available
 Identify for your district
 Programs in fine arts, curricular and non-curricular
 Number of students served in each program
 Salaries and Schedules personnel
 Cost Analysis
FB 11 *Report on hearing process for student complaints/grievances
Flow chart the process
FB 12 *Report on board policy – student handbook alignment
 Using your current student handbook list next to each topic the
number of the board policy granting authority
FB 13 *Report on board policy – faculty handbook alignment
 Using your current student handbook list next to each topic the
number of the board policy granting authority
FB 14 *Report on board policy – support staff handbook alignment
Using your current student handbook list next to each topic the
number of the board policy granting authority
FB 15 *Observe two school board meetings other than you own
districts and report
 Provide copies of any programs or agendas
 Make a drawing of the board room arrangement
 Bullet key points made for each agenda item
FB 16 *Visit a :Back to School” or Open House” other than your
own
 Provide copies of any programs or agendas
 Bullet key points made for each agendas or program items in
your reflection
 List what was particularly good about the evening and process
 List what you would suggest to a principal to enhance the
process
FB 17 *Interview superintendent/or designee and discuss “executive
sessions”
 Find out nay tips for keeping the sessions focused and on topic
18
FB 18 *Report on technology in use by district administrative
functions
 List the hard ware
 List types, models and cost
 List the software
What are the software applications?
FB 19 *Identify an outstanding elementary, middle and high school
facility designs
 List what the design is outstanding
 List the cost of constructing such a school in your area
o Include construction fees, furniture and equipment
o The cost can be semi-broad such as Kitchen = $235,000
FB 20 *Gather any data on a school bond issue
 Read and be prepared to share with the class
FB 21 *Complete “ADA Assessment” of your building
http://www.access-board.gov/adaag/checklist/a16/html
Using this web site pick two of the survey forms to evaluate your
current school building.
Survey Form 1: Parking
Survey Form 2: Passenger Loading Zone
Survey Form 3: Exterior Accessible Routes
Survey Form 4: Curb Ramps
Survey Form 5: Drinking Fountains
Survey Form 6: Telephones
Survey Form 7: Ramps
Survey Form 8: Stairs
Survey Form 9: Platform Lifts
Survey Form 10: Entrances and Exits (Areas of Rescue Assistance)
Survey Form 11: Doors and gates
Survey Form 12: Building Lobbies and Corridors (Interior
Accessible Route)
Survey Form 13: Elevators
Survey Form 14: Rooms and Spaces
Survey Form 15: Assembly Areas
Survey Form 16: Toilet Rooms and Bathrooms
Survey Form 17: Bathtubs and Showers
Survey Form 18: Dressing and Fitting Rooms
Survey Form 19: Signage
Survey Form 20: Alarms
Survey Form 21: Detectable Warning
FB 22 *Complete a review of Legislative Post Audit Study
http://www.kslegislature.org/postaudir/
19
FB 23 *Reflect on building tours (Visit a high school, middle school
and elementary school outside your district) 3 Reflections here: one
high school – one middle school – one elementary.
Describe positive ideas you saw
Describe items you might want to avoid
Any other points of interested worth nothing.
TENTATIVE SCHEDULE – TOPIC FOR DATES MAY CHANGE
SSLS 901Educational Systems Leadership – 3 hours
This course will focus on the following domains of leadership including the skills,
responsibilities, opportunities and problems in each domain: Policy and Governance,
Curriculum Planning and Development,; Instructional Leadership, Pupil Service Leadership,
Education Facilities and Legal Aspects in each of the previously mentioned areas.
SSLS 997 Practicum in Education Leadership – 3 hours
Supervised field experiences and seminars in administration and supervision particular to late
summer-fall school semesters.
20
Practicum in Educational Leadership
Individual Laboratory and field work in various organizational setting suitable for the
development of leadership skills through mentoring relationships. The student takes the lead
in initiating and following through on all activities.
Purposes of the Practicum Experience
The purpose of the practicum is to place the student in a setting where s/he can both observe
and participate in the varied tasks and duties of a district level administrator. In additional,
carious course projects are assigned which cause the candidate to be active and involved, and
not merely an observer of school leadership activities.
Course Objectives
Students will:
1. Be exposed to a comprehensive view of district leadership perspectives in education
field-based setting
2. Experience actual leadership tasks and situations.
3. Gain actual administrative experiences.
4. Began to establish own educational leadership philosophy through observation and
practice.
5. Deepen their knowledge base through a daily practice of professional reading
6. Assist in developing staff development activities for themselves and for other
educators.
7. Deepen their understanding of the “big picture” of district leadership and how
systems interact.
8. Learn how to utilize the practice of self-reflection in order to continually improve.
9. Gain experience at working with the varying sets of individuals that comprise the
major stakeholders of the educational community.
The Role of the Student
The graduate student completing the practicum activities as a part of his/her program leading
to a recommendation for district certification in Educational Leadership must:
A. Become acquainted with aspects of district school administration.
B. Complete all duties and responsibilities assigned by the internship coordinator.
C. Keep and submit all assignments as outlined in course SSLS 9001, SSLS 902, SSLS
903, SSLS 997 & SSLS 998. While the courses are outlined to fit within the higher
education structure the experience is a total combination of the courses listed.
D. Complete all assigned readings and attend on campus sessions with the practicum
coordinator as specified.
E. Learn to adequately utilize technology to support the role and responsibilities of
educational leaders.
21
The Role of the Mentor Support Facilitators
The university relies on area practitioners to assist in the development of the Educational
Leadership student through the practicum experience. Several certified administrators will
work with the practicum student by:
A. Guiding and directing the student’s daily activities.
B. Sharing his/her skills and knowledge while directing the activities of the practicum
student.
C. Relaying the importance of the practicum experiences to the local Board of
Education, staff, and other personnel as necessary.
D. Seeking out opportunities to allow the student to experience “hands-on” leadership
task that are appropriate.
The Role of the Practicum Coordinator
The university professor who supervises and evaluates the overall practicum experience,
working with the mentor and the practicum student will:
1. Disseminate all necessary components of the practicum to the student and mentors.
2. Keep in consistent contact with the student and the mentor throughout the duration of
the semester.
3. Make on-site visits as needed in order to support and enhance the student’s practicum
experience.
4. Critique all written correspondence from the student.
5. Conduct an end-of-semester “debriefing” with the student in order to evaluate the
overall effectiveness of the process.
Teaching Strategies
Due to the nature of the practicum experience, direct instruction during this course will be
limited to those times when all practicum students meet. The field-based experiences are in
variety of educational leadership setting and designed to extend the learning and knowledge
base by actively participating in leadership in educational settings.
Student Responsibilities: Students are expected to do graduate level work and to conduct
themselves in a professional manner at all times during course activities. This experience is a
culminating activity in leadership and the student shall demonstrate the initiative to find
solutions and alternative in order to meet the requirements of this experience.
Evaluation of Student Learning
The practicum in Educational Leadership is a pass/fail class and thus all students who
successfully complete the program will be expected to fully participate and to do quality
work. The following activities and experiences are minimal expectations.
Practicum Log: The student is required to log his/her time to document that the required
number of hours for the internship is completed. The log is to be submitted at least three
times during the semester.
CommunityProfileRubric.doc
PortfolioRubric.doc
Practicum.xls
ProjectRubric.doc
22
ReflectionRubric.doc
WritingRubric.doc
23