Pittsburg State University
Special Services and Leadership Studies
Educational Systems Leadership Program
District Level Licensure - SSLS 902 & 998
SPRING 2007
Instructor: James C. Christman, Ed.S.
Position: Interim Dean - College of Education
Address: 1701 South Broadway, 115a Hughes Hall, Pittsburg, KS 66762
Office Phone: 620-235-4068 Fax: 620-235-4520
Email: jchristm@pittstate.edu
Course Prerequisites
Students wishing to enroll must be admitted to graduate studies and have basic computer
skills. Variance requires permission of the instructor. SSLS 901 & SSLS 997 must be
taken at the same time. One course provides background and in class knowledge while
the other provides facilitated experiences related to the course content in the field.
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
system-wide leadership affairs.
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 many bring them, however please have the courtesy to turn 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.
Kansas State Board of Education: STANDARDS
Standard 1: The district level administrator is an educational leader who promotes the
success of all students and staff in the district by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and
supported by the community.
Standard 2: The district level administrator is an educational leader who promotes the
success of all students by advocating, nurturing, and sustaining a district climate and
instructional programs conducive to student learning and staff professional growth.
Standard 3: The district level administrator is an educational leader who promotes the
success of all students by ensuring management of the organization, operations, and
resources for a safe, efficient, and effective learning environment.
Standard 4; The district level administrator is an educational leader who promotes the
success of all students by collaborating with families and community members,
responding to diverse community needs and interests, and mobilizing community
resources.
Standard 5: The district level administrator is an educational leader who promotes the
success of all students by acting with integrity, fairness, and in an ethical manner.
Standard 6: The district level administrator is an educational leader who promotes the
success of all students by understanding, responding to, and influencing the larger
political, social, economic, legal, and cultural context.
Core Student Outcomes Throughout District 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 Maintain personal, physical, and emotional wellness.
CO 2 Manage time effectively.
CO 3 Relate local policy to state and federal regulations and requirements.
CO 4 Promote the value of understanding and celebrating school/community cultures.
CO 5 Understand and be able to communicate with all cultural groups in the community.
CO 6 Demonstrate that good judgment and actions communicate as well as words.
CO 7 Define processes for gathering, analyzing, and using data for informed decision making.
CO 8 Discuss legal concepts, regulations, and codes for school operations.
CO 9 Demonstrate knowledge of adult learning theory and motivation.
CO 10 Exhibit multicultural and ethnic understanding and sensitivity.
SSLS 902
Area: Communications and Community Relations
1. Demonstrate an understanding of political theory and skills needed to build community
support for district priorities.
2. Demonstrate that good judgment and actions communicate as well as words.
3. Write and speak clearly and forcefully.
4. Identify the political context of the community environment.
5. Demonstrate conflict mediation.
6. Demonstrate consensus building.
7. Identify, track, and deal with issues.
8. Identify and internal and external communication plan.
Area: Business and Organizational Management
1. Develop a process for maintaining accurate fiscal reporting.
2. Acquire, allocate, and manage human, material, and financial resources to effectively and
accountably to ensure successful student learning.
3. Use technological applications to enhance administration of business and support
systems.
4. Perform budget planning, management, account auditing, and monitoring.
5. Demonstrate a grasp of practices in administering auxiliary programs, such as
maintenance, facilities, food services, etc.
6. Describe historical issues related to current Kansas School Finance issues.
7. Demonstrate knowledge of equity and adequacy in school funding issues.
Area: Human Resources Management
1. Develop a process for maintaining accurate fiscal reporting.
2. Acquire, allocate, and manage human, material, and financial resources to effectively and
accountably to ensure successful student learning.
3. Develop a plan to assess system and staff needs to identify areas for concentrated staff
development.
4. Demonstrate knowledge of adult learning theory and motivation.
5. Evaluate the effectiveness of comprehensive staff development programming to
determine its effect on professional performance.
6. Demonstrate use of system and staff evaluation data for personnel policy and decision
making.
7. Diagnose and improve organizational health/morale.
8. Demonstrate an understanding of alternative benefit packages.
9. Assess individual and institutional sources of stress and develop methods for reducing
stress.
Area: Values and Ethics Leadership
1. Exhibit multicultural and ethnic understanding and sensitivity.
2. Demonstrate ethical and personal integrity.
3. Describe a strategy to promote the value that moral and ethical practices are established
and practiced in each classroom and school.
4. Describe a strategy to ensure that diversity of religion, ethnicity, and way of life in the
district are not violated.
5. Formulate a plan to coordinate social, health and other community agencies to support
each child in the district.
Leadership Resource Sites on the Web
• http://www.pittstate.edu/ssls/smith.html
Howard W. Smith's web page
• http://library.pittstate.edu/
Pittsburg State University Library
• http://www.newhorizons.org/
New Horizons for Learning
• http://ww.nsdc.org/
National Staff Development Council
• http://askeric.org/Eric/
ERIC
• http://stange.simplenet.com/psycsite
PSYC SITE
• http://www.asbointl.org/
Association of School Business Officials
• http://www.asd.com/asd/edconn/tfrpro.htm
Professional Organization Links
• http://www.edweek.org
Education Week
• http://www.nsba.org/itte/hotlinks.html
Education Trends and Tools
Policy, Governance, and Legal Sites
• http://www.ink.org/public/usa/
United School Administrators of Kansas
• http://www.aasa.org/
American Association of School Admin.
• http://ksbe.state.ks.us/Welcome.html
Kansas State Board of Education
• http://www.washlaw.edu/
WashLaw Web
• http://www.ed.gov/
United States Department of Education
• http://www.nsba.org/
National School Boards Association
• http://skyways.lib.ks.us/kansas/KSL/Ref/GovDocs/Kan/State Const/ks const.html KS Con.
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
• http://www.facilities.durham.kl2.nc.us/
The Schoolhouse Quality
Durham Public Schools Facilities Dept-1
• http://www.spmmag.com/
School Plant Planning and Management
• http ://www. asumag .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
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 .corn/
American School Board Journal
 http://www.buildings.com/
Buildings
 http://www.nsdc.org/publications.htm
Journal of Staff Development
 http://www.ascd.org/frameclasslead.html
Curricular Leadership Online
 http ://www .pdkinti. org/kappan/kappan. htm
Phi Delta Kappa
 http://www.nsba.org/itte/hotlinksedresearch.cfm
Education Research (Compilation)
Required 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
SESSION OUTLINES 902/998
Comments:
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The instructor will make adjustments to the schedule as needed.
Reading/Assignments are given in class for the next meetings.
Sessions do not equal one class period.
Sessions are not necessarily sequential as listed.
Admissions Portfolio Development throughout the first five sessions.
Scheduling of Classes and Expectations
Session #1 - Overview of Course and Expectations
Portfolio Discussion
Project Discussion - Begin Topic Identification
Admissions Review and Update
Political Implications
STANDARDS ADDRESSED: 4K1A, 4K1B, 4K1C, 4P1A, 4P1B, 5K4A, 5K4B, 5K4C, 5K5,
5P1. 5P2, 5P3. 5P8, 6K2, 6K3, 6K4. 6K5, 6P3, 6P5A, 6P5B
Session #2 - Ethics, Integrity, Credibility Issues
A. Examine personal philosophy of Ethics
B. The "Buck Stops Here" what does this mean
C. Define and describe what integrity, credibility are
Session #3 - Political Realities of Educational Leadership
A. Living in a Glass Fishbowl
B. Working with internal publics
C. Working with external publics
Fiscal & Business
STANDARDS ADDRESSED: 3K1, 3K4A, 3K4B, 3K4C, 3K4D, 3K4, 3K4F, 3P3
Session #4 -
Auditing, Reporting, Insurance
A. Audits
a. Who, What, When and Why
Session #5 & 6 - Budgeting
A. Creating a budget
B. State budget forms and procedures
C. Monitoring Buildings
D. District accounting forms and reports
Human Resources
STANDARD ADDRESSED: 1K5, 4K2, 4K4, 4K5, 4P2, 4P3, 4P5, 6P3
Session #7 -
Nuts & Bolts
▪ Staffing ratios
▪ Selection
▪ Hiring
▪ Interviewing
▪ Personnel Policies
Session #8 -
Administrative Issues
▪ Administrator Performance Standards
▪ Administrative Evaluation
▪ Characteristic of Successful Evaluation Programs Summary
▪ An Effective Central Office leader will...
▪ An Effective Principal will...
▪ Administrative Staff Development
Session #9 -
Conflict Resolution - Non Student
▪ The learning Environment
▪ Legal Implications
▪ Creating a safe and efficient transportation system
▪ School Safety Plans
▪ District-wide Emergency Procedures
Communications/Community Relations
STANDARD ADDRESSED: 1K5, 4K2, 4K4, 4K5, 4P2, 4P3, 4P5, 6P3
Session #10 – Communications
A. Internal Methods
B. External Methods
C. Group vs. Individual Methods
Session #11 - Community Relations
A. School Business Partnerships
B. Community as a Resource
Session #12 - Field Base Activities Discussion
Session #13 - Field Base Activities Discussion
Session #14 - Field Base Activities Discussion
Session #15 - Field Base Activities Discussion
Practicum in Educational Leadership
Individual laboratory and field work in various organizational settings 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 addition, various
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 in a
field-based setting.
2. Experience actual leadership tasks and situations.
3. Gain actual administrative experiences.
4. Begin 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 901, 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 roles and responsibilities of
educational leaders.
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 tasks
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 a variety of
educational leadership settings 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.
GRADING
LEADERSHIP PORTFOLIO
Materials needed: Several three-ring notebooks. Labels for sections. Three-ring hole punch.
Work may be turned in by assignment then compiled later.
902 - Letter Grade - See attached rubrics: Portfolio Rubric, Reflection Rubric and Write up
Rubric.
908 - 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.
See attached rubrics: Portfolio Rubric, Reflection Rubric and Write up Rubric.
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.
SECTIONS TO BE INCLUDED IN THE PROGRAM PORTFOLIO - this is a "Work in
Progress" until the last course is completed. Assignments and tasks will be compiled throughout
the program over the five experiences SSLS 901, 902, 903, 997, & 998.
Table of Contents
1. Title Page
2. Resume
3. Field Based Project
4. Book Reviews
5. Readings
6. Log
7. Reflective Journal
8. Performance Outcomes
9. Internship Summary Self-Assessment
1. Resume
Headings — Name, address, and contact numbers
Experience - list of positions beginning with current and working back to first position.
List: Position Title, District, District Address
Education — List Institutions and Degrees earned beginning 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 accomplished in the job.
Community/Civic Work — list any activities you feel comfortable listing
Typically civic club membership 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 or 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 your skills.
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 and
administrative evaluation process/instrument. This can be related as part of the SSLS 990
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 besides it is a class requirement)
• Specific statement of what the project entails.
• Definition of Terms (if necessary)
Section II
Review and report on 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, 1-1/2 inch margins.
2. Book Reviews - Books must be approved in advance with the instructor.
(2) Fall: Organizational Leadership Related
Examples:
 Living the Habits - Covey
 Trust in the Balance - Shaw
(2) Spring: (1) conventional and (1) non-conventional
Examples:
• Hell to Pay: The Unfolding Story of Hillary Rodham Clinton
• Long Walk to Freedom: The Autobiography of Nelson Mandela
• Burr, Hamilton, and Jefferson: A Study in Character
• Sons and Brothers: The Days of Jack and Bobby Kennedy
• The Autobiography of Malcolm X
(2) Summer: (1) Humorous and (1) Sociological:
Examples:
Humorous
 Corpus Juris Humorous: In Brief: A Compilation of Outrageous, Unusual,
Infamous, & Witty Judicial opinions from 1256 A.D. to Present
 Best Cartoons from Leadership Journal
 Don't Step in the Leadership: A Dilbert Book (Adams, Scott, Dilbert Book.)
 Lincoln Stories for Leaders
Sociological
 The Family: The Sociological Interpretation
 Age, Class, Politics, and the Welfare State
 Challenges of Urban Education: Sociological Perspectives for the Next Century
 Public Education: An Autopsy
 The Death of Common Sense: How America is Being Suffocated
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 beneficial or useful to school leaders
 Must use some type of visual and/or technology hen giving the book review
4. Readings
Article reviews for Fall
 2 over some consideration for existing buildings (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)
Article reviews for Spring
 2 over some consideration of human resource management
 1 over ethics in leadership
 1 over school budgeting
 1 over use of technology in schools
 I over political aspects of school leadership
Article reviews for Summer
 2 over some aspect of school cultures
 1 over the role of the superintendent
 1 over strategic planning
5. Log of Activities
Guidelines for Logging Practicum Hours
It is important that the following guidelines are followed in logging practicum hours.
• Logging hours related to research is acceptable;
• You should log the time spent meeting with your mentor and with the practicum
coordinator.
• It is possible, and quite likely, that all practicum hours will not be completed during a
single university semester. In that even, a grade of "I" will be awarded and you will
need to complete the required number of hours in the following semester.
EXAMPLE of LOG
DATE
TIME
ACTIVITY
TIME/CUM TIME
8-28-01
7:00-7:30 am
A Parent Conference
30/30 minutes
9-5-01
6:00 - 7:00 pm
Site Council Meeting
1 hr/1.5 hrs
9-11-01
7:30-8:00 am
Grade Configuration Meeting
30 min/2 hrs
6. Reflective Journal: Students are required to conduct reflective practice during the internship.
This journal will be submitted to review along with the log. The rubric for completing the journal
will be given to each student during the initial session of the course. The reflection includes the
time, date, and length of the experience as well as the observation. First part of narrative should
be the facts and the last part your reaction/insights into what occurred or you observed. Some
reflections will be lengthier than others.
EXAMPLE of Reflection
Activity
A Parent Conference
Date
8-28-02
Time
7:00 – 7:30 a.m.
Activity Time
30 minutes
Brief Topical Title: Meeting with Parents regarding student behavior.
Facts: Student has been disruptive in class, halls, etc. Principal began meeting with introduction
of staff and parents. Then proceeded to review the history of specific behavior problems. Parents
added history of home behavior. Group then began to brainstorm possible solutions to the
situation as well as discuss previous attempts to correct behavior by both parents and staff. The
group came to a consensus on future expectations and consequences. I thought the meeting went
very well. Beginning with the introductions, to the history of previous problems, and concluding
with strategies for the future. The principal was very positive and expected the same from the
staff. Very limited discussion about what doesn't work was brought up. Most of the discussion
was geared towards what we can do to improve the student's behavior and what consequences
might occur. Out of School suspension was something that had never been used with this
particular student. Eventually, he did receive OSS and his behavior improved drastically across
the board, immediately following the OSS.
Reaction: I thought the principal handled the situation well. I have not participated in this type of
conference before so seeing someone facilitate this discussion was particularly informative to me.
I will try to incorporate the "positive" message sent both verbally and non-verbally into my
leadership style. I might have spent a little more time on some concrete strategies for parental
support but still the conference went well.
Can Previous Experience Be Used? In some cases previous experiences maybe used to meet an
activity requirement but not substituted towards the current internship year hour's requirement.
Practicum Summary Self-Assessment:
Part One: Each student will prepare and submit a summary an analysis of the internship
experience. Identify areas of greatest growth during internship.
Part Two: Identify areas where growth is needed most in the future, and outline plans for
achieving professional goals (aligned with the district goals and the student's Individual
Development Plan (IDP)
Part Three: Time Analysis - Based on your experience and observations create a pie
graph with narrative of how you feel the Building Leaders time should be spent. Create
a second graph depicting how you see a Building Leaders time spent based on the
internship experience.
EXAMPLE STATEMENTS:
The internship experience was enjoyable and eye opening. In the beginning, my biggest concern
was completing the required hours. However, as time passed, it became evident that this was not
going to be a problem.
The main area that I have identified for future growth is to become more involved in QPA NCA leadership. I believe that continued experience in this area would be extremely
beneficial for future consideration of employment as an administrator.
To obtain these goals, I hope to do the following:
1. Become an assistant to our building QPA/NCA coordinator.
2. Attend as many QPA or NCA conferences/workshops as possible.
3. Become more involved with preparation for on site visits.
Overall, I would consider my practicum a success. The opportunity to attend league
administrative meetings, central office administrative cabinet meetings, conferences, staff
development meetings, curriculum and financial planning meetings provided very important
hands on activities which should be extremely valuable in preparing me for a future in
educational leadership.
Document Style for the portfolio/reflection:
1. Type/Word Process
2. Double Space
3. 1-1/2 inch left margin; top, bottom and right 1" margins
4. Bullets are fine for listing key points.
Other expectations 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 members 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.
In the event of absence, students are responsible for
1. obtaining notes from other class members;
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 on individual student needs.
Learning will be optimized if you complete each activity initially prior to the class session and
then complete your reflection and finalize the assignment after the session about the topic.
Performance Outcomes to be Assessed:
1)
1K4 - Reflection: Identify three committees or decision making groups within your
school system. Observe and describe how their meetings are held and how decisions
are made. Include things like style or agenda or meeting plan, searing arrangements,
and information handouts. Describe how the discussion went to make a decision. What
were good techniques and what could be improved?
2)
1K5 - Write Up: Identify communication styles used within your district. What
kinds/types of methods are used to communicate internally and externally? (between
people, between units, between buildings to the community, etc.)
Get examples to include in your portfolio. Ex: Newsletters, regular meetings for
groups, electronic, etc.
3)
1P3 - Write up: Describe a process for creating a district calendar. Include timelines, who
will be involved, when they will be involved, sample meeting agendas and a list of potential
issues. Also include what document will be relevant to review prior to the process.
4)
1P5 - Write up: Simulation - The board has just asked you to develop a plan to
determine when a "regular elementary classroom teacher" should be given an aide to
assist her because her class size is too large. Identify research on the issue and write up
a summary highlighting key points; describe how you will share the data with staff and
school board; decide on a specific plan and describe it; describe how you anticipate this
plan will impact student learning.
5)
2P1A - Write Up: Report on Teacher 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
6)
2P1B - Write Up: Report on your districts administrative staff development program;
▪ 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
7)
2PIC - Write Up: Create an outline staff development program plan for teachers, noncertificated and administrative areas.
8)
2P1D - Write Up: Create a list of web sites beneficial to school administrators. (50
minimum)
9)
2P5 - Reflection: Acquire a copy of the current district superintendent's evaluation
model. Talk to at least two current administrators who use the model in the district.
Find out what they see as strengths and weaknesses to the existing model. Based upon
the input, revise the evaluation and write up a summary of why the revised model will
be better. Describe how this model will improve performance.
10)
3K1 - Reflection: Effective school organizational model
Get a copy of the Kansas SB 066 Report. What is it? What does it contain? Who does it
for your district?
11)
3K2 - Write Up: Create/Acquire A Flow chart of your district
Reflection: Review district flow charts of authority.
• Discuss your reactions and thoughts to the organizational structures. (i.e. to many
people, too few people, etc.)
12)
3K3A - Write Up: Create a flow chart on hiring process.
• For Administrative Personnel
• For Instructional Personnel
• For Classified Personnel
In the flow charts of the processes be sure to include:
• Persons responsible
• Tasks from the time a position is declared vacant to giving the new hire the keys
to the desk
13)
3K3B - Reflection: Review another school systems board policies on personnel
• What policies do they have that you should?
• What policies do you have that the other district should consider?
• What is your RIF policy and what do you think about it? Is it fair, hard to
implement, etc.
14)
3K4A - Write Up: Compare district budgets
Comparing your district budget (Numbers/Dollars)
• Compare with a similar size district
• Compare with a smaller district
• Compare with a larger district
• Comparison Items
KS Students - Using the major line numbers used on page 06-06d of the Kansas
budget.
MO Students - Using the major line item numbers of the Missouri budget.
15)
3K4B - Reflection: District business system of records and reports
• Get copies of the reports
• What are they?
• Why are they prepared? (Ex. Check register - to inform Board of Education)
16)
3K4C - Write Up: Budgeting - A District perspective
• Describe the process for setting the district budget (how, what, who and when)
• Describe the process for determining building allocations (how, what, who, and
when)
17)
3K4D - Write Up: Report on your district's budget policies and procedures (The
process, not #'s or $'s)
• Compare with a similar size district
• Compare with a smaller district
• Compare with a larger district
18)
3K4E - Reflection: Audits
• Who is the auditor and what insights do the business managers have to audits?
- Interview your business manager and find out how the audit is conducted for
your district. Who is involved, when is it typically conducted, what usually
occurs, when is it reported to the board, how is an auditor selected?
• Get a copy of your districts audit report and read it. What did it contain that you
expected. What did it contain that you didn't expect?
19)
3K4F-Reflection: Insurance
• What insurance is carried and how are vendors selected? List the type of
insurance, why it is carried, and the basic coverage.
20)
3P1 - Write Up: Create an optimum flow chart of an organizational structure for your
current size district and one larger and one smaller in Kansas classifications. If you do
not have a smaller or larger district, then go two sizes in the direction you can move.
Provide a description/rationale of why you are recommending this structure.
21)
3P3 - Write Up: Pick one set of school goals in your district and show how district
funds are allocated to support the goals.
22)
4K3 – List the major laws from both state and federal perspectives that need to be
monitored.
23)
4P1A – Write a plan for visibility (superintendent)
24)
4P2 – Write Up: Develop a communication plan and identify the different styles and
methods you will use with the different publics.
25)
4P3 – Write Up: Develop a plan for business partnerships.
26)
4P4 – Develop a plan to create working relationships within the community.
27)
5K4A - Write Up: Organizational Standards
• Review some varying organizations professional standards and reflect on them.
Possible sources (AASA, NASSP, NAESP, USA, etc.)
• Are they realistic?
• Is there a way to evaluate them? If so how?
28)
5K4B - Reflection: Discuss what Ethics, Integrity, and Credibility mean to you and
how they can be exhibited in an educational setting. Site examples of good and bad in
the people you have observed or read about.
29)
5K4C - Write Up: Write your own Ethics statement you will live by as a leader.
30)
5K5 - Reflection: How have three past philosophies and historical events impacted
education today? Draw some inferences.
31)
5P1 - Write Up: List specific personal and professional practices you will do to
evaluate ethics.
32)
5P2 - Write Up: How will you demonstrate values, beliefs and attitudes to inspire
others to higher levels of performance? Cite some examples of how you already do
some of these.
33)
5P3 - Write Up: Explain the "Buck Stops Here"
34)
6K3 - Reflection: Explain the relationship between public education and the democratic
society. Reflect on two programs within the district that promotes the relationship
between education and democracy.
35)
6K4 - Write Up: Discuss how specific court cases since 1995 have influenced public
education. (five)
36)
6K5 - Reflection: Explain the relation between diversity and equity and democratic
society.
37)
6P3 - Write Up: Create a plan to open/maintain an ongoing dialogue with diverse
populations within the community.
38)
6P5A - Write Up: Create a sample letter to legislator providing a position.
39)
6P5B - Write Up: Plan for keeping key community informed of school needs and
issues.