SYLLABUS
for
EDU 6521
Organizational School and
Community Effectiveness
Dr. Ruthie S. Stevenson
Summer 2014
Box 4009
Clinton, Mississippi 39058
601-925-3403
SYLLABUS
EDU 6521
Organizational School and Community Effectiveness
Instructor: Dr. Ruthie S. Stevenson
Office: (601) 925-3403
Office: Lowrey 400B
Email: rstevens@mc.edu
Textbooks: Gallagher, D. Bagin, D, and Moore, E. (2008). The school
and community relations. (9th ed.). Massachusetts: Allyn and
Bacon.
American Psychological Association. (2010). Publication Manual of the
American Psychological Association (6th ed.). Washington,
DC: Author.
Prerequisites
Hold a master’s degree issued by a regionally accredited institution of higher
education in an area of professional education other than educational leadership.
Meet all general requirements for admission to the Graduate School of Mississippi
College.
Course Description
A study of the elements and concepts involved in the fiscal, physical, and human
resources within an organization with an emphasis on the importance of effectively
designing, implementing, and administering of a program to effectively communicate
with the various cultures in the community.
Rationale
Pre-requisite Program anchor: Fundamentals of Effective School Leadership has the
basic fundamental behaviors of effective school leaders at the building level. This
course is designed to provide students with an understanding of the school functions
and operations as tied to the local school board, superintendent, and central office
policies and regulations. The course is constructed to acquaint students with the
functions of a school leader in connecting the school to the community for support.
ISSLC Standard 4: A school administrator is an educational leader who promotes
the success of all students by collaborating with families and community members,
responding to diverse community interests and needs, and mobilizing community
resources.
2
Knowledge
The administrator has knowledge and understanding of:
 emerging issues and trends that potentially impact the school community
 the conditions and dynamics of the diverse school community
 community resources
 community relations and marketing strategies and processes
 successful models of school, family, business, community, government, and
higher education partnerships
Dispositions
The administrator believes in, values, and is committed to:







schools operating as an integral part of the larger community
collaboration and communication with families
involvement of families and other stakeholders in school decision-making
processes
the proposition that diversity enriches the school
families as partners in the education of their children
the proposition that families have the best interests of their children in mind
resources of the family and community needing to be brought to bear on the
education of students and informed public
Performances
The administrator facilitates processes and engages in activities ensuring that:









high visibility, active involvement, and communication with the larger
community is a priority
relationships with community leaders are identified and nurtured
information about family and community concern, expectations, and needs is used
regularly
there is outreach to different business, religious, political, and service agencies
and organizations
credence is given to individuals and groups whose values and opinions may
conflict
the school and community serve one another as resources
available community resources are secured to help the school solve problems and
achieve goals
community youth family services are integrated with school programs
community stakeholders are treated equitably
3

diversity is recognized and valued





effective media relations are developed and maintained
a comprehensive program of community relations is established
public resources and funds are used appropriately and wisely
community collaboration is modeled for staff
opportunities for staff to develop collaborative skills are provided
Course Objectives are in alignment with ELCC Standard 4
Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests and
needs, and mobilizing community resources:

To communicate with staff, parents, and the community the role of the school in
relation to specific functions determined by the school board, superintendent, and
the central office in the school district;

To represent the school to the media and the public effectively in varying
situations requiring communication skills;

To interact effectively with diverse cultural groups within the community;

To critique school crisis management plans for effectiveness in assisting
personnel in a crisis situation;

To implement preventive strategies that lessens the frequency of violent episodes
in schools;

To advocate drug and substance abuse programs, policies, and consequences to
impact distribution and use in the school;

To implement effective alternative education programs within the school to
control nonproductive behavior and protect the instructional environment for
learning;

To maintain ties with the business and industry community through partnership
programs through effective communication and vision sharing; and

To utilize community resources and services for instructional program
enhancement and cultural growth opportunities.
Academic Integrity
It is expected that a student attending Mississippi College will be scrupulously
honest. Therefore, cheating, plagiarism, or any form of dishonesty associated with
4
this course will be dealt with in accordance with the policies of the university. These
policies are stated in the Graduate Catalog.
Course Topics
The following topics will provide the major areas of study for developing leadership
knowledge, strategies, and skills to communicate effectively with the school
community.










Understanding the importance of a public relations program
Developing good communication skills
Communicating with internal publics
Communicating with external publics
Parent and family involvement
Working with the media
Understanding the community
Identifying community power structures
Interfacing school needs with business and community resources
Providing for a safe school environment: crisis, violence, and drug/substance
abuse
Instructional Methods
Lecture/Discussion
PBL projects
Research assignments
Skill assessments
Resource documents
EXPECTATIONS
1. As a member of a professional learning community, you will be expected to conduct
yourselves in a professional manner during class. This includes being attentive and
respectful.
2. You will be expected to come to class prepared with readings, papers, and all other
assignments completed as assigned.
3. It is important for you to attend EVERY class session, on time, and fully prepared.
If you must be absent for a legitimate reason, please notify me in advance. As a teacher
or administrator, your attendance will influence how adequately you meet the needs of
your students, which is very difficult to do if you are absent from school. Your
attendance for this class should reflect your commitment to teaching AND leading.
5
If missing a class is unavoidable, you are responsible for notifying the professor. It is
your responsibility to check with class colleagues for notes and to complete any missed
assignments, readings, or other work before the start of the next class. Be aware that a
percentage of your grade is earned through class participation (which includes
discussions, etc.); therefore, absences can affect your grade. Late assignments affect your
grade on the assignment and will not be accepted without making prior arrangements
with the professor.
Please be aware that you must make the decision as to whether you attend class or not. If
you have an excused absence, you will be permitted to complete the missed work;
however, the absence still counts as an absence.
4. Cell phones must be placed on “off” or “silent.” If you must use your phone, please
quietly leave the classroom. If you are observed texting during class, you will be asked to
leave class for the evening, and you will be marked absent. If you are unable to do
without texting and being distracted by your phone, you do not need to be in this class.
Texting and talking on the phone during class are disrespectful to your classmates and
especially to me.
5. This is a professional classroom setting. Please do not bring children to class.
6. Please eat dinner before or after class.
EVALUATION AND GRADING
This is a graduate-level course and high quality work is expected at all times, in class
and on all assignments. You will be provided with a rubric for some assignments to
note the completion of the assignment and to serve as an instrument to assess your
grade for the activity. All assignments are due on time. If there is difficulty in
meeting a deadline for an assignment, the student must inform the instructor prior to
the due date.
Your ability to communicate is essential; therefore, you will be encouraged to
strengthen your communication skills. This means you will be expected to listen
attentively to others, speak concisely and to the point, remain focused on discussion
topics, ask probing questions to gather needed information, make relevant comments
that move the conversation forward, and use tone effectively. It also means that that
you will illustrate quality written and oral expressions related to mechanics, clarity,
and facility with the English language.
6
GRADING
Please check Moodle for due dates for all electronic assignments. All assignments are
due no later than 6:00 on the due date. Please be sure to include your name and the
date on each assignment. Grades will be determined according to the following
criteria:
CLASS PARTICIPATION AND ATTENDANCE
Attendance
10%
Students are expected to attend classes on a regular basis. Excessive absences will
result in a lowered grade or loss of credit. Policies regarding absences are stated in the
Mississippi College Catalog.
Class Participation
10%
Each student will be expected to participate in class and group discussions.
Participation means that not only are you present and participating, but that you are
also prepared to participate. Please note that your attendance and participation are
20% of your grade. You are expected to read all assigned articles and other
handouts, complete all assignments for discussion, and to be prepared to participate in
all class discussions.
DISCUSSION TOPICS
30%
Complete a two-page summary of assigned topics. You will submit your summaries
electronically. Summaries should be New Roman, 12- point font, and double spaced.
Please check Moodle for due dates and topics.
SCHOOL CRISIS PLAN
30%
Each student will develop a School Crisis Plan. The plan must include:
 Introduction
 Key contacts with contact information
 Who will be included in developing the plan
 Purpose of the plan
 Mission statement
 Rationale for the plan
 Crisis Response Team and their roles and responsibilities
 Evaluation plan
The Crisis Plan must also contain ten (10) of the following topics:




Bomb threat
Fire
Physical assault/fighting
Shelter-in- place
7










Bad weather/tornado
Weapons/armed person
Suicide attempt/threat
Bus accident
Sexual assault
Death of student/staff member
Gas leak
Crisis Communication
Lockdown
Reunification
CRISIS PRESENTATION
10%
Each student will present a brief summary of his/her plan in a PowerPoint presentation of
6-8 slides. Presentations must be no more than twenty minutes. A presentation rubric
will be provided for you.
BROCHURE
10%
Each student will design a brochure for his/her school. The brochure does not have to be
for your actual school. The brochure is due June 23 and must be submitted
electronically.
The grading scale for this course is as follows:
A = 94 –100
B = 93 – 85
C = 84 – 75
D = 74 – 70
F = below 70
SPECIAL ACCOMMODATIONS
In order for a student to receive disability accommodations under Section 504 of the
Americans with Disabilities Act, he or she must schedule an individual meeting with the
Director of Student Counseling Services immediately upon recognition of their
disability (if their disability is known they must come in before the semester begins or
make an appointment immediately upon receipt of their syllabi for the new semester).
The student must bring with them written documentation from a medical physician and/or
licensed clinician that verifies their disability. If the student has received prior
accommodations, they must bring written documentation of those accommodations
(example Individualized Education Plan from the school system). Documentation must
8
be current (within 3 years). The student must meet with SCS face-to face and also attend
two (2) additional follow up meetings (one mid semester before or after midterm
examinations and the last one at the end of the semester). Please note that the student may
also schedule additional meetings as needed for support through SCS as they work with
their professor throughout the semester. Note: Students must come in each semester to
complete their Individualized Accommodation Plan (example: MC student completes fall
semester IAP plan and even if student is a continuing student for the spring semester they
must come in again to complete their spring semester IAP plan).
Student Counseling Services is located in Alumni Hall Room #4, or they may be
contacted via email at christia@mc.edu or rward@mc.edu. You may also reach them by
phone at 601-925-7790.
9