KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name
Department
Degree Title (if applicable)
Proposed Effective Date
EDL 9320: Media, Community & Public Relations
Educational Leadership
EdD in Leadership for Learning
Fall 2011
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDL 9320_______________________
Course Title _________ Media, Community & Public Relations
Credit Hours
Three (3) credit hours
Prerequisites Admission to Doctoral Program in Leadership for
Learning
Description (or Proposed Degree Requirements)
This course provides knowledge, skills, and dispositions essential for school leaders to
fully engage with school, district, community, and beyond in the promotion of ongoing
communication between and among all stakeholders, including those whose primary
language is other than English. Candidates will develop and enhance communication
skills that promote the vision and mission of schooling for the purpose of increasing
student achievement, strengthening faculty and staff relations, and advancing stakeholder
support. Additionally, the pressing matters of interactions with the mass media and
crisis management are included. There is a focus on the ways and means by which
school leaders address the multiple prevailing values across a community to solicit school
and community partnerships with the aim of understanding the proactive measures which
will ensure positive perceptions of the school and its educational products.
III.
Justification
The course is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois.
Early in 2006, Spillane rejected the commonly held notion that leadership was either the act
of a heroic individual or of several individuals who shared leadership responsibilities. In his
book, Distributed Leadership, Spillane postulates that “…leadership…is a practice…that is
the product of joint interactions of school leaders, followers and aspects of their situation
such as routines and tools” (p. 3).
Because this understanding is essential to improving schools in Georgia (see Georgia
Leadership Institute for School Improvement – GLISI – at www.galeaders.org), this course
is required of all members of the EdS/EdD cohort in Educational Leadership. The module is
taught and coached by faculty with expertise in school leadership, collaboration, and
diversity. Topics are presented in an integrated manner, such that school transformation is
seen as whole school reform initiative where performance-based practice is the hallmark
(Leithwood, Day, Sammons, Harris, & Hopkins, 2006) and the tenets of Distributed School
Leadership Practice (Spillane, 2006), therefore, are embedded within all activities.
Program design supports team building and connections among school districts (building
and system), universities, and beginning leadership candidates. This design is consistent
with the Bagwell College of Education goal of providing a collaborative framework for
developing expertise in teaching, learning, and leadership within the EdS and EdD program.
It is anticipated that participants will mirror this expectation in their future organizational
settings. Course activities are problem-based and assist individuals in developing an internal
focus and disposition to meet the challenges and opportunities within leadership practice in
their respective career paths and organizational settings.
Media, Community & Public Relations
According to Leithwood, Louis, Anderson and Wahlstrom (2004), effective school
leadership is second only to teacher effectiveness among school-related factors that impact
student achievement. High quality leaders impact achievement through:
a. Setting clear expectations and direction;
b. Making data-driven decisions;
c. Developing talent; and
d. Organizing resources to optimize instruction.
While leadership is found to have a small, but significant impact on all schools, there is a
great body of research demonstrating that the effect of strong leadership is even greater in
struggling schools. Therefore, this course has been designed to develop school leaders with
the knowledge, skills and dispositions necessary to turn around under-performing schools.
Rowicki (1999) has said that “communication is the heart of education.” With the growing
politicization and criticism of public schools, the need for school leaders to understand the
communication link between community relationships and school improvement becomes
evident. Newsletters send home with students and the weekly “school news” column in the
local paper are increasingly ineffective in the face of the immediacy of contemporary media
and social networking. Because public schools belong to the community and stakeholders,
school leaders have an obligation to respond to questions and concerns as well as to initiate
avenues of communication with the community to advance the positive image of the school.
The public’s expectations for transparency and ethical leadership can best be met through
established and trusted school communications policies. It is particularly important that
school leaders quickly communicate with the community during times of uncertainty and
crisis. Failure to do so will give rise to panic and paranoia, and without communication,
frightened and negative voices are heard. When access to information is denied, critics
become more vocal. In speaking of the role of the school leader, Kowalski (2008) stated that
the “school administrator is a consistent and constant purveyor of public relations.”
Attention given to promoting school public relations cannot be thought superfluous; rather,
creating and maintaining positive public relations has become an essential skill for
successful school leadership.
It is unfortunate that public schools have come under attack from many of its own
stakeholders. This troubling dilemma, if left untended, exacerbates the tension between the
entities. School leaders must explore all options and generate solutions to relieve
deteriorating relationships. Resolutions to problems of communication will most likely
originate with school leaders as opposed to stakeholders; therefore, school leaders must
understand the need for preemptive intervention. To that end, this course seeks to
methodically examine processes by which leaders identify critical audiences for
communication and engagement for the purpose of developing mutually supportive
relationships.
IV.
Additional Information (for New Courses only)
Instructor: TBA
Text:
Kowalski, T. (2008). Public relations in schools. (4th ed.). Upper Saddle River, NJ:
Merrill
Prerequisites:
Admission to Doctoral Program in Leadership for Learning
Objectives:
-
EDL 9320 Course Objectives (KSD)
Media, Community & Public Relations
1. Candidates support the premise that schools and
districts must develop and maintain strong positive
public relations among all stakeholders to ensure
appropriate and effective communications and feedback
for the purpose of promoting student success and well
being. (SD)
2. Candidates identify and value school and
community publics (human and institutional)
representing the cultural entities, political forces, civic,
social, and business groups whose feedback must be
channeled to effectively move school and district
initiatives forward. (SD)
3. Candidates demonstrate the ability to effectively
engage stakeholders in the support of schools through
the use of high level verbal, written, presentation and
electronic skills. (SD)
EdS/EdD
Performance
Outcomes
1,6
GLISI Leader
Roles
Process Improvement
Leader
PSC/ELCC/
NCATE
Standards
1,2,6
BOR
Principles
1,3
1-10
3,4
10
2,5,6,8,10
Relationship
Leader
2,5
Relationship
Leader
Change
Leader
1,2
Relationship
Leader
Learning and
Performance
Development Leader
4. Candidates distinguish among and effectively select
the most appropriate communication and relationship
building techniques for non-English speakers to reach
and involve racially and culturally diverse populations
within the school and community.
S,D
5. Candidates recognize and adhere to legal and ethical
boundaries which dictate areas of responsible and
accurate release of critical information particularly
during crisis situations. (SD)
6. Candidates develop and can implement a public
relations program which is consistent with the vision
and mission of the school district and local school. (SD)
7. Candidates develop a systematic crisis management
model for either a school, department, or school
district. (SD)
5.6
Operations
Leader
1
Operations
Leader
3,4,5,6
8
1,2,3,5,6
Process
Improvement
Leader
Relationship
Leader
1,2
5,7,9,10
1-8
Change
Leader
Instructional Method
Instructional methods include, but are not limited to:
 Problem-based Learning
 Cooperative Learning
 Document-based Inquiry
 Case Study Analysis
 Collaboration and Co-teaching
 GA ViewVista for electronic course management
Method of Evaluation
-
5,10
Relationship
Leader
Operations
Leader
-
4,5,6
Evaluation:
Attendance and Participation
Required Projects:
Public Relations Project
Web Site Project
Public Relations Audit
Crisis Management Project
SPLOST Project
Class Presentation Selected Project # 1
Class Presentation Selected Project # 2
In class assignments
TOTAL POSSIBLE POINTS
Points Possible
15
20
10
10
10
20
5
5
5
100
8,10
1,4,5,6, 7
Grading:
A= 90% -100% B= 80%-89% C=70%-79% F=70% or lower
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
n/a
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EdD in Leadership for Learning
I.
COURSE: EDL 9320 Media, Community & Public Relations
II.
INSTRUCTOR(S):
Office:
Phone:
Email:
Office Hours:
III.
CLASS MEETINGS:
Day/Times:
Room:
GA View Vista: GA View Vista will be used primarily for communication and
organizational purposes. Please review site on a daily basis for new postings from the
faculty.
IV.
`TEXTS & READINGS:
Required:
Kowalski, T. (2008). Public relations in schools. (4th ed.). Upper Saddle River, NJ: Merrill
Other course readings as assigned.
Recommended:
American Psychological Association (2010>. Publications manual of the American
Psychological Association (6th ed). Washington, DC.: American Psychological
Association.
Spillane, J. (2006). Distributed leadership. San Francisco: Jossey-Bass.
Journals:
American School Board Journal
Journal of Educational Relations
Journal of School Public Relations
School Administrator
School Community Journal
V.
COURSE CATALOG DESCRIPTION:
This course provides knowledge, skills, and dispositions essential for school leaders to fully
engage with school, district, community, and beyond in the promotion of ongoing
communication between and among all stakeholders, including those whose primary language is
other than English. Candidates will develop and enhance communication skills that promote the
vision and mission of schooling for the purpose of increasing student achievement,
strengthening faculty and staff relations, and advancing stakeholder support. Additionally, the
pressing matters of interactions with the mass media and crisis management are included. There
is a focus on the ways and means by which school leaders address the multiple prevailing values
across a community to solicit school and community partnerships with the aim of understanding
the proactive measures which will ensure positive perceptions of the school and its educational
products.
VI.
JUSTIFICATION
The course is framed within Distributed School Leadership Practice (DSLP), one of the leading
authors of which is James Spillane of Northwestern University in Chicago, Illinois. Early in 2006,
Spillane rejected the commonly held notion that leadership was either the act of a heroic individual
or of several individuals who shared leadership responsibilities. In his book, Distributed
Leadership, Spillane postulates that “…leadership…is a practice…that is the product of joint
interactions of school leaders, followers and aspects of their situation such as routines and tools”
(p. 3).
Because this understanding is essential to improving schools in Georgia (see Georgia Leadership
Institute for School Improvement – GLISI – at www.galeaders.org), this course is required of all
members of the EdS/EdD cohort in Educational Leadership. The module is taught and coached by
faculty with expertise in school leadership, collaboration, and diversity. Topics are presented in an
integrated manner, such that school transformation is seen as whole school reform initiative where
performance-based practice is the hallmark (Leithwood, Day, Sammons, Harris, & Hopkins, 2006)
and the tenets of Distributed School Leadership Practice (Spillane, 2006), therefore, are embedded
within all activities.
Program design supports team building and connections among school districts (building and
system), universities, and beginning leadership candidates. This design is consistent with the
Bagwell College of Education goal of providing a collaborative framework for developing
expertise in teaching, learning, and leadership within the EdS and EdD program. It is anticipated
that participants will mirror this expectation in their future organizational settings. Course activities
are problem-based and assist individuals in developing an internal focus and disposition to meet the
challenges and opportunities within leadership practice in their respective career paths and
organizational settings.
Media, Community & Public Relations
According to Leithwood, Louis, Anderson and Wahlstrom (2004), effective school leadership is
second only to teacher effectiveness among school-related factors that impact student achievement.
High quality leaders impact achievement through:
e. Setting clear expectations and direction;
f. Making data-driven decisions;
g. Developing talent; and
h. Organizing resources to optimize instruction.
While leadership is found to have a small, but significant impact on all schools, there is a great
body of research demonstrating that the effect of strong leadership is even greater in struggling
schools. Therefore, this course has been designed to develop school leaders with the knowledge,
skills and dispositions necessary to turn around under-performing schools.
Rowicki (1999) has said that “communication is the heart of education.” With the growing
politicization and criticism of public schools, the need for school leaders to understand the
communication link between community relationships and school improvement becomes evident.
Newsletters send home with students and the weekly “school news” column in the local paper are
increasingly ineffective in the face of the immediacy of contemporary media and social networking.
Because public schools belong to the community and stakeholders, school leaders have an
obligation to respond to questions and concerns as well as to initiate avenues of communication
with the community to advance the positive image of the school.
The public’s expectations for transparency and ethical leadership can best be met through
established and trusted school communications policies. It is particularly important that school
leaders quickly communicate with the community during times of uncertainty and crisis. Failure to
do so will give rise to panic and paranoia, and without communication, frightened and negative
voices are heard. When access to information is denied, critics become more vocal. In speaking of
the role of the school leader, Kowalski (2008) stated that the “school administrator is a consistent
and constant purveyor of public relations.” Attention given to promoting school public relations
cannot be thought superfluous; rather, creating and maintaining positive public relations has
become an essential skill for successful school leadership.
It is unfortunate that public schools have come under attack from many of its own stakeholders.
This troubling dilemma, if left untended, exacerbates the tension between the entities. School
leaders must explore all options and generate solutions to relieve deteriorating relationships.
Resolutions to problems of communication will most likely originate with school leaders as
opposed to stakeholders; therefore, school leaders must understand the need for preemptive
intervention. To that end, this course seeks to methodically examine processes by which leaders
identify critical audiences for communication and engagement for the purpose of developing
mutually supportive relationships.
VII.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching, Learning & Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent, and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes values and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Use of Technology: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the master teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use
instructional media. They will master use of productivity tools, such as multimedia facilities,
local-net and Internet, and develop the confidence to design multimedia instructional materials,
and create WWW resources.
The students will be linked through GA View Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the doctoral program. The members of each cohort
will be linked in a similar way as they move through the program. The emerging technologies
will be utilized with the parallel expectation that participates demonstrate a high degree of
technological literacy in retrieving and sharing information and resources.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the Kennesaw State
University Leadership for Learning EdS/EdD program of the Bagwell College of Education
reflect the unique aspects of this degree. Collaboratively developed by faculty from across the
university and in consultation with community/school partners, these outcomes and proficiencies
delineate the high expectations we have for graduates who will be Leaders for Learning.
Clearly, the proficiencies reflect the complex nature of student learning in advanced degree
programs leading to a terminal degree. Consequently, many of the proficiencies listed below
incorporate aspects of knowledge, skills and dispositions within a single proficiency. These
proficiencies are clearly linked to our conceptual framework, The Collaborative Development of
Expertise in Teaching, Learning, and Leadership.
VIII. GOALS AND OBJECTIVES:
The Professional Teacher Education Unit prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making instructional decisions that foster the success of all learners. As a
result of the satisfactory fulfillment of the requirements of these courses, the participants will
demonstrate the following performance outcomes:
1. Foster an organizational culture that facilitates development of a shared vision, school
improvement, and increased learning for all students.
2. Implement sustainable educational change and process improvement.
3. Create 21st century learning environments that advance best practices in curriculum,
instruction, and assessment.
4. Engage in applied research that supports data-driven planning and decision-making
for the improvement of schools and learning.
5. Build collaborative relationships, teams, and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embrace diversity by demonstrating intercultural literacy and global understanding.
7. Facilitate professional learning and development that enhance and improve
professional practice and productivity.
8. Exercise professional and ethical practice.
To be successful, a candidate must complete course requirements and provide clear
evidence of meeting the following outcomes in EDL 9320
EDL 9320 Course Objectives (KSD)
Media, Community & Public Relations
1. Candidates support the premise that schools and
districts must develop and maintain strong positive
public relations among all stakeholders to ensure
appropriate and effective communications and feedback
for the purpose of promoting student success and well
being. (SD)
2. Candidates identify and value school and
community publics (human and institutional)
representing the cultural entities, political forces, civic,
social, and business groups whose feedback must be
channeled to effectively move school and district
initiatives forward. (SD)
EdS/EdD
Performance
Outcomes
1,6
GLISI Leader
Roles
Process Improvement
Leader
PSC/ELCC/
NCATE
Standards
1,2,6
BOR
Principles
1,3
1-10
2,5,6,8,10
Relationship
Leader
2,5
Relationship
Leader
Change
Leader
3. Candidates demonstrate the ability to effectively
engage stakeholders in the support of schools through
the use of high level verbal, written, presentation and
electronic skills. (SD)
1,2
4. Candidates distinguish among and effectively select
the most appropriate communication and relationship
building techniques for non-English speakers to reach
and involve racially and culturally diverse populations
within the school and community.
S,D
5. Candidates recognize and adhere to legal and ethical
boundaries which dictate areas of responsible and
accurate release of critical information particularly
during crisis situations. (SD)
6. Candidates develop and can implement a public
relations program which is consistent with the vision
and mission of the school district and local school. (SD)
7. Candidates develop a systematic crisis management
model for either a school, department, or school
district. (SD)
5.6
Relationship
Leader
Learning and
Performance
Development Leader
Operations
Leader
3,4
10
4,5,6
5,10
Relationship
Leader
1
Operations
Leader
3,4,5,6
8
1,2,3,5,6
Process
Improvement
Leader
Relationship
Leader
1,2
5,7,9,10
1-8
8,10
1,4,5,6, 7
Operations
Leader
Change
Leader
Instructional methods include, but are not limited to:
 Problem-based Learning
 Cooperative Learning
 Document-based Inquiry
 Case Study Analysis
 Collaboration and Co-teaching
 GA ViewVista for electronic course management
Method of evaluation includes, but is not restricted to:
 Self-assessment and peer assessment of course assignments on rubrics;
 Reflective analysis;
 Analysis of individual and group performance of collaborative groups; and
 Assessment of public presentations.
IX.
COURSE REQUIREMENTS AND ASSIGNMENTS
Required Projects: (Choose two for class presentations.)
1. Public Relations Audit
Identify several techniques or processes used to audit school public relations plans. Selecting the
most appropriate, audit the public relations plan for your school and school district. As a result of
the audit, consider strengths and deficits of both existing plans. Revise the plans, specifying how
the revision improves communications and relationships between and among parents, faculty and
staff, and stakeholders. The revised plan must address best practices in communications with
diverse populations, print and electronic media, and community business leaders, and it must be
consistent with the school and district vision and mission. Examine the existing school board
public relations policy and propose needed revisions to bring it into compliance if needed.
Theoretical Framework:
Objectives:
Assessment:
Bagin, Gallagher, & Moore(2007);
Hughes & Hooper (2000).
All objectives
Rubric
2. SPLOST Project
Your school district has decided to implement a Special Purpose Local Option Sales Tax for the
purpose of purchasing and upgrading technology in the schools. Before beginning, investigate
the legal and ethical responsibilities and ramifications of school district initiation of such plans.
Within guidelines, develop a public relations plan to successfully launch such a SPLOST
campaign, including:
 Conducting a market survey to identify areas of support and opposition,
 Soliciting funding to manage the campaign
 Identifying techniques for minimizing resistance,
 Attracting favorable votes,
 garnering volunteers and
 maximizing print and electronic media to promote support
Theoretical Framework:
Holliday (2003).
Objectives:
All objectives
Assessment:
Rubric
3. Crisis Management Plan
Special communications plans are needed during times of crisis. Most schools and school
districts already have plans in place to address crisis situations such as fire, weather related
hazards, bomb threats, intruders, etc. However, the ever growing threat of atypical threats to
safety of students, faculty and staff continues to be of concern. Research past events in schools
across the nation and world where tragic situations occurred. Compare the procedures set by
your school and district with the events you cite. Review your school and district crisis
management plan to determine whether there are adequate proactive and management measures
in place that could prevent or control crisis situations such as those you cited. Consider what
measures should to be taken in particular situations, how communications with parents and
community needed during a crisis would be carried out, and what follow-up procedures are
needed when a crisis ends. In your written discussion, justify your reasoning as to whether or not
your design should accommodate unlikely events such as occurred at Columbine High School,
hostage taking of students or teachers, wide spread riots, terroristic threats (think 9/11, Beslan,
Russia, nuclear or biological threats) or other horrendous tragedies.
Theoretical Framework:
Objectives:
Assessment:
Staman, Katsouros, Hach (2009).
All objectives
Rubric
4. Website project
Examine the website for your school district and those of the local schools within your district. If
yours is a very large district, select a representative sampling of schools. Compare the media
messages of the district web site with those of the selected local school websites. Analyze the
information provided from the perspective of a citizen in the community who is interested in
learning about a particular school within the district. Document the instances of consistent or
inconsistent messages related to the schools’ vision and mission statements and strategic plans as
compared to that of the district. Make suggestions for changing the schools’ websites that would
better serve the needs of the communities they serve and improve the perception of the schools in
the eyes of stakeholders.
Theoretical Framework:
Objectives:
Assessment:
Lovre (2007); Lutz & Merz (1992
All objectives
Rubric
5. Public Relations Project
Select a school or school district and develop a public relations program that incorporates multifaceted communication styles and techniques and provides multi-directional communication for
both the school community and community at large. Focus on a plan that reaches the various
economic, social, and multi-cultural audiences within the school community to conveys a
message of high expectations for student achievement, safety, and overall well-being.
Theoretical Framework:
Objectives:
Assessment:
Schneider & Hollenczer (2006).
All objectives
Rubric
Required Activities:






X.
GA View Vista: You will use GA View Vista as the electronic management tool for the
course. Check e-mail and website daily for announcements. Refer to course calendar for
assignment due dates.
Attendance and participation: Refer to Class Policies.
Readings: See Class Policies.
Other in-class assignments: In-class assignments may include but are not restricted to
analyses of case studies on schools, districts and states; document-based inquiry on required
readings; and reflections linking readings and class discussions to GLISI standards.
Group Conferences: Group conferences will provide you with an opportunity to receive
feedback on projects.
Class Presentation of Two Selected Projects. Details will be provided in class..
EVALUATION AND GRADING:
Evaluation:
Attendance and Participation
Required Projects:
Public Relations Project
Web Site Project
Public Relations Audit
Crisis Management Project
SPLOST Project
Class Presentation Selected Project # 1
Class Presentation Selected Project # 2
In class assignments
TOTAL POSSIBLE POINTS
Points Possible
15
20
10
10
10
20
5
5
5
100
Grading:
A= 90% - 100%
B= 80%-89%
C=70%-79%
F=70% or lower
Note: All written work should reflect careful organization of material and high standards of
investigation associated with college-level studies. Papers should be typewritten using 12 point
font with double-spacing and using 8/1/2-11 inch paper. Manuscripts must be proof read to
ensure accuracy in spelling, punctuation, and grammar. Written work should be attractive and
neat -- ESPECIALLY WITH MATERIALS INTENDED FOR STUDENT USE.
While the college standard for evaluation of papers and tests is listed above, instructors in this
course will use alternative assessment strategies. Evaluation is a difficult process in every course.
It is especially difficult to quantify the internal process of developing dispositions of ethics,
character and leadership. This development is unique to each individual and must be recognized
by each individual. To achieve this reflective growth, evaluation considerations will be derived
from two sources (1) student and (2) instructor(s).
The instructor(s) will contribute to the evaluation process by taking into consideration student
preparation for class sessions, level of participation in class, individual and group
projects/reports individual conferences, and other assignments as outlined in the syllabus.
Every effort will be made by the professor(s) to be fair and equitable in the assignment of grades
through multiple processes noted above. In the final analysis, the assigned grade will be based
upon the best professional judgment of the professor(s).
XI.
COURSE OUTLINE
The syllabus schedule reflects a proposed general sequence of topics. Any topic may be covered
in greater or lesser detail depending on the needs of the class. Topics may overlap in dates. This
syllabus has some open space, meaning that additional topics may be added as requested by the
candidates. However, any changes in due dates or written products that are part of a “grade” will
be changed only after class discussion and written notification by the professor.
Class
Dates
Week
1
2
Topics & Essential
Questions
Course overview,
Expectations,
Syllabus
E.Q.: Why Public
Relations?
In-Class Activity
Who are the stakeholders in your community?
Discussion cues:
 Flow of information chart; information
dissemination
 Target audiences
 multi-directional origins and directions
of school communications
 communicating the school’s vision and
mission
3
E.Q.: What are the
relationships among
politics, public
opinion, and school
public relations?
Discussion cues:
 Analyze newspaper articles and other
media releases about school board
actions that have public relations
implications.
 Focus on offering alternative strategies
that would improve public relations.
 What groups typically approach the
board of favor or redress?
4
E.Q.: What are the
ethical and legal
aspects associated
with a school’s public
relations plan?
Discussion cues:
 NSPRA Code of Ethics
 Control over the release of information.
 Open Records Act
 Freedom of Information Act
 “Spin doctors”
E.Q.: How can
technology be
effectively infused in
school public
relations?
E.Q.: What skills are
needed to effectively
communicate with the
Discussion cues:
 Email, texting
 Social networking
 What are the promises and problems
associated with technology for PR?
Discussion cues:
 targeted communications
 why or why not successful?
5
6
Homework Assignments
Kowalski: School Public Relations:
Perspectives and Themes -C.1,2
Identify, analyze and critique the
public relations processes in place in
your school or district that are aimed
at communicating with specific
cultural, language, ethnic groups,
socio-economic status or family
composition.
 Bagin, Gallegher & Moore
 Chadwick
 Decker & Decker
Kowalski: Public Opinions &
Political Contexts - C.3
Kowalski: Legal and Ethical Aspects
- C. 5
Examine the Codes of Ethics of at
least three entities and identify
themes relating to school public
relations.
 NSPRA
 ELCC
 GLISI
 GA Code of Ethics
Kowalski: Public Relations and
Technology - C. 6
Kowalski: Public Relations Skills in
Context - C.7
public?

calendar, grading systems, testing
programs, board actions, etc.
7
E.Q.: How can a
public relations plan
include school and
community as a
team?
Discussion cues:
 school or district level strategy for
collaborating with businesses, social
agencies, political entities and the
private sector
8
9
Conferences
E.Q.: What are the
community dynamics
that should be a part
of the public relations
plan?
Discussion cues:
 role of school and district leadership in
fostering the development of
community partnerships.
10
E.Q.: What are the
key factors in
communicating the
status of student
achievement to
stakeholders?
E.Q.: What are the
essential elements to
be included when
developing a school
or district public
relations plan?
EQ: Why should
relationships with the
media be a part of
school public
relations plans?
E.Q.: What should be
included in a school’s
11
12
13
Identify the barriers to effective
community involvement. Propose
solutions.
 Pawlas
 Blair
 Cerra & Jacoby
Kowalski: Social Dimensions of
Public Relations - C.8
a. Analyze the processes and
procedures in your district for
disseminating information to
employees.
b. Analyze the processes and
procedures in your school for
disseminating information to parents
and students.
c. Analyze the processes and
procedures in your school for
disseminating information to the
community.
 Bagin
 Cattermole & Robinson
 Chadwick
 Flynn & Nolan
Kowalski: District & School Level
P.R. - C. 9,10
Write a paper identifying a school or
community issue that if resolved
would result in increased student
achievement.
Provide evidence to support your
position.
 Pawlas
 Warren, et.al.
Discussion cues:
 school report cards
 reporting of state and national test
results , etc.
Discussion cues:
 funding
 position/personnel
Kowalski: Developing P.R.
Strategies - C.12
Discussion cues:
 duties & responsibilities of a district
spokesperson or media representative.
Kowalski: Media Relations
C.13
Pawlas – C. 7
Write a press release.
 Pawlas
Kowalski: Crisis Response C. 14
Discussion cues:
 Weather related disasters
14
15
16
plan of action to
address a crisis in
terms of response and
management?
Proaction and
reaction?
E.Q.: How can a
public relations plan
garner public support
for fund raising?
E.Q.: What do
leaders of non-public
schools need to know
about public
relations?
E.Q.: How are school
public relations plans
assessed?





Disease
Acts of violence
Employee misconduct
Criminal activity (student or emp.)
Financial mismanagement
Pawlas – C. 9
Lovre
Discussion cues:
 bond issues
 SPLOST initiatives.
Kowalski: P.R. & School District
funding Campaigns
C.16
Discussion cues:
 Competition for funds, students, parent
support and goodwill.
Kowalski: P.R. for Nonpublic
Schools - C. 11
Discussion cues:
 Assessment techniques
Kowalski: Assessing School District
P.R. Programs
C. 17
Course Conclusion
XII.
POLICIES
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above.
The development of an appreciation of diversity as a core organizational value and it use as a
resource will give direction to the activities of the doctoral seminar and of the whole doctoral
program. Consideration will be given to diversity in developing the membership of the cohorts in
the interest of ensuring that the collaborative cohort experience contributes to the development of
such personal and organizational core values
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have violated
these guidelines will be subject to disciplinary action consistent with university policy. For
example, plagiarism or other violations of the University’s Academic Honesty policies could
result in a grade of “ F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to
your ability to provide peer reviews and feedback to your editing groups regarding their research
and their writing. Furthermore, responding effectively and appropriately to feedback from your
peers and the professor is another measure of one’s professionalism. In addition, since each
class meeting represents a week of instruction/learning, failure to attend class will likely impact
your performance on assignments and final exams. Please be prepared with all readings
completed prior to class. We depend on one another to ask pertinent and insightful questions.
XIII. REFERENCES AND BIBLIOGRAPHY
Bagin, D., Gallagher, D., & Moore, E. (2007) (9th ed.) The school and community relations.
Needham Heights, MA: Allyn and Bacon.
Blair, J. (2004). Building bridges with the press: A guide for educators. Bethesda, MD:
Education Week Press.
Cattermole, J., & Robinson, N. (1985). Effective home/school communication – from the
parents’ perspective. Phi Delta Kappan (67)1, 48-50.
Chadwick, K. (2004). Improving schools through community engagement: A practical guide for
educators. Thousand Oaks, CA: Corwin Press.
Chappelo, M., & Reznikov, K. (2007). Rebuilding trust and relationships betweenyour
community and school district. Journal of School Public Relations (28)4, 307-317.
Cerra, G. & Jacoby, R. (2004). The art of effective communication in school leadership. San
Francisco: Jossey-Bass.
Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New
York: Harper Business Press.
Decker, L., & Decker, V. (2003). Home, school, and community participation. Lanham, MD:
Scarecrow Press.
DuFour, R., DuFour, R., Eaker, R., & Karhanik, G. (2004). Whatever it takes.
Bloomington, IN: National Educational Service..
Epstein, J., Simon, M., Sheldon, S., & Simon, B. (2008). (3rd ed.) School, family and community
partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
Flynn,G. & Nolan, B. (2008). What do school principals think about current school-family
relationships? NASSP Bulletin (92), 173-190.
Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
Guskey, T. (2004). The communication challenge of standards-based reporting. Phi Delta
Kappan. (86)4.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance. Atlanta, GA.
Holliday, A. (2003). Communicating on a peanuts budget: A school district doesn’t need a large
staff to connect with parents and community. School Administrator Feb.
Hughes, L., & Hooper, D. (2000). Public Relations for School Leaders. Boston: Allyn and
Bacon.
Kano, M. & Bourque, L. (2007). Experiences with and preparedness for emergencies and
disasters among public schools in California. NASSP Bulletin (91) 201-218.
Lefee, S. (2009). Transparency. School Administrator (66)1, 10-15.
Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences
student learning. New York: The Wallace Foundation.
Lindsey, R., Robins, K., & Terrell, R. (2009) (3rd ed.). Cultural proficiency: A manual for
school leaders. Thousand Oaks, CA: Corwin Press.
Lovre, C. (2007). Media relations for schools. Bloomington, IN: Solution Tree.
Lutz, F. & Merz, C. (1992). The politics of school community relations. New York: Teachers
College Press.
Maxcy, B. (2009). New public management and district reform: Managerialism and deflection
of local leadership in a Texas school district. Urban Education (44)5, 489-521.
Meek, A. (1999). Communicating with the public : A guide for school leaders. Association for
Supervision and Curriculum Development
National Policy Board for Educational Administration (2002). Standards for advanced programs
in educational leadership. Retrieved from http://www.npbea.org/
Salter, T. (2003). Nipping the rumormonger. The School Administrator, 60(7),40.
Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice, New
York: Teachers Press, Columbia University.
Staman, E., Katsouros, M., & Hach, R. (2009). The multi-dimensional nature of emergency
communications management. EDUCAUSE Review (44)1, 48-50, 52, 54, 56, 60, 62-63.
Pawlas, G. (2005) (2nd ed.). The administrator’s guide to school-community relations.
Larchmont, NY: Eye on Education.
Rowicki, M. (1999). Running head: Communication skills for educational administrators.
Educational Management. Alabama.
Schneider, E. & Hollenczer,L. (2006). The principal’s guide to managing communication.
Thousand Oaks: Corwin Press.
Warren, M., Hong, S. Rubin, C., & Uy, P. (2009). Beyond the bake sale: A community-based
relational approach to parent engagement in schools. Teachers College Record. (111)9,
2209-2054.
Websites:
http://people-press.org
http://www.nspra.org
http://www.nsba.org
http://www.uknow.gse.harvard.edu/leadership/leadership002a.html
http://www.edreform.com
http://www.nwrel.org
http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.1427855/k.FAA3/Welcome_to_
the_Center_for_Public_Education.htm (The Center for Public Education)
http://www.doe.k12.ga.us/pea_board.aspx?PageReq=PEABoardRules (Georgia State Education
Rules and Policies)
http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdfhttp:///www.doe.k12.ga.us
(Georgia Department of Education)
Other informational sources:
State and local school board policy manuals
Newspapers
Other media