KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7600/Master of Education in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Master of Education
Proposed Effective Date
August 1, 2008
Check one or more of the following and complete the appropriate sections:
X 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
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
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 7600______________________
Course Title ____ School Operations and Community Relations_____________
Credit Hours
3
Prerequisites
Admission to M.Ed. Program or Permission of Instructor
Description (or Proposed Degree Requirements)
This course is designed to provide candidates with knowledge of major areas of school
business management in performing the duties of a school administrator. Candidates will
be prepared to assume a leadership role in decision making of school business affairs. An
effort is made to identify roles school administrators play in managing daily school
business in relation to their counterparts at the district level. Candidates examine major
areas of school business management, particularly as they relate to the funding of
American public education. Georgia model of educational finance is introduced and
discussed. Candidates will attain knowledge and skills in school business management in
the following areas: educational facilities planning and management, school budgeting,
school accounting and auditing, cash management, risk management, purchasing and
central distribution, school food service, and student transportation. The course will also
equip leaders to engage the community in understanding and supporting the educational
process of all students including those from culturally and linguistically diverse
backgrounds and other underrepresented populations. The design of this course is
intended to cover BOR Strands 8 and 10, and PSC Standards 3, 4 and 6.
III.
Justification
This course is designed to provide candidates with knowledge of major areas of school business
management in performing the duties of a school administrator. Candidates need to be prepared
how as school administrators to work with district level administrators by following state and district
business guidelines. Candidates will be prepared to assume a leadership role in decision making of
school business affairs.
IV.
Additional Information (for New Courses only)
Instructor: To be determined.
Text(s):
Ritchey, D. A. (2004). Innovative ideas for school business officials. Lanham, Maryland:
Scarecrow Education.
Chan, T. C., & Richardson, M. D. (2005). Ins and outs of school facility management.
Lanham, Maryland: Scarecrow Education.
Objectives:
The following course objectives are derived:
Candidates will attain knowledge and skills in the management of the following areas
of school business at the school level:
1. Organize a safe, orderly, and engaging learning environment, including facilities, that
reflects state, system and local school rules, policies, and procedures.
2. Manage operations within the structure of Georgia public education rules, regulations,
and laws and the Georgia Code of Ethics for Educators.
3. Work collaboratively to implement fiscal policies that equitably and adequately
distribute all available resources to support success of all students.
4. Develop a budget that aligns resources with data-based instructional priorities.
5. Develop the lead communication strategies to support the school’s goals and student
achievement.
6. Establish and maintain effective working relations with governing agencies, such as a
local board of education and the Georgia Department of Education.
7. Actively engage parents, community, and other stakeholders in school decision-making
and problem-solving processes to have a positive effect on student learning and to
achieve the system’s vision.
8. Establish expectations for school councils and facilitate council leadership.
9. Mobilize community resources to strengthen schools, families and student learning and engage the
community in understanding and supporting the educational process of all students including those fro
culturally and linguistically diverse backgrounds and other underrepresented populations.
10. Promote technology to support administrative processes.
Instructional Method:
Course method will include, but are not limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
5.
6.
7.
8.
9.
Class and group discussions
Reading assignments
Simulations
School visits
Field experiences
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
* The resources and funding of this course are figured in as part of the budget of the
entire Master of Education Program.
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 16 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
Educational Leadership
EDL 7600
School Operations and Public Relations
3__________________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDL 7600 School Business Management
Department of Educational Leadership
Kennesaw State University
__________ Semester, 200__
Instructor: (Name)………
(Title)……….
(Address)……….
(Phone)……….
FAX: (770) 423-6910
(E-mail)……….
Class Session: (Day and Time)………..
(Place)……….
Text(s):
Ritchey, D. A. (2004). Innovative ideas for school business officials. Lanham, Maryland:
Scarecrow Education.
Chan, T. C., & Richardson, M. D. (2005). Ins and outs of school facility management.
Lanham, Maryland: Scarecrow Education.
Kowalski, T. J. (2000). Public Relations in Schools. (2nd ed.). Upper Saddle River, NJ:
Prentice-Hall, Inc.
Referenced Journals: School Business Affairs
American Schools and Universities
Educational Facility Planner
American School Board Journal
Journal of School Public Relations
School Planning and Management
Catalog Description:
This course is designed to provide candidates with knowledge of major areas of school
business management in performing the duties of a school administrator. Candidates will
be prepared to assume a leadership role in decision making of school business affairs. An
effort is made to identify roles school administrators play in managing daily school
business in relation to their counterparts at the district level. Candidates examine major
areas of school business management, particularly as they relate to the funding of
American public education. Georgia model of educational finance is introduced and
discussed. Candidates will attain knowledge and skills in school business management in
the following areas: educational facilities planning and management, school budgeting,
school accounting and auditing, cash management, risk management, purchasing and
central distribution, school food service, and student transportation. The course will also
equip leaders to engage the community in understanding and supporting the educational
process of all students including those from culturally and linguistically diverse
backgrounds and other underrepresented populations. The design of this course is
intended to cover BOR Strands 8 and 10, and PSC Standards 3, 4 and 6.
Purpose/Rationale:
This course is designed to provide candidates with knowledge of major areas of school business
management in performing the duties of a school administrator. Candidates need to be prepared
how as school administrators to work with district level administrators by following state and
district business guidelines. Candidates will be prepared to assume a leadership role in decision
making of school business affairs.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
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 are 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, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Diversity Statement
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 that there are other support/mentor groups on the campus of Kennesaw State University
that address each of the multicultural variables outlined above.
Statement for field-based activities
While completing your graduate program at Kennesaw State University, you are required to be involved
in a variety of leadership and field-based activities directed at the improvement of teaching and learning.
Appropriate activities may include, but are not limited to, attending and presenting at professional
conferences, actively serving on or chairing field-based committees, attending PTA/school board
meetings, leading or presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational leadership
experiences, you are encouraged to explore every opportunity to learn by doing. Approximately 30% of
the class assignments will involve field-based activities which you are required to log-in and provide
reflection. Some of the field-based documentations will serve as artifacts in professional portfolios.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire ePortfolio account.
This web-based application will be used in multiple courses throughout your program, but you will only
need to purchase your account ONE time since the accounts are good for five years. Accounts must be
purchased through the KSU Bookstore. For additional information on how to purchase the account, the
purpose of Chalk and Wire, and training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to create an organized
view of themselves and their educational leadership capabilities. Each student is expected to create an
electronic portfolio demonstrating mastery of the BOR strands and the PSC/ELCC/NCATE standards.
Students are required to upload assignments from each class in the Educational Leadership program to the
Chalk and Wire portfolio. Each assignment uploaded must be accompanied by a reflection clearly
demonstrating knowledge, application, analysis, and synthesis of the BOR strands and the
PSC/ELCC/NCATE standards.
Course Objectives:
Candidates will attain knowledge and skills in the management of the following areas of school
business at the school level:
Course objective
Course
Activity/
Assignment
Organize a safe,
Physical environment and PERT Chart
orderly, and engaging learning process;
Case Study
learning environment, Principal’s roles and duties Class Exercises
including facilities, that in facilities management;
Group Presentation
reflects state, system
School maintenance:
Facility Impact on Student
and local school rules, Safety conditions
Learning Survey
policies, and procedures. Health conditions
Aesthetics
Life of school buildings
Participatory planning;
Phases of school planning;
Principles of educational
facility planning.
Basic elements of risks;
Types of school insurance;
Risk management guidelines
Risk transfer; Emergency
plans; School security
Manage operations
within the structure of
Georgia public
education rules,
regulations, and laws
and the Georgia Code
of Ethics for Educators
Course
Contents
Federal, state, and local
PERT Chart
laws, school system policies; Case Study
Legal concepts.
Class Exercises
School purchasing functions; Group Presentation
School purchasing procedures
Operation of the central
distribution center;
Alternative purchasing;
Significance of school food
service program; school
food service policies and
operation; Current issues in
school food service.
Significance of student
transportation program;
Transportation process;
Policies, rules & regulations
of transportation program;
Current issues in student
transportation program
BOR
PSC/ELCC
Assessment Ten Strands Standards
PC Rubric 8a
CS Rubric
CE Rubric
GP Rubric
FIST Rubric
PC Rubric
CS Rubric
CE Rubric
GP Rubric
8b
3a, 3b, 3c, 3e
3b
Course objective
Course
Contents
Course
Activity/
Assignment
PERT Chart
Case Study
Class Exercises
Group Presentation
BOR
PSC/ELCC
Assessment Ten Strands Standards
PC Rubric
CS Rubric
CE Rubric
GP Rubric
8c
3a, 3b
PERT Chart
Case Study
Class Exercises
Group Presentation
School Budget Proposal
PC Rubric
CS Rubric
CE Rubric
GP Rubric
BP Rubric
8d
3d
Organization of a school
system; Relationship
between school business
offices and other school
system offices.
Communication contexts
(modes and channels)
Conflict Resolution
PERT Chart
Case Study
Class Exercises
Group Presentation
School community project
PC Rubric 10a
CS Rubric
CE Rubric
GP Rubric
SCP Rubric
4d
Establish and
Relationship with public
maintain effective
Agencies;
working relations with Working with media.
governing agencies,
such as a local board of
education and the
Georgia Department of
Education.
PERT Chart
Case Study
Class Exercises
Group Presentation
School community project
PC Rubric 10b
CS Rubric
CE Rubric
GP Rubric
SCP Rubric
4d, 6c
Work collaboratively
to implement fiscal
policies that equitably
and adequately
distribute all available
resources to support
success of all students
Concepts of school
accounting; Generally
Accepted Accounting
Procedures; School
accounting process; School
fund accounting.
Internal & external reporting
Concepts of school auditing;
Purposes of school auditing;
Internal & external auditing;
Nature of cash management
for schools; Cash flow;
Investment of educational
Dollars.
Develop a budget
that aligns resources
with data-based
instructional priorities.
Concepts of budgeting;
Zero based budgeting;
Site based budgeting;
Budget development
Develop the lead
communication
strategies to support the
school’s goals and
student achievement
Course objective
Course
Contents
Course
Activity/
Assignment
Actively engage
Community resources for
PERT Chart
parents, community,
Education;
Case Study
and other stakeholders Effective community
Class Exercises
in school decisionprogram for student success Group Presentation
making and problemSchool community project
solving processes to
have a positive effect
on student learning and
to achieve the system’s
vision.
BOR
PSC/ELCC
Assessment Ten Strands Standards
PC Rubric 10c
CS Rubric
CE Rubric
GP Rubric
SCP Rubric
4a, 4b, 6a
Establish expectations
for school councils and
facilitate council
leadership.
School Councils: Functions
and organization
PTA and community
support of education
PERT Chart
Case Study
Class Exercises
Group Presentation
School community project
PC Rubric 10d
CS Rubric
CE Rubric
GP Rubric
SCP Rubric
6b
Mobilize community
resources to strengthen
schools, families and
student learning and
engage the community
in understanding and
supporting the
educational process of
all students including
those from culturally
and linguistically
diverse backgrounds
and other
underrepresented
populations.
Community resources for
education
Effective community
program for student success
PERT Chart
Case Study
Class Exercises
Group Presentation
School community project
PC Rubric 10f
CS Rubric
CE Rubric
GP Rubric
SCP Rubric
4c, 6b
Promote technology to
support administrative
processes.
Course Outline:
1. Introduction: Overview of school business administration
A. Scope of work in school business administration
B. A school business administrator: background, duties, roles, skills and ethics.
C. Organization of a school system
D. Relationship between School Business Division and other school system divisions
2. Legislative and judicial context:
A. Federal laws, state laws, local laws, school system policies
B. Legal concepts: Contracts, competitive bids, school board decisions, conflict of interest
due process, liabilities, compliance
3. Educational facilities management:
A. Physical environment and learning process
B. Principal’s role and duties in facilities management
C. Maintenance of school facilities:
Safety and health conditions
Aesthetics
Prolonging the life of school facilities
4. Educational facilities planning:
A. Participatory planning process
B. Phases of educational facilities planning
C. Principles of educational facilities planning
5. Budgeting:
A. Concepts of budgeting
B. Zero based budgeting
C. Site based budgeting
D. Budget development process
6. Accounting, Reporting and Auditing:
A. Concepts of school accounting
B. Generally Accepted Accounting Procedures
C. School accounting process
D. School fund accounting and operation
E. Internal reporting and external reporting
F. Concepts of school auditing
G. Purposes of school auditing
H. Internal and external auditing
7. Cash Management:
A. Nature of cash management for schools
B. Cash flow
C. Investment of educational dollars
D. Student activities cash management
8. Risk Management:
A. Basic elements of risks
B. Types of insurance
C. Risk management guidelines
D. Risk transfer
E. Emergency plans
F. School security
9. Purchasing, and central distribution:
A. The functions of school purchasing
B. School purchasing procedures
C. Operation of the central distribution center
D. Alternative purchasing methods
10. Food Service:
A. Significance of school food service program
B. The school food service operation
C. School food service policies, rules and regulations
D. Current issues in school food service
11. Transportation
A. Significance of school transportation program
B. The process of school transportation program
C. Policies, rules and regulations of transportation program
D. Current issues in school transportation program
12. School Community Relations I:
A. Communication contexts (modes and channels)
B. Conflict Resolution
13. School Community Relations II：
A. Relationship with public agencies
B. Working with media
14. School Community Relations III:
A. School Councils: Functions and organization
B. PTA and community support of education
15．School Community Relations IV:
A. Community resources for education
B. Effective community program for student success
Course activities:
Course activities will include, but are not limited to:
1. Lecture
5.
2. Student research projects
6.
3. Class exercises
7.
4. Presentations
8.
9.
Class and group discussions
Reading assignments
Simulations/Case studies
School visits
Field experiences
Course requirements:
1．Completion of Facility Impact on Student Learning Survey
(Activity for Field Experience, minimum of 30 hours log-in)
Candidates will use the FISL Form to survey and interview two school administrators,
two teachers and two parents in their school. Candidates will analyze the data and report the
findings in class. Class discussion will involve comparison of findings of all candidates.
(20%)
2. Completion of a PERT Chart
Candidates will select a field-based project in school to analyze the administrative procedures,
the resources, the personnel involved, and the time needed for completion of the project.
(10%)
3. Group presentation
Candidates will organize themselves in groups to select a course related topic for approval
for class presentation. Outlines of the presentations will be pre-approved by the instructor who
will assist with basic support reading. Presentations will be 30-minute sessions to cover the main
themes of the topic. Emphasis is placed on the roles school administrators’ play in school operations.
Class presentations will be evaluated in terms of contents, format, organization, and creativity.
(20%)
4.
Composition of a School Community Relations Plan .
(Activity for Field Experience, minimum of 20 hours log-in)
Candidates will be initiating a proposal of activities in school to reflect the need of continuous
improvement of school community relations. The proposal will include sections of general
background of the school and its community, description of current school community activities,
assessment of improvement needs, plan for implementing the improvement project, anticipated
difficulties and ways to overcome, and a project evaluation component.
(15%)
5.
Completion of a Budget Development & Analysis (BDA) [PROGRAM ASSESSMENT] [PORTFOLIO
SUBMISION]
(Activity for Field Experience, minimum of 20 hours log-in)
Candidates will select to develop a budget proposal at school (school, department, discipline, or
student activity), collect real school data to compose the budget proposal to be submitted for class
discussion. The budget needs to comply with standardized format provided by instructor and
budget item justifications should be included as appendixes.
(15%)
6. Mid-term Examination
A multiple choice test to cover the basic course contents of the first half of the course.
(10%)
6.
Final Examination
A multiple choice test to cover the basic course contents of the second half of the course.
(10%)
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
69% or below
Grade F
Academic Integrity Expectations:
Page 116 of the KSU Graduate catalog (2000-2001) states: KSU expects that graduate students will
pursue their academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should represent their own efforts, achieved without giving
or receiving any unauthorized assistance. Any student who is found to have violated these expectations
will be subject to disciplinary action. (from current KSU Student Handbook)
Attendance Policy:
The Educational Leadership Program has established class attendance policy as follows:
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional make-up work.
3. Candidates with more than one class absence will be advised to drop the class.
Bibliography:
Adams, C. M., & Forsyth, P. B. (2007) Promoting a culture of parent collaboration and trust: An empirical
study. Journal of School Public Relations, 28(1), 32-56.
Castaldi, B. (1994). Educational facilities: Planning, modernization, and management. (4th Ed.) Boston, MA:
Allyn and Bacon.
Chan, T. C. (1996). Environmental impact on student learning. Valdosta, GA: Valdosta State University.
(ERIC Documentary Service No.: EA 028 032)
Chan, T. C. (1997). An evaluation of the participatory planning approach to school facility planning. Paper
presented to the Annual Conference of the International Society for Educational Planning at
Philadelphia, PA, October, 1997.
Chan, T. C., He, M. F., & Martin, K. (2002). Community support for education: The success story of the HOT
Program. Journal of School Public Relations, 23(2), 159-166.
Council of Educational Facility Planners. (1994). Guide for planning educational facilities. (Revised Edition.)
Columbus, OH: The Council.
Earthman, G. L. (1992). Planning educational facilities for the next century. Reston, VA: Association of
School Business Officials, International.
Kowalski, T. J. (2002). Planning and managing school facilities. Westport, Connecticut, Bergin & Garvey.
Pawlas, G. (2005). The administrator’s guide to school-community relations. (2nd ed.). Larchmont, NY: Eye
on Education.
Thompson, D.C. & Wood, R.C. & Honeyman, D.S. (1994). Fiscal leadership for schools: Concepts and
practices. New York, NY: Longman.
U.S. Department of Education, National Center for Education Statistics, National Forum on Education Statistics.
(2003). Planning guide for maintaining school facilities, NCES 2003-347, prepared by T. Szuba, R. Young,
and the School Facilities Maintenance Task Force. Washington, DC.
Alignment of course objectives/activities with BOR Strands and PSC/NCATE Standards
Public School Administrators involved in course redesign:
Mr. Harry Lee, Director of Finance, Walton County School District
Ms. Cookie Roland, Executive Director, Georgia Association of School Business Officials
Mrs. Patricia Fulford, Principal of Social Circle Elementary School, Social Circle City Schools.
Ms. Gail Johnson, Assistant Principal of Osborne High School, Cobb County Schools.
School Management Rubric
This rubric is used to assess school innovative proposals submitted by educational leadership candidates.
Assessment Items
1. Introduce an innovative school business
management idea you learn.
(Cite author and source of documentation.)
2. Identify the strength and creativeness of this
innovation.
3. Describe the situation of the school or district.
What are the needs of the school or district?
4. Describe your proposal to implement this idea in
your school or district. (Include such components as
orientation, resources, procedures, personnel
involvement, and evaluation of outcome.)
5. Assess the chances of success in the
implementation of this idea in your school or
district.
(Evaluate the factors and environment that could
contribute to successful implementation of the idea.)
6. What are the anticipated barriers? How do you
plan to overcome these barriers?
0 = Missing
1 = Fair
2 = Good
3 = Excellent
0
1
2
3
Comments