DAD 642 Organization and Administration of Public Schools (3 cr)
Online and DesignatedThursdays, 5:00 – 7:30 p.m.
DEPARTMENT OF EDUCATIONAL PROFESSIONS
FROSTBURG STATE UNIVERSITY
Fall 2013
John L. Stoothoff, Ph.D.
Assistant Professor, Frostburg State University
Room 155, The Partners’ Building
University System of Maryland at Hagerstown
60 West Washington Street, Hagerstown, MD
21740
T-(240) 527-2736 C-(518) 369-7135
jlstoothoff@frostburg.edu www.frostburg.edu
Our first Meeting is set for Thursday
evening, September 5 at the ‘Partners’
Building of the USMH Center in
Hagerstown.
We meet in Room 151
Please look over this syllabus and the
first-session activities.
Course Description
Theories and concepts: societal forces that affect educational administration; tasks of
administration, role requirements, administrative process, and division of responsibility;
organizational variables; the administrator as an individual and leader; research; professional
organizations; and ethics.
Course Purpose
Organization and Administration of Public Schools is intended for all students of education who
seek an understanding of the organizational structure and administrative purpose, function, and
process of American public education. It is a course concerned with theory and concepts of
administration with the intent being to provide a common background for those who will pursue
further study in the field of educational administration. It is intended to help prepare a person to
function more effectively in an administrative position by examining variables and applications
impinging upon administration and personal behavior.
Course Policies:
1. Attendance is expected at all class sessions.
2. Participation in class and online discussion is required.
3. Assignments are due in class or online as posted. Late work may be subject to a grade
reduction.
4. Policies on Academic Dishonesty, Harassment, and Disruptive Student Behavior are
fully applicable for this course.
5. Students with any type of recognized and confirmed disability that would require
accommodations in assignments or assessment practices should provide written notification
to the instructor by no later than the second class meeting. Students may request that this
notification be provided to the instructor by the Office of Student Special Services.
Office Hours: Office Hours: A wide variety of office hours is offered as currently I have
responsibility to be present for numerous FSU@USMH duties. Students are encouraged to
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utilize any of the contact points in order to arrange a time for meeting. Also, Ms. Cameron
Dennison in USMH The Partners’ Building, Room 155, is fully prepared to assist us in getting
together [cddennison@frostburg.edu or (240)-527-2738]
Texts
Gorton, Richard, and Alston, Judy. School Leadership and Administration: Important Concepts,
Case Studies, and Simulations, McGraw-Hill, 9th edition., 2011. ISBN-13: 978-0078110269
Grading Scale
A = 93% - 100%
B = 84% - 92%
C = 75% - 83%
F = Below 75%
(percentages are rounded up from .5)
Scoring Rubrics (percentages below multiplied by the assignment’s point value)
Written Papers
Content
75%
Mechanics, style
20%
References, citation
5%
Presentations
Content
75%
Presentation
20%
References, citation
5%
A Special Note about Written Assessments: A high value is placed on what
written work should look like for us. To be considered as “Master’s-level”, written
products are expected to align seamlessly with what is called for in the written
communications by the leadership levels of the school organization. These
requirements tend to come from leadership’s staunchest critics: the organization’s
customers and its staffs. Therefore, for the purposes of our coursework, the gauging of
“mechanics”, “presentation”, citation parlance, and “style” is taken seriously. Nearly
all scholarly journal articles and textbook chapters we run across model the writing
which meets these expectations. I also do my best to, at all times, meet these same
expectations.
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The standard for our writing, unless otherwise specified, calls for a 12 point Times New
Roman font, double spaced, with a 1½” left margin and 1” margin elsewhere. This
segment of the syllabus is meant to model those specifications. It is further expected
that students will use American Psychology Association (APA) citation parlance for
within-text citations and bibliographies.
John Stoothoff
Assessments
1.
(10% or 20 points) Participation I: ”Resident Expert” Chapter Leadership: At least
once during the course of the semester, each student will be expected to be the “resident
expert”. There is to be no use of visual aids. Neither are handouts to be employed. The
instructor will model the expectations by serving as leader on September 12. A rubric for
this assessment appears on page 9.
Due: As scheduled with the grade posted by December 5, 2012.
2. (5% or 10 points) Your Administrative Philosophy: Write a two (2) page personal
statement of administrative philosophy. Be certain that your statement includes mention
of the dispositions, attributes, or skills which an implementer of your philosophy would
have to possess in order to be successful. The first two chapters of our text should be of
assistance, not to mention the rest of our text and other resources. In fact, we think the
Frostburg State University Graduate Catalog; 2012-2014 (www.frostburg.edu), which
references specific dispositions, can be helpful, as well.
Due
Thursday, September 12.
3. (25% or 50 points) Two Page papers: Over the course of the semester, complete five
(5) two page papers which analyze key aspects related to ‘Gorton and Alston’ Chapters.
For four (4) of these assignments, students are left to their own discretion regarding when
to submit analyses. However, analyses must be prepared for “face-to-face” class weeks,
only. Additionally, all students are expected to prepare such a treatment for submittal on
Thursday, October 17, when the evening’s topic focuses on “Diversity”. A note of
caution: Only eight (8) face-to-face weeks exist for ‘two-pager’ submittals, and one of
those, again, October 17, is taken up with the mandatory submittal.
In all cases, students are to relate the subject matter and the findings - as proposed by the
authors and/or author team of the article – against the subject matter of the corresponding
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weekly chapter in ‘Gorton and Alston. In all cases, it is expected that students will
provide as is required and recommended in terms of writing. Those specifications are
listed immediately above this section. In keeping with this, all students will identify
articles residing at or above what we determine to be “the Harvard Education Review”
line. Finally, as they choose their weeks for submittals, each student will therefore come
to class prepared to share the highlights of their article in light of the week’s topic.
Due on Corresponding Evenings. With One Two-Pager due October 17
4. (15% or 30 points) Connecting Two Articles and Our Textbook: Thoroughly, but
succinctly discuss and “connect” two (2) scholarly journal articles, closely related to one
of the general topics of our textbook. Your “connections” portions will require you to
relate the subject matter and the findings as put forth by both authors and/or author teams
for the respective articles. It is expected that students will apply all that is required and
recommended in terms of writing, as listed on pages 2 and 3 in this syllabus. It is further
expected that all students will identify articles residing at or above what we determine to
be “the Harvard Education Review” line.
Due Thursday, November 14.
5. (10% or 20 points) Quizzes
acts as informed consumer of educational theory and concepts appropriate to school context
Through the use of face-to-face/in-class, and online information-sharing devices offered
through Blackboard, our course will feature a number among various forms of quizzes.
Quizzes are meant as supplements, assisting in the learning of our key concepts within
the skill sets and theories of supervision in our public schools.
Quizzes will be reviewed and evaluated as soon as possible, and feedback will be
generated as soon as possible, as well. Students should envision that a “running total”
of quiz grades will be maintained, but that one “course-total” for quizzes will be entered,
to a maximum of twenty (20) course points. Instructor reserves the right to impose some
subjective judgment as a modifier to student performance reflected in any straight,
mathematical total or average.
The quizzes point total will be registered in the Blackboard Grade Center no later than
Monday, December 9, 2013.
6. (15% or 30 points) A Final Take-home Practical Application Exam. Posted no later
than Thursday, November 14.
Due: December 12.
7. (20% or 40 points) Participation II: General Class Discussion, Preparation, and
Reflection: This includes sharing about readings, reflective contributions to discussions,
the demonstration of enthusiasm for course content, and for thoughtful analysis. Once
during the course of the semester, each student will be expected to be the “resident
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expert”. It will be in ‘Participation’ that the assessment for this leadership will be
reflected. The participation grades will be posted by December 5, 2012.
Tentative Calendar:
Class Mtg.
Subject to adjustment and revision by the Instructor.
Date
TOPIC
Getting Started
Week 1





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
Thurs Sept. 5


Personal introductions
Quiz
Syllabus introduction and elaboration on the course
Becoming familiar with our ‘Gorton and Alston’ book
The ELCC Standards
Discuss Blackboard
Introduction to the USMH Library, the FSU holdings,
and the “Harvard Ed Review Line”
Expectations for our “2-pagers”
Identify the Weeks’ Resident Experts
Leadership
Prepare for Class by reading ‘Gorton-Alston’, Chapter 1:
“Leadership”


Week 2
Thurs Sept. 12





Quiz
This week’s Resident Expert’s Chapter Introduction
__Stoothoff Attempts Modeling of ‘Resident Expert’
Behaviors___
Any 2-Pagers This Week?
Discussion on a/the Philosophy of Administration.
Stoothoff’s Reaction …to Stoothoff? Really?
(with time) Stoothoff’s “Key Strands”
Assignment #2 Due
Decision-Making
Week 3
5
1.
This week’s Resident Expert’s Chapter Introduction
__Stoothoff Attempts Modeling of ‘Resident Expert’
Behaviors___
Thurs Sept. 19
2.
Classmates Come Aloing and React to the RE’s
Introduction
online
3.
View Stoothoff’s Collaborate which reacts to
Gorton and Alston, Chapter 2
4.
Expect the unexpected (think “Quiz”)
5.
There will likely be other things to which to
respond
Power
Prepare for Class by reading ‘Gorton-Alston’, Chapter 3: :
Authority, Power, and Influence


Week 4
Thurs Sept. 26





Quiz
This week’s Resident Expert’s Chapter Introduction
_______________________________________________
Any 2-Pagers This Week?
Stoothoff’s Reaction and Presentation
Assessment # 2 Discussions-Content
Assessment # 2 Discussions-Writing
We brainstorm questions for November 7.
Communication
Prepare for our Online time with ‘Gorton-Alston’, Chapter 4:
Communication
Week 5
Thurs Oct 3


On-line



Quiz
The Resident Expert_______________________________
posts a one-page minimum in Blackboard/”Discussion
Board”: What does he/she says?
Post your reactions: “What do you think of what
he/she says?”
View Stoothoff’s Collaborate
In Tools: Journal: React
Conflict Management, Pt. I
Prepare for Class by reading ‘Gorton-Alston’, Chapter 5:
Conflict Management
Week 6
Thurs Oct. 10





Quiz
This week’s Resident Expert’s Chapter Introduction
__________________________________________
Any 2-Pagers This Week?
Stoothoff’s Reaction and Presentation
Reactions to Postings of Last Week
Conflict Management, Pt. II
Prepare for Class by reviewing ‘Gorton-Alston’, Chapter 5:
Conflict Management, specifically the segments devoted to
“Diversity”


Week 7
Thurs Oct 17



6
Quiz
This week’s Resident Expert’s Chapter Introduction
__________________________________________________
Consider this question: Why is ‘Diversity’ so heavily
referenced here?
No Choice: Mandatory Scholarly Journal Article 2pager, featuring a ‘Diversity’ topic, due.
Stoothoff’s Reaction and Presentation
Organizational Culture
Prepare for Class with ‘Gorton-Alston’, Chapter 6:
Organizational Culture
Week 8
Thurs Oct.. 24




Quiz
This week’s Resident Expert’s Chapter Introduction
___________________________________________________
Any 2-pagers This Week?
Stoothoff Reacts
Change

Prepare for this online class by reading ‘Gorton and
Alston, Chapter 7, “Change” and by reviewing
Stoothoff’s Brief History of American Education
Think: Actually, that’s a National Statement on
Change
Quiz
The Resident Expert _______________________________
posts his/ her statement this way:
“_____________ constitutes a ‘change in education’ I
have been a part of or have been effected by, directly and
personally. This change relates to the ‘Gorton and Alston’
information and to the ‘Brief History’ in the following
ways. And now, as an administrator, I anticipate that I
will react in the following way.”

Class members post their reactions, joining in,
having a choice among post types:
1. Play ‘Can You Top This?’ Describe your ‘change’
experience which “tops” what RE has set forth.
OR
2. Provide the equivalent of a full, single written
page-worth of critique and additional advice to
RE, about his/her anticipated response as an
administrator.


Week 9
Thurs. Oct. 31
online
Panel Discussion
Dr. David F. Reeder, Superintendent,
Camp Hill School District in Camp Hill, PA
Week
11
Thurs. Nov 7
Mr. P. Duff Rearick, former superintendent,
Greencastle-Antrim School District, Greencastle, PA
Dr. Patrick E. Crawford, Director of Professional Development
for Pennsylvania Association of School Administrators
The Final Exam will be posted no later than Wednesday,
November 14
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Student Problems
Prepare for Class by reviewing the many features of
‘Gorton-Alston’, Chapter 10: Student Problems
Week
12
Thurs Nov 14

Quiz

We de-brief on last week’s panel discussion



Week
12
(continued)
Thurs Nov 14
(continued)
This week’s Resident Expert’s identifications of the
“common threads” which the variety of activities
and elements shares. This is a challenge in
creativity for:
___________________________________________________
Any 2-pagers This Week?
Stoothoff Reacts

Important-also- for the Resident Expert to select
two (2) cases for the class to review

These case fit the RE’s idea of a great examples for
Admin-Staff relations

Stoothoff reacts and presents.

Assessment #3 due.

Administrator-Staff Relations
Prepare for Class by reviewing the many features of
,‘Gorton-Alston’, Chapter 11: Administrator-Staff Relations
Week
13
Week
14

This week’s Resident Expert’s identifications of the
“common threads” which the variety of activities
and elements shares. This is a challenge in
creativity for:
___________________________________________________

Important-also- for the Resident Expert to select
two (2) cases for the class to review

These case fit the RE’s idea of a great examples for
Admin-Staff relations

Stoothoff reacts and presents.

Any 2-pagers This Week?
Thurs. Nov 21
Thurs. Nov. 28
Online
6.
View Stoothoff’s Collaborate which reacts to our
work, to date
7.
Expect the unexpected
8. Use Time for the Preparation of the final Exam
School- Community Relations
Week
15
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Prepare for the Online situation by reading ‘Gorton-Alston’,
Chapter 12: School-Community Relations
Thurs. Dec 5


Quiz
This week’s Resident Expert’s identifications of the
“common threads” which the variety of activities
and elements shares. This is a challenge in
creativity for:
Week
14
Wed. Dec 12

Important-also- for the Resident Expert to select
two (2) cases for the class to review

These case fit the RE’s idea of a great examples for
Admin-Staff relations

Stoothoff reacts and presents.

Last opportunity to submit a two-pager under
Assessment # 2
Exam Due via e-mail, 11:59:59 PM
An Important Note: Occasionally, additional readings may be assigned to complement and
enhance the content of our course. Similarly, because of the high incidence of events in
education news aligning with course content, students are encouraged to make recommendations
to colleagues and to me.
John Stoothoff
Rubric for Participation, Pt. 1,”The Resident Expert”, ‘Chapter leadership”’
Demonstrating the ability to optimize the learning environment for all students
20- 19 Points
Leader demonstrates an
expert’s talent for assignment
leadership, creativity in subtopic choices and creativity
and knowledge in terms of
personal reflection and
efficiency, along with
effectiveness in terms of usage
of time at no more than 25
minutes, minus classmates’
questions and comments.
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18-16 Points
Leader demonstrates a solid
amount of assignment
leadership ability. The choices
among sub-topics or highlights
demonstrate creativity and a
strong knowledge base.
Personal reflection behaviors
are most evident. Time usage
comes across in ways marked
by efficiency and effectiveness.
However, the “25-minute”
standard, minus classmates’
questions and comments, may
have suffered slightly.
15-14 Points
Leader demonstrates only a
modest penchant for
assignment responsibility. The
choice of sub-topics appears as
vague, uncertain, and lacking
in consistency. Personal
reflection behaviors are
inconsistently evident, at best.
Time usage comes across either
as rushed and hurried, or as
more closely associated to mere
labor and boredom. The “25minute” standard, minus
classmates’ questions and
comments has suffered
significantly.
Fewer than 14 Points
Leader demonstrates
literally no ability to lead or
to address requirements for
the assigned task.
Characteristics of creativity,
knowledge, and interest are
non-existent. The
instructor’s call for personal
reflection has been ignored.
The usage of time has been
given no consideration. The
paucity of classmate
interaction serves as an
additional example of poor
preparation and disinterest.
Educational Leadership Constituents Council (ELCC)
STANDARDS
Standard 1.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by facilitating the development,
articulation, implementation, and stewardship of a school or district vision of learning supported
by the school community.
Standard 2.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students promoting a positive school culture,
providing an effective instructional program, applying best practice to student learning, and
designing comprehensive professional growth plans for staff.
Standard 3.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources in a way that promotes a safe, efficient, and effective learning
environment.
Standard 4.0: 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.
Standard 5.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly, and
in an ethical manner.
Standard 6.0: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding, responding to,
and influencing the larger political, social, economic, legal, and cultural context.
Standard 7.0: Internship
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