Fred C. Lunenberg
Beverly J. Irby

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Chapter 1: Cultivating Community, Culture and
Learning
Chapter 2: Creating a Vision for Learning
Chapter 3: Curriculum Development and
Implementation
Chapter 4: Teaching and Learning
Chapter 5: Professional Development
Chapter 6: Student Services
Chapter 7: Organizational Structures
Chapter 8: The Principal as Decision Maker

(Click chapter title to navigate)
Chapter 9: Developing Effective Communication
Chapter 10: The Principal and Change
Chapter 11: Budgeting and School Facilities
Chapter 12: Creating Safe Schools
Chapter 13: Human Resource Management
Chapter 14: Community Relations
Chapter 15: The Principal and Ethics
Chapter 16: Political and Policy Context
Chapter 17: Legal Issues

Chapter 1: Cultivating Culture, Community and Learning
►
Review the language of the seven standards in your text book
►
Re-write each in “plain” English
►
Discuss the purpose of each standard; i.e.
Why would the Consortium consider this a valuable standard?

Chapter 1: Cultivating Culture, Community and Learning
►
Historically: Principal
Assistant principal
Counselors
Assistant principal
Dean of
Students
Assistant principal
Administrative
Staff
A NEW APPROACH

Chapter 1: Cultivating Culture, Community and Learning
LEADING FROM THE CENTER students community
PRINCIPAL staff parents teachers

Chapter 1: Cultivating Culture, Community and Learning
►
Historic
 Principal rules top-down
 Leadership dispersed according to authority
 A “power over” approach
 Principal is the leader
►
New
 Principal works collaboratively
 Leadership dispersed according to competence
 A “power to” approach
 Principal is the leader of leaders
Briefly discuss the advantages and disadvantages of each approach. What factors might have contributed to the shifting paradigm?

Chapter 1: Cultivating Culture, Community and Learning
►
Create a mission statement: Why does the school exist? What is its purpose?
►
Develop a vision: What does the school wish to become?
►
How can schools avoid the following?
tradition of isolation

Chapter 1: Cultivating Culture, Community and Learning
►
Develop value statements: What attitudes and behaviors do stakeholders value and which will teachers pledge to demonstrate?
►
Establish Goals:
 Concrete evidence of implementation of school improvement
 Influenced by a district’s administrators
 Reflect a desired end result
BENEFITS TO SETTING GOALS

Chapter 1: Cultivating Culture, Community and Learning
►
Commitment: individuals have a personal stake in outcomes
►
Standards: enable principals to analyze performance objectively
►
Targets: give individuals a concrete outcome, rather than a subjective one
►
Motivation: encourages individuals to perform at highest levels

Chapter 1: Cultivating Culture, Community and Learning
►
A properly conceived vision serves as a filter for the myriad of daily decisions a principal is asked to make.
S
I
V
I
O
N
Decisions that benefit all stakeholders in an ethical and fair manner

Chapter 1: Cultivating Culture, Community and Learning
►
What is culture?
 The most common characteristics of culture: norms observed behavioral regularities dominant values feelings
CULTURE rules philosophy
Consider heroes and heroines, traditions and rituals, and cultural networks

Chapter 1: Cultivating Culture, Community and Learning
5.
6.
7.
1.
2.
3.
4.
Hire staff carefully
Train staff in desired school culture
Instruct staff in technical aspects of job
Reward staff for performances that reflect the values of the culture
Adhere closely to values of the culture
Reinforce rites and rituals of culture
Identify and make available staff to serve as role models

Chapter 1: Cultivating Culture, Community and Learning
only

Chapter 1: Cultivating Culture, Community and Learning
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Focus on learning: What is the difference between teaching and learning? What questions do you need to consider to facilitate this shift?
►
Encourage Collaboration: Why is collaboration beneficial?
►
Analyze Results: What type of data should be disaggregated and into what categories?

Chapter 1: Cultivating Culture, Community and Learning
►
Provide Support: What training do teachers need to facilitate this shift?
What would the outcome of this support and shift look like in the classroom?
►
Align Curriculum, Instruction, and
Assessment: How does this reflect
NCLB? Despite criticisms of “teaching to a test,” what are the clear benefits to an assessment driven curriculum?

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Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

Chapter 2: Creating a Vision for Learning
►
In addition to critical thinking and imagination, the following factors must be considered in creating a vision:
 The Global Society (poverty, race, gender, assimilation, etc.)
 Challenges in Learning (underachieving minority groups, physical and mental abuse, other sources of “education”)

Chapter 2: Creating a Vision for Learning
►
Basic tenants of the No Child Left Behind
Act of 2001:
 Schools are accountable for achievement of ALL students
 Schools must hire highly qualified teachers
 Schools implement research-based programs and practices
How do these criteria impact how you would create a vision for your school?

Chapter 2: Creating a Vision for Learning
►
Contextual AND dependent upon relationships:
MISSION AND GOALS ACCOMPLISHED
District Vision, Mission, and Goals
Motivated Students
Beliefs, Attitudes, and Values (of the leader, faculty, staff, and community)
Relationships Built
Deeper Understanding of Individuals and the Organization
Campus Vision, Mission, and Goals Collaboratively Developed Action
Plan for Accomplishing Goals

Chapter 2: Creating a Vision for Learning
The principal must consider:
1. Where has the school been?
2. Where is the school currently?
3. Where should the school be in the future?
How do the conditions listed in figure 2-2 help a principal grow a vision? What roles do personal beliefs, values, and attitudes play in this growth?

Chapter 2: Creating a Vision for Learning
A leadership framework should include:
1. Philosophy of education
2. Philosophy of leadership
3. Vision for learners
4. Vision for teachers
5. Vision of organization
6. Vision of professional growth
7. Method of vision attainment

Chapter 2: Creating a Vision for Learning
BEWARE OF…
 Tradition
 Scorn
 Nay-Sayers
 Complacency
 Weariness
 Short-range thinking

Chapter 2: Creating a Vision for Learning
Encourage…
 Building ownership in the vision
 Thinking of the long-term benefits
 Seeking input from stakeholders
 Building confidence in stakeholders
 Staying with the vision
 Staying focused
 Keeping stakeholders alert to any changes
 Demonstrating how focus results in efficiency, effectiveness, and productivity

Chapter 2: Creating a Vision for Learning
Mission Statements
►
State the purpose of the school, both generally and specifically
►
Guide decision-making processes
►
Guided by the vision and explain how it will be obtained
Goal Statements
►
Break the mission and vision down into specific and measurable steps
►
The tangible results a school is trying to achieve
►
Guided by the mission and vision

Chapter 2: Creating a Vision for Learning
►
Consider the hierarchy of goals: A meansend analysis can help a principal prioritize and organize goals
What is necessary for the hierarchy shown in figure 2-3 to operate cohesively in order to achieve a stated vision?

Chapter 2: Creating a Vision for Learning
►
Clarity and specificity
►
Time frame
►
Key areas
►
Challenging but realistic
►
Linked to rewards
Why are these criteria needed for a goal to be considered “effective”?

Chapter 2: Creating a Vision for Learning
Revise and Update
Setting Goals
Developing Action Plans
Recycle
Monitoring Performance Revise and Update
Evaluating Results

Chapter 2: Creating a Vision for Learning
►
Lack of top-management support
►
Time-consuming
►
Excessive paperwork
►
Overemphasis on quantitative goals
►
Administrative style
►
Prepackaged programs

Chapter 2: Creating a Vision for Learning
►
Develop a specific organizational structure
►
Create a positive leadership climate
►
Maintain the means-ends chain of goals
►
Train principals
►
Emphasize periodic feedback sessions
Once goals have been set, the principal must determine HOW they will be obtained. This leads to…

Chapter 2: Creating a Vision for Learning
Operational plans are developed at the
Strategic plans define the means by which the goals of the school are to be attained activities
Tactical plans are designed to help execute strategic plans and to accomplish a specific part of the district’s strategy
Operational Plan
Standing Plans
Tactical Plan
Operational Plan
Standing Plans
Strategic Plan
Operational Plan
Standing Plans
Tactical Plan
Operational Plan
Standing Plans
Time Frame for Plans

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Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

Chapter 3: Curriculum Development and Implementation
►
Consider the traditional concepts and models of curriculum outlined in the first 15 pages of chapter 3.
►
Which of these do you most closely align yourself? Why? What different visions and goals would emerge from each of these models?
►
Now, let’s look at some more modern curriculum models…

Chapter 3: Curriculum Development and Implementation
►
Most have an emphasis on “interdisciplinary courses, open-ended systems, intergenerational and inter-professional relationships, Socratic dialogue, multidimensional assessments, and multiculturalism”
(McNabb, 1995).
►
Most are open educational systems
►
Consider the above statements and the late
20 th century definitions of curriculum in your textbook.
How do modern models of curriculum reflect
today’s society?
A closer look…

Chapter 3: Curriculum Development and Implementation
Curriculum must be:
 Led by the principal but developed collaboratively
 Considerate of the community
 Responsive to student needs
 Connected to vision and mission of the school
 Reflective of the needs of a global society
 Able to be assessed in terms of student performance
 Integrated systematically

Chapter 3: Curriculum Development and Implementation
►
►
Systemic approach: recognizes that the actions within the organization impact curriculum decisions
7 categories to the model:
1. Political Forces
2. Knowledge Industry
3. External Groups
4. Content
5. Instructional Activities
6. Evaluation
7. Supervision of Curriculum
Examine
Figure 3-6.
How do these
7 categories interact to create a model of curriculum?

Chapter 3: Curriculum Development and Implementation
►
Five dimensions needed for successful schools:
1. The Intentional
2. The Structural
3. The Curriculum
4. The Pedagogical
5. The Evaluative
What is meant by each of these dimensions and how could they work together to create successful schools?

Chapter 3: Curriculum Development and Implementation
►
Functions of a Curriculum Plan
 To produce a curriculum for an identifiable population
 To implement the curriculum in a specific school
 To appraise the effectiveness of the curriculum developed
Read the 15 characteristics identified by Tomlinson and Allan. Why must a principal take these characteristics into consideration in order to make positive changes to the curriculum?

Chapter 3: Curriculum Development and Implementation
►
While the principal does not need to provide ALL of the curriculum leadership, the most effective ones collect information and use it to facilitate curriculum development
►
In order to share the responsibility for curriculum leadership a principal should:
 Allow teachers to take responsibility for curriculum
 Arrange schedule to give teachers time to work on curriculum
 Provide staff development
 Provide resources
 Create a community of learners (see Figure 13-9)

Chapter 3: Curriculum Development and Implementation
►
Curriculum Goals = broad, general
Instructional Objectives = required performance, statements to help develop programs of conditions for behavior, and level of performance instruction
 What you WANT the students to do and objective creation
 What the student actually
DOES

Chapter 3: Curriculum Development and Implementation
►
Classifying objectives
 Cognitive
1.
2.
Knowledge
Comprehension
3.
4.
5.
6.
Application
Analysis
Synthesis
Evaluation
 Affective
1.
Receiving
2.
3.
4.
5.
Responding
Valuing
Organization
Characterization
 Psychomotor
1.
2.
3.
4.
5.
6.
Reflex movements
Basic-fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
Non-discursive communication
REMEMBER: OBJECTIVES MUST
CORRELATE WITH THE CURRICULUM
Refer to the 7 principles for selecting learning experiences to ensure that they foster active involvement in the learning process

Chapter 3: Curriculum Development and Implementation
►
►
Why a needs assessment?
 Assists with developing or revising curriculum and assessment
 Ensures a dynamic and responsive curriculum
 Gives teachers information about learners
At the curriculum level, a needs assessment includes a(n):
1. Review and analysis of standards
2. Review of curriculum from successful districts
3. Interview of students, teachers, and parents
4. Review of current students’ work
5. Review of related literature and best practices

Chapter 3: Curriculum Development and Implementation
►
After a needs assessment, curriculum alignment shows WHAT will be taught in all subject areas and at each grade level
►
Curriculum mapping provides scope and sequence of
WHEN skills will be taught
►
Curriculum benchmarking provides periodic assessments and minimum standards of achievement
►
Curriculum audits help identify strengths and gaps in instructional practices
►
Instructional differentiation attempts to determine which instructional methods are best for all learners

Chapter 3: Curriculum Development and Implementation
►
“The principal is the curriculum or instructional specialist or leader who does have the understanding of philosophy, the clarity of vision, and the technical skills to move his/her programs toward meaningful activity.”
►
Consider how the case study of Mauka Lani
Elementary School exemplifies this alignment and call to action.

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Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

Chapter 4: Teaching and Learning
►
Instructional planning should be a selfreflective tool
►
How does the cycle described in Figure 4-1 promote successful instructional planning?
What are the benefits to instructional planning?

Chapter 4: Teaching and Learning
►
Provides a daily map
►
Targets learner benchmarks
►
Ensures that teacher follows up on identified weaknesses
►
Reinforces teachers’ understanding of content knowledge
►
Intertwined with the curriculum alignment process
Beyond instructional planning, what are the added positive outcomes of the above listed benefits?

Chapter 4: Teaching and Learning
►
Promoting Reflective Planning: What questions would you pose to a struggling teacher concerning goals, objectives, instructional activities, assessment, revision, and implementation?

Chapter 4: Teaching and Learning
►
Using Student Data to Drive Instructional
Planning: What are some of the obstacles that educators face in properly using student data to aid in instructional planning?
How would you overcome these obstacles?
►
Consider the anecdote of Dr. John Barrera.
How does this example demonstrate the proper use of student data?
►
REMEMBER!

Chapter 4: Teaching and Learning
►
Using Students’ Cultural Backgrounds in
Instructional Planning
 Do not use ONLY student achievement data
 Consider also: Ethno-instruction and
Differentiated Instruction
 Why are these two strategies increasingly important in today’s classrooms?

Chapter 4: Teaching and Learning
►
Read the various theories of information processing as outlined in your text.
►
Which theory/theories do you think best explain how people process information and why?
►
Why is it important for a principal to have a working knowledge of these various theories?
►
How could you develop these theories into practical applications at your school?

Chapter 4: Teaching and Learning
►
What makes an “effective” school? Research shows the following…
STRONG
INSTRUCTIONAL
LEADERSHIP
HIGH
EXPECTATIONS
POSITIVE
HOME-SCHOOL
RELATIONS
FREQUENT
MONITORING
SAFE AND ORDERLY
ENVIRONMENT
OPPORTUNITY TO
LEARN

Chapter 4: Teaching and Learning
1.
Students can learn best within cohesive and caring communities
2.
Students learn more when time is allocated to curriculum related events
3.
4.
All components of curriculum are aligned in a cohesive program designed to achieve specific goals
Teacher can prepare students for learning by providing initial structure

Chapter 4: Teaching and Learning
5.
6.
7.
8.
Content is explained clearly and developed with emphasis on structure and connections
Questions are planned to engage students in sustained discourse
Students receive sufficient opportunities to practice and apply what they’ve learned and to receive feedback
Teacher provides assistance to enable students to engage in learning activities

Chapter 4: Teaching and Learning
9.
10.
11.
12.
Teacher models and instructs students in learning and self-regulation strategies
Students often benefit from working in pairs or small groups
Teacher uses variety of formal and informal assessment methods
Teacher establishes and follows through on appropriate expectations for learning outcomes

Chapter 4: Teaching and Learning
►
Conditions for Learning
 School is warm and inviting
 Curriculum includes fine arts
 Students learn to be effective citizens
 Students learn to develop skills for the workplace
 School has smaller class sizes
 Support staff is available
 School reviews self
 Data and evidence drive decisions
Why are these (and the other conditions listed) considered necessary conditions for learning? Can you think of any others?

Chapter 4: Teaching and Learning
►
Read the NCTAF’s 5 propositions deemed essential for accomplished teaching
►
Do you agree that these 5 conditions are necessary? Why/why not?
►
Can you think of any other essential propositions?
►
How can a knowledge of these 5 propositions help a principal improve the effectiveness of teaching and learning at his/her school?

Chapter 4: Teaching and Learning
►
Formative Evaluation
►
Summative Evaluation
►
Classroom Observations
►
Walk-Through Observations
►
Peer Coaching
As a teacher, which of these types of observation do/did you prefer? Why?
As a principal, which of these types of observation do you think will be most helpful? Why?

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Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

Chapter 5: Professional Development
Well read and educated in latest research
Thinks forward and consequentially
Sensitive to students and community
“THE IDEAL PD PRINCIPAL”
Analyzes impact on campus

Chapter 5: Professional Development
PLAN:
Work with teachers to develop a comprehensive
PD targeted at individual and collective needs
What is the advantage to this approach to teacher’s
PD?
PROVIDE:
Resources (time and money) for teachers to be reflective about their practices

Chapter 5: Professional Development
►
Consider Knowles observations:
 Adult learners need to be self-directed
 Adult learners display readiness to learn why they have a perceived need
 Adult learners desire immediate application of new skills and knowledge
Do you agree with Knowles’ findings?
What are the implications of these findings on an effective PD program?

Chapter 5: Professional Development
The Ten Principles of Effective PD
1.
2.
3.
4.
5.
Effective PD focuses on teachers as central to student learning, yet includes other members of the school community
Effective PD focuses on the individual, collegial, and organizational improvement
Effective PD respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community
Effective PD reflects best available research and practice in teaching, learning, and leadership
Effective PD enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards

Chapter 5: Professional Development
The Ten Principles of Effective PD (cont’d)
6.
7.
8.
9.
10.
Effective PD promotes continuous inquiry and improvement embedded in the daily life of schools
Effective PD is planned collaboratively by those who will participate in and facilitate that development
Effective PD requires substantial time and other resources
Effective PD is driven by a coherent long-term plan
Effective PD is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning; and this assessment guides subsequent professional development efforts
What would a PD program that utilizes all of these principles look like?

Chapter 5: Professional Development
►
Why is it essential that principals develop their own PD plan?
►
Read the description of the PD Portfolio.
What are the various components of the
Portfolio and how do they work together to ensure that the principal embarks on a successful and effective PD plan?
►
Review your own Portfolio (start one if you have not already). What components are missing or need to be updated?

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Standard 2: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

Chapter 6: Student Services
►
To provide for the realization of student potentialities
►
To help children with developing problems
►
To contribute to the development of the school’s curriculum
►
To provide teachers with technical assistance
►
To contribute to the mutual adjustment of students and the school
Assess the scope of the guidance and counseling services offered on your campus.

Chapter 6: Student Services
Guidance and Counseling Services (cont’d)
►
Role of the Counselor
 Personal/social issues
 Educational issues
 Career planning
►
Major Services
 Assessment
 Information
 Placement and follow-up
 Counseling
(Directive,
Nondirective, and
Eclectic Counseling)

Chapter 6: Student Services
Guidance and Counseling Services (cont’d)
►
When evaluating the program, consider…







Student needs
Cooperation
Process and product
Balance
Stability
Flexibility
Qualified counselors
Using these 10 criteria, evaluate the guidance and counseling program at your school or one you have worked at in the past. How can these characteristics help you plan for an effective program at your school?
 Adequate counselor-student ratio
 Physical facilities
 Records

Chapter 6: Student Services
►
Cumulative records should contain:
 Personal data sheet
 Parent’s report
 Child’s self-concept
 Sociogram
 Behavior reports
 Standardized test data
What is the purpose of ensuring that these artifacts appear in student’s cumulative record?

Chapter 6: Student Services
►
As NCLB stresses AYP and accountability, evaluating student progress has become a critical role for the 21 st century principal. Assessment can serve various purposes:
 Help student understand self
 Provide information for education/vocational counseling
 Help staff understand student population
 Evaluate the academic progress of students
 Help administrative staff appraise programs
 Facilitate curriculum revision
 Make instructional management decisions
 Make decisions about screening students
 Make program decisions

Chapter 6: Student Services
►
While many bemoan the NCLB’s emphasis on testing, assessment clearly has its benefits if the testing program is well developed
 Minimum components of testing battery:
1.
Emerging reading tests
2.
3.
4.
5.
Learning readiness tests
Intelligence tests
Achievement tests
Interest and aptitude tests

Chapter 6: Student Services
►
Any teacher knows that grading has its difficulties. Among them are:
 Teacher variability
 Unreliable aptitude scores for all students
 Policy variability
 Variety of alternatives to traditional methods
How can a principal account for and deal with these difficulties?
Compare your solutions with the following…

Chapter 6: Student Services
►
Percentage method
►
Letter method
►
Descriptive method
►
Percentile method
►
Three-group method
►
Rank method
►
T-score method
What are the benefits and drawbacks to each of these methods? In what circumstances would you use one method over another?

Chapter 6: Student Services
►
Shouldn’t principals be concerned solely with the academic program at their school?
Extracurricular activities are vital to help students develop skills and talents not readily tapped into in the traditional core subjects. Read the text’s explanation of the functions of these activities. Can you think of any others?

Chapter 6: Student Services
►
Key Legislation:
 Section 504 of the Rehabilitation Act of 1973
 Education for All Handicapped Act of 1975
 Americans with Disabilities Act of 1990
 Individuals with Disabilities Act (IDEA)
►
Key Components of IDEA:
 Related Services
 Due Process
 Discipline
Make sure you are familiar with these terms and their legal implications. Remember that a principal must ensure the quality education of ALL students.

Chapter 6: Student Services
►
The area of Gifted Education is growing rapidly and principals must be aware of how to best serve this special population. Gifted students will NOT thrive on their own; they need and deserve the services, attention, and resources to best develop their gifts and talents.
►
Refer to Figure 6-2 for a list of options that will help to meet the needs of gifted students

Chapter 6: Student Services
►
As with the gifted population, students requiring bilingual services are also rapidly growing
►
Principals must consider the following when creating an ESL program:
 State guidelines
 Student population to be served
 District resources

Chapter 6: Student Services
►
Principals must be aware of the following terms
 Early-exit
 Late-exit
 Immersion
 Dual immersion
 Submersion
 Dual-language
 Two-way

Chapter 6: Student Services
►
ESL Program Models:
 Pull Out
 Class Period
 Shelter English or Content-based Programs
 Structured English Immersion
 High Intensity Language Training Programs
When would it be appropriate to use each of the above models?

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The Big Cheese
Asst. Cheese Jr. Cheese Assoc. Cheese
Standard 3: 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.

Chapter 7: Organizational Structures
►
Job Specialization
►
Departmentalization
►
Delegation
►
Decentralization
►
Span of Management
What do each of these terms mean and how do they help to explain the concept of an organizational structure?

Chapter 7: Organizational Structures
►
Schools are open systems because… they interact with their environments
►
Inputs = human, financial, physical, and information resources
►
Transformation Process = combining and coordinating resources to attain goals
►
Outputs = prepared and educated students, staff and community satisfaction
►
Feedback = student, parent, staff, and community reaction to output

Chapter 7: Organizational Structures
Planning
Monitoring Organizing
Leading
How can an understanding of the interplay between these functions help a principal to more effectively manage the organizational structure of their school?

Chapter 7: Organizational Structures
►
Principal Activities:
 Heavy Workload at a Fast Pace
 Variety, Fragmentation, and Brevity
 Oral Communication
Are these activities unique to the role of the principal?
Which of these do you find most daunting? Which of these comes naturally to you?

Chapter 7: Organizational Structures
►
Conceptual Skills: One’s mental ability to acquire, analyze, and interpret information
►
Human Skills: One’s ability to motivate, facilitate, coordinate, lead, communicate, manage conflict, and get along with others
►
Technical Skills: One’s ability to use knowledge, methods, and techniques of a specific discipline
Consider Figure 7-3. At what level would you place yourself? Your current administrators? How does one move “up” the hierarchy?

Chapter 7: Organizational Structures
►
Task Dimensions: Consider Sashkin and Huddle’s
13 task dimensions of a principal. How can you deliberately design your actions to build cultural as well as managerial linkages?
►
Human Resource Activities: Consider the list of traits of ineffective administrators. Why would these be detriments to an effective principal and how could you correct each of these shortcomings?

Chapter 7: Organizational Structures
►
Effective = how well a principal was evaluated by subordinates
 Most time on taskrelated communication
 Human resource management
►
Successful = rapid promotion
 Little time on human resource management
 Good at networking
 Politically savvy
Are these findings surprising to you?
What are their implications?

Chapter 7: Organizational Structures
►
What is the harm of bureaucracy? Explain why each of the following are seen as negative features to bureaucracy, especially in education.
 Division of labor and specialization
 Reliance on rules and procedures
 Emphasis on hierarchy of authority
 Lifelong careers and evaluation
 Impersonality
So what are the alternatives?

Chapter 7: Organizational Structures
►
System 4 Design
►
Site Based Management
►
Transformational Leadership
►
Synergistic Leadership Theory
►
Total Quality Management (TQM)
Read the description of each model carefully.
Which one appeals to you the most and why?
Regardless of which model you find most intriguing, consider…

Chapter 7: Organizational Structures
10 Concepts Helpful in Restructuring the
Content of Schooling
►
►
►
►
►
Heterogeneous grouping
Cooperative learning
High expectations for all
Responsiveness to student diversity
Emphasis on active learning
►
Essential curriculum
►
Authentic assessment
►
Technology as a tool
►
Time as a learning resource
►
Diverse pedagogy

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Standard 3: 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.

Chapter 8: The Principal as Decision Maker
Making a choice from a number of options
Decision Making
Understanding how a decision was reached
Purpose or goal achieved

Chapter 8: The Principal as Decision Maker
Identifying the problem
Generating alternatives
Evaluating alternatives
Choosing an alternative
Implementing the decision
Evaluating decision effectiveness
Recycle process as necessary

Chapter 8: The Principal as Decision Maker
►
What is rational decision making?
 Problem is clear
 Single goal is to be achieved
 All alternatives and consequences are known
 Preferences are clear
 Preferences are constant and stable
 No time or cost constraints
 Final choice will maximize economic payoff
Do these assumptions seem applicable to most school organizations you are aware of? Rationality seems limited, so…

Chapter 8: The Principal as Decision Maker
►
►
Bounded Rationality:
 Decisions based on incomplete comprehension of the problem
 Decision makers will not succeed in generating all possible solutions
 Alternatives are evaluated incompletely
 Ultimate decision must be based on criterion other than maximization
Consider: Satisfying, Heuristics, Primacy/Recency
Effect, Bolstering the Alternative, Intuition,
Incrementalizing, the Garbage-Can Model
 How can these processes compensate for the limits to rationality and allow a principal to make effective decisions?

Chapter 8: The Principal as Decision Maker
►
►
►
Often committees, teams, councils, etc. must make decisions too. In these instances, an understanding of the shared decision making process is necessary.
To help involve teachers in the process, consider Huddleston,
Claspell, and Killion’s method:
 Readiness: prepare for shared decision making
 Experimentation: build comfort in the decision making process
 Refinement: share the decision making process
 Institutionalization: shared decision making becomes norm
This process is not flawless. What are the advantages and disadvantages to shared decision making?

•
•
•
•
•
Chapter 8: The Principal as Decision Maker
Greater sum total knowledge
• Social pressures toward conformity
Greater number of approaches to the problem for effective site-based decision making. Do
Greater number of alternatives
Increased acceptance of a decision
Better comprehension of a problem and decision
•
•
•
•
Individual domination
Conflicting secondary goals
Undesirable compromises
More time needed

Chapter 8: The Principal as Decision Maker
►
An alternative model to shared decision making, this approach focuses on a continuum of leadership from boss-centered to subordinate-centered
►
Review Figure 8-4 for a more detailed look at this approach
►
The principal must consider the forces in the leader, forces in the group members, forces in the situation, and long-run goals and strategy…

Chapter 8: The Principal as Decision Maker
Decision Making – Pattern Choice (Cont’d)
►
►
Forces in the leader that determine which of the patterns to choose from:
 Value system
 Confidence in group members
 Leadership inclinations
 Feelings of security in uncertain situation
Forces in the group members that allow for greater freedom:
 High need for independence
 Readiness to assume responsibility
 High tolerance for ambiguity
 Interested in problem
 Understand goals
 Have necessary knowledge
 Expect to share in process
►
►
Forces in the situation that create pressure:
 The problem
 Time constraints
Long-run goals and strategy to consider:
 Raising level of motivation
 Improving quality of decisions
 Developing teamwork and morale
 Furthering individual development
 Increasing readiness to accept change
There is no formula for perfect decision making. An effective principal must consider the forces in a given situation and assess which should influence him or her in a given situation.

Chapter 8: The Principal as Decision Maker
The Synergistic Decision Making Approach
►
►
►
►
Listening
 Active listening with respect, consideration, and no judgment
Responding
 Paraphrase; be respectful; assume sincerity; avoid pre-judgment
Reinforcing
 Build on previous remarks to encourage a free, non-competitive, and diverse discussion
Clarifying
 When confusion arises, phrase neutral questions, avoid condescension, avoid impatience, and do not assume you have the answer
Do you think teachers would be receptive to this process?
Why or why not?

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Standard 3: 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.

Chapter 9: Developing Effective Communication
►
Communication = the process of transmitting information from one person to another
Encode
Sender
Decode
Medium
Message
Noise
Decode
Receiver
Encode
Feedback
►
Read the tips in the text on planning a successful communication process. What have been the positive traits of past communication processes you have been involved in? Negative traits?

Chapter 9: Developing Effective Communication
The following slides will take a closer look at different categories of communication:
Downward
Upward
Horizontal
Formal Communication Networks
Informal Communication Networks

Chapter 9: Developing Effective Communication
►
Information transmits from higher to lower levels
►
Purposes of downward communication
 Implement goals and strategies
 Job instruction and rationale
 Procedures and practices
 Performance feedback
 Socialization
What situations warrant downward communication? Which situations would be inappropriate?

Chapter 9: Developing Effective Communication
►
Information transmits from lower to higher levels
►
Types of information in upward communication
 Problems and expectations
 Suggestions for improvement
 Performance reports
 Grievances and disputes
 Financial and accounting information
Read through the barriers to effective upward communication and the tips to improve it. What other barriers have you encountered in upward communication? What could a principal have done to overcome those barriers?

Chapter 9: Developing Effective Communication
►
Information transmits laterally or diagonally across lines of formal chain of command; essential for increasing coordination
►
Categories of horizontal communication
 Intradepartmental problem solving
 Interdepartmental coordination
 Staff advice to line departments

Chapter 9: Developing Effective Communication
►
The three previous communication patterns can combine to form five common networks
1. Chain: line authority relationships
2. Y: two or more interacting members report to a single
What are the advantages and disadvantages to each of these communication networks?
not others
5. All-Channel: members interact with adjoining members and all others
►
Informal network: The grapevine flows in all directions and is not fixed by any formal organizational chart

Chapter 9: Developing Effective Communication
►
►
►
Process barriers: blocked communication with sender, encoding, medium, decoding, receiver, or feedback
Physical barriers: concrete and real factors that block communication
Semantic barriers: variations and misunderstandings of connotations
►
Psychosocial barriers: factors such as fields of experience, filtering, and psychological distance that inhibit effective communication
How can you, as a principal, work to overcome these barriers?
What has been the cause of communication breakdowns you have experienced in the past? How does your experience compare with the list of factors listed in the text?

Chapter 9: Developing Effective Communication
►
All members of the communication process are responsible for improving communication
 What can a sender (a principal) do to improve communication with various stakeholders? Consider the Ten
Commandments listed in the text.
 What can receivers do to improve communication? Again, consider the ten suggestions in the text.
 What is active listening?
 What can one do to improve giving responsive feedback?
 What types of non-verbal communication should one be aware of?
Do the suggestions given in the text seem practical? Select at least one strategy posited from the questions posed above and explain how you would use it to improve your own communication. Then, go do it!

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Standard 3: 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.

Chapter 10: The Principal and Change
►
While most systems tend toward the status quo, principals must anticipate and direct change positively
 External forces for change: the marketplace, laws and regulations, technology, labor markets, economic changes…what else?
 Internal forces for change: problems with processes or people…such as?
And yet, there is often strong resistance to change…

Chapter 10: The Principal and Change
►
Uncertainty
►
Concern over personal loss
►
Group resistance
►
Dependence
►
Trust
►
Awareness of weaknesses
Why have you resisted change in the past?
What can a principal do to overcome this resistance?

Chapter 10: The Principal and Change
►
Some strategies:
 Education and communication
 Participation and involvement
 Facilitation and support
 Negotiation and agreement
 Manipulation and cooptation
 Explicit and implicit coercion
Which of these strategies do you think would be most effective? Why? In what types of situations would you use each? What other strategies can you think of?

Chapter 10: The Principal and Change
►
Current research suggests the following:
 Change is learning
 Change is a journey, not a blueprint
 Problems are our friends
 Change is resource-hungry
 Change requires the power to manage it
 Change is systematic
 All large-scale change is implemented locally

Chapter 10: The Principal and Change
►
Types of change agents:
 Outside pressure type
 People-change-technology type
 Analysis-for-the-top type
 Organization-development type
What are some “real-world” examples of each of these types?
►
Change agent roles:
 Consulting
 Training
 Research
When would a principal need to play each of these roles?

Chapter 10: The Principal and Change
►
Common characteristics of effective change
 Hemophily
 Empathy
 Linkage
 Proximity
 Structuring
 Capacity
 Openness
 Reward
 Energy
 Synergy
Why are these desired characteristics of a change agent?

Chapter 10: The Principal and Change
►
Phase 1: Pressure and arousal
►
Phase 2: Intervention and reorientation
►
Phase 3: Diagnosis and recognition
►
Phase 4: Invention and commitment
►
Phase 5: Experimentation and search
►
Phase 6: Reinforcement and acceptance
Note that this model focuses on the role of the change agent (i.e. the principal). What would a principal actually be doing in each of these phases?

Chapter 10: The Principal and Change
►
Build a vision
►
Create a positive climate
►
Mobilize
►
Engage community support
►
Train
►
Provide resources
►
Remove barriers
Please note that the previous and subsequent chapters deal with each of these strategies.

Chapter 10: The Principal and Change
►
Process Strategies
 Survey feedback
 Team building
 Process consultation
 Quality of work life
►
Structural Strategies


Goal setting
Job redesign


Quality circles
Strategic planning

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Standard 3: 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.

Chapter 11: Budgeting and School Facilities
►
Expenditures
►
Current Expenses
►
Capital Outlay
►
Debt Service
►
Revenue
►
Fiscally Independent vs. Fiscally Dependent
Districts
►
Fiscal Neutrality
Standard

Chapter 11: Budgeting and School Facilities
Board of Education
Superintendent
CFO AS
Budget Committee
Division Head:
Elementary
AS
Division Head:
Secondary
AS
Elementary
Building Principal
Secondary Building
Principal

Chapter 11: Budgeting and School Facilities
►
What are the purposes of financial controls?
 Assist principals in acquiring, allocating, and evaluating the use of financial resources
 Allow districts to pay short- and long-term debts
 Protect districts from theft, fraud, etc.
►
Two types: internal control and financial audits

Chapter 11: Budgeting and School Facilities
►
►
The policies and procedures used by a district to safeguard assets and verify accounting data
Effective internal control should include…
1.
2.
Clear, formal organization
Accounts for each administrative unit
3.
4.
5.
Handling and record keeping of assets should not be done by the same employee
No one person has control over all phases of any given transaction
No redundant work, but employees should check work

Chapter 11: Budgeting and School Facilities
►
Independent appraisal of district’s accounting, financial, and operational systems
►
Two types…
 External: conducted by experts outside of the district to verify district accuracy
 Internal: conducted by district employees to examine the accuracy of financial reports
What would be the various advantages and disadvantages to external and internal audits?

Chapter 11: Budgeting and School Facilities
►
A district starts the budgeting process at zero every year
►
►
Not just adjustments to last year’s budget;
EVERY expenditure must be justified
Identify Decision Units
2.
3.
Develop Decision Packages
Rank the Decision Packages
What parts of a district’s organization would be best served by zero-based budget and why?

Chapter 11: Budgeting and School Facilities
►
Similar to ZBB, but not all programs need be justified
►
The basic steps:
1.
Specify goals
2.
3.
Search for relevant alternatives
Measure the costs of the programs for several years
4.
Evaluate the output of each program
The textbook states that “PPBS has not been the great tool in practice that its logic would imply.” Why might this be?

Chapter 11: Budgeting and School Facilities
►
Principals in the 21 st century must be aware of:
 Rising school infrastructure costs
 New school constructs costs
 Environmental hazards inherent with aging facilities

Chapter 11: Budgeting and School Facilities
►
Infrastructure = the physical facilities that make up a school building (plumbing, heating, electrical, sewer, etc.)
►
Which areas do you think would have the schools in the best/worst condition?
►
How much of one’s budget should be allocated to these costs?
 Experts say 5%, but most schools put aside only 3%
Why are schools falling apart and why do repairs cost so much?

Chapter 11: Budgeting and School Facilities
1.
2.
3.
4.
5.
6.

Chapter 11: Budgeting and School Facilities
►
With ever increasing public school enrollments, building new schools will become a large factor in many districts throughout the country. According to the text, what are some unique challenges that building new schools brings about? How are schools built today fundamentally different from schools built decades ago?

Chapter 11: Budgeting and School Facilities
►
Every principal should be aware of:
 Asbestos
 Radon gas
 School lead
 Indoor air quality
 Electromagnetic fields
What dangers do each of these hazards present and how might a principal safely handle each?

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Standard 3: 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.

Chapter 12: Creating Safe Schools
►
What does the research say?
 Read the bulleted points from the selected studies presented in the text.
 Do these findings surprise you? Why/why not?
 Brainstorm some action plans and strategies that a principal could implement to address the trends identified in these studies.

Chapter 12: Creating Safe Schools
1.
2.
3.
4.
5.
6.
Predict School Violence
Prevent School Violence
Focus Resources on Schools
Strengthen the System
Develop a Crisis Management Plan
Create an Orderly Climate for Learning
These strategies are, of course, not meant to be used in isolation of one another; a combination of all or some of the strategies, depending on your school climate, will surely help you create a safe school.

Chapter 12: Creating Safe Schools
 Collect and analyze data
 Identify problem students and provide support
 Identify problem teachers and provide support and training

Chapter 12: Creating Safe Schools
►
Toughen Weapons Laws: What specific policies should a principal advocate in order to achieve this?
►
Deal with Violent Students: What specific strategies should a principal use?

Chapter 12: Creating Safe Schools
►
Fund the Basic Education Program
►
Teach Violence Prevention
►
Establish Task Forces
How could a principal implement this strategy considering the other financial demands a school faces?

Chapter 12: Creating Safe Schools
►
Improve the Juvenile Code
►
Create a State Center for the Prevention of
School Violence
How, realistically, can a principal affect these systems that are seemingly out of their jurisdiction?

Chapter 12: Creating Safe Schools
►
►
►
Form a School-wide Crisis Management Team
Conduct an Ongoing, School-wide Safety Audit
Develop Policies and Procedures for Various Emergencies
►
►
►
►
►
►
Develop a School-wide Discipline Plan follow these steps to a resistant staff?
Staff
Teach Students Alternatives to Violence
Evaluate Administrative Practices of the School
Use Resources to Identify Students “At-Risk” for Violent
Behavior

Chapter 12: Creating Safe Schools
►
Establish and Emphasize Goals
►
Establish Rules and Procedures
►
Improve Teacher-Student Relations in the
Classroom
What specific rules and procedures would be most helpful in creating a safe school?
What specific strategies can a principal and/or teacher use to improve teacher-student relations?

Chapter 12: Creating Safe Schools
►
What are the pros and cons of each of the six previous strategies?
►
Beside creating safer schools, what are the other positive outcomes of these strategies?
►
Which of the strategies (or combination of strategies) would you be most likely to implement in your school and why?
►
Beyond these six strategies, what else can principals do to ensure that their school is a safe one?

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Standard 3: 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.

Chapter 13: Human Resource Management
The Human Resource Management Process
Recruitment
Legal
Constraints
Selection
Staff
Development
Performance
Appraisal
Union
Demands

Chapter 13: Human Resource Management
►
Before recruitment can commence, principals should:
 Analyze the job requirements: refer to job descriptions and job specifications
 Know and understand legal constraints involved in recruitment: consult Table 13-1
 Cultivate the sources of potential employees: promotion within a district, college placement offices, advertisements, referrals, job fairs, teacher recruitment consortiums

Chapter 13: Human Resource Management
Typical steps in staff selection:
1. Preliminary screening of credentials
2. Preliminary interview
3. Testing
4. Reference Checks
5. In-depth interview
6. Physical examination
7. Hiring decision
The most complications usually arise in the interview process…

Chapter 13: Human Resource Management
►
Typical problems:
 Interviewer is unfamiliar with the job
 Interviewers make premature decision based on first impressions
 Interviewers impose personal biases on the applicants
How to improve the process

Chapter 13: Human Resource Management
A Better Interview Process Will Include…
 Use of a structured interview format
 Explicitly trained interviewers
 The interview as ONE aspect of the selection process
 Candidates that are given interviews only after references are checked
 Candidates whose files are screened for completeness
 Sufficient time for each interview
 Mailing candidates two or three questions prior to interview
 Name cards placed in front of each interviewer
 An evaluation form regarding the interview experience given to each candidate

Chapter 13: Human Resource Management
 Why applicant wants to teach at school/district
 What can applicant bring to the school that is uniquely theirs
 Why type of grading criteria is used
 How applicant keeps current in the field
 What has applicant done to develop professionally
 What is applicant’s view of the relationship between faculty and administration
What are some other insightful and helpful interview questions that you can think of?

Chapter 13: Human Resource Management
 Age
 Financial condition
 Prior wage garnishments
 Home ownership
 Disabilities
 Marital status
 Where spouse works
 Pregnancy or medical history
 Ages of children
 Military experience
 Religious observance
 Ancestry, nation of origin, place of birth, original language, etc.
 How applicant learned a foreign language
 Membership in clubs that would indicate race, color, sex, etc.
 Names and addresses of relatives not working for the district
 How long applicant intends to work

Chapter 13: Human Resource Management
►
►
►
Assess Staff Development Needs: Review the three methods listed in the text. What are the benefits to these methods?
Set Staff Development Goals: Why is an understanding of the three categories of objectives necessary for a principal seeking to improve staff development?
Select Staff Development Methods: Examine the table that identifies widely used methods. Which of these (or combination thereof) do you think would be most effective and why?

Chapter 13: Human Resource Management
►
►
►
Evaluate Staff Development Program: Why are the questions relating to staff development outcomes important to ask?
Induct Beginning Teachers: Recall how it felt when you first became a teacher. What information do you wish you had been given? What specific strategies can principals use to aid beginning teachers?
Improve Support for Beginning Teachers: Which of the recommendations listed to help principals work with beginning teachers could you most easily implement at your school? Can you think of any other specific strategies that would help achieve similar results?

Chapter 13: Human Resource Management
►
Appraisal Techniques
 Nonjudgmental methods
 Judgmental methods
►
Common Rating Errors
 Too strict or lenient
 Central tendency
 Single dimension
 Halo effect
 Recency of events
 Personal bias and first impressions

Chapter 13: Human Resource Management
►
Clinical Supervision:
1. Pre-observation conference
2. Observation
3. Analysis and strategy
4. Supervision conference
5. Post-conference
►
Goal Setting
1. Supervisor and teacher meet to determine goals
2. Supervisor and teacher meet to appraise performance in terms of goals set
As a teacher, which appraisal techniques did/do you prefer? Why? As a principal, which do you think you will employ?

Chapter 13: Human Resource Management
►
►
Why must a principal work hard to create and maintain positive union-management relations?
The Collective Bargaining Process
 Bargaining team selection
 Negotiations
 If negotiations are successful  ratification
 If negotiations are not successful  impasse
1.
2.
3.
Mediation
Fact Finding
Arbitration

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Standard 4: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Chapter 14: Community Relations
►
A principal should be a bridge between the school and external constituencies

Chapter 14: Community Relations
►
►
Schools become a lifeline. Why is this?
What a principal can do:
 Establish means of communication
 Assess damage quickly and make accommodations
 Prioritize needs and establish authority to make decisions
 Address emotional and survival needs of staff and students
 Arrange for training and support for mental health caregivers
(prior to a catastrophe)
 Provide feedback to media
 Identify and secure available resources
 After a catastrophe, encourage creative lesson planning that uses lessons learned

Chapter 14: Community Relations
►
Community = just parents
►
What members of any given community might be most helpful to a school?
►
Why is it important that a principal learn to serve as a leader of this community and not just the school?

Chapter 14: Community Relations
►
Epstein’s types of involvement:
►
Communication avenues:
 Research demonstrates that parental




What are the advantages and confidence, and attitude toward school. What can a principal do to
 Collaboration with community
 Conferences involvement, especially for minority
 Comprehensive partnerships groups?
 Personal notes
 Phone calls

Chapter 14: Community Relations
“Educational public relations is a planned and systematic management function to help improve the programs and services of an educational organization. It relies on a comprehensive two-way communication process…[to] assist in interpreting public attitudes, identify and help shape policies and procedures in the public interest, and carry on involvement and information activities that earn public understanding and support.”
The National School Public Relations Association

Chapter 14: Community Relations
To develop two-way communication and collaboration within a community, the NPSRA suggests:
►
►
Anticipate problems
Handle all school publications
►
►
Promote school’s strengths
►
Write news releases
Publicize staff and student achievement
►
►
►
Stay connected to budget process
What else can a principal do to create strong community
Develop communication plan
Conduct formal and informal research to gauge public opinion relations?
►
►
Provide PR training for staff
Serve as liaison to community groups

Chapter 14: Community Relations
►
Strong PR programs follow these basic steps:
1. Research
2. Action plan
3. Communicate
4. Evaluate
Read “A Young Principal’s Story.” Identify and evaluate the principal’s use of this process.
Compare this principal’s actions with those of the principal in “A Seasoned Principal’s Story.”

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Standard 5: 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.

Chapter 15: The Principal and Ethics
►
“One who, in the face of adversity, ambiguity, and challenge, will reflect on what is right by some set standard or code and will act in a rational and caring manner to resolve problems and conduct business.”
►
Do you agree with the text’s definition(s) of an ethical principal? What are some of the obstacles that might prevent a principal from behaving ethically? How might you overcome those obstacles?

Chapter 15: The Principal and Ethics
►
►
►
►
►
►
►
Rights
Freedom
Considering each
Responsibility and
Authority
Character,
Commitment, and
Formality
Conflict of Interest
Duty
►
Loyalty
Justice in order to behave ethically?
Equity Critique
Caring ►
Profession
►
Moral Imperative

Chapter 15: The Principal and Ethics
►
Promoting Ethical Behavior in Athletic
Programs
 Why is this an issue? Has it become more of an issue in recent years? Why do you think this is?
 Consider:
1.
2.
3.
4.
Athletes must be considered ends and not means
Competition must be fair
Participation, leadership, resources, and rewards must be based on achievement
Activity must be safe for participants
How do these principles sustain traditional values?
What other principles should an administrator be mindful of concerning athletics?

Chapter 15: The Principal and Ethics
1.
2.
Ethical Behavior in Schools: Promoting Ethical
Behavior through Character Education
Education Is an
Inescapable Moral
Enterprise
Parents Are Primary Moral
Educators of Children
5.
6.
Schools Are
Communities of Virtue
Character Education
Goes beyond Academic
Curriculum
3.
4.
Character Education
Develops Virtues
7.
Character Creation Is an Essential and
Demanding Life Task Teachers, Principals, and
Staff Are Central to
Character Education
What are the benefits to character education and how can these
7 principles help you develop a character education program?
Consider how you would work with your superintendent, school board, and other administrators.

Chapter 15: The Principal and Ethics
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Rationale for a Code of Ethics
 Provide guidelines for conduct
►
National Associations (click for website)
 American Association of School Administrators
 National Association of Elementary School
Principals and the National Association of
Secondary School Principals
 National Education Association

Chapter 15: The Principal and Ethics
►
Review the sample state codes in the text.
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How do these codes support the concepts and principles discussed earlier in the chapter?
►
Does your state supply a Code of Ethics for
Educators? How does it help to ensure that educators and administrators behave in an ethical manner? Is there anything missing for your state’s code that you think would be helpful?

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Standard 6: 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.

Chapter 16: Political and Policy Context
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As far as policy is concerned, what is the importance of the following terms and events?
Brown vs. Board of Education
Differentiated curriculum
Equity
Socio-economically disadvantaged
Public Law 94-142
Accountability
Data-driven decision making
English Language Learner

Chapter 16: Political and Policy Context
►
►
Read the various definitions of policy in the text.
What are the commonalities in these definitions?
What is policy?
Levels of relationship to policy
 Orientation
 Degree
 Resources
 Activity
 Autonomy
 Societal Values
 Instructional Values
 Rationale
 Power Relationships

Chapter 16: Political and Policy Context
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Systems Theory
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Neo-pluralist Advocacy Coalition and Interest
Group Theories
Neo-institutional Theory
What different insights regarding policy can be
Critical Theory
Feminist Theory gleaned from each of the mentioned theories?
Why is it important for a principal to have a
Postmodernism
Ideological Theories working knowledge of these theories? What are the practical applications of these theories?

Chapter 16: Political and Policy Context
►
Normative dimension
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Structural dimension
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Constituentive dimension
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Technical dimension
Take a close look at Figure 16-2 to understand how these dimension interact to create policy

Chapter 16: Political and Policy Context
►
What is your definition of politics?
►
How does your definition compare to those given the text?
►
Which of Apple’s groups would you place yourself in? The majority of teachers and staff at your school? The majority of the stakeholders in your community? Why is it important to identify these groups?
►
Why must a principal be constantly aware of the politics of education?

Chapter 16: Political and Policy Context
►
Pluralist Maintenance Politics
►
Adversarial Politics
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Democratic Politics
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Unitary Politics
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Consolidated Principal Power
The text states that “there are five perspectives on school politics that might be beneficial to principals to understand within their own political, school contexts.”
What are the similarities and differences between these perspectives and how can an understanding of them be beneficial to a principal?

Chapter 16: Political and Policy Context
Politics: Working with the Superintendent and Other External Forces
►
What is Davis’s take on the politics of principal evaluations? Why would this important opportunity for self-reflection cause tension between a principal and superintendent?
►
Read the eight suggestions for working within political systems and with superintendents. Do you find these tips useful? Why/why not? Can you think of any other suggestions for working with the various political components of a district to ensure the quality education of all students?

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Standard 6: 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.

Chapter 17: Legal Issues
►
Obviously, any administrator and educator needs to ensure that all of their actions are lawful. The following slides will briefly outline the various sources of educational law.

Chapter 17: Legal Issues
►
The United States Constitution
 Education is NOT specifically mentioned in the Constitution, so how can the federal government regulate it?
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Federal Statutes
 Elementary and Secondary Education Act of 1965
 No Child Left Behind Act of 2002
 Civil Rights Acts of 1964 & 1991
Federal Administrative Agencies
 Department of Education
 Office of Civil Rights
 Equal Employment Opportunity Commission
 Environmental Protection Agency
Case Law
 What power does the Supreme Court have concerning education?

Chapter 17: Legal Issues
►
State Constitutions
►
State Statutes
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State Administrative Agencies
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Case Law
►
Local Level (school districts and service centers)
What is the purpose and jurisdiction of each of the above sources for state education law?

Chapter 17: Legal Issues
►
Federal Courts
►
State Courts
State Supreme Court
U.S. Supreme Court
Intermediate Appellate Courts
U.S. Circuit Courts (13)
U.S. District Courts (89)
Courts of General Jurisdiction
(Superior and Circuit Courts)
Courts of Limited Jurisdiction
(Municipal and Small Claims)

Chapter 17: Legal Issues
The following are the most common and pervasive issues administrators face concerning state and local legal authority in education
 Equal Access Act
 Compulsory School
Attendance
 Released Time for
Religious Instruction
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Residency Requirements
Church-State Relations
 State Aid to Private
Schools
 School Fees
 Prayer and Bible Reading
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Silent Prayer
Prayer at Graduation and
Extracurricular Activities
 Transportation
 Textbooks, Courses, and Supplies
 Extracurricular
Activities

Chapter 17: Legal Issues
►
State’s control over curriculum:
 School districts must offer curriculum prescribed by the legislature or law
 Recent cases uphold district’s power to ban certain curriculum (but not for purely religious reasons)
►
State-mandated performance testing:
 Strongly supported by
NCLB
 Most controversy centers around using tests as graduation requirements
What can a principal do to minimize litigation in these matters?

Chapter 17: Legal Issues
►
Can a student, legally, say whatever they want in a school? Why or why not? What is and is not protected by the First
Amendment?
►
Can a student, legally, dress any way they see fit while in school? Why or why not?
What are regulations concerning health and safety standards, gang-related dress, controversial slogans, and school uniforms?

Chapter 17: Legal Issues
►
Extracurricular Activities
 Conditions may be attached to participation in extracurricular activities
►
Student Discipline
 What are the stipulations for suspensions, disciplinary transfers, and expulsions?
 27 states ban corporeal punishment
 Protection from unreasonable search and seizure must be balanced with the need to maintain a safe school environment

Chapter 17: Legal Issues
►
Students with disabilities
 As discussed in Chapter 6, a principal must be very aware of the laws, acts, and legislation concerning students with disabilities
 The most significant act, IDEA, assures that students with disabilities 1) receive a free appropriate education, 2) are prepared for employment and independent living, 3) have their rights protected, and 4) receive appropriate services from the state

Chapter 17: Legal Issues
►
Certification: What are the standards for certification in your state?
►
Contracts:
 Offer and acceptance
 Competent parties
 Consideration
 Legal subject matter
 Proper form
►
Tenure:
 Does your state provide tenure for teachers and other staff?
►
Dismissal:
 Each state mandates proper procedure. What is your state’s procedure?

Chapter 17: Legal Issues
Teachers and the Law: Sexual Harassment
►
Litigated under Title VII of the Civil Rights Act of 1964 and Title IX of the Education
►
Includes


Sexual bribery policy


Gender harassment
Prompt and objective investigation
 Appropriate remedial action

Chapter 17: Legal Issues
Federal statutes prohibit discrimination based on:
 Race
 Gender
 Disabilities
 Age
 Religion
 Pregnancy

Chapter 17: Legal Issues
►
Constitution protects free association rights but does not guarantee collective bargaining
►
Bargaining issues to be aware of:
 Management rights
 Narrow grievance definition
 No-strike provision
 Zipper clause
 Maintenance of standards
 Just cause
 Reduction in force
 Wages and benefits

Chapter 17: Legal Issues
►
►
The Bargaining Process
 Negotiating team selected
 Negotiations commence
 In the event of an impasse:
1.
2.
Mediation
Fact finding
3.
Arbitration
Bargaining Tactics:
 Counterproposals
 Tradeoffs
 Caucus

Chapter 17: Legal Issues
►
Tort = civil wrong (not contracts) for which a court can award damages
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
To establish negligence:
Duty
Standard of care
Proximate cause
Injury
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

Defense against negligence:
Contributory negligence
Assumption of risk
Comparative negligence
Governmental immunity

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