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ED 624 Elementary Administration
Otto, Michael


COURSE TITLE: Elementary and Secondary School Administration




TITLE OF FACULTY MEMBER: Assistant Professor of Education

FACULTY OFFICE LOCATION: Parkville, Copley 324


Mondays:  2:30 to 4:30 PM

                        Tuesdays: 8:30 to 9:30 AM

                        Wednesdays: 10:30 to 12:00 PM

                        Thursdays: 8:30 to 9:30 AM

                        Fridays:     10:30 to 11:30 AM

: FACULTY OFFICE TELEPHONE NUMBER: 816.584.6303 or cell-816.808.2315




DATES OF THE TERM:  August 22 through October 10







The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.



Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


COURSE DESCRIPTION: Designed to provide the student with a thorough understanding of the principalship.  Focus will be given to the Interstate School Leaders Licensure Consortium (ISLCS Standards).  The course will prepare aspiring principals on the topics of student assessment, curriculum design and organization, student organization and activities, staffing and supervision of students.  In addition, the course will focus on technical and managerial skills, community relations and the leadership in our society emphasizing the community and cultural implications.  Furthermore, the course will provide insight into the day to day practice of the principalship. 



My educational philosophy as an instructor of education is based upon my past and current experiences as an educator, administrator, parent, current board of education member, doctorial student, and community person.   Therefore, it is my belief that learners must be engaged in their learning with a focus on class discussions, presentations, projects, lectures, research, and writings.  It is critical that the learner explore ideas and issues surrounding today’s education institution. 



1.         Describe the leadership and management roles of an Elementary principal, Middle School principal, High School Principal, and describe how these roles contribute to the management of an effective school.  [Standards 1 - 6]


2.         Analyze the impact of organizational, community, and legal forces upon the leadership of an effective school.  [Standards 1, 4 and 6]


3.         Develop skills for planning school programs and initiating school improvements.  [Standards 2 and 4


4.         Devise plans for appropriate student placement and for services to provide an orderly and positive learning environment. [Standard 3]


5.         Describe and critique various patterns for class scheduling and for the deployment of instructional and support staff. [Standard 3]


6.         Follow appropriate procedures for staff recruitment, selection, and termination. [Standards 3 and 5]


7.         Communicate the principal's role in handling grievances, professional negotiations, and contract administration. [Standards 5 and 6]


8.         Apply procedures for effective and responsible use of school funds, facilities, equipment, and supplies. [Standard 3]


9.      Discuss various models for decision-making and establishing priorities for action. [Standards 3, 5, and 6]




American Psychological Association. (2001). Publication manual of the American Psychological

            Association (5th ed.). Washington. DC: Author.

            ISBN  1557988102


ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”


PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”


ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.



Work is expected on time.  Points will be subtracted for late work.  (10% off of grade for late work)

Ie., Not prepared to present when your date is scheduled



1) Weekly Reflections (300 Points) (3)

You will submit a weekly reflection journal starting with week two.  The reflection journal should include your reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week.  Each journal should be approximately about two pages, typed, and double spaced.  THESE ARE PERSONAL REFLECTION JOURNALS, IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING. (APA guidelines)





2) Personal Philosophy of The Principalship (200 Points)

The student will develop a philosophy statement related to his/her beliefs related to the principalship.  The philosophy statement will be based on course readings, discussions and activities as well as your personal experiences.  (Three to four pages) (APA guidelines)


3) Comparison Study (Public Schools) (300 points)  You are asked to research the principalship (specific to your administrative interest…you may choose elementary, middle school, or high school) in a rural school, Suburban school, and Urban school.  You will be required to compare the following with respect to each school (rural, suburban, and Urban).  You must schedule an interview with each principal and ask the following:  Current Issues, Number of staff (includes teachers and support staff) number of students, grade levels, socioeconomics, student make-up, special programs, instructional initiatives, MAP scores, discipline, administrative help, child care, social workers, social programs on site, level of education of the teachers, Title 1, Reading Improvement, teacher salaries, principal salaries, summer school, space, computer lab, health office, library, gifted, ESL,  and budget.  Please refer to the activity scoring guide for a clarification of the assignment and grading scale.


4) In-Basket Activities (100 points) (4) –Students will read and take action on all in-basket activities.  They are not expected to merely describe what they might do, but to actually do it.  Each in-basket item requires a separate action that should be presented on another sheet of paper (be sure to include the appropriate in-basket item number in the upper left hand corner to assist with identification).  Finally, while the inn-basket items are numbered, you may deal with them in whatever sequence you prefer; however, you should indicated on your response sheet the priority number that you have assigned to the item (1 = high priority, 2 = moderate priority, and 3 = low priority) and the order in which you actually dealt with the item. (50 each – 200 total)

Assessment Criteria:

a.       Quality/appropriateness of action taken

b.      Priority assigned to action taken

c.       Grammatical correctness of written documentation


5) Cases (100 points) (4).  Students will read and respond to four cases.  In instances where knowledge of school board policy and operational procedure is required, students should use the governing documents of their existing schools to address the case. (40 each – 160 total)

Assessment Criteria

d.      Analysis of the Case (Identification of relevant/contributing factors)

e.       Recognition and Discussion of Larger Issues

f.        Proposed Solutions


6) Administrative role-play/reaction to leadership situations (70 Points) (7) -- Given case studies, vignettes and/or in-basket items, respond to the information presented utilizing the concepts outlined in the Standards for School Leaders.  These are in-class activities.  Students missing class may, with prior approval, submit an individual paper (2-3 pages) in lieu of this activity. (20 each – 140 total)





Students are expected to:


·        Attend class on a regular basis. Come to class on time.

·        Hand in assignments on time (see course map for specific due dates).

·        Take each exam when scheduled (see course map for specific due dates).

·        When submitting assignments (e.g., formatting, citations, references, etc.), follow guidelines provided in the Publication Manual of American Psychological Association (5th edition), (2002).

(See for general        guidelines).

·        Come to class prepared to participate in a meaningful way on the topic of the day.

·        Ask questions.

·        Listen respectfully to others’ points of view, comments, and presentations.

·        Support others’ success.


DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students that meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University’s policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University’s policies and procedures related to disability can be found on the Park University web page:



Tentative Course Map









Aug. 22


Introductory Activities- Get acquainted, review course syllabus, course expectations, etc. 

State of Public Education, What is Effective Leadership?

Professional Organizations, Review of ISLLC Standards

The Ten Commandments of Leadership



Aug. 29

Weekly Reflection Due, Class Activity: Case #1

ISLLC Standard #1: “The Vision of Learning”


Sept. 5

Weekly  Reflection Due, Class Activity: Case #2

ISLLC Standard #2 & #3: “The Culture of Teaching and Learning”

“The Management of Learning”


Sept. 12

Weekly  Reflection Due, Class Activity: Case # 3 & # 4

ISLLC Standards #4 & #5: “Relationships with the  Broader Community to Foster Learning,”  “Integrity, fairness, and Ethics of Learning”


Sept. 19


Weekly  Reflection Due, Administrative Role Play Activity

ISLLC Standard #6:  “The Political, Social, Economic, Legal, and Cultural Contexts of Learning


Sept. 26

Weekly  Reflection Due, Philosophy Due


Oct. 3

Weekly Reflection Due, Principal Comparison Study Due


Oct. 10

Activity: In-baskets, Review of course objectives, Discussion and Application.  The Effective Principal: Putting it all Together




The final grade will be based on the percentage of total points earned.


            A = 90 – 100 %                                  

            B = 80 – 89  %                       

            C = 70 – 79 %            

            D = 60 – 69%             

            F = 59% or lower        


Points may be earned as follows:                                               Points


§         Attendance/Participation                                         200     

§         Daily Reflections                                                     300

§         Educational Philosophy                                           200                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

§         Comparison Study                                                  300

§         In-Basket Activities (4)                                           100

§         Case Studies (4)                                                     100

§         Administrative Role Playing (7)                               70


                                                            TOTAL POINTS:     1270