ED 624 Elementary Administration
U1P 2006 EDI
Copley 316/Downtown 919/Independence Annex
816.842.6182 x 5526
June 5, 2006 through July 30, 2006
5:00 - 9:30 PM
Additional Resources: Interstate School Leaders Licensure Consortium Standards
Course Description: Designed to give the prospective principal an understanding of the principalship and the technical and managerial skills needed; also designed to give the student a basis for understanding the purpose of education and the role of leadership in a modern society.
Educational Philosophy: I believe the instructor's role is to provide students with the opportunity to take an active role in reading, researching, presenting, discussing and applying information related to the course objectives and learner outcomes. The instructor recognizes the importance of student contributions to the learning environment and encourages the cooperative exploration of ideas, issues, and contradictions.
Learning Outcomes: Core Learning Outcomes
Class Assessment: Weekly Reflections (7) (70 Points)
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 one to 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.
2) Personal Philosophy of The Principalship (130 Points)
The student will develop a philosophy statement related to his/her beliefs related to the principalship. The philosophy statement will be based on readings/research, discussions and activities as well as your personal experiences. Citation and the references page should adhere to the APA style guide. (Four to six pages double spaced)
3) Comparison Study (Public Schools) (200 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 (200 points) (2) –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.
a. Quality/appropriateness of action taken
b. Priority assigned to action taken
c. Grammatical correctness of written documentation
5) Cases (160 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)
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 (140 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)
Grading: 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 (8) 80
* Daily Reflections (7) 70
* Comparison Study (1) 200
* In-Basket Activities (2) 200
* Case Studies (4) 160
* Administrative Role Playing (7) 140
TOTAL POINTS: 1000
Late Submission of Course Materials: This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.
Classroom Rules of Conduct: Students whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences.
Course Topic/Dates/Assignments: See Attachment
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2005-2006 Graduate Catalog Page 20-22
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Graduate Catalog Page 20-22
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2005-2006 Graduate Catalog Page 23-24
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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .
Last Updated:5/13/2006 6:21:33 PM