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ED 514 Foundations of Educational Administration
Fields, Barbara


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Course

ED 514 Foundations of Educational Administration

Semester

F1P 2006 ED

Faculty

Fields, Barbara

Title

Adjunct Faculty

Degrees/Certificates

BA Education,     MA Educational Administration
Ed Spec  Educational Administration
Ph.D. Curriculum and Instruction

Office Hours

Please email any questions or see me before or after class.

Daytime Phone

816.741.5972

Other Phone

Cell: 816.536.5680

E-Mail

barbara.fields@park.edu

Semester Dates

August 21- October 15, 2006

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Prerequisites

None

Credit Hours

3


Textbook:

Green, R. (2005). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (2nd ed.). Upper Saddle River: NJ. Pearson Education Inc.

 

Textbooks can be purchased though the Parkville Bookstore

Additional Resources:
Resources and articles will be given by the instructor during the class.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Designed to give the prospective school leader a historical perspective of the evolution of educational systems and governance and the role of the principal in guiding schools through the political, social, cultural and economic processes which impact American education. (A 10 hour field experience component is required.) 3 cr.

Educational Philosophy:

The instructor's role is to provide students with the opportunity to engage in reading, researching, presenting, discussing and applying of information.  These will relate to the course objectives and the ISLLC Standards. 

The instructor recognizes the importance of student contributions to the learning environment and encourages the cooperative exploration of ideas, issues, and contradictions.

Together we will take another step toward wisdom and true understanding, both for ourselves and in order to assist in creating a just and comfortable democratic society.

 

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate an understanding of the historical perspective of education in the United States and its role in developing and preserving a democratic society. [1.3.6]
  2. Demonstrate knowledge of the historical laws, statues, and policies and their effects on education. [1.3.6]
  3. Demonstrate an understanding of the various political, social, cultural, and economic systems as they affect public education. [1.3.6]
  4. Demonstrate knowledge of local, state, national, and global issues in the educational systems and their application to the process of teaching and learning. [1.3.2; 1.3.6]
  5. Demonstrate an understanding of the importance of education for all people in a democratic society and the significance of diversity, equity, and access to a free public education. [1.3.1; 1.3.5; 1.3.6]
  6. Describe the models of organizational structure, including the classical bureaucratic and participatory management models, and explain how the social systems model can be applied to educational organizations. [1.3.1; 1.3.3]
  7. Describe several different leadership styles; evaluate their own leadership skills, abilities and attributes; and articulate a personal leadership style. [1.3.1]
  8. Demonstrate an effective decision making process. [1.3.1; 1.3.2; 1.3.6]
  9. Demonstrate effective communication practices. [1.3.1; 1.3.4]


Core Assessment:

Class Assessment:

Participation and Attendance:

Student attendance and participation are essential in achieving maximum learning.  It is expected that all students attend each session, contribute to discussion, and listen attentively to others.  However, it is recognized that occasions do arise that necessitate being absent from class.  Students are responsible for making prior arrangements regarding necessary absence and for completing any required alternative assignments. (60)

 

Philosophy of Leadership:

The student will develop a personal philosophy statement related to his/her beliefs regarding educational leadership and the ISLLC Standards.  The philosophy will be based on course readings, dicsussions, activities, and presentations, as well as the student's personal experiences. (70)

 

Weekly Personal Reflection (Journal):

Starting with week 2  (through 7) each student will submit a personal weekly reflection.  The reflection will be turned in weekly.  They should include the student's reaction to course readings, discussions, presentations, etc. that occurred the prior week.  Each journal should be approximately one double spaced type written page.  These are personal reflections and beliefs, and will be assessed on how they relate to the previous week's work, rather than on the positions taken. (50)

 

Weekly Applications:

Each student will submit a weekly response to a real or hypothetical educational leadership situation.  The weekly application should be should be 1-2 pages in length, and should include theoretical support for actions and/or positions taken. (50)

 

Individual Presentation:

The student will write a 5-7 page paper related to an educational leadership issue of his/her choice.  The student will present the paper to the class (15-20 minutes).    The paper should include a resource section with at least 5 current references.  The paper should include reference information AND the student's perspective of the topic.  An outline of the paper should be given to the class at the time of the presentation. (120)

 Outline of Topic - organization, development, structure (10)

 Discussion of the Issue - identification of the issue, reason for its importance, pros, cons (30)

 Delivery quality - clarity, presentation techniques, eye contact, interactivity with audience, posture,

                             voice projection, clarity, reliance on written sources (20)

 Personal Reaction - (30)

 References - recognized journals and publications - (10)

 Writing mechanics/adherence to APA guidelines - (20)

 

Field Assignment:

Each student will spend 10 hours in the field.  Students might shadow an administrator, lead a meeting or committee, and attend a Board of Education meeting.  Students will keep a log of activities and hours.  The activities will be shared weekly with the class.  Students will discuss activities with the instructor prior to engagement in order to discuss appropriateness to class topics. (50)

 

Final Exam/Core Assessment:

The final exam will be written responses to reflective questions relating to administrative scenarios contained in Chapters5-7 of the text.  A sampling of four scenarious will be taken.  Each response will be worth 25 points.  (100)

The exam is the Core Assessment for this course.

 

     

 

 

 

 

Grading:

Participation                60

Journal                        50

Philosophy                  70

Paper                         120

Application                   50

Field Work                    50

Exam                          100

 

A=450+

B=400+

C=350+

D=300+

F=less than 300

Late Submission of Course Materials:

Coursework is due as listed in the syllabus.  In extreme cases when a student needs to be absent from class, work due that day should be delivered to class by another student or as arranged earlier with the instructor.

Points may be taken for late work.

 

Classroom Rules of Conduct:

Arrived to class on time prepared to participate and listen to others.   Arrive knowing you will learn and enjoy the session. 

Please turn off all phones, unless arranged with the instructor.

Remain in class for the entire class period unless otherwise arranged in advance with the instructor.

Course Topic/Dates/Assignments:

WEEK DATE TOPICS AND ASSIGNMENTS
1 Aug 21 Introduction, Activities, ISSLC Standards, Chapter 1 Text
2 Aug 28 Journals, Ed Application, Chapter 2 Text, ISLLC Standard 1, Dr. Ewing 5:00
3 Sept 4 Journals, Ed Application, Chapter 3, Oral Reports, ISLLC #2
4 Sept 11 Journals, Ed Application, Chapter 4, Oral Reports, ISLLC #3
5 Sept 18 Journals, Ed Application, Chapter 5, Oral Reports, ISLLC #4
6 Sept 25 Journals, Ed Application, Chapter 6, Oral Reports, ISLLC #5
7 Oct 2 Journals and Ed App end, Chapter 7, Oral Reports, ISLLC #6, Philosophy Due
8 Oct 9 Final Exam (Core Assessment), Oral Reports, Summary of 10 Field Hours Due

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 2006-2007 Graduate Catalog Page 23-24

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2006-2007 Graduate Catalog Page 23-24


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

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 .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/15/2006 5:21:45 PM