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ED 612 School and Community Leadership
Crain, Julia

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.


ED 612 School and Community Leadership


F2P 2006 ED


Crain, Julia


Adjunct Professor


Ph.D. Curriculum and Instruction, University of Kansas
Ed.S. School Administration, Pittsburg State University
M.S. Journalism, Southern Illinois University

Office Hours

4:30 Monday prior to class, or by appmt.

Daytime Phone



Semester Dates

October 23 through December 17, 2006

Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



Kowalski, Theodore J.  (2004). Public relations in schools (3rd Ed.).  Upper Saddle River, NJ: Prentice Hall, Inc.  ISBN: 0-13-046265-9

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
Designed to provide the prospective school leader with an understanding of the role of schools in the larger community and how to involve stakeholders, partners, families and others in the development of a school where all children can learn. The balance between internal and external communication and approaches to initiating school reform are addressed. A 10 hour field experience is required.

Educational Philosophy:
The instructor's role is to provide students with multiple opportunities of engagement in reading, researching, presenting, discussing, and applying the subject matter related to the course objectives and learner outcomes.  The challenge of student engagement promotes student contributions to the learning environment, and encourages the cooperative exploration of theory, practical application, and contradictions. 

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate knowledge of the emerging trends that will impact the school community.
  2. Demonstrate an understanding of the importance of community relation. [1.3.4] [1.3.4; 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. Develop a sense of how schools, families, businesses, community and the governmental bodies can work together to provide a productive school setting.[1.3.4; 1.3.6]
  5. Develop an understanding of the importance of family involvement on student achievement. [1.3.2; 1.3.4]
  6. Demonstrate processes necessary for accessing community resources and incorporating them into school programs. [1.3.2; 1.3.4]
  7. Recognize the importance of a systematic public relations program and demonstrate processes necessary for developing and implementing such a program. [1.3.4]

Core Assessment:

Class Assessment:

1.  Participation - Student attendance and participation is essential in achieving maximum learning.  It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment.  However, it is recognized that occasions do arise that necessitate being absent from a class.  Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.  (80 points) {Participation has the potential to affect any or all of the learning outcomes of the course)


2.  Class Presentation - Each student will work with another student or students to role play a real or simulated public relations effort.  This assignment is designed to give the student an opportunity to explore and develop a positive public relations effort and to present it to the class in a manner that encourages critical thinking and discussion.  Students will have the latitude to select a “real” public relations effort related to their school, or to simulate a situation for a fictitious school.  A written report is not required.  (80 points) {Assesses outcome 2, 3, 6}


3.  Core Assessment - All Park University courses must include a core assessment that measures the relevant Program Learning Outcomes.  The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.  The core assessment for this course is development of a Public Relations Plan.  Students will be required to develop a public relations plan for a hypothetical school.  Students should identify the various contexts affecting student learning that should be addressed by the plan and should include an identification of individual responsibilities for plan implementation along with the primary communications processes utilized.  Additionally, the plan should include a description of the audience for whom the public relations effort is intended,  and the public relations plan's primary purpose. Finally, the plan should be submitted electronically using Microsoft Word.  (100 points) (Core Assessment – Required -- While this activity is required, its weight related to the grade computation may be modified as long as it is at least 20% of the total grade for the course. Rubric Attached) {Assesses outcomes 1, 3, 4, 5, 6, 7}



4.  Resources Catalog - Students will develop a resource catalog of individuals, organizations, and agencies that could be of importance in school public relations and/or for instructional purposes.  The catalog should include the relevant demographic information, i.e. name, telephone number, e-mail, etc. (60 points) {Assesses outcome 2, 4}


5.  Weekly Reflections - Each student should submit a weekly reflection journal starting with week two.  The reflection journal is to be submitted each class period and should include the student's reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week.  They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology.  Each journal should be approximately one typed double spaced page in length. THESE ARE PERSONAL REFLECTION JOURNALS.  IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING!  Whereas your comments are your personal belief and reactions, reflective comments will be assessed based on how they relate to the previous weeks activities, not on the position or positions taken.  (35 points) {Assesses outcomes 2, 6}


6.  Media Report/Presentations - For each class session, the student should identify, read, and be prepared to discuss one article related to schools (either school or media initiated).  Articles may be current or historical in nature.  Special attention should be given as to how the school was portrayed (positive or negative).  A copy of the article should be provided for the instructor and each class member.  (70 points) {Assesses outcomes 1, 2, 6}


7.  Final Activity - The student will demonstrate his/her personal knowledge, disposition, and performance related to school and community issues through his/her response to a series of vignettes, documents, and/or case studies.  (75 points) {Assesses outcomes 1, 2, 5, 6}


Participation                   80

Reflections                     35

Media Reports               70

Presentation                   80

Public Relations Plan    100

Resources Catalog         60

Final Exam                     75

Total                           500



450 – 500 – A

400 – 449 – B

350 – 399 – C

300 – 349 – D

    0 – 299 – F

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:





October 23

Get Acquainted, Interstate School Leaders Licensure Consortium Standards, Portfolio Requirements


October 30

Text - Chapters 1-5, Media Reports, Journal, Contemporary Conditions Affecting Public Relations


November 6

Text - Chapters 6-9, Media Reports, Journal, Public Relations in Districts and Schools, Guest Speaker: Leigh Ann Neal, Shawnee Mission Public Schools Director of Communications and Public Information


November 13

Text - Chapters 10-11, Media Reports, Journal, Planning Public Relations – Working with the Media, Simulated Media Presentation


November 20

Text - Chapters 12, Media Report, Journal, Responding to Crisis, Simulated Media Presentation


November 27

Text - Chapters 13-14, Media Report, Journal, Collecting and Analyzing Data, Resource Catalog Due, Simulated Media Presentation


December 4

Text - Chapters 15, Media Report, Journal, Evaluating Public Relations Programs, Simulated Media Presentation


December 11

Public Relations Plan Due, Journal, Final Exam, Final Media Report

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 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: .

PR Plan Rubric


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Last Updated:10/23/2006 11:26:35 AM