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Education Major Version

ED 624 Elementary Administration
Longenecker, Dale


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 624 Elementary Administration

Semester

F1P 2007 ED

Faculty

Singer, James D.

Title

Director of Graduate Education/Associate Professor

Degrees/Certificates

Ph.D.
M.Ed.
B.Ed.

Office Location

Downtown 919

Office Hours

Arranged

Daytime Phone

816.842.5526

Other Phone

816.213.9385

E-Mail

jsinger@park.edu

Semester Dates

August 21, 2007-October 15, 2007

Class Days

--T----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
None

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 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 provide a thorough understanding of the elementary principalship. Provides an overview of relevant issues including student assessment, curriculum design and organization and activities, student programs, supervision of students, procedures for implementing school improvement, and the day-to-day operation of the elementary school. (A ten hour field experience component is required.)

Educational Philosophy:
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

  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.
  2. Analyze the impact of organizational, community, and legal forces upon the leadership of an effective school.
  3. Develop skills for planning school programs and initiating school improvements.
  4. Devise plans for appropriate student placement and for services to provide an orderly and positive learning environment.
  5. Describe and critique various patterns for class scheduling and for the deployment of instructional and support staff.
  6. Follow appropriate procedures for staff recruitment, selection, and termination.
  7. Communicate the principal's role in handling grievances, professional negotiations, and contract administration.
  8. Apply procedures for effective and responsible use of school funds, facilities, equipment, and supplies.
  9. Discuss various models for decision-making and establishing priorities for action.


Core Assessment:

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.  They are what you think and believe related to what you are learning.
 
Personal Philosophy of the Principalship (130 Points)
You will develop a philosophy statement related to your beliefs related to the principalship.  This will be based on readings/research, discussions and activities as well as personal experiences.  Citation and the references page should adhere to the APA style guide. (four to six pages double spaced)
 
 
Comparison Study (200 points)
You are 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 a principal from each of these schools and ask them to describe the following:  current issues, number of staff (teachers and support staff), initiatives, MAP scores, discipline, administrative help, child care, social workers, social programs on site, level of education of the teachers, Title I, Reading improvement, teacher salaries, principal salaries, summer school, physical space, computer lab, healthroom, library, gifted, ELL and budget.  Please refer to the activity scoring guide for a clarification of the assignment and grading scale.
 
In-Basket Activities (200 points) (2)--Students will read and take action on all in-basket activities.  You are to describe what you might do, then actually do it.  Each item requires a separate action that should be presented on another sheet of paper (be sure to number the items to assist with identification.  You should indicate on your response sheet the priority number that you have assigned to the item (1--high priority, 2--moderate priority, 3--low priority) and the order in which you actually dealt with the items.
Assessment Criteria:
a.  Quality/appropriateness of action taken
b.  Priority assigned to action taken
c.  Grammatical correctness of written documentation.
 
Cases (160 points) (4)  You will read and respond to four cases.  In instances where knowledge of school board policy and operational procedure is required, students whould use the governing documents of their existing schools to address the case. (40 each, 160 total)
Assessment criteria:
a.  analysis of the case (identification of  relevant/contributing factors)
b.  recognition and discussion of larger issues
c.  proposed solutions
 
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=0-59%
 
Points may be earned as follows:
Attendance/Participation (8)   80
Daily Reflections (7) 70
Comparison Study (1) 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, excessive absences and disrespectful behavior.

Course Topic/Dates/Assignments:

August 21-Review course syllabus
                -View and discuss customer service movie, "The Unwelcomed Guest"--dealing with upset parents
                -The principal as a change agent--The Pain, The Problem, The Solution
                -Budget in-basket activity--the local school activity account, building guidelines
 August 28-First journal reflection due--class presentation
                -Case study-Budget--inappropriate use of funds
                -Find your voice:
                  Discover your voice--unopened birth-gifts
                  Express your voice--vision, discipline, passion and conscience
                  Inspiring others to find their voice
                 -Curriculum and instruction/student outcomes
September 4--Second journal reflection due--class presentation
                    --Case study--Curriculum and Instruction--tracking teacher/student progress
                    --Modeling and pathfinding:
                        The voice of influence
                         The voice of trustworthiness
                         The voice and speed of trust
                     --Personnel--Selection and retention
September 11--Third journal reflection due--class presentation
                     --In-Basket activity--developing guidelines for the selection of personnel
                     --Modeling and Pathfinding
                        Blending voices--searching for the third alternative
                        One voice--Pathfinding shared vision, values and strategy
                      --Personnel--termination--harassment, inappropriate use of technology,
                         insubordination--
September 18--Fourth journal reflection due--class presentation
                      --Case study--inappropriate teacher interaction with student
                      --Aligning and empowering:
                         The voice and discipline of execution--aligning goals and systems for results
                         The empowering voice--releasing passion and talent
                       --Commitment to community
September 25--Fifth journal reflection due--class presentation
                      --Case study--the inclusion and empowerment of families
                      --The Age of Wisdom
                          The eighth habit and the sweet spot
                          Using our voices wisely to serve others
                       --Commitment to character
October 5--Sixth journal reflection due--class presentation
                   Case study--Helping each child form their life as if it were a work of art
                   Curriculum with Coherence
                   Climate for Learning
October 12--Presentation of Comparison Studies
 
 
 
 
 

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 2007-2008 Graduate Catalog Page 24-26

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 2007-2008 Graduate Catalog Page 24-26


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 2007-2008 Graduate Catalog Page 28

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 .

Bibliography:

Covey, Stephen R., The Eighth Habit, Free Press, 2004
 
Boyer, Ernest, The Basic School, The Carnegie Foundation, 1995

Copyright:

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

Last Updated:8/17/2007 8:30:22 PM