School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 635 School Organization & Management
S1P 2009 ED
Brown, Michael S.
Doctorate - Educational LeadershipEd. Specialist - AdministrationMasters - Administration
Plaza Middle School - Park Hill School District
January 14-March 4
5:00 - 9:30 PM
Each student will be expected to select, read, & review a book related to the research and practice of educational administration and organizational development (with instructor approval). In addition, readings from a variety of sources will be required.
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
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 process and encourages the collaborative exploration of ideas and issues. The instructor will provide a variety of learning and assessment opportunities including reflective writings, collaborative dialogue, readings, lectures, examinations, videos, and electronic and print resources.
Learning Outcomes: Core Learning Outcomes
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. (50 points)
3. Journal Annotation – each student will select one (1) journal or newspaper article to present to colleagues during the course of the class. Each student will provide a short summary of the article, his/her reflective thoughts and opinions of the article, and one or two group discussion questions for the group. Due Date – as scheduled – schedule will be determined on the first night of class. (50 points)
4. Book Review - Each student will be expected to select, read, & review a book related to the research and practice of educational administration and organizational development (with instructor approval). During a presentation of the book, a written summary of the book and its implications for educational research, practice, and/or development should be provided to class members. (100 points)
5. Personal Vision Statement – Each student will create a personal vision statement reflecting their beliefs with regard to supervision and educational leadership. The paper will be your personal statement concerning student outcomes, instructional climate, teaching and learning, leadership and governance. The personal statement should also have an introduction and conclusion. The final copy will be due at our last class on May 9th. (100 points)
6. Building School Improvement Plan- Students will be provided qualitative and quantitative school data along with other factors concerning a particular school. The data will be used in formulating a 5 year Building School Improvement Plan for a particular school. The plan should include overall at least 3 focus areas with SMART goals, objectives and rationale for the focus (utilizing the data). This project can be done individually or in a team of 2 or 3 students. Each individual or team will present their plan in a formal 15-20 minute presentation to the class as if the audience was the superintendent and his/her cabinet. The use of technology and visuals are encouraged in the presentations. The plans and the presentations are due on May 2nd. (Plan = 100 points and Presentation = 50 points)
7. Field Experience Reflection – At the end of the class, each students will be expected to write a description and a reflection regarding their 10 hours of field experience dealing with one or more of the learning outcomes and demonstrate his/her personal knowledge, disposition, and performance related to the learning outcomes of the class. (100 points)
Journal Annotation 50
Weekly Reflections 100
Book Review and Presentation 100
Personal Vision Statement 100
Building School Improvement Plan and Presentation 150
Field Experience and Reflection 100
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:
A student 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.
Session 1 – January 14
Ø Building a collaborative classroom climate (Who are we?)
o Where have we been?
o Where are we now?
o Where do we plan on going?
Ø Review syllabus, course requirements, & expectations
Ø Course is built on Practical Application
Ø ISLLC Standards
Ø Administrative Philosophy
Ø Personal Vision Statement
Ø Mapping your school organization & administration
Session 2 – January 21
Ø Journal Annotation
Ø Weekly Reflection Discussion
Ø No Child Left Behind Legislation
Ø Increased Accountability of Schools
Ø Mapping your district organization & administration
o Obtain/create district organizational chart
Ø Comprehensive School Improvement Plan
Ø Building School Improvement Plan
Ø Professional Learning Communities
Ø Utilizing Data
Ø School Improvement
Ø Administrative Use of Technology
Due: District organizational chart
Book selection and rationale
Journal Annotation (if scheduled)
Session 3 – January 28
Ø Legal basis for school structure and organization
Ø FERPA (Family Educational Rights & Privacy Act) Issues
Ø Missouri Safe Schools Act & Student Discipline
Ø Discipline – In-basket scenarios (class activity)
Due: Board of Education student discipline policies, forms, guidelines
Session 4 – February 4 (Meet at Plaza Middle School – Park Hill School District)
Ø Weekly Reflection
Ø Facilities Management
Ø ADA Compliance & Facilities Reports
Ø Crisis Response and Safety Plan
Ø School Budget Process
Ø Practical Application #2 (in-class activity)
Due: Crisis Response Plan from your own school
Budget from your own school (if possible)
Session 5 – February 11 (No Formal Class meeting)
Ø Independent work –
o Building School Imp. Plan – Book Review – Personal Vision Statement
Session 6 – February 18
Ø Week Reflection Discussion
Ø Human Resources
Ø Hiring – Evaluating – Developing – Supervising (processes)
Ø Mock interviews and discussions (class activity)
Ø Personal Vision Statements rough draft – peer observation and reflection
Due: Personal Vision Statement rough draft
Journal Annotation (if scheduled)
Session 7 – February 25
Ø Book Review Presentations
Ø Final Questions – Building School Improvement Plan
Ø Group work time
Due: Book Review and Presentation
Session 8 – March 4
Ø Field Experience Reflection sharing
Ø Building School Improvement Plan Presentations
Due: Building School Improvement Plan and Presentation
Personal Vision Statement
Field Experience Reflection
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25
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 2008-2009 Graduate Catalog Page 25
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 for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29
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:1/11/2009 10:10:55 AM