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ED 612 School and Community Leadership
Sillman, Cathy


COURSE SYMBOL AND NUMBER: ED612

COURSE TITLE: School and Community Leadership

COURSE DESCRIPTOR:N/A

TERM COURSE BEING TAUGHT:  F2P04

NAME OF FACULTY MEMBER: Larry Ewing

TITLE OF FACULTY MEMBER: Associate Professor

FACULTY OFFICE LOCATION: Copley 316

FACULTY OFFICE HOURS: 9-11 M-R; M-R, PM & F ARR

FACULTY OFFICE TELEPHONE NUMBER: (816) 584-6258

FACULTY PARK EMAIL ADDRESS: larry.ewing@park.edu

OTHER FACULTY EMAIL ADDRESS: N/A

FACULTY WEB PAGE ADDRESS: captain.park.edu/ewing

DATES OF THE TERM:  October 25 through December 19, 2004

CLASS SESSIONS DAYS: Monday

CLASS SESSION TIME: 5:00 – 9:30

PREREQUISITE(S): None

CREDIT HOURS: 3

 

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: Designed to provide the prospective principal with an understanding of the role of schools in the larger community and how to incorporate stakeholders, partners, families and others into the development of a school where children can learn.  The student will understand the balance between internal and external communication and the approaches of initiating school reform.

 

FACULTY’S 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.

 

COURSE OBJECTIVES: On the conclusion of this course the student will be able to:

      [Number in brackets refers to Interstate School Leaders Licensure Consortium Standard]

 

  1. Demonstrate knowledge of the emerging trends that will impact the school community. [1.3.4; 1.3.6]
  2. Demonstrate an understanding of the importance of community relation. [1.3.4]
  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]

 

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

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.”

 

ATTENDANCE POLICY: Professors are required to keep 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.  The student is responsible for all the 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 Dean or Director of the individual graduate program for appropriate action.  Any student failing to attend classes for two consecutive weeks, without approved excuse, will be institutionally withdrawn (unofficially withdrawn) and notified by mail that an “F” will be recorded unless the student initiates official withdrawal from the course.  At the beginning of each course professors will announce the date and time of the final examination.

 

Plan to attend all class sessions.  In the event of an unavoidable absence, and with prior notice and approval from the facilitator, the student may substitute an individual project or paper for work missed in class.  To receive full credit, however, the project or paper must be closely related to the course content and/or learner outcomes covered during the student’s absence.

 

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.

 

COURSE ASSESSMENT:

 

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)

 

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.  (70 points)

 

Public Relations Plan - Students will be required to analyze their “school’s” current public relations plan (both formal and informal).  Students should identify strengths and weaknesses of the existing plan and provide suggestion for improving or strengthening the plan.  The analysis should include an identification of individual responsibilities and of the primary communications processes utilized.  Finally, the analysis should include an analysis of for whom the public relations effort is intended and it primary purpose. (70 points)

 

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. (65 points)

 

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 PERONAL REFLECTION JOURNALS.  IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNINGWhereas 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.  (70 points)

 

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)

 

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)

 

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.

 

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 American with Disabilities Act of 1990, regarding students with disabilities and, to the extent 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: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1

October 25

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

2

November 1

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

3

November 8

Text - Chapters 6-9, Media Reports, Journal, Public Relations in Districts and Schools

4

November 15

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

5

November 22

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

6

November 29

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

7

December 6

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

8

December 13

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

 

GRADING PLAN:

 

Participation                    80

Reflections                      70

Media Reports                70

Presentation                    70

Public Relations Plan       70

Resources Catalog          65

Final Exam                      75

Total                            500

 

Scale

450 – 500 – A

400 – 449 – B

350 – 399 – C

300 – 349 – D

    0 – 299 – F