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Education Major Version

ED 625 Secondary School Administration
Brown, Michael S.


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 625 Secondary School Administration

Semester

S2P 2010 ED

Faculty

Brown, Michael S.

Title

Adjunct Professor

Degrees/Certificates

Doctorate - Educational Leadership

Office Location

Plaza Middle School - Park Hill School District

Office Hours

Arranged

Daytime Phone

816-359-5974

Other Phone

816-674-0345

E-Mail

michaelbrown@park.edu

brownms@parkhill.k12.mo.us

Semester Dates

March 15- May 3

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:
 

McEwan, Elaine K. (2003). 10 Traits of Highly Effective Principals: From Good to Great Performance. By Corwin Press.

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:
ED625 Secondary School Administration: Designed to provide a thorough understanding of the secondary 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 secondary 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 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. Describe the leadership and management roles of a secondary 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 plans for effective school and community relations and communications.
  4. Develop skills for planning school programs and initiating school improvements.
  5. Devise plans for appropriate student placement and services to provide an orderly and positive learning environment.
  6. Describe and critique various patterns for class scheduling and deployment of instructional and support staff.
  7. Follow appropriate procedures for staff recruitment, selection, and termination.
  8. Communicate the principal's role in handling grievances, professional negotiations, and contract administration.
  9. Apply procedures for effective and responsible use of school funds, facilities, equipment, and supplies.
  10. Discuss various models for administrative decision-making, and select appropriate models for given situations.


Core Assessment:

Class Assessment:
 

Attendance/Participation - Students are expected to attend each class session and take an active role in reading, researching, presenting, discussing and applying information related to the course objectives and learner outcomes. The personal experiences of course participants, and input they obtain from others in their schools and communities, are essential elements of course content. Therefore, attendance and active participation in each class meeting is very important. Each student is expected to complete the reading assignments, gather information as required by course activities, complete projects as assigned, and participate as a member of a cooperative learning group.

Article Review & Reflection - Each student will research, read, and summarize three (3) articles related to some aspect of educational administration.   The written review and reflection should include a 1-2 page (typed double spaced) summary of the article's main points, and your reflection related to how the information could be used by you as a classroom teacher. The review will be shared with the class before handing in.  (2) Articles @ 5 points @ = 10 points

Assigned Readings - Students will read the assigned work from the text prior to each class meeting. They will be expected to actively participate in class reflections and discussions regarding the readings by writing a short reflection paper for each of the ten chapters. (10) Reflections @ 5 points @ = 50 points

"Good" Principal Project / Paper / Presentation – Each student will survey a specified number of elementary, middle school, and high school students; elementary, middle school, and high school teachers; elementary, middle school, and high school principals; classified staff at any levels; and parents at any levels on what they think is an "good" principal. The students will collect their results and write a 2-3 page (typed double-spaced) reflective paper on their results. Each student will share highlights of their reflections in a 5-10 minute presentation to the class. Due date - TBD (10 points)

 

Practical Application Paper / Presentation- You recently have been appointed as a new principal. Given some general details about your school, your assignment is to reflect on the significant factors; prioritize and create an action plan with a rationale for your decisions. This paper should be 3-5 pages (typed double-spaced) in length.  You will also share your action plan in a 5-10 minute presentation to the class. Due date - TBD... (10 points)

21st Century "Quality" Leader Final Paper / Presentation - Each student will write a 5-7 page paper (typed double-spaced) in answering the question... What is a 21st century "quality" leader?. The student will be expected to utilize the experiences and knowledge gained throughout the course to use in support of what he/she believes to be a "quality" leader. Each student will share highlights of their paper in a 5-10 minute presentation to the class. The paper and presentation is due on May 3rd. (20 points)

Field Experience and 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. This reflection will be due on the last class. (Requirement for the course)

Grading:
 

Grading Plan

Article Review & Reflections (2)                               = 10 points

Assigned Readings and Reflections (10)                 = 50 points

"Good" Principal Project/Paper/Presentation           = 10 points

Practical Application Paper/Presentation                              = 10 points

Final Paper/Presentation                                            = 20 Points

                                                         Total                   100 pts

 

 

Grading Scale

            100 - 90      =          A

            89 - 80       =          B

            79- 70         =          C

            69 - 60       =          D

            59               =          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. You are expected to demonstrate grace in all situations, just as you will be expected to do as a school administrator.

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 2009-2010 Graduate Catalog Page 31

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 2009-2010 Graduate Catalog Page 31-32


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 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 2009-2010 Graduate Catalog Page 35

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:3/7/2010 4:20:00 PM