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 624 Elementary School Administration
U1P 2011 EDI
Brown, Michael S.
Doctorate - Educational Leadership
Plaza Middle School - Park Hill School District
June 6 - July 25
McEwan, Elaine K. (2003). 10 Traits of Highly Effective Principals: From Good to Great Performance. By Corwin Press.
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/.
Learning Outcomes: Core Learning Outcomes
Article Review & Reflection - Each student will research, read, and summarize three (2) 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; your thoughts and opinions on the topic; and a question for the class for discussion. The review will be shared with the class before handing in. (5) Articles @ 10 points @ = 50 points
Weekly Readings and Written Assignments - Students will be responsible for weekly readings and written assignments related to the reading topics. These assignments will be used to promote class discussion each week. (5) Readings and Written Assignments @ 30 points @ = 150 points
Final Paper / Presentation - Each student will write a 5-7 page paper (typed double-spaced) responding to guided questions related to the textbook... The student will be expected to utilize the experiences and knowledge gained throughout the course as well as their own professional experiences to use in support of their thoughts and opinion in his/her paper. Each student will share highlights of their paper in a 5-10 minute presentation to the class. The paper and presentation is due on July 25. (100 points)
Article Review & Reflections (5) = 50 points
Assigned Readings and Reflections (5) = 150 points
Final Paper/Presentation = 100 Points
Total 300 pts
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.
· Course Expectations, Assessments, and Outcomes
· Introduction to the Principalship
o What are your expectations of a principal? Why?
o The Pain, The Problem, The Solution
· 10 Traits of Highly Effective Principals: From Good to Great Performance
o Introduction of the book
o How we will use the book…
o Article Review and Reflection - Educational Leadership
o Read - 10 Traits – Chapters 1 and 2 – Communicator and Educator
o Guided written assignment
· Article Review and Reflection Discussions
· Class Dialogue – Guided Written Assignment - Communicator and Educator
· The difference between management and leadership…
· Leadership and Management of an elementary, middle school, high school…
o What works? What does not work?
o Characteristics of effective schools
· What forces impact your leadership?
· Decision-making – models and styles
o Read - 10 Traits - Chapters 3 and 4 - Envisioner and Facilitator
o Obtain a copy of your District and Building School Improvement Plan
June 20 -
· Class Dialogue – Guided Written Assignment - Envisioner and Facilitator
· Planning School Programs
· School Improvement
o Measuring improvement
o Read - 10 Traits – Chapters 5 and 6 – Change Master and Culture Builder
o Guided Written Assignment
June 27 -
· Class Dialogue – Guided Written Assignment – Change Master and Culture Builder
· Student placement and services
o Student Interventions at various levels
· Positive Learning Environment
· Instruction and assessment
· Professional Development
o Read – 10 Traits – Chapters 7 and 8
o Obtain a copy of your Performance Based Teacher Evaluation Process and Forms
July 4 - No Class – Independent Study Time
July 11 -
· Class Dialogue – Guided Written Assignment – Activator and Producer
o Read – 10 Traits – Chapters 9 and 10
July 18 –
· Class Dialogue – Guided Written Assignment – Character Builder and Contributor
· Facilities and Equipment
· Safety and Crisis Response
o Final Paper – Responses to Guided Questions
July 25 –
· Final Paper/Presentations
· Final Comments and Questions
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 2010-2011 Graduate Catalog Page 20
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 2010-2011 Graduate Catalog Page 20
Instructors 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 2010-2011 Graduate Catalog Page 24
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:5/18/2011 5:10:53 PM