Mount St. Mary's College
Spring 2000 Syllabus

Education 223: ISSUES IN SCHOOL MANAGEMENT

Instructor: Sr. Janet Duffy
Class:  Room 202B                                                                  
Thursdays:  5:30 - 8:30pm                                                         
Office Hours:	By Appointment                                                                                 
	Wednesdays & After Class        
Phone:  (213) 477-2545	
Fax: (213) 477-2519  
Email: jduffy@msmc.la.edu  



EDU 223 - A study of school management and how to translate a shared vision into 
          strategic and operational plans.  Includes study of personnel issues; school 
          operations, such as facilities and resource maintenance and schoolwide systems, 
          policies, and procedures; direction of student support services.  Also addressed 
          are current issues, such as school safety, the administrator as a project manager, 
          working with media, and fundraising.

Text:	Seyfarth, John T.  (1996).  Personnel Management for Effective Schools.  
        Boston:  Allyn and Bacon.

Primary CCTC Standards Addressed in EDU 223:
Standard 24:	Management of Schools

Each candidate is able to plan, organize, implement, manage, facilitate and evaluate the 
daily operation of schools in ways that achieve organizational goals and lead to the safe, 
productive operation of schools.

	Rationale
Schools must be managed and led in informed, responsible ways. An effective management 
system stems from a thorough understanding of the mission and functioning of the school 
organization and is designed to achieve the mission of the school and to facilitate 
student learning.

	Factors to Consider
	* 	Each candidate works with faculty, parents, students, school board members, 
                and other school stake holders to translate a shared vision into strategic 
                and operational plans. 

	* 	Each candidate defines roles and relationships for implementing and monitoring 
                strategies and operational plans. 

	* 	Each candidate identifies resources and strategies required to implement 
                plans. 
	
	* 	Each candidate develops an understanding of appropriate ways to manage student 
                behavior in a school setting so as to develop and maintain a positive and safe 
                school climate. 
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	* 	Each candidate develops the ability to manage student services in response to 
                individual and diverse students, making full use of the knowledge and services 
                of appropriate support personnel. 

	* 	Each candidate acquires information management skills, including the ability 
                to collect and analyze data, make and assist others in making informed 
                decisions, and interpret and convey information in appropriate and thoughtful 
                ways. 

        *       Each candidate develops the ability to facilitate shared decision-making among    
                members of the school community.

Standard 25:	Human Resource Administration
	
Each candidate demonstrates understanding of the importance and dimensions of human resource  
administration and the need to attract, retain, develop, and motivate school personnel in ways 
that enhance learning and professional development and that lead to positive and productive 
school settings.

	Rationale
Human resources are critical to the successful operation of schools.  Personnel must be 
recruited, selected, placed, evaluated, appraised, compensated, motivated, and developed 
in ways that assist individual members to achieve their own personal and professional goals 
and to help them collectively achieve the mission and purpose of schools.

	Factors to Consider
	*	Each candidate is able to work with all school personnel as well as with 
                students, parents, school boards, and community members to establish a 
                positive school climate and so that teachers and students can be successful. 

	* 	Each candidate develops an understanding of successful staff recruitment, 
                selection, and induction approaches. 

	* 	Each candidate demonstrates the ability to make appropriate personnel 
                assignments and recognizes the importance of full utilization of each 
                employee's skills, abilities, and training. 
		
	* 	Each candidate understands the importance of staff development for all 
                employees and is able to organize effective and appropriate professional 
                development opportunities. 

	* 	Each candidate acquires processes and techniques for the evaluation of 
                personnel performance. 

        *       Each candidate understands the collective bargaining process and the   
                administrator's role and the unions' role in that process.
											                     
												           3

Standard 29:	School-Community Collaborations

Each candidate in the program collaborates with parents and community members; works with 
community agencies, foundations, and the private sector; and responds to community interests 
and needs in performing administrative responsibilities.

	Rationale
Schools operate as communities that reflect the larger communities they serve. School 
leaders need to understand those communities, interact with them, respond to their needs 
and interests, and be a positive force in those communities.

	Factors to Consider
	* 	Each candidate understands the socio-demographic make-up of the school 
                community and is able to develop and evaluate instructional programs, 
                strategies and approaches appropriate to diverse student needs. 

	* 	Each candidate recognizes the importance of collaboration and demonstrates 
                the ability to communicate and work with parents, school hoards, and 
                community members. 

	* 	Each candidate becomes aware of the wide range of social services available 
                to children and families in the community and is able to effectively deliver 
                and coordinate educational services with other service providers. 

	*	Each candidate understands the importance of school public relations, is 
                responsive to community issues and concerns, and is able to build and 
                mobilize support for schools in the community.



                ARTICLES / DISCUSSION:								           4
Two to three times this semester, we will read and discuss various articles on current 
themes in leadership and administration.  The articles will be taken from the following 
sources:

BOOKS:
Allen, Roger E.  (1994).  Winnie-the-Pooh on Management.  New York:  Dutton.
Barth, Roland S.  (1990).  Improving Schools from Within.  San Francisco:  Jossey-Bass.
Bennis, Warren.  (1989).  Why Leaders Can't Lead.  San Francisco:  Jossey-Bass.
Bonstingle, John Jay.  (1996).  Schools of Quality:  An Introduction to Total Quality 
              Management in Education.  Alexandria:  ASCD.
Caplow, Theodore.  (1983).  Managing an Organization.  San Francisco:  Holt, Rinehart   
              and Winston.
Covey, Stephen R.  (1989).  The 7 Habits of Highly Effective People.  New York:  
              Simon & Schuster.
Deal, Terrence E. and Kennedy, Allen A. (1982).  Corporate Cultures:  The Rites and 
              Rituals of Corporate Life.  Menlo Park:  Addison-Wesley.
Hanson, E. Mark.  (1991).  Educational Administration and Organizational Behavior.  
              Boston:  Allyn and Bacon.
Hill, Marie Somers and Ragland, Joyce C.  (1995).  Women as Educational Leaders.  
             Thousand Oaks:  Corwin.
Kanter, Rosabeth Moss.  (1977).  Men and Women of the Corporation.  New York:    
              Basic Books.
Kowalski, Theodore J.  (1995).  Case Studies on Educational Administration.  White 
              Plains:  Longman.
Murphy, Joseph.  (1993).  Preparing Tomorrow's Leaders:  Alternative Designs.  
              University Park:  UCEA.
Robbins, Pam and Alvy, Harvey B.  (1995).  The Principal's Companion:  Strategies and 
               Hints to Make the Job Easier.  Thousand Oaks:  Corwin.
Schenkat, Randy.  (1993).  Quality Connections:  Transforming Schools Through Total     
               Quality Management.  Alexandria:  ASCD.
Sergiovanni, Thomas J. (1991).  The Principalship:  A Reflective Practice Perspective. 
               San Antonio:  Allyn and Bacon.
Townley, Schmieder, and Wehmeyer.  (1992).   School Personnel:  A California 
               Perspective.  Riverside:  Precision Writing.

JOURNALS:	  	
Educational Administration Quarterly		
NASSP Bulletin
Education Week					
Phi Delta Kappan				
Educational Leadership	
											          5

ADDITIONAL BOOKS:

Broadwell, Martin M.  (1998).  The New Supervisor:  How to Thrive in Your First Year 
               as a Manager (Fifth Edition).  Reading:  Perseus Books.

Edwards, Mark R. and Ewen, Ann J.  (1996).  360' Feedback.  New York:  AMACOM.

Fullan, Michael.  (1993).  Change Forces.  New York:  The Falmer Press.

Goldratt, Eliyahu M. and Cox, Jeff.  (1992)  The Goal:  The Process of Ongoing 
               Improvement (Second Revised Edition).  Great Barrington:  North River Press, Inc.


	

                SCHEDULE OF CLASSES

1/20		Welcome / Introductions	
		Guest Speaker:    Colors Conflict Management in the Workplace
	
1/27		Overview of course objectives and requirements.
	 	VIDEO:	Professional Ethics:  A Guide for Educators
		In Class Activity
		
2/3		Administering as a Moral Craft
		Chapter 12:	Legal Issues in Personnel Management
		Chapter   1:  	Personnel Management and Effective Schools
		ARTICLE DISCUSSION
			
2/10		Chapter   2:	Planning for Staffing Needs
		Chapter   3:	Preparing for Personnel Selection
		Chapter   4:  	Obtaining Information and Evaluating Applicants
		VIDEO:  	American Heroes:  The Future Belongs to the Educated
								   
2/17		Chapter   5:	Selecting Administrative and Support Personnel
		Chapter   6:  	Motivation of Personnel
		PANEL: 	 What It's Like Being on the Other Side for the  First Time?!
					
2/24		Chapter   7:	Induction
		Chapter   8:  	Staff Development
		Chapter   9:	Evaluating Employee Performance
		VIDEO:	High Performance										          6

3/2		Chapter 10:  	Compensation and Rewards
		Chapter 11:	Creating Productive Work Environments
		Develop Focus Questions for ADMINISTRATIVE  PANELS
											
3/9		Chapter 13:  	Collective Bargaining in Schools
		Chapter 14:	Managing Conflict in Schools
		Technology Survey Reviewed	
		VIDEO:	Effective Leadership for Instructional Improvement
			
MARCH	16	MSMC SPRING BREAK	
					
3/23		Chapter 15:	Termination and Reduction in Force
		Chapter 16:	Technology in Personnel Management
		Practice with Case Studies
		ARTICLE DISCUSSION
			
MARCH	30	MIDTERM / In Class

4/6		PANEL:  ELEMENTARY & MIDDLE SCHOOL SCHOOL 
		PRINCIPALS / ASSISTANT PRINCIPALS / FACILITATORS		
VIDEO:	Critical Issues in Education:  Students at Risk
		DUE:		Technology Survey 
				
4/13		PANEL:  H. S. PRINCIPALS / ASSISTANT PRINCIPALS &
		ADULT EDUCATION ADMINISTRATORS / FACILITATORS
		VIDEO:	Managing Human Resources
		
APRIL	20	HOLY THURSDAY -- No Scheduled Class 
			FIELD WORK - ADMIN. INTERVIEWS	

4/27		ADMINISTRATOR INTERVIEW PRESENTATIONS	
		ARTICLE DISCUSSION
		DUE:		Administrator Interview Outline
		DUE:		Reaction/Research Critiques of Administrative Panels

5/4		ADMINISTRATOR INTERVIEW PRESENTATIONS
		Conflict Resolution Scenarios
	
5/11		ADMINISTRATOR INTERVIEW PRESENTATIONS 
		Wrap-up:  	Vision Building Activity
											

                ADMINISTRATOR PANELS:  REACTION/RESEARCH CRITIQUE: 
The class will invite administrators from elementary, secondary and adult education 
(higher education may be included) to field questions developed by the class regarding 
administrative/leadership practices.  Interaction with practicing administrators puts 
into perspective all that we have read and discussed in class.

Format for presentation:
1)   The reaction/research critique should analyze your reactions to the three 
     administrative panel discussions.    				(75pts.)

2)   Support your critiques with some scholarly input from either the Internet,
     textbook, articles and journals read in class.    			(25pts.)			           
3)   The format should be APA or MSMC style sheet.  Typewritten, double-spaced.  
     No folders.  Just type your name in the upper, right-hand corner of the first page,
     with the date and the course #.					(5pts.)						 
4)  The critiques should be at least 3 to 5 pages long.  (Bibliography on a separate page.  								 		
     (5pts.)
5)   In your conclusion, reflect on how you can become a better administrator after	 
     having listened to the administrators' panel presentations.	(15pts.)		           
6)   The reaction /research critique is due on 04/27.  If you hand in your critique after 
	the 27th, you will lose 25 points.


 
               THE ADMINISTRATOR INTERVIEW:
CASE STUDY:  An interview with an administrator focusing on his/her relationships within 
the school community--classified & certificated personnel, central office personnel, 
students, parents, community--and how these relationships impact her/his administrative 
practices.  Also investigate how technology is used in his/her job.  (Partner project--no 
more than three in a group.)

REPORTING FORMAT:
1)   Submit the following in an outline format:
	(a)	Outline should be typewritten, double-spaced.  No folders.  Just type your 
		name in the upper, right-hand corner of the first page, with the date and the
		course #.		(10pts.)							        
	(b)	Include an introductory paragraph explaining why you chose the particular 
		administrator.			(15pts.)												           8
	(c)  Describe important characteristics of this particular administrator.		           
					(40pts.)
	(d)  What advice would this administrator give to those preparing to be 
		 administrators?	(20pts.)						           
	(e)	In a paragraph, list the insights you have gained from this interview project 
		that have changed how you think about, relate to, and will function as an 
		administrator now and in the future.				(15pts.)					           
2) Prepare an oral presentation of your interview on videotape, or via a computer 
      generated presentation, or using audiotape and slides, similar to a "PBS" documentary   
      for the class.
	(a)	Length should be 20 - 25 minutes.  If you use a recording of any kind, make   
                     sure it is loud and clear.	  		(10pts.)

(b) Edit interview so that you can illustrate the important concepts covered in 
      your exchange.			 				(15pts.)
	
	(c)	Engage the class in a discussion about your subject; ask us what we think of
		the administrator you chose?			(10pts.)						
3) Final Presentation due between April 27th and May 11th.  Your group will sign-up 
    for a date to present.  All interview outlines are due on 04/27.  If you hand in your 
    outline after the 27th, you will automatically lose 25 points.


CHAPTER REPORTS:
In groups of two to three, depending on class enrollment and the length of the chapter 
in the text, students will creatively prepare and report to the class the most salient 
concepts from the chapter.  One of your goals in this report is to engage the class in a 
discussion on the material presented in the chapter.  

Each member of the class is responsible to read each scheduled chapter for a particular 
night.  Do not rely on student reports to fulfill your reading requirement. 

Items to consider when preparing your report:
1) Length:  20 to 25 minutes of the most important facts; 
        10 - 15 minutes for a creative activity.	(10pts.)				           
	2)   Presentation:   Be creative!  Get us involved in your report.  (20pts.)         
	3)   Discussion:   Your goal is to engage us in a discussion of the 
                        chapter's facts after your oral presentation. 	(20pts.) 			

TECHNOLOGY SURVEY:
Technology has greatly impacted our personal and professional lives.  For many administrators, 
technology has simplified their administrative duties (e.g., email, word processing, database, 
power point, etc.).  This survey gives you the opportunity to engage a site-administrator in 
a conversation regarding his/her technology use that you can then share with the class.		          		           				(20pts.)


VIDEO CRITIQUES - ORAL:
After each video, or at the beginning of the following class session, the most intriguing 
aspects of each video will be discussed, as well as whether the information presented in 
the video assists in preparing future educational leaders.


COURSE EXPECTATIONS:

1)   Attendance and punctuality are very important.  If you are unable to attend a class 
   	session, please leave a message on my MSMC voice mail, or via email.

2)   Assignment due dates are noted in the syllabus.  Late assignments will result in a 
       	loss of points.

3)   Guests and adult observers are welcome to classes, with instructor approval.

4)   Please read Graduate Degree Programs information in the MSMC catalog, pp.67-74, 
      	for guidelines and policies that pertain to you.

5)   Grading will be on a point system:

		Administrator Interview			135pts.
		Administrative Panel Critique			125pts.
		Chapter Reports			  	  50pts.						Midterm Exam			   100 - 150pts.
		Technology Survey				  20pts.	
		Total Points for the Semester:		 430 or 480pts.

		Attendance:
			Tardy					-10 pts.
			Absence				-20 pts. per absence 

6)  Grading Scale:
            	100%	  A		80%	C	
		 90%	  B		70%	D