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
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.
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
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
* 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
* 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
* 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
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
* Each candidate acquires processes and techniques for the evaluation of
* Each candidate understands the collective bargaining process and the
administrator's role and the unions' role in that process.
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.
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
* 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
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
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:
Kowalski, Theodore J. (1995). Case Studies on Educational Administration. White
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.
Educational Administration Quarterly
Phi Delta Kappan
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
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
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
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.
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.)
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.
(d) What advice would this administrator give to those preparing to be
(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.
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 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.
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.
Tardy -10 pts.
Absence -20 pts. per absence
6) Grading Scale:
100% A 80% C
90% B 70% D