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The Principalship: Vision To Action: Fred C. Lunenberg Beverly J. Irby
The Principalship: Vision To Action: Fred C. Lunenberg Beverly J. Irby
Table of Contents
(Click chapter title to navigate)
Chapter 1: Cultivating Community, Culture and Learning Chapter 2: Creating a Vision for Learning Chapter 3: Curriculum Development and Implementation Chapter 4: Teaching and Learning Chapter 5: Professional Development Chapter 6: Student Services Chapter 7: Organizational Structures Chapter 8: The Principal as Decision Maker
9: Developing Effective Communication 10: The Principal and Change 11: Budgeting and School Facilities 12: Creating Safe Schools 13: Human Resource Management 14: Community Relations 15: The Principal and Ethics 16: Political and Policy Context 17: Legal Issues
Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders
Review the language of the seven standards in your text book Re-write each in plain English Discuss the purpose of each standard; i.e. Why would the Consortium consider this a valuable standard?
students
community PRINCIPAL
staff
parents
teachers
Principal rules top-down Leadership dispersed according to authority A power over approach Principal is the leader
Principal works collaboratively Leadership dispersed according to competence A power to approach Principal is the leader of leaders
Briefly discuss the advantages and disadvantages of each approach. What factors might have contributed to the shifting paradigm?
a mission statement: Why does the school exist? What is its purpose? Develop a vision: What does the school wish to become? How can schools avoid the following?
tradition of isolation
value statements: What attitudes and behaviors do stakeholders value and which will teachers pledge to demonstrate? Establish Goals:
Concrete evidence of implementation of school improvement Influenced by a districts administrators Reflect a desired end result
individuals have a personal stake in outcomes Standards: enable principals to analyze performance objectively Targets: give individuals a concrete outcome, rather than a subjective one Motivation: encourages individuals to perform at highest levels
properly conceived vision serves as a filter for the myriad of daily decisions a principal is asked to make.
V I S I O N
Developing a Culture
feelings rules
philosophy
Consider heroes and heroines, traditions and rituals, and cultural networks
2.
3. 4. 5. 6. 7.
Hire staff carefully Train staff in desired school culture Instruct staff in technical aspects of job Reward staff for performances that reflect the values of the culture Adhere closely to values of the culture Reinforce rites and rituals of culture Identify and make available staff to serve as role models
The Principal as Instructional Leader The focus on results, the focus on student achievement, the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase & Blase, 2003; Castallo, 2001; Lambert, 2003).
Focus
on learning: What is the difference between teaching and learning? What questions do you need to consider to facilitate this shift? Encourage Collaboration: Why is collaboration beneficial? Analyze Results: What type of data should be disaggregated and into what categories?
Provide
Support: What training do teachers need to facilitate this shift? What would the outcome of this support and shift look like in the classroom? Align Curriculum, Instruction, and Assessment: How does this reflect NCLB? Despite criticisms of teaching to a test, what are the clear benefits to an assessment driven curriculum?
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addition to critical thinking and imagination, the following factors must be considered in creating a vision:
The Global Society (poverty, race, gender, assimilation, etc.) Challenges in Learning (underachieving minority groups, physical and mental abuse, other sources of education)
Basic
How do these criteria impact how you would create a vision for your school?
Motivated Students
Beliefs, Attitudes, and Values (of the leader, faculty, staff, and community)
Relationships Built
Creating a Vision
The principal must consider: 1. Where has the school been? 2. Where is the school currently? 3. Where should the school be in the future? How do the conditions listed in figure 2-2 help a principal grow a vision? What roles do personal beliefs, values, and attitudes play in this growth?
Mission Statements State the purpose of the school, both generally and specifically Guide decision-making processes Guided by the vision and explain how it will be obtained
the hierarchy of goals: A meansend analysis can help a principal prioritize and organize goals
What is necessary for the hierarchy shown in figure 2-3 to operate cohesively in order to achieve a stated vision?
and specificity Time frame Key areas Challenging but realistic Linked to rewards
Recycle
Monitoring Performance Revise and Update
Evaluating Results
Lack
of top-management support Time-consuming Excessive paperwork Overemphasis on quantitative goals Administrative style Prepackaged programs
a specific organizational structure Create a positive leadership climate Maintain the means-ends chain of goals Train principals Emphasize periodic feedback sessions
Once goals have been set, the principal must determine HOW they will be obtained. This leads to
Tactical Plan
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Consider
the traditional concepts and models of curriculum outlined in the first 15 pages of chapter 3. Which of these do you most closely align yourself? Why? What different visions and goals would emerge from each of these models? Now, lets look at some more modern curriculum models
have an emphasis on interdisciplinary courses, open-ended systems, intergenerational and inter-professional relationships, Socratic dialogue, multidimensional assessments, and multiculturalism (McNabb, 1995). Most are open educational systems Consider the above statements and the late 20th century definitions of curriculum in your textbook.
Systemic approach: recognizes that the actions within the organization impact curriculum decisions 7 categories to the model:
1. 2. 3. 4. 5. 6. 7. Political Forces Knowledge Industry External Groups Content Instructional Activities Evaluation Supervision of Curriculum
Examine Figure 3-6. How do these 7 categories interact to create a model of curriculum?
What is meant by each of these dimensions and how could they work together to create successful schools?
Functions
To produce a curriculum for an identifiable population To implement the curriculum in a specific school To appraise the effectiveness of the curriculum developed Read the 15 characteristics identified by Tomlinson and Allan. Why must a principal take these characteristics into consideration in order to make positive changes to the curriculum?
While
the principal does not need to provide ALL of the curriculum leadership, the most effective ones collect information and use it to facilitate curriculum development In order to share the responsibility for curriculum leadership a principal should:
Allow teachers to take responsibility for curriculum Arrange schedule to give teachers time to work on curriculum Provide staff development Provide resources Create a community of learners (see Figure 13-9)
DOES What you WANT the 5. Clear relationships between changes and the vision students to do for teachers and staff to participate in goal 6. Opportunities
and objective creation
Psychomotor
1.
2. 3.
4.
5. 6.
Knowledge Comprehension Application Analysis Synthesis Evaluation Receiving Responding Valuing Organization Characterization
4.
5. 6.
Affective
1. 2. 3. 4. 5.
Reflex movements Basic-fundamental movements Perceptual abilities Physical abilities Skilled movements Non-discursive communication
a needs assessment, curriculum alignment shows WHAT will be taught in all subject areas and at each grade level Curriculum mapping provides scope and sequence of WHEN skills will be taught Curriculum benchmarking provides periodic assessments and minimum standards of achievement Curriculum audits help identify strengths and gaps in instructional practices Instructional differentiation attempts to determine which instructional methods are best for all learners
The
principal is the curriculum or instructional specialist or leader who does have the understanding of philosophy, the clarity of vision, and the technical skills to move his/her programs toward meaningful activity. Consider how the case study of Mauka Lani Elementary School exemplifies this alignment and call to action.
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Instructional
planning should be a selfreflective tool How does the cycle described in Figure 4-1 promote successful instructional planning? What are the benefits to instructional planning?
Provides
a daily map Targets learner benchmarks Ensures that teacher follows up on identified weaknesses Reinforces teachers understanding of content knowledge Intertwined with the curriculum alignment process Beyond instructional planning, what are the added positive outcomes of the above listed benefits?
Reflective Planning: What questions would you pose to a struggling teacher concerning goals, objectives, instructional activities, assessment, revision, and implementation?
Using
Student Data to Drive Instructional Planning: What are some of the obstacles that educators face in properly using student data to aid in instructional planning? How would you overcome these obstacles? Consider the anecdote of Dr. John Barrera. How does this example demonstrate the proper use of student data? REMEMBER!
Information Processing
Read
the various theories of information processing as outlined in your text. Which theory/theories do you think best explain how people process information and why? Why is it important for a principal to have a working knowledge of these various theories? How could you develop these theories into practical applications at your school?
makes anCLEAR AND FOCUSED effective school? Research MISSION shows the following
STRONG INSTRUCTIONAL LEADERSHIP POSITIVE HOME-SCHOOL RELATIONS HIGH EXPECTATIONS
FREQUENT MONITORING
OPPORTUNITY TO LEARN
4.
Students can learn best within cohesive and caring communities Students learn more when time is allocated to curriculum related events All components of curriculum are aligned in a cohesive program designed to achieve specific goals Teacher can prepare students for learning by providing initial structure
6. 7.
8.
Content is explained clearly and developed with emphasis on structure and connections Questions are planned to engage students in sustained discourse Students receive sufficient opportunities to practice and apply what theyve learned and to receive feedback Teacher provides assistance to enable students to engage in learning activities
9.
10. 11.
12.
Teacher models and instructs students in learning and self-regulation strategies Students often benefit from working in pairs or small groups Teacher uses variety of formal and informal assessment methods Teacher establishes and follows through on appropriate expectations for learning outcomes
Why are these (and the other conditions listed) considered necessary conditions for learning? Can you think of any others?
Models of Observation
Read
the NCTAFs 5 propositions deemed essential for accomplished teaching Do you agree that these 5 conditions are necessary? Why/why not? Can you think of any other essential propositions? How can a knowledge of these 5 propositions help a principal improve the effectiveness of teaching and learning at his/her school?
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PLAN:
Work with teachers to develop a comprehensive PD targeted at individual and collective needs
PROVIDE:
Resources (time and money) for teachers to be reflective about their practices
High Quality PD
Consider
Knowles observations:
Adult learners need to be self-directed Adult learners display readiness to learn why they have a perceived need Adult learners desire immediate application of new skills and knowledge
Do you agree with Knowles findings? What are the implications of these findings on an effective PD program?
2. 3.
4. 5.
Effective PD focuses on teachers as central to student learning, yet includes other members of the school community Effective PD focuses on the individual, collegial, and organizational improvement Effective PD respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community Effective PD reflects best available research and practice in teaching, learning, and leadership Effective PD enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards
7.
8. 9. 10.
Effective PD promotes continuous inquiry and improvement embedded in the daily life of schools Effective PD is planned collaboratively by those who will participate in and facilitate that development Effective PD requires substantial time and other resources Effective PD is driven by a coherent long-term plan Effective PD is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning; and this assessment guides subsequent professional development efforts What would a PD program that utilizes all of these principles look like?
is it essential that principals develop their own PD plan? Read the description of the PD Portfolio. What are the various components of the Portfolio and how do they work together to ensure that the principal embarks on a successful and effective PD plan? Review your own Portfolio (start one if you have not already). What components are missing or need to be updated?
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provide for the realization of student potentialities To help children with developing problems To contribute to the development of the schools curriculum To provide teachers with technical assistance To contribute to the mutual adjustment of students and the school Assess the scope of the guidance and counseling services offered on your campus.
Major
Services Assessment Information Placement and follow-up Counseling (Directive, Nondirective, and Eclectic Counseling)
Using these 10 criteria, Student needs evaluate the guidance and Cooperation counseling program at Process and product your school or one you have worked at in the Balance past. How can these Stability characteristics help you Flexibility plan for an effective Qualified counselors program at your school? Adequate counselor-student ratio Physical facilities Records
What is the purpose of ensuring that these artifacts appear in students cumulative record?
NCLB stresses AYP and accountability, evaluating student progress has become a critical role for the 21st century principal. Assessment can serve various purposes:
Help student understand self Provide information for education/vocational counseling Help staff understand student population Evaluate the academic progress of students Help administrative staff appraise programs Facilitate curriculum revision Make instructional management decisions Make decisions about screening students Make program decisions
While many bemoan the NCLBs emphasis on testing, assessment clearly has its benefits if the testing program is well developed
Minimum components of testing battery:
Emerging reading tests 2. Learning readiness tests 3. Intelligence tests 4. Achievement tests 5. Interest and aptitude tests
1.
Reporting to Parents/Family
Any
teacher knows that grading has its difficulties. Among them are:
Teacher variability Unreliable aptitude scores for all students Policy variability Variety of alternatives to traditional methods
How can a principal account for and deal with these difficulties?
Compare your solutions with the following
method Letter method Descriptive method Percentile method Three-group method Rank method T-score method
What are the benefits and drawbacks to each of these methods? In what circumstances would you use one method over another?
Extracurricular Activities
Shouldnt
principals be concerned solely with the academic program at their school? Extracurricular activities are vital to help students develop skills and talents not readily tapped into in the traditional core subjects. Read the texts explanation of the functions of these activities. Can you think of any others?
Legislation:
Section 504 of the Rehabilitation Act of 1973 Education for All Handicapped Act of 1975 Americans with Disabilities Act of 1990 Individuals with Disabilities Act (IDEA)
Key
Components of IDEA:
Related Services Due Process Discipline Make sure you are familiar with these terms and their legal implications. Remember that a principal must ensure the quality education of ALL students.
Gifted Education
The
area of Gifted Education is growing rapidly and principals must be aware of how to best serve this special population. Gifted students will NOT thrive on their own; they need and deserve the services, attention, and resources to best develop their gifts and talents. Refer to Figure 6-2 for a list of options that will help to meet the needs of gifted students
Bilingual Education
As
with the gifted population, students requiring bilingual services are also rapidly growing Principals must consider the following when creating an ESL program:
State guidelines Student population to be served District resources
Program Models:
Pull Out Class Period Shelter English or Content-based Programs Structured English Immersion High Intensity Language Training Programs
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are open systems because they interact with their environments Inputs = human, financial, physical, and information resources Transformation Process = combining and coordinating resources to attain goals Outputs = prepared and educated students, staff and community satisfaction Feedback = student, parent, staff, and community reaction to output
Leadership Functions
Planning Monitoring Leading
How can an understanding of the interplay between these functions help a principal to more effectively manage the organizational structure of their school?
Organizing
Administrative Roles
Principal
Activities:
Heavy Workload at a Fast Pace Variety, Fragmentation, and Brevity Oral Communication
Are these activities unique to the role of the principal? Which of these do you find most daunting? Which of these comes naturally to you?
Management Skills
Skills: Ones mental ability to acquire, analyze, and interpret information Human Skills: Ones ability to motivate, facilitate, coordinate, lead, communicate, manage conflict, and get along with others Technical Skills: Ones ability to use knowledge, methods, and techniques of a specific discipline Consider Figure 7-3. At what level would you place yourself? Your current administrators? How does one move up the hierarchy?
Conceptual
Effective Principals
Task
Dimensions: Consider Sashkin and Huddles 13 task dimensions of a principal. How can you deliberately design your actions to build cultural as well as managerial linkages? Human Resource Activities: Consider the list of traits of ineffective administrators. Why would these be detriments to an effective principal and how could you correct each of these shortcomings?
Effective
= how well a principal was evaluated by subordinates Most time on taskrelated communication Human resource management
promotion Little time on human resource management Good at networking Politically savvy
= rapid
is the harm of bureaucracy? Explain why each of the following are seen as negative features to bureaucracy, especially in education.
Division of labor and specialization Reliance on rules and procedures Emphasis on hierarchy of authority Lifelong careers and evaluation Impersonality
System
4 Design Site Based Management Transformational Leadership Synergistic Leadership Theory Total Quality Management (TQM)
Read the description of each model carefully. Which one appeals to you the most and why? Regardless of which model you find most intriguing, consider
Heterogeneous grouping Cooperative learning High expectations for all Responsiveness to student diversity Emphasis on active learning
Essential
curriculum Authentic assessment Technology as a tool Time as a learning resource Diverse pedagogy
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Decision Making
Generating alternatives
Evaluating alternatives Choosing an alternative
Recycle process as necessary
Problem is clear Single goal is to be achieved All alternatives and consequences are known Preferences are clear Preferences are constant and stable No time or cost constraints Final choice will maximize economic payoff
Do these assumptions seem applicable to most school organizations you are aware of? Rationality seems limited, so
Limits to Rationality
Bounded
Rationality:
Decisions based on incomplete comprehension of the problem Decision makers will not succeed in generating all possible solutions Alternatives are evaluated incompletely Ultimate decision must be based on criterion other than maximization
Consider:
Satisfying, Heuristics, Primacy/Recency Effect, Bolstering the Alternative, Intuition, Incrementalizing, the Garbage-Can Model
How can these processes compensate for the limits to rationality and allow a principal to make effective decisions?
Often committees, teams, councils, etc. must make decisions too. In these instances, an understanding of the shared decision making process is necessary. To help involve teachers in the process, consider Huddleston, Claspell, and Killions method: Readiness: prepare for shared decision making Experimentation: build comfort in the decision making process Refinement: share the decision making process Institutionalization: shared decision making becomes norm This process is not flawless. What are the advantages and disadvantages to shared decision making?
Greater sum total Social pressures toward knowledge conformity Obviously, a principal needs to carefully consider of decision making Greater number if the shared Individual domination process is appropriate for any given approaches to the Conflicting secondary situation. Read Williamss list of skills needed problem for effective site-based decision making. Do goals Greater number of these tips seem do-able? Now read Undesirable through the model provided in the text. alternatives compromises While seemingly esoteric, what are the Increased acceptance of and advantages to this practical applications Ambiguous responsibility a decision method? More time needed Better comprehension of a problem and decision
alternative model to shared decision making, this approach focuses on a continuum of leadership from boss-centered to subordinate-centered Review Figure 8-4 for a more detailed look at this approach The principal must consider the forces in the leader, forces in the group members, forces in the situation, and long-run goals and strategy
Forces in the leader that determine which of the patterns to choose from:
Value system Confidence in group members Leadership inclinations Feelings of security in uncertain situation
There is no formula for perfect decision making. An effective principal must consider the forces in a given situation and assess which should influence him or her in a given situation.
Listening
Active listening with respect, consideration, and no judgment
Responding
Paraphrase; be respectful; assume sincerity; avoid pre-judgment
Reinforcing
Build on previous remarks to encourage a free, non-competitive, and diverse discussion
Clarifying
When confusion arises, phrase neutral questions, avoid condescension, avoid impatience, and do not assume you have the answer
Do you think teachers would be receptive to this process? Why or why not?
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Noise
Feedback
Read
the tips in the text on planning a successful communication process. What have been the positive traits of past communication processes you have been involved in? Negative traits?
Organizational Communication
The following slides will take a closer look at different categories of communication:
Downward Upward Horizontal Formal Communication Networks
Downward Communication
Information
Upward Communication
Information
transmits from lower to higher levels Types of information in upward communication Problems and expectations Suggestions for improvement Performance reports Grievances and disputes Financial and accounting information Read through the barriers to effective upward communication and the tips to improve it. What other barriers have you encountered in upward communication? What could a principal have done to overcome those barriers?
Horizontal Communication
Information
transmits laterally or diagonally across lines of formal chain of command; essential for increasing coordination Categories of horizontal communication
Intradepartmental problem solving Interdepartmental coordination Staff advice to line departments
Communication Networks
The three previous communication patterns can combine to form five common networks 1. Chain: line authority relationships 2. Y: two or more interacting members report to a single supervisor What are the advantages and 3. Wheel: several non-interacting members report to a disadvantages to each of these single supervisor communication networks? 4. Circle: members interact with adjoining members, but not others 5. All-Channel: members interact with adjoining members and all others Informal network: The grapevine flows in all directions and is not fixed by any formal organizational chart
barriers: blocked communication with sender, encoding, medium, decoding, receiver, or feedback Physical barriers: concrete and real factors that block communication Semantic barriers: variations and misunderstandings of connotations Psychosocial barriers: factors such as fields of experience, filtering, and psychological distance that inhibit effective communication
How can you, as a principal, work to overcome these barriers? What has been the cause of communication breakdowns you have experienced in the past? How does your experience compare with the list of factors listed in the text?
All members of the communication process are responsible for improving communication What can a sender (a principal) do to improve communication with various stakeholders? Consider the Ten Commandments listed in the text. What can receivers do to improve communication? Again, consider the ten suggestions in the text. What is active listening? What can one do to improve giving responsive feedback? What types of non-verbal communication should one be aware of? Do the suggestions given in the text seem practical? Select at least one strategy posited from the questions posed above and explain how you would use it to improve your own communication. Then, go do it!
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Chapter 10:
While most systems tend toward the status quo, principals must anticipate and direct change positively
External forces for change: the marketplace, laws and regulations, technology, labor markets, economic changes what else? Internal forces for change: problems with processes or peoplesuch as?
Concern
strategies:
Education and communication Participation and involvement Facilitation and support Negotiation and agreement Manipulation and cooptation Explicit and implicit coercion
Which of these strategies do you think would be most effective? Why? In what types of situations would you use each? What other strategies can you think of?
Change is learning Change is a journey, not a blueprint Problems are our friends Change is resource-hungry Change requires the power to manage it Change is systematic All large-scale change is implemented locally
Managing Change
Types
of change agents:
Change
agent roles:
Hemophily Empathy Linkage Proximity Structuring Capacity Openness Reward Energy Synergy
Phase
Phase Phase Phase Phase
1: 2: 3: 4: 5: 6:
Pressure and arousal Intervention and reorientation Diagnosis and recognition Invention and commitment Experimentation and search Reinforcement and acceptance
Note that this model focuses on the role of the change agent (i.e. the principal). What would a principal actually be doing in each of these phases?
Build
a vision Create a positive climate Mobilize Engage community support Train Provide resources Remove barriers
Please note that the previous and subsequent chapters deal with each of these strategies.
Change Strategies
Process
Strategies
Structural
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Expenses Capital Outlay Debt Service Revenue Fiscally Independent vs. Fiscally Dependent Districts Fiscal Neutrality Standard
Superintendent
CFO
AS
AS
Financial Controls
Two
Internal Control
The policies and procedures used by a district to safeguard assets and verify accounting data Effective internal control should include
1. 2. 3. 4. 5.
Clear, formal organization Accounts for each administrative unit Handling and record keeping of assets should not be done by the same employee No one person has control over all phases of any given transaction No redundant work, but employees should check work
Financial Audits
Independent
Zero-Base Budgeting
A district starts the budgeting process at zero every year Not just adjustments to last years budget; EVERY expenditure must be justified Three steps:
What parts of a districts organization would be best served by zero-based budget and why?
Planning-Programming-Budgeting Systems
Similar to ZBB, but not all programs need be justified The basic steps:
Specify goals 2. Search for relevant alternatives 3. Measure the costs of the programs for several years 4. Evaluate the output of each program
1.
The textbook states that PPBS has not been the great tool in practice that its logic would imply. Why might this be?
= the physical facilities that make up a school building (plumbing, heating, electrical, sewer, etc.) Which areas do you think would have the schools in the best/worst condition? How much of ones budget should be allocated to these costs?
Experts say 5%, but most schools put aside only 3%
Why are schools falling apart and why do repairs cost so much?
1.
2. 3. 4.
5.
6.
Age of facilities Energy prices Weather conditions Density and vandalism Newer buildings A ticking time bomb: most educators and the public simply do not pay attention to the ailing infrastructure of Americas schools
ever increasing public school enrollments, building new schools will become a large factor in many districts throughout the country. According to the text, what are some unique challenges that building new schools brings about? How are schools built today fundamentally different from schools built decades ago?
Environmental Hazards
Every
Asbestos Radon gas School lead Indoor air quality Electromagnetic fields
What dangers do each of these hazards present and how might a principal safely handle each?
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Chapter 12:
Creating Safe Schools
Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
Read the bulleted points from the selected studies presented in the text. Do these findings surprise you? Why/why not? Brainstorm some action plans and strategies that a principal could implement to address the trends identified in these studies.
1.
2.
3. 4. 5. 6.
These strategies are, of course, not meant to be used in isolation of one another; a combination of all or some of the strategies, depending on your school climate, will surely help you create a safe school.
the Basic Education Program Teach Violence Prevention Establish Task Forces How could a principal implement this strategy considering the other financial demands a school faces?
the Juvenile Code Create a State Center for the Prevention of School Violence
How, realistically, can a principal affect these systems that are seemingly out of their jurisdiction?
and Emphasize Goals Establish Rules and Procedures Improve Teacher-Student Relations in the Classroom
What specific rules and procedures would be most helpful in creating a safe school? What specific strategies can a principal and/or teacher use to improve teacher-student relations?
Consider
What
are the pros and cons of each of the six previous strategies? Beside creating safer schools, what are the other positive outcomes of these strategies? Which of the strategies (or combination of strategies) would you be most likely to implement in your school and why? Beyond these six strategies, what else can principals do to ensure that their school is a safe one?
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Selection
Legal Constraints
Union Demands
Recruitment of Staff
Selection of Staff
Typical steps in staff selection:
1. 2. 3. 4. 5. 6. 7. Preliminary screening of credentials Preliminary interview Testing Reference Checks In-depth interview Physical examination Hiring decision
Typical problems:
Interviewer is unfamiliar with the job Interviewers make premature decision based on first impressions Interviewers impose personal biases on the applicants
DO ASK ABOUT
Why applicant wants to teach at school/district What can applicant bring to the school that is uniquely theirs Why type of grading criteria is used How applicant keeps current in the field What has applicant done to develop professionally What is applicants view of the relationship between faculty and administration
What are some other insightful and helpful interview questions that you can think of?
Staff Development
Assess
Staff Development Needs: Review the three methods listed in the text. What are the benefits to these methods? Set Staff Development Goals: Why is an understanding of the three categories of objectives necessary for a principal seeking to improve staff development? Select Staff Development Methods: Examine the table that identifies widely used methods. Which of these (or combination thereof) do you think would be most effective and why?
Staff Development Program: Why are the questions relating to staff development outcomes important to ask? Induct Beginning Teachers: Recall how it felt when you first became a teacher. What information do you wish you had been given? What specific strategies can principals use to aid beginning teachers? Improve Support for Beginning Teachers: Which of the recommendations listed to help principals work with beginning teachers could you most easily implement at your school? Can you think of any other specific strategies that would help achieve similar results?
Appraisal Techniques
Nonjudgmental methods Judgmental methods
Common
Rating Errors
Too strict or lenient Central tendency Single dimension Halo effect Recency of events Personal bias and first impressions
Clinical Supervision:
1. 2. 3. 4. 5. Pre-observation conference Observation Analysis and strategy Supervision conference Post-conference
Goal Setting
1. Supervisor and teacher meet to determine goals 2. Supervisor and teacher meet to appraise performance in terms of goals set
As a teacher, which appraisal techniques did/do you prefer? Why? As a principal, which do you think you will employ?
Union-Management Relations
Why must a principal work hard to create and maintain positive union-management relations? The Collective Bargaining Process
Bargaining team selection Negotiations If negotiations are successful ratification If negotiations are not successful impasse
Mediation 2. Fact Finding 3. Arbitration
1.
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Chapter 14:
Community Relations
Standard 4: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
Schools
= just parents What members of any given community might be most helpful to a school? Why is it important that a principal learn to serve as a leader of this community and not just the school?
Epsteins
partnerships
Phone calls
School-Community Relations
Educational public relations is a planned and systematic management function to help improve the programs and services of an educational organization. It relies on a comprehensive two-way communication process[to] assist in interpreting public attitudes, identify and help shape policies and procedures in the public interest, and carry on involvement and information activities that earn public understanding and support.
The National School Public Relations Association
Public Relations
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Chapter 15:
The Principal and Ethics
Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
who, in the face of adversity, ambiguity, and challenge, will reflect on what is right by some set standard or code and will act in a rational and caring manner to resolve problems and conduct business. Do you agree with the texts definition(s) of an ethical principal? What are some of the obstacles that might prevent a principal from behaving ethically? How might you overcome those obstacles?
ConsideringCommitment, and each Freedom Formality concept individually, Responsibility and principal Authority why must a Conflict of Interest Duty be aware Loyalty of each Prudence Justice order to behave ethically? in
Equity Caring Critique Moral
Character,
Profession
Imperative
Why is this an issue? Has it become more of an issue in recent years? Why do you think this is? Consider:
Athletes must be considered ends and not means 2. Competition must be fair 3. Participation, leadership, resources, and rewards must be based on achievement 4. Activity must be safe for participants
1.
How do these principles sustain traditional values? What other principles should an administrator be mindful of concerning athletics?
1.
6.
2. 3. 4.
7.
Schools Are Communities of Virtue Character Education Goes beyond Academic Curriculum Character Creation Is an Essential and Demanding Life Task
What are the benefits to character education and how can these 7 principles help you develop a character education program? Consider how you would work with your superintendent, school board, and other administrators.
Rationale
tools supplied by these national agencies National Associationsfor a codewebsite) support the rationale (click for of ethics?
Provide guidelines for conduct Establish accountability and protect students How do the guidelines and self-assessment Serve as catalyst for job improvement
American Association of School Administrators National Association of Elementary School Principals and the National Association of Secondary School Principals National Education Association
Review
the sample state codes in the text. How do these codes support the concepts and principles discussed earlier in the chapter? Does your state supply a Code of Ethics for Educators? How does it help to ensure that educators and administrators behave in an ethical manner? Is there anything missing for your states code that you think would be helpful?
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far as policy is concerned, what is the importance of the following terms and events? Brown vs. Board of Education Differentiated curriculum Equity Socio-economically disadvantaged Public Law 94-142 Accountability Data-driven decision making English Language Learner
Policy
Read
the various definitions of policy in the text. What are the commonalities in these definitions? What is policy? Levels of relationship to policy
Orientation Degree Resources Activity Autonomy Societal Values Instructional Values Rationale Power Relationships
Policy Theory
Systems
Theory Neo-pluralist Advocacy Coalition and Interest What different insights Group Theories regarding policy can be Neo-institutional Theory gleaned from each of the mentioned theories? Critical Theory Why is it important for a Feminist Theory principal to have a working knowledge of Postmodernism these theories? What are the practical Ideological Theories
applications of these theories?
Dimensions of Policy
Normative
dimension Structural dimension Constituentive dimension Technical dimension Take a close look at Figure 16-2 to understand how these dimension interact to create policy
Politics
What
is your definition of politics? How does your definition compare to those given the text? Which of Apples groups would you place yourself in? The majority of teachers and staff at your school? The majority of the stakeholders in your community? Why is it important to identify these groups? Why must a principal be constantly aware of the politics of education?
Maintenance Politics Adversarial Politics Democratic Politics Unitary Politics Consolidated Principal Power
The text states that there are five perspectives on school politics that might be beneficial to principals to understand within their own political, school contexts. What are the similarities and differences between these perspectives and how can an understanding of them be beneficial to a principal?
is Daviss take on the politics of principal evaluations? Why would this important opportunity for self-reflection cause tension between a principal and superintendent? Read the eight suggestions for working within political systems and with superintendents. Do you find these tips useful? Why/why not? Can you think of any other suggestions for working with the various political components of a district to ensure the quality education of all students?
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Obviously, any administrator and educator needs to ensure that all of their actions are lawful. The following slides will briefly outline the various sources of educational law.
Federal Statutes
Elementary and Secondary Education Act of 1965 No Child Left Behind Act of 2002 Civil Rights Acts of 1964 & 1991
Case Law
What power does the Supreme Court have concerning education?
Constitutions State Statutes State Administrative Agencies Case Law Local Level (school districts and service centers)
What is the purpose and jurisdiction of each of the above sources for state education law?
Courts
State
Courts
State-mandated
performance testing:
School districts must offer Strongly supported by curriculum prescribed by NCLB the legislature or law Most controversy centers Recent cases uphold around using tests as districts power to ban graduation requirements certain curriculum (but What can a principal do not for purely religious reasons) to minimize litigation in
these matters?
a student, legally, say whatever they want in a school? Why or why not? What is and is not protected by the First Amendment? Can a student, legally, dress any way they see fit while in school? Why or why not? What are regulations concerning health and safety standards, gang-related dress, controversial slogans, and school uniforms?
Activities
Discipline
What are the stipulations for suspensions, disciplinary transfers, and expulsions? 27 states ban corporeal punishment Protection from unreasonable search and seizure must be balanced with the need to maintain a safe school environment
with disabilities
As discussed in Chapter 6, a principal must be very aware of the laws, acts, and legislation concerning students with disabilities The most significant act, IDEA, assures that students with disabilities 1) receive a free appropriate education, 2) are prepared for employment and independent living, 3) have their rights protected, and 4) receive appropriate services from the state
Tenure:
Does your state provide tenure for teachers and other staff?
Dismissal:
under Title VII of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 Discourage with: Includes No-tolerance policy
Sexual bribery Wide dissemination of Sexual imposition policy Gender harassment Easy complaint filing Sexual and objective Prompt coercion investigation Sexual behavior Appropriate remedial action
protects free association rights but does not guarantee collective bargaining Bargaining issues to be aware of:
Management rights Narrow grievance definition No-strike provision Zipper clause Maintenance of standards Just cause Reduction in force Wages and benefits
Bargaining Tactics:
Counterproposals Tradeoffs Caucus
Tort Liability
Tort
= civil wrong (not contracts) for which a court can award damages
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