MCLA Leadership Academy

2002

Fundamentals of
Educational
Administration
Dr. Sheila Tebbano
 Course Overview
This course intends to give students an overview
of issues that school administrators face in their
work, organizational structure, history of
education in America, and an understanding of
leadership philosophy. The course will blend
theory with practical application through
dialogue, sharing, case studies, and reading.

Syllabus is being copied and will be avilable for you on Tuesday.

  Class
Participation
 Group Activities
and Presentations
 Internet
Expectations Searching
 In-class Writing
Assignments
Course
syllabus will  Class Reading
be provided in  Final Presentation
hard copy.
Ground Rules for Success
 Listen Actively
 No Put Downs
 Permissions to Pass
 We are all learners
 Answer for yourself
 Contribute
 Question
 Respect Confidentiality

 Your Needs?
Team Building
Share
 Your Name
 Where You Work
 What You Do at
Your Place of Work
 One Thing No One
Would Believe About
You
 Drawing Exercise

Can we put the “fun”

in Fundamentals?
Be a Risk
Taker!
 Educational Philosophy
Classic Texts and Manuscripts in Education
http://carbon.cudenver.edu/~mryder/itc_data/
etexts.html
 History of Education in
America
HISTORY OF AMERICAN EDUCATION WEB PROJECT

This page was last edited on 12/03/1999 11:42:17. It was originated

and is currently maintained by Professor Robert N. Barger. It is
dedicated to F. Raymond McKenna, longtime Professor of
Philosophy and History of Education at Eastern Illinois University.
It has been designated as an "Internet Site of the Day" by THE
CHRONICLE OF HIGHER EDUCATION and also a selection of
the Internet Scout Report for the Social Sciences. A mirror site is

http://www.ux1.eiu.edu/~
located at

cfrnb/
Frederick Taylor (1856 – 1915)
 Bethlehem Steel
 Known as Father of Scientific Management
 Published Principals of Scientific Management in
1911
– Broke jobs down into their smallest movement
– Increased worker’s output
Schools are based on the Industrial Model as defined by
Taylor
http://ollie.dcccd.edu/mgmt/1347/book_contents/
1overview/management_history/mgmt_history.htm
 Dr. William Glasser
“We Learn…
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss with others
80% of what we experience personally
95% of what we teach someone else.”
Leadership
Seeing is
believing!
Video Example
Apollo 13
Talk to a partner about
the leadership style
in this clip?
 Organizational Culture
Organizational cultures help employees
answer the question “who are we?”
 A sense of identity helps employees feel
more connected to each other and the
organization.
 Members learn what role they fulfill in the
larger picture of their workplace.
 7 Indicators of
Organizational Culture
 Symbols
– golden arches, swish mark
 Practices
– The way we get things done each day
– Daily routines
 Vocabulary
– Jargon, technical language, specialized
 Metaphors
– Walmart is like a family
 Stories
– The story of Lee Iaccoca working for one dollar during his
first year as the CEO at Chrysler in the 1970’s is still told
around the organization.
 Rites or Rituals
– Dress down Friday, bonus checks, company picnics or
parties, or any event which occurs with regularity
 Constructs
– Processes used by employees to help them accomplish
their daily tasks.
 I.D. Cards allow employees to be easily recognized
Talk to your partner
about the
organizational
culture of your
school or
organization.
Can you identify with
the indicators within
your organization?
 Bolman and Deal
Organizational Frames
– Structural
– Political
– Human Resources
– Symbolic
Handout – group reading and presentation
Principle Centered Leadership
By Steven Covey
 Leaders are continually learning.
 Leaders are service oriented.
 Leaders radiate positive energy.
 Leaders believe in other people.
 Leaders live balances lives.
 Leaders see life as an adventure.
 Leaders are synergistic.
 Leaders exercise self-renewal.
 Peter Senge
Schools That Learn (2000) NY: Doubleday
– Learning Organization Theory
– The 5 Disciplines
1. Personal Mastery
2. Mental Models
picture activity
3. Shared Vision
4. Team Learning
5. Systems Thinking
 Community and Shared Vision
Reference: Senge, P. (1994) The fifth discipline field book: Strategies and
tools for building a learning organization. New York: Doubleday.

1. Terms that are often overused and

misunderstood
o Community: a location or a connection
of social organizations. Leader must
consider both, as they are interrelated.
Logistics, demographics, support systems
Directly influence development of children’s
behavior and affects their learning as they
observe and interpret the messages they
receive.
 Vision is the ability to perceive
something not actually visible. Vision
involves keen foresight and powerful
imagination.
 Shared vision is a complex process in
which a group of people united by a
common goal work together to make the
vision a reality.
Administrator’s task is to lead the
group in the difficult journey that may
be filled with pitfalls, disappointments,
and setbacks.
2. Steps to building a shared
vision and empowering the
community.
1. Spend time to reflect why you
should undertake the difficult
process.
2. Hire staff that want to be a part
of a larger process, who
understand the community, and
who share your vision.
3. Share introductions
 Make sure office staff is friendly
and welcoming
 Introduce new staff to current
staff.
– Welcome back parties, open house,
non-threatening atmosphere for
parents to get acquainted with the
staff and the school.
 Establish procedures for
welcoming new students and staff
after school begins
4. Acquaint the staff with the
community’s needs, assets,
special characteristics, and
key individuals.
 Tour the community with staff
every 2-3 years so teachers get
an idea of where their students
live and how they get to
school.
 Home visits?
5. Next, you must show that you are
serious about building and sharing
a vision with the community and its
children.
 Have conversations with small,
representative community groups
about the kind of school they want,
and what the roles of the principal,
teachers, students, parents,
mentors, community members,
office staff, custodians should be.
6. A representative group should
review all the pieces and
formalize a collective vision that
incorporates as many different
elements as possible.
6. Publicize the vision throughout
the community.
 Include it in all newsletters
 Present it to students and discuss
with them its implications and
their roles in achieving it
 Discuss it with parent groups,
noting their roles. Identify ways
the school can help them, and
ways they can help the school
and each other, in realizing the
vision.
7. Keeping the vision alive.
 Revisit it every year.

–Are stakeholder groups

on track?
–Are school decisions
consistent?
–Is the community
making the vision a
reality.

Does the vision ever change?

 Joy in the Job
More and more is being asked of
today’s school administrators.
School administration theory and
responsibility have changed.
What hasn’t changed is the “fun”
part of the job.
What activities give administrators
joy on the job? It’s group time!
 FISH Philosophy

Choose Your
Attitude
There is always a choice about the
way you do your work, even if
there is not a choice about the
work itself.
 Play
•Happy people treat others well
•Fun leads to creativity
•The time passes quickly
•Having a good time is healthy
•Work becomes a reward and not just a way to rewards
 Make
Their Day
•Engage people
•Look for ways to create great memories.
Whenever you create a memory you make
someone’s day.
•Focusing your attention on ways to make another
person’s day provides a constant flow of positive
feelings.
Be Present
The past is history
The future is a
mystery
Today is a gift
That is why we call
it the present.
 Reflection
 The act of reflection provides an
opportunity for:
– Amplifying the meaning of one’s work
through the insights of others
– Applying meaning beyond the
situation in which it was learned
– Making a commitment to
modifications plans, and
experimentation
– Documenting learning and providing a
rich base of shared knowledge
 Dr. Thomas Kelly, Ph.D.
Presently Dr. Kelly is:
•Working to implement the ideas of William Glasser, W.
Edwards Deming and Steven Covey in schools
•Assisting schools in systemic assessment to guide
systemic change
•New book on character education
http://
www.drtomkelly.com/

No one thinks we need higher academic standards more than me.

At the same time I must say that the higher standards we
need most are not academic.
The higher standards we need most are moral, and until we get that straight the
schools and the general culture are going nowhere but down."
 95% OF THE CHRONIC PROBLEMS
OCCURING IN ORGANIZATIONS ARE
SYSTEMIC.
 W. Edwards Deming
 THE ONLY ASSESSMENT THAT CAN BRING
EXCELLENCE IS SELF ASSESSMENT.
 William Glasser
 SYSTEMIC CHANGE MUST BE DRIVEN BY
SYSTEMIC ASSESSMENT. FOR QUALITY, THE
SYSTEM (SCHOOL) MUST ASSESS ITSELF.
 Thomas F. Kelly
VIRTUES: BEHAVIORS THAT MAKE ME GOOD

HUMBLE LOYAL
COURAGEOUS MODERATE
SELF DISCIPLINED PATIENT
FORGIVING PERSEVERENT
GENEROUS PRUDENT
HONEST RESPECTFULL
HOPEFUL RESPONSIBLE
JUST/FAIR SIMPLE
KIND SPIRITUAL
 SOME VALUES COMMONLY
CONFUSED WITH VIRTUES

CULTURE HISTORY
BELONGING KNOWLEDGE
ETHNICITY RELIGION
FAMILY PEACE
FREEDOM ` POWER
FUN RACE
 Character Education Resources
http://www.region.york.on.ca/cc/pdf/
resources.pdf

http://www.canandaiguaschools.org/
CAprofessional/guidance/
charactereducation.asp
Every school’s goal should be to habituate
reflection throughout the organization. The
ultimate purpose of reflection is to get us
into the habit of thinking about our
experiences.
 Individually
 Collectively
with teachers, students, and the school
community

External and internal voices.

 Technology
– Professional development
 Creating a New Culture of Teaching and Learning

by Alan November (article)

 Databases
– Attendance, Grades, Test Data, Financial Records,
Budget, Demographic Information
 Scheduling
Who Moved My Cheese
 School Safety
Discipline
Violence
Crisis
NYS – SAVE Legislation
Harassment
 Teacher Support
 Supervision
 Hiring
 Support
– 22% of all new teachers leave the profession in
the first three years because of lack of support
and a “sink or swim” approach to induction.
U.S. Education Department, office of Educational Research and
Improvement

 Isolation
 Resources
– Promising Practices, “The Induction of New
Teachers.”
www.ed.gov/pubs/PromPractice/chapter5.html
 Leader of Leaders
 American school day was never designed
with time for professional development in
mind.
– State requirements
– Adult learning theory
Internet Resources for Administrators

http://www.chalktalkonline.com/pages/links.h
tml

http://www.edu-leadership.com
 http://www.nsba.org/sbot/toolkit/

Policy Resources
http://www.nsba.org/sbot/toolkit/PolSrc.cfm
 This graph, taken from The Education Commission of the States', Bridging the Gap,
clearly shows the rising achievement levels of students in recent years. Education in the
U.S. IS improving. The issue is that educational improvement is not keeping pace with
public expectations. Many American schools are doing the best job of educating children
in their history, but they’re not changing fast enough to keep up with the demands of the
world’s economy and the expectations of the American public. This figure illustrates the
central public policy challenge of education reform in the current political environment.
 Data Driven Decision Making
 Tools for Schools Video
– handouts
 The Real Causes of High Achievement
by Mike Schmoker
http://www.sedl.org/pubs/sedletter/
v14n02/1.html
 SCANS Report
 In 1992, the U.S. Department of Labor issued a report
developed by the Secretary’s Commission on Achieving
Necessary Skills (SCANS). Entitled "Learning a Living",
the report identifies the skills and competencies necessary
for the workplace and outlines how to incorporate them into
American schools. In addition, the Commission issued
several other reports addressing such issues as building
community coalitions and giving anecdotes from schools
currently using the SCANS ideas in their work.
 Read this entire section by scrolling down or do directly to
the following:

http://www.academicinnovations.com/report.html
 http://www.gse.harvard.edu/~principals/

http://www.edfacilities.org/links/

http://www.edfacilities.org/
 The Journal of Cases in Educational Leadership (JCEL)

The Journal of Cases in Educational Leadership (JCEL) publishes in electronic format peer-reviewed case
studies appropriate for use in programs that prepare education leaders. Building on a long tradition, the
University Council for Education Administration sponsors this journal in an ongoing effort to improve
administrative preparation. The Journal editorial staff seeks a wide range of cases that embody relevant and
timely presentations of issues germane to the preparation of educational leaders.
Cases published in JCEL may be downloaded and duplicated for non-profit use by any individual or
education/public agency. Such reproduction must bear the citation of the article, including author's name,
title of case, journal name, issue and page numbers. Commercial use of this journal in whole or in part is
strictly prohibited.

 http://www.ucea.org/cases/past.html
 http://www.ael.org/rtec/admin.htm

Knowledge Bases Including Theories, Research, the

Wisdom of Practice, and Education Policies

http://www.suno.edu/Education/Bibliography.doc

SYSTEMIC ASSESSMENT FOR QUALITY SCHOOLS

by Thomas F. Kelly, Ph. D.
A MANUAL FOR SCHOOL SELF ASSESSMENT
•Overhead masters for presentations and training
•Worksheets for planning and assessment
•Seventeen different needs assessment surveys (can be customized), already used by more than 5,000 schools
•Make your own survey (see following)
•Incorporates the ideas of W. Edwards Deming, William Glasser, and the Johnson City Public Schools
If self improvement is to be a continuous process, it must be guided by continuous self-assessment.

http://www.drtomkelly.com/download.htm
 Leadership Characteristics
that Facilitate School Change
By Sylvia Méndez-Morse
http://www.sedl.org/change/leadership/welcome.html
Table of Contents
Credits and Acknowledgements
Introduction
History of Leadership Research
 Traits Model of Leadership: Leaders versus Followers
 Situational Leadership: Impact of the Setting on Leaders
 Effective Leaders: Two Dimensions
 Contingency Models: More than the Situation
 Nonleader Leadership: Many Leaders
 Current Leadership Research
•Leaders vs. Managers
•Vision
•Shared Vision
•Valuing Human Resources
•Transformational Leadership
Characteristics of Leaders Change
 Vision
 Believing that Schools are for Student's Learning
 Valuing Human Resources
 Communicator and listener
 Proactive
 Risk-takers
 Summary of Characteristics
Conclusions
 Implications for further research
References
 Awkward's Humour and Sillies
These are actual excuse notes from parents (including spelling):
I think a good portion of these came from student's as well...

My son is under a doctor's care and should not take P.E. today.
Please execute him.
Please excuse Lisa for being absent. She was sick and I had her
shot.
Dear School: Please ekscuse John being absent on Jan. 28, 29,
30, 31, 32, and also 33.
Please excuse Gloria from Jim today. She is administrating.
 Leadership Gap
Every day we encounter situations, circumstances or seemingly impossible problems
that could be ameliorated, if not solved by the exercise of leadership. At school or in
our workplace situations arise that are allowed to develop or continue due to a lack of
leadership. We do not act ourselves nor do we empower others to fill the void. Because
of our belief in leadrship myths we are sometimes blind to our hidden potential for
responding. We recognize that leaders could make a difference but don't act.
1. Create a list of situations that seem to be an issue or at impasse and that might be
resolved by the intervention of a leader.
 
2. What keeps you from taking the action you know is needed to solve the problem?
What leadership myths get in your way? Do you have any support in demonstrating
leadership in this situation?
 
3. What would you do to solve the problem? How would you demonstrate leadership
ability?
 
Thinking about leadership...
How were you encouraged or discouraged to exercise your leadership skills?

http://gsep.pepperdine.edu/~cldemarc/ed639/leadership_gaps.htm
http://www.ascd.org/handbook/demo/
curricrenew/pocr/fig3.gif
 Learning Organizations

http://www.ncrel.org/cscd/pubs/lead21/2-11.htm
                                                                        
RESOURCES
                   
To view the Resources associated with each workshop, click on the workshop title,
below.

                                                                     

 
 

                                                                     
                 
                                                                                 
                
                                                         
 http://www.upei.ca/~fac_ed/projects/handbook/index.htm

The role of the school administrator is critical

to the success of the school library program,
so read on, browse, try our links and you will
find many helpful resources and ideas.

A WebQuest for K-12 Administrators

Designed by
Bill Byles

http://www.memphis-schools.k12.tn.us/admin/tlapages/tech_plan_quest.htm
 Another adm. webquest
Ancient Civilizations
International School
An Internet WebQuest on Mesopotamia, The
Indus Valley Civilization,
Ancient China and Ancient Egypt
created by Sue Reid
email: reids@aes.ac.in
  http://www.aesms.org/CSUNweb/webquest/
Wqreid/index_.htm
 Webquest for Lois-Ann Yamanaka's
Name Me Nobody

 http://homepages.wmich.edu/~e7neeley/
webquest.html
 Administrator Bookmarks
 http://www.esc12.net/BOOKMARK/admin.htm

 http://www.eduscapes.com/

 Selected Internet Resources for Education

http://www.aea10.k12.ia.us/Resource.html
 http://www.mnsfld.edu/~swoolley/ed596/re
s.
htm
 RESPECTT (Albuquerque Public Schools Learning Technologies)
Raising Educational Standards, Professional Excellence &
http://www.aps.edu/
Communication through Technology

aps/sw_depart/ittp/resources.html
Staff/Professional Development

Creating the CyberSchool

 http://www.tnellen.com/school/staff.html
The Educators Portal
 http://www.educatorsportal.com/
Web Resources for Teachers
 http://www.middlecountry.k12.ny.us/web%20resources/
WebResources-Teacherlist.htm
 A Framework for Continuous Improvement
QUEST challenges members of a school community to embark on a journey of continuous learning
and improvement. This journey begins with the articulation of core values and the creation of a
shared vision. Support for the journey comes as participants, focused on a shared vision,
intentionally engage in activities designed to broaden the learning community, sharing leadership,
and strengthening the learning culture of the school. Impetus comes from a student focus:
establishing shared goals for learning, assessing student learning, and enabling SMART* learners
(*successful, motivated, autonomous, responsible, and thoughtful). Momentum for continuous
improvement is fueled by the energy of individuals--derived from commitment to a shared vision,
caring about each other and members of the broader community, excitement of learning together,
and the potential for every child to become a SMART learner.

http://www.ael.org/rel
/quest/framewk.htm
 QUILT Wait Time Test
http://www.ael.org/rel/quilt/ql971003.htm
  Educational Quotes for the 21stC
 prepared by

 http://www.leading-learning.co.nz/famous-
quotes.html
 Topics
 Learning Styles
– Learning Environment
 Parent Involvement/Communication
– Community Empowerment: Building a Shared Vision
(article) http://www.saesp.org/comm/p1196a.htm
– BCMS school improvement team parent communication
survey
 Relationships
Avoiding the cold within: Instructional relationships
systematically applied (article)
http://www.nassp.org/pbulications/schools_in_the_middle/
hoff.htm
 Learning Community Thoughts
Ten years ago Peter Sense introduced the idea of the 'Learning Organisation', Now he Says... to change we need to stop thinking
like mechanics and to start acting like gardeners... Companies are actually living organisms not machines' Fast Company

People come to relate to each other in predicable ways, which form a pattern that when defined the structure of relationships -
norms, expectations, taken for granted habits of communicating. These patterns aren't fixed; they can change. Fast Company

' Communities of the mind are collections of individuals who are bonded together by natural will and to a set of shared ideals and
ideals.' Thomas Sergiovanni

A learning organisation sees the environment. as messy, complex and volatile. It picks and chooses it's way attempting to use
certain events as catalysts for action, turn constraints into opportunities, and blunt or minimise the impositions that do not make
sense...because they know that that is the only way to survive and prosper in a complex environment. Michael Fullan

'Shared values are more important than paper and policies. We need, passion, people, and pride. Leadership not management.'
Lester Levy
'Without question we have had a breakdown in the sense of community. The solution is to restore a sense of community...and
doing within the school.' James Comer

'It's not the biggest, the brightest, or the best that will survive, but those who adapt the quickest'. Charles Darwin

'To raise new questions, new problems, to regard old problems from a new angle requires creative imagination and makes real
advances' Albert Einstein

' Education for the future has left the harbor and is already on the open seas. Some educators are still clinging to the belief that
the ship hasn't left and are invested in business as usual. Some educators are enjoying the freedom of the open seas .... excited
about the foreign ports and places they will visit . Renata and Geoffrey Caine

'Changing public education is like punching a pillow or as someone once said like moving a cemetery; after you've done all the
work you still have a cemetery.' Art Costa

‘Our challenge. How do we create organisational coherence...how do we create structures that move with change, that are flexible
and adaptive...that enable rather than constrain? How do we resolve the need for personal freedom and autonomy with
organisational needs for prediction and control‘ Margaret Wheatley
 "THE FOUR AGREEMENTS IN THE WORKPLACE”

Everything we do is based on agreements we have

made. In these agreements we tell ourselves who we
are, what everyone else is, how to act, what is possible,
and what is impossible. What we have agreed to believe
creates what we experience. When these agreements
come from fear, blocks and obstacles develop keeping
us from realizing our greatest potential.

Based on ancient Toltec wisdom, the Four Agreements

offer a powerful code of conduct that can rapidly
transform our lives and our work into a new experience
of effectiveness , balance and self supporting behavior.

Make your life easier, make the change consciously today to improve your
life! http://www.itzarion.com/lifeagree.html
 The Four Agreements
Based on the wisdom of Don Miguel Ruiz

 
BE IMPECCABLE WITH YOUR WORD

•Speak with integrity.

•Say only what you mean.
•Avoid using the word to speak against
yourself or to gossip about others.
•Use the power of your word in the
direction of truth and love.
DON’T TAKE ANYTHING PERSONALLY

•Nothing others do is because of you.

•What others say and do is a
projection of their own reality, their
own dream.
•When you are immune to the
opinions of others, you won’t be the
victim of needless suffering.
 DON’T MAKE ASSUMPTIONS

•Find the courage to ask questions

and to express what you really want.
•Communicate with others as clearly
as you can to avoid sadness,
misunderstandings, and drama.
•With just this one agreement, you
can completely transform your life.
 ALWAYS DO YOUR BEST

•Your best is going to change from

moment to moment;
•It will be different when you are
healthy as opposed to sick.
•Under any circumstance, simply do
your best, and you will avoid self-
judgment, self-abuse, and regret.