WAYLAND BAPTIST UNIVERSITY

DIVISION OF Education

SAN ANTONIO Campus

Mission: Wayland Baptist University exists to educate students in an academically challenging, learning-focused and distinctively Christian environment for professional success, lifelong learning, and service to God and humankind.

COURSE NUMBER AND TITLE: EDAD 5337 – Application of Administrative

Concepts

TERM AND DATES: SUMMER 2009 (May 25 – August 8, 2009)

OFFICE HOURS: Tuesdays from 10:00 a.m. until 3:00 p.m.; Wednesdays from 10:00 a.m. until 1:00 p.m. and from 5:00 p.m. until 6:00 p.m.; all other days by appointment only

INSTRUCTOR’S NAME: Keri L. James, Ed.D.

PHONE NUMBER(S): (210) 826-7595, ext. 242; (210) 364-8748

E-MAIL ADDRESSES: kjamesedd@sbcglobal.net; keri.james@wbusa.wbu.edu

CATALOG COURSE DESCRIPTION: Use of administrative concepts in the solution of problems in a simulated school; assessment of student ability to apply knowledge in the solution of practical problems; time management techniques for administrators; conflict management strategies; and school and principal effectiveness.

PREREQUISITES: Graduate Standing

REQUIRED RESOURCE MATERIALS:

Dunklee, D.R. (1999) You Sound Taller on the Telephone: A Practitioner’s View of the

Principalship. Thousand Oaks, California: Corwin Press, Inc.

Wilmore, E.L. (2003) Passing the Principal TExEs Exam: Keys to Certification and School Leadership. Thousand Oaks: Corwin Press, Inc.

COURSE OUTLINE:

· Instructional Management

· School/Organization Morale

· School/Organization Improvement

· Personnel Management

· Management of Administrative, Fiscal, Facilities Functions and Student Performance

· Student Management

· School Community Relations

· Professional Growth and Development

COURSE REQUIREMENTS:

Three abstracts are required. Due dates may be found in the in the Tentative Course Schedule. Each abstract will be one page, double-spaced, with the proper citation (APA) at the top along with your name. The first paragraph will be a summary of the article. The second paragraph will be your reaction to the article. Your reaction must be more than “I agree or I disagree with the article.” A late paper, for any reason, will result in loss of points.
Each student will submit an outline for a School-based project. A form is provided in the syllabus. This project should be related to a “real life” issue in today’s school setting. The project may be designed for an elementary, middle or high school.
Each student will conduct a “mock faculty meeting”. There will be a sign-up sheet available with possible topics/issues to be addressed during the faculty meeting. The faculty meeting should last approximately 15-30 minutes.
A paper relating to the Effective Schools Model: The content of the paper will be three (3) pages, double-spaced, with at least three (3) citations, and in APA format. A late paper, for any reason, will result in loss of points. Details relating to the paper will be further discussed on the first night of class.
A pretest and a posttest will be given. A minimum of score of 80 is required on the posttest. Both exams are in preparation for the TExES exam.
Several activities/case studies will be given over the reading assignments and discussions. This will include the review and discussion of the domains and competencies from the TExES Prinicpal’s exam.

Student Learning Outcomes: (correlated to state competencies)

Course outcome competencies: In fulfilling the role of a campus administrator, the school administrator must know how to act with integrity, fairness, and in an ethical and legal manner in multiple areas. Specifically, this course is designed to address these competencies:

Standard 1

A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Knowledge

The administrator has knowledge and understanding of:

Learning goals in a pluralistic society
The principles of developing and implementing strategic plans
Information sources, data collection, and data analysis strategies
Effective communication
Effective consensus-building and negotiation skills

Dispositions

The administrator believes in, values, and is committed to:

· The educability to all

· A school vision of high standards of learning

· Continuous school improvement

· The inclusion of all members of the school community

· Ensuring that students have the knowledge, skills and values needed to become successful adults

· A willingness to continuously examine one’s own assumptions, beliefs, and practices

· Doing the work required for high levels of personal and organization performance

Performances

The administrator facilitates processes and engages in activities ensuring that:

The vision and mission of the school are effectively communicated to staff, parents, students and community members
An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated
The vision and mission are communicated through he use of symbols, ceremonies, stories, and similar activities
Assessment data related to student learning are used to develop the school vision and goals
The core beliefs of the school vision are modeled for all stakeholders
The vision is developed with and among stakeholders
Relevant demographic data pertaining to students and their families are used in developing the school mission and goals
Barriers to achieving the vision are identified, clarified and addressed
The contributions of school community members to the realization of the vision are recognized and celebrated
Progress toward the vision and mission is communicated to all stakeholders
The school community is involved in school improvement efforts
The vision shapes the educational programs, plans and actions
Needed resources are sought and obtained to support ht e implementation of the school mission and goals
Existing resources are used in support of the school vision and goals
The vision, mission, and implementation plans are regularly monitored, evaluated and revised.

Standard 2

A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Knowledge

The administrator has knowledge and understanding of:

Student growth and development
Diversity and its meaning for educational programs
Applied learning theories
Adult learning and professional development models
Applied motivational theories
The change process for systems, organizations and individuals
Curriculum design, implementation, evaluation, and refinement
The role of technology in promoting growth
Principles of effective instruction
School cultures
Measurement, evaluation and assessment strategies

Dispositions

The administrator believes in, values, and is committed to:

Student learning as the fundamental purpose of schooling
The proposition that all students can learn
The variety of ways in which students can learn
Life long learning for self and others
The benefits that diversity brings to the school community
A safe and supportive learning environment
Preparing students to be contributing members of society
Professional development as an integral part of school improvement

Performances

The administrator facilitates processes and engages in activities ensuring that:

All individuals are treated with fairness, dignity and respect
The school is organized and aligned for success
Professional development promotes a focus on student learning consistent with the school vision and goals
Curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined
Students and staff feel valued and important
Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies
The responsibilities and contributions of each individual are acknowledged
The school culture and climate are assessed on a regular basis
Barriers to student learning are identified, clarified and addressed
A variety of sources of information is used to make decisions
Diversity is considered in developing learning experiences
Student learning is assessed using a variety of techniques
Lifelong learning is encourages and modeled
Multiple sources of information regarding performance are used by staff and students
There is a culture of high expectations for self, student, and staff performance
Technologies are used in teaching and learning
A variety of supervisory and evaluation models is employed
Pupil personnel programs are developed to meet the needs of students and their families
Student and staff accomplishments are recognized and celebrated
Multiple opportunities to learn are available to all students.

Standard 3

A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Knowledge

The administrator has knowledge and understanding of:

Theories and models of organizations and the principles of organizational development
Principles and issues relating to fiscal operations of school management
Operational procedures at the school and district level
Principles and issues relating to school facilities and use of space
Principles and issues relating to school safety and security
Legal issues impacting school operations
Human resources management and development
Current technologies that support management functions

Dispositions

The administrator believes in, values, and is committee to:

Making management decisions to enhance learning and teaching
High-quality standards, expectations, and performances
Taking risks to improve schools
Involving stakeholders in management processes
Trusting people and their judgments
A safe environment
Accepting responsibility

Performances

The administrator facilitates processes and engages in activities ensuring that:

Knowledge of learning, teaching and student development is used to inform management decisions
Organizational systems are regularly monitored and modified as needed
Operational procedures are designed and managed to maximize opportunities for successful learning
Stakeholders are involved in decisions affecting schools
Emerging trends are recognized, studied, and applied as appropriate
Responsibility is shared to maximize ownership and accountability
Operational plans and procedures to achieve the vision and goals of the school are in place
Effective problem-framing and problem-solving skills are used
Collective bargaining and other contractual agreements related to the school are effectively managed
Effective conflict resolution skills are used
The school plant, equipment, and support systems operate safely, efficiently, and effectively
Effective group-process and consensus building skills are used
Time is managed to maximize attainment of organizational goals
Effective communication skills are used
Potential problems and opportunities are identified
There is effective use of technology to manage school operations
Problems are confronted and resolved in a timely manner
Fiscal resources of the school are managed responsibly, efficiently, and effectively
Financial, human, and material resources are aligned to the goals of schools
A safe, clean, and aesthetically pleasing school environment is created and maintained
The school acts entrepreneurially to support continuous improvement
Human resources functions support the attainment of school goals
Confidentiality and privacy of school records are maintained.

MEANS FOR ASSESSING STUDENT ACHIEVEMENT OF THE OUTCOME COMPETENCIES:

Three abstracts – format as well as content will be assessed
School-based project outline
“Mock faculty meeting”
A paper relating to the Effective Schools Model paper – format as well as content will be assessed.
Pretest and a posttest will be given. A minimum of score of 80 is required on the posttest. Both exams are in preparation for the TExES exam.
Participate in class discussions, evaluation of case studies, and in-basket activities

ATTENDANCE POLICY:

1. Campus Attendance Policy

The University expects students to make class attendance a priority. All absences must be explained to the instructor who will determine whether omitted work may be made up. When a student reaches the number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an unsatisfactory progress report with the dean at the campus where the course is offered. Any student who misses 25% or more of the regularly scheduled class meetings may receive a grade of “F” in the course. Additional attendance policies for each course, as defined by the instructor in the course syllabus, are considered a part of the university’s attendance policy. A student may petition the Academic Council for exceptions to the above stated policies by filing a written request for an appeal to the provost/academic vice president.

EVALUATION: Grades for courses shall be recorded by the symbols below:

Grading System:

A 90-100 Cr for Credit

B 80-89 NCR No Credit

C 70-79 I Incomplete*

D 60-69 W for withdrawal

F below 60 WP Withdrawal Passing

WF Withdrawal Failing X No grade given

IP In Progress

A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points were recorded.

*A grade of incomplete is changed if the work required is completed prior to the date indicated in the official University calendar of the next long term, unless the instructor designates an earlier date for completion. If the work is not completed by the appropriate date, the I is converted to the grade of F. An incomplete notation cannot remain on the student’s permanent record and must be replaced by the qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.

Course grading criteria:

Assignment	Point value	Points Earned
School-based Project	15
Article Abstracts	15
Class Activities including Blackboard Assignments	20
“Effective Schools” Paper	15
Mock Faculty Meeting	10
Pretest	10
Posttest	15
Total Points Possible for Course	100

ACADEMIC HONESTY:

Wayland students are expected to conduct themselves according to the highest standards of academic honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as possession of examinations or examination materials, forgery, or plagiarism. Disciplinary action for academic misconduct is the responsibility of the faculty member assigned to the course. The faculty member is charged with assessing the gravity of any case of academic dishonesty and with giving sanctions to any student involved. The faculty member involved will file a record of the offense and the punishment imposed with the dean of the division, campus dean, and the provost/academic vice president. Any student who has been penalized for academic dishonesty has the right to appeal the judgment or the penalty assessed.

Plagiarism

“Plagiarism — The attempt to represent the work of another, as it may relate to written or oral works, computer-based work, mode of creative expression (i.e. music, media or the visual arts), as the product of one's own thought, whether the other's work is published or unpublished, or simply the work of a fellow student.

When a student submits oral or written work for credit that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references, and, if verbatim statements are included, through use of quotation marks as well. By placing one’s name on work submitted for credit, the student certifies the originality of all work not otherwise identified by appropriate acknowledgements. A student will avoid being charged with plagiarism if there is an acknowledgement of indebtedness.”

Source: http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag

DISABLED PERSONS:

It is University policy that no otherwise qualified person with disabilities be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University. Students should inform the instructor of existing disabilities the first class meeting.

COURSE SCHEDULE:

Class will be held on (Wednesdays/1:00 p.m.) in (Room 110) unless otherwise noted

Date

Topics/ Activities/Assignments

May 27

Course Requirements/Introduction

Pretest

June 3

Review Pretest

Pages 1–66 (Dunklee); Case Study

June 10

Pages 67-98 (Dunklee), Activity (pages 99-113)

Domain I Discussion

June 17

Pages 117-154 (Dunklee)

Abstract 1 Due

June 24

Mock Faculty Meeting; Case Study

Domain II Discussion

July 1

Case Study; Abstract 2 Due

July 8

Pages 155-178 (Dunklee)

Domain III Discussion

July 15

Pages 178-230 (Dunklee); Abstract 3 Due

July 22

Pages 231-252 (Dunklee);

School-based Project Due/Presented

July 29

Pages 252-264 (Dunklee)

“Effective Schools Model” Paper Due

August 5

Posttest

(I reserve the right to amend the tentative course calendar as needed.)

School-based Project

Briefly explain your project idea:

Who will benefit from your idea?

What resources will you use to complete your project?

How will this project help students at your school?

What do you expect to learn from this project?

How much time do you anticipate spending on this project?

How does this project complement the principal domains addressed on the TExES?

Mock Faculty Meeting Issues/Administrative Concepts

Instructional Issue

School Moral

School Improvement

Personnel

Administrative, Fiscal or Facilities

Student Performance

School Management

School-Community Relations

Professional Growth and Development