Course Description s45

The Citadel School of Education

EDUC 614 – Seminar in Educational Administration Spring 2016 Instructor: R. Kent Murray, Ed.D. Class Meetings: Wednesday Office: Capers Hall, Room 325-C Class Hours: 5:30- – 8:00 PM Telephone: (843) 953-7824 Meeting Room: MenRiv 204 Office Hours: Email: [email protected] Monday: 2:00 – 5:00 PM Credit Hours: 3 Wednesday: 2:00 – 5:00 PM Others by Appointment

COURSE DESCRIPTION: Seminar in School District Administration will focus on the exploration of various theories and their impact on administration and the organization. Emphasis will be placed on behavioral science theories drawn from historical, philosophical, and sociological works applied to the administrative process.

REQUIRED TEXTS: Vollmer, Jamie. (2010). Schools cannot do it alone. Fairfield, Iowa: Enlightenment Press.

If you do not have access, then purchase: American Psychological Association. (2003). Publication manual of the American Psychological Association (6th ed.). Washington, D.C: Author

Case Studies. Case Studies will be provided by the professor.

STUDENT INFORMATION This course is part of the professional requirements for Specialist in Educational Leadership leading to licensure as a PK-12 School Superintendent.

The School of Education’s Conceptual Framework http://www.citadel.edu/education/about_us/conceptual_framework.html

The Citadel’s Professional Education Unit Conceptual Framework Vision Statement (Approved 4/12/2011 – Effective 1/1/2012)

DEVELOPING PRINCIPLED EDUCATIONAL LEADERS FOR P-20 SCHOOLS The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 1 Rationale:

 Society is in need of principled educational professionals committed to ensuring all students learn;

 All children and young adults require high quality educational experiences that enable them to compete and prosper in the global economy; and

 Such high quality educational experiences require a transformed educational system focused on fostering twenty–first century knowledge and skills in all children and young adults.

The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:  have mastered their subject matter and are skilled in using it to foster student learning;  know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and  exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment. The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P- 12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.

The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals: Knowledgeable Principled Educational Leaders…

Reflective1. Have Principled mastered Educational the subject Leaders…matter of their field of professional study and practice;

2.6. UtilizeDevelop the and knowledge describe gainedtheir philosophy from developmental of education and and learning reflect theoriesupon its toimpact establish in the and implementteaching and an learning educational environment; program that is varied, creative, and nurturing;

3.7. ModelDevelop instructional and manage and meaningful leadership educational theories of experiencesbest practice; that address the needs of all learners with respect for their individual and cultural experiences; 4. Integrate appropriate technology to enhance learning; 8. Construct, foster, and maintain a learner-centered environment in which all learners 5. Demonstratecontribute and a commitment are actively to engaged; lifelong learning;

9. Apply their understanding of both context and research to plan, structure, facilitate and monitor effective teaching and learning in the context of continual assessment;

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 2 10. Reexamine their practice by reflectively and critically asking questions and seeking answers; Ethical Principled Educational Leaders…

11. Demonstrate commitment to a safe, supportive, learning environment;

12. Embrace and adhere to appropriate professional codes of ethics;

13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;

14. Establish rapport with students, families, colleagues, and communities;

15. Meet obligations on time, dress professionally, and use language appropriately.

COURSE REQUIREMENTS/ASSIGNMENTS

1. Case Studies – The professor will provide 3 case studies to be completed by students and discussed during class. 2. Job Shadowing – The candidate will select a position at the district office level to shadow and research. 3. Staff Development Presentation – Read Jamie Vollmer’s Schools Cannot Do It Alone: Building Public Support for America’s Public Schools. (ISBN#978-0-982-75690-4) 4. Livetext Submissions

1. Case Studies – The professor will provide 3 case studies to be completed by students and discussed during class. The candidate will read the case study, prepare responses to all questions and activities, and provide leadership theory based solutions to the problem presented in the case study. ELCC 5.1, 5.2, 5.3, 5.4, and 5.5.

2. Staff Development Presentation – Read Jamie Vollmer’s Schools Cannot Do It Alone: Building Public Support for America’s Public Schools. (ISBN#978-0-982-75690-4). Develop a staff development presentation based upon Vollmer’s concept of “The Great Conversation” and how this concept can systemically alter public schools in a positive manner. The 30 minute presentation will be delivered by each candidate to the class during the last two classes of the semester. ELCC 6.1, 6.2, and 6.3.

3. Job Shadowing-Select a senior level position in the District Office to research and experience. You will post your reflective essay regarding this experience in Livetext.

4. Superintendent/School Board Relations - Describe the best ways for a superintendent to communicate with board of education members. What is the optimal way to work with split boards? Which staff members are permitted to contact board members? Does the board have a self-evaluation plan? If so, include the plan and describe how it is used. If not, please include a possible board self-evaluation form.

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 3 STATEMENT ON PLAGIARISM (Honor Manual) Plagiarism is a violation of the Honor Code. Plagiarism is the act of using someone else's words as your own without giving proper credit to the source: 1. When you quote another's words exactly you must use quotation marks and a footnote

(or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). 2. When you mix another's words and ideas with your own in one or more sentences partially quoting the source exactly and partially substituting your own words, you must out quotation marks around the words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s). [See (1) above] 3. When you paraphrase another's words or ideas, that is, when you substitute your words

for another's words but keep his idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s). [See (1) above] 4. When you use only another's idea(s), knowing that they are his ideas, you must cite the

source of that idea or those ideas, down to the page number(s). [See (1) above] 5. Citing the source means giving, as a minimum, the author, the title of the book, and the page number.

DISABILITY DISCLOSURE STATEMENT If you need accommodations because of a disability, please inform me immediately. Please see me privately after class, or at my office. To request academic accommodations (for example, a note- taker), students must also register with Academic Support, 101 Thompson Hall, 953-1821. It is the campus office's responsibility to review documentation, provided by students, requesting academic accommodations and to engage students and instructors, as needed and consistent with course requirements, in accommodation planning.

ABSENCES Regular attendance is required under The Citadel's policy. Students will be given a zero (0) for missing quizzes, examinations, and other assignments. Only under extraordinary circumstances will exceptions to this rule be made. For any student, absences, whether authorized or unauthorized in excess of 20%, or three sessions, or a total of nine hours out of 45 hours of scheduled class time can, at the discretion of the professor, result in a failing grade.

EVALUATION PROCEDURES AND WEIGHTS FOR ASSIGNMENTS: Grades in this course will be based on points earned in various activities:

ACTIVITY POINTS COURSE FINAL GRADE

Case Studies ( 3 X 10 = 30 points) 30 A = 90 or more points

Livetext Activities 20 B+ = 85-89 points

Vollmer Staff Development 30 B = 80-84 points

Job Shadowing/School Board Meeting 20 C+ =79-75 points

C =70-74 points

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 4 Total 100 F = Failure

PROCEDURES FOR COURSE AND INSTRUCTOR EVALUATION: An instrument (Classroom Performance Evaluation) is provided to each student to secure an anonymous evaluation of the overall course. The result obtained is for the professor and department head to improve the quality of the course and to improve teaching effectiveness. The evaluations are also on file as one aspect of data from students for the department head and dean to make decisions related to promotion, tenure, and merit salary increases. Methodology: a variety of teaching methods will be used in this class. They include, but are not necessarily limited to lecture, discussion, research projects, critiques, group work, demonstrations, and student presentations. EDUC 614 Seminar in Educational Administration Spring 2016 1/13/16 Overview of Syllabus/Class Introduction 1/20/16 Field Experience: Case Study #1 and Review of Literature Topic 1/27/16 Case Study #1 Due: The Maverick School Board Member/Review of Literature Topic Due 2/03/16 No Class (Daniel) 2/10/16 Individual Conferences Regarding Literature Review 2/17/16 Case Study #2 Due: The Absent Superintendent 2/24/16 No Class (AACTE Conference) 3/02/16 Livetext Submission 3/09/16 Shadowing Experience 3/16/16 Class 3/23/16 Case Study #3 Due: TBA (Appropriate Punishment versus Political Expediency) 3/30/16 Spring Break Holiday 4/06/16 Livetext Submission 4/13/16 Class 4/20/16 Vollmer Presentations 1 and 2 4/27/16 Vollmer Presentations 3 and 4

Dr. Kent Murray Capers 325-C (843) 953-7824 [email protected]

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 5 EDUC 614-R. Kent Murray,Ed.D.- Sp2014 6 Case Study #1: The Maverick School Board Member

Background Information Relationships between a superintendent and individual school board members can influence the political climate of an entire school system because these associations help shape behavior in relation to critical functions such as problem solving, visioning, and planning. IN the typical school district, power is distributed, and therefore various internal and external groups have the ability to initiate new ideas or disrupt current operations. When school board members and the superintendent operate in a spirit of teamwork, they are more likely to respond to these challenges in a positive manner (Carr, 2003). Much like a solid marriage, good relationships weather power struggles, misunderstandings, and competing needs that are manifestations of inevitable conflict found in all organizations (Hanson, 2003). If personal associations are negative or weak, superintendents and board members usually consume much of their time and energy sniping at each other (Vail, 2001). This not only prevents them from completing their designated duties, it presents a public perception of disharmony. Political strife of this nature has become more disconcerting in a social context that requires local officials to forge a school improvement agenda and to be accountable for the outcomes (Kowalski, 2006). A superintendent’s relationship with a school board is multifaceted; rather than a single association, it is really a set of individual relationships. The following two factors are primarily responsible for this reality” 1. School boards today are often more factional than pluralistic (Shibles, Rallis, & Deck, 2001), and consequently, political behavior among board members tends to be intense. Referring to a single relationship between a superintendent and school board is impractical if not impossible because in the typical school district board members share neither a single agenda nor the same opinion regarding their superintendent (Kowalski, 1995). 2. The superintendent’s reputation and possibly job survival depend on influencing critical policy decisions. Efforts to garner board member support for these decisions usually occur on a one-to-

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 7 one basis and depend on the superintendent’s credibility and trust with individual board members (Blumberg, 1985).

Superintendents build and maintain positive rapport with board members by being honest, providing knowledge and assistance, using two-way communication, establishing mutual respect, being cooperative, and earning trust (Kowalski, 2006). Through the superintendent, as a professional leader, has the primary responsibility for positive relationships, they clearly require the good intentions of both parties. When board members use their office to pursue personal interests or when they intrude into day-to-day administrative activities, they actually deter positive relationships from evolving (Amundson, 2000). In large measure this is because board members have no legal authority when acting alone or in areas beyond the jurisdiction of the school board (Kowalski, 2006). This case is about a school board member who is angered by a high school football coach’s decision concerning a star athlete. The choice the coach makes is detrimental to the board member’s grandson. Seeking revenge, the board member, acting alone and surreptitiously, attempts to have the coach and the school penalized by the state high school athletic association. Despite recognizing that this board member’s action is inappropriate, other board members are reluctant to confront their colleague. Instead, they ask the superintendent to issue a reprimand on their behalf. The situation raises several critical questions about the relationship between a superintendent and school board members.

Key Areas for Reflection 1. Superintendent and school board member relationships. 2. School board member ethical behavior. 3. Conflict resolution. 4. Scope of superintendent’s legitimate authority. 5. Superintendent’s responsibility to adjudicate intrusions into administration.

The Case The School District and The School Board The Richmond County School District, covering 420 square miles of predominantly rural land and including two high schools, five middle schools, and eleven elementary schools, enrolls approximately 8,000 students. The seven school board members are elected to office, each from a designated geographic area in the county. By occupation, the board members include an accountant, an attorney, a farmer, a nurse, a pharmacitgs, a real estate broker, and a retired business executive. Elmer Hobson, the farmer, is the longest serving board member, having been in office for eleven years. In the last two years, Mr. Hobson has voted against approximately 50 percent of the superintendent’s recommendations---over three times more often than other board members. Representing two rural townships, he has consistently opposed efforts to raise local taxes, regardless of the intended purposes. He has also opposed efforts to improve school facilities outside the two townships he represents. Though fiercely independent and outspoken, he believes that his relationships with other board members and with the superintendent are “congenial”.

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 8 The Superintendent Matthew Karman replaced Elton Simcox as superintendent three years ago. Previously, he was superintendent of a smaller district for eight years. Mr. Simcox had been superintendent for five years before being given an ultimatum: resign or be dismissed. He picked the former alternative but then openly criticized the school board after leaving office. A former elementary school principal in the district, Mr. Simcox had been aligned with a coalition of four farmers who were on the school board when he was promoted. Over the next four years, three of them were voted out of office. Mr. Hobson is the only remaining member of the coalition. Knowing why Mr. Simcox was forced to leave office, Mr. Karman has worked very hard to maintain a good relationship with every board member, including Mr. Hobson. According to his last performance evaluation, he has succeeded; all seven board members rated their relationship with the superintendent as “excellent.” Superintendent Karman attributes his success in this area to good communication and mutual respect. After receiving his second annual performance evaluation, the board voted unanimously to renew his employment contract for another three years, an action that surprised many in the community. Most observers expected that Mr. Hobson would vote against renewal since he was the only board member who voted against his selection as superintendent.

Trouble Emerges Superintendent Karman was driving down a lonely country road as the winds swirled across barren cornfields partially covered by snow. He was delivering school board packets for an upcoming meeting. Though it was only mid-November, the chilling temperatures made it feel more like January. The fields were dotted with corn stalks cut about two inches above the ground; they looked like wooden spokes someone had arranged to discourage trespassers. When the superintendent pulled into the driveway beside a large three-story farmhouse, a German shepherd barking alongside his car greeted him. The dog’s barking summoned John Mosure from the house. John, a retired vice president of a marketing research firm, had lived in Richmond County until the time that he graduated from high school. Having returned four years ago, his 12-acre property included a large pond, a fruit tree orchard, and several gardens in which John and his wife grow flowers and vegetables. In Superintendent Karman’s mind, John Mosure was the ideal school board member. After being elected to the board two years earlier, he quickly won the respect of the other board members and was elected president after having been on the board for just one year. The superintendent and board president worked well together and most everyone knew that they were friends. Several times each month, they and their wives had dinner together. AS the two men sat at the kitchen table and enjoyed a cup of warm coffee, Superintendent Karmen handed the board packet to Mr. Mosure and then said, “John, I hope you’ve got some time to talk to me today. I want to discuss a potentially messy issue, and it may take a while to give you all the details.” John told him to proceed. “Two days ago,” the superintendent began, “Bob Daily, principal of North Richmond County High School, received a telephone call from Joe Sutton, the associate commissioner of the state high school athletic association. Joe also happens to be Bob’s friend; the two were principals in the same school district about fifteen years ago. Joe asked Bob if he knew Elmer Hobson.” There was a moment of silence and then John said, “Oh no!” John and other board members rarely agreed with Elmer, but they wanted to maintain a good relationship with him. When John was first elected to the school board, Elmer attempted to forge a political alliance with him since both represented rural townships. The two men quickly discovered that their philosophies and priorities were dissimilar and as might be expected, their votes on major recommendations were rarely the same.

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 9 The superintendent continued with his story. “Bob of course acknowledges that he knows Elmer and then tells Joe Sutton that Elmer is a school board member. Joe then tells Bob that Elmer is sitting in his outer office waiting to see him. He told the secretary that he wanted to talk to someone because he was filing a complaint against Coach Yates, the head football coach at North Richmond County High School. “A complaint about what?” John asked. “Joe Sutton didn’t know at the time he called Bob because he had not talked to Elmer yet. After discovering that Elmer was a school board member, Joe told Bob he felt obliged to meet with him. An hour later, Bob got another telephone call from Joe Sutton. Elmer’s complaint alleges that Coach Yates violated state high school athletic association rules by allowing his team’s starting quarterback to remain enrolled at the school after his parents established legal residence in another state. The student in question, Jeb Boswell, is now living with the Yates family. Elmer demanded that the athletic association take action against the high school, against Coach Yates, and Bob Daily if he approved the arrangement. He is also insisting that the association rule that Jeb Boswell is ineligible to play football at North Richmond this year. “Is there any merit to Elmer’s charges?” John asked. “The student’s parents agreed to let him live with Coach Yates so that he could graduate from North Richmond High. Jeb and Coach Yates are close and Jeb’s parents are paying Coach Yates$200 a month for room and board. The student’s family believes this is a good investment since an athletic scholarship to college is likely if he has another successful football season. Therefore, Jeb has been living with the Yates family since last June.” “Is such an arrangement permissible by the athletic association rules? Is it in compliance with our policies?,” John asked. “Coach Yates had asked the athletic director at North Richmond to get a ruling from officials at the athletic association before agreeing to this arrangement. The athletic director has a letter from the state commissioner stating that the arrangement was acceptable, provided it was approved by the student’s family and by the school principal. Principal Dailey and the parents assured Coach Yates that they had no objections. As to school district policy, I could find nothing that addresses this issue. I don’t believe there is a precedent.” “So from the association’s perspective, Elmer’s complaint is invalid?” John asked. “Yes, but there is more. We are one week away from the state football tournament. North Richmond has a 9 and 1 record and is one of the favorites to win the championship in their division. Jeb Boswell, the student in question, is the star of the team—he may even end up being all-state. You know who his backup is?” John said he had no idea. “You have to remember, Matt, I don’t live in the North Richmond area. I’m a South Richmond High booster.” “The second-string quarterback is a senior named Ron Hobson. He is Elmer Hobson’s grandson. Get the picture? Elmer’s got an axe to grind because he feels Coach Yates prevented his grandson from being the starting quarterback. Now that the team has been successful and will be in the state championship playoffs, Elmer wants his grandson to move into the spotlight. Principal Dailey told me that the grandson is probably innocent in this matter. He’s a good student and the principal thinks he would be embarrassed if he knew what his grandfather did.” John then commented, “I just remembered something. Last summer when we were approving contracts for driver education teachers, Elmer opposed your recommendation to extend a contract to Coach Yates. Elmer claimed that he had received complaints about Coach Yates being a poor driver’s education instructor. Do you think that matter was connected to all of this?” “Who knows,” the superintendent answered. “With Elmer, it’s hard to tell. He votes against a lot of things. Going to the athletic association without informing the board or the administration, however, is an ethical breach. As a board member, he should have voiced his concerns to either you or me before making a

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 10 complaint to the state athletic association. Had he talked to me or Bob Dailey first, he would have found out that this charge was invalid. Dealing with the athletic association is an administrative reponsiblity.” “What did Joe Sutton from the athletic association do with Elmer’s complaint?” John asked. “Elmer identified himself as a school board member and demanded to know what would be done to adjudicate the matter. Joe Sutton explained that there was no violation, and he then showed him a copy of the letter the commissioner had written to North Richmond’s athletic director last May. Elmer then stormed out of the office indicating that keeping this letter from the school board was additional evidence of a conspiracy involving several administrators and coaches.” “Matt, I have a suggestion. Let’s forget about this. Elmer is Elmer and he is not going to change his behavior. Few people take him seriously. He’ll always be a pain in the neck. Why voters keep electing him is a mystery to me. Sometimes I think they enjoy the conflict he initiates.” The superintendent had a different suggestion. “At the very least, we need to inform the other board members, and Elmer should be reprimanded or censured. What he did was clearly unethical. Maybe it’s time to say enough.” John refilled the coffee cups and returned to his chair. “I don’t know. I’m not sure a reprimand will do any good. Elmer’s pretty stubborn. A reprimand may be just what he desires. He loves getting his name in the paper and relishes conflict. Matt, how about if your talk to him privately? You’re experienced in dealing with these matters and you have a pretty good relationship with him. Maybe the best way to handle this is for you to tell him that he made a mistake. We should get the support of the other board members, though, and then you can say you are speaking for all of us. Don’t you think this would be the best way to handle this?”

Questions/Activities 1. Assume you are the superintendent. Describe what you would want to accomplish in dealing with the situation described in this case. 2. Do you agree that Elmer Hobson’s behavior was unethical? Why or why not? 3. John Mosure, the board president, first suggested that nothing be done because Elmer might actually enjoy being reprimanded. What are the advantages and disadvantages of ignoring this situation? 4. Who should be responsible for ensuring that board members act ethically? What policies are available in your district dealing with ethical issues and school board members? 5. In response to a question from the board president, Superintendent Karman indicaed that there was no school district policy or precedent addressing the situation in question. Is this fact relevant to what should be done to resolve the problem? 6. Is Elmer Hobson’s voting record as a school board member pertinent to this case? Why or why not?

EDUC 614-R. Kent Murray,Ed.D.- Sp2014 11