Iowa Principal Leadership Academy

Syllabus Standard VI: Educational Leaders Who Understand, Respond to and Influence Political, Social, Economic, Legal, and Cultural Contexts to Support Students

Seminar 1: Educational Advocacy: The Politics of Education

Problem-Based Learning Theme 6: How do you effectively coordinate school improvement within the larger political, social, economic, legal, and cultural context in order to promote success for all students?

Purpose: The purpose of this seminar on Educational Advocacy is to prepare each principal candidate with the theory and best practice needed to develop the knowledge, skills, and dispositions necessary to be successful in developing the program content and problem-based learning theme in ISSL Standard VI. This seminar will provide candidates with understanding of the role of advocacy for students and the need to respond appropriately to political processes. Furthermore, the seminar will focus on the highlighted knowledge, dispositions, and performances of ISSL Standard VI.

ISLL Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Knowledge: The administrator has the knowledge and understanding of  Principles of representative governance that undergird the system of American schools  The role of public education in developing and renewing a democratic society and an economically productive nation  The law as related to education and schooling  The political, social, cultural, and economic systems and processes that impact schools  Models and strategies of change and conflict resolution as applied to the larger political, social, cultural, and economic contexts of schooling  Global issues and forces affecting teaching and learning  The dynamics of policy development and advocacy under our democratic political system  The importance of diversity and equity in a democratic society

Dispositions: The administrator believes in, values, and is committed to:  Education as a key to opportunity and social mobility  Recognizing a variety of ideas, values, and cultures  Importance of a continuing dialogue with other decision makers affecting education  Actively participating in the political and policy-making context in the service of education  Using legal system to protect student rights and improve student opportunities

Performances: The administrator facilitates processes and engages in activities ensuring that:

 The environment in which schools operate is influenced on behalf of students and their families  Communication occurs among the school community concerning trends, issues, and potential changes in the environment in which the school operates  There is ongoing dialogue with representatives of diverse community groups  The school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities  Public policy is shaped to provide quality education for students  Lines of communication are developed with decision makers outside the school community This seminar will also include theory that supports the understandings of Distributive Leadership Principles 4-5 and Design Principle 1.

Distributed Leadership Principle 4: The roles and activities of leadership flow from the expertise required for learning and improvement, not from the formal dictates of the institution. Distributed Leadership Principle 5: The exercise of authority requires reciprocity of accountability and capacity.

Design Principle 3: Reduce isolation and open practice up to direct observation, analysis and criticism.

Endorsement 189 Content and Competencies:

Content Standard 5: Knowledge of school law and legislative and public policy issues affecting children and families. Content Standard 6: Historical, social, philosophical, psychological foundations related to elementary and secondary education Competency 6: Understands, responds to, and influences the larger political, social, economic, legal, and cultural context.

Tool Box Activities This Seminar Will Address:

Overview of Tool Box Activities:

 As a Cohort Group, define the role of the school in communicating student needs to various publics in order to heighten public awareness of problems and changes that are affecting teaching and learning. Journal results.  As a Cohort Group discuss the methods leaders can use to raise issues that impact the school with local legislators. Journal the findings.  From a current research base and discussion with Cohort Group, define 5 ways that the principal can maintain an on-going dialogue with members of the school and community about external forces that impact the school’s work toward their vision. Journal results.  From a current research base, define the best ways that schools can ensure that they are listening to their various publics and parents. Journal results.  “The ethical leader abides by the spirit as well as the intent of policies, laws, and regulations that govern the school and society through the year. The leader understands what these regulations are designed to accomplish and is meticulous in adhering to these principles. Furthermore, the leader’s behavior is demonstrated both in the school and in the larger community. Finally, this leader assumes full responsibility for attempting to inspire others to that same behavior.” (A Framework for School Leaders: Linking the ISLLC Standards to Practice, Hessel and Holloway 2002). Reflect with your Cohort Group on this statement. Journal your reflection.

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BEFORE WEEKEND

 Review the course syllabus  Review Blackwell’s Book, Personal Political Power  Review ABLE II Advocacy Manual (August 2002)  Write a one-page letter to a legislator who represents you school district that includes: . A memorable description of who you are . An offer of what you can do for him/her . What you want them to do (Do not send the letter, but bring it to the Seminar)

______Resources and Materials:  Course Syllabus  Blackwell, Personal Political Power. (2002)  IASB ABLE II Advocacy Manual (August 2002). Des Moines: IA: Iowa Association of School Boards  Showalter: The Habits of Effective State Advocacy Groups (1999)  Showalter: Maintaining the 20/80 in Grassroots Advocacy (2002)  IASB Legislative Summary (May, 2003). Available on-line http://www.state.ia.us/gov

This is a problem-centered course: A problem is a troubled perplexed, trying situation…not an assigned task…It is indispensable to distinguish between genuine and mock problems. Does a question naturally suggest itself with some situation? Or is it an aloof thing, only for the purposes of conveying information? Would it arouse observation and engage experimentation outside of school? Or is it the teacher’s or textbook’s, made a problem for the pupil only because he cannot get the required mark unless he deals with it? (John Dewey, Democracy and Education, 1916)

Educational Advocacy Overall Goal: The principal goal of Educational Advocacy is to provide the principal candidate with the background knowledge of situations they need to know in order to support the development of the knowledge, performances, and dispositions of ISSL Standard VI and to support the development of each Problem-based Theme.

Specific Seminar Goals:

 To review the basic workings of state government---how an idea becomes law.  To review law changes in the previous legislative session that impact education.  To find sources of information to help the principal candidate determine where legislation is during the process of law making and how to contact legislators with both the data and memorable anecdote to help a legislator determine a position supporting his or her legislative district.  To understand the power of advocacy---what it takes to change the decisions of representatives, senators, or a governor for the betterment of education and student achievement.  To understand effective methods of relationship building with public policy makers, including what local school districts can do to help them.  To refine personal advocacy skills.  To leave with a refined communication piece to initiate a relationship with the principal candidate’s personal legislator.  To identify a key piece of legislation to influence in the upcoming legislative session.

Specific Seminar Continuing Objectives:  To continue to dialogue with and receive advocacy support from the instructor as an expert mentor throughout Problem-based Learning Theme VI in completing the action research, action plan, tool box activities, and reflective journaling.  To share advocacy communication pieces (letters, emails, phone notes, letters to the editor, or newspaper) with class members and mentor, to compare responses from legislators, and follow a piece of legislation impacting education through the process of the next legislative session.  To develop specific course tool box journaling and action requirements through consultation with other Cohort Group members and the instructor as an expert mentor.  Continue to critique the reference materials and sites and to share knowledge and understandings with cohort group, instructor, and other mentors. Student Assignments and Expectations: Listed in Syllabus 6: Problem-Based Learning Theme 6.

Evaluation: Continuous Improvement Continuum: Teaching and Learning in the Wider Context

Level 5 on the rubric is assigned for work of the highest academic quality.

Level 4 on the rubric is assigned for professional quality work at the required quality level.

Level 3 on the rubric is assigned for adequate work, but not distinguished as sound quality at the proficient level. Those with a Level 3 Rubric will have the opportunity to revise and complete quality work.

All work for the Iowa Principal Leadership Academy must be completed at Rubric Levels 4 or 5 to be considered proficient. All work must be completed at the proficient level.