SOUTH DAKOTA STATE UNIVERSITY Department of Teaching, Learning, and Leadership College of Education and Human Sciences EDAD 707 The Principalship-2 Credit Hours EDAD 708 Elementary Practicum/709 Secondary Practicum – 1 Credit Hour Summer 2011 (Starts May 31 and ends August 5) “If you are a person with a disability and anticipate needing any type of accommodation in order to participate in this class, please inform me and make the appropriate arrangements with the Office of Disability Services |(ODS). The Office of Disability Services is located in 110 West Hall. To schedule an appointment, call (605) 688-4504 and request to speak with Nancy Schade, the Coordinator of Disability Services.” Course Syllabus Instructor: Dr. Gus Scully Office Location: Higher Education Center-SDSU-West River Graduate Center 515 West Blvd Rapid City, South Dakota 57701 Office hours Monday-Thursday 8-5 (605) Office 394-6823 X213 (605) FAX 394-6822 E-mail: [email protected] Greetings, I welcome all of you to The Principalship. This class brings all of what you have been learning in your program together. The textbook, by Ubben, G.; Hughes, L.; and Norris, C. (2011), focuses on the 2008 National Standards for School Administrators. Your Portfolio for your Orals will follow these Standards. I have listed a number of Practicum activities that will fit well with the Portfolio. The chapter activities, cases studies, and discussion topics will also prepare you for your Oral questions.

Catalog Description Emphasis is on the principal as an instructional leader with major topics focusing on staff recruitment, supervision and evaluation, student services, rights and responsibilities, research on effective schools, parent community relationships and the principalship’s role in dealing with current issues facing our schools.

Course Description The course will place an emphasis on the principalship as the instructional leader. The focus will be on the topics of decision-making, communication, authority and influence, group leadership, conflict management, and school restructuring.

Course Prerequisites Previous Course: none

Technology skills: This is a D2L Class. Learning at a distance may be a very different environment for many of you. You will generally set your own schedules, participate in class activities at your convenience, and work at your own pace. You may spend some additional time online during the first few weeks while you become acclimated to the online class format and you may feel overwhelmed. You should also be prepared to spend approximately 10 – 12 hours per week online completing lessons, activities, and participating in class discussions. Finally, you may want to incorporate these tips to help you get started:

Set yourself a schedule Check the course web site early in the class week to see what tasks you will need to work on for the week. It is important that you become familiar with the site and how to use it. It is a tool to help you learn! Team up with your classmates to discuss class assignments and questions you might have. Check the “Classlist” located in Desire2Learn for biography information and email addresses. Ask questions when you need answers. If you have problems, contact me ASAP! I will help you come up with a solution! You can e-mail me [email protected] or call me 605-394-6823 X213. Technical Support: Helpdesk 605-688-6776 or [email protected]. http://www3.sdstate.edu/TechnologySupport/InformationTechnologyServices/ Distance Education Support: http://distance.sdstate.edu/ Desire2LearnURL: https://d2l.sdbor.edu/ Special Technology Utilized by Students: This is totally an online asynchronous course. All instructional content and interaction takes place over the

WWW. In addition to baseline word processing skills and sending/receiving email with attachments, students are expected to search the internet and upload / download files. In addition, students may need one or more of the following plug-ins: Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html

PowerPoint Viewer: http://microsoft.com/downloads/details.aspx?FamilyId=D1649C22-B51F- 4910 93FC4CF2832D3342&displaylang=en

Windows Media Player: http://www.microsoft.com/windows/windowsmedia/download/

Quicktime Player: http://www.apple.com/quicktime/download/

Real Player: http://forms.real.com/netzip/getrde601.html? h=207.188.7.150&f=windows/RealOnePlayer V2GOLD.exe&p=RealOne+Player&oem=dl&tagtype=ie&type=dl

Macromedia Flash Player: http://macromedia.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash http://learn.sdstate.edu/online/require.htm Essential Equipment: A wireless Laptop with a webcam is essential for on-line learning.

Course Rationale The current school reform movement has increased society’s awareness of leadership as a necessary catalyst for the transformation of schools. The torch has been passed to leaders at the school site; however, transformation will occur only as the cooperation and contribution of others is actualized. Leaders must provide faith and inspiration for the task through their ability to shape values, create meaning, develop visions, and shape a school culture dedicated to higher moral values. The principal is at the focal point of more responsibility and authority in operating the educational enterprise and is challenged to be a community builder and developer of human resources. The job of principal is made up of a collective series of roles and functions that must be carried out for a school to operate successfully. The principal arranges the organizational conditions within which these functions are carried out to productive ends. Today, the emphasis in educational leadership is at the school site. The principal is at the focal point of more responsibility and authority in operating the educational enterprise. This course stresses both the leadership and management aspects of the principalship; but beyond that, it will provide you with an intellectual challenge and cause to reflect on what, with effort and analysis, “might be. ” Ubben, G.; Hughes, L.; and Norris, C. (2011)

Major Parts of the Book are based upon the 2008 first six standards of the Interstate School Leaders Licensure Consortium (ISLLC) Part One: Creating a Vision of Leadership and Learning Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Standard 5.0: 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. Part Two: Develop a Positive School Climate Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plan for staff. Part Three: Manage the Organization Standard 3.0: 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. Part Four: Interacting with the External School Environment Standard 4.0: 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. Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Course Objectives Standards Assessments Each participant will: Develop an understanding of ISLLC/ELCC 1 Case studies 12, 19, and 24 at the end creating a vision of leadership and of the book Chapter 1 assignment on the learning. ELCC standards found in Appendix B Chapter 1 Quiz Philosophy paper Vision paper Diversity paper Practicum activities Journal Readings Demonstrate an understanding of ISLLC/ELCC 2 Chapter 5 assignment on ELCC the process of creating a positive Standards-Appendix B learning climate Chapter 5 deals with Standard 2 Chapter 5 assignments 1, 2, and 3 on creating a Positive Learning Climate Review Case studies 12, 22, 24, 25, and 27 at the end of the book. Chapter 5 Quiz Practicum activities Define and demonstrate an ISLLC/ELCC 2 Chapter 6 Assignment 1-on Curriculum understanding of curriculum Structure-Dealing with Restructuring. theory and the principal’s role in Case studies 7, 13, 16, and 29 at the end curriculum administration of the book Chapter 6 quiz Chapter 6 assignment on ELCC Standard 2 Practicum activities Demonstrate an understanding of ISLLC/ELCC 2 Chapter 6 Assignment 1 curriculum analysis, curriculum Case studies 7, 13, 16, and 29 at the end design, curriculum delivery, of the book flexibility, balance, and model. Chapter 6 quiz Chapter 6 assignment on ELCC Standard 2 Practicum activities Demonstrate an understanding of ISLLC/ELCC 1 Chapter 7 Assignment 2 Case the process of school accountability studies 3, 4, 26, and 28 at the end and student achievement. of the book Chapter 7 Quiz Chapter 7 assignment on ELCC Standard 2 Practicum Define and discuss ethics in ISLLC/ELCC 5 Chapter 8 Case studies 2, 7, 8, administration and 25 at the end of the book Diversity paper Chapter 8 Quiz Practicum Demonstrate an understanding of ISLLC/ELCC 6 Chapter 10 Case studies 11, 14, the process in recruitment, 18, and 23 selection and termination processes Chapter 10 Assignment 2 in the school system Chapter 10 assignment on ELCC Standard 3 Chapter 10 Quiz Practicum Demonstrate and understanding of ISLLCE/ELCC 2 Chapter 2 assignment 1 the learning community within the Chapter 2 Case Studies 9, 10, sociological and psychological and 17 nature of groups ELCC Standard Chapter 2 Quiz Practicum Define and demonstrate an ISLLC/ELCC 3 Chapter 12 Assignment 1 understanding of schedule Chapter 12 Case Studies 1, 17, flexibility and schedule design and 29 Chapter 12 Assignment 3 and 4 on ELCC Standard 3 Chapter 12 Quiz Practicum Demonstrate an understanding of ISLLC/ELCC 3 Chapter 13 Assignments 3 the process in fiscal accounting, on Staff complaints about budgeting and building maintenance management Chapter 13 Case Studies 3,6,9,10, 20, 21, and 29 Chapter 13 assignment on ELCC Standard 3 Chapter 13 Quiz Practicum Define and demonstrate an . ISLLC/ELCC 3 Chapter 14 Assignment 2 understanding of what is meant by Chapter 14 Case studies 3, 6, the technology applications terms and 9 for the school office, data, LANs, Chapter 14 assignment on ELCC and the internet. Standard 3 Chapter 14 Quiz Practicum

Discuss the issues in interacting ISLLC/ELCC 4, 6 Chapter 15 assignments-Community with the external school data gathering and analysis, case environment studies, and ELCC Standards 4 & 6 Chapter 15 quiz Chapter 8 Assignment 3 Chapter 8 quiz practicums Demonstrate an understanding of ISLLC/ELLC 6 Chapter 16 Assignment 1, the legal bases for schools, the due Chapter 16 Case Studies 18, 23, process, 1st Amendment and 4th and 30 Amendment ELCC Standard 6 Chapter 16 Quiz Chapter 8 Assignment 2 Chapter 8 quiz Have an understanding of . ISLLC/ELCC 2 Chapter 5 assignment on ELCC developing a positive school Standards- culture. Appendix B Chapter 5 deals with Standard 2 Chapter 5 assignments 1, 2, and 3 on creatinga Positive Learning Climate Review Case studies 12, 22, 24, 25, and 27 at the end of the book. Chapter 5 Quiz Practicum activities Have an understanding of ISLLC/ELCC 3 Chapter 9 Case Studies 4, 14, managing the organization 22, and 30 ELCC Standard 3 Chapter 9 Quiz Chapter 11Assignment 1 Chapter 11 Case Studies 7,13, 15, and 17 ELCC Standard 3 Chapter 11 Quiz Practicum

Description of Instructional Methods This course will use a combination of web-based activities. Students are required to learn the concepts through diligent reading of the specified chapters and materials, getting involved in the discussion boards, completing the assignments, taking the chapter quizzes, and seeking assistance when necessary. The instructor facilitates the course by providing readings, practice problems, discussion board questions and responses, additional resources, links to appropriate websites, feedback on assignments. Textbooks Ubben, G.; Hughes, L.; & Norris, C. (2011). The Principal: Creative Leadership for Excellence in Schools (7th. Ed.). Boston: Allyn and Bacon. Sergiovanni, T. (1992). Moral Leadership: Getting to the Heart of School Improvement. San Francisco: Josses-Bass. Textbooks can be ordered by mail through the University Bookstore. Call 1-800-985-8771 and ask for Cheryl or Arnie. You will need a valid credit card number, and I believe a shipping fee is charged. Books are usually sent on the day they are ordered.

About this Course: This D2L course is delivered completely online. You must have consistent access to the Internet .

Your SDSU ID number is both the username and password D2L in the past use your own password—the username stays the same. Participants will be able to access our class by 9/2/08. If you experience any technical difficulties, call Distance Education toll free: 1-866-827-3198. You may also be able to get assistance by calling the Help Desk (1-605-688-6776) during regular business hours or through their website at http://www3.sdstate.edu/TechnologySupport/InformationTechnologyServices/.

You will also need to allow pop ups for this course. In addition, the technical requirements for your computer and other technical support can be found at http://learn.sdstate.edu/online/require.htm. Please send in all assignments that are attachments in either Microsoft Word or text files.

Class Attendance You are expected to do your weekly assignments, quizzes, and participate in class discussions. Failure to do so, without notifying the instructor will mean a reduction in grade for that given assignment, quiz, and discussion period.

Freedom in learning. Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Student who believes that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the evaluation. If the student remains unsatisfied, the student may contact the department head and/ or dean of the college which offers the class to initiate a review of the evaluation.

Netiquette Manners that are expected in a face to face class are expected in a virtual class. We will be communicating to each other by way of e-mail, in a discussion forum, and a possible chat room. Proper etiquette will be expected at all times. No sarcasm or unkindly public criticism of others will be tolerated. Grammar and spelling do matter so please proofread your work.

Cheating and Plagiarism The South Dakota State University Student Code outlines guidelines and rules for student behavior. A copy of the Student Code can be found at the reserve desk of the library. Questions may be directed to the Coordinator for Judicial Affairs (Phone: 688-5148, office: Wecota Hall 115). The following section summarizes some of the offenses that can be relevant to instructional settings: I. Dishonesty (see Student Code section 01:10:23) A. Cheating. 1. Unauthorized assistance in taking quizzes, tests, or examinations. 2. The use of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; or 3. The acquisition of tests or other academic material, belonging to a member of the institutional faculty or staff, without that individual’s permission. B. Plagiarism. 1. The use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment consistent with accepted practices of discipline. 2. The unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Course Requirements 1. Textbook: Chapter activities—At the end of each chapter, an activity speaks to reviewing Case Studies. You will find these at the end of the book. You are to analyze the problem presented and, applying the concepts developed in the assigned chapter, set forth a strategy for overcoming the problem. You do not have to solve the problem, but you must accept it as your problem and, based on reasonable (and stated) assumptions, provide a framework wherein you expect the problem would be mitigated, if not solved. There are also Chapter ELCC Standards activities-At the end of each chapter there will be activities on the ELCC Standards. You will be asked to respond to various questions from the chapter readings by engaging in activities that will require analyzing, synthesizing, and evaluating school programs, plans, procedures, and leadership.

2. Read the second assigned book Moral Leadership: Getting to the Heart of School Improvement by Sergiovanni that is part of the overall leadership 21 responsibility. Due Date: Sergiovanni Chapters 1-3 Session 6 7/4/2011 Chapters 4-6 Session 8 7/18/2011 Chapters 7-9 Session 9 7/25/2011

3. Submit five journal article summaries as evidence of your extended reading. Date due: 8/5/2011 Session 10 The summary should include: o name of journal o author of the article o date of publication o number of pages o reason for choosing this article o summary of the article o reaction to the information contained in the article length 2-3 pages for each summary following APA 6th edition style guidelines Three of the articles should concern the principal as the instructional leader. At least four different educational journals should be used as resources. The following journals are just some examples: Journal of Special Education, Educational Leadership, Phi Delta Kappan, The Principal, and Journal of School Leadership. Please make use of the Briggs library in helping you find all the sources you need. Information about the library is about five paragraphs below.

4. Position Paper or Policy Options Brief: Prepare a position paper or policy options brief on topic or issue of your choice. The topic or issue should be of current interest and important to the principalship. This paper should contain appropriate eight different citations using the APA 6 th edition format. Your paper should be five to six pages in length and should include the following points: a. The Delimitation of the topic b. What others have said about the topic c. Your position on the topic d. A defense of your position on the topic: Date due: 8/5/2011 Session 10

5. Vision paper-Using ELCC Standard 1, type a five page paper on how you develop, articulate, implement, and are the stewarded of a vision of learning that is shared and supported by all stakeholders. Remember to focus on the diversity issue, especially race. Date due: 8/5/2011 Session 10 6. Diversity paper-Using ELCC Standards 1 through 6, explain how you as a new principal in a school that serves a very diverse population of students and faculty, will oversee the vision, culture, climate, curriculum, instruction, school operation, parent and community involvement, ethics, and the political, legal, socio-economic, challenges. Approximate length should be six pages. This paper should contain appropriate eight different citations using the APA 6th edition. Date due: 8/5/2011 Session 10

7. Philosophy of Educational Leadership: This assignment should be a statement of the student’s philosophy of educational leadership. This is a personal and professional expression of what the individual student believes about effective educational leadership, based on theories and standards of leadership. Approximate length should be five to six pages. This paper should contain appropriate eight different citations using the APA 6 th edition format . Date due: 8/5/2011 Session 10

8. Discussion Board Postings Students should post responses to discussion prompts no later than Friday before the discussion prompt’s due date. This will allow students to reply to postings of at least four other students by Sunday night when the discussion will be closed. There will be one discussion prompt related to each chapter in the text. Your reply to the discussion prompt OR to other students’ reply should be substantial: “Ditto for me” of “I disagree is not enough – state your beliefs and views that promote discussion on the topic.

** Minimum Standards for Writing Style **

Unless expressly indicated by the instructor, all written assignments must (per APA 6 th ed.): a. Conform to Standard English conventions for spelling, punctuation, capitalization, and sentence and paragraph construction; writing must be free of spelling, grammatical and typographical errors; b. Include a title page (title of paper, candidate name, South Dakota State University, course name, instructor’s name, and date); c. Use standard margins (minimum 1 inch), line spacing (double, exceptions noted), and font type and size (Times Roman or Courier, 12 point); d. Include an introduction, section headings, and a conclusion section when appropriate; and e. Include in-text citations and a corresponding reference list for all ideas/facts that are not the writer’s. Internet APA help sites http://writingcenter.missouristate.edu/assets/WritingCenter/APA_Cheat_Sheet_6th_edition.pdf

http://www.muhlenberg.edu/library/reshelp/apa_example.pdf

http://www.library.kent.edu/files/APACheatSheet.pdf

http://www.docstyles.com/library/apalite.pdf

http://owl.english.purdue.edu/owl/resource/560/01/ **** this is a very helpful site.

10. Chapter quizzes-Failure to do the quiz will affect your final grade.

11. Reflection Paper Develop a Reflection Paper that indicates your learning from the class. The paper is to be type in APA format 6th edition and is to be 4-5 pages in length. This paper will be used for your Student’s Portfolio as an artifact. Due date: August 8, 2011 . (This assignment does not apply to those who are just taking the practicum for certification) This assignment applies, if you are taking the Principalship and one or more of the practicums. 12. Evaluation The final grade for the course will be based on the following: 1. Biography = 10 points 2. Journal Articles 20 points for 1 journal 5 journals =100 points 3. Quizzes 25 points for 1 quiz 16 quizzes =400 points 4. Homework assignments-Cases/ELCC 25 points for chapter assignment 16 assignments =400 points 5. Sergiovanni chapter assignments 1-9 =225 points 6. Position Paper or Policy Options Brief = =100 points 7. Philosophy of Educational Leadership Paper =100 points 8. Diversity Position Paper =100 points 9. Vision Paper =100 points 10. Principal Reflection Paper =100 points 11. Discussions 10 points for 1 discussion topic x 16 =160 points 12. Practicum =100 points Total 1,895 points

Each of these areas will be judged in relation to the course objectives.

Be advised that D2L automatically records all student activities (i.e., your first and last access to the course, the pages you have accessed, and the number of conferencing messages you have read and sent) and will be used as a means of evaluating student performance.

Grading A=1,762-1,895 B=1,630-1,761

Anything below a B, the student is to make arrangements with the instructor for working out assessment alternatives. Library Use

SDSU Students  Enter your MyState Online username. This is the same as your WebAdvisor login ID.  Enter your MyState Online password. This should be $ and then your student ID number, i.e., $1234567, unless you have changed your password.

Contact the SDSU Computer Support Desk at (605) 688-6776 if you have login problems. You may use the Books in Print catalogs, the University’s on-line computer catalog, the ERIC system, the Reader’s Guide to Periodical Literature, the Internet system, and other sources to find material suitable for this course. The following is a brief list of suggested texts and periodicals.

Selected Periodicals and Other Publications www.pdkintl.org (Phi Delta Kappa) www.nsdc.org (National Staff Development Council) www.ascd.org (Association of Supervision and Curriculum Development) www.nassp.org (National Association of Secondary School Principals) www.naesp.org (National Association of Elementary School Principals) www.nmsa.org (National Middle School Association) www.nsba.org (National School Board Association) www.aasa.org (American Association of School Administrators) www.aera.net/ (American Research Association) American Journal of Education (AJE)

Selected Articles and Books Bidwell, C. “The School as a Formal Organization.” Chap. 23, March, J. ed. The Handbook of Organizations. Rand McNally, 1965. Boyan, N. Ed. Handbook of Research in Educational Administration. AERA. Longman, 1988. Boyer, E. High School - A Report on Secondary Education in America. Harper & Row, 1983. Covey, Stephen R. The Seven Habits of Highly Effective People. Simon and Schuster, 1989. Deal, T. The Leadership Paradox: Balancing Logic and Artistry in Schools. Jossey-Bass, 1994. Deal, T. Corporate Culture: The Rites and Rituals of Corporate Life. Addison-Wesley, 1982. Decker, L. & Associates. Home-School-Community Relations. Mid-Atlantic Center for Community Education, 1994. Forsyth, P. & Tallerico, M. Eds. City Schools - Leading the Way. Corwin Press, 1993. Gardner, Howard, Frames of Mind - The Theory of Multiple Intelligences. Basic Books, 1983, 1993. Goodlad, J. A Place Called School. McGraw-Hill, 1983. Gorton, R. & Snowden, P. School Leadership and Administration - Important Concepts, Case Studies and Simulations. 4th Ed. Brown & Benchmark, 1993. Kowalski, T. Case Studies on Educational Administration. Longman, 1991. Larson, R. Changing Schools from the Inside Out. Technomic, 1992. Lightfoot, S. L. The Good High School. Murphy, J. & Louis, K. S. Eds. Reshaping the Principalship - Insights from Transformational Reform Efforts. Corwin Press, 1994. Owens, R. Organizational Behavior in Education. 5th ed. Allyn & Bacon, 1995. Schein, E. H. Organizational Culture and Leadership. 2nd. Ed. Jossey-Bass, 1992. Sergiovanni, T. The Lifeworld of Leadership. Jossey-Bass Publishers, San Francisco, 2000 Sergiovanni, T. The Principalship - A Reflective Practice Perspective. 3rd Ed. Allyn & Bacon, 1995. Sizer, T. Horace’s Compromise: The Dilemma of the American High School. Houghton Miflin, 1984. Sizer, T. Horace’s School: Redesigning the American High School. Houghton Miflin, 1992. EDAD 707 summer 2011 Schedule: Homework Assignments (Homework assignments are always for the next class)

ELCC Reading Date Session Standards Assignments Activities Quiz Biography Discussions Syllabus 5/31/2011 1 Syllabus Discussions Ubben, Hughes, & Ubben, Hughes, & Norris Norris Do 1 and 2 on p. 19 and 1, 1, 2, 3, 4, 5, Chapters 1 & 2 2, and 3 p. 34 Chapters 1 & 2 6/6/2011 2 and 6 Due 6/12/2011 Due 6/12/2011 Due 6/12/2011 6/13/2011 3 1, 3, 4, and Ubben, Hughes, & Discussions Chapter 3 & 4 5 Norris Ubben, Hughes, & Due 6/19/2011 Chapters 3 & 4 Norris1, 2, & 3 p. 52 and Dueb6/19/2011 1, 3, and 4 p. 80 Due 6/19/2011 Discussions Ubben, Hughes, & Ubben, Hughes, & Norris Norris 1, 2, and 3 p. 99; 1, 2 & 3 Chapters 5 & 6 p. 116 Chapter 5 & 6 6/20/2011 4 3, 4, 5, and 6 Due 6/26/2011 Due 6/26/2011 Due 6/26/2011 Ubben, Hughes, & Norris Chapters 7 Discussions & 8 Ubben, Hughes, & Norris 1, 2, 4, 5, 1 & 3 p. 142 1 & 3 p. 163 Chapter 7 & 8 6/27/2011 5 and 6 Due 7/3/2011 Due 7/3/2011 Due 7/3/2011 Discussions Ubben, Hughes, & Norris Ubben, Hughes, & 1, 2, and 3 p. 182 and 1 & Norris 3 p. 201 Chapters 9 & 10 Sergiovanni Sergiovanni Chapters 1, 2, and 3 1, 2, 3, 4, Chapters 1, 2, and 3 Chapters 9 & 10 7/4/2011 6 and 5 Due 7/10/2011 Due 7/10/2011 Due 7/10/2011 Discussions Ubben, Hughes, & Norris Ubben, Hughes, & 1, 2 & 3 p. 222 and 1, 2, Norris 3, & 4 p. 247 Chapters 11 & Chapters 11 & 12 12 7/11/2011 7 2, 4, and 5 Due 7/17/2011 Due 7/17/2011 Due 7/17/2011 Discussions Ubben, Hughes, & Ubben, Hughes, & Norris Norris 1, 2, 3, and 4 p. 271 and 1 Chapters 13 & 14 & 3 p. 292 Sergiovanni Sergiovanni Chapters 13 & 1, 2, 4, 5, Chapters 4, 5, & 6 Chapters 4, 5, & 6 14 7/18/2011 8 and 6 Due 7/24/2011 Due 7/24/2011 Due 7/24/2011 Discussions Ubben, Hughes, & Ubben, Hughes, & Norris Norris 1, 2, 3, and 6 p.321 and 1, Chapters 15 & 16 2, 3 and 4 p. 351 Sergiovanni Sergiovanni Chapters 15 & Chapters 7, 8, & 9 Chapters 7, 8, & 9 16 7/25/2011 9 3, 5, and 6 Due 7/31/2011 Due 7/31/25/2011 Due 7/31/2011 Position Paper Journal Articles Philosophy paper Vision paper Diversity paper Portfolio Reflection paper

8/5/2011 10 Practicum Project

Practicum Projects

You are to choose from any of the on-site administrative projects listed below. This project is to be done as an individual. Those enrolled in both 708 and 709 practicums are required to do two of the projects. The practicum reports will follow APA 5th or 6th edition style. Practicum Project is due August 3, 2010 Approved Practicum projects : 1. Analyze the student testing data and identify strengths and weaknesses. Then, you are to identify goals and address needs. Type a four to five page report on your analysis. Use colored charts to support your findings. Goals 1 and 2 2. Develop a crisis procedure handbook for all staff to have in their classrooms. (Fire, Tornado, Bomb, Stranger, etc) Goal 3

3. Do a Technology Audit of a whole school building. Type a four to five page report on what you learned from the audit, and how you would use this information if you were the principal of the building. Goals 2 and 3 4. Do a demographic study on the makeup of your school district community on all age groups (age, race, ethnic, socio-economic, religion, marital status, education, sex, etc) and type a five-page reflection paper inserting color coded charts to support your findings. Goals 1, 4, and 6

5. Type a five-page research paper on the Community Power Structure in your School District and explain how you would use this information as a building principal. Goals 1, 4, and 6

6. Do an analysis on staff absenteeism (number of days, sequence of days, days of week, reasons, etc.) Type a four to five page report on your findings inserting color coded charts to prove your point. Goal 3

7. Type a five-page paper on the economic and social conditions of the community and what impact does it have on the education in your community. Goal 6

8. Evaluate your school using the Effective Schools Framework. How does your school measure up to the seven correlates of effective schools? In the areas of weakness, give your recommendations. What would you do to if you were the principal? Type a four to five page report of your findings. Goals 1, 2, 4, and 6

9. Type a five page paper, using the latest research, on how principals can motivate their faculty. Remember to cite at least seven different educational sources using (APA 6th edition) and have a bibliography.) Goals 1 and 2

10. Do an analysis of your school’s culture and climate. Establish a plan on how, if you were the principal, would improve any areas of concern. Type a four to five page report on your findings. Goals 1 and 2

11. Do a thorough building and grounds maintenance five-page audit report. Within the report point out your findings and what steps you would take if you were the principal and why. Goal 3

12. Study last year’s expenditure patterns for your school. Summarize the patterns you found and type a four-page reflection paper of your experience. Goal 3

13. Compare your school’s new budget to the budget for last year. Type a five-page analysis inserting colored charts to show the comparison. Goal 3

14. Learn how salaries are paid and benefits withheld. Type a five-page reflection on what you learned. Goals 3 and 6

15. Meet with the person in the payroll staff responsible for how purchases are made and invoices are paid. Summarize what you learn and type a five-page reflection. Goal 3

16. School Improvement Plan: Principals, as instructional leaders are required to lead school improvement. Goal 1 Your school improvement plan for this assignment should be based on the following:

. The need to improve student achievement in math, reading, or both; . The need for improvement should be based on student achievement data from an actual school (you may change the school’s name) and include the school’s demographics; ∙ Please describe process, stakeholder involvement goals and evaluation; ∙ Please describe your role as principal and leadership activities; ∙ Please use APA format and the paper should be five to six pages in length.

17. Type a four to five page compare and contrast report based on an interview with three different Goals 1,2,3,4,5, and 6 principals from different districts. Include the following 6 questions and three additional ones of your own. a. What is your view of the most important responsibilities/tasks associated with the position of principal? b. What is your perception of the effectiveness of relationships with parents, staff, students and the manner in which the relations were developed. c. What is your one long-range goal that you have for the school? d. What was a problematic situation which challenged your position as the principal but was resolved? Cite the resources and strategies used to resolve the situation. e. What would you say are your specific leadership strengths and weaknesses? List and describe the major changes that have occurred in the principalship since you assumed the position. f. What three pieces of advice would you give to an aspiring principal?

The completed report should include an introduction, background information about the school and the principal that will provide the reader with a context for understanding, interview findings, and a discussion that integrates the interview with relevant points from your study of the principalship. This report will also provide the student with the opportunity for reflection on the roles and responsibilities of principals.

18. Develop a plan for the evaluation of the staff in your school. Over what portion of the year should it run?

How much of your time will it take to conduct an evaluation of your faculty members? Should you evaluate all teachers each year? If not, which teachers get priority evaluations? What about other nonteaching staff members? What is your responsibility for their evaluation? How much of your time will it take? Goals 2, 3, and 5 19. Conduct a review of personnel turnover for the past five years and type a four page paper of recommend suggestions for improvement if needed. (ELCC 2.1, 3.3, 6.2)

20. Conference with three different school district Principals regarding action plans for the past year and their impact on teacher performance. Then compare and contrast your findings in a five paged typed paper.* (ELCC 2.4, 3.1, 5.2)

21. Review discipline referrals from the previous year and summarize the areas needing attention. Type a five page paper making recommendations to the principal for improvements for the coming year. (ELCC 1.5, 3.2, 5.2)

22. Using colored charts, develop a 3 year history of school data. Compare demographic data, student achievement data, and perception data. Plan a PowerPoint presentation for the School Leadership Team to highlight your findings. Include a typed four page paper of recommendations. (ELCC 1.1, 2.2, 6.1) ****The instructor reserves the right to exercise professional judgment in adjusting course requirements or the syllabus in the best interests of students, course material, or activities.****