The Principalship: Vision to Action

The Principalship: Vision to Action
Fred C. Lunenberg Beverly J. Irby

Table of Contents (Click chapter title to navigate)
Chapter 1: Cultivating Community, Culture and Learning Chapter 2: Creating a Vision for Learning Chapter 3: Curriculum Development and Implementation Chapter 4: Teaching and Learning Chapter 5: Professional Development Chapter 6: Student Services Chapter 7: Organizational Structures Chapter 8: The Principal as Decision Maker

Table of Contents (cont’d) (Click chapter title to navigate)
Chapter 9: Developing Effective Communication Chapter 10: The Principal and Change Chapter 11: Budgeting and School Facilities Chapter 12: Creating Safe Schools Chapter 13: Human Resource Management Chapter 14: Community Relations Chapter 15: The Principal and Ethics Chapter 16: Political and Policy Context Chapter 17: Legal Issues

Chapter 1: Cultivating Community, Culture and Learning

Chapter 1: Cultivating Culture, Community and Learning
Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders Review the language of the seven standards in your text book Re-write each in “plain” English Discuss the purpose of each standard; i.e. Why would the Consortium consider this a valuable standard?

The Role of the Principal
Chapter 1: Cultivating Culture, Community and Learning The Role of the Principal Historically: A NEW APPROACH

LEADING FROM THE CENTER
Chapter 1: Cultivating Culture, Community and Learning LEADING FROM THE CENTER

Compare and Contrast the Historic Approach to the New Approach
Chapter 1: Cultivating Culture, Community and Learning Compare and Contrast the Historic Approach to the New Approach Historic Principal rules top-down Leadership dispersed according to authority A “power over” approach Principal is the leader New Principal works collaboratively Leadership dispersed according to competence A “power to” approach Principal is the leader of leaders Briefly discuss the advantages and disadvantages of each approach. What factors might have contributed to the shifting paradigm?

Creating a Professional Learning Community
Chapter 1: Cultivating Culture, Community and Learning Creating a Professional Learning Community Create a mission statement: Why does the school exist? What is its purpose? Develop a vision: What does the school wish to become? How can schools avoid the following? SCHOOL IMPROVEMENT tradition of isolation

Creating a Professional Learning Community (cont’d)
Chapter 1: Cultivating Culture, Community and Learning Creating a Professional Learning Community (cont’d) Develop value statements: What attitudes and behaviors do stakeholders value and which will teachers pledge to demonstrate? Establish Goals: Concrete evidence of implementation of school improvement Influenced by a district’s administrators Reflect a desired end result BENEFITS TO SETTING GOALS

Setting clearly defined goals benefits all stakeholders by fostering…
Chapter 1: Cultivating Culture, Community and Learning Setting clearly defined goals benefits all stakeholders by fostering… Commitment: individuals have a personal stake in outcomes Standards: enable principals to analyze performance objectively Targets: give individuals a concrete outcome, rather than a subjective one Motivation: encourages individuals to perform at highest levels

What is the practical application of the vision setting process?
Chapter 1: Cultivating Culture, Community and Learning What is the practical application of the vision setting process? A properly conceived vision serves as a filter for the myriad of daily decisions a principal is asked to make. VISION What can be done about truancies? Decisions that benefit all stakeholders in an ethical and fair manner What should we do about poor test scores? How should I handle Mr. Johnson’s yearly review?

Developing a Culture What is culture?
Chapter 1: Cultivating Culture, Community and Learning Developing a Culture What is culture? The most common characteristics of culture: Consider heroes and heroines, traditions and rituals, and cultural networks

Maintaining School Culture
Chapter 1: Cultivating Culture, Community and Learning Maintaining School Culture REMEMBER: If you do not carefully create and maintain the desired school culture, it will create itself. Hire staff carefully Train staff in desired school culture Instruct staff in technical aspects of job Reward staff for performances that reflect the values of the culture Adhere closely to values of the culture Reinforce rites and rituals of culture Identify and make available staff to serve as role models

The Principal as Instructional Leader
Chapter 1: Cultivating Culture, Community and Learning The Principal as Instructional Leader The focus on results, the focus on student achievement, the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase & Blase, 2003; Castallo, 2001; Lambert, 2003).

Shift instruction from teaching to learning…
Chapter 1: Cultivating Culture, Community and Learning Shift instruction from teaching to learning… Focus on learning: What is the difference between teaching and learning? What questions do you need to consider to facilitate this shift? Encourage Collaboration: Why is collaboration beneficial? Analyze Results: What type of data should be disaggregated and into what categories?

Shift instruction from teaching to learning…
Chapter 1: Cultivating Culture, Community and Learning Shift instruction from teaching to learning… Provide Support: What training do teachers need to facilitate this shift? What would the outcome of this support and shift look like in the classroom? Align Curriculum, Instruction, and Assessment: How does this reflect NCLB? Despite criticisms of “teaching to a test,” what are the clear benefits to an assessment driven curriculum?

Return to Table of Contents
Return to Beginning of Current Chapter Proceed to Next Chapter End Presentation

Chapter 2: Creating a Vision for Learning
Standard 2: 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 educational program, applying best practices to student learning, and designing comprehensive professional growth plans for staff.

Gaining a Perspective on the Vision: Considering the Future
Chapter 2: Creating a Vision for Learning Gaining a Perspective on the Vision: Considering the Future In addition to critical thinking and imagination, the following factors must be considered in creating a vision: The Global Society (poverty, race, gender, assimilation, etc.) Challenges in Learning (underachieving minority groups, physical and mental abuse, other sources of “education”) A SOCIALLY RESPONSIBLE VISION CHALLENGES PRINCIPALS TO EDUCATE ALL CHILDREN

Bringing the Vision Home to the School Culture
Chapter 2: Creating a Vision for Learning Bringing the Vision Home to the School Culture Basic tenants of the No Child Left Behind Act of 2001: Schools are accountable for achievement of ALL students Schools must hire highly qualified teachers Schools implement research-based programs and practices How do these criteria impact how you would create a vision for your school?

Deeper Understanding of Individuals and the Organization
Chapter 2: Creating a Vision for Learning The Systemic Vision Contextual AND dependent upon relationships: MISSION AND GOALS ACCOMPLISHED District Vision, Mission, and Goals Beliefs, Attitudes, and Values (of the leader, faculty, staff, and community) Motivated Students Relationships Built Deeper Understanding of Individuals and the Organization Campus Vision, Mission, and Goals Collaboratively Developed Action Plan for Accomplishing Goals

Creating a Vision The principal must consider:
Chapter 2: Creating a Vision for Learning Creating a Vision The principal must consider: Where has the school been? Where is the school currently? Where should the school be in the future? How do the conditions listed in figure 2-2 help a principal grow a vision? What roles do personal beliefs, values, and attitudes play in this growth?

The Leadership Framework as a Doorway to Creating a Vision
Chapter 2: Creating a Vision for Learning The Leadership Framework as a Doorway to Creating a Vision A leadership framework should include: Philosophy of education Philosophy of leadership Vision for learners Vision for teachers Vision of organization Vision of professional growth Method of vision attainment Why is the leadership framework a useful tool for creating a vision?

Shepherding the Vision
Chapter 2: Creating a Vision for Learning Shepherding the Vision BEWARE OF… Tradition Scorn Nay-Sayers Complacency Weariness Short-range thinking

Shepherding the Vision (cont’d)
Chapter 2: Creating a Vision for Learning Shepherding the Vision (cont’d) Encourage… Building ownership in the vision Thinking of the long-term benefits Seeking input from stakeholders Building confidence in stakeholders Staying with the vision Staying focused Keeping stakeholders alert to any changes Demonstrating how focus results in efficiency, effectiveness, and productivity

Mission Statements vs. Goal Statements
Chapter 2: Creating a Vision for Learning Mission Statements vs. Goal Statements Mission Statements State the purpose of the school, both generally and specifically Guide decision-making processes Guided by the vision and explain how it will be obtained Goal Statements Break the mission and vision down into specific and measurable steps The tangible results a school is trying to achieve Guided by the mission and vision

Creating Goals to Obtain a Vision
Chapter 2: Creating a Vision for Learning Creating Goals to Obtain a Vision Consider the hierarchy of goals: A means-end analysis can help a principal prioritize and organize goals What is necessary for the hierarchy shown in figure 2-3 to operate cohesively in order to achieve a stated vision?

What Makes an Effective Goal?
Chapter 2: Creating a Vision for Learning What Makes an Effective Goal? Clarity and specificity Time frame Key areas Challenging but realistic Linked to rewards Why are these criteria needed for a goal to be considered “effective”?

The Goal Setting Process
Chapter 2: Creating a Vision for Learning The Goal Setting Process Revise and Update Setting Goals Developing Action Plans Recycle Monitoring Performance Revise and Update Evaluating Results

Common Problems with Goal Setting
Chapter 2: Creating a Vision for Learning Common Problems with Goal Setting Lack of top-management support Time-consuming Excessive paperwork Overemphasis on quantitative goals Administrative style Prepackaged programs How would you overcome each of these obstacles?

Tips for Effective Goal Setting
Chapter 2: Creating a Vision for Learning Tips for Effective Goal Setting Develop a specific organizational structure Create a positive leadership climate Maintain the means-ends chain of goals Train principals Emphasize periodic feedback sessions Once goals have been set, the principal must determine HOW they will be obtained. This leads to…

Developing Plans for Attaining Goals
Chapter 2: Creating a Vision for Learning Operational plans are developed at the lower levels of the district to specify the means toward achieving operational goals and supporting tactical planning activities Time Frame for Plans Standing plans are predetermined statements that help decision makers handle repetitive situations in a consistent manner Strategic plans define the means by which the goals of the school are to be attained Tactical plans are designed to help execute strategic plans and to accomplish a specific part of the district’s strategy Operational Plan Operational Plan Operational Plan Operational Plan Standing Plans Standing Plans Standing Plans Standing Plans Tactical Plan Tactical Plan Strategic Plan

Chapter 3: Curriculum Development and Implementation

Concepts and Models of Curriculum
Chapter 3: Curriculum Development and Implementation Concepts and Models of Curriculum Consider the traditional concepts and models of curriculum outlined in the first 15 pages of chapter 3. Which of these do you most closely align yourself? Why? What different visions and goals would emerge from each of these models? Now, let’s look at some more modern curriculum models…

Modern Models of Curriculum
Chapter 3: Curriculum Development and Implementation Modern Models of Curriculum Most have an emphasis on “interdisciplinary courses, open-ended systems, intergenerational and inter-professional relationships, Socratic dialogue, multi-dimensional assessments, and multiculturalism” (McNabb, 1995). Most are open educational systems Consider the above statements and the late 20th century definitions of curriculum in your textbook. How do modern models of curriculum reflect today’s society? A closer look…

The Irby and Lunenberg Model
Chapter 3: Curriculum Development and Implementation The Irby and Lunenberg Model Curriculum must be: Led by the principal but developed collaboratively Considerate of the community Responsive to student needs Connected to vision and mission of the school Reflective of the needs of a global society Able to be assessed in terms of student performance Integrated systematically

Chapter 3: Curriculum Development and Implementation
The Ornstein Model Systemic approach: recognizes that the actions within the organization impact curriculum decisions 7 categories to the model: Political Forces Knowledge Industry External Groups Content Instructional Activities Evaluation Supervision of Curriculum Examine Figure How do these 7 categories interact to create a model of curriculum?

The Eisner Model Five dimensions needed for successful schools:
Chapter 3: Curriculum Development and Implementation The Eisner Model Five dimensions needed for successful schools: The Intentional The Structural The Curriculum The Pedagogical The Evaluative What is meant by each of these dimensions and how could they work together to create successful schools?

Relationship of Curriculum to Instruction
Chapter 3: Curriculum Development and Implementation Relationship of Curriculum to Instruction Functions of a Curriculum Plan To produce a curriculum for an identifiable population To implement the curriculum in a specific school To appraise the effectiveness of the curriculum developed Read the 15 characteristics identified by Tomlinson and Allan. Why must a principal take these characteristics into consideration in order to make positive changes to the curriculum?

The Principal as the Curriculum and Instructional Leader
Chapter 3: Curriculum Development and Implementation The Principal as the Curriculum and Instructional Leader While the principal does not need to provide ALL of the curriculum leadership, the most effective ones collect information and use it to facilitate curriculum development In order to share the responsibility for curriculum leadership a principal should: Allow teachers to take responsibility for curriculum Arrange schedule to give teachers time to work on curriculum Provide staff development Provide resources Create a community of learners (see Figure 13-9)

Curriculum Goals and Instructional Objectives
Chapter 3: Curriculum Development and Implementation Curriculum Goals and Instructional Objectives Curriculum Goals = broad, general statements to help develop programs of instruction What you WANT the students to do To achieve teacher and staff “buy-in” a principal needs to offer: Data that support the need for change Information that supports the changes in similar contexts Connection between goals and achievement measures Focus on usability, simplicity, and effectiveness Clear relationships between changes and the vision Opportunities for teachers and staff to participate in goal and objective creation Instructional Objectives = required performance, conditions for behavior, and level of performance What the student actually DOES

Curriculum Goals and Instructional Objectives (cont’d)
Chapter 3: Curriculum Development and Implementation Curriculum Goals and Instructional Objectives (cont’d) Classifying objectives Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation Affective Receiving Responding Valuing Organization Characterization Psychomotor Reflex movements Basic-fundamental movements Perceptual abilities Physical abilities Skilled movements Non-discursive communication REMEMBER: OBJECTIVES MUST CORRELATE WITH THE CURRICULUM Refer to the 7 principles for selecting learning experiences to ensure that they foster active involvement in the learning process

Developing a Needs Assessment
Chapter 3: Curriculum Development and Implementation Developing a Needs Assessment Why a needs assessment? Assists with developing or revising curriculum and assessment Ensures a dynamic and responsive curriculum Gives teachers information about learners At the curriculum level, a needs assessment includes a(n): Review and analysis of standards Review of curriculum from successful districts Interview of students, teachers, and parents Review of current students’ work Review of related literature and best practices

Aligning the Curriculum
Chapter 3: Curriculum Development and Implementation Aligning the Curriculum After a needs assessment, curriculum alignment shows WHAT will be taught in all subject areas and at each grade level Curriculum mapping provides scope and sequence of WHEN skills will be taught Curriculum benchmarking provides periodic assessments and minimum standards of achievement Curriculum audits help identify strengths and gaps in instructional practices Instructional differentiation attempts to determine which instructional methods are best for all learners

Focusing the Vision and the School’s Mission through Curriculum
Chapter 3: Curriculum Development and Implementation Focusing the Vision and the School’s Mission through Curriculum QUALITY EDUCATION “The principal is the curriculum or instructional specialist or leader who does have the understanding of philosophy, the clarity of vision, and the technical skills to move his/her programs toward meaningful activity.” Consider how the case study of Mauka Lani Elementary School exemplifies this alignment and call to action. VISION CURRICULUM

Chapter 4: Teaching and Learning

The Principal and Instructional Planning
Chapter 4: Teaching and Learning The Principal and Instructional Planning Instructional planning should be a self-reflective tool How does the cycle described in Figure 4-1 promote successful instructional planning? What are the benefits to instructional planning?

Benefits of Instructional Planning
Chapter 4: Teaching and Learning Benefits of Instructional Planning Provides a daily map Targets learner benchmarks Ensures that teacher follows up on identified weaknesses Reinforces teachers’ understanding of content knowledge Intertwined with the curriculum alignment process Beyond instructional planning, what are the added positive outcomes of the above listed benefits?

The Principal and Instructional Planning (cont’d)
Chapter 4: Teaching and Learning The Principal and Instructional Planning (cont’d) Promoting Reflective Planning: What questions would you pose to a struggling teacher concerning goals, objectives, instructional activities, assessment, revision, and implementation?

Chapter 4: Teaching and Learning The Principal and Instructional Planning (cont’d) THIS IS ONE OF THE MAIN MANDATES OF NCLB! Using Student Data to Drive Instructional Planning: What are some of the obstacles that educators face in properly using student data to aid in instructional planning? How would you overcome these obstacles? Consider the anecdote of Dr. John Barrera. How does this example demonstrate the proper use of student data? REMEMBER!

Chapter 4: Teaching and Learning The Principal and Instructional Planning (cont’d) Using Students’ Cultural Backgrounds in Instructional Planning Do not use ONLY student achievement data Consider also: Ethno-instruction and Differentiated Instruction Why are these two strategies increasingly important in today’s classrooms?

Information Processing
Chapter 4: Teaching and Learning Information Processing Read the various theories of information processing as outlined in your text. Which theory/theories do you think best explain how people process information and why? Why is it important for a principal to have a working knowledge of these various theories? How could you develop these theories into practical applications at your school?

The Effective Schools Model
Chapter 4: Teaching and Learning The Effective Schools Model What makes an “effective” school? Research shows the following… CLEAR AND FOCUSED MISSION STRONG INSTRUCTIONAL LEADERSHIP HIGH EXPECTATIONS POSITIVE HOME-SCHOOL RELATIONS FREQUENT MONITORING SAFE AND ORDERLY ENVIRONMENT OPPORTUNITY TO LEARN

Effective Teaching Practices: The 12 Principles
Chapter 4: Teaching and Learning Effective Teaching Practices: The 12 Principles Students can learn best within cohesive and caring communities Students learn more when time is allocated to curriculum related events All components of curriculum are aligned in a cohesive program designed to achieve specific goals Teacher can prepare students for learning by providing initial structure

Effective Teaching Practices: The 12 Principles (cont’d)
Chapter 4: Teaching and Learning Effective Teaching Practices: The 12 Principles (cont’d) Content is explained clearly and developed with emphasis on structure and connections Questions are planned to engage students in sustained discourse Students receive sufficient opportunities to practice and apply what they’ve learned and to receive feedback Teacher provides assistance to enable students to engage in learning activities

Effective Teaching Practices: The 12 Principles (cont’d)
Chapter 4: Teaching and Learning Effective Teaching Practices: The 12 Principles (cont’d) Teacher models and instructs students in learning and self-regulation strategies Students often benefit from working in pairs or small groups Teacher uses variety of formal and informal assessment methods Teacher establishes and follows through on appropriate expectations for learning outcomes

Conditions for Learning and Best Practices
Chapter 4: Teaching and Learning Conditions for Learning and Best Practices Conditions for Learning School is warm and inviting Curriculum includes fine arts Students learn to be effective citizens Students learn to develop skills for the workplace School has smaller class sizes Support staff is available School reviews self Data and evidence drive decisions Why are these (and the other conditions listed) considered necessary conditions for learning? Can you think of any others?

Chapter 4: Teaching and Learning
Models of Observation Read the NCTAF’s 5 propositions deemed essential for accomplished teaching Do you agree that these 5 conditions are necessary? Why/why not? Can you think of any other essential propositions? How can a knowledge of these 5 propositions help a principal improve the effectiveness of teaching and learning at his/her school?

Models of Observation (cont’d)
Chapter 4: Teaching and Learning Models of Observation (cont’d) Formative Evaluation Summative Evaluation Classroom Observations Walk-Through Observations Peer Coaching As a teacher, which of these types of observation do/did you prefer? Why? As a principal, which of these types of observation do you think will be most helpful? Why?

Chapter 5: Professional Development

The Mission of Principals Related to Professional Development (PD)
Chapter 5: Professional Development The Mission of Principals Related to Professional Development (PD) Well read and educated in latest research Defines own personal, professional growth needs according to data Scans needs of teachers, monitors instruction, and disaggregates data Thinks forward and consequentially Solution focused Initiates and implements collaboratively driven professional development plan Analyzes impact on campus Sensitive to students and community “THE IDEAL PD PRINCIPAL”

The Principal’s Mission to Teachers’ PD
Chapter 5: Professional Development The Principal’s Mission to Teachers’ PD PLAN: Work with teachers to develop a comprehensive PD targeted at individual and collective needs PROVIDE: Resources (time and money) for teachers to be reflective about their practices What is the advantage to this approach to teacher’s PD?

High Quality PD Consider Knowles observations:
Chapter 5: Professional Development High Quality PD Consider Knowles observations: Adult learners need to be self-directed Adult learners display readiness to learn why they have a perceived need Adult learners desire immediate application of new skills and knowledge Do you agree with Knowles’ findings? What are the implications of these findings on an effective PD program?

The Ten Principles of Effective PD
Chapter 5: Professional Development Effective PD focuses on teachers as central to student learning, yet includes other members of the school community Effective PD focuses on the individual, collegial, and organizational improvement Effective PD respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community Effective PD reflects best available research and practice in teaching, learning, and leadership Effective PD enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards

The Ten Principles of Effective PD (cont’d)
Chapter 5: Professional Development Effective PD promotes continuous inquiry and improvement embedded in the daily life of schools Effective PD is planned collaboratively by those who will participate in and facilitate that development Effective PD requires substantial time and other resources Effective PD is driven by a coherent long-term plan Effective PD is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning; and this assessment guides subsequent professional development efforts What would a PD program that utilizes all of these principles look like?

The Principal’s Mission for Personal Professional Development
Chapter 5: Professional Development The Principal’s Mission for Personal Professional Development Why is it essential that principals develop their own PD plan? Read the description of the PD Portfolio. What are the various components of the Portfolio and how do they work together to ensure that the principal embarks on a successful and effective PD plan? Review your own Portfolio (start one if you have not already). What components are missing or need to be updated?

Chapter 6: Student Services

Guidance and Counseling Services
Chapter 6: Student Services Guidance and Counseling Services To provide for the realization of student potentialities To help children with developing problems To contribute to the development of the school’s curriculum To provide teachers with technical assistance To contribute to the mutual adjustment of students and the school Assess the scope of the guidance and counseling services offered on your campus.

Guidance and Counseling Services (cont’d)
Chapter 6: Student Services Guidance and Counseling Services (cont’d) Role of the Counselor Personal/social issues Educational issues Career planning Major Services Assessment Information Placement and follow-up Counseling (Directive, Nondirective, and Eclectic Counseling)

Guidance and Counseling Services (cont’d)
Chapter 6: Student Services Guidance and Counseling Services (cont’d) When evaluating the program, consider… Student needs Cooperation Process and product Balance Stability Flexibility Qualified counselors Adequate counselor-student ratio Physical facilities Records Using these 10 criteria, evaluate the guidance and counseling program at your school or one you have worked at in the past. How can these characteristics help you plan for an effective program at your school?

Attendance and Student Records
Chapter 6: Student Services Attendance and Student Records Cumulative records should contain: Personal data sheet Parent’s report Child’s self-concept Sociogram Behavior reports Standardized test data What is the purpose of ensuring that these artifacts appear in student’s cumulative record?

Evaluating Student Progress
Chapter 6: Student Services Evaluating Student Progress As NCLB stresses AYP and accountability, evaluating student progress has become a critical role for the 21st century principal. Assessment can serve various purposes: Help student understand self Provide information for education/vocational counseling Help staff understand student population Evaluate the academic progress of students Help administrative staff appraise programs Facilitate curriculum revision Make instructional management decisions Make decisions about screening students Make program decisions

Evaluating Student Progress (cont’d)
Chapter 6: Student Services Evaluating Student Progress (cont’d) While many bemoan the NCLB’s emphasis on testing, assessment clearly has its benefits if the testing program is well developed Minimum components of testing battery: Emerging reading tests Learning readiness tests Intelligence tests Achievement tests Interest and aptitude tests

Reporting to Parents/Family
Chapter 6: Student Services Reporting to Parents/Family Any teacher knows that grading has its difficulties. Among them are: Teacher variability Unreliable aptitude scores for all students Policy variability Variety of alternatives to traditional methods How can a principal account for and deal with these difficulties? Compare your solutions with the following…

Methods of Reporting Grades
Chapter 6: Student Services Methods of Reporting Grades Percentage method Letter method Descriptive method Percentile method Three-group method Rank method T-score method What are the benefits and draw-backs to each of these methods? In what circumstances would you use one method over another?

Extracurricular Activities
Chapter 6: Student Services Extracurricular Activities Shouldn’t principals be concerned solely with the academic program at their school? Extracurricular activities are vital to help students develop skills and talents not readily tapped into in the traditional core subjects. Read the text’s explanation of the functions of these activities. Can you think of any others? NO

Special Education Services
Chapter 6: Student Services Special Education Services Key Legislation: Section 504 of the Rehabilitation Act of 1973 Education for All Handicapped Act of 1975 Americans with Disabilities Act of 1990 Individuals with Disabilities Act (IDEA) Key Components of IDEA: Related Services Due Process Discipline Make sure you are familiar with these terms and their legal implications. Remember that a principal must ensure the quality education of ALL students.

Gifted Education The area of Gifted Education is growing rapidly and principals must be aware of how to best serve this special population. Gifted students will NOT thrive on their own; they need and deserve the services, attention, and resources to best develop their gifts and talents. Refer to Figure 6-2 for a list of options that will help to meet the needs of gifted students

Bilingual Education As with the gifted population, students requiring bilingual services are also rapidly growing Principals must consider the following when creating an ESL program: State guidelines Student population to be served District resources

Bilingual Education (cont’d)
Chapter 6: Student Services Bilingual Education (cont’d) Principals must be aware of the following terms Early-exit Late-exit Immersion Dual immersion Submersion Dual-language Two-way

Bilingual Education (cont’d)
Chapter 6: Student Services Bilingual Education (cont’d) ESL Program Models: Pull Out Class Period Shelter English or Content-based Programs Structured English Immersion High Intensity Language Training Programs When would it be appropriate to use each of the above models?

Chapter 7: Organizational Structures
Standard 3: 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.

Important Concepts of Organizational Structure
Chapter 7: Organizational Structures Important Concepts of Organizational Structure Job Specialization Departmentalization Delegation Decentralization Span of Management What do each of these terms mean and how do they help to explain the concept of an organizational structure?

Schools as Open Systems
Chapter 7: Organizational Structures Schools as Open Systems Schools are open systems because… they interact with their environments Inputs = human, financial, physical, and information resources Transformation Process = combining and coordinating resources to attain goals Outputs = prepared and educated students, staff and community satisfaction Feedback = student, parent, staff, and community reaction to output

Leadership Functions Planning Monitoring Organizing Leading
Chapter 7: Organizational Structures Leadership Functions Planning Monitoring Organizing Leading How can an understanding of the interplay between these functions help a principal to more effectively manage the organizational structure of their school?

Administrative Roles Principal Activities:
Chapter 7: Organizational Structures Administrative Roles Principal Activities: Heavy Workload at a Fast Pace Variety, Fragmentation, and Brevity Oral Communication Are these activities unique to the role of the principal? Which of these do you find most daunting? Which of these comes naturally to you?

Management Skills Conceptual Skills: One’s mental ability to acquire, analyze, and interpret information Human Skills: One’s ability to motivate, facilitate, coordinate, lead, communicate, manage conflict, and get along with others Technical Skills: One’s ability to use knowledge, methods, and techniques of a specific discipline Consider Figure 7-3. At what level would you place yourself? Your current administrators? How does one move “up” the hierarchy?

Effective Principals Task Dimensions: Consider Sashkin and Huddle’s 13 task dimensions of a principal. How can you deliberately design your actions to build cultural as well as managerial linkages? Human Resource Activities: Consider the list of traits of ineffective administrators. Why would these be detriments to an effective principal and how could you correct each of these shortcomings?

Effective vs. Successful Administrators
Chapter 7: Organizational Structures Effective vs. Successful Administrators Effective = how well a principal was evaluated by subordinates Most time on task-related communication Human resource management Successful = rapid promotion Little time on human resource management Good at networking Politically savvy Are these findings surprising to you? What are their implications?

The Demise of Bureaucracy
Chapter 7: Organizational Structures The Demise of Bureaucracy What is the harm of bureaucracy? Explain why each of the following are seen as negative features to bureaucracy, especially in education. Division of labor and specialization Reliance on rules and procedures Emphasis on hierarchy of authority Lifelong careers and evaluation Impersonality So what are the alternatives?

Emergent Models of Organizational Structure
Chapter 7: Organizational Structures Emergent Models of Organizational Structure System 4 Design Site Based Management Transformational Leadership Synergistic Leadership Theory Total Quality Management (TQM) Read the description of each model carefully. Which one appeals to you the most and why? Regardless of which model you find most intriguing, consider…

10 Concepts Helpful in Restructuring the Content of Schooling
Chapter 7: Organizational Structures 10 Concepts Helpful in Restructuring the Content of Schooling Heterogeneous grouping Cooperative learning High expectations for all Responsiveness to student diversity Emphasis on active learning Essential curriculum Authentic assessment Technology as a tool Time as a learning resource Diverse pedagogy

Chapter 8: The Principal as Decision Maker

The Nature of Decision Making
Chapter 8: The Principal as Decision Maker The Nature of Decision Making

The Decision Making Process
Chapter 8: The Principal as Decision Maker The Decision Making Process Identifying the problem Generating alternatives Recycle process as necessary Evaluating alternatives Choosing an alternative Implementing the decision Evaluating decision effectiveness

The Rational Decision Maker
Chapter 8: The Principal as Decision Maker The Rational Decision Maker What is rational decision making? Problem is clear Single goal is to be achieved All alternatives and consequences are known Preferences are clear Preferences are constant and stable No time or cost constraints Final choice will maximize economic payoff Do these assumptions seem applicable to most school organizations you are aware of? Rationality seems limited, so…

Limits to Rationality Bounded Rationality:
Chapter 8: The Principal as Decision Maker Limits to Rationality Bounded Rationality: Decisions based on incomplete comprehension of the problem Decision makers will not succeed in generating all possible solutions Alternatives are evaluated incompletely Ultimate decision must be based on criterion other than maximization Consider: Satisfying, Heuristics, Primacy/Recency Effect, Bolstering the Alternative, Intuition, Incrementalizing, the Garbage-Can Model How can these processes compensate for the limits to rationality and allow a principal to make effective decisions?

Shared Decision Making
Chapter 8: The Principal as Decision Maker Shared Decision Making Often committees, teams, councils, etc. must make decisions too. In these instances, an understanding of the shared decision making process is necessary. To help involve teachers in the process, consider Huddleston, Claspell, and Killion’s method: Readiness: prepare for shared decision making Experimentation: build comfort in the decision making process Refinement: share the decision making process Institutionalization: shared decision making becomes norm This process is not flawless. What are the advantages and disadvantages to shared decision making?

Advantages and Disadvantages to Shared Decision Making
Chapter 8: The Principal as Decision Maker Advantages and Disadvantages to Shared Decision Making Greater sum total knowledge Greater number of approaches to the problem Greater number of alternatives Increased acceptance of a decision Better comprehension of a problem and decision Social pressures toward conformity Individual domination Conflicting secondary goals Undesirable compromises Ambiguous responsibility More time needed Obviously, a principal needs to carefully consider if the shared decision making process is appropriate for any given situation. Read Williams’s list of skills needed for effective site-based decision making. Do these tips seem “do-able”? Now read through the model provided in the text. While seemingly esoteric, what are the practical applications and advantages to this method?

Decision Making – Pattern Choice
Chapter 8: The Principal as Decision Maker Decision Making – Pattern Choice An alternative model to shared decision making, this approach focuses on a continuum of leadership from boss-centered to subordinate-centered Review Figure 8-4 for a more detailed look at this approach The principal must consider the forces in the leader, forces in the group members, forces in the situation, and long-run goals and strategy…

Decision Making – Pattern Choice (Cont’d)
Chapter 8: The Principal as Decision Maker Decision Making – Pattern Choice (Cont’d) Forces in the leader that determine which of the patterns to choose from: Value system Confidence in group members Leadership inclinations Feelings of security in uncertain situation Forces in the group members that allow for greater freedom: High need for independence Readiness to assume responsibility High tolerance for ambiguity Interested in problem Understand goals Have necessary knowledge Expect to share in process Forces in the situation that create pressure: The problem Time constraints Long-run goals and strategy to consider: Raising level of motivation Improving quality of decisions Developing teamwork and morale Furthering individual development Increasing readiness to accept change There is no formula for perfect decision making. An effective principal must consider the forces in a given situation and assess which should influence him or her in a given situation.

The Synergistic Decision Making Approach
Chapter 8: The Principal as Decision Maker Listening Active listening with respect, consideration, and no judgment Responding Paraphrase; be respectful; assume sincerity; avoid pre-judgment Reinforcing Build on previous remarks to encourage a free, non-competitive, and diverse discussion Clarifying When confusion arises, phrase neutral questions, avoid condescension, avoid impatience, and do not assume you have the answer Do you think teachers would be receptive to this process? Why or why not?

Chapter 9: Developing Effective Communication

The Communication Process
Chapter 9: Developing Effective Communication The Communication Process Communication = the process of transmitting information from one person to another Read the tips in the text on planning a successful communication process. What have been the positive traits of past communication processes you have been involved in? Negative traits? Encode Sender Decode Receiver Message Feedback Medium Noise

Organizational Communication
Chapter 9: Developing Effective Communication Organizational Communication The following slides will take a closer look at different categories of communication: Downward Upward Horizontal Formal Communication Networks Informal Communication Networks

Downward Communication
Chapter 9: Developing Effective Communication Downward Communication Information transmits from higher to lower levels Purposes of downward communication Implement goals and strategies Job instruction and rationale Procedures and practices Performance feedback Socialization What situations warrant downward communication? Which situations would be inappropriate?

Upward Communication Information transmits from lower to higher levels
Chapter 9: Developing Effective Communication Upward Communication Information transmits from lower to higher levels Types of information in upward communication Problems and expectations Suggestions for improvement Performance reports Grievances and disputes Financial and accounting information Read through the barriers to effective upward communication and the tips to improve it. What other barriers have you encountered in upward communication? What could a principal have done to overcome those barriers?

Horizontal Communication
Chapter 9: Developing Effective Communication Horizontal Communication Information transmits laterally or diagonally across lines of formal chain of command; essential for increasing coordination Categories of horizontal communication Intradepartmental problem solving Interdepartmental coordination Staff advice to line departments

Communication Networks
Chapter 9: Developing Effective Communication Communication Networks The three previous communication patterns can combine to form five common networks Chain: line authority relationships Y: two or more interacting members report to a single supervisor Wheel: several non-interacting members report to a single supervisor Circle: members interact with adjoining members, but not others All-Channel: members interact with adjoining members and all others What are the advantages and disadvantages to each of these communication networks? Informal network: The grapevine flows in all directions and is not fixed by any formal organizational chart

Managing Communication: Barriers
Chapter 9: Developing Effective Communication Process barriers: blocked communication with sender, encoding, medium, decoding, receiver, or feedback Physical barriers: concrete and real factors that block communication Semantic barriers: variations and misunderstandings of connotations Psychosocial barriers: factors such as fields of experience, filtering, and psychological distance that inhibit effective communication How can you, as a principal, work to overcome these barriers? What has been the cause of communication breakdowns you have experienced in the past? How does your experience compare with the list of factors listed in the text?

Improving Communication Effectiveness
Chapter 9: Developing Effective Communication All members of the communication process are responsible for improving communication What can a sender (a principal) do to improve communication with various stakeholders? Consider the Ten Commandments listed in the text. What can receivers do to improve communication? Again, consider the ten suggestions in the text. What is active listening? What can one do to improve giving responsive feedback? What types of non-verbal communication should one be aware of? Do the suggestions given in the text seem practical? Select at least one strategy posited from the questions posed above and explain how you would use it to improve your own communication. Then, go do it!

Chapter 10: The Principal and Change

The Nature of Organizational Change
Chapter 10: The Principal and Change The Nature of Organizational Change While most systems tend toward the status quo, principals must anticipate and direct change positively External forces for change: the marketplace, laws and regulations, technology, labor markets, economic changes …what else? Internal forces for change: problems with processes or people…such as? And yet, there is often strong resistance to change…

Why Is Change Resisted? Why have you resisted change in the past?
Chapter 10: The Principal and Change Why Is Change Resisted? Uncertainty Concern over personal loss Group resistance Dependence Trust Awareness of weaknesses Why have you resisted change in the past? What can a principal do to overcome this resistance?

Overcoming Resistance to Change
Chapter 10: The Principal and Change Overcoming Resistance to Change Some strategies: Education and communication Participation and involvement Facilitation and support Negotiation and agreement Manipulation and cooptation Explicit and implicit coercion Which of these strategies do you think would be most effective? Why? In what types of situations would you use each? What other strategies can you think of?

Getting Reform Right: What Works and What Doesn’t
Chapter 10: The Principal and Change Getting Reform Right: What Works and What Doesn’t Current research suggests the following: Change is learning Change is a journey, not a blueprint Problems are our friends Change is resource-hungry Change requires the power to manage it Change is systematic All large-scale change is implemented locally

Managing Change Types of change agents: Change agent roles:
Chapter 10: The Principal and Change Managing Change Types of change agents: Outside pressure type People-change-technology type Analysis-for-the-top type Organization-development type Change agent roles: Consulting Training Research What are some “real-world” examples of each of these types? When would a principal need to play each of these roles?

Managing Change (cont’d)
Chapter 10: The Principal and Change Managing Change (cont’d) Common characteristics of effective change Hemophily Empathy Linkage Proximity Structuring Capacity Openness Reward Energy Synergy Why are these desired characteristics of a change agent?

The Change Process Phase 1: Pressure and arousal
Chapter 10: The Principal and Change The Change Process Phase 1: Pressure and arousal Phase 2: Intervention and reorientation Phase 3: Diagnosis and recognition Phase 4: Invention and commitment Phase 5: Experimentation and search Phase 6: Reinforcement and acceptance Note that this model focuses on the role of the change agent (i.e. the principal). What would a principal actually be doing in each of these phases?

Promoting Successful School Change
Chapter 10: The Principal and Change Promoting Successful School Change Build a vision Create a positive climate Mobilize Engage community support Train Provide resources Remove barriers Please note that the previous and subsequent chapters deal with each of these strategies.

Change Strategies Process Strategies Structural Strategies
Chapter 10: The Principal and Change Change Strategies Process Strategies Survey feedback Team building Process consultation Quality of work life Structural Strategies Goal setting Job redesign Quality circles Strategic planning

Chapter 11: Budgeting and School Facilities

Basic Terms to Know Expenditures Current Expenses Capital Outlay
Chapter 11: Budgeting and School Facilities Basic Terms to Know Expenditures Current Expenses Capital Outlay Debt Service Revenue Fiscally Independent vs. Fiscally Dependent Districts Fiscal Neutrality Standard

The Budgeting Process Board of Education Superintendent CFO AS AS AS
Chapter 11: Budgeting and School Facilities The Budgeting Process Board of Education Superintendent CFO AS AS AS Budget Committee Division Head: Elementary Division Head: Secondary Elementary Building Principal Secondary Building Principal

Financial Controls What are the purposes of financial controls?
Chapter 11: Budgeting and School Facilities Financial Controls What are the purposes of financial controls? Assist principals in acquiring, allocating, and evaluating the use of financial resources Allow districts to pay short- and long-term debts Protect districts from theft, fraud, etc. Two types: internal control and financial audits

Internal Control The policies and procedures used by a district to safeguard assets and verify accounting data Effective internal control should include… Clear, formal organization Accounts for each administrative unit Handling and record keeping of assets should not be done by the same employee No one person has control over all phases of any given transaction No redundant work, but employees should check work

Financial Audits Independent appraisal of district’s accounting, financial, and operational systems Two types… External: conducted by experts outside of the district to verify district accuracy Internal: conducted by district employees to examine the accuracy of financial reports What would be the various advantages and disadvantages to external and internal audits?

AN ALTERNATIVE BUDGETING SYSTEM…
Chapter 11: Budgeting and School Facilities Zero-Base Budgeting A district starts the budgeting process at zero every year Not just adjustments to last year’s budget; EVERY expenditure must be justified Three steps: Identify Decision Units Develop Decision Packages Rank the Decision Packages AN ALTERNATIVE BUDGETING SYSTEM… What parts of a district’s organization would be best served by zero-based budget and why?

Planning-Programming-Budgeting Systems
Chapter 11: Budgeting and School Facilities Planning-Programming-Budgeting Systems Similar to ZBB, but not all programs need be justified The basic steps: Specify goals Search for relevant alternatives Measure the costs of the programs for several years Evaluate the output of each program The textbook states that “PPBS has not been the great tool in practice that its logic would imply.” Why might this be?

School Facilities Management
Chapter 11: Budgeting and School Facilities School Facilities Management Principals in the 21st century must be aware of: Rising school infrastructure costs New school constructs costs Environmental hazards inherent with aging facilities

School Infrastructure Costs
Chapter 11: Budgeting and School Facilities School Infrastructure Costs Infrastructure = the physical facilities that make up a school building (plumbing, heating, electrical, sewer, etc.) Which areas do you think would have the schools in the best/worst condition? How much of one’s budget should be allocated to these costs? Experts say 5%, but most schools put aside only 3% Why are schools falling apart and why do repairs cost so much?

Age of facilities Energy prices Weather conditions
Chapter 11: Budgeting and School Facilities Age of facilities Energy prices Weather conditions Density and vandalism Newer buildings “A ticking time bomb”: most educators and the public simply do not pay attention to the ailing infrastructure of America’s schools

Financing School Construction
Chapter 11: Budgeting and School Facilities Financing School Construction With ever increasing public school enrollments, building new schools will become a large factor in many districts throughout the country. According to the text, what are some unique challenges that building new schools brings about? How are schools built today fundamentally different from schools built decades ago?

Environmental Hazards
Chapter 11: Budgeting and School Facilities Environmental Hazards Every principal should be aware of: Asbestos Radon gas School lead Indoor air quality Electromagnetic fields What dangers do each of these hazards present and how might a principal safely handle each?

Chapter 12: Creating Safe Schools

School Violence and Drug Use
Chapter 12: Creating Safe Schools School Violence and Drug Use What does the research say? Read the bulleted points from the selected studies presented in the text. Do these findings surprise you? Why/why not? Brainstorm some action plans and strategies that a principal could implement to address the trends identified in these studies.

An Action Plan: 6 Strategies for Success
Chapter 12: Creating Safe Schools An Action Plan: 6 Strategies for Success Predict School Violence Prevent School Violence Focus Resources on Schools Strengthen the System Develop a Crisis Management Plan Create an Orderly Climate for Learning These strategies are, of course, not meant to be used in isolation of one another; a combination of all or some of the strategies, depending on your school climate, will surely help you create a safe school.

Strategy #1: Predict School Violence
Chapter 12: Creating Safe Schools Strategy #1: Predict School Violence Collect and analyze data Identify problem students and provide support Identify problem teachers and provide support and training

Strategy #2: Prevent School Violence
Chapter 12: Creating Safe Schools Strategy #2: Prevent School Violence Toughen Weapons Laws: What specific policies should a principal advocate in order to achieve this? Deal with Violent Students: What specific strategies should a principal use?

Strategy #3: Focus Resources on Schools
Chapter 12: Creating Safe Schools Strategy #3: Focus Resources on Schools Fund the Basic Education Program Teach Violence Prevention Establish Task Forces How could a principal implement this strategy considering the other financial demands a school faces?

Strategy #4: Strengthen the System
Chapter 12: Creating Safe Schools Strategy #4: Strengthen the System Improve the Juvenile Code Create a State Center for the Prevention of School Violence How, realistically, can a principal affect these systems that are seemingly out of their jurisdiction?

Strategy #5: Develop a Crisis Management Plan
Chapter 12: Creating Safe Schools Strategy #5: Develop a Crisis Management Plan Form a School-wide Crisis Management Team Conduct an Ongoing, School-wide Safety Audit Develop Policies and Procedures for Various Emergencies Conduct Safety Drills Develop a School-wide Discipline Plan Provide a Means for Students to Communicate Information to Staff Teach Students Alternatives to Violence Evaluate Administrative Practices of the School Use Resources to Identify Students “At-Risk” for Violent Behavior How could you best communicate the need to follow these steps to a resistant staff?

Strategy #6: Create an Orderly Climate for Learning
Chapter 12: Creating Safe Schools Strategy #6: Create an Orderly Climate for Learning Establish and Emphasize Goals Establish Rules and Procedures Improve Teacher-Student Relations in the Classroom What specific rules and procedures would be most helpful in creating a safe school? What specific strategies can a principal and/or teacher use to improve teacher-student relations?

Chapter 12: Creating Safe Schools
Consider… What are the pros and cons of each of the six previous strategies? Beside creating safer schools, what are the other positive outcomes of these strategies? Which of the strategies (or combination of strategies) would you be most likely to implement in your school and why? Beyond these six strategies, what else can principals do to ensure that their school is a safe one?

Chapter 13: Human Resource Management

The Human Resource Management Process
Chapter 13: Human Resource Management Recruitment Selection Legal Constraints Union Demands Staff Development Performance Appraisal

Recruitment of Staff Before recruitment can commence, principals should: Analyze the job requirements: refer to job descriptions and job specifications Know and understand legal constraints involved in recruitment: consult Table 13-1 Cultivate the sources of potential employees: promotion within a district, college placement offices, advertisements, referrals, job fairs, teacher recruitment consortiums

Selection of Staff Typical steps in staff selection:
Chapter 13: Human Resource Management Selection of Staff Typical steps in staff selection: Preliminary screening of credentials Preliminary interview Testing Reference Checks In-depth interview Physical examination Hiring decision The most complications usually arise in the interview process…

The Interview Process Typical problems: How to improve the process
Chapter 13: Human Resource Management The Interview Process Typical problems: Interviewer is unfamiliar with the job Interviewers make premature decision based on first impressions Interviewers impose personal biases on the applicants How to improve the process

A Better Interview Process Will Include…
Chapter 13: Human Resource Management A Better Interview Process Will Include… Use of a structured interview format Explicitly trained interviewers The interview as ONE aspect of the selection process Candidates that are given interviews only after references are checked Candidates whose files are screened for completeness Sufficient time for each interview Mailing candidates two or three questions prior to interview Name cards placed in front of each interviewer An evaluation form regarding the interview experience given to each candidate Why would these tips aid in the selection process? Can you think of any other useful suggestions?

DO ASK ABOUT… Why applicant wants to teach at school/district What can applicant bring to the school that is uniquely theirs Why type of grading criteria is used How applicant keeps current in the field What has applicant done to develop professionally What is applicant’s view of the relationship between faculty and administration What are some other insightful and helpful interview questions that you can think of?

DO NOT ASK ABOUT… Age Financial condition Prior wage garnishments
Chapter 13: Human Resource Management DO NOT ASK ABOUT… Age Financial condition Prior wage garnishments Home ownership Disabilities Marital status Where spouse works Pregnancy or medical history Ages of children Military experience Religious observance Ancestry, nation of origin, place of birth, original language, etc. How applicant learned a foreign language Membership in clubs that would indicate race, color, sex, etc. Names and addresses of relatives not working for the district How long applicant intends to work

Staff Development Assess Staff Development Needs: Review the three methods listed in the text. What are the benefits to these methods? Set Staff Development Goals: Why is an understanding of the three categories of objectives necessary for a principal seeking to improve staff development? Select Staff Development Methods: Examine the table that identifies widely used methods. Which of these (or combination thereof) do you think would be most effective and why?

Staff Development (cont’d)
Chapter 13: Human Resource Management Staff Development (cont’d) Evaluate Staff Development Program: Why are the questions relating to staff development outcomes important to ask? Induct Beginning Teachers: Recall how it felt when you first became a teacher. What information do you wish you had been given? What specific strategies can principals use to aid beginning teachers? Improve Support for Beginning Teachers: Which of the recommendations listed to help principals work with beginning teachers could you most easily implement at your school? Can you think of any other specific strategies that would help achieve similar results?

Staff Performance Appraisal
Chapter 13: Human Resource Management Staff Performance Appraisal Appraisal Techniques Nonjudgmental methods Judgmental methods Common Rating Errors Too strict or lenient Central tendency Single dimension Halo effect Recency of events Personal bias and first impressions

Modern Appraisal Techniques
Chapter 13: Human Resource Management Modern Appraisal Techniques Clinical Supervision: Pre-observation conference Observation Analysis and strategy Supervision conference Post-conference Goal Setting Supervisor and teacher meet to determine goals Supervisor and teacher meet to appraise performance in terms of goals set As a teacher, which appraisal techniques did/do you prefer? Why? As a principal, which do you think you will employ?

Union-Management Relations
Chapter 13: Human Resource Management Union-Management Relations Why must a principal work hard to create and maintain positive union-management relations? The Collective Bargaining Process Bargaining team selection Negotiations If negotiations are successful  ratification If negotiations are not successful  impasse Mediation Fact Finding Arbitration

Chapter 14: Community Relations
Standard 4: 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.

The Principal as a “Boundary Spanner”
Chapter 14: Community Relations The Principal as a “Boundary Spanner” A principal should be a bridge between the school and external constituencies

Leading Community Efforts during Catastrophe
Chapter 14: Community Relations Leading Community Efforts during Catastrophe Schools become a lifeline. Why is this? What a principal can do: Establish means of communication Assess damage quickly and make accommodations Prioritize needs and establish authority to make decisions Address emotional and survival needs of staff and students Arrange for training and support for mental health caregivers (prior to a catastrophe) Provide feedback to media Identify and secure available resources After a catastrophe, encourage creative lesson planning that uses lessons learned

Leading School, Family, and Community Involvement
Chapter 14: Community Relations Leading School, Family, and Community Involvement Community = just parents What members of any given community might be most helpful to a school? Why is it important that a principal learn to serve as a leader of this community and not just the school?

Leading School, Family, and Community Involvement (cont’d)
Chapter 14: Community Relations Leading School, Family, and Community Involvement (cont’d) Epstein’s types of involvement: Parenting Communicating Volunteering Learning at home Decision making Collaboration with community Comprehensive partnerships Communication avenues: Orientation meetings Newsletters School handbook Programs for families Suggestion box Home visits Conferences Journals Personal notes Phone calls Research demonstrates that parental involvement is a key factor in students’ academic achievement, self-confidence, and attitude toward school. What can a principal do to encourage and promote parental involvement, especially for minority groups? What are the advantages and disadvantages to each of these avenues?

School-Community Relations
Chapter 14: Community Relations School-Community Relations “Educational public relations is a planned and systematic management function to help improve the programs and services of an educational organization. It relies on a comprehensive two-way communication process…[to] assist in interpreting public attitudes, identify and help shape policies and procedures in the public interest, and carry on involvement and information activities that earn public understanding and support.” The National School Public Relations Association

School-Community Relations (cont’d)
Chapter 14: Community Relations School-Community Relations (cont’d) To develop two-way communication and collaboration within a community, the NPSRA suggests: Anticipate problems Handle all school publications Write news releases Stay connected to budget process Develop communication plan Conduct formal and informal research to gauge public opinion Promote school’s strengths Publicize staff and student achievement Answer request for information Provide PR training for staff Serve as liaison to community groups What else can a principal do to create strong community relations?

Public Relations Strong PR programs follow these basic steps: Research
Chapter 14: Community Relations Public Relations Strong PR programs follow these basic steps: Research Action plan Communicate Evaluate Read “A Young Principal’s Story.” Identify and evaluate the principal’s use of this process. Compare this principal’s actions with those of the principal in “A Seasoned Principal’s Story.”

Chapter 15: The Principal and Ethics
Standard 5: 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.

What Is an Ethical Principal?
Chapter 15: The Principal and Ethics What Is an Ethical Principal? “One who, in the face of adversity, ambiguity, and challenge, will reflect on what is right by some set standard or code and will act in a rational and caring manner to resolve problems and conduct business.” Do you agree with the text’s definition(s) of an ethical principal? What are some of the obstacles that might prevent a principal from behaving ethically? How might you overcome those obstacles?

Philosophical Concepts of Ethics
Chapter 15: The Principal and Ethics Philosophical Concepts of Ethics Rights Freedom Responsibility and Authority Duty Justice Equity Caring Character, Commitment, and Formality Conflict of Interest Loyalty Prudence Critique Profession Moral Imperative Considering each concept individually, why must a principal be aware of each in order to behave ethically?

Ethical Behavior in Schools
Chapter 15: The Principal and Ethics Ethical Behavior in Schools Promoting Ethical Behavior in Athletic Programs Why is this an issue? Has it become more of an issue in recent years? Why do you think this is? Consider: Athletes must be considered ends and not means Competition must be fair Participation, leadership, resources, and rewards must be based on achievement Activity must be safe for participants How do these principles sustain traditional values? What other principles should an administrator be mindful of concerning athletics?

Chapter 15: The Principal and Ethics
Ethical Behavior in Schools: Promoting Ethical Behavior through Character Education Education Is an Inescapable Moral Enterprise Parents Are Primary Moral Educators of Children Character Education Develops Virtues Teachers, Principals, and Staff Are Central to Character Education Schools Are Communities of Virtue Character Education Goes beyond Academic Curriculum Character Creation Is an Essential and Demanding Life Task What are the benefits to character education and how can these 7 principles help you develop a character education program? Consider how you would work with your superintendent, school board, and other administrators.

National and State Codes of Ethics for Principals
Chapter 15: The Principal and Ethics National and State Codes of Ethics for Principals Rationale for a Code of Ethics Provide guidelines for conduct Establish accountability and protect students Serve as catalyst for job improvement How do the guidelines and self-assessment tools supplied by these national agencies support the rationale for a code of ethics? National Associations (click for website) American Association of School Administrators National Association of Elementary School Principals and the National Association of Secondary School Principals National Education Association

National and State Codes of Ethics for Principals (cont’d)
Chapter 15: The Principal and Ethics National and State Codes of Ethics for Principals (cont’d) Review the sample state codes in the text. How do these codes support the concepts and principles discussed earlier in the chapter? Does your state supply a Code of Ethics for Educators? How does it help to ensure that educators and administrators behave in an ethical manner? Is there anything missing for your state’s code that you think would be helpful?

Chapter 16: Political and Policy Context
Standard 6: 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.

Policy: A Historical Perspective
Chapter 16: Political and Policy Context Policy: A Historical Perspective As far as policy is concerned, what is the importance of the following terms and events? Brown vs. Board of Education Differentiated curriculum Equity Socio-economically disadvantaged Public Law Accountability Data-driven decision making English Language Learner

Chapter 16: Political and Policy Context
Read the various definitions of policy in the text. What are the commonalities in these definitions? What is policy? Levels of relationship to policy Orientation Degree Resources Activity Autonomy Societal Values Instructional Values Rationale Power Relationships

Policy Theory Systems Theory
Chapter 16: Political and Policy Context Policy Theory Systems Theory Neo-pluralist Advocacy Coalition and Interest Group Theories Neo-institutional Theory Critical Theory Feminist Theory Postmodernism Ideological Theories What different insights regarding policy can be gleaned from each of the mentioned theories? Why is it important for a principal to have a working knowledge of these theories? What are the practical applications of these theories?

Dimensions of Policy Normative dimension Structural dimension
Chapter 16: Political and Policy Context Dimensions of Policy Normative dimension Structural dimension Constituentive dimension Technical dimension Take a close look at Figure 16-2 to understand how these dimension interact to create policy

Politics What is your definition of politics?
Chapter 16: Political and Policy Context Politics What is your definition of politics? How does your definition compare to those given the text? Which of Apple’s groups would you place yourself in? The majority of teachers and staff at your school? The majority of the stakeholders in your community? Why is it important to identify these groups? Why must a principal be constantly aware of the politics of education?

Types of Educational Politics
Chapter 16: Political and Policy Context Types of Educational Politics Pluralist Maintenance Politics Adversarial Politics Democratic Politics Unitary Politics Consolidated Principal Power The text states that “there are five perspectives on school politics that might be beneficial to principals to understand within their own political, school contexts.” What are the similarities and differences between these perspectives and how can an understanding of them be beneficial to a principal?

Politics: Working with the Superintendent and Other External Forces
Chapter 16: Political and Policy Context Politics: Working with the Superintendent and Other External Forces What is Davis’s take on the politics of principal evaluations? Why would this important opportunity for self-reflection cause tension between a principal and superintendent? Read the eight suggestions for working within political systems and with superintendents. Do you find these tips useful? Why/why not? Can you think of any other suggestions for working with the various political components of a district to ensure the quality education of all students?

Chapter 17: Legal Issues Standard 6: 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.

Legal Basis for Public Education
Chapter 17: Legal Issues Legal Basis for Public Education Obviously, any administrator and educator needs to ensure that all of their actions are lawful. The following slides will briefly outline the various sources of educational law.

Sources of Law: Federal
Chapter 17: Legal Issues The United States Constitution Education is NOT specifically mentioned in the Constitution, so how can the federal government regulate it? Federal Statutes Elementary and Secondary Education Act of 1965 No Child Left Behind Act of 2002 Civil Rights Acts of 1964 & 1991 Federal Administrative Agencies Department of Education Office of Civil Rights Equal Employment Opportunity Commission Environmental Protection Agency Case Law What power does the Supreme Court have concerning education?

Sources of Law: State State Constitutions State Statutes
Chapter 17: Legal Issues Sources of Law: State State Constitutions State Statutes State Administrative Agencies Case Law Local Level (school districts and service centers) What is the purpose and jurisdiction of each of the above sources for state education law?

Sources of Law: Judicial
Chapter 17: Legal Issues Sources of Law: Judicial Federal Courts State Courts State Supreme Court U.S. Supreme Court Intermediate Appellate Courts U.S. Circuit Courts (13) Courts of General Jurisdiction (Superior and Circuit Courts) U.S. District Courts (89) Courts of Limited Jurisdiction (Municipal and Small Claims)

Chapter 17: Legal Issues Schools and the State The following are the most common and pervasive issues administrators face concerning state and local legal authority in education Equal Access Act Released Time for Religious Instruction State Aid to Private Schools School Fees Transportation Textbooks, Courses, and Supplies Extracurricular Activities Compulsory School Attendance Residency Requirements Church-State Relations Prayer and Bible Reading Silent Prayer Prayer at Graduation and Extracurricular Activities

Schools and the State (cont’d)
Chapter 17: Legal Issues Schools and the State (cont’d) State’s control over curriculum: School districts must offer curriculum prescribed by the legislature or law Recent cases uphold district’s power to ban certain curriculum (but not for purely religious reasons) State-mandated performance testing: Strongly supported by NCLB Most controversy centers around using tests as graduation requirements What can a principal do to minimize litigation in these matters?

Chapter 17: Legal Issues Students and the Law Can a student, legally, say whatever they want in a school? Why or why not? What is and is not protected by the First Amendment? Can a student, legally, dress any way they see fit while in school? Why or why not? What are regulations concerning health and safety standards, gang-related dress, controversial slogans, and school uniforms?

Students and the Law (cont’d)
Chapter 17: Legal Issues Students and the Law (cont’d) Extracurricular Activities Conditions may be attached to participation in extracurricular activities Student Discipline What are the stipulations for suspensions, disciplinary transfers, and expulsions? 27 states ban corporeal punishment Protection from unreasonable search and seizure must be balanced with the need to maintain a safe school environment

Students and the Law (cont’d)
Chapter 17: Legal Issues Students and the Law (cont’d) Students with disabilities As discussed in Chapter 6, a principal must be very aware of the laws, acts, and legislation concerning students with disabilities The most significant act, IDEA, assures that students with disabilities 1) receive a free appropriate education, 2) are prepared for employment and independent living, 3) have their rights protected, and 4) receive appropriate services from the state

Chapter 17: Legal Issues Teachers and the Law Certification: What are the standards for certification in your state? Contracts: Offer and acceptance Competent parties Consideration Legal subject matter Proper form Tenure: Does your state provide tenure for teachers and other staff? Dismissal: Each state mandates proper procedure. What is your state’s procedure?

Teachers and the Law: Sexual Harassment
Chapter 17: Legal Issues Litigated under Title VII of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 Includes Sexual bribery Sexual imposition Gender harassment Sexual coercion Sexual behavior Discourage with: No-tolerance policy Wide dissemination of policy Easy complaint filing Prompt and objective investigation Appropriate remedial action

Teachers and the Law: Discrimination
Chapter 17: Legal Issues Teachers and the Law: Discrimination Federal statutes prohibit discrimination based on: Race Gender Disabilities Age Religion Pregnancy

Teachers and the Law: Collective Bargaining
Chapter 17: Legal Issues Teachers and the Law: Collective Bargaining Constitution protects free association rights but does not guarantee collective bargaining Bargaining issues to be aware of: Management rights Narrow grievance definition No-strike provision Zipper clause Maintenance of standards Just cause Reduction in force Wages and benefits

Teachers and the Law: Collective Bargaining (cont’d)
Chapter 17: Legal Issues Teachers and the Law: Collective Bargaining (cont’d) The Bargaining Process Negotiating team selected Negotiations commence In the event of an impasse: Mediation Fact finding Arbitration Bargaining Tactics: Counterproposals Tradeoffs Caucus

Chapter 17: Legal Issues Tort Liability Tort = civil wrong (not contracts) for which a court can award damages Defense against negligence: Contributory negligence Assumption of risk Comparative negligence Governmental immunity To establish negligence: Duty Standard of care Proximate cause Injury

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The Principalship: Vision to Action

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