2. MCLA Leadership Academy 2002 Fundamentals of Educational Administration Dr. Sheila Tebbano

3. Course Overview This course intends to give students an overview of issues that school administrators face in their work, organizational structure, history of education in America, and an understanding of leadership philosophy. The course will blend theory with practical application through dialogue, sharing, case studies, and reading. Syllabus is being copied and will be avilable for you on Tuesday.

4. Expectations Class Participation Group Activities and Presentations Internet Searching In-class Writing Assignments Class Reading Final Presentation Course syllabus will be provided in hard copy.

5. Ground Rules for Success Listen Actively No Put Downs Permissions to Pass We are all learners Answer for yourself Contribute Question Respect Confidentiality Your Needs?

6. Team Building Share Your Name Where You Work What You Do at Your Place of Work One Thing No One Would Believe About You

7. Drawing Exercise Can we put the “fun” in Fundamentals?

8. Be a Risk Taker!

9. Educational Philosophy Classic Texts and Manuscripts in Education http://carbon.cudenver.edu/~mryder/itc_data/ etexts.html

10. History of Education in America HISTORY OF AMERICAN EDUCATION WEB PROJECT This page was last edited on 12/03/1999 11:42:17. It was originated and is currently maintained by Professor Robert N. Barger. It is dedicated to F. Raymond McKenna, longtime Professor of Philosophy and History of Education at Eastern Illinois University. It has been designated as an "Internet Site of the Day" by THE CHRONICLE OF HIGHER EDUCATION and also a selection of the Internet Scout Report for the Social Sciences. A mirror site is located at http://www.ux1.eiu.edu/~cfrnb/Professor Robert N. Barger http://www.ux1.eiu.edu/~cfrnb/

11. Frederick Taylor (1856 – 1915) Bethlehem Steel Known as Father of Scientific Management Published Principals of Scientific Management in 1911 – Broke jobs down into their smallest movement – Increased worker’s output Schools are based on the Industrial Model as defined by Taylor http://ollie.dcccd.edu/mgmt/1347/book_contents/1over view/management_history/mgmt_history.htm

12. Dr. William Glasser “We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss with others 80% of what we experience personally 95% of what we teach someone else.”

13. Leadership Seeing is believing! Video Example Apollo 13 Talk to a partner about the leadership style in this clip?

14. Organizational Culture Organizational cultures help employees answer the question “who are we?” A sense of identity helps employees feel more connected to each other and the organization. Members learn what role they fulfill in the larger picture of their workplace.

15. 7 Indicators of Organizational Culture Symbols – golden arches, swish mark Practices – The way we get things done each day – Daily routines Vocabulary – Jargon, technical language, specialized

16. Metaphors – Walmart is like a family Stories – The story of Lee Iaccoca working for one dollar during his first year as the CEO at Chrysler in the 1970’s is still told around the organization. Rites or Rituals – Dress down Friday, bonus checks, company picnics or parties, or any event which occurs with regularity Constructs – Processes used by employees to help them accomplish their daily tasks. I.D. Cards allow employees to be easily recognized

17. Talk to your partner about the organizational culture of your school or organization. Can you identify with the indicators within your organization?

18. Bolman and Deal Organizational Frames – Structural – Political – Human Resources – Symbolic Handout – group reading and presentation

19. Principle Centered Leadership By Steven Covey Leaders are continually learning. Leaders are service oriented. Leaders radiate positive energy. Leaders believe in other people. Leaders live balances lives. Leaders see life as an adventure. Leaders are synergistic. Leaders exercise self-renewal.

20. Peter Senge Schools That Learn (2000) NY: Doubleday – Learning Organization Theory – The 5 Disciplines 1. Personal Mastery 2. Mental Models picture activity 3. Shared Vision 4. Team Learning 5. Systems Thinking

21. Community and Shared Vision Reference: Senge, P. (1994) The fifth discipline field book: Strategies and tools for building a learning organization. New York: Doubleday. 1. Terms that are often overused and misunderstood o Community: a location or a connection of social organizations. Leader must consider both, as they are interrelated.  Logistics, demographics, support systems  Directly influence development of children’s behavior and affects their learning as they observe and interpret the messages they receive.

22.  Vision is the ability to perceive something not actually visible. Vision involves keen foresight and powerful imagination.  Shared vision is a complex process in which a group of people united by a common goal work together to make the vision a reality.  Administrator’s task is to lead the group in the difficult journey that may be filled with pitfalls, disappointments, and setbacks.

23. 2. Steps to building a shared vision and empowering the community. 1. Spend time to reflect why you should undertake the difficult process. 2. Hire staff that want to be a part of a larger process, who understand the community, and who share your vision.

24. 3. Share introductions Make sure office staff is friendly and welcoming Introduce new staff to current staff. –Welcome back parties, open house, non-threatening atmosphere for parents to get acquainted with the staff and the school. Establish procedures for welcoming new students and staff after school begins

25. 4. Acquaint the staff with the community’s needs, assets, special characteristics, and key individuals. Tour the community with staff every 2-3 years so teachers get an idea of where their students live and how they get to school. Home visits?

26. 5. Next, you must show that you are serious about building and sharing a vision with the community and its children. Have conversations with small, representative community groups about the kind of school they want, and what the roles of the principal, teachers, students, parents, mentors, community members, office staff, custodians should be.

27. 6. A representative group should review all the pieces and formalize a collective vision that incorporates as many different elements as possible.

28. 6. Publicize the vision throughout the community. Include it in all newsletters Present it to students and discuss with them its implications and their roles in achieving it Discuss it with parent groups, noting their roles. Identify ways the school can help them, and ways they can help the school and each other, in realizing the vision.

29. 7. Keeping the vision alive. Revisit it every year. –Are stakeholder groups on track? –Are school decisions consistent? –Is the community making the vision a reality. Does the vision ever change?

30. Joy in the Job More and more is being asked of today’s school administrators. School administration theory and responsibility have changed. What hasn’t changed is the “fun” part of the job. What activities give administrators joy on the job? It’s group time!

31. FISH Philosophy Choose Your Attitude There is always a choice about the way you do your work, even if there is not a choice about the work itself.

32. Play Happy people treat others well Fun leads to creativity The time passes quickly Having a good time is healthy Work becomes a reward and not just a way to rewards

33. Make Their Day Engage people Look for ways to create great memories. Whenever you create a memory you make someone’s day. Focusing your attention on ways to make another person’s day provides a constant flow of positive feelings.

34. Be Present The past is history The future is a mystery Today is a gift That is why we call it the present.

36. Reflection The act of reflection provides an opportunity for: – Amplifying the meaning of one’s work through the insights of others – Applying meaning beyond the situation in which it was learned – Making a commitment to modifications plans, and experimentation – Documenting learning and providing a rich base of shared knowledge

37. http://www.drtomkelly.com/ No one thinks we need higher academic standards more than me. At the same time I must say that the higher standards we need most are not academic. The higher standards we need most are moral, and until we get that straight the schools and the general culture are going nowhere but down." Dr. Thomas Kelly, Ph.D. Presently Dr. Kelly is: Working to implement the ideas of William Glasser, W. Edwards Deming and Steven Covey in schools Assisting schools in systemic assessment to guide systemic change New book on character education

38. 95% OF THE CHRONIC PROBLEMS OCCURING IN ORGANIZATIONS ARE SYSTEMIC. W. Edwards Deming THE ONLY ASSESSMENT THAT CAN BRING EXCELLENCE IS SELF ASSESSMENT. William Glasser SYSTEMIC CHANGE MUST BE DRIVEN BY SYSTEMIC ASSESSMENT. FOR QUALITY, THE SYSTEM (SCHOOL) MUST ASSESS ITSELF. Thomas F. Kelly

39. HUMBLE LOYAL COURAGEOUS MODERATE SELF DISCIPLINED PATIENT FORGIVING PERSEVERENT GENEROUS PRUDENT HONEST RESPECTFULL HOPEFUL RESPONSIBLE JUST/FAIR SIMPLE KIND SPIRITUAL VIRTUES: BEHAVIORS THAT MAKE ME GOOD

40. SOME VALUES COMMONLY CONFUSED WITH VIRTUES CULTURE HISTORY BELONGING KNOWLEDGE ETHNICITY RELIGION FAMILY PEACE FREEDOM `POWER FUN RACE

41. Character Education Resources http://www.region.york.on.ca/cc/pdf/resources.pdf http://www.canandaiguaschools.org/CAprofes sional/guidance/charactereducation.asp

42. Every school’s goal should be to habituate reflection throughout the organization. The ultimate purpose of reflection is to get us into the habit of thinking about our experiences. Individually Collectively with teachers, students, and the school community External and internal voices.

43. Technology – Professional development Creating a New Culture of Teaching and Learning by Alan November (article) Databases – Attendance, Grades, Test Data, Financial Records, Budget, Demographic Information Scheduling

44. Who Moved My Cheese

45. School Safety Discipline Violence Crisis NYS – SAVE Legislation Harassment

46. Teacher Support Supervision Hiring Support – 22% of all new teachers leave the profession in the first three years because of lack of support and a “sink or swim” approach to induction. U.S. Education Department, office of Educational Research and Improvement Isolation

47. Resources – Promising Practices, “The Induction of New Teachers.” www.ed.gov/pubs/PromPractice/chapter5.html

48. Leader of Leaders American school day was never designed with time for professional development in mind. – State requirements – Adult learning theory

49. Internet Resources for Administrators http://www.chalktalkonline.com/pages/links.h tml http://www.edu-leadership.com

50. http://www.nsba.org/sbot/toolkit/ Policy Resources http://www.nsba.org/sbot/toolkit/PolSrc.cfm

51. This graph, taken from The Education Commission of the States', Bridging the Gap, clearly shows the rising achievement levels of students in recent years. Education in the U.S. IS improving. The issue is that educational improvement is not keeping pace with public expectations. Many American schools are doing the best job of educating children in their history, but they’re not changing fast enough to keep up with the demands of the world’s economy and the expectations of the American public. This figure illustrates the central public policy challenge of education reform in the current political environment.

52. Data Driven Decision Making Tools for Schools Video – handouts The Real Causes of High Achievement by Mike Schmoker http://www.sedl.org/pubs/sedletter/v14n02/1.h tml

53. SCANS Report In 1992, the U.S. Department of Labor issued a report developed by the Secretary’s Commission on Achieving Necessary Skills (SCANS). Entitled "Learning a Living", the report identifies the skills and competencies necessary for the workplace and outlines how to incorporate them into American schools. In addition, the Commission issued several other reports addressing such issues as building community coalitions and giving anecdotes from schools currently using the SCANS ideas in their work. Read this entire section by scrolling down or do directly to the following: http://www.academicinnovations.com/report.html

54. http://www.gse.harvard.edu/~principals/ http://www.edfacilities.org/links/ http://www.edfacilities.org/

55. The Journal of Cases in Educational Leadership (JCEL) The Journal of Cases in Educational Leadership (JCEL) publishes in electronic format peer-reviewed case studies appropriate for use in programs that prepare education leaders. Building on a long tradition, the University Council for Education Administration sponsors this journal in an ongoing effort to improve administrative preparation. The Journal editorial staff seeks a wide range of cases that embody relevant and timely presentations of issues germane to the preparation of educational leaders. Cases published in JCEL may be downloaded and duplicated for non-profit use by any individual or education/public agency. Such reproduction must bear the citation of the article, including author's name, title of case, journal name, issue and page numbers. Commercial use of this journal in whole or in part is strictly prohibited. http://www.ucea.org/cases/past.html

56. http://www.ael.org/rtec/admin.htm http://www.suno.edu/Education/Bibliography.doc Knowledge Bases Including Theories, Research, the Wisdom of Practice, and Education Policies SYSTEMIC ASSESSMENT FOR QUALITY SCHOOLS by Thomas F. Kelly, Ph. D. A MANUAL FOR SCHOOL SELF ASSESSMENT Overhead masters for presentations and training Worksheets for planning and assessment Seventeen different needs assessment surveys (can be customized), already used by more than 5,000 schoolsneeds assessment surveys Make your own survey (see following) Incorporates the ideas of W. Edwards Deming, William Glasser, and the Johnson City Public Schools If self improvement is to be a continuous process, it must be guided by continuous self-assessment. http://www.drtomkelly.com/download.htm

57. Leadership Characteristics that Facilitate School Change By Sylvia Méndez-Morse http://www.sedl.org/change/leadership/welcome.html Table of Contents Credits and Acknowledgements Introduction History of Leadership Research  Traits Model of Leadership: Leaders versus FollowersTraits Model of Leadership: Leaders versus Followers  Situational Leadership: Impact of the Setting on LeadersSituational Leadership: Impact of the Setting on Leaders  Effective Leaders: Two DimensionsEffective Leaders: Two Dimensions  Contingency Models: More than the SituationContingency Models: More than the Situation  Nonleader Leadership: Many LeadersNonleader Leadership: Many Leaders  Current Leadership ResearchCurrent Leadership Research Leaders vs. Managers Vision Shared Vision Valuing Human Resources Transformational Leadership Characteristics of Leaders Change  VisionVision  Believing that Schools are for Student's LearningBelieving that Schools are for Student's Learning  Valuing Human ResourcesValuing Human Resources  Communicator and listenerCommunicator and listener  ProactiveProactive  Risk-takersRisk-takers  Summary of CharacteristicsSummary of Characteristics Conclusions  Implications for further researchImplications for further research References

58. Awkward's Humour and Sillies Excuses, Excuses These are actual excuse notes from parents (including spelling): I think a good portion of these came from student's as well... My son is under a doctor's care and should not take P.E. today. Please execute him. Please excuse Lisa for being absent. She was sick and I had her shot. Dear School: Please ekscuse John being absent on Jan. 28, 29, 30, 31, 32, and also 33. Please excuse Gloria from Jim today. She is administrating.

59. Leadership Gap Every day we encounter situations, circumstances or seemingly impossible problems that could be ameliorated, if not solved by the exercise of leadership. At school or in our workplace situations arise that are allowed to develop or continue due to a lack of leadership. We do not act ourselves nor do we empower others to fill the void. Because of our belief in leadrship myths we are sometimes blind to our hidden potential for responding. We recognize that leaders could make a difference but don't act. 1. Create a list of situations that seem to be an issue or at impasse and that might be resolved by the intervention of a leader. 2. What keeps you from taking the action you know is needed to solve the problem? What leadership myths get in your way? Do you have any support in demonstrating leadership in this situation? 3. What would you do to solve the problem? How would you demonstrate leadership ability? Thinking about leadership... How were you encouraged or discouraged to exercise your leadership skills? http://gsep.pepperdine.edu/~cldemarc/ed639/leadership_gaps.htm

60. http://www.ascd.org/handbook/demo/curricre new/pocr/fig3.gif

61. Learning Organizations http://www.ncrel.org/cscd/pubs/lead21/2-11.htm

62. RESOURCES To view the Resources associated with each workshop, click on the workshop title, below. "CONCEPT TO CLASSROOM" is a collaboration between Thirteen Ed Online and Disney Learning Partnership.

63. http://www.upei.ca/~fac_ed/projects/handbook/index.htm The role of the school administrator is critical to the success of the school library program, so read on, browse, try our links and you will find many helpful resources and ideas. http://www.memphis-schools.k12.tn.us/admin/tlapages/tech_plan_quest.htm A WebQuest for K-12 Administrators Designed by Bill Byles Bill Byles

64. Another adm. webquest Ancient Civilizations International School An Internet WebQuest on Mesopotamia, The Indus Valley Civilization, Ancient China and Ancient Egypt created by Sue Reid email: reids@aes.ac.in http://www.aesms.org/CSUNweb/webquest/ Wqreid/index_.htmreids@aes.ac.inhttp://www.aesms.org/CSUNweb/webquest/ Wqreid/index_.htm

65. Webquest for Lois-Ann Yamanaka's Name Me Nobody http://homepages.wmich.edu/~e7neeley/we bquest.html http://homepages.wmich.edu/~e7neeley/we bquest.html

66. Administrator Bookmarks http://www.esc12.net/BOOKMARK/admin.htm http://www.eduscapes.com/ Selected Internet Resources for Education http://www.aea10.k12.ia.us/Resource.html http://www.aea10.k12.ia.us/Resource.html

67. http://www.mnsfld.edu/~swoolley/ed596/re s.htm http://www.mnsfld.edu/~swoolley/ed596/re s.htm RESPECTT (Albuquerque Public Schools Learning Technologies) Raising Educational Standards, Professional Excellence & Communication through Technology http://www.aps.edu/aps/sw_depart/ittp/reso urces.html http://www.aps.edu/aps/sw_depart/ittp/reso urces.html

68. Staff/Professional Development Creating the CyberSchool http://www.tnellen.com/school/staff.html The Educators Portal http://www.educatorsportal.com/ Web Resources for Teachers http://www.middlecountry.k12.ny.us/web%20resources/W ebResources-Teacherlist.htm http://www.middlecountry.k12.ny.us/web%20resources/W ebResources-Teacherlist.htm

69. A Framework for Continuous Improvement QUEST challenges members of a school community to embark on a journey of continuous learning and improvement. This journey begins with the articulation of core values and the creation of a shared vision. Support for the journey comes as participants, focused on a shared vision, intentionally engage in activities designed to broaden the learning community, sharing leadership, and strengthening the learning culture of the school. Impetus comes from a student focus: establishing shared goals for learning, assessing student learning, and enabling SMART* learners (*successful, motivated, autonomous, responsible, and thoughtful). Momentum for continuous improvement is fueled by the energy of individuals--derived from commitment to a shared vision, caring about each other and members of the broader community, excitement of learning together, and the potential for every child to become a SMART learner. core valuesshared visionbroaden the learning communitysharing leadershipstrengthening the learning culture establishing shared goals for learningassessing student learningenabling SMART* learnerscore valuesshared visionbroaden the learning communitysharing leadershipstrengthening the learning culture establishing shared goals for learningassessing student learningenabling SMART* learners http://www.ael.org/rel/ quest/framewk.htm

70. QUILT Wait Time Test http://www.ael.org/rel/quilt/ql971003.htm

71. Educational Quotes for the 21stC prepared by http://www.leading-learning.co.nz/famous- quotes.html http://www.leading-learning.co.nz/famous- quotes.html

72. Topics Learning Styles – Learning Environment Parent Involvement/Communication – Community Empowerment: Building a Shared Vision (article) http://www.saesp.org/comm/p1196a.htmhttp://www.saesp.org/comm/p1196a.htm – BCMS school improvement team parent communication survey Relationships Avoiding the cold within: Instructional relationships systematically applied (article) http://www.nassp.org/pbulications/schools_in_the_middle/hoff. htm

73. Learning Community Thoughts Ten years ago Peter Sense introduced the idea of the 'Learning Organisation', Now he Says... to change we need to stop thinking like mechanics and to start acting like gardeners... Companies are actually living organisms not machines' Fast Company People come to relate to each other in predicable ways, which form a pattern that when defined the structure of relationships - norms, expectations, taken for granted habits of communicating. These patterns aren't fixed; they can change. Fast Company ' Communities of the mind are collections of individuals who are bonded together by natural will and to a set of shared ideals and ideals.' Thomas Sergiovanni A learning organisation sees the environment. as messy, complex and volatile. It picks and chooses it's way attempting to use certain events as catalysts for action, turn constraints into opportunities, and blunt or minimise the impositions that do not make sense...because they know that that is the only way to survive and prosper in a complex environment. Michael Fullan 'Shared values are more important than paper and policies. We need, passion, people, and pride. Leadership not management.' Lester Levy 'Without question we have had a breakdown in the sense of community. The solution is to restore a sense of community...and doing within the school.' James Comer 'It's not the biggest, the brightest, or the best that will survive, but those who adapt the quickest'. Charles Darwin 'To raise new questions, new problems, to regard old problems from a new angle requires creative imagination and makes real advances' Albert Einstein ' Education for the future has left the harbor and is already on the open seas. Some educators are still clinging to the belief that the ship hasn't left and are invested in business as usual. Some educators are enjoying the freedom of the open seas.... excited about the foreign ports and places they will visit. Renata and Geoffrey Caine 'Changing public education is like punching a pillow or as someone once said like moving a cemetery; after you've done all the work you still have a cemetery.' Art Costa ‘Our challenge. How do we create organisational coherence...how do we create structures that move with change, that are flexible and adaptive...that enable rather than constrain? How do we resolve the need for personal freedom and autonomy with organisational needs for prediction and control‘ Margaret Wheatley

74. "THE FOUR AGREEMENTS IN THE WORKPLACE” Everything we do is based on agreements we have made. In these agreements we tell ourselves who we are, what everyone else is, how to act, what is possible, and what is impossible. What we have agreed to believe creates what we experience. When these agreements come from fear, blocks and obstacles develop keeping us from realizing our greatest potential. Based on ancient Toltec wisdom, the Four Agreements offer a powerful code of conduct that can rapidly transform our lives and our work into a new experience of effectiveness, balance and self supporting behavior. Make your life easier, make the change consciously today to improve your life! http://www.itzarion.com/lifeagree.html

75. The Four Agreements Based on the wisdom of Don Miguel Ruiz BE IMPECCABLE WITH YOUR WORD Speak with integrity. Say only what you mean. Avoid using the word to speak against yourself or to gossip about others. Use the power of your word in the direction of truth and love.

76. DON’T TAKE ANYTHING PERSONALLY Nothing others do is because of you. What others say and do is a projection of their own reality, their own dream. When you are immune to the opinions of others, you won’t be the victim of needless suffering.

77. DON’T MAKE ASSUMPTIONS Find the courage to ask questions and to express what you really want. Communicate with others as clearly as you can to avoid sadness, misunderstandings, and drama. With just this one agreement, you can completely transform your life.

78. ALWAYS DO YOUR BEST Your best is going to change from moment to moment; It will be different when you are healthy as opposed to sick. Under any circumstance, simply do your best, and you will avoid self- judgment, self-abuse, and regret.