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Learn, Lead, Succeed
PRINCIPAL AS FACILITATOR:
LEVERAGING COMMUNITY SYSTEMS
AND RESOURCES
EDA 715
Professor: Dr. Paul Wirtz
Educational Leadership Programs
College of Education and Human Services
Northern Kentucky University
Class Particulars Office Address Summer Semester, 2016 Northern Kentucky University
Hybrid Course Nunn Drive/MEP 223
Highland Heights, KY 41099
+1 859 572 6067
Email: [email protected]
Mission
The College of Education and Human Services plays an important leadership role and
collaborates with others in the creation, dissemination, and application of knowledge and
research that enhances professional practice and transforms lives, schools, and
communities
.
Vision
The College of Education and Human Services aspires to be known throughout the
Commonwealth of Kentucky and region at large as the leader in providing opportunities
for engaged learning and applied scholarship that fosters individual growth and collective
success.
Kentucky Core Academic Standards (KCAS)
Preparation of Kentucky’s students for the demands of the 21st century requires districts
and schools to prepare every student for successful transition to be College and Career
Ready. The Kentucky Core Academic Standards help ensure that all students throughout
Kentucky are provided with common content and have opportunities to learn at high
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 2 of 15
levels. As education candidates complete and implement projects and assignments
throughout their education programs at NKU, they will incorporate the components of the
Kentucky Core Academic Standards.
REQUIRED TEXT
Pawlas, G. E. (2005). The administrator’s guide to school-community relations (2nd ed.).
Larchmont, NY: Eye on Education. [ISBN: 1-59667-005-3]
COURSE DESCRIPTION Candidates will develop relationships with families and develop partnerships with community stakeholders to leverage resources to support shared goals and objectives. Candidates will identify stakeholders who are representative of the community served by the school. Candidates will study how to work collaboratively to assess the concerns, needs, and issues of families served by the school; and know how to monitor resource allocation and program implementation to assess and adjust if necessary.
COURSE OBJECTIVES
Candidates will:
Plan how to develop relationships with families
Develop and describe partnerships with community stakeholders to leverage
resources to support shared goals and objectives.
Identify stakeholders who are representative of the community served by the
school.
Describe how to work collaboratively to assess the concerns, needs, and issues of
families served by their school
Describe how to monitor resource allocation and program implementation to
assess how to adapt to make it more effective.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 3 of 15
Student Activities, Evaluation, and Grading Policies
Grading Scale:
Graduate Plus – Minus scale
Letter Grade
% Equal to or Greater than
Grade Point
A 93-100 4.00
A- 90-92.99 3.67
B+ 87-89.99 3.33
B 83-86.99 3.00
B- 80-82.99 2.67
C+ 77-79.99 2.33
C 73-76.99 2.00
F 0-72.99 0
Please note: C minus grades do not meet the criteria of C or better for continuing in
the education program.
COURSE REQUIREMENTS
Description of Course Projects/Assignments
The following assignments are to acquaint candidates with knowledge and skills related to engaging family and community stakeholders in a process of identifying needs and strategies for addressing those needs and in identifying and allocating resources to support the strategies and address needs. Please note that for Assignments 1 and 2 described below, students will work in teams of three (3). Each student will be responsible in the first few days of the course to team up with two other students in the course. Then teams will notify the professor of their team selection, and a team space will be opened up in Blackboard to ease communication amongst the members of the team.
*ASSIGNMENT 1 (Anchor Assessment) Community Connections (25 points)
Due Module/Week 6
This assignment must also be submitted in folio tech as a written document
Teams of candidates will assess current conditions within the school community and
develop relationships to connect with the community. Steps the team should take
include:
a) Assess current/historical/political conditions in school community and
identify barriers to improve student academic achievement
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 4 of 15
b) Review and analyze cognitive and non-cognitive school data e.g. State tests,
NCLB, attendance, suspension, parent conferences, etc.
c) Based upon the assessment and data, develop essential questions for
constituent groups that lead to increased student achievement and learning.
d) Meet with parents, community leaders (business, mayor, police, etc.). Utilize
protocols that allow for parents to respond to the essential questions and provide
insight into the needs of the school community
Candidates should address all of the above to complete this assignment.
*ASSIGNMENT 2 (Anchor Assessment Continued) School Improvement (25 points)
Due Module/Week 4
Identify opportunities and barriers relevant to supporting improvements in the school
community. Prepare materials outlining key findings from preliminary analyses, and
create essential questions. Establish a protocol for selecting and engaging relevant and
diverse family and community partners
a) Lead the family and community partners in a review and analysis of
internal and external data relative to the opportunities and barriers of the
issue(s)
Create a PowerPoint that you could share with the community
b) Building on the review and analysis, the partners will collectively establish a priority issue or opportunity to address.
Identify an issue that would be important to the community
c) Collect, summarize, and synthesize pertinent information (e.g., extant research, programs, policies) that informs and or addresses the issue or opportunity and share relevant information with the group.
What other data could you use besides the School Report Card?
d) Drawing on pertinent information, the candidate will lead partners in collaboratively developing an action plan to address the issue. The plan will be communicated to all appropriate stakeholders. Revisions to the plan may be made based upon stakeholder feedback.
Write an Action Plan after identifying 2 problems
e) Plan is submitted to the appropriate external entity in the relevant format for
implementation (e.g. new/revised policy, revised SIP/DIP, grant proposal, proposed local ordinance)
Do one of the above items in “e”
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 5 of 15
The above assignment should be a written paper with a separate reflection
ASSIGNMENT 3 Diverse School Assignment: (15 points) Due Module/Week 5 Visit the Kentucky Department of education web site to locate a school that is racially and/or culturally different from your current assignment. The school should have a significant percentage of students with disabilities, low socio-economic, racial/ethnic (at least two groups, one of which can be Caucasian), and English Language Learners. Write up a description, comparing the makeup of the school to your school. Do not forget to include a reflection.
a) Summarize the information including the demographics of the school
(free/reduced lunch, percent of minority populations and identify each minority,
urban/suburban school, are AYP goals met, dropout rate if applicable, number of
staff and students, and any other information that tells how this school differs
from your school)
b) Compare and contrast this school with your school, in terms of learning styles,
teaching methodology and strategies, etc. .
c) What are your thoughts? REFLECT ASSIGNMENT 4 Agency Flyer: (10 points) Due Module/Week 2 Students will locate 5 area agencies that support schools and families and describe each.
Include what the agency does, who it serves, location, contacts, etc. Create a 1-2 page
handout for staff/ parents. Be creative in your design. Include a reflection.
ASSIGNMENT 5 Grant Writing (10 points)
Due Module/Week 3
Candidates will work with stakeholders to locate and write a grant to add resources for a
critical need area (i.e., after school program, additional technology, PD’s, etc.). A very
simple grant can be found on The Greater Cincinnati Foundation link www.gcfdn.org .
The one for “kids” is a 2 or 3 page application. You can choose whether or not to submit
it for your school. The experience of writing the grant is what is important. Include a
reflection after writing the grant.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 6 of 15
WEB PARTICIPATION (15 points)
Due: Ongoing
Each candidate is expected to discuss questions/statements on the BB Discussion Board.
They are expected to create a “Thread” early in the week and respond to a group member
no later than Saturday at midnight of that week. Additionally, candidates are expected to
post 5 reflections in their personal online journals as requested. The link to the personal
journal can be found in the Assignments section of BB at the bottom of the page.
ASSIGNMENT DUE POINTS
*Assignment 1 – Community Connections Week 6 25
*Assignment 2 – School Improvement Week 4 25
Assignment 3 – Diversity Week 5 15
Assignment 4 – Agency Assignment Week 2 10
Assignment 5 – Grant Writing Week 3 10
Web Participation (BB) Ongoing 15
100
*Assignments 1 and 2 are the Anchor Assessments for this course. They should be
posted on Bb by the due date and MUST be posted on Folio Tech with your
reflection.
Field Practice
The following reflect field practice during this study: Assess social/historical/political conditions in school community and identify
opportunities and barriers relevant to supporting improvements in the school/community.
Lead family/community partners in a review and analysis of internal and external data to collectively establish a priority issue/opportunity to address, then collaboratively developing an action plan to address the issue.
Communicate the plan to all appropriate stakeholders and submit it to the appropriate external entity in the relevant format for implementation.
Convene a team of stakeholders to study and address an identified school
problem; Lead the team through a problem solving/planning process. Initiate the implementation of the plan;
Present a report on the plan/findings/implementation to the appropriate audience
(staff, council, department, district level group, etc.);
Identify agency resources in the greater community;
Identify and write grants as a resource in a critical need area.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 7 of 15
Student Learning Outcomes
Understands the importance of vision and developing a personal vision for school
leadership; Understands the importance of a collaborative process to develop shared
beliefs, vision and mission that supports student learning and achievement; Knows a variety of strategies to align resources, operational procedures and
organizational structures with the school vision and mission; Understands the role of leadership and shared decision making in school
improvement planning.
Assessment: The candidate shall Provide a vision and mission statement and a description of the process
used to develop the statements;
Select two statements that reflect a high level of collaboration and are
instrumental in the organization’s success and write a reflection; Create a list of strategies aligned with resources, operational procedures and
organizational structures with the school vision and mission; Lead the team through a problem solving/planning process that will define the
problem within the school, district, community or state context and detail a plan for addressing the problem.
Assessment Methods
The candidate shall
1. Select and utilize relevant tools to assess social, historical, and political
conditions in the school community. 2. Identify opportunities and barriers relevant to supporting improvements
in the school community. Prepare materials outlining key findings from preliminary analyses and create essential questions. Establish a protocol for selecting and engaging relevant and diverse family and community partners.
3. Lead the family and community partners in a review and analysis of internal and external data relative to the opportunities and barriers of the issue(s).
4. Building on the review and analysis, the partners will collectively establish a priority issue or opportunity to address.
5. Collect, summarize, and synthesize pertinent information (e.g., extant research, programs, and policies) that informs and or addresses the issue or opportunity and share relevant information with the group.
6. Drawing on pertinent information, the candidate will lead partners in collaboratively developing an action plan to address the issue. The plan will be communicated to all appropriate stakeholders. Revisions to the plan may be made based upon stakeholder feedback.
7. Plan is submitted to the appropriate external entity in the relevant format for implementation (e.g. new/revised policy, revised SIP/DIP, grant proposal, proposed local ordinance).
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 8 of 15
Evidence
The candidate shall submit a project portfolio including a cover document, all relevant artifacts (data collection instrument/tool, essential questions, protocol, data review analysis findings, minutes, statement of priority issue, resource documents, agendas, action plan, etc.) and a written reflection including possible next steps.
COURSE POLICIES
In general, the grade of "A" is reserved for those students whose performance in this
course is determined to be excellent. An excellent performance includes: attending class
regularly, contributing to class discussions, demonstration of appropriate dispositions,
excellent use of English grammar, punctuation, and spelling on all work submitted, work
submitted on time and in the proper form, appropriate use of professional language and
terminology, and consistent demonstration of a thorough understanding of the materials,
terms, and concepts on assignments and projects.
Teaching and learning are interactive. As such, excessive or unexcused absences, limited
participation, and/or inappropriate dispositions may result in a lowered grade regardless
of your performance on graded components of this course. No LATE assignments will
be accepted without prior instructor approval.
STUDENT HONOR CODE
The Student Honor Code [the "Honor Code"] is a commitment by students of Northern
Kentucky University, through their matriculation or continued enrollment at the
University, to adhere to the highest degree of ethical integrity in academic conduct. It is a
commitment individually and collectively that the students of Northern Kentucky
University will not lie, cheat, or plagiarize to gain an academic advantage over fellow
students or avoid academic requirements.
The purpose of the Honor Code is to establish standards of academic conduct for students
at Northern Kentucky University and to provide a procedure that offers basic assurances
of fundamental fairness to any person accused of violations of these rules. Each Northern
Kentucky University student is bound by the provisions of the Honor Code and is
presumed to be familiar with all of its provisions. Students also should aspire to conduct
themselves in a manner that is consistent with the highest degree of ethical integrity in all
matters, whether covered in the Honor Code or not. The success of this commitment
begins in the diligence with which students uphold the letter and the spirit of the Honor
Code.
In addition, students in the education programs must also adhere to the College of
Education and Human Services Code of Ethics and the Professional Code of Ethics for
Kentucky School Certified Personnel.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 9 of 15
ACCOMMODATIONS DUE TO DISABILITY
Northern Kentucky University is committed to providing reasonable accommodations for
all persons with disabilities. The syllabus is available in alternate formats upon request.
Students with disabilities: If you are seeking classroom accommodations under the
Americans with Disabilities Act, you are required to register with the Disability Programs
and Services Office in SU 303. To receive academic accommodations for this class,
please obtain the proper DPS forms and meet with me at the beginning of the
semester. More information on Disability Services can be found at
http://disability.nku.edu
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 10 of 15
Summer Schedule
EDA 715
Week/
Module
Required Readings/Activities Assignments Due
1 Read Syllabus
On the discussion board, introduce yourself to your group on BB;
tell where and what you teach, how long, etc.
Work on Assignment 1 – Community Connections (due Week 6)
Search for a grant opportunity for Assignment #5
None
2 Continue to work on Assignment 1 – Community Connections
Begin working on Assignment 2 – School Improvement
Complete Assignment 4
Continue searching for a grant you could write
Read Principal as CEO, and discuss (on the discussion board)
what you believe is the significance of the article with your group
Agency Flyer
(Assignment #4)
3 Continue to work on Assignments 1 and 2
Complete Assignment 5
In the discussion board, discuss Communicating to Avoid End of
Year Problems.
Grant Assignment
(Assignment #5)
4 Continue to work on Assignments 1 and 2
Complete Assignment 2 this week
Begin working on Assignment 3
Navigate around the NSPRA website. Click on website inside
Course Documents. On the discussion board, discuss on BB with
your group how this website could help school administrators.
School
Improvement
Assignment
(Assignment #2)
Note: This
assignment must
also be posted to
Folio Tech
5 Complete Assignment 3
Read the article Low-Cost Staff Recognition located inside of the
Course Documents; discuss in your group.
Diverse School
Assignment
(Assignment #3)
6 Complete Assignment 1
Take online Evaluation
Community
Connections
(Assignment #1)
Note: This
assignment must
also be posted to
Folio Tech
In addition to the above, you are required to participate in the discussion boards
every week from week one through week five.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 11 of 15
Student Learning Outcomes, Assessment and Standards Alignment
Candidates in this course will:
Student Learning
Outcome
Assessment
(Assignments)
Interstate School
Leaders Licensure
Consortium
ISLLC
TSSA PPGES
Understands the importance of vision and developing a personal vision for school leadership;
Anchor
Assignment Standard 1 Standard I
Standard 1
and 6
Understands the importance of a collaborative process to develop shared beliefs, vision and mission that supports student learning and achievement;
Anchor
Assignment &
Diverse School
Assignment
Standard 1, 2, 3, & 4 Standard I,
II, & III
Standard 1
and 2, & 7
Knows a variety of strategies to align resources, operational procedures and organizational structures with the school vision and mission;
Anchor
Assignment &
Grant Writing
Assignment
Standard 1, 3, & 5 Standard IV Standard 3, 4,
& 6
Understands the role of leadership and shared decision making in school improvement planning.
Anchor
Assignment Standard 1, 3, 5, & 6
Standard III
& VI
Standard 6 &
7
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 12 of 15
ISLLC Standards and Functions 2008 that apply to this course:
1a, 1b, 1c, 2a, c. 2d, 2h, 3c, 4a, 4b, 4c, 4d, 5,a, 5d, 6a, 6b.
For more information on the six ISLLC Standards, visit the CCSSO’s website at
http://www.ccsso.org/standrds.html.
Kentucky Continuum for Principal Preparation and Development - Dimensions &
Functions related to this course:
Dimension 6: Leveraging Community Systems and Resources:
Functions: 1.1e; 6.1a, 6.1b, 6.1c, 6.1d, 6.1e, 6.1f, 6.1g, 6.1h, 6.1i, 6.2a, 6.2b, 6.2c, 6.2d
Kentucky Continuum for Principal Preparation and Development (link to complete
set of standards):
http://www.education.ky.gov/kde/administrative+resources/school+improvement/leaders
hip+and+evaluation/kentucky+cohesive+leadership+system+%28kycls%29/principal+pr
eparation+redesign+initiatives.htm
Technology Standards for School Administrators (TSSA) related to this course:
ID, 2A, IIB, IIC, IID, IIE, IIIB, IIIC, IVA, IVB, IVD, IVE, VA, VB, VD, VIA, VIE.
TSSA Standards (link to the complete set of standards):
http://www.ncrtec.org/pd/tssa/tssa.pdf
Dispositions:
The Principal candidate believes in, values, and is committed to:
1. The educability of and life-long learning for everyone;
2. Student learning as the fundamental purpose of schooling;
3. Making management decisions to enhance learning and teaching;
4. Schools operating as an integral part of the larger community;
5. Bringing ethical principles to the decision making process for the common good of
the community;
6. The importance of continual engagement with families, community stakeholders, and
other decision makers;
7. Education as key to opportunity and social mobility;
8. Being an advocate for the protection of student rights and the improvement of student
opportunities.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 13 of 15
RECOMMENDED READINGS
Beach, R. H., & Trent, J. (2000). Public relations in schools (2nd Ed.). Columbus, OH:
Merrill. Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student
achievement in high-performing schools. Thousand Oaks, CA: Corwin Press. Covey, S. R. (1997). The seven habits of highly effective families. New York, NY: Golden
Books. Conzemius, A. E., & O’Neill, J. (2001). Building shared responsibility for student
learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Dietz, M. J. (1997). School, family, and community: Techniques and models for
successful collaboration. Gaithersburg, MD: Aspen Publishers. Dufour, R. & Eaker, R. (1998). Professional learning communities at work. Alexandria,
VA: Association for Supervision and Curriculum Development.
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How
professional learning communities respond when kids don’t learn. Bloomington,
IN: National Educational Service. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A
handbook for professional learning communities at work. Bloomington, IN: Solution Tree.
Fiore, D. J. (2001). Creating connections for better schools: How leaders enhance school
culture. Larchmont, NY: Eye on Education. Holcomb, E. L. (2007). Students are stakeholders, too! Including every voice in authentic
high school reform. Thousand Oaks, CA: Corwin Press.
Kowalski, T. (2004). Public relations in schools. Upper Saddle River, NJ: Pearson Education, Inc.
Meek, A. (1998). Communicating with the public: A guide for school leaders. Alexandria,
VA: Association for Supervision and Curriculum Development. Trumbull, E., Rothstein-Finch, C., Greenfield, P. M., & Quiroz, B. (2000).
Bridging cultures between home and school: A guide for teachers. Boston, MA: WestEd.
Wald, P. J. & Castleberry, M. S. (2000). Educators as learners: Creating a professional
learning community in your school. Alexandria, VA: Association for Supervision and Curriculum Development.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 14 of 15
Whitaker, T. & Fiore, D. J. (2001). Dealing with difficult parents: And with parents in difficult situations. Larchmont, NY: Eye on Education.
Whitaker, T., Whitaker, B. & Lumpa, D. (2000). Motivating and inspiring educators: The
ultimate guide for building staff morale. Larchmont, NY: Eye on Education.
Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)
Course Syllabus - Page 15 of 15
Rubric for Written Assignments for EDA 715
Key Elements Evaluative Criteria
_____________________________________________________________
Comprehension of Topic The writing indicates a complete
understanding of the topic.
_____________________________________________________________
Writing Effectiveness:
Idea Development The writer develops relevant ideas
clearly and fully. Details, examples
anecdotes, or personal experiences
explain and clarify the information.
Organization The writer organizes information
logically in paragraphs. Includes
an effective introductions and ending
that engages the reader.
Appropriate ISSLIC Standards and
Indicators are identified.
Language Usage The writer provides lively and
descriptive language. Details,
anecdotes, and examples explain
and clarify information
Mechanics Writing shows few (three or less) errors
in basic language conventions.
………………………………………………………………………………
Comprehension of Topic: Writing Effectiveness:
All four elements are evident: 3 Excellent 3 to a high degree
2 Satisfactory 2 to a satisfactory degree
1 Somewhat evident 1 to a limited degree
0 No key elements are adequately demonstrated: equal to a blank/late
assignment