EDAD 5382.007: Foundations of Educational Administration / Fall 2009
Instructor Information:
Instructor: / Dr. Ava J. Muñoz / Phone: / (817) 272-3397Office: / Trimble Hall, 104C / Fax: / (817) 272-2127
E-Mail: /
Office Hrs: / Monday, Wednesday and Thursday
(1:00-4:00 pm)
Other times by appointment.
Course Information:
Course Title: / Foundations of Educational AdministrationCourse Number: / EDAD 5382.007
Semester: / Fall, 2009
Course Location and Time: / Friday, 3:00-6:00 PM , UTASF 119/WebCT
Catalog Description
Foundations of Educational Administration will address the various aspects of instructional leadership roles and responsibilities of central office as well as building level administrators and supervisors. Topics included will be the history of educational administration, educational philosophy, the global understanding of administrative roles in urban and rural settings, professional organizations, as well as an overview of educational reforms, site-based management, governance, instructional management, evaluation, exchanging of ideas, making changes, coaching beginning teachers, mentoring of teachers and peers, and a diverse educational community.Course Prerequisites:
There are no prerequisites listed for this course.Textbook(s) and Materials:
Required Textbooks:· Kouzes, J.M. and Posner, B.Z. (2003) The leadership challenge workbook (paperback). San Francisco, CA: Jossey-Bass.
· Payne, R. K. (2008). Under-resourced learners: 8 strategies to boost student achievement (perfect paperback). Highlands, TX: aha! Process, Inc.
Suggested Additional Reading:
· Gladwell, M. (2008). Outliers: The story of success (hardcover). New York: Little, Brown and Company.
· Sergiovanni, T.J., Kelleher, P., McCarthy, M.M. and Fowler, F.C. (2008). Educational governance and administration (6th edition) (hardcover). Boston: Allyn & Bacon.
· Urban, W.J. and Wagoner Jr., J.L. (2008). American education: A history (4th edition) (paperback). New York: Routledge.
University Mission:
The mission of The University of Texas at Arlington is to pursue knowledge, truth and excellence in a student-centered academic community characterized by shared values, unity of purpose, diversity of opinion, mutual respect and social responsibility. The University is committed to lifelong learning through its academic and continuing education programs, to discovering new knowledge through research and to enhancing its position as a comprehensive educational institution with bachelor’s, master’s, doctoral and non-degree continuing education programs.College Mission:
The mission of the UTA College of Education is to develop and deliver educational programs that ensure the highest levels of teacher, administrator, and allied health science practitioner preparation and performance. As a recognized contributor to the fields of education and allied health science, the College engages in effective teaching, quality research, and meaningful service. The College is committed to diversity and to the advancement of active teaching and learning in all educational environments and at all levels.Core Values:
Excellence
Student-Centered Environments,
Research
Collaboration
Diversity
Technology
Field Experiences
Life-Long Learning
Conceptual Framework:
The work of the College of Education is grounded in constructivism as a theory of teaching and learning and is done in a spirit of expectation that all involved in the College of Education, whether candidate, faculty or administrator, will hold the following as important: Excellence, Student-Centered Environments, Research, Collaboration, Diversity, Technology, Field Experiences and Life-Long Learning.Partners for the Future serves as the theme of the College of Education and epitomizes the understanding that it takes a village of partners to insure the future of education for all
National Standards:
ELCC 2001-4 / 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.ELCC 2001-5 / Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students ay acting with integrity, fairly, and in an ethical manner.
ELCC 2001-6 / 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.
State Domains and Competencies:
TX-TEXES-COMP. / COMPETENCY: The teacher understands the importance of family involvement in children's education and knows how to interact and communicate effectively with families.This course will address indirectly all of the TExES competencies for the Principalship. The skills of research and evaluation are not directly tested within any particular competency. However, the skills of research and evaluation are an integral part of a principal conducting his/her duties on a day-to-day basis.
Domain 1: School Community Leadership
Competency 1: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Competency 2: The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs, and mobilize resources to promote candidate success.
Competency 3: The principal knows how to act with integrity, fairness, and in an ethical and legal manner.
Domain 2: Instructional Leadership
Competency 4: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure candidate performance.
Competency 5: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to candidate learning and staff professional growth.
Competency 6: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management.
Competency 7: The principal knows how to apply organization, decision-making, and problem solving skills to ensure an effective learning environment.
Domain 3: Administrative Leadership
Competency 8: The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management, and technology use.
Competency 9: The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment.
Learning Outcomes:
Course Learning Goals/Objectives: By the end of the course, candidates will:1. Demonstrate a fundamental knowledge of the historical and philosophical components of
educational administration;
2. Be cognizant of the reforms, restructuring and critical issues facing educational
administrators today;
3. Make the transition from a classroom to a school and school district leadership perspective;
4. Display understanding of theories applicable for educational leadership;
5. Demonstrate standards of leadership for diverse educational settings.
Attendance and Drop Policy:
Attendance and participation: Students are expected to be present and on time to all classes. Students are expected to contribute to class discussion and to respond to in-class and weekly assignments as indicated by the instructor.Adds and Drops
Adds and drops may be made during late registration either by SAM, by the Web or in person in the academic department offering the course. Drops may continue in person through the 12th week of class. Students are responsible for adhering to the following regulations concerning adds and drops. These rules apply to regular semesters and to equivalent time limits in summer sessions as noted on the summer session calendar.
· A student may not add a course after the end of late registration.
· No grade is given if a student drops a course before the Census Date of that semester.
· A student may drop a course with a grade of W during the first six weeks of class.
· From the seventh week of class through the 12th week of class, a student may drop a course with a grade of W if passing or a grade of F if failing.
· A student may not drop a course after the 12th week of class.
· The dean of the college or school in which the student is majoring may require a student to drop a course at any time upon the recommendation of the instructor and the concurrence of the department chair.
· Students wanting to drop all courses for which they are enrolled must withdraw from the University.
Tentative lecture/topic schedule:
Week One Introductions, Syllabus, etc.(8/28) Discuss syllabus
Complete Student Information Card
Week Two History of Educational Administration
(9/4) Participate in discussions of reality scenarios
Discuss newspaper/internet articles
Week Three History of Educational Administration
(9/11) Journal Article (read and post response)
WebCT
Week Four Educational Philosophy
(9/18) Participate in discussions of reality scenarios
Discuss newspaper/internet articles
Week Five Educational Philosophy
(9/25) Journal Article (read and post response)
WebCT
Week Six Diverse Educational Community
(10/2) Participate in discussions of reality scenarios
Discuss newspaper/internet articles
First response paper due
Week Seven Diverse Educational Community
(10/9) Journal Article (read and post response)
WebCT
Week Eight Transformational Leadership
(10/16) Participate in discussions of reality scenarios
Discuss newspaper/internet articles
Week Nine Transformational Leadership
(10/23) Journal Article (read and post response)
WebCT
Week Ten Overview of Educational Reform
(10/30) Participate in discussions of reality scenarios
Discuss newspaper/internet articles
Week Eleven Overview of Educational Reform
(11/6) Journal Article (read and post response)
WebCT
Week Twelve School Community
(11/13) Participate in discussions of reality scenarios
Discuss newspaper/internet articles
Second Response Paper due
Group Presentations begin
Week Thirteen School Community
(11/20) Journal Article (read and post response)
WebCT
Week Fourteen
(11/27)
Thanksgiving Holiday…..No class
Week Fifteen Last day of class
(12/4) Participate in discussions of reality scenarios
Discuss newspaper/internet articles
Group Presentations
Assignments:
Assignments will be turned in via email. Hard copies will not be accepted. All papers should be double-spaced (APA format). The student's name should be on every page of every assignment submitted. It is also generally recommended that student’s keep copies of work turned in.Assignments will be given during class for students to apply their understanding of administrative theories to real-life situations. Groups or individuals may be asked to make brief presentations and conduct discussions of individual theories found in the textbook or elsewhere.
Readings/Discussions-Students will complete all assigned readings and actively participate in class discussions and activities.
Press Reviews-Students will bring current newspaper/internet articles involving school administration to class each day and lead discussions on the items.
Reality Scenarios-Students will be presented with scenarios involving leadership, decision-making skills, and problem-solving abilities. Working in small groups to determine options, students will resolve issues contained in the scenarios and share decisions and thoughts with the class.
Response papers (2): Each candidate will write a one to two page paper reflecting on their initial, personal thoughts in regards to educational leadership (Pre). Towards the end of the semester a second response paper will be written, reflecting on the candidate’s summative thoughts on educational leadership.
Ruby Payne Group Presentation: Students will undertake an administrative analysis of Payne’s theory as it pertains to their classrooms, schools and/or districts. A 30 minute powerpoint presentation will report the degree to which Payne’s theories are being used. The presentations will evaluate Payne’s theories in view of how their classrooms, schools and/or districts relate diversity issues and make recommendations for improvement.
TExES competencies: 1, 2, 3, 4, 5, 6, 7, 8, 9
ELCC standards: 2.2, 2.3, 6.1
Grade Calculation:
200 points Attendance and class participation200 points WebCT assignments
250 points Response papers
250 points Ruby Payne Group Presentation
900 points
90-100 % average = A
85-89 % average = B
80-85 % average = C
Students must turn in assignments on time, for full point consideration. Assignments turned in after the last day of class will receive no grade consideration.
Students have one calendar year from the date the course grade is assigned to initiate a grade grievance with the department chairperson.
Policies:
Cell Phones: Cell phones should be turned off or on motion when class begins. If you must take a call, please step into the hall to take the call.
Email Communication:
UTA e-mail will be considered the official means of communication between the university and students, effective August 22, 2005. Utilize your UTA e-mail for all communications.You are responsible if you do not receive information because you do not regularly check your UTA email.
American with Disabilities Act (ADA):
If you are a student who requires accommodations in compliance with the ADA, please consult with me at the beginning of the semester. As a faculty member, I am required by law to provide “reasonable accommodation” to students with disabilities, so as not to discriminate on the basis of that disability. Your responsibility is to inform me of the disability at the beginning of the semester and provide me with documentation authorizing the specific accommodation. Student services at UTA include the Office for Students with Disabilities (located in the lower level of the University Center) which is responsible for verifying and implementing accommodations to ensure equal opportunity in all programs and activities.Student Support Services:
The University supports a variety of student success programs to help you connect with the University and achieve academic success. They include learning assistance, developmental education, advising and mentoring, admission and transition, and federally funded programs. Students requiring assistance academically, personally, or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals.Academic Honesty:
Academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form at The University of Texas at Arlington. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. Discipline may include suspension or expulsion from the University. “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts.” (Regents’ Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).Page 7 of 9