Psyd in Combined-Integrated School and Clinical Psychology

PsyD in Combined-Integrated School and Clinical Psychology

EDD 7502 Advanced Concepts in Public School Administration

Spring 2012

Professor: Dr. Leonard Elovitz

Contact Information: (908)737-5976,

,

205D East Campus

Website: www.kean.edu/~lelovitz

Office Hours: T & W in the field, M and TH – 2:30 - 4:30 - 205D East Campus

Prerequisites: PSY. D. Candidate

Course objectives

Public school administration is a historical perspective. Analysis of the organizational roles, including leadership, and curriculum and instruction oversight will be discussed. Examination and application of strategic planning techniques, communication strategies, and current practices and research will be covered.

Students will achieve growth towards becoming informed, dynamic,

Professionals through knowledge acquisition (K), skill application (S) and development of

Dispositions (D), as evidenced by demonstration of the ability to:

A. Trace the development of organizational theory into the modern period. (K)

B. Utilize organizational and maturational theory to plan for the building of

human capital. (K,S,D)

C. Plan programs to motivate staff, students, and families to achieve a school

district’s vision. (1.3.1) (K,S,D)

D. Use appropriate and effective needs assessment, research-based data, and

group process skills to build consensus, communicate, and resolve

conflicts in order to align resources with the district vision. (3.2.2) (K,S,D)

E. Facilitate and engage in activities that reflect an ability to inform district

decision-making by collecting and organizing formal and informal

information from multiple stakeholders. (4.2.1) (K,S,D)

F. Evaluate the climate and culture of educational organizations and propose

strategies for the improvement of both (K,S,D)

G. Use appropriate research methods, theories, and concepts to improve

district operations and to design and justify strategies for organizational

change. (6.1.1) (K,S,D)

H. Evaluate the role of the leader in the organization and his or her role in

helping the organization meet its objectives. (K,S,D)

Outline of course content

A.  The Development of Organizational Theory - Chapters 1 & 2

1.  Psychoanalysis

2.  Behaviorism

3.  Humanistic and social psychology

4.  Sociological and psychological points of view

5.  Traditional v. progressive education

6.  Education today

7.  Understanding Organizations

a.  Theory of action

b.  Theory of practice

8.  The Industrial Revolution

a.  Scientific management

b.  Bureaucratic organizational theory

c.  Classical organizational theory

9.  The human relations movement

10.  The modern period

a.  Human resources management

b.  Neo-scientific management

B.  Human Capital Development – Chapters 3, 4 & 7

1.  Theory X & Theory Y

2.  Theory Z

3.  Organizational structure and people

4.  General systems theory

5.  Social systems theory

6.  Role theory

a.  Equilibrium

b.  Homeostasis

c.  Feedback

7.  Sociotechnical systems theory

8.  Contingency theory

9.  Human resources as assets

C.  Motivation – Chapters 4 & 6

1.  Meaning and pattern

2.  Intrinsic v. extrinsic

3.  Individuals and groups

4.  The Western Electric studies

5.  Individual differences

6.  Human intelligence

7.  Temperament and organizational behavior

8.  The Myer-Briggs Type Indicator (MBTI)

9.  Hierarchy of human needs – Maslow

10.  Two-factor theory – Herzberg

D.  Conflict in Organizations - Chapter 6

1.  The nature of conflicts in organizations

2.  The dynamics of organizational conflict

3.  Managing organizational conflict

a.  Win-lose

b.  Win-win

c.  Contingency approach

E.  Decision Making – Chapters 9 & 10

1.  Individual v. organizational

2.  Rationality

3.  Shared decision making

4.  Team approach

F.  Organizational Culture and Climate - Chapter 5

1.  Define and describe culture and climate

2.  The creation of culture

a.  Vision and values

b.  Symbolism & artifacts

c.  Stories & history

d.  Ritual and ceremony

3.  The relationship between organizational culture and organizational

4.  effectiveness

5.  Assessing and transforming toxic cultures

6.  The creation of climate

a.  Group norms

b.  Person - environment interaction [B = f (p . e)]

7.  Describing and assessing organizational climate

a.  Organizational Climate Description Questionnaire (OCDQ)

b.  Organizational Climate Index (OCI)

G.  Organizational Change – Chapter 5

1.  Educational reform

a.  Market-based

b.  Standards-based

c.  Whole-school

2.  The tradition of change in American education

3.  Empirical rational strategies of change

4.  Power-coercive strategies for change

5.  Organizational self-renewal

a.  Organizational health

b.  The learning organization

c.  Organization development (OD)

6.  Force-field analysis

7.  Total Quality Management (TQM)

H.  Leadership of the Organization – Chapter 12

1.  Sources of authority and power

a.  Bureaucratic

b.  Scientific-rational

c.  Human relations

d.  Professional

e.  Moral

2.  Transforming leadership

3.  Leadership styles & behavior

Required textbooks

Hoy, W.K. & Miskel, C.G. (2008). Educational administration: Theory, research and practice.

(8th Edition) New York: McGraw Hill. ISBN 978-0-07-340374-8.

Bibliography

Brandt, R. (1985). On teaching and supervising: A conversation with Madeline Hunter. Educational Leadership, 42, 6166.

Bryant, M., & Currin, D. (1995). Views of teacher evaluation from novice and expert evaluators. Journal of Curriculum and Supervision, 10, 250261.

Costa, A .L., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership,

51, 4951.

Course Requirements

Course requirements:

A.  Midterm

B.  Final

C.  Term research project - At the end of each chapter in Hoy and Miskel there is a portfolio exercise. Choose one that interests you and complete it or propose one of your own.

D.  Classroom participation

E.  Readings

a.  “What Does it Mean to be well Educated” - A. Kohn

b.  “The Human Side of Enterprise” - Excerpt - Douglas McGregor

c.  “Coping with the Knowledge of Teaching – L. Elovitz. & A. Markowitz

d.  “Social Behavior and the Administrative Process” - J. Getzels. & E. Guba

e.  “Compliance With Legally Mandated Teacher Evaluation Practices: A Preliminary Inquiry” - L. Elovitz & N. Celso

f.  “The Organizational Climate Description Questionnaire” – W. Hoy

g.  “Organizational Health” – M. Miles

Determination of Final Grade:

A.  Midterm – 30%

B.  Final – 40%

C.  Term research paper – 20%

D.  Classroom participation – 10%

Grading Breakdown

A 94+%

A- 90-93%

B+ 87-89%

B 84-86%

C 70-79%

F < 70%

Special features of the course - Methods of Instruction:

A.  Discussion groups

B.  Socratic dialectic

C.  Lectures

D.  Simulations

E.  Role playing

F.  Case studies

Academic deadlines

Please see University Calendar

Academic Integrity Policy

Available at the Center for Academic Success or at www.kean.edu/academicintegrity.html

Student Code of Conduct

As it discusses expectations of appropriate conduct in the classroom: http://www.kean.edu/KU/Code-of-Conduct

Information on CampusAlert

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