Spring 2006

KEAN UNIVERSITY

Union, New Jersey

FIELD STUDY IN SCHOOL DISTRICT ADMINISTRATION II

(Fall)

Course Number:EDD 6202

Semester Hours:Three

Prerequisites:Graduate Status

Limitations on

Enrollment:8

Required:For Ed.D. Candidates

Catalog Description:

Students spend at lease 10 hours per week working under the direction of a mentor in a public school district central office. Projects and activities that lead toward proficiency with the ELCC Standards are completed.

N.B. In order to insure full class participation, any student with a condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test taking procedures) is strongly encouraged to contact the professor at the beginning of the course.

KEAN UNIVERSITY

Union, New Jersey

FIELD STUDY IN SCHOOL DISTRICT ADMINISTRATION II

(EDD 6202)

I.Course Objectives

Students will grow towards becoming informed, dynamic professionals by developing proficiency in knowledge (K), skill application (S) and development of dispositions (D), as evidenced by demonstration of the ability to promote the success of all students by:

  1. facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community. (K, S, D)
  1. promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. (K, S, D)
  1. managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. (K, S, D)
  1. collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. (K, S, D)
  1. acting with integrity, fairly, and in an ethical manner. (K, S, D)
  1. understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. (K, S, D)
  1. accepting genuine responsibility for leading, facilitating, and making decisions typical of those made by educational leaders. (K, S, D)

II.Course Content

A.School District Vision

  1. Develop a vision
  2. Articulate a vision
  3. Implement a vision
  4. Steward a vision
  5. Promote community involvement

B.School District Culture

  1. Promote a positive school culture
  2. Provide an effective instructional program
  3. Apply best practice to student learning
  4. Design comprehensive professional growth plans

C.School District Management

  1. Manage the organization
  2. Manage operations
  3. Manage resources

D.Community Collaboration

  1. Collaborate with families and other community members
  2. Respond to community interests and needs
  3. Mobilize community resources

E.Professional Behavior

  1. Act with integrity
  2. Act fairly
  3. Act ethically

F.The Larger Context

  1. Understand the larger context
  2. Respond to the larger context
  3. Influence the larger context

G. Leading, Facilitating and Decision Making

  1. Shadowing
  2. Mentor assigned projects
  3. Planned projects and activities (Section IX)

III.Methods of Instruction

A. Onsite fieldwork

B. Direct instruction by cooperating site supervisor

C. Site visitation by university instructor

D. On-line threaded discussions

E. Individual conferences

IV.Methods of Evaluation

A.Student journals (Knowledge/Skills/Dispositions)

B.Portfolios (Knowledge/Skills/Dispositions)

C.Demonstration of competencies in the field (Knowledge/Skills/Dispositions)

D.Field visits, observation (Knowledge/Skills/Dispositions)

E.Written evaluation by field supervisors (Knowledge/Skills/Dispositions)

V.Recommended Texts

The university instructor and field supervisor will assign readings as necessary.

VI.Bibliography

A. Current Works

Bennis,W., Spreitzer,G., & Cummings, T., eds. (2001). The future of leadership:

Today’s top leadership thinkers speak to tomorrow’s leaders. San Francisco, CA: Jossey-Bass.

Bolman, L.G., & Deal, T. (2002). Reframing the path to school leadership. Thousand

Oaks, CA: Corwin Press.

Bonstingl, J. (2001). Schools of quality (3rd ed.). Thousand Oaks, CA: Corwin Press.

Bryson, J.M., & Crosby, B.C. (2005). Leadership for the common good: Tackling public

problems in a shared-power world. New York City, NY: John Wiley & Sons.

Burke, W.W., & Burke, W. W. (2002). Organization change: Theory and practice.

Beverly Hills, CA: Sage Publishing.

Capasso, R. L., & Daresh, J. C. (2001). The school administrator internship handbook:

Leading, mentoring and participating in the internship program. Thousand Oaks,

CA: Corwin Press.

Cuban, L. (2001). How can I fix it? Finding solutions and managing dilemmas: An

educator’sroad map. New York City, NY: Teachers College Press.

Daresh, J. C. (2001). Leaders Helping Leaders. (2nd ed.). Thousand Oaks, CA: Corwin

Press.

Elovitz, L. H. (2000, May). Sending a signal through silence. The School Administrator.

Fullan, M. (2001). The new meaning of educational change. (3rd ed). New York City,

NY: Teachers College Press.

Fullan , M. (2001). Leading in a culture of change. New York City, NY: John Wiley &

Sons.

Fullan , M. (2003). The moral imperative of school leadership.Beverly Hills, CA: Sage

Publishing.

Fullan, M. (2004). Facilitator's guide: The moral imperative of school leadership.

Thousand Oaks, CA: Corwin Press.

George, J.M. & Jones, G.R. (2004). Understanding and managing organizational

Behavior. Upper Saddle River, NJ: Pearson Education.

Giancola, J. M. & Hutcison, J. K. (2005). Transforming the culture of school

leadership: Humanizing our practice. Beverly Hills, CA: Sage Publishing.

Green, C. (2005).Privatising education: Public partners, private dealings. Oxford:

Routledge.

Hall, G. and Hord, S. (2005). Implementing change: Patterns, principles and potholes.

Needham Heights, MA: Allyn & Bacon.

Heil, G. et.al. (2000). Douglas McGregor, revisited: Managing the human side of the

enterprise. New York City, NY: John Wiley & Sons.

Hoover, J. & DiSilvestro, R.P. (2005). The art of constructive confrontation: How to

achieve more accountability with less conflict. New York: John Wiley & Sons.

Hoy, W.K., Tarter, C.J. & Tarter, J.C. (2003).Administrators solving the problems of

practice: Decision-making concepts, cases, and consequences. Needham

Heights, MA: Allyn & Bacon.

Ivancevich, J.M., Donnelly, J.H., Gibson, J.L., Konopaske, R., Ivancevich,J. (2005).

Organizations: Behavior, structure, processes. New York City, NY: McGraw-

Hill.

Janson, H.W. & Jones, G.R. (2003). Organizational theory, design, and change. Upper

Saddle River, NJ: Prentice Hall.

Kennedy, K.J. (2005). Changing schools for changing times. New York City, NY:

Columbia University Press.

Lindle, J.C. (2005). 20strategies for collaborative school leaders. Boston, MA: Eye On

Education, Inc.

Miner, J.B. (2005). Organizational behavior: Essential theories of process and structure.

Armonk, NY: M .E. Sharpe, Inc.

Norris, C. et. al. (2002). Developing educational leaders. New York City, NY: Teachers

College Press.

Orange, C. (2001). Quick reference guide to educational innovation. Thousand Oaks,

CA: Corwin Press.

Pawlas, G.E. (2005). The administrator's guide to school-community relations.

Boston, MA: Eye On Education, Inc.

Peterson, K.D. & Deal T.E. (2002). The shaping school culture fieldbook. San Francisco,

CA: Jossey-Bass.

Razik, T. and Swanson, A. (2001). Fundamental concepts of educational leadership.

(2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Rebore, R. (2001). The ethics of educational leadership. Upper Saddle River, NJ:

Prentice Hall.

Rettig, P. (2002). Quantum leaps in school leadership. Lanham, MD: Scarecrow Press.

Robbins, S.P. (2004). Essentials of organizational behavior. Upper Saddle River,

NJ: Prentice Hall.

Rubkin, H. (2002). Collaborative leadership. Thousand Oaks, CA: Corwin Press.

Sarason, S. (2002). Educational reform. New York City, NY: Teachers College Press.

Schein, E. H. (2004). Organizational culture and leadership. New York City, NY: John

Wiley & Sons.

Schermerhorn, J.R., Hunt, J.G. & Osborn, R.N. (2004). Organizational behavior.New

York City, NY: John Wiley & Sons.

Schlechty, P. (2001). Working on the work. San Francisco, CA: Jossey-Bass.

Senge , P. et.al. (2000). Schools that learn: A fifth discipline fieldbook for educators,

parents, and everyone who cares about education. New York City, NY:

Doubleday & Company, Inc.

Sergiovanni, T.J. & Starratt, R.J. (2002). Supervision: A redefinition (7th ed.). New

York City, NY: McGraw-Hill.

Sharp, W.L. (2004). The school superintendent : The profession and the person. Lanham,

MD: Scarecrow Press.

Soder, R. (2001). The language of leadership. San Francisco, CA: Jossey-Bass.

Stevens, L. (2001). An administrative handbook. Lanham, MD: Scarecrow Press.

Stringer, R. (2001). Leadership and organizational climate.Upper Saddle River, NJ:

Prentice Hall.

Thomas, R. M. (2002). Overcoming inertia in school reform. Thousand Oaks, CA:

Corwin Press.

Wagner, T., Kegan, R. & Lahey, L. L. (2005). Change leadership: A practical guide to

transforming schools. New York City, NY: John Wiley & Sons.

Wilderom, C.P., Peterson, M.F. & Ashkanasy, N.M. (Eds.). (2004). Handbook of

organizational culture and climate. Beverly Hills, CA: Sage Publishing.

Yukl, G.A. (2005). Leadership in organizations. Upper Saddle River, NJ: Prentice Hall.

B. Seminal Works

Argyris, C. (1993). Knowledge of action: A guide to overcoming barriers to

organizational change. San Francisco, CA: Jossey-Bass.

Benfari, R. and Knox, J. (1991). Understanding your management style: Beyond the

Meyer-Briggs type indicators. Lexington, MA: D.C. Heath & CompaNew

York.

Bennis, W. and Nanus, B. (1985). Leaders: The strategies for taking charge. New York

City, NY: Harper & Row.

Blanchard , K. et.al. (1996). Empowerment takes more than a minute. New York City,

NY: Berrett-Koehler Publishers.

Blase, J. R. and Blase, J. (1998). Handbook of instructional leadership: How really good

principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.

Byham, W. (1992). Zapp! in education: How empowerment can improve the quality of

instruction, and student and teacher satisfaction. How mentoring can lead to

dynamic leadership. Thousand Oaks, CA: Corwin Press.

Callahan, R. (1962). Education and the cult of efficiency. Chicago, IL: University of

Chicago Press.

Carlson, R.V. (1996). Reframing and reform: perspectives on organization. New York

City, NY: Longman Press.

Chawla, S. & Renesch J. (eds.) (1995). Learning organizations: Developing cultures

for tomorrow's workplace. New York City, NY: Productivity Press.

Crow, G. M., & Matthews J. J. (1997). Finding one’s way: How mentoring can lead to

dynamic leadership. Thousand Oaks, CA: Corwin Press.

Deal, T. & Peterson, K. (1998). Shaping school culture: The heart of leadership. San

Francisco: Jossey-Bass Publishers.

Deming, W. E. (1986). Out of the crisis: Productivity and competitive position.

Cambridge, MA: Cambridge University Press.

De Pree, M. (1989). Leadership is an art. New York City, NY: Doubleday.

Dow, P.B. (1991). Schoolhouse politics. Cambridge, MA: Harvard University Press.

Edson, S. (1988). Pushing the limits: The female administrative aspirant. Albany, NY:

SUNY Press.

Eisner, E. W. (April 1981). On the differences between scientific and artistic

approaches to qualitative research. Educational Researcher.

Elovitz, L. H. & Markowitz, A. H. (Winter 1993). Coping with the knowledge of

teaching. NJASA Perspective.

Etzioni, A. (1964). Modern organizations. Englewood Cliffs, NJ: Prentice-Hall.

Frost, P. J. et. al. (1992). Organizational culture. Beverly Hills, CA: Sage Publishing.

Gardner, J. (1990). On leadership. New York City, NY: Free Press.

Glanz, J. (1991). Bureaucracy and professionalism. Teaneck, NJ: Fairleigh Dickinson

University Press.

Goodlad, J. I. (1983). A place called school. New York City, NY: McGraw-Hill.

Halpin, A. W. & Croft, D. B. (1962). The organizational climate of schools.

Washington, DC: Cooperative Research Report, U.S. Office of Education.

Helgesen, S. (1990). The female advantage: Women's ways of leadership. New York

City, NY: Doubleday.

Hersey, P. and Blanchard K. (1977). Management of organizational behavior: Utilizing

human resources. Englewood Cliffs, NJ: Prentice-Hall.

Interstate School Leaders Licensure Consortium. (1996). Standards for school leaders.

Washington, DC: Council of Chief State School Officers.

Johnson, S. (1998). Who moved my cheese. New York City, NY: G.P. Putnam & Sons.

Lambert, L. (1993). Building leadership capacity in schools. Washington, DC: ASCD.

Lambert, L. (1995). The constructivist leader. New York City, NY: Teachers College

Press.

Lieberman, A., ed. (1988). Building a professional culture in schools. New York City,

NY: Teachers College Press.

Lutz, F.& Iannacone, L. (1969). Understanding educational organizations: A field

study approach. Columbus, OH: Charles E. Merrill Publishing Co.

Maslow, A. (1970). Motivation and personality. New York City, NY: Harper & Row.

Morgan, G. (1986). Images of organizations. Beverly Hills, CA: Sage Publications.

Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT:

Yale University Press.

Patterson, J. (1997). Coming clean about organizational change. Lanham, MD:

Scarecrow Press.

Peters, T. and Waterman, R. (1982). In search of excellence: Lessons from America’s

best run companies. New York City, NY: Harper & Row.

Powell, A. G. et. al. (1985). The shopping mall high school: Winners and losers in the

educational marketplace. Boston, MA: Houghton Mifflin.

Ramsey , R. (1999). Lead, follow, or get out of the way: How to be a more effective

leader in today's schools. Beverly Hills, CA: Sage Publications.

Roberts ,W. (1991). Leadership secrets of Attila the Hun. New York City, NY: Warner

Books.

Rossman, G. B. & Rallis, S. F. (1998). Learning in the field: An introduction to

qualitative research. Thousand Oaks, CA: Sage Publications.

Sarason, S.B. (1982). The culture of the school and the problem of change. Boston, MA:

Allyn and Bacon.

Senge, P. (1994). The fifth discipline: The art & practice of the learning

organization. New York City, NY: Doubleday & Company, Inc.

Senge, P. et.al. (1994). Thefifth discipline fieldbook: Strategies and tools for buildinga

learning organization. New York City, NY: Doubleday & Company,

Inc.

Senge, P. et.al. (1999). The dance of change: The challenges of sustaining momentum in

a learning organization. New York City, NY: Doubleday & Company, Inc.

Schmuck, P. & Charters, W. (1981). Educational policy and management: Sex

differentials. New York City, NY: Academic Press.

Schmuck, R. et. al. (1997). The second handbook of organizational development in

schools. Palo Alto, CA: Mayfield Publishing Co.

Schwahn, W. et.al. (1998). Applying the best future-focused change strategies to

education. Arlington, VA: American Association of School Administrators.

Sergiovani, T. (1994). Moral leadership: Getting to the heart of school improvement.

San Francisco, CA: Jossey-Bass.

Sergiovani, T. (1996). Leadership for the schoolhouse. San Francisco, CA: Jossey-Bass.

Sergiovani, T. (1999). Rethinking leadership. Arlington Heights, IL: Skylight Training

& Publishing.

Sergiovani, T. (1999). The lifeworld of leadership. San Francisco, CA: Jossey-Bass.

Shankeshaft, C. (1987). Women in educational administration. Beverly Hills, CA: Sage

Publications.

Sizer, T. (1992). Horace's school. Boston, MA: Houghton-Mifflin.

Wise, A. E. (1979). Legislated learning: The bureaucratization of the American

classroom. Berkeley, CA: University of California Press.

Wynn, R. & Gutitus, C. (1984). Team management: Leadership by consensus.

Columbus, OH: Charles E. Merrill Publishing Co.

VII.Non-Print Media

"Managing People through Change." VHS-1313

"Many Roads to Fundamental Change in Schools: Getting Started." VHS-1677F

"Meaning of Professional Development in the 21st Century." VHS-1677H

“Guiding School Improvement with

Action Research” VHS-4069

“The Principal Series” VHS-4070

VIII. Web Sites

1. American Association of School Administrators

2. U.S. Department of Education

3.ericir.syr.eduAsk ERIC

4. for Supervision and Curriculum Development

5. Research Service

6. Association of Elementary School Principals

7. Association of Secondary School Principals

8. School Boards Association

9. Jersey School Administrators Association

  1. Jersey Department of Education

11. Week

12. Jersey on Line

13. Jersey Association for Supervision and Curriculum

Development

14. Jersey Principals and Supervisors Association

15. Jersey Association of School Business Officials

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IX. Projects and Activities

Following are suggested activities and projects to help meet the internship requirements (Elements of Standards for Advanced Programs in Educational Leadership). It is not expected that all be completed in a single field study course:

  1. Candidates are required to begin a portfolio of experience gained in the first 6 ELCC Standards at the start of their graduate program. The portfolio is completed with experiences gained in all 7 areas during the internship. The portfolio is assessed jointly by the mentor and the university supervisor. (7.1, 7.2, 7.3, 7.4, 7.5)
  1. Candidates continuously discuss actual situations and actions taken with their mentor and are required keep a reflective journal of their experiences during the internship. The journal is reviewed only by the university supervisor. (7.1, 7.2, 7.3, 7.4, 7.5)
  1. Candidates are required to complete a daily log of all activities performed under the internship. The mentor signs each entry to verify the performance of assigned tasks. The university supervisor reviews each entry for completion and verification that the student is averaging at least 10 hours per week on the internship. (7.1, 7.2, 7.3, 7.4, 7.5)
  1. Candidates do one of the following:
  1. Chair or participate on a committee to develop a mission statement for their district.
  1. Chair or participate on a committee to review the district’s current mission statement and recommend changes.
  1. Do a case study of the development of the current district mission statement.

Assessment is based on the process and final product. (1.1)

  1. Candidates prepare a PowerPoint presentation regarding the district’s activities resulting from the mission statement and deliver it to the staff, PTA, Board of Education and/or local service organizations. Candidates are assessed on the quality of the presentation. (1.2, 1.3, 1.4, 1.5, 4.1)
  1. Candidates complete an assessment of the culture of their district and develop and carry out an action plan for improvement if necessary. Candidates are assessed on the thoroughness of the process and reports to the mentor. (2.1)
  1. Candidates assist in the observation and evaluation of a small group of volunteer principals and/or supervisors. Candidates are assessed on the quality of their documentation and feedback from the group. (2.4)
  1. Candidates assist the mentor with all of the activities that go into the development and presentation of the proposed budget for the district. These activities include working with staff to determine needs based on program requirements and the district’s mission, to prioritize budget requests to fit within constraints imposed by the board of education, and to complete the documentation necessary to move budget requests forward. Candidates will employ the computing power available within the district as well as personal computing to assist in completing the tasks. Candidates will be assessed on their thoroughness and efficiency in completed assigned tasks. (3.1, 3.2, 3.3)
  1. Candidates assist the mentor with all of the activities that go into the development and presentation of the schedule (calendar) for the district. Activities include determination of course tallies where applicable; the application of district policies on class size and student placement; the recommendation of the assignment of staff to classes or sections based on programmatic, legal and contractual constraints; and meeting with staff to gain their input into scheduling decisions. Candidates will employ the computing power available within the district as well as personal computing to assist in completing the tasks. Candidates will be assessed on their thoroughness and efficiency in completed assigned tasks. (3.1, 3.2, 3.3)
  1. Candidates assist the mentor with carrying out all of the activities that go into the daily operation of the district. Activities include the maintenance of an orderly and safe environment; maintenance of an orderly and efficient flow of information within the district and with the district community; assisting staff in their efforts to deliver the district’s curriculum; the evaluation and supervision of staff; and oversight of the district’s business operations including the generation of orders, the checking in of materials, the communication with the district’s business office and the maintenance of the district’s financial records; monitoring of programs for exceptional students; providing information to the board; and developing and proposing board policies. Candidates will employ the computing power available within the district as well as personal computing to assist in completing the tasks. Candidates will be assessed on their thoroughness and efficiency in completed assigned tasks. (3.1, 3.2, 3.3)
  1. Candidates make at least one presentation to the PTA to gain their support or elicit their input on issues that are relevant to the district. Candidates are assessed on the quality of the presentation. (4.1)
  1. Candidates plan and administer a parent survey regarding some aspect of their district. Data are collected and analyzed and a course of action is recommended. Candidates will be assessed on their thoroughness and efficiency in completing the task. (4.1, 4.2)
  1. Candidates assist the PTA, a booster group, district foundation or student group with the planning and carrying out of a fund raising activity. Candidates will be assessed on their thoroughness and efficiency in completing the task. (4.3)
  1. Candidates assist the mentor in working with local, county and state agencies. Candidates will be assessed on their thoroughness and efficiency in completing the task. (4.3)
  1. Candidates develop and perform by a personal code of ethics that is consistent with the mission of the district, accepted practice and professional leadership associations. The performance of the candidate will be assessed by the mentor and university supervisor. (5.1, 5.2, 5.3)
  1. Candidates complete an assessment of district practices to insure that all students are treated fairly regardless of race or gender and that district personnel are sensitive to the needs of all students. Candidates are assessed on the thoroughness of the final report and recommended plan of action. (5.1, 5.2, 5.3)
  1. Candidates attend a number of Board of Education meetings and develop an analysis of the dynamics of the decision making process. If possible, the candidate makes a recommendation or presentation to the Board. The candidate is assessed on the quality of the report and the presentation. (6.1, 6.2, 6.3)
  1. Candidates spend some time observing and speaking with administrators at each level and in each department of the organization and prepare a report of similarities and differences in administrative processes and leadership styles within the district. Candidates are assessed on the quality of the report. (6.1, 6.2, 6.3)
  1. Candidates facilitate the development, distribution and analysis of a community survey designed to ascertain the public’s perception of how well the district is living up to its published vision and/or mission statement. The results will be presented by the candidate at a public forum. The student will be assessed on the efficiency of the process employed and the quality of the data analysis. (1.4, 1.5, 4.2)
  1. Candidates will facilitate the design and implementation of a program (i.e. Family Math, Homework Hotline, etc.) for parents to help them help their children to be successful in school. Candidates will be assessed on the successful implementation of the program. (4.1)
  1. Candidates are required to identify at least five key leaders in their district community, justify why each was selected, and identify their roles or potential roles in district improvement. Candidates will be assessed on their analysis of the formal and informal power structure of their district community. (4.1)
  1. The candidate will develop or update a resource directory of individuals and community businesses that could provide services such as guest speakers, job shadowing opportunities, rewards for positive behavior and achievement, etc. Candidates will be assessed on the completeness and the use of the directory. (7.4)
  1. The candidate will develop or update a resource directory of local service agencies that could provide services that would be of value to the district or department. Candidates will be assessed on the completeness and the use of the directory. (7.4)

1