EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 1

EAHE 501 Educational Administration: Tasks and Processes

Summer 2014 Class Schedule: M-F, 8am-12:30pm

Location: 112 Pulliam Hall

Instructor: Saran Donahoo Contact: Office – 129C Pulliam Hall Phone – (618) 453-6077 Email: donahoo@siu.edu Office Hours: By appointment Purpose: This class seeks to acquaint students with the fundaments of educational administration in elementary and secondary school districts. In accordance with the Illinois State Board of Education (ISBE) (2002) Standards for the School Social Worker, this course will over the following: http://www.isbe.state.il.us/profprep/CASCDvr/pdfs/23140_schoolsocwork.pdf

1I. Develop an understanding of theories and structures related to classrooms, schools, and educational stakeholders. 5C. Develop an understanding of the role schools play within the larger community. 5J. Recognize and consider the importance of ethics as it relates to school social work. 7A.-7C., 7H.-7I., 7L., 7Q.-7T. Develop an understanding of the nature of schools, which helps to develop a general competence in serving the needs of students and families within and educational environment.

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 2

8A.-8N. Acknowledges the diversity within the student population and devises approaches for working with students that consider and address the needs of all types students. 9B., 9D.-9E. Acquire some basic knowledge of the legal, ethical, and operational issues that generally affect activities and services provided in public schools. 10H.-10L. Cultivate an understanding and vision for the professional role of the school social worker.

Primary Text: Lunenburg, F. C., & Ornstein, A. C. (2008). Educational administration: Concepts and

practices (5th ed.). Belmont, CA: Wadsworth. Articles as assigned Forbidden Source: Wikipedia! Course Objectives:

! Become familiar with skills and behavior necessary for school leadership ! Develop an understanding of the roles and functions of school personnel ! Become familiar with the organizational structure and control of K-12 schools ! Develop critical skills to resolve challenges encountered by school social workers

Disability A student with a disability should contact Disability Support Services at 453-5738 (TTY: 453-2293) for service information. Please notify the instructor of necessary accommodations. Grading Scale

100-90% = A 89-80% = B 79-70% = C

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 3

Points Scale Assignments -Professional Reflection & Vision 15 points Midterm Exam 25 points Group Presentation & Paper 20 points Final Exam 30 points Participation 10 points TOTAL 100 points Students must complete all of the assignments in order to satisfy the requirements of the course. Participation This is a very intensive and fast-paced course. The two-week format requires each of us to show up to class having read the materials, prepared assignments, and ready to contribute to all in-class discussions and activities. Respectful, collaborative, and consistent participation will not only help us to meet course objectives, but is a necessary facet of the learning process in this course. Attendance All students will prepare for, attend, and participate in each class period. Missing class meetings and failing to participate will inhibit your ability to participation and may have a negative impact on your grade. Instructor reserves the right to apply this policy on a case-by-case basis. Students are responsible for obtaining course information and completing all assignments whether present in class or not. Late Policy All students must complete assignments in the manner and by the due date specified by the instructor. Students needing extensions should consult with the instructor individually. Late assignments will result in a lower grade. For students who are absent on the day an assignment is due, the assignment is late. Instructor reserves the right to refuse to accept late assignments and will apply this policy on a case-by-case basis. Note: there will be no incompletes in this course; therefore, you must complete all of your work as directed.

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 4

Emergency Procedures As stipulated by the University, emergency procedures are as follows: “Southern Illinois University Carbondale is committed to providing a safe and healthy environment for study and work. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team (BERT) program. Emergency response information is available on posters in buildings on campus, available on BERT’s website at www.bert.siu.edu, Department of Safety’s website www.dps.siu.edu (disaster drop down) and in Emergency Response Guideline pamphlet. Know how to respond to each type of emergency. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting your location. It is important that you follow these instructions and stay with your instructor during an evacuation or sheltering emergency. The Building Emergency Response Team will provide assistance to your instructor in evacuating the building or sheltering within the facility.” Course Assignments Each student will complete his or her own work as required. Work should be typewritten in a 12-point font. All assignments should include a title, title page, and page numbers. The university rules regarding plagiarism and academic dishonesty as outlined in the Student Code of Conduct section of the SIU Graduate Student Catalog - http://www.siu.edu/gradschl/catalog/Student_Conduct_Code.pdf remain in effect for all students. Professional Reflection and Vision

Craft a paper explaining why you want to be a school administrator or social worker? What do you feel you can contribute to the field? How do you envision your role within a school? The final version should be a maximum of five double-spaced pages. Due – May 27th Midterm Exam This exam will cover any and all topics discussed in the course or assigned in the readings up to this point. The exam will include both essay and short-answer questions. The

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 5

exam will provide students with an opportunity to reflect on and synthesize the reading assignments and information covered during the class periods. Due – In-class on June 2nd Group Presentation & Paper Working with groups of four-seven people, students will devise a program or initiative that directly inserts the social worker into the school setting. To that end, your project should identify a problem or area that needs attention in school, research existing approaches utilized in schools, assess the pros and cons of these approaches, and suggest an existing, new, or revised approach that your group feels schools should implement to address this concern. Be sure to clearly identify the role that the school social worker will play within this program or initiative, the students you intend to target, the outcomes you hope to achieve, and any other benefits that would make this program more attractive to teachers, the principal, superintendent, and school board who affect operations at your fictitious school. The final project must include both a presentation and a paper document. The presentation is your opportunity to sell the rest of the class on your idea. Be sure to consider the possible questions others might ask of you and be prepared to respond to them effectively. The paper should identify your topic, describe current approaches, critiques these approaches, and describe your suggestion(s) for addressing this issue. Each group paper should be no more than 10 double-spaced pages plus references. Your paper should select and apply one style format consistently throughout your document. Due – Both parts of the assignment are due June 5th Final Exam This exam will cover any and all readings or topics covered throughout the course. Similar to the midterm, this exam will require students to complete short-answer and essay questions by synthesizing the topics discussed throughout the course. Due – In-class on June 6th Course Schedule Week 1 May 26th Holiday! May 27th Introduction and Overview

Administrative Theory

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 6

Readings – Agresta, J. (2006). Job satisfaction among school social workers: The

role of interprofessional relationships and role discrepancy. Journal of Social Service Research, 33(1), 47-52.

Black, S. (2007, Dec.). Making the rounds. American School Board Journal, 194(12), 40-45.

Demsch, B., O’Connor, G., & Friedman, L. (1972, Feb./Mar.). The principal and school social work. Education, 92(3), 111-113.

Gardner, J. M. (2008, March/April). The multifaceted role of principals. Principal, 87(4), 34-36, 38.

Standards (syllabus) Jonson-Reid, M. (2007, Jul.) Assessing, building, and developing

assets. Children & Schools, 29(3), 131-132. May 28th Organizational Structure How do schools run? Readings – Lunenburg & Ornstein, Chapter 2

Franklin, C., & Streeter, C. L. (1995, Nov.). School reform: Linking public school with human services. Social Work, 40(6), 773-782.

Frey, A. J., & Dupper, D. R. (2005, Jan.). A broader conceptual approach to clinical practice for the 21st century. Children & Schools, 27(1), 33-44.

Kelehear, Z. (2003, December). Mentoring the organization: Helping principals bring schools to higher levels of effectiveness. NASSP Bulletin, 87, 35-47.

ISBE Organizational Chart (use 2013) - http://www.isbe.state.il.us/spec-ed/pdfs/social_work_manual.pdf

Professional Reflection and Vision due

Human Resources Administration What are the advantages of being an insider? An outsider?

Readings – Lunenburg & Ornstein, Chapter 15 Jazzar, M. (2004, Nov.). Bargaining chips. American School Board

Journal, 191(11), 48-58.

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 7

Manela, P. K. (2010, Jul.). Responses of school social workers to job transitions: Transfers, layoffs, job loss, and retirements. Children & Schools, 32(3), 187-189.

May 29th Government Control and Involvement in Schools How do the federal and state governments affect education? Readings – Lunenburg & Ornstein, Chapter 9

ISBE Divisions Descriptions (link to http://www.isbe.net/divisions.htm ISBE ROE Services - http://www.isbe.net/regionaloffices/Default.htm Regional Superintendent Responsibilities - http://www.iarss.org/responsibilities.html Supplemental: Illinois State Board of Education. (2007, May). Student services providers

recommended practices & procedures manual: School social work. Springfield, IL: Author. Retrieved May 23, 2013, from http://www.isbe.state.il.us/spec-ed/pdfs/social_work_manual.pdf

Legal Aspects What are some of the legal mandates that influence school leadership? What are ethics? How do they impact schools?

Readings – Lunenburg & Ornstein, Chapter 12 American Association of School Administrators. (2007, March 1).

AASA’s statement of ethics for educational leaders. Arlington, VA: Author. Retrieved May 16, 2012, from http://www.aasa.org/content.aspx?id=1390

International Federation of Social Workers and International Association of Schools of Social Work. (2004, October). Ethics in social work, statement of principles. Bern, Switzerland: Authors. Retrieved May 16, 2012, from http://ifsw.org/policies/code-of-ethics/

Reamer, F. G. (2005, Oct.). Documentation in social work: Evolving ethical and risk-management standards. Social Work, 50(4), 325-334.

Rude, H. A., Paolucci-Whitcomb, P. E., & Comerford, S. (2005, Fall). Ethical leadership: Supporting human rights and diversity in rural communities. Special Education Quarterly, 24(4), 26-31.

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 8

Stefkovich, J., & Begley, P. T. (2007, Apr.). Ethical school leadership. Educational Management Administration & Leadership, 26(4), 321-337.

Supplemental: Reamer, F. G. (2012, May 17). The dark side of social work: Ethical misconduct.

Social Work Today [Online]. Retrieved May 20, 2012, from http://www.socialworktoday.com/news/eoe_051712.shtml

May 30th School Finance and Productivity

How do we fund public schools? How does this affect the education and resources offered to students?

Readings – Lunenburg & Ornstein, Chapter 11 Boer, H., & Dombrowski, R. J. (2008, January/February). Property taxes

101: Taking the mystery out of the process. Illinois School Board Journal [Online]. Retrieved from http://archives.iasb.com/journal/j010208_03.cfm

Illinois Association of School Boards. (2008). Understanding school finance: Twelve Questions and Answers. Springfield, IL: Author.

Illinois Department of Revenue. (2011). The Illinois property tax system. Springfield, IL: Author. – Assessment/Tax Cycle (pp. 7); Budget & Levy Cycle (pp. 8); Calculating your tax bill (pp. 21)

Smith, M. (2009, January 3). Tax levy explanation: School district tax levy and budget process. PrincipalsPage.com [Online] Retrieved from www.principalspage.com/superintendent/taxlevyexplaination3.doc

Local School Districts What role do school boards play in public schools? Are school boards necessary?

Readings – Lunenburg & Ornstein, Chapter 10 Buchanan, B. (2004, Jul.). What mandated consolidation could mean

for your district. American School Board Journal, 191(7), 14-18. Code of Conduct for Members of School Boards (IASB) Hardy, L. (2005, Apr.). A place apart. American School Board Journal,

192(4), 18-23.

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 9

Illinois Association of School Boards. (2006, August). Foundational principles of effective governance. Springfield, IL: Author.

Rothstein, R., & Jacobsen, R. (2006, Oct.). What boards want from schools. American School Board Journal, 193(10), 28-31.

Group Time

Week 2 June 2nd Curriculum Development and Implementation

Who controls curricular content? What should schools teach students? How do we know we are teaching the right or enough information? Readings – Lunenburg & Ornstein, Chapter 13 Brooks, J. G., Libresco, A. S., & Plonczak, I. (2007, June). Spaces of

liberty: The new soft bigotry of NCLB. Phi Delta Kappan, 88(10), 749-756.

Landsman, J., & Gorski, P. (2007, May). Countering standardization. Educational Leadership, 64(8), 40-4.

Murawski, W. W., & Hughes, C. E. (2009, Summer). Response to intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53(4), 267-277.

Posner, D. (2004, June). What’s wrong with teaching to the test? Phi Delta Kappan, 85(10), 749-751.

Rothstein, R., Wilder, T., & Jacobsen, R. (2007, May). Balance in the balance. Educational Leadership, 64(8), 8-14.

MIDTERM EXAM!

June 3rd Group Project Preparation June 4th Public Education Alternatives

Define the terms: charter schools, vouchers, privatization, EMO How do these affect public schools? Does the existence or threat of competition improve public schools?

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 10

Eaton, S. (2010, June 4). The pull of magnets. Nation, 290(23), 30-34. Retrieved May 25, 2012, from http://www.thenation.com/article/pull-magnets?page=full

Gibelman, M., & Lens, V. (2002, Oct.). Entering the debater on school vouchers: A social work perspective. Children & Schools, 24(4), 207-221.

Nathan, J. (2005, Winter). Charters “yes!” Vouchers “no!” Educational Horizons, 83(2), 110-124.

Sack-Min, J., & Dillon, N. (2008, Nov.). The outsourcing question. The Education Digest, 74(3), 15-20.

Toma, E., & Zimmer, R. (2012, Apr.). Two decades of charter schools: Expectations, reality, and the future. Economics of Education Review, 31(2), 209-212.

Underwood, J., & Mead, J. F. (2012, Mar.). A smart ALEC threatens public education. Phi Delta Kappan, 93(6), 51-55.

Decision Making What types of plans should school leaders and social workers make for their students and their schools? Who should take part in the decisions made for the school? How do we know we are doing things right?

Readings – Lunenburg & Ornstein, Chapter 6 Berzin, S. C., & O’Connor, S. (2010, Oct.). Educating today’s school

social workers: Are school social work courses responding to the changing context? Children & Schools, 32(4), 237-249.

Hopson, L., & Lawson, H. (2011, Apr.). Social workers’ leadership for positive school climates via data-informed planning and decision making. Children & Schools, 33(2), 106-118.

Tyler, C. E., & Kibby, R. W. (2004, May/June). small districts, sharp axes. Leadership, 33(5), 16-19.

June 5th Organizational Culture

What is the difference between leadership and management? How do we know when a school administrator is succeeding in the position?

Readings – Lunenburg & Ornstein, Chapter 3

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 11

Bryk, A. S., & Schneider, B. (2003, March). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-44.

Lynch, P. (2006, September/October). Understanding organizational culture. Leadership, 36(1), 20-21.

Vodicka, D. (2006, November). The four elements of trust. Principal Leadership, 7(3), 27-30.

Supplemental: Costin, L. (1975, Mar.). School social work practice: A new model. Social Work, 20(2),

135-139. Roscigno, V. J., Lopez, S. H., & Hodson, R. (2009, March). Supervisory bullying, status

inequalities and organizational context. Social Forces, 87(3), 1561-1589.

Communication What elements should we consider in communicating with others? How can we communicate with and include parents and the community in what goes on at our schools? How can or should schools deal with the media?

Readings – Lunenburg & Ornstein, Chapter 7 Constantino, S. M. (2007, March). Families welcome: Tips for moving

parents to the secondary school. Principal Leadership, 7(7), 34-39.

Knopf, H. T., & Swick, K. J. (2008, Apr.). Using our understanding of families to strengthen family involvement. Early Childhood Education Journal, 35(5), 419-427. doi: 10.1007/s10643-007-0198-z

Tyson, N. L. (2006, Oct.). Rules for engaging challenging people. Education Digest, 72(2), 48-51.

Supplemental: Gibelman, M. (2004, Apr.). Television and the public image of social workers:

Portrayal or betrayal? Social Work, 49(2), 331-334. Group Presentations and Papers due

Revised Professional Reflection and Vision (include 1st draft) June 6th Leadership and Change How has this class changed your perspective? How has this course affected you projected career path?

EAHE 501 – Educational Administration: Tasks & Processes (Summer 2014), page 12

How do school leaders change organizations? Readings –

Brunner, J., & Lewis, D. (2007, May/June). Transforming a school into a community. Principal Leadership, 7(9), 73-75.

Corbin, J. N. (2005, Oct.). Increasing opportunities for school social work practice resulting from comprehensive school reform. Children & Schools, 27(4), 239-246.

Kellison, M. (2007, May/June). Transforming a school into a community. Principal, 86(5), 58-59.

Nunnelley, J. C., Whaley, J., Mull, R., & Hott, G. (2003, Dec.). Brain compatible secondary schools: The visionary principal’s role. NASSP Bulletin, 87(637), 48-59. doi; 10.1177/019263650308763705

FINAL EXAM!

¹ Southern Illinois University Carbondale. (2013). Pathways to Excellence: A Strategic Plan. Fall 2014 R.O’Rourke

Retrieved from http://chancellor.siu.edu/_common/docs/A_Strategic_Plan.pdf

Syllabus Attachment Summer 2014

IMPORTANT DATES * Full Session Courses Begin ……………………………………….06/09/2014

Last day to add a class (without Dean’s permission): …………….06/15/2014

Last day to withdraw completely and receive a 100% refund: ….06/22/2014

Last day to drop a course using SalukiNet: ……………………….07/13/2014

Final examinations:…………………………………………07/31–08/01/2014

Commencement:……………Ceremonies now held only in May & December

Note: For outreach, internet, and short course drop/add dates, visit

Registrar’s Academic webpage http://registrar.siu.edu/

FALL SEMESTER HOLIDAYS

Independence Day Holiday 07/04/2014

WITHDRAWAL POLICY ~ Undergraduate only

Students who officially register for a session may not withdraw merely by the

stopping of attendance. An official withdrawal form needs to be initiated by the

student and processed by the University. For the proper procedures to follow

when dropping courses and when withdrawing from the University, please visit

http://registrar.siu.edu/pdf/ugradcatalog1314.pdf

INCOMPLETE POLICY~ Undergraduate only

An INC is assigned when, for reasons beyond their control, students engaged in

passing work are unable to complete all class assignments. An INC must be

changed to a completed grade within one semester following the term in which

the course was taken, or graduation, whichever occurs first. Should the student

fail to complete the course within the time period designated, that is, by no

later than the end of the semester following the term in which the course was

taken, or graduation, whichever occurs first, the incomplete will be converted

to a grade of F and the grade will be computed in the student's grade point

average. For more information please visit:

http://registrar.siu.edu/grades/incomplete.html

REPEAT POLICY

An undergraduate student may, for the purpose of raising a grade, enroll in a

course for credit no more than two times (two total enrollments) unless

otherwise noted in the course description. For students receiving a letter grade

of A,B,C,D, or F, the course repetition must occur at Southern Illinois

University Carbondale. Only the most recent (last) grade will be calculated in

the overall GPA and count toward hours earned. See full policy at

http://registrar.siu.edu/pdf/ugradcatalog1314.pdf

GRADUATE POLICIES

Graduate policies often vary from Undergraduate policies. To view the

applicable policies for graduate students, please visit

http://gradschool.siu.edu/about-us/grad-catalog/index.html

DISABILITY POLICY

Disability Support Services provides the required academic and programmatic

support services to students with permanent and temporary disabilities. DSS

provides centralized coordination and referral services. To utilize DSS

services, students must come to the DSS to open cases. The process involves

interviews, reviews of student-supplied documentation, and completion of

Disability Accommodation Agreements.

http://disabilityservices.siu.edu/

PLAGIARISM CODE

http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%

20Plagiarism.pdf

SALUKI CARES

The purpose of Saluki Cares is to develop, facilitate and coordinate a

university-wide program of care and support for students in any type of

distress—physical, emotional, financial, or personal. By working

closely with faculty, staff, students and their families, SIU will continue

to display a culture of care and demonstrate to our students and their

families that they are an important part of the community. For

Information on Saluki Cares: (618) 453-5714, or siucares@siu.edu,

http://salukicares.siu.edu/index.html

EMERGENCY PROCEDURES

Southern Illinois University Carbondale is committed to providing a

safe and healthy environment for study and work. We ask that you

become familiar with the SIU Emergency Response Plan and Build-

ing Emergency Response Team (BERT) programs. Emergency re-

sponse information is available on posters in buildings on campus,

available on BERT’s website at www.bert.siu.edu, Department of

Safety’s website at www.dps.siu.edu (disaster drop down) and the

Emergency Response Guideline pamphlet. Instructors will provide

guidance and direction to students in the classroom in the event of an

emergency affecting your location. It is important that you follow these

instructions and stay with your instructor during an evacuation or

sheltering emergency.

INCLUSIVE EXCELLENCE

SIU contains people from all walks of life, from many different

cultures and sub-cultures, and representing all strata of society,

nationalities, ethnicities, lifestyles, and affiliations. Learning from and

working with people who differ is an important part of education as well

an essential preparation for any career. For more information please

visit: http://www.inclusiveexcellence.siu.edu/

MORRIS LIBRARY HOURS

http://www.lib.siu.edu/about

LEARNING AND SUPPORT SERVICES

Help is within reach. Learning support services offers free tutoring on

campus and math labs. To find more information please visit the Center

for Learning and Support Services website:

Tutoring : http://tutoring.siu.edu/

Math Labs http://tutoring.siu.edu/math_tutoring/index.html

WRITING CENTER

The Writing Center offers free tutoring services to all SIU students and

faculty. To find a Center or Schedule an appointment please visit

http://write.siu.edu/

AFFIRMATIVE ACTION & EQUAL OPPORTUNITY

Our office's main focus is to ensure that the university complies with

federal and state equity policies and handles reporting and investigating

of discrimination cases. For more information visit:

http://diversity.siu.edu/#

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