organizing 2

7/29/2019 organizing 2

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The Principalship:Vision to Action

Fred C. Lunenberg

Beverly J. Irby


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Table of Contents(Click chapter title to navigate)

Chapter 1: Cultivating Community, Culture andLearning

Chapter 2: Creating a Vision for Learning

Chapter 3: Curriculum Development andImplementation

Chapter 4: Teaching and Learning

Chapter 5: Professional Development

Chapter 6: Student Services

Chapter 7: Organizational Structures

Chapter 8: The Principal as Decision Maker


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Table of Contents (contd)(Click chapter title to navigate)

Chapter 9: Developing Effective Communication

Chapter 10: The Principal and Change

Chapter 11: Budgeting and School Facilities

Chapter 12: Creating Safe Schools

Chapter 13: Human Resource Management

Chapter 14: Community Relations

Chapter 15: The Principal and Ethics

Chapter 16: Political and Policy Context

Chapter 17: Legal Issues


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Chapter 1:Cultivating Community,Culture and Learning

CommunityCulture

Learning


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Interstate School Leaders

Licensure Consortium (ISLLC)Standards for School Leaders

Review the language of the sevenstandards in your text book

Re-write each in plain English

Discuss the purpose of each standard; i.e.Why would the Consortium consider this avaluable standard?

Chapter 1: Cultivating Culture, Community and Learning


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The Role of the Principal

Historically:

A NEW APPROACH

Principal

Assistantprincipal Assistantprincipal Assistantprincipal

Dean ofStudentsCounselors

AdministrativeStaff



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LEADING FROM THE CENTER

community

parents teachers

staff

students

PRINCIPAL



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Compare and Contrast the Historic

Approach to the New ApproachHistoric Principal rules top-down

Leadership dispersed

according to authority A power over

approach

Principal is theleader

New

Principal workscollaboratively

Leadership dispersedaccording tocompetence

A power to approach

Principal is the leader ofleaders

Briefly discuss the advantages and disadvantages ofeach approach. What factors might have contributed

to the shifting paradigm?



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Creating a Professional Learning

CommunityCreate a mission statement: Why does the

school exist? What is its purpose?

Develop a vision: What does the school wish tobecome?

How can schools avoid the following?

traditionof

isolation



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Develop value statements: What attitudesand behaviors do stakeholders value and

which will teachers pledge to demonstrate?Establish Goals:

Concrete evidence of implementation of school

improvement Influenced by a districts administrators

Reflect a desired end result

Creating a Professional Learning

Community (contd)

BENEFITS TO SETTING GOALS



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Setting clearly defined goals benefits all

stakeholders by fosteringCommitment: individuals have a personal

stake in outcomes

Standards: enable principals to analyzeperformance objectively

Targets: give individuals a concreteoutcome, rather than a subjective one

Motivation: encourages individuals toperform at highest levels



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What is the practical application

of the vision setting process?A properly conceived vision serves as a filterfor the myriad of daily decisions a principalis asked to make.

VI

SIO

N

Decisions thatbenefit all

stakeholders inan ethical and fairmanner


Ch 1 C l i i C l C i d L i


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Developing a Culture What is culture?

The most commoncharacteristics ofculture:

norms

dominantvalues

philosophy

rules

feelings

observedbehavioralregularities

CULTURE

Considerheroes andheroines,traditions andrituals, andcultural

networks


Ch t 1 C lti ti C lt C it d L i


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Maintaining School Culture

1. Hire staff carefully

2. Train staff in desired school culture

3. Instruct staff in technical aspects of job

4. Reward staff for performances that reflectthe values of the culture

5. Adhere closely to values of the culture

6. Reinforce rites and rituals of culture

7. Identify and make available staff to serveas role models


Ch t 1 C lti ti C lt C it d L i


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The Principal as Instructional Leader

The focus on results, the focus onstudent achievement, the focus on

students learning at high levels - canonlyhappen ifteaching and learningbecome the central focus of the

school and the central focus of theprincipal(Blase & Blase, 2003;

Castallo, 2001; Lambert, 2003).


Chapter 1: Cultivating Culture Community and Learning


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Shift instruction from teaching to

learningFocus on learning: What is thedifference between teaching andlearning? What questions do you needto consider to facilitate this shift?Encourage Collaboration: Why is

collaboration beneficial?

Analyze Results: What type of datashould be disaggregated and into whatcategories?


Chapter 1: Cultivating Culture Community and Learning


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Shift instruction from teaching to

learningProvide Support: What training doteachers need to facilitate this shift?What would the outcome of this

support and shift look like in theclassroom?

Align Curriculum, Instruction, and

Assessment: How does this reflectNCLB? Despite criticisms of teachingto a test, what are the clear benefits

to an assessment driven curriculum?



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Return toTable of

Contents

Return toBeginning of

Current Chapter

Proceed toNext Chapter

EndPresentation


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Chapter 2:Creating a Vision for

LearningStandard 2: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students by

promoting a positive school culture, providing aneffective educational program, applying best practicesto student learning, and designing comprehensiveprofessional growth plans for staff.



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Gaining a Perspective on the

Vision: Considering the FutureIn addition to critical thinking and

imagination, the following factors must be

considered in creating a vision: The Global Society (poverty, race, gender,

assimilation, etc.)

Challenges in Learning (underachieving minoritygroups, physical and mental abuse, othersources of education)




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Bringing the Vision Home to the

School CultureBasic tenants of the No Child Left BehindAct of 2001:

Schools are accountable for achievement of ALL

students

Schools must hire highly qualified teachers

Schools implement research-based programs

and practices

How do these criteria impacthow you would create a vision

for your school?




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The Systemic Vision

Contextual AND dependent upon relationships:


District Vision, Mission, and Goals

Campus Vision, Mission, and Goals

MISSION AND GOALS ACCOMPLISHED

Beliefs, Attitudes, and Values (of

the leader, faculty, staff, andcommunity)

Collaboratively Developed ActionPlan for Accomplishing Goals

Motivated Students

Relationships Built

Deeper Understanding of Individuals and the Organization



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Creating a Vision

The principal must consider:1. Where has the school been?

2. Where is the school currently?3. Where should the school be in the

future?

How do the conditions listed in figure 2-2help a principal grow a vision? What rolesdo personal beliefs, values, and attitudes

play in this growth?




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The Leadership Framework as aDoorway to Creating a Vision

A leadership framework should include:1. Philosophy of education

2. Philosophy of leadership

3. Vision for learners4. Vision for teachers

5. Vision of organization

6. Vision of professional growth7. Method of vision attainment

Why is the leadership framework a

useful tool for creating a vision?




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Shepherding the Vision

BEWARE OFTradition

Scorn

Nay-Sayers

Complacency

Weariness Short-range

thinking




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Shepherding the Vision (contd)

Encourage Building ownership in the vision

Thinking of the long-term benefits

Seeking input from stakeholders Building confidence in stakeholders

Staying with the vision

Staying focused

Keeping stakeholders alert to any changes

Demonstrating how focus results in efficiency,effectiveness, and productivity

p g g



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Mission Statements vs.Goal Statements

Mission Statements

State the purpose ofthe school, both

generally andspecifically

Guide decision-makingprocesses

Guided by the visionand explain how it willbe obtained

Goal Statements

Break the mission andvision down into

specific andmeasurable steps

The tangible results aschool is trying toachieve

Guided by the missionand vision

p g g



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Creating Goals to Obtain a Vision

Consider the hierarchy of goals: A means-end analysis can help a principal prioritizeand organize goals

What is necessary for the hierarchy shown infigure 2-3 to operate cohesively in order to

achieve a stated vision?

p g g



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What Makes an Effective Goal?

Clarity and specificity

Time frame

Key areas

Challenging but realistic

Linked to rewards

Why are these criteria needed for a goal to beconsidered effective?

p g g



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The Goal Setting Process

Setting Goals

Evaluating Results

Developing Action Plans

Revise and Update

Monitoring Performance Revise and Update

Recycle



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Common Problems with GoalSetting

Lack of top-management support

Time-consuming

Excessive paperworkOveremphasis on quantitative goals

Administrative style

Prepackaged programs

How would you overcome

each of these obstacles? Chapter 2: Creating a Vision for Learning


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Tips for Effective Goal Setting

Develop a specific organizational structure

Create a positive leadership climate

Maintain the means-ends chain of goalsTrain principals

Emphasize periodic feedback sessions

Once goals have been set, the principalmust determine HOW they will beobtained. This leads to



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Developing Plans for Attaining Goals

Time Frame for Plans

Strategic Plan

Tactical Plan Tactical Plan

Standing Plans Standing Plans Standing Plans Standing Plans

Operational Plan Operational Plan Operational Plan Operational Plan

Strategic plans define the means by

which the goals of the school are tobe attained

Tactical plans are designed to

help execute strategic plans andto accomplish a specific part ofthe districts strategy

Operational plans are developed at thelower levels of the district to specify the

means toward achieving operationalgoals and supporting tactical planningactivities

Standing plans are predeterminedstatements that help decision makershandle repetitive situations in aconsistent manner


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Return toTable of

Contents


Current Chapter


EndPresentation


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Chapter 3:

Curriculum Developmentand Implementation

Standard 2: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students bypromoting a positive school culture, providing aneffective educational program, applying best practicesto student learning, and designing comprehensiveprofessional growth plans for staff.

C d M d l f

Chapter 3: Curriculum Development and Implementation


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Concepts and Models ofCurriculum

Consider the traditional concepts andmodels of curriculum outlined in the first 15pages of chapter 3.

Which of these do you most closely alignyourself? Why? What different visions andgoals would emerge from each of these

models?Now, lets look at some more modern

curriculum models



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Modern Models of CurriculumMost have an emphasis on interdisciplinary

courses, open-ended systems,intergenerational and inter-professionalrelationships, Socratic dialogue, multi-dimensional assessments, and multiculturalism

(McNabb, 1995).Most are open educational systems

Consider the above statements and the late20th century definitions of curriculum in yourtextbook.

How do modern models of curriculum reflecttodays society?

A closer look



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The Irby and Lunenberg Model

Curriculum must be: Led by the principal but developed

collaboratively

Considerate of the community Responsive to student needs Connected to vision and mission of the

school

Reflective of the needs of a global societyAble to be assessed in terms of student

performance

Integrated systematically



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The Ornstein Model

Systemic approach: recognizes that theactions within the organization impactcurriculum decisions

7 categories to the model:1. Political Forces

2. Knowledge Industry

3. External Groups4. Content

5. Instructional Activities

6. Evaluation

7. Supervision of Curriculum

ExamineFigure 3-6.How do these

7 categoriesinteract tocreate a modelof curriculum?



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The Eisner Model

Five dimensions needed for successfulschools:

1. The Intentional

2. The Structural

3. The Curriculum

4. The Pedagogical

5. The Evaluative

What is meant by each of these dimensionsand how could they work together to

create successful schools?

R l ti hi f C i l t



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Relationship of Curriculum toInstruction

Functions of a Curriculum Plan

To produce a curriculum for an identifiablepopulation

To implement the curriculum in a specific school

To appraise the effectiveness of the curriculumdeveloped

Read the 15 characteristics identified by Tomlinsonand Allan. Why must a principal take these

characteristics into consideration in order to makepositive changes to the curriculum?

Th P i i l th C i l



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The Principal as the Curriculumand Instructional Leader

While the principal does not need to provide ALLof the curriculum leadership, the most effectiveones collect information and use it to facilitatecurriculum development

In order to share the responsibility for curriculumleadership a principal should:

Allow teachers to take responsibility for curriculum

Arrange schedule to give teachers time to work oncurriculum

Provide staff development

Provide resources

Create a community of learners (see Figure 13-9)



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Curriculum Goals and

Instructional ObjectivesCurriculum Goals =

broad, general

statements to helpdevelop programs ofinstruction

What you WANT the

students to do

Instructional Objectives =required performance,

conditions for behavior,and level of performance

What the student actuallyDOES

To achieve teacher and staff buy-in a principal needs to offer:

1. Data that support the need for change

2. Information that supports the changes in similar contexts

3. Connection between goals and achievement measures

4. Focus on usability, simplicity, and effectiveness

5. Clear relationships between changes and the vision

6. Opportunities for teachers and staff to participate in goaland objective creation

C i l G l d



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Curriculum Goals andInstructional Objectives (contd) Classifying objectives

Cognitive1. Knowledge

2. Comprehension

3. Application4. Analysis

5. Synthesis

6. Evaluation

Affective1. Receiving

2. Responding

3. Valuing

4. Organization

5. Characterization

Psychomotor

1. Reflex movements

2. Basic-fundamentalmovements

3. Perceptual abilities4. Physical abilities

5. Skilled movements

6. Non-discursivecommunication

REMEMBER: OBJECTIVES MUSTCORRELATE WITH THE CURRICULUM

Refer to the 7 principles for selecting learningexperiences to ensure that they foster activeinvolvement in the learning process



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Developing a Needs Assessment Why a needs assessment?

Assists with developing or revising curriculum andassessment

Ensures a dynamic and responsive curriculum

Gives teachers information about learners

At the curriculum level, a needs assessment includesa(n):

1. Review and analysis of standards

2. Review of curriculum from successful districts3. Interview of students, teachers, and parents

4. Review of current students work

5. Review of related literature and best practices

l h lChapter 3: Curriculum Development and Implementation


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Aligning the Curriculum

After a needs assessment, curriculum alignmentshows WHAT will be taught in all subject areas and ateach grade level

Curriculum mapping provides scope and sequence of

WHEN skills will be taughtCurriculum benchmarking provides periodic

assessments and minimum standards of achievement

Curriculum audits help identify strengths and gaps ininstructional practices

Instructional differentiation attempts to determinewhich instructional methods are best for all learners

F i th Vi i d th S h l



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Focusing the Vision and the SchoolsMission through Curriculum

The principal is the curriculum or instructionalspecialist or leader who does have theunderstanding of philosophy, the clarity ofvision, and the technical skills to move his/her

programs toward meaningful activity.

Consider how the case study of Mauka LaniElementary School exemplifies this alignment

and call to action.


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Current Chapter


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Chapter 4:

Teaching and LearningStandard 2: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students by

promoting a positive school culture, providing aneffective educational program, applying best practicesto student learning, and designing comprehensiveprofessional growth plans for staff.

The Principal and Instructional



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The Principal and InstructionalPlanning

Instructional planning should be a self-reflective tool

How does the cycle described in Figure 4-1

promote successful instructional planning?

What are the benefits to instructionalplanning?



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Benefits of Instructional PlanningProvides a daily map

Targets learner benchmarks

Ensures that teacher follows up on identifiedweaknesses

Reinforces teachers understanding ofcontent knowledge

Intertwined with the curriculum alignmentprocess

Beyond instructional planning, what are theadded positive outcomes of the above listed

benefits?



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Planning (contd)

Promoting Reflective Planning: What

questions would you pose to a strugglingteacher concerning goals, objectives,instructional activities, assessment, revision,

and implementation?




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The Principal and InstructionalPlanning (contd)

Using Student Data to Drive InstructionalPlanning: What are some of the obstaclesthat educators face in properly using

student data to aid in instructional planning?How would you overcome these obstacles?

Consider the anecdote of Dr. John Barrera.

How does this example demonstrate theproper use of student data?

REMEMBER!

Th P i i l d I i lChapter 4: Teaching and Learning


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The Principal and InstructionalPlanning (contd)

Using Students Cultural Backgrounds inInstructional Planning

Do not use ONLY student achievement data

Consider also: Ethno-instruction andDifferentiated Instruction

Why are these two strategies increasinglyimportant in todays classrooms?



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Information Processing

Read the various theories of informationprocessing as outlined in your text.

Which theory/theories do you think best explain

how people process information and why?Why is it important for a principal to have a

working knowledge of these various theories?

How could you develop these theories intopractical applications at your school?

Th Eff ti S h l M d lChapter 4: Teaching and Learning


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The Effective Schools Model

What makes an effective school? Researchshows the following

CLEAR AND FOCUSEDMISSION

STRONG

INSTRUCTIONALLEADERSHIP

OPPORTUNITY TOLEARN

FREQUENT

MONITORING

SAFE AND ORDERLYENVIRONMENT

POSITIVEHOME-SCHOOL

RELATIONS

HIGHEXPECTATIONS

Eff ti T hi P ti



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Effective Teaching Practices:The 12 Principles

1. Students can learn best within cohesiveand caring communities

2. Students learn more when time is

allocated to curriculum related events

3. All components of curriculum are alignedin a cohesive program designed to achieve

specific goals

4. Teacher can prepare students for learningby providing initial structure

Eff ti T hi P tiChapter 4: Teaching and Learning


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5. Content is explained clearly and developedwith emphasis on structure andconnections

6. Questions are planned to engage studentsin sustained discourse

7. Students receive sufficient opportunities to

practice and apply what theyve learnedand to receive feedback

8. Teacher provides assistance to enablestudents to engage in learning activities

Effective Teaching Practices:The 12 Principles (contd)

Effective Teaching Practices:



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Effective Teaching Practices:The 12 Principles (contd)

9. Teacher models and instructs students inlearning and self-regulation strategies

10. Students often benefit from working inpairs or small groups

11. Teacher uses variety of formal andinformal assessment methods

12. Teacher establishes and follows throughon appropriate expectations for learningoutcomes

Conditions for Learning and Best



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Conditions for Learning and BestPractices

Conditions for Learning

School is warm and inviting

Curriculum includes fine arts

Students learn to be effective citizens

Students learn to develop skills for the workplace

School has smaller class sizes

Support staff is available

School reviews self Data and evidence drive decisions

Why are these (and the other conditions listed) considerednecessary conditions for learning? Can you think of any

others?



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Models of Observation

Read the NCTAFs 5 propositions deemedessential for accomplished teaching

Do you agree that these 5 conditions are

necessary? Why/why not?Can you think of any other essential

propositions?

How can a knowledge of these 5propositions help a principal improve theeffectiveness of teaching and learning athis/her school?



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Models of Observation (contd)

Formative EvaluationSummative Evaluation

Classroom Observations

Walk-Through ObservationsPeer Coaching

As a teacher, which of these types of observation

do/did you prefer? Why?

As a principal, which of these types of observation

do you think will be most helpful? Why?


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Chapter 5:

Professional DevelopmentStandard 2: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students bypromoting a positive school culture, providing aneffective educational program, applying best practicesto student learning, and designing comprehensiveprofessional growth plans for staff.

The Mission of Principals Related



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The Mission of Principals Relatedto Professional Development (PD)

Well read and educated inlatest research

THE IDEAL PD PRINCIPAL

Analyzes impacton campusSensitive to students

and community

Thinks forward andconsequentially



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The Principals Mission to Teachers PD

PLAN:Work withteachers todevelop a

comprehensivePD targeted atindividual andcollective needs

PROVIDE:

Resources (timeand money) forteachers to be

reflective abouttheir practices

What is theadvantage tothis approach

to teachersPD?



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High Quality PD

Consider Knowles observations:

Adult learners need to be self-directed

Adult learners display readiness to learn why

they have a perceived needAdult learners desire immediate application of

new skills and knowledge

Do you agree with Knowles findings?What are the implications of these findings

on an effective PD program?

The Ten Principles of Effective PDChapter 5: Professional Development


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The Ten Principles of Effective PD

1. Effective PD focuses on teachers as central to

student learning, yet includes other members of theschool community

2. Effective PD focuses on the individual, collegial, andorganizational improvement

3. Effective PD respects and nurtures the intellectualand leadership capacity of teachers, principals, andothers in the school community

4. Effective PD reflects best available research and

practice in teaching, learning, and leadership5. Effective PD enables teachers to develop further

expertise in subject content, teaching strategies,uses of technologies, and other essential elements in

teaching to high standards


The Ten Principles of Effective PD (contd)


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6. Effective PD promotes continuous inquiry and

improvement embedded in the daily life of schools7. Effective PD is planned collaboratively by those who

will participate in and facilitate that development

8. Effective PD requires substantial time and other

resources9. Effective PD is driven by a coherent long-term plan

10. Effective PD is evaluated ultimately on the basis ofits impact on teacher effectiveness and studentlearning; and this assessment guides subsequentprofessional development efforts

The Ten Principles of Effective PD (cont d)

What would a PD program that utilizes all of these

principles look like?

The Principals Mission for Personal



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The Principal s Mission for PersonalProfessional Development

Why is it essential that principals developtheir own PD plan?

Read the description of the PD Portfolio.

What are the various components of thePortfolio and how do they work together toensure that the principal embarks on a

successful and effective PD plan?Review your own Portfolio (start one if you

have not already). What components are

missing or need to be updated?


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Standard 2: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students bypromoting a positive school culture, providing aneffective educational program, applying best practicesto student learning, and designing comprehensiveprofessional growth plans for staff.

Chapter 6:

Student Services

G id d C li S i



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Guidance and Counseling ServicesTo provide for the realization of student

potentialities

To help children with developing problems

To contribute to the development of theschools curriculum

To provide teachers with technical assistance

To contribute to the mutual adjustment ofstudents and the school

Assess the scope of the guidance and counselingservices offered on your campus.



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Guidance and Counseling Services (contd)

Role of the Counselor Personal/social

issues

Educational issues Career planning

Major ServicesAssessment

Information

Placement andfollow-up

Counseling(Directive,

Nondirective, andEclectic Counseling)



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When evaluating the program, consider Student needs

Cooperation

Process and product

Balance

Stability

Flexibility

Qualified counselorsAdequate counselor-student ratio

Physical facilities

Records

Guidance and Counseling Services (contd)

Using these 10 criteria,evaluate the guidance andcounseling program atyour school or one youhave worked at in thepast. How can thesecharacteristics help youplan for an effective

program at your school?

Att d d St d t R d



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Attendance and Student Records

Cumulative recordsshould contain:

Personal data sheet

Parents report

Childs self-concept

Sociogram

Behavior reports Standardized test data

What is the purpose

of ensuring thatthese artifactsappear in studentscumulative record?

Evaluating Student ProgressChapter 6: Student Services


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Evaluating Student Progress

As NCLB stresses AYP and accountability, evaluating

student progress has become a critical role for the 21stcentury principal. Assessment can serve variouspurposes:

Help student understand self

Provide information for education/vocational counseling Help staff understand student population

Evaluate the academic progress of students

Help administrative staff appraise programs

Facilitate curriculum revision

Make instructional management decisions

Make decisions about screening students

Make program decisions

E l ti St d t P ( td)



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Evaluating Student Progress (contd)

While many bemoan the NCLBs emphasis ontesting, assessment clearly has its benefits ifthe testing program is well developed

Minimum components of testing battery:1. Emerging reading tests

2. Learning readiness tests

3. Intelligence tests

4. Achievement tests

5. Interest and aptitude tests

R ti t P t /F il



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Reporting to Parents/Family

Any teacher knows that grading has itsdifficulties. Among them are:

Teacher variability

Unreliable aptitude scores for all students

Policy variability

Variety of alternatives to traditional methods

How can a principal account for and deal withthese difficulties?

Compare your solutions with the following

M th d f R ti G d



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Methods of Reporting Grades

Percentage method

Letter method

Descriptive method

Percentile method

Three-group method

Rank methodT-score method

What are thebenefits and draw-backs to each of

these methods? Inwhat circumstanceswould you use one

method overanother?

E t i l A ti iti



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Extracurricular Activities

Shouldnt principals be concerned solelywith the academic program at their school?

Extracurricular activities are vital to helpstudents develop skills and talents notreadily tapped into in the traditional core

subjects. Read the texts explanation of thefunctions of these activities. Can you thinkof any others?

Special Education ServicesChapter 6: Student Services


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Special Education Services

Key Legislation: Section 504 of the Rehabilitation Act of 1973

Education for All Handicapped Act of 1975

Americans with Disabilities Act of 1990

Individuals with Disabilities Act (IDEA)Key Components of IDEA: Related Services

Due Process Discipline

Make sure you are familiar with these terms andtheir legal implications. Remember that a principal

must ensure the quality education of ALL students.

Gift d Ed ti



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Gifted Education

The area of Gifted Education is growingrapidly and principals must be aware of howto best serve this special population. Gifted

students will NOT thrive on their own; theyneed and deserve the services, attention,and resources to best develop their gifts

and talents.Refer to Figure 6-2 for a list of options that

will help to meet the needs of gifted

students

Bili l Ed ti



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Bilingual Education

As with the gifted population, studentsrequiring bilingual services are also rapidlygrowing

Principals must consider the following whencreating an ESL program:

State guidelines

Student population to be served District resources

Biling al Ed cation (contd)



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Bilingual Education (contd)

Principals must be aware of the following terms Early-exit

Late-exit

Immersion

Dual immersion

Submersion

Dual-language Two-way




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ESL Program Models: Pull Out

Class Period

Shelter English or Content-based Programs

Structured English Immersion

High Intensity Language Training Programs


When would it be appropriate to use each ofthe above models?


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The Big Cheese


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Standard 3: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students bymanaging the organization, operations, and resources

in a way that promotes a safe, efficient, and effectivelearning environment.

Chapter 7:

Organizational Structures

The Big Cheese

Jr. Cheese Asst. Cheese Assoc. Cheese

Important Concepts of



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Important Concepts ofOrganizational Structure

Job Specialization

Departmentalization

DelegationDecentralization

Span of Management

What do each of these terms mean and how dothey help to explain the concept of an

organizational structure?

Schools as Open Systems



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Schools as Open Systems

Schools are open systems becausethey interact with their environments

Inputs = human, financial, physical, and

information resourcesTransformation Process = combining and

coordinating resources to attain goals

Outputs = prepared and educated students,staff and community satisfaction

Feedback = student, parent, staff, andcommunity reaction to output

Leadership Functions



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Leadership Functions

Planning

How can an understanding of the interplaybetween these functions help a principal tomore effectively manage the organizational

structure of their school?

OrganizingMonitoring

Leading

Administrative Roles



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Administrative Roles

Principal Activities: Heavy Workload at a Fast Pace

Variety, Fragmentation, and Brevity

Oral Communication

Are these activities unique to the role of the principal?

Which of these do you find most daunting? Which ofthese comes naturally to you?

Management Skills



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Management SkillsConceptual Skills: Ones mental ability to

acquire, analyze, and interpret information

Human Skills: Ones ability to motivate,facilitate, coordinate, lead, communicate,

manage conflict, and get along with othersTechnical Skills: Ones ability to use

knowledge, methods, and techniques of aspecific discipline

Consider Figure 7-3. At what level would youplace yourself? Your current administrators? How

does one move up the hierarchy?

Effective Principals



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Effective Principals

Task Dimensions: Consider Sashkin and Huddles13 task dimensions of a principal. How can youdeliberately design your actions to build cultural aswell as managerial linkages?

Human Resource Activities: Consider the list oftraits of ineffective administrators. Why wouldthese be detriments to an effective principal and

how could you correct each of theseshortcomings?

Effective vs. Successful



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Administrators Effective = how well a

principal wasevaluated bysubordinates

Most time on task-relatedcommunication

Human resourcemanagement

Successful = rapidpromotion

Little time on human

resourcemanagement

Good at networking

Politically savvy

Are these findings surprising to you?

What are their implications?

The Demise of Bureaucracy



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The Demise of Bureaucracy

What is the harm of bureaucracy? Explain whyeach of the following are seen as negative featuresto bureaucracy, especially in education.

Division of labor and specialization Reliance on rules and procedures

Emphasis on hierarchy of authority

Lifelong careers and evaluation

Impersonality

So what are the alternatives?

Emergent Models of



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Organizational Structure

System 4 Design

Site Based Management

Transformational Leadership

Synergistic Leadership Theory

Total Quality Management (TQM)

Read the description of each model carefully.Which one appeals to you the most and why?

Regardless of which model you find mostintriguing, consider

10 Concepts Helpful in Restructuring theChapter 7: Organizational Structures


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Content of Schooling

Heterogeneousgrouping

Cooperative learning

High expectations forall

Responsiveness tostudent diversity

Emphasis on activelearning

Essential curriculum

Authentic assessment

Technology as a tool

Time as a learningresource

Diverse pedagogy


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Standard 3: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students by

managing the organization, operations, and resourcesin a way that promotes a safe, efficient, and effectivelearning environment.

Chapter 8:The Principal as Decision

Maker

The Nature of Decision Making



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The Nature of Decision Making

Understanding how adecision was reached

Purpose or goalachieved

Making a choice froma number of options

Decision Making

The Decision Making Process



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gIdentifying the problem

Generating alternatives

Evaluating alternatives

Choosing an alternative

Implementing the decision

Evaluating decision

effectiveness

Recycle

processasnecessary

The Rational Decision Maker



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The Rational Decision MakerWhat is rational decision making?

Problem is clear

Single goal is to be achieved

All alternatives and consequences are known

Preferences are clear

Preferences are constant and stable

No time or cost constraints

Final choice will maximize economic payoff

Do these assumptions seem applicable to mostschool organizations you are aware of? Rationality

seems limited, so

Limits to Rationality



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Limits to RationalityBounded Rationality:

Decisions based on incomplete comprehension of theproblem

Decision makers will not succeed in generating allpossible solutions

Alternatives are evaluated incompletely Ultimate decision must be based on criterion other than

maximization

Consider: Satisfying, Heuristics, Primacy/Recency

Effect, Bolstering the Alternative, Intuition,Incrementalizing, the Garbage-Can Model How can these processes compensate for the limits to

rationality and allow a principal to make effectivedecisions?

Shared Decision Making



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Shared Decision Making Often committees, teams, councils, etc. must make decisions

too. In these instances, an understanding of the shareddecision making process is necessary.

To help involve teachers in the process, consider Huddleston,Claspell, and Killions method:

Readiness: prepare for shared decision making

Experimentation: build comfort in the decision makingprocess

Refinement: share the decision making process

Institutionalization: shared decision making becomes norm

This process is not flawless. What are the advantages anddisadvantages to shared decision making?

Advantages and Disadvantages



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to Shared Decision Making Greater sum total

knowledge

Greater number of

approaches to theproblem

Greater number ofalternatives

Increased acceptance ofa decision

Better comprehension of

a problem and decision

Social pressures towardconformity

Individual domination

Conflicting secondarygoals

Undesirablecompromises

Ambiguous responsibility

More time needed

Obviously, a principal needs to carefullyconsider if the shared decision makingprocess is appropriate for any given

situation. Read Williamss list of skills neededfor effective site-based decision making. Dothese tips seem do-able? Now readthrough the model provided in the text.

While seemingly esoteric, what are thepractical applications and advantages to thismethod?

Decision Making Pattern Choice



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Decision Making Pattern Choice

An alternative model to shared decisionmaking, this approach focuses on acontinuum of leadership from boss-centeredto subordinate-centered

Review Figure 8-4 for a more detailed lookat this approach

The principal must consider the forces in theleader, forces in the group members, forcesin the situation, and long-run goals andstrategy

Decision MakingPattern Choice (Contd)



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Forces in the leader thatdetermine which of the

patterns to choose from: Value system

Confidence in group members

Leadership inclinations

Feelings of security in

uncertain situation Forces in the group members

that allow for greater freedom:

High need for independence

Readiness to assume

responsibility High tolerance for ambiguity

Interested in problem

Understand goals

Have necessary knowledge

Expect to share in process

Forces in the situation thatcreate pressure:

The problem Time constraints

Long-run goals and strategy toconsider:

Raising level of motivation

Improving quality of decisions Developing teamwork and

morale

Furthering individualdevelopment

Increasing readiness to acceptchange

There is no formula for perfect decisionmaking. An effective principal must considerthe forces in a given situation and assesswhich should influence him or her in a given

situation.

The Synergistic Decision Making ApproachChapter 8: The Principal as Decision Maker


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Listening Active listening with respect, consideration, and no judgment

Responding

Paraphrase; be respectful; assume sincerity; avoid pre-judgment

Reinforcing Build on previous remarks to encourage a free, non-competitive, and

diverse discussion

Clarifying

When confusion arises, phrase neutral questions, avoid condescension,

avoid impatience, and do not assume you have the answer

Do you think teachers would be receptive to this process?Why or why not?


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Standard 3: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students by

managing the organization, operations, and resourcesin a way that promotes a safe, efficient, and effectivelearning environment.

Chapter 9:Developing Effective

Communication

The Communication ProcessChapter 9: Developing Effective Communication


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Communication = the process of transmitting

information from one person to another

Read the tips in the text on planning a successfulcommunication process. What have been the positivetraits of past communication processes you have beeninvolved in? Negative traits?

Encode

Sender

Decode

Decode

Receiver

Encode

Message

Feedback

Medium

Noise

Organizational CommunicationChapter 9: Developing Effective Communication


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The following slides will take a closer look at

different categories of communication:Downward

Upward

Horizontal

Formal Communication Networks

Informal Communication Networks

Downward CommunicationChapter 9: Developing Effective Communication


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Information transmits from higher to lower levelsPurposes of downward communication

Implement goals and strategies

Job instruction and rationale

Procedures and practices

Performance feedback

Socialization

What situations warrant downwardcommunication? Which situations would be

inappropriate?

Upward CommunicationChapter 9: Developing Effective Communication


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p Information transmits from lower to higher levels

Types of information in upward communication

Problems and expectations

Suggestions for improvement

Performance reports

Grievances and disputes

Financial and accounting information

Read through the barriers to effective upwardcommunication and the tips to improve it. What other

barriers have you encountered in upwardcommunication? What could a principal have done to

overcome those barriers?

Horizontal Communication



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Horizontal Communication

Information transmits laterally or diagonallyacross lines of formal chain of command;essential for increasing coordination

Categories of horizontal communication Intradepartmental problem solving

Interdepartmental coordination

Staff advice to line departments

Communication Networks



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The three previous communication patterns can combineto form five common networks

1. Chain: line authority relationships

2. Y: two or more interacting members report to a singlesupervisor

3. Wheel: several non-interacting members report to asingle supervisor

4. Circle: members interact with adjoining members, butnot others

5. All-Channel: members interact with adjoiningmembers and all others

Informal network: The grapevine flows in all directionsand is not fixed by any formal organizational chart

What are the advantages anddisadvantages to each of these

communication networks?

Managing Communication: BarriersChapter 9: Developing Effective Communication


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Process barriers: blocked communication with

sender, encoding, medium, decoding, receiver, orfeedback

Physical barriers: concrete and real factors thatblock communication

Semantic barriers: variations andmisunderstandings of connotations

Psychosocial barriers: factors such as fields ofexperience, filtering, and psychological distance

that inhibit effective communicationHow can you, as a principal, work to overcome these barriers?

What has been the cause of communication breakdowns you haveexperienced in the past? How does your experience compare with

the list of factors listed in the text?

Improving Communication Effectiveness



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All members of the communication process are responsible forimproving communication

What can a sender (a principal) do to improvecommunication with various stakeholders? Consider the TenCommandments listed in the text.

What can receivers do to improve communication? Again,

consider the ten suggestions in the text. What is active listening?

What can one do to improve giving responsive feedback?

What types of non-verbal communication should one beaware of?

Do the suggestions given in the text seem practical? Select atleast one strategy posited from the questions posed above and

explain how you would use it to improve your own

communication. Then, go do it!


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Chapter 10:

The Principal and Change

The Nature of Organizational Change



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g g

While most systems tend toward the statusquo, principals must anticipate and directchange positively

External forces for change: the marketplace, laws

and regulations, technology, labor markets,economic changeswhat else?

Internal forces for change: problems with processesor peoplesuch as?

And yet, there is often strong resistance tochange

Why Is Change Resisted?



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y g

UncertaintyConcern over personal loss

Group resistance

DependenceTrust

Awareness of weaknesses

Why have you resisted change in the past?

What can a principal do to overcome this

resistance?

Overcoming Resistance to Change



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g g

Some strategies:

Education and communication

Participation and involvement

Facilitation and support

Negotiation and agreement

Manipulation and cooptation

Explicit and implicit coercion

Which of these strategies do you think would be mosteffective? Why? In what types of situations would you

use each? What other strategies can you think of?

Getting Reform Right: What



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Works and What Doesnt

Current research suggests the following:

Change is learning

Change is a journey, not a blueprint Problems are our friends

Change is resource-hungry

Change requires the power to manage it Change is systematic

All large-scale change is implemented locally

Managing Change



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g g gTypes of change agents: Outside pressure type

People-change-technology type

Analysis-for-the-top type

Organization-development type

Change agent roles:

Consulting Training

Research

What are some real-world examples of each of these types?

When would a principal need to play each of these roles?

Managing Change (contd)



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g g g ( )

Common characteristics of effective change Hemophily

Empathy

Linkage

Proximity Structuring

Capacity

Openness

Reward Energy

Synergy

Why are these desired

characteristics of achange agent?

The Change Process



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g

Phase 1: Pressure and arousalPhase 2: Intervention and reorientation

Phase 3: Diagnosis and recognition

Phase 4: Invention and commitment

Phase 5: Experimentation and search

Phase 6: Reinforcement and acceptance

Note that this model focuses on the role of the changeagent (i.e. the principal). What would a principal actually

be doingin each of these phases?

Promoting Successful School



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ChangeBuild a visionCreate a positive climate

Mobilize

Engage community support

Train

Provide resources

Remove barriers

Please note that the previous and subsequent chaptersdeal with each of these strategies.

Change Strategies



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g g

Process Strategies Survey feedback

Team building

Process consultation Quality of work life

Structural Strategies Goal setting

Job redesign

Quality circles Strategic planning


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Standard 3: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students bymanaging the organization, operations, and resourcesin a way that promotes a safe, efficient, and effectivelearning environment.

Chapter 11:Budgeting and School

Facilities

Basic Terms to Know



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Expenditures

Current Expenses

Capital Outlay

Debt ServiceRevenue

Fiscally Independent

vs. Fiscally DependentDistricts

Fiscal Neutrality

Standard

The Budgeting ProcessChapter 11: Budgeting and School Facilities


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Board of Education

Superintendent

Division Head:Elementary Division Head:Secondary

CFO AS ASAS

Elementary

Building Principal

Secondary Building

Principal

Budget Committee

Financial Controls



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What are the purposes of financialcontrols?

Assist principals in acquiring, allocating, and

evaluating the use of financial resources Allow districts to pay short- and long-term

debts

Protect districts from theft, fraud, etc.

Two types: internal control and financialaudits

Internal Control



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The policies and procedures used by a district tosafeguard assets and verify accounting data

Effective internal control should include1. Clear, formal organization

2. Accounts for each administrative unit3. Handling and record keeping of assets should not

be done by the same employee

4. No one person has control over all phases of any

given transaction5. No redundant work, but employees should check

work

Financial Audits



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Independent appraisal of districtsaccounting, financial, and operationalsystems

Two types External: conducted by experts outside of the

district to verify district accuracy

Internal: conducted by district employees toexamine the accuracy of financial reports

What would be the various advantages anddisadvantages to external and internal audits?

Zero-Base Budgeting

A district starts the budgeting process at



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A district starts the budgeting process at

zero every year Not just adjustments to last years budget;

EVERY expenditure must be justified

Three steps:1. Identify Decision Units

2. Develop Decision Packages

3. Rank the Decision Packages

What parts of a districts organization would bebest served by zero-based budget and why?

AN ALTERNATIVEBUDGETING SYSTEM

Planning-Programming-BudgetingS



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Systems Similar to ZBB, but not all programs need

be justified

The basic steps:

1. Specify goals2. Search for relevant alternatives

3. Measure the costs of the programs for severalyears

4. Evaluate the output of each program

The textbook states that PPBS has not been thegreat tool in practice that its logic would imply. Why

might this be?

School Facilities Management



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Principals in the 21

st

century must be awareof:

Rising school infrastructure costs

New school constructs costs

Environmental hazards inherent with aging facilities

School Infrastructure Costs



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Infrastructure = the physical facilities that

make up a school building (plumbing,heating, electrical, sewer, etc.)

Which areas do you think would have the

schools in the best/worst condition?How much of ones budget should be

allocated to these costs? Experts say 5%, but most schools put aside

only 3%

Why are schools falling apart and why dorepairs cost so much?

1. Age of facilities



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2. Energy prices

3. Weather conditions

4. Density and vandalism

5. Newer buildings

6. A ticking time bomb: most

educators and the public simplydo not pay attention to the ailinginfrastructure of Americas schools

Financing School Construction



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With ever increasing public schoolenrollments, building new schools willbecome a large factor in many districts

throughout the country. According to thetext, what are some unique challenges thatbuilding new schools brings about? How areschools built today fundamentally differentfrom schools built decades ago?

Environmental Hazards



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Every principal should be aware of:Asbestos

Radon gas

School lead Indoor air quality

Electromagnetic fields

What dangers do each of these hazardspresent and how might a principal safely

handle each?


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Chapter 12:

Creating Safe Schools

School Violence and Drug Use



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What does the research say? Read the bulleted points from the

selected studies presented in the text.

Do these findings surprise you? Why/whynot?

Brainstorm some action plans andstrategies that a principal couldimplement to address the trendsidentified in these studies.

An Action Plan: 6 Strategies forSuccess



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Success

1. Predict School Violence2. Prevent School Violence

3. Focus Resources on Schools

4. Strengthen the System

5. Develop a Crisis Management Plan

6. Create an Orderly Climate for Learning

These strategies are, of course, not meant to be used in isolationof one another; a combination of all or some of the strategies,depending on your school climate, will surely help you create a

safe school

Strategy #1: PredictS h l Vi l



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School Violence

Collect and analyze data

Identify problem students and provide

support Identify problem teachers and provide

support and training

Strategy #2: Prevent



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School Violence

Toughen Weapons Laws: What specificpolicies should a principal advocate in orderto achieve this?

Deal with Violent Students: What specificstrategies should a principal use?

Strategy #3: FocusResources on Schools



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Resources on Schools

Fund the Basic Education Program

Teach Violence Prevention

Establish Task Forces

How could a principal implement thisstrategy considering the other financial

demands a school faces?

Strategy #4:Strengthen the System



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Strengthen the System

Improve the Juvenile Code

Create a State Center for the Prevention of

School Violence

How, realistically, can a principal affect thesesystems that are seemingly out of theirjurisdiction?

Strategy #5: Develop aC i i M t Pl



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Crisis Management Plan

Form a School-wide Crisis Management Team

Conduct an Ongoing, School-wide Safety Audit

Develop Policies and Procedures for Various Emergencies

Conduct Safety Drills Develop a School-wide Discipline Plan

Provide a Means for Students to Communicate Information toStaff

Teach Students Alternatives to Violence Evaluate Administrative Practices of the School

Use Resources to Identify Students At-Risk for ViolentBehavior

How could you best communicate the need tofollow these steps to a resistant staff?

Strategy #6: Create anOrderly Climate for Learning



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Orderly Climate for Learning

Establish and Emphasize Goals

Establish Rules and Procedures

Improve Teacher-Student Relations in theClassroom

What specific rules and procedures would be

most helpful in creating a safe school?What specific strategies can a principal and/or

teacher use to improve teacher-student relations?

Consider



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What are the pros and cons of each of thesix previous strategies?

Beside creating safer schools, what are theother positive outcomes of these strategies?

Which of the strategies (or combination ofstrategies) would you be most likely toimplement in your school and why?

Beyond these six strategies, what else canprincipals do to ensure that their school is asafe one?


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Standard 3: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students bymanaging the organization, operations, and resourcesin a way that promotes a safe, efficient, and effectivelearning environment.

Chapter 13:Human Resource

Management

The Human Resource Management Process

Recruitment



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Recruitment

StaffDevelopment

Selection

PerformanceAppraisal

LegalConstraints UnionDemands

Recruitment of Staff



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Before recruitment can commence,principals should:

Analyze the job requirements: refer to job

descriptions and job specifications Know and understand legal constraints involved

in recruitment: consult Table 13-1

Cultivate the sources of potential employees:

promotion within a district, college placementoffices, advertisements, referrals, job fairs,teacher recruitment consortiums

Selection of Staff



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Typical steps in staff selection:1. Preliminary screening of credentials

2. Preliminary interview

3. Testing

4. Reference Checks

5. In-depth interview

6. Physical examination

7. Hiring decision

The most complications usually arise in the interviewprocess

The Interview Process



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Typical problems:

Interviewer is unfamiliar with the job

Interviewers make premature decision based onfirst impressions

Interviewers impose personal biases on theapplicants

How to improve the process

A Better Interview Process Will Include Use of a structured interview format



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Explicitly trained interviewers

The interview as ONE aspect of the selection process Candidates that are given interviews only after

references are checked

Candidates whose files are screened for completeness

Sufficient time for each interview Mailing candidates two or three questions prior to

interview

Name cards placed in front of each interviewer

An evaluation form regarding the interview experiencegiven to each candidate

DOASK ABOUT



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Why applicant wants to teach at school/district

What can applicant bring to the school that isuniquely theirs

Why type of grading criteria is used

How applicant keeps current in the field What has applicant done to develop professionally

What is applicants view of the relationship between

faculty and administrationWhat are some other insightful and

helpful interview questions that you can

think of?

DO NOTASK ABOUT



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Ancestry, nation oforigin, place of birth,original language, etc.

How applicant learneda foreign language

Membership in clubsthat would indicaterace, color, sex, etc.

Names and addresses

of relatives not workingfor the district

How long applicantintends to work

Age Financial condition

Prior wage garnishments

Home ownership

Disabilities

Marital status

Where spouse works

Pregnancy or medicalhistory

Ages of children

Military experience

Religious observance

Staff Development



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Assess Staff Development Needs: Review thethree methods listed in the text. What are thebenefits to these methods?

Set Staff Development Goals: Why is an

understanding of the three categories ofobjectives necessary for a principal seeking toimprove staff development?

Select Staff Development Methods: Examine the

table that identifies widely used methods. Whichof these (or combination thereof) do you thinkwould be most effective and why?

Staff Development (contd)



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Evaluate Staff Development Program: Why are thequestions relating to staff development outcomesimportant to ask?

Induct Beginning Teachers: Recall how it felt when

you first became a teacher. What information do youwish you had been given? What specific strategies canprincipals use to aid beginning teachers?

Improve Support for Beginning Teachers: Which of

the recommendations listed to help principals workwith beginning teachers could you most easilyimplement at your school? Can you think of any otherspecific strategies that would help achieve similar

results?

Staff Performance Appraisal



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Appraisal Techniques Nonjudgmental methods

Judgmental methods

Common Rating Errors Too strict or lenient Central tendency

Single dimension

Halo effect Recency of events

Personal bias and first impressions

Modern Appraisal Techniques

Clinical Supervision:



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1. Pre-observation conference

2. Observation

3. Analysis and strategy

4. Supervision conference

5. Post-conference Goal Setting

1. Supervisor and teacher meet to determine goals

2. Supervisor and teacher meet to appraise performance in

terms of goals set

As a teacher, which appraisal techniques did/do youprefer? Why? As a principal, which do you think you will

employ?

Union-Management Relations

h l k h d d



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Why must a principal work hard to create and

maintain positive union-managementrelations?

The Collective Bargaining Process

Bargaining team selection

Negotiations

If negotiations are successful ratification

If negotiations are not successful impasse1. Mediation

2. Fact Finding

3. Arbitration


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Standard 4: Candidates who complete the program areeducational leaders who have the knowledge andability to promote the success of all students bycollaborating with families and other communitymembers, responding to diverse community interestsand needs, and mobilizing community resources.

Chapter 14:Community Relations

The Principal as a BoundarySpanner



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Spanner A principal should be a bridge between

the school and external constituencies

Leading Community Effortsduring Catastrophe



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Schools become a lifeline. Why is this?What a principal can do:

Establish means of communication

Assess damage quickly and make accommodations

Prioritize needs and establish authority to make decisions Address emotional and survival needs of staff and students

Arrange for training and support for mental healthcaregivers (prior to a catastrophe)

Provide feedback to media Identify and secure available resources

After a catastrophe, encourage creative lesson planning thatuses lessons learned

Leading School, Family, andCommunity Involvement



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Community Involvement

Community = just parents

What members of any given community

might be most helpful to a school?Why is it important that a principal learn to

serve as a leader of this community and not

just the school?

Leading School, Family, andCommunity Involvement (contd)



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Epsteins types ofinvolvement:

Parenting

Communicating

Volunteering

Learning at home

Decision making

Collaboration withcommunity

Comprehensivepartnerships

Communicationavenues: Orientation meetings

Newsletters

School handbook

Programs for families

Suggestion box

Home visits

Conferences Journals

Personal notes

Phone calls

Research demonstrates that parentalinvolvement is a key factor in students

academic achievement, self-confidence, and attitude toward

school. What can a principal do toencourage and promote parental

involvement, especially for minoritygroups?

What are theadvantages and

disadvantages to eachof these avenues?

School-Community RelationsEducational public relations is a planned and



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Educational public relations is a planned and

systematic management function to helpimprove the programs and services of aneducational organization. It relies on acomprehensive two-way communicationprocess[to] assist in interpreting publicattitudes, identify and help shape policies andprocedures in the public interest, and carry on

involvement and information activities that earnpublic understanding and support.

The National School Public Relations Association

School-Community Relations (contd)Chapter 14: Community Relations

To develop two-way communication and collaboration


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Anticipate problemsHandle all school

publications

Write news releasesStay connected to budget

process

Develop communication

planConduct formal and

informal research togauge public opinion

Promote schoolsstrengths

Publicize staff and

student achievementAnswer request for

information

Provide PR training forstaff

Serve as liaison tocommunity groups

within a community, the NPSRA suggests:

What else can a principal do

to create strong communityrelations?

Public Relations

St ong PR p og ams follo these basic steps



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Strong PR programs follow these basic steps:

1. Research

2. Action plan

3. Communicate

4. Evaluate

Read A Young Principals Story. Identify and

evaluate the principals use of this process.Compare this principals actions with those of theprincipal in A Seasoned Principals Story.


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Standard 5: Candidates who complete theprogram are educational leaders who havethe knowledge and ability to promote the

success of all students by acting withintegrity, fairly, and in an ethical manner.

Chapter 15:

The Principal and Ethics

What Is an Ethical Principal?



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One who, in the face of adversity,ambiguity, and challenge, will reflect onwhat is right by some set standard or code

and will act in a rational and caring mannerto resolve problems and conduct business.

Do you agree with the texts definition(s) ofan ethical principal? What are some of theobstacles that might prevent a principalfrom behaving ethically? How might youovercome those obstacles?

Philosophical Concepts of Ethics



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Rights Freedom

Responsibility andAuthority

Duty

Justice

Equity

Caring

Character,Commitment, andFormality

Conflict of Interest

Loyalty

Prudence

Critique

Profession

Moral Imperative

Considering eachconcept individually,why must a principal

be aware of eachin order to behave ethically?

Ethical Behavior in Schools

Promoting Ethical Behavior in AthleticPrograms



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Programs

Why is this an issue? Has it become more of anissue in recent years? Why do you think this is?

Consider:

1. Athletes must be considered ends and not means2. Competition must be fair

3. Participation, leadership, resources, and rewards mustbe based on achievement

4. Activity must be safe for participants

How do these principles sustain traditional values?What other principles should an administrator be

mindful of concerning athletics?

Ethical Behavior in Schools: Promoting EthicalBehavior through Character Education

1.

Education Is an 5. Schools Are



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Inescapable MoralEnterprise

2. Parents Are Primary MoralEducators of Children

3. Character EducationDevelops Virtues

4. Teachers, Principals, andStaff Are Central to

Character Education

Communities of Virtue6. Character Education

Goes beyond AcademicCurriculum

7. Character Creation Isan Essential andDemanding Life Task

What are the benefits to character education and how can these7 principles help you develop a character education program?Consider how you would work with your superintendent, school

board and other administrators

National and State Codes ofEthics for Principals



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Rationale for a Code of Ethics Provide guidelines for conduct

Establish accountability and protect students

Serve as catalyst for job improvementNational Associations (click for website)

American Association of School Administrators

National Association of Elementary SchoolPrincipals and the National Association ofSecondary School Principals

National Education Association

How do the guidelines and self-assessment

tools supplied by these national agenciessupport the rationale for a code of ethics?

National and State Codes ofEthics for Principals (contd)

http://www.aasa.org/index.htmhttp://www.naesp.org/http://www.naesp.org/http://www.nassp.org/s_nassp/index.asphttp://www.nassp.org/s_nassp/index.asphttp://www.nea.org/index.htmlhttp://www.nea.org/index.htmlhttp://www.nassp.org/s_nassp/index.asphttp://www.nassp.org/s_nassp/index.asphttp://www.naesp.org/http://www.naesp.org/http://www.aasa.org/index.htm

Documents

organizing 2