Transcript Document 7114612

The Principalship:
Vision to Action
Fred C. Lunenberg
Beverly J. Irby
Table of Contents
(Click chapter title to navigate)
Chapter 1: Cultivating Community, Culture and
Learning
Chapter 2: Creating a Vision for Learning
Chapter 3: Curriculum Development and
Implementation
Chapter 4: Teaching and Learning
Chapter 5: Professional Development
Chapter 6: Student Services
Chapter 7: Organizational Structures
Chapter 8: The Principal as Decision Maker
Table of Contents (cont’d)
(Click chapter title to navigate)
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
9: Developing Effective Communication
10: The Principal and Change
11: Budgeting and School Facilities
12: Creating Safe Schools
13: Human Resource Management
14: Community Relations
15: The Principal and Ethics
16: Political and Policy Context
17: Legal Issues
Chapter 1:
Cultivating Community
Community,
Culture and Learning
Chapter 1: Cultivating Culture, Community and Learning
Interstate School Leaders
Licensure Consortium (ISLLC)
Standards for School Leaders
Review the language of the seven
standards in your text book
► Re-write each in “plain” English
► Discuss the purpose of each standard; i.e.
Why would the Consortium consider this a
valuable standard?
►
Chapter 1: Cultivating Culture, Community and Learning
The Role of the Principal
► Historically:
Principal
Assistant
principal
Assistant
principal
Assistant
principal
Counselors
Dean of
Students
Administrative
Staff
A NEW APPROACH
Chapter 1: Cultivating Culture, Community and Learning
LEADING FROM THE CENTER
students
community
staff
PRINCIPAL
parents
teachers
Chapter 1: Cultivating Culture, Community and Learning
Compare and Contrast the Historic
Approach to the New Approach
► Historic
 Principal rules top-down
 Leadership dispersed
according to authority
 A “power over”
approach
 Principal is the leader
► New
 Principal works
collaboratively
 Leadership dispersed
according to
competence
 A “power to” approach
 Principal is the leader of
leaders
Briefly discuss the advantages and disadvantages of
each approach. What factors might have contributed
to the shifting paradigm?
Chapter 1: Cultivating Culture, Community and Learning
Creating a Professional Learning
Community
► Create
a mission statement: Why does the
school exist? What is its purpose?
► Develop a vision: What does the school wish to
become?
► How can schools avoid the following?
tradition
of
isolation
Chapter 1: Cultivating Culture, Community and Learning
Creating a Professional Learning
Community (cont’d)
► Develop
value statements: What attitudes
and behaviors do stakeholders value and
which will teachers pledge to demonstrate?
► Establish Goals:
 Concrete evidence of implementation of school
improvement
 Influenced by a district’s administrators
 Reflect a desired end result
BENEFITS TO SETTING GOALS
Chapter 1: Cultivating Culture, Community and Learning
Setting clearly defined goals benefits all
stakeholders by fostering…
► Commitment:
individuals have a personal
stake in outcomes
► Standards: enable principals to analyze
performance objectively
► Targets: give individuals a concrete
outcome, rather than a subjective one
► Motivation: encourages individuals to
perform at highest levels
Chapter 1: Cultivating Culture, Community and Learning
What is the practical application
of the vision setting process?
►A
properly conceived vision serves as a filter
for the myriad of daily decisions a principal
is asked to make.
V
I
S
I
O
N
Decisions that
benefit all
stakeholders in
an ethical and fair
manner
Chapter 1: Cultivating Culture, Community and Learning
Developing a Culture
►
What is culture?
 The most common
characteristics of
norms
culture:
observed
behavioral
regularities
dominant
values
CULTURE
feelings
philosophy
rules
Consider
heroes and
heroines,
traditions and
rituals, and
cultural
networks
Chapter 1: Cultivating Culture, Community and Learning
Maintaining School Culture
1.
2.
3.
4.
5.
6.
7.
Hire staff carefully
Train staff in desired school culture
Instruct staff in technical aspects of job
Reward staff for performances that reflect
the values of the culture
Adhere closely to values of the culture
Reinforce rites and rituals of culture
Identify and make available staff to serve
as role models
Chapter 1: Cultivating Culture, Community and Learning
The Principal as Instructional Leader
The focus on results, the focus on
student achievement, the focus on
students learning at high levels - can
only happen if teaching and learning
become the central focus of the
school and the central focus of the
principal (Blase & Blase, 2003;
Castallo, 2001; Lambert, 2003).
Chapter 1: Cultivating Culture, Community and Learning
Shift instruction from teaching to
learning…
►Focus
on learning: What is the
difference between teaching and
learning? What questions do you need
to consider to facilitate this shift?
►Encourage Collaboration: Why is
collaboration beneficial?
►Analyze Results: What type of data
should be disaggregated and into what
categories?
Chapter 1: Cultivating Culture, Community and Learning
Shift instruction from teaching to
learning…
►Provide
Support: What training do
teachers need to facilitate this shift?
What would the outcome of this
support and shift look like in the
classroom?
►Align Curriculum, Instruction, and
Assessment: How does this reflect
NCLB? Despite criticisms of “teaching
to a test,” what are the clear benefits
to an assessment driven curriculum?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 2:
Creating a Vision for
Learning
Standard 2: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
promoting a positive school culture, providing an
effective educational program, applying best practices
to student learning, and designing comprehensive
professional growth plans for staff.
Chapter 2: Creating a Vision for Learning
Gaining a Perspective on the
Vision: Considering the Future
► In
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 minority
groups, physical and mental abuse, other
sources of “education”)
Chapter 2: Creating a Vision for Learning
Bringing the Vision Home to the
School Culture
► Basic
tenants of the No Child Left Behind
Act 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 impact
how you would create a vision
for your school?
Chapter 2: Creating a Vision for Learning
The Systemic Vision
► Contextual
AND dependent upon relationships:
MISSION AND GOALS ACCOMPLISHED
District Vision, Mission, and Goals
Motivated Students
Beliefs, Attitudes, and Values (of
the leader, faculty, staff, and
community)
Relationships Built
Deeper Understanding of Individuals and the Organization
Campus Vision, Mission, and Goals
Collaboratively Developed Action
Plan for Accomplishing Goals
Chapter 2: Creating a Vision for Learning
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 2-2
help a principal grow a vision? What roles
do personal beliefs, values, and attitudes
play in this growth?
Chapter 2: Creating a Vision for Learning
The Leadership Framework as a
Doorway to Creating a Vision
A leadership framework should include:
1.
2.
3.
4.
5.
6.
7.
Philosophy of education
Philosophy of leadership
Vision for learners
Vision for teachers
Vision of organization
Vision of professional growth
Method of vision attainment
Why is the leadership framework a
useful tool for creating a vision?
Chapter 2: Creating a Vision for Learning
Shepherding the Vision
BEWARE OF…
 Tradition
 Scorn
 Nay-Sayers
 Complacency
 Weariness
 Short-range
thinking
Chapter 2: Creating a Vision for Learning
Shepherding the Vision (cont’d)
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
Chapter 2: Creating a Vision for Learning
Mission Statements vs.
Goal Statements
Mission Statements
► State the purpose of
the school, both
generally and
specifically
► Guide decision-making
processes
► Guided by the vision
and explain how it will
be obtained
Goal Statements
► Break the mission and
vision down into
specific and
measurable steps
► The tangible results a
school is trying to
achieve
► Guided by the mission
and vision
Chapter 2: Creating a Vision for Learning
Creating Goals to Obtain a Vision
► Consider
the hierarchy of goals: A meansend analysis can help a principal prioritize
and organize goals
What is necessary for the hierarchy shown in
figure 2-3 to operate cohesively in order to
achieve a stated vision?
Chapter 2: Creating a Vision for Learning
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 be
considered “effective”?
Chapter 2: Creating a Vision for Learning
The Goal Setting Process
Setting Goals
Revise and Update
Developing Action Plans
Recycle
Monitoring Performance
Evaluating Results
Revise and Update
Chapter 2: Creating a Vision for Learning
Common Problems with Goal
Setting
► Lack
of top-management support
► Time-consuming
► Excessive paperwork
► Overemphasis on quantitative goals
► Administrative style
► Prepackaged programs
How would you overcome
each of these obstacles?
Chapter 2: Creating a Vision for Learning
Tips for Effective Goal Setting
► Develop
a specific organizational structure
► Create a positive leadership climate
► Maintain the means-ends chain of goals
► Train principals
► Emphasize periodic feedback sessions
Once goals have been set, the principal
must determine HOW they will be
obtained. This leads to…
Chapter 2: Creating a Vision for Learning
Developing Plans for Attaining Goals
Operational plans are developed at the
Strategic
define the
means the
by
lower
levels ofplans
the district
to specify
which
the goals
of theoperational
school are to
means
toward
achieving
beand
attained
goals
supporting tactical planning
activities
Standing
Tacticalplans
plansare
arepredetermined
designed to
statements
that strategic
help decision
help execute
plansmakers
and
handle
repetitive a
situations
in a of
to accomplish
specific part
consistent
manner
the district’s
strategy
Operational Plan
Operational Plan
Operational Plan
Operational Plan
Standing Plans
Standing Plans
Standing Plans
Standing Plans
Tactical Plan
Tactical Plan
Strategic Plan
Time Frame for Plans
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 3:
Curriculum Development
and Implementation
Standard 2: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
promoting a positive school culture, providing an
effective educational program, applying best practices
to student learning, and designing comprehensive
professional growth plans for staff.
Chapter 3: Curriculum Development and Implementation
Concepts and Models of
Curriculum
► Consider
the traditional concepts and
models of curriculum outlined in the first 15
pages of chapter 3.
► Which of these do you most closely align
yourself? Why? What different visions and
goals would emerge from each of these
models?
► Now, let’s look at some more modern
curriculum models…
Chapter 3: Curriculum Development and Implementation
Modern Models of Curriculum
► Most
have an emphasis on “interdisciplinary
courses, open-ended systems,
intergenerational and inter-professional
relationships, Socratic dialogue, multidimensional assessments, and multiculturalism”
(McNabb, 1995).
► Most are open educational systems
► Consider the above statements and the late
20th century definitions of curriculum in your
textbook.
How do modern models of curriculum reflect
today’s society?
A closer look…
Chapter 3: Curriculum Development and Implementation
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 society
 Able to be assessed in terms of student
performance
 Integrated systematically
Chapter 3: Curriculum Development and Implementation
The Ornstein Model
►
►
Systemic approach: recognizes that the
actions within the organization impact
curriculum decisions
7 categories to the model:
1.
2.
3.
4.
5.
6.
7.
Political Forces
Knowledge Industry
External Groups
Content
Instructional Activities
Evaluation
Supervision of Curriculum
Examine
Figure 3-6.
How do these
7 categories
interact to
create a model
of curriculum?
Chapter 3: Curriculum Development and Implementation
The Eisner Model
►
Five dimensions needed for successful
schools:
1.
2.
3.
4.
5.
The
The
The
The
The
Intentional
Structural
Curriculum
Pedagogical
Evaluative
What is meant by each of these dimensions
and how could they work together to
create successful schools?
Chapter 3: Curriculum Development and Implementation
Relationship of Curriculum to
Instruction
► Functions
of a Curriculum Plan
 To produce a curriculum for an identifiable
population
 To implement the curriculum in a specific school
 To appraise the effectiveness of the curriculum
developed
Read the 15 characteristics identified by Tomlinson
and Allan. Why must a principal take these
characteristics into consideration in order to make
positive changes to the curriculum?
Chapter 3: Curriculum Development and Implementation
The Principal as the Curriculum
and Instructional Leader
► While
the principal does not need to provide ALL of
the curriculum leadership, the most effective ones
collect information and use it to facilitate
curriculum development
► In order to share the responsibility for curriculum
leadership a principal should:
 Allow teachers to take responsibility for curriculum
 Arrange schedule to give teachers time to work on
curriculum
 Provide staff development
 Provide resources
 Create a community of learners (see Figure 13-9)
Chapter 3: Curriculum Development and Implementation
Curriculum Goals and
Instructional Objectives
To achieve teacher
and =
staff “buy-in”
a principal needs Objectives
to offer:
► Curriculum
Goals
► Instructional
=
1. Data
that support the need for
change performance,
broad,
general
required
2. Information
that supports theconditions
changes in similar
statements
to help
for contexts
behavior,
3. Connection
between
achievement
develop
programs
of goals andand
level ofmeasures
performance
instruction
4. Focus on usability, simplicity, and
effectiveness
 What
the student actually
DOES
 What
yourelationships
WANT thebetween changes
5. Clear
and the vision
students
to do for teachers and staff to participate in goal
6. Opportunities
and objective creation
Chapter 3: Curriculum Development and Implementation
Curriculum Goals and
Instructional Objectives (cont’d)
►
Classifying objectives

Cognitive
1.
2.
3.
4.
5.
6.

Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Affective
1.
2.
3.
4.
5.
Receiving
Responding
Valuing
Organization
Characterization

Psychomotor
1.
2.
3.
4.
5.
6.
Reflex movements
Basic-fundamental
movements
Perceptual abilities
Physical abilities
Skilled movements
Non-discursive
communication
REMEMBER: OBJECTIVES MUST
CORRELATE WITH THE CURRICULUM
Refer to the 7 principles for selecting learning
experiences to ensure that they foster active
involvement in the learning process
Chapter 3: Curriculum Development and Implementation
Developing a Needs Assessment
Why a needs assessment?
 Assists with developing or revising curriculum and
assessment
 Ensures a dynamic and responsive curriculum
 Gives teachers information about learners
► At the curriculum level, a needs assessment includes
a(n):
1. Review and analysis of standards
2. Review of curriculum from successful districts
3. Interview of students, teachers, and parents
4. Review of current students’ work
5. Review of related literature and best practices
►
Chapter 3: Curriculum Development and Implementation
Aligning the Curriculum
► After
a needs assessment, curriculum alignment
shows WHAT will be taught in all subject areas and at
each grade level
► Curriculum mapping provides scope and sequence of
WHEN skills will be taught
► Curriculum benchmarking provides periodic
assessments and minimum standards of achievement
► Curriculum audits help identify strengths and gaps in
instructional practices
► Instructional differentiation attempts to determine
which instructional methods are best for all learners
Chapter 3: Curriculum Development and Implementation
Focusing the Vision and the School’s
Mission through Curriculum
► “The
principal is the curriculum or instructional
specialist or leader who does have the
understanding of philosophy, the clarity of
vision, and the technical skills to move his/her
programs toward meaningful activity.”
► Consider how the case study of Mauka Lani
Elementary School exemplifies this alignment
and call to action.
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 4:
Teaching and Learning
Standard 2: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
promoting a positive school culture, providing an
effective educational program, applying best practices
to student learning, and designing comprehensive
professional growth plans for staff.
Chapter 4: Teaching and Learning
The Principal and Instructional
Planning
► Instructional
planning should be a selfreflective tool
► How does the cycle described in Figure 4-1
promote successful instructional planning?
What are the benefits to instructional
planning?
Chapter 4: Teaching and Learning
Benefits of Instructional Planning
► Provides
a daily map
► Targets learner benchmarks
► Ensures that teacher follows up on identified
weaknesses
► Reinforces teachers’ understanding of
content knowledge
► Intertwined with the curriculum alignment
process
Beyond instructional planning, what are the
added positive outcomes of the above listed
benefits?
Chapter 4: Teaching and Learning
The Principal and Instructional
Planning (cont’d)
► Promoting
Reflective Planning: What
questions would you pose to a struggling
teacher concerning goals, objectives,
instructional activities, assessment, revision,
and implementation?
Chapter 4: Teaching and Learning
The Principal and Instructional
Planning (cont’d)
► Using
Student Data to Drive Instructional
Planning: What are some of the obstacles
that 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 the
proper use of student data?
► REMEMBER!
Chapter 4: Teaching and Learning
The Principal and Instructional
Planning (cont’d)
► Using
Students’ Cultural Backgrounds in
Instructional Planning
 Do not use ONLY student achievement data
 Consider also: Ethno-instruction and
Differentiated Instruction
 Why are these two strategies increasingly
important in today’s classrooms?
Chapter 4: Teaching and Learning
Information Processing
► Read
the various theories of information
processing 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 into
practical applications at your school?
Chapter 4: Teaching and Learning
The Effective Schools Model
► What
makes anCLEAR
“effective”
school? Research
AND FOCUSED
MISSION
shows the following…
STRONG
INSTRUCTIONAL
LEADERSHIP
HIGH
EXPECTATIONS
POSITIVE
HOME-SCHOOL
RELATIONS
FREQUENT
MONITORING
SAFE AND ORDERLY
ENVIRONMENT
OPPORTUNITY TO
LEARN
Chapter 4: Teaching and Learning
Effective Teaching Practices:
The 12 Principles
1.
2.
3.
4.
Students can learn best within cohesive
and caring communities
Students learn more when time is
allocated to curriculum related events
All components of curriculum are aligned
in a cohesive program designed to achieve
specific goals
Teacher can prepare students for learning
by providing initial structure
Chapter 4: Teaching and Learning
Effective Teaching Practices:
The 12 Principles (cont’d)
5.
6.
7.
8.
Content is explained clearly and developed
with emphasis on structure and
connections
Questions are planned to engage students
in sustained discourse
Students receive sufficient opportunities to
practice and apply what they’ve learned
and to receive feedback
Teacher provides assistance to enable
students to engage in learning activities
Chapter 4: Teaching and Learning
Effective Teaching Practices:
The 12 Principles (cont’d)
9.
10.
11.
12.
Teacher models and instructs students in
learning and self-regulation strategies
Students often benefit from working in
pairs or small groups
Teacher uses variety of formal and
informal assessment methods
Teacher establishes and follows through
on appropriate expectations for learning
outcomes
Chapter 4: Teaching and Learning
Conditions for Learning and Best
Practices
►
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) considered
necessary conditions for learning? Can you think of any
others?
Chapter 4: Teaching and Learning
Models of Observation
► Read
the NCTAF’s 5 propositions deemed
essential 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 5
propositions help a principal improve the
effectiveness of teaching and learning at
his/her school?
Chapter 4: Teaching and Learning
Models of Observation (cont’d)
► Formative
Evaluation
► Summative Evaluation
► Classroom Observations
► Walk-Through Observations
► Peer 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?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 5:
Professional Development
Standard 2: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
promoting a positive school culture, providing an
effective educational program, applying best practices
to student learning, and designing comprehensive
professional growth plans for staff.
Chapter 5: Professional Development
The Mission of Principals Related
to Professional Development (PD)
Well read and educated in
latest research
Thinks forward and
consequentially
Sensitive to students
and community
“THE IDEAL PD PRINCIPAL”
Analyzes impact
on campus
Chapter 5: Professional Development
The Principal’s Mission to Teachers’ PD
PLAN:
Work with
teachers to
develop a
comprehensive
PD targeted at
individual and
collective needs
What is the
advantage to
this approach
to teacher’s
PD?
PROVIDE:
Resources (time
and money) for
teachers to be
reflective about
their practices
Chapter 5: Professional Development
High Quality PD
► Consider
Knowles observations:
 Adult learners need to be self-directed
 Adult learners display readiness to learn why
they have a perceived need
 Adult 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?
Chapter 5: Professional Development
The Ten Principles of Effective PD
1.
2.
3.
4.
5.
Effective PD focuses on teachers as central to
student learning, yet includes other members of the
school community
Effective PD focuses on the individual, collegial, and
organizational improvement
Effective PD respects and nurtures the intellectual
and leadership capacity of teachers, principals, and
others in the school community
Effective PD reflects best available research and
practice in teaching, learning, and leadership
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
Chapter 5: Professional Development
The Ten Principles of Effective PD (cont’d)
6.
7.
8.
9.
10.
Effective PD promotes continuous inquiry and
improvement embedded in the daily life of schools
Effective PD is planned collaboratively by those who
will participate in and facilitate that development
Effective PD requires substantial time and other
resources
Effective PD is driven by a coherent long-term plan
Effective PD is evaluated ultimately on the basis of
its impact on teacher effectiveness and student
learning; and this assessment guides subsequent
professional development efforts
What would a PD program that utilizes all of these
principles look like?
Chapter 5: Professional Development
The Principal’s Mission for Personal
Professional Development
► Why
is it essential that principals develop
their own PD plan?
► Read the description of the PD Portfolio.
What are the various components of the
Portfolio and how do they work together to
ensure 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?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 6:
Student Services
Standard 2: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
promoting a positive school culture, providing an
effective educational program, applying best practices
to student learning, and designing comprehensive
professional growth plans for staff.
Chapter 6: Student Services
Guidance and Counseling Services
► To
provide for the realization of student
potentialities
► To help children with developing problems
► To contribute to the development of the
school’s curriculum
► To provide teachers with technical assistance
► To contribute to the mutual adjustment of
students and the school
Assess the scope of the guidance and counseling
services offered on your campus.
Chapter 6: Student Services
Guidance and Counseling Services (cont’d)
► Role
of the Counselor
 Personal/social
issues
 Educational issues
 Career planning
► Major




Services
Assessment
Information
Placement and
follow-up
Counseling
(Directive,
Nondirective, and
Eclectic Counseling)
Chapter 6: Student Services
Guidance and Counseling Services (cont’d)
► When










evaluating the program, consider…
Using these 10 criteria,
Student needs
evaluate the guidance and
Cooperation
counseling program at
Process and product your school or one you
have worked at in the
Balance
past. How can these
Stability
characteristics help you
Flexibility
plan for an effective
Qualified counselors program at your school?
Adequate counselor-student ratio
Physical facilities
Records
Chapter 6: Student Services
Attendance and Student Records
► Cumulative
records
should contain:






Personal data sheet
Parent’s report
Child’s self-concept
Sociogram
Behavior reports
Standardized test data
What is the purpose
of ensuring that
these artifacts
appear in student’s
cumulative record?
Chapter 6: Student Services
Evaluating Student Progress
► As
NCLB stresses AYP and accountability, evaluating
student progress has become a critical role for the 21st
century principal. Assessment can serve various
purposes:









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
Chapter 6: Student Services
Evaluating Student Progress (cont’d)
►
While many bemoan the NCLB’s emphasis on
testing, assessment clearly has its benefits if
the testing program is well developed

Minimum components of testing battery:
Emerging reading tests
2. Learning readiness tests
3. Intelligence tests
4. Achievement tests
5. Interest and aptitude tests
1.
Chapter 6: Student Services
Reporting to Parents/Family
► Any
teacher knows that grading has its
difficulties. 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 with
these difficulties?
Compare your solutions with the following…
Chapter 6: Student Services
Methods of Reporting Grades
► Percentage
method
► Letter method
► Descriptive method
► Percentile method
► Three-group method
► Rank method
► T-score method
What are the
benefits and drawbacks to each of
these methods? In
what circumstances
would you use one
method over
another?
Chapter 6: Student Services
Extracurricular Activities
► Shouldn’t
principals be concerned solely
with the academic program at their school?
Extracurricular activities are vital to help
students develop skills and talents not
readily tapped into in the traditional core
subjects. Read the text’s explanation of the
functions of these activities. Can you think
of any others?
Chapter 6: Student Services
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 and
their legal implications. Remember that a principal
must ensure the quality education of ALL students.
Chapter 6: Student Services
Gifted Education
► The
area of Gifted Education is growing
rapidly and principals must be aware of how
to best serve this special population. Gifted
students will NOT thrive on their own; they
need 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
Chapter 6: Student Services
Bilingual Education
► As
with the gifted population, students
requiring bilingual services are also rapidly
growing
► Principals must consider the following when
creating an ESL program:
 State guidelines
 Student population to be served
 District resources
Chapter 6: Student Services
Bilingual Education (cont’d)
► Principals







must be aware of the following terms
Early-exit
Late-exit
Immersion
Dual immersion
Submersion
Dual-language
Two-way
Chapter 6: Student Services
Bilingual Education (cont’d)
► 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 of
the above models?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
The Big Cheese
Jr. Cheese
Asst. Cheese
Assoc. Cheese
Chapter 7:
Organizational Structures
Standard 3: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
managing the organization, operations, and resources
in a way that promotes a safe, efficient, and effective
learning environment.
Chapter 7: Organizational Structures
Important Concepts of
Organizational Structure
► Job
Specialization
► Departmentalization
► Delegation
► Decentralization
► Span of Management
What do each of these terms mean and how do
they help to explain the concept of an
organizational structure?
Chapter 7: Organizational Structures
Schools as Open Systems
► Schools
are open systems because…
they interact with their environments
► Inputs = human, financial, physical, and
information resources
► Transformation Process = combining and
coordinating resources to attain goals
► Outputs = prepared and educated students,
staff and community satisfaction
► Feedback = student, parent, staff, and
community reaction to output
Chapter 7: Organizational Structures
Leadership Functions
Planning
Monitoring
Organizing
Leading
How can an understanding of the interplay
between these functions help a principal to
more effectively manage the organizational
structure of their school?
Chapter 7: Organizational Structures
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 of
these comes naturally to you?
Chapter 7: Organizational Structures
Management Skills
► Conceptual
Skills: One’s mental ability to
acquire, analyze, and interpret information
► Human Skills: One’s ability to motivate,
facilitate, coordinate, lead, communicate,
manage conflict, and get along with others
► Technical Skills: One’s ability to use
knowledge, methods, and techniques of a
specific discipline
Consider Figure 7-3. At what level would you
place yourself? Your current administrators? How
does one move “up” the hierarchy?
Chapter 7: Organizational Structures
Effective Principals
► Task
Dimensions: Consider Sashkin and Huddle’s
13 task dimensions of a principal. How can you
deliberately design your actions to build cultural as
well as managerial linkages?
► Human Resource Activities: Consider the list of
traits of ineffective administrators. Why would
these be detriments to an effective principal and
how could you correct each of these
shortcomings?
Chapter 7: Organizational Structures
Effective vs. Successful
Administrators
► Effective
= how well a ► Successful = rapid
principal was evaluated
promotion
by subordinates
 Little time on human
 Most time on taskresource
related
management
communication
 Good at networking
 Human resource
 Politically savvy
management
Are these findings surprising to you?
What are their implications?
Chapter 7: Organizational Structures
The Demise of Bureaucracy
► What
is the harm of bureaucracy? Explain why
each of the following are seen as negative features
to 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?
Chapter 7: Organizational Structures
Emergent Models of
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 most
intriguing, consider…
Chapter 7: Organizational Structures
10 Concepts Helpful in Restructuring the
Content of Schooling
►
►
►
►
►
Heterogeneous
grouping
Cooperative learning
High expectations for
all
Responsiveness to
student diversity
Emphasis on active
learning
► Essential
curriculum
► Authentic assessment
► Technology as a tool
► Time as a learning
resource
► Diverse pedagogy
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 8:
The Principal as Decision
Maker
Standard 3: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
managing the organization, operations, and resources
in a way that promotes a safe, efficient, and effective
learning environment.
Chapter 8: The Principal as Decision Maker
The Nature of Decision Making
Making a choice from
a number of options
Decision Making
Understanding how a
decision was reached
Purpose or goal
achieved
Chapter 8: The Principal as Decision Maker
The Decision Making Process
Identifying the problem
Generating alternatives
Evaluating alternatives
Choosing an alternative
Implementing the decision
Evaluating decision
effectiveness
Recycle
process
as
necessary
Chapter 8: The Principal as Decision Maker
The Rational Decision Maker
► What







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 most
school organizations you are aware of? Rationality
seems limited, so…
Chapter 8: The Principal as Decision Maker
Limits to Rationality
► Bounded
Rationality:
 Decisions based on incomplete comprehension of the
problem
 Decision makers will not succeed in generating all
possible 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 effective
decisions?
Chapter 8: The Principal as Decision Maker
Shared Decision Making
►
►
►
Often committees, teams, councils, etc. must make decisions
too. In these instances, an understanding of the shared
decision making process is necessary.
To help involve teachers in the process, consider Huddleston,
Claspell, and Killion’s method:
 Readiness: prepare for shared decision making
 Experimentation: build comfort in the decision making
process
 Refinement: share the decision making process
 Institutionalization: shared decision making becomes norm
This process is not flawless. What are the advantages and
disadvantages to shared decision making?
Chapter 8: The Principal as Decision Maker
Advantages and Disadvantages to
Shared Decision Making
•
•
•
•
•
Greater sum total
• Social pressures toward
knowledge
conformity
Obviously, a principal needs
to carefully
consider ifofthe shared •decision
making
Greater number
Individual
domination
process
is appropriate for any given
approaches
to the
• Conflicting
secondary
situation. Read Williams’s
list of skills needed
problem for effective site-based decision
goals making. Do
Greater number
these tipsof
seem “do-able”?
Now read
• Undesirable
through the model provided
in the text.
alternatives
compromises
While seemingly esoteric, what are the
Increased
acceptance of • Ambiguous
responsibility
practical applications and
advantages to
this
a decision
method?
• More time needed
Better comprehension of
a problem and decision
Chapter 8: The Principal as Decision Maker
Decision Making – Pattern Choice
► An
alternative model to shared decision
making, this approach focuses on a
continuum of leadership from boss-centered
to subordinate-centered
► Review Figure 8-4 for a more detailed look
at this approach
► The principal must consider the forces in the
leader, forces in the group members, forces
in the situation, and long-run goals and
strategy…
Chapter 8: The Principal as Decision Maker
Decision Making – Pattern Choice (Cont’d)
►
Forces in the leader that
determine 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 that
create pressure:
 The problem
 Time constraints
►
Long-run goals and strategy to
consider:
 Raising level of motivation
 Improving quality of decisions
 Developing teamwork and
morale
 Furthering individual
development
 Increasing readiness to accept
change
There is no formula for perfect decision
making. An effective principal must consider
the forces in a given situation and assess
which should influence him or her in a given
situation.
Chapter 8: The Principal as Decision Maker
The Synergistic Decision Making Approach
►
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?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 9:
Developing Effective
Communication
Standard 3: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
managing the organization, operations, and resources
in a way that promotes a safe, efficient, and effective
learning environment.
Chapter 9: Developing Effective Communication
The Communication Process
► Communication
= the process of transmitting
information from one person to another
Encode
Medium
Sender
Message
Decode
Noise
Decode
Receiver
Encode
Feedback
► Read
the tips in the text on planning a successful
communication process. What have been the positive
traits of past communication processes you have been
involved in? Negative traits?
Chapter 9: Developing Effective Communication
Organizational Communication
The following slides will take a closer look at
different categories of communication:
Downward
Upward
Horizontal
Formal Communication Networks
Informal Communication Networks
Chapter 9: Developing Effective Communication
Downward Communication
► Information
transmits from higher to lower levels
► Purposes of downward communication





Implement goals and strategies
Job instruction and rationale
Procedures and practices
Performance feedback
Socialization
What situations warrant downward
communication? Which situations would be
inappropriate?
Chapter 9: Developing Effective Communication
Upward Communication
► 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 upward
communication and the tips to improve it. What other
barriers have you encountered in upward
communication? What could a principal have done to
overcome those barriers?
Chapter 9: Developing Effective Communication
Horizontal Communication
► Information
transmits laterally or diagonally
across lines of formal chain of command;
essential for increasing coordination
► Categories of horizontal communication
 Intradepartmental problem solving
 Interdepartmental coordination
 Staff advice to line departments
Chapter 9: Developing Effective Communication
Communication Networks
►
►
The three previous communication patterns can combine
to form five common networks
1. Chain: line authority relationships
2. Y: two or more interacting members report to a single
supervisor
What are the advantages and
3. Wheel: several non-interacting members report to a
disadvantages to each of these
single supervisor
communication networks?
4. Circle: members interact with adjoining members, but
not others
5. All-Channel: members interact with adjoining
members and all others
Informal network: The grapevine flows in all directions
and is not fixed by any formal organizational chart
Chapter 9: Developing Effective Communication
Managing Communication: Barriers
► Process
barriers: blocked communication with
sender, encoding, medium, decoding, receiver, or
feedback
► Physical barriers: concrete and real factors that
block communication
► Semantic barriers: variations and
misunderstandings of connotations
► Psychosocial barriers: factors such as fields of
experience, filtering, and psychological distance
that inhibit effective communication
How can you, as a principal, work to overcome these barriers?
What has been the cause of communication breakdowns you have
experienced in the past? How does your experience compare with
the list of factors listed in the text?
Chapter 9: Developing Effective Communication
Improving Communication Effectiveness
►
All members of the communication process are responsible for
improving communication
 What can a sender (a principal) do to improve
communication with various stakeholders? Consider the Ten
Commandments 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 be
aware of?
Do the suggestions given in the text seem practical? Select at
least one strategy posited from the questions posed above and
explain how you would use it to improve your own
communication. Then, go do it!
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 10:
The Principal and Change
Standard 3: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
managing the organization, operations, and resources
in a way that promotes a safe, efficient, and effective
learning environment.
Chapter 10: The Principal and Change
The Nature of Organizational Change
►
While most systems tend toward the status
quo, principals must anticipate and direct
change positively
 External forces for change: the marketplace, laws
and regulations, technology, labor markets,
economic changes…what else?
 Internal forces for change: problems with processes
or people…such as?
And yet, there is often strong resistance to
change…
Chapter 10: The Principal and Change
Why Is Change Resisted?
► Uncertainty
► Concern
over personal loss
► Group resistance
► Dependence
► Trust
► Awareness of weaknesses
Why have you resisted change in the past?
What can a principal do to overcome this
resistance?
Chapter 10: The Principal and Change
Overcoming Resistance to Change
► 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 most
effective? Why? In what types of situations would you
use each? What other strategies can you think of?
Chapter 10: The Principal and Change
Getting Reform Right: What
Works and What Doesn’t
► 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
Chapter 10: The Principal and Change
Managing Change
► Types




of change agents:
Outside pressure type
People-change-technology type
Analysis-for-the-top type
Organization-development type
What are some “real-world” examples of each of these types?
► Change
agent roles:
 Consulting
 Training
 Research
When would a principal need to play each of these roles?
Chapter 10: The Principal and Change
Managing Change (cont’d)
► Common










characteristics of effective change
Hemophily
Empathy
Linkage
Proximity
Structuring
Capacity
Openness
Reward
Energy
Synergy
Why are these desired
characteristics of a
change agent?
Chapter 10: The Principal and Change
The Change Process
► Phase
► Phase
► Phase
► Phase
► Phase
► Phase
1:
2:
3:
4:
5:
6:
Pressure and arousal
Intervention and reorientation
Diagnosis and recognition
Invention and commitment
Experimentation and search
Reinforcement and acceptance
Note that this model focuses on the role of the change
agent (i.e. the principal). What would a principal actually
be doing in each of these phases?
Chapter 10: The Principal and Change
Promoting Successful School
Change
► Build
a vision
► Create a positive climate
► Mobilize
► Engage community support
► Train
► Provide resources
► Remove barriers
Please note that the previous and subsequent chapters
deal with each of these strategies.
Chapter 10: The Principal and Change
Change Strategies
► Process




Strategies
Survey feedback
Team building
Process consultation
Quality of work life
► Structural




Strategies
Goal setting
Job redesign
Quality circles
Strategic planning
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 11:
Budgeting and School
Facilities
Standard 3: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
managing the organization, operations, and resources
in a way that promotes a safe, efficient, and effective
learning environment.
Chapter 11: Budgeting and School Facilities
Basic Terms to Know
► Expenditures
► Current
Expenses
► Capital Outlay
► Debt Service
► Revenue
► Fiscally Independent
vs. Fiscally Dependent
Districts
► Fiscal Neutrality
Standard
Chapter 11: Budgeting and School Facilities
The Budgeting Process
Board of Education
Superintendent
CFO
AS
AS
Budget Committee
Division Head:
Elementary
Elementary
Building Principal
Division Head:
Secondary
Secondary Building
Principal
AS
Chapter 11: Budgeting and School Facilities
Financial Controls
►
What are the purposes of financial
controls?



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 financial
audits
Chapter 11: Budgeting and School Facilities
Internal Control
The policies and procedures used by a district to
safeguard assets and verify accounting data
► Effective internal control should include…
►
1.
2.
3.
4.
5.
Clear, formal organization
Accounts for each administrative unit
Handling and record keeping of assets should not
be done by the same employee
No one person has control over all phases of any
given transaction
No redundant work, but employees should check
work
Chapter 11: Budgeting and School Facilities
Financial Audits
► Independent
appraisal of district’s
accounting, financial, and operational
systems
► Two types…
 External: conducted by experts outside of the
district to verify district accuracy
 Internal: conducted by district employees to
examine the accuracy of financial reports
What would be the various advantages and
disadvantages to external and internal audits?
Chapter 11: Budgeting and School Facilities
Zero-Base Budgeting
►
►
►
A district starts the budgeting process at
zero every year
Not just adjustments to last year’s budget;
EVERY expenditure must be justified
Three steps:
AN ALTERNATIVE
1. Identify Decision Units
BUDGETING
SYSTEM…
2. Develop Decision Packages
3.
Rank the Decision Packages
What parts of a district’s organization would be
best served by zero-based budget and why?
Chapter 11: Budgeting and School Facilities
Planning-Programming-Budgeting
Systems
►
►
Similar to ZBB, but not all programs need
be justified
The basic steps:
Specify goals
2. Search for relevant alternatives
3. Measure the costs of the programs for several
years
4. Evaluate the output of each program
1.
The textbook states that “PPBS has not been the
great tool in practice that its logic would imply.” Why
might this be?
Chapter 11: Budgeting and School Facilities
School Facilities Management
►
Principals in the 21st century must be aware
of:
 Rising school infrastructure costs
 New school constructs costs
 Environmental hazards inherent with aging facilities
Chapter 11: Budgeting and School Facilities
School Infrastructure Costs
► 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 one’s budget should be
allocated to these costs?
 Experts say 5%, but most schools put aside
only 3%
Why are schools falling apart and why do
repairs cost so much?
Chapter 11: Budgeting and School Facilities
1.
2.
3.
4.
5.
6.
Age of facilities
Energy prices
Weather conditions
Density and vandalism
Newer buildings
“A ticking time bomb”: most
educators and the public simply
do not pay attention to the ailing
infrastructure of America’s schools
Chapter 11: Budgeting and School Facilities
Financing School Construction
► With
ever increasing public school
enrollments, building new schools will
become a large factor in many districts
throughout the country. According to the
text, what are some unique challenges that
building new schools brings about? How are
schools built today fundamentally different
from schools built decades ago?
Chapter 11: Budgeting and School Facilities
Environmental Hazards
► Every





principal should be aware of:
Asbestos
Radon gas
School lead
Indoor air quality
Electromagnetic fields
What dangers do each of these hazards
present and how might a principal safely
handle each?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 12:
Creating Safe Schools
Standard 3: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
managing the organization, operations, and resources
in a way that promotes a safe, efficient, and effective
learning environment.
Chapter 12: Creating Safe Schools
School Violence and Drug Use
►What
does the research say?
 Read the bulleted points from the
selected studies presented in the text.
 Do these findings surprise you? Why/why
not?
 Brainstorm some action plans and
strategies that a principal could
implement to address the trends
identified in these studies.
Chapter 12: Creating Safe Schools
An Action Plan: 6 Strategies for
Success
1.
2.
3.
4.
5.
6.
Predict School Violence
Prevent School Violence
Focus Resources on Schools
Strengthen the System
Develop a Crisis Management Plan
Create an Orderly Climate for Learning
These strategies are, of course, not meant to be used in isolation
of one another; a combination of all or some of the strategies,
depending on your school climate, will surely help you create a
safe school.
Chapter 12: Creating Safe Schools
Strategy #1: Predict
School Violence
 Collect and analyze data
 Identify problem students and provide
support
 Identify problem teachers and provide
support and training
Chapter 12: Creating Safe Schools
Strategy #2: Prevent
School Violence
Toughen Weapons Laws: What specific
policies should a principal advocate in order
to achieve this?
► Deal with Violent Students: What specific
strategies should a principal use?
►
Chapter 12: Creating Safe Schools
Strategy #3: Focus
Resources on Schools
► Fund
the Basic Education Program
► Teach Violence Prevention
► Establish Task Forces
How could a principal implement this
strategy considering the other financial
demands a school faces?
Chapter 12: Creating Safe Schools
Strategy #4:
Strengthen the System
► Improve
the Juvenile Code
► Create a State Center for the Prevention of
School Violence
How, realistically, can a principal affect these
systems that are seemingly out of their
jurisdiction?
Chapter 12: Creating Safe Schools
Strategy #5: Develop a
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
How could you best communicate the need to
► Develop a School-wide Discipline Plan
follow
these
steps to
a resistantInformation
staff? to
► Provide
a Means
for Students
to Communicate
Staff
► Teach Students Alternatives to Violence
► Evaluate Administrative Practices of the School
► Use Resources to Identify Students “At-Risk” for Violent
Behavior
►
Chapter 12: Creating Safe Schools
Strategy #6: Create an
Orderly Climate for Learning
► Establish
and Emphasize Goals
► Establish Rules and Procedures
► Improve Teacher-Student Relations in the
Classroom
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?
Chapter 12: Creating Safe Schools
Consider…
► What
are the pros and cons of each of the
six previous strategies?
► Beside creating safer schools, what are the
other positive outcomes of these strategies?
► Which of the strategies (or combination of
strategies) would you be most likely to
implement in your school and why?
► Beyond these six strategies, what else can
principals do to ensure that their school is a
safe one?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 13:
Human Resource
Management
Standard 3: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
managing the organization, operations, and resources
in a way that promotes a safe, efficient, and effective
learning environment.
Chapter 13: Human Resource Management
The Human Resource Management Process
Recruitment
Selection
Legal
Constraints
Union
Demands
Staff
Development
Performance
Appraisal
Chapter 13: Human Resource Management
Recruitment of Staff
►
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 placement
offices, advertisements, referrals, job fairs,
teacher recruitment consortiums
Chapter 13: Human Resource Management
Selection of Staff
Typical steps in staff selection:
1.
2.
3.
4.
5.
6.
7.
Preliminary screening of credentials
Preliminary interview
Testing
Reference Checks
In-depth interview
Physical examination
Hiring decision
The most complications usually arise in the interview
process…
Chapter 13: Human Resource Management
The Interview Process
►
Typical problems:
 Interviewer is unfamiliar with the job
 Interviewers make premature decision based on
first impressions
 Interviewers impose personal biases on the
applicants
How to improve the process
Chapter 13: Human Resource Management
A Better Interview Process Will Include…









Use of a structured interview format
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 experience
given to each candidate
Chapter 13: Human Resource Management
DO ASK ABOUT…
 Why applicant wants to teach at school/district
 What can applicant bring to the school that is
uniquely theirs
 Why type of grading criteria is used
 How applicant keeps current in the field
 What has applicant done to develop professionally
 What is applicant’s view of the relationship between
faculty and administration
What are some other insightful and
helpful interview questions that you can
think of?
Chapter 13: Human Resource Management
DO NOT ASK ABOUT…
Age
Financial condition
Prior wage garnishments
Home ownership
Disabilities
Marital status
Where spouse works
Pregnancy or medical
history
 Ages of children
 Military experience
 Religious observance








 Ancestry, nation of
origin, place of birth,
original language, etc.
 How applicant learned
a foreign language
 Membership in clubs
that would indicate
race, color, sex, etc.
 Names and addresses
of relatives not working
for the district
 How long applicant
intends to work
Chapter 13: Human Resource Management
Staff Development
► Assess
Staff Development Needs: Review the
three methods listed in the text. What are the
benefits to these methods?
► Set Staff Development Goals: Why is an
understanding of the three categories of
objectives necessary for a principal seeking to
improve staff development?
► Select Staff Development Methods: Examine the
table that identifies widely used methods. Which
of these (or combination thereof) do you think
would be most effective and why?
Chapter 13: Human Resource Management
Staff Development (cont’d)
► Evaluate
Staff Development Program: Why are the
questions relating to staff development outcomes
important to ask?
► Induct Beginning Teachers: Recall how it felt when
you first became a teacher. What information do you
wish you had been given? What specific strategies can
principals use to aid beginning teachers?
► Improve Support for Beginning Teachers: Which of the
recommendations listed to help principals work with
beginning teachers could you most easily implement
at your school? Can you think of any other specific
strategies that would help achieve similar results?
Chapter 13: Human Resource Management
Staff Performance Appraisal
►
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
Chapter 13: Human Resource Management
Modern Appraisal Techniques
►
Clinical Supervision:
1.
2.
3.
4.
5.
►
Pre-observation conference
Observation
Analysis and strategy
Supervision conference
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 you
prefer? Why? As a principal, which do you think you will
employ?
Chapter 13: Human Resource Management
Union-Management Relations
►
►
Why must a principal work hard to create and
maintain positive union-management
relations?
The Collective Bargaining Process




Bargaining team selection
Negotiations
If negotiations are successful  ratification
If negotiations are not successful  impasse
1.
2.
3.
Mediation
Fact Finding
Arbitration
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 14:
Community Relations
Standard 4: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
collaborating with families and other community
members, responding to diverse community interests
and needs, and mobilizing community resources.
Chapter 14: Community Relations
The Principal as a “Boundary
Spanner”
A principal should be a bridge between
the school and external constituencies
►
Chapter 14: Community Relations
Leading Community Efforts
during Catastrophe
► 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 health caregivers
(prior to a catastrophe)
 Provide feedback to media
 Identify and secure available resources
 After a catastrophe, encourage creative lesson planning that
uses lessons learned





Chapter 14: Community Relations
Leading School, Family, and
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?
Chapter 14: Community Relations
Leading School, Family, and
Community Involvement (cont’d)
► Communication
types of
avenues:
involvement:
 Orientation meetings
 Parenting
Research demonstrates
that parental
 Newsletters
 Communicating
involvement
is
a
key
factor
in students’
What are the
 School handbook
 Volunteering
academic
selfadvantages
and achievement,
 Programs for families
 Learningconfidence,
at home
toward
disadvantages
to eachand attitude
 Suggestion box
school.
What can a principal
do to
 of
Decision
making
these
avenues?
 Home visits
encourage
parental
 Collaboration
with and promote
 Conferences
community
involvement, especially
for minority
 Journals
 Comprehensive
groups? Personal notes
► Epstein’s
partnerships
 Phone calls
Chapter 14: Community Relations
School-Community Relations
“Educational public relations is a planned and
systematic management function to help
improve the programs and services of an
educational organization. It relies on a
comprehensive two-way communication
process…[to] assist in interpreting public
attitudes, identify and help shape policies and
procedures in the public interest, and carry on
involvement and information activities that earn
public understanding and support.”
The National School Public Relations Association
Chapter 14: Community Relations
School-Community Relations (cont’d)
To develop two-way communication and collaboration
within a community, the NPSRA suggests:
► Anticipate problems
► Promote school’s
► Handle all school
strengths
publications
► Publicize staff and
What
else
can
a
principal
do
► Write news releases
student achievement
to create
strong community
► Stay connected
to budget
► Answer request for
process
relations?
information
► Develop communication
► Provide PR training for
plan
staff
► Conduct formal and
► Serve as liaison to
informal research to
community groups
gauge public opinion
Chapter 14: Community Relations
Public Relations
►
Strong PR programs follow these basic steps:
1.
2.
3.
4.
Research
Action plan
Communicate
Evaluate
Read “A Young Principal’s Story.” Identify and
evaluate the principal’s use of this process.
Compare this principal’s actions with those of the
principal in “A Seasoned Principal’s Story.”
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 15:
The Principal and Ethics
Standard 5: Candidates who complete the
program are educational leaders who have
the knowledge and ability to promote the
success of all students by acting with
integrity, fairly, and in an ethical manner.
Chapter 15: The Principal and Ethics
What Is an Ethical Principal?
► “One
who, in the face of adversity,
ambiguity, and challenge, will reflect on
what is right by some set standard or code
and will act in a rational and caring manner
to resolve problems and conduct business.”
► Do you agree with the text’s definition(s) of
an ethical principal? What are some of the
obstacles that might prevent a principal
from behaving ethically? How might you
overcome those obstacles?
Chapter 15: The Principal and Ethics
Philosophical Concepts of Ethics
► Rights
► Character,
► Equity
► Critique
Considering
each
Commitment,
and
► Freedom
Formality
concept individually,
► Responsibility and
Conflict of Interest
Authority why must a►principal
► Duty
be aware ►
ofLoyalty
each
► Prudence
► Justicein order to behave
ethically?
► Caring
► Profession
► Moral
Imperative
Chapter 15: The Principal and Ethics
Ethical Behavior in Schools
►
Promoting Ethical Behavior in Athletic
Programs


Why is this an issue? Has it become more of an
issue in recent years? Why do you think this is?
Consider:
Athletes must be considered ends and not means
2. Competition must be fair
3. Participation, leadership, resources, and rewards must
be based on achievement
4. Activity must be safe for participants
1.
How do these principles sustain traditional values?
What other principles should an administrator be
mindful of concerning athletics?
Chapter 15: The Principal and Ethics
Ethical Behavior in Schools: Promoting Ethical
Behavior through Character Education
1.
2.
3.
4.
Education Is an
Inescapable Moral
Enterprise
Parents Are Primary Moral
Educators of Children
Character Education
Develops Virtues
Teachers, Principals, and
Staff Are Central to
Character Education
5.
6.
7.
Schools Are
Communities of Virtue
Character Education
Goes beyond Academic
Curriculum
Character Creation Is
an Essential and
Demanding Life Task
What are the benefits to character education and how can these
7 principles help you develop a character education program?
Consider how you would work with your superintendent, school
board, and other administrators.
Chapter 15: The Principal and Ethics
National and State Codes of
Ethics for Principals
► Rationale
for a Code of Ethics
 Provide guidelines for conduct
 Establish accountability and protect students
How do the guidelines and self-assessment
 Serve as catalyst for job improvement
tools supplied by these national agencies
►support
Nationalthe
Associations
(click
for website)
rationale for
a code
of ethics?
 American Association of School Administrators
 National Association of Elementary School
Principals and the National Association of
Secondary School Principals
 National Education Association
Chapter 15: The Principal and Ethics
National and State Codes of
Ethics for Principals (cont’d)
► Review
the sample state codes in the text.
► How do these codes support the concepts
and principles discussed earlier in the
chapter?
► Does your state supply a Code of Ethics for
Educators? How does it help to ensure that
educators and administrators behave in an
ethical manner? Is there anything missing
for your state’s code that you think would
be helpful?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 16:
Political and Policy Context
Standard 6: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
understanding, responding to, and influencing the
larger political, social, economic, legal, and cultural
context.
Chapter 16: Political and Policy Context
Policy: A Historical Perspective
► As
far as policy is concerned, what is the
importance of the following terms and events?








Brown vs. Board of Education
Differentiated curriculum
Equity
Socio-economically disadvantaged
Public Law 94-142
Accountability
Data-driven decision making
English Language Learner
Chapter 16: Political and Policy Context
Policy
► Read
the various definitions of policy in the text.
What are the commonalities in these definitions?
What is policy?
► Levels of relationship to policy









Orientation
Degree
Resources
Activity
Autonomy
Societal Values
Instructional Values
Rationale
Power Relationships
Chapter 16: Political and Policy Context
Policy Theory
► Systems
Theory
► Neo-pluralist Advocacy Coalition and Interest
What different insights
Group Theories
regarding policy can be
► Neo-institutional Theory
gleaned from each of
the mentioned theories?
► Critical Theory
Why is it important for a
► Feminist Theory
principal to have a
working knowledge of
► Postmodernism
these theories? What
are the practical
► Ideological Theories
applications of these
theories?
Chapter 16: Political and Policy Context
Dimensions of Policy
► Normative
dimension
► Structural dimension
► Constituentive dimension
► Technical dimension
Take a close look at Figure 16-2 to
understand how these dimension interact to
create policy
Chapter 16: Political and Policy Context
Politics
► What
is your definition of politics?
► How does your definition compare to those
given the text?
► Which of Apple’s groups would you place
yourself in? The majority of teachers and
staff at your school? The majority of the
stakeholders in your community? Why is it
important to identify these groups?
► Why must a principal be constantly aware of
the politics of education?
Chapter 16: Political and Policy Context
Types of Educational Politics
► Pluralist
Maintenance Politics
► Adversarial Politics
► Democratic Politics
► Unitary Politics
► Consolidated Principal Power
The text states that “there are five perspectives on
school politics that might be beneficial to principals to
understand within their own political, school contexts.”
What are the similarities and differences between these
perspectives and how can an understanding of them be
beneficial to a principal?
Chapter 16: Political and Policy Context
Politics: Working with the Superintendent
and Other External Forces
► What
is Davis’s take on the politics of principal
evaluations? Why would this important opportunity
for self-reflection cause tension between a
principal and superintendent?
► Read the eight suggestions for working within
political systems and with superintendents. Do you
find these tips useful? Why/why not? Can you
think of any other suggestions for working with
the various political components of a district to
ensure the quality education of all students?
Return to
Table of
Contents
Return to
Beginning of
Current Chapter
Proceed to
Next Chapter
End
Presentation
Chapter 17:
Legal Issues
Standard 6: Candidates who complete the program are
educational leaders who have the knowledge and
ability to promote the success of all students by
understanding, responding to, and influencing the
larger political, social, economic, legal, and cultural
context.
Chapter 17: Legal Issues
Legal Basis for Public Education
►
Obviously, any administrator and educator
needs to ensure that all of their actions are
lawful. The following slides will briefly
outline the various sources of educational
law.
Chapter 17: Legal Issues
Sources of Law: Federal
►
The United States Constitution
 Education is NOT specifically mentioned in the Constitution,
so how can the federal government regulate it?
►
Federal Statutes
 Elementary and Secondary Education Act of 1965
 No Child Left Behind Act of 2002
 Civil Rights Acts of 1964 & 1991
►
Federal Administrative Agencies




►
Department of Education
Office of Civil Rights
Equal Employment Opportunity Commission
Environmental Protection Agency
Case Law
 What power does the Supreme Court have concerning
education?
Chapter 17: Legal Issues
Sources of Law: State
► State
Constitutions
► State Statutes
► State Administrative Agencies
► Case Law
► Local Level (school districts and service
centers)
What is the purpose and jurisdiction of each of the
above sources for state education law?
Chapter 17: Legal Issues
Sources of Law: Judicial
► Federal
Courts
U.S. Supreme Court
U.S. Circuit Courts (13)
U.S. District Courts (89)
► State
Courts
State Supreme Court
Intermediate Appellate Courts
Courts of General Jurisdiction
(Superior and Circuit Courts)
Courts of Limited Jurisdiction
(Municipal and Small Claims)
Chapter 17: Legal Issues
Schools and the State
The following are the most common and pervasive
issues administrators face concerning state and local
legal authority in education
 Equal Access Act
 Compulsory School
Attendance
 Residency Requirements
 Church-State Relations
 Prayer and Bible Reading
 Silent Prayer
 Prayer at Graduation and
Extracurricular Activities
 Released Time for
Religious Instruction
 State Aid to Private
Schools
 School Fees
 Transportation
 Textbooks, Courses,
and Supplies
 Extracurricular
Activities
Chapter 17: Legal Issues
Schools and the State (cont’d)
► State’s
control over
curriculum:
► State-mandated
performance testing:
 School districts must offer
 Strongly supported by
curriculum prescribed by
NCLB
the legislature or law
 Most controversy centers
 Recent cases uphold
around using tests as
district’s power to ban
graduation requirements
certain curriculum (but
What can a principal do
not for purely religious
reasons)
to minimize litigation in
these matters?
Chapter 17: Legal Issues
Students and the Law
► Can
a student, legally, say whatever they
want in a school? Why or why not? What is
and is not protected by the First
Amendment?
► Can a student, legally, dress any way they
see fit while in school? Why or why not?
What are regulations concerning health and
safety standards, gang-related dress,
controversial slogans, and school uniforms?
Chapter 17: Legal Issues
Students and the Law (cont’d)
► Extracurricular
Activities
 Conditions may be attached to participation in
extracurricular activities
► Student
Discipline
 What are the stipulations for suspensions,
disciplinary transfers, and expulsions?
 27 states ban corporeal punishment
 Protection from unreasonable search and
seizure must be balanced with the need to
maintain a safe school environment
Chapter 17: Legal Issues
Students and the Law (cont’d)
► Students
with disabilities
 As discussed in Chapter 6, a principal must be
very aware of the laws, acts, and legislation
concerning students with disabilities
 The most significant act, IDEA, assures that
students with disabilities 1) receive a free
appropriate education, 2) are prepared for
employment and independent living, 3) have
their rights protected, and 4) receive
appropriate services from the state
Chapter 17: Legal Issues
Teachers and the Law
► Certification:
What are the standards for certification
in your state?
► Contracts:





Offer and acceptance
Competent parties
Consideration
Legal subject matter
Proper form
► Tenure:
 Does your state provide tenure for teachers and other staff?
► Dismissal:
 Each state mandates proper procedure. What is your state’s
procedure?
Chapter 17: Legal Issues
Teachers and the Law: Sexual Harassment
► Litigated
under Title VII of the Civil Rights Act
of 1964 and Title IX of the Education
Amendments of 1972
Discourage with:
► Includes
No-tolerance policy
Wide
Sexual
bribery
dissemination
of
policy
Sexual imposition
Easy
Gender
harassment
complaint
filing
Prompt
Sexual and
coercion
objective
 Sexual behavior
investigation
Appropriate remedial
action
Chapter 17: Legal Issues
Teachers and the Law: Discrimination
Federal statutes prohibit discrimination based
on:
 Race
 Gender
 Disabilities
 Age
 Religion
 Pregnancy
Chapter 17: Legal Issues
Teachers and the Law: Collective
Bargaining
► Constitution
protects free association rights but
does not guarantee collective bargaining
► Bargaining issues to be aware of:








Management rights
Narrow grievance definition
No-strike provision
Zipper clause
Maintenance of standards
Just cause
Reduction in force
Wages and benefits
Chapter 17: Legal Issues
Teachers and the Law: Collective
Bargaining (cont’d)
►
The Bargaining Process



Negotiating team selected
Negotiations commence
In the event of an impasse:
1.
2.
3.
►
Mediation
Fact finding
Arbitration
Bargaining Tactics:



Counterproposals
Tradeoffs
Caucus
Chapter 17: Legal Issues
Tort Liability
► Tort
= civil wrong (not contracts) for which a
court can award damages
To establish
negligence:
 Duty
 Standard of care
 Proximate cause
 Injury
Defense against
negligence:
Contributory
negligence
 Assumption of risk
 Comparative
negligence
 Governmental
immunity

Return to
Beginning of
Current Chapter
Return to
Table of
Contents
End
Presentation