Transcript Fundamentals of Educational Administration Dr. Sheila Tebbano

MCLA Leadership Academy
2002
Fundamentals of
Educational
Administration
Dr. Sheila Tebbano
Course Overview
This course intends to give students an overview
of issues that school administrators face in
their work, organizational structure, history
of education in America, and an
understanding of leadership philosophy. The
course will blend theory with practical
application through dialogue, sharing, case
studies, and reading.
Syllabus is being copied and will be avilable for you on Tuesday.
 Class
Participation
 Group Activities
and Presentations
 Internet
Expectations Searching
 In-class Writing
Assignments
Course
 Class Reading
syllabus will
be provided in
 Final Presentation
hard copy.
Ground Rules for Success

Listen Actively
 No Put Downs
 Permissions to Pass
 We are all learners
 Answer for yourself
 Contribute
 Question
 Respect Confidentiality

Your Needs?
Team Building
Share

Your Name
 Where You Work
 What You Do at Your
Place of Work
 One Thing No One
Would Believe About
You
Drawing Exercise
Can we put the “fun”
in Fundamentals?
Be a Risk
Taker!
Educational Philosophy
Classic Texts and Manuscripts in Education
http://carbon.cudenver.edu/~mryder/itc_data/
etexts.html
History of Education in
America
HISTORY OF AMERICAN EDUCATION WEB PROJECT
This page was last edited on 12/03/1999 11:42:17. It was originated
and is currently maintained by Professor Robert N. Barger. It is
dedicated to F. Raymond McKenna, longtime Professor of
Philosophy and History of Education at Eastern Illinois University.
It has been designated as an "Internet Site of the Day" by THE
CHRONICLE OF HIGHER EDUCATION and also a selection of
the Internet Scout Report for the Social Sciences. A mirror site is
located at
http://www.ux1.eiu.edu/~cfrnb/
Frederick Taylor (1856 – 1915)

Bethlehem Steel
 Known as Father of Scientific Management
 Published Principals of Scientific Management in
1911
– Broke jobs down into their smallest movement
– Increased worker’s output
Schools are based on the Industrial Model as defined by
Taylor
http://ollie.dcccd.edu/mgmt/1347/book_contents/1over
view/management_history/mgmt_history.htm
Dr. William Glasser
“We Learn…
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss with others
80% of what we experience personally
95% of what we teach someone else.”
Leadership
Seeing is
believing!
Video Example
Apollo 13
Talk to a partner about
the leadership style
in this clip?
Organizational Culture
Organizational cultures help employees
answer the question “who are we?”
 A sense of identity helps employees feel
more connected to each other and the
organization.
 Members learn what role they fulfill in the
larger picture of their workplace.
7 Indicators of
Organizational Culture

Symbols
– golden arches, swish mark

Practices
– The way we get things done each day
– Daily routines

Vocabulary
– Jargon, technical language, specialized

Metaphors
– Walmart is like a family

Stories
– The story of Lee Iaccoca working for one dollar during his
first year as the CEO at Chrysler in the 1970’s is still told
around the organization.

Rites or Rituals
– Dress down Friday, bonus checks, company picnics or
parties, or any event which occurs with regularity

Constructs
– Processes used by employees to help them accomplish
their daily tasks.

I.D. Cards allow employees to be easily recognized
Talk to your partner
about the
organizational
culture of your
school or
organization.
Can you identify with
the indicators within
your organization?
Bolman and Deal
Organizational
Frames
– Structural
– Political
– Human Resources
– Symbolic
Handout – group reading and presentation
Principle Centered Leadership
By Steven Covey

Leaders are continually learning.
 Leaders are service oriented.
 Leaders radiate positive energy.
 Leaders believe in other people.
 Leaders live balances lives.
 Leaders see life as an adventure.
 Leaders are synergistic.
 Leaders exercise self-renewal.
Peter Senge
Schools That Learn (2000) NY: Doubleday
–
–
Learning Organization Theory
The 5 Disciplines
1.
2.
3.
4.
5.
Personal Mastery
Mental Models
picture activity
Shared Vision
Team Learning
Systems Thinking
Community and Shared Vision
Reference: Senge, P. (1994) The fifth discipline field book: Strategies and
tools for building a learning organization. New York: Doubleday.
1. Terms that are often overused and
misunderstood
o Community: a location or a connection
of social organizations. Leader must
consider both, as they are interrelated.
Logistics, demographics, support systems
Directly influence development of
children’s behavior and affects their
learning as they observe and interpret the
messages they receive.
 Vision
is the ability to perceive
something not actually visible. Vision
involves keen foresight and powerful
imagination.
 Shared vision is a complex process in
which a group of people united by a
common goal work together to make the
vision a reality.
Administrator’s task is to lead the
group in the difficult journey that may
be filled with pitfalls, disappointments,
and setbacks.
2. Steps to building a shared
vision and empowering the
community.
Spend time to reflect why you
should undertake the difficult
process.
2. Hire staff that want to be a
part of a larger process, who
understand the community,
and who share your vision.
1.
3. Share introductions


Make sure office staff is friendly
and welcoming
Introduce new staff to current
staff.
– Welcome back parties, open house,
non-threatening atmosphere for
parents to get acquainted with the
staff and the school.

Establish procedures for
welcoming new students and staff
after school begins
4. Acquaint the staff with the
community’s needs, assets,
special characteristics, and
key individuals.


Tour the community with staff
every 2-3 years so teachers get
an idea of where their students
live and how they get to
school.
Home visits?
5. Next, you must show that you are
serious about building and sharing a
vision with the community and its
children.

Have conversations with small,
representative community groups
about the kind of school they want,
and what the roles of the principal,
teachers, students, parents,
mentors, community members,
office staff, custodians should be.
6.
A representative group should
review all the pieces and
formalize a collective vision that
incorporates as many different
elements as possible.
6.
Publicize the vision throughout
the community.



Include it in all newsletters
Present it to students and discuss
with them its implications and
their roles in achieving it
Discuss it with parent groups,
noting their roles. Identify ways
the school can help them, and
ways they can help the school
and each other, in realizing the
vision.
7. Keeping the vision alive.
 Revisit it every year.
–Are stakeholder groups
on track?
–Are school decisions
consistent?
–Is the community
making the vision a
reality.
Does the vision ever change?
Joy in the Job
More and more is being asked of
today’s school administrators.
School administration theory and
responsibility have changed.
What hasn’t changed is the “fun”
part of the job.
What activities give administrators
joy on the job? It’s group time!
FISH Philosophy
Choose Your
Attitude
There is always a choice about the
way you do your work, even if
there is not a choice about the
work itself.
Play
•Happy people treat others well
•Fun leads to creativity
•The time passes quickly
•Having a good time is healthy
•Work becomes a reward and not just a way to rewards
Make
Their Day
•Engage people
•Look for ways to create great memories.
Whenever you create a memory you make
someone’s day.
•Focusing your attention on ways to make another
person’s day provides a constant flow of positive
feelings.
Be Present
The past is history
The future is a
mystery
Today is a gift
That is why we call
it the present.
Reflection

The act of reflection provides an
opportunity for:
– Amplifying the meaning of one’s work
through the insights of others
– Applying meaning beyond the
situation in which it was learned
– Making a commitment to
modifications plans, and
experimentation
– Documenting learning and providing
a rich base of shared knowledge
Dr. Thomas Kelly, Ph.D.
Presently Dr. Kelly is:
•Working to implement the ideas of William Glasser, W.
Edwards Deming and Steven Covey in schools
•Assisting schools in systemic assessment to guide systemic
change
•New book on character education
http://www.drtomkelly.com/
No one thinks we need higher academic standards more than me.
At the same time I must say that the higher standards we
need most are not academic.
The higher standards we need most are moral, and until we get that straight the
schools and the general culture are going nowhere but down."

95% OF THE CHRONIC PROBLEMS
OCCURING IN ORGANIZATIONS ARE
SYSTEMIC.
 W. Edwards Deming
 THE ONLY ASSESSMENT THAT CAN
BRING EXCELLENCE IS SELF
ASSESSMENT.
 William Glasser
 SYSTEMIC CHANGE MUST BE DRIVEN BY
SYSTEMIC ASSESSMENT. FOR QUALITY,
THE SYSTEM (SCHOOL) MUST ASSESS
ITSELF.
 Thomas F. Kelly
VIRTUES: BEHAVIORS THAT MAKE ME GOOD
HUMBLE
COURAGEOUS
SELF DISCIPLINED
FORGIVING
GENEROUS
HONEST
HOPEFUL
JUST/FAIR
KIND
LOYAL
MODERATE
PATIENT
PERSEVERENT
PRUDENT
RESPECTFULL
RESPONSIBLE
SIMPLE
SPIRITUAL
SOME VALUES COMMONLY
CONFUSED WITH VIRTUES
CULTURE
BELONGING
ETHNICITY
FAMILY
FREEDOM `
FUN
HISTORY
KNOWLEDGE
RELIGION
PEACE
POWER
RACE
Character Education Resources
http://www.region.york.on.ca/cc/pdf/resources
.pdf
http://www.canandaiguaschools.org/CAprofes
sional/guidance/charactereducation.asp
Every school’s goal should be to habituate
reflection throughout the organization. The
ultimate purpose of reflection is to get us
into the habit of thinking about our
experiences.
 Individually
 Collectively
with teachers, students, and the school
community
External and internal voices.

Technology
– Professional development
 Creating a New Culture of Teaching and Learning
by Alan November (article)

Databases
– Attendance, Grades, Test Data, Financial Records,
Budget, Demographic Information

Scheduling
Who Moved My Cheese
School Safety
Discipline
Violence
Crisis
– SAVE Legislation
Harassment
NYS
Teacher Support

Supervision
 Hiring
 Support
– 22% of all new teachers leave the profession in
the first three years because of lack of support
and a “sink or swim” approach to induction.
U.S. Education Department, office of Educational Research and Improvement

Isolation

Resources
– Promising Practices, “The Induction of New
Teachers.”
www.ed.gov/pubs/PromPractice/chapter5.html
Leader of Leaders

American school day was never designed
with time for professional development in
mind.
– State requirements
– Adult learning theory
Internet Resources for Administrators
http://www.chalktalkonline.com/pages/links.h
tml
http://www.edu-leadership.com

http://www.nsba.org/sbot/toolkit/
Policy Resources
http://www.nsba.org/sbot/toolkit/PolSrc.cfm

This graph, taken from The Education Commission of the States', Bridging the Gap,
clearly shows the rising achievement levels of students in recent years. Education in the
U.S. IS improving. The issue is that educational improvement is not keeping pace with
public expectations. Many American schools are doing the best job of educating children
in their history, but they’re not changing fast enough to keep up with the demands of the
world’s economy and the expectations of the American public. This figure illustrates the
central public policy challenge of education reform in the current political environment.
Data Driven Decision Making

Tools for Schools Video
– handouts

The Real Causes of High Achievement
by Mike Schmoker
http://www.sedl.org/pubs/sedletter/v14n02/1.h
tml
SCANS Report


In 1992, the U.S. Department of Labor issued a report
developed by the Secretary’s Commission on Achieving
Necessary Skills (SCANS). Entitled "Learning a Living",
the report identifies the skills and competencies necessary
for the workplace and outlines how to incorporate them into
American schools. In addition, the Commission issued
several other reports addressing such issues as building
community coalitions and giving anecdotes from schools
currently using the SCANS ideas in their work.
Read this entire section by scrolling down or do directly to
the following:
http://www.academicinnovations.com/report.html
http://www.gse.harvard.edu/~principals/
http://www.edfacilities.org/links/
http://www.edfacilities.org/
The Journal of Cases in Educational Leadership (JCEL)
The Journal of Cases in Educational Leadership (JCEL) publishes in electronic format peer-reviewed
case studies appropriate for use in programs that prepare education leaders. Building on a long
tradition, the University Council for Education Administration sponsors this journal in an ongoing
effort to improve administrative preparation. The Journal editorial staff seeks a wide range of cases
that embody relevant and timely presentations of issues germane to the preparation of educational
leaders.
Cases published in JCEL may be downloaded and duplicated for non-profit use by any individual or
education/public agency. Such reproduction must bear the citation of the article, including author's
name, title of case, journal name, issue and page numbers. Commercial use of this journal in
whole or in part is strictly prohibited.

http://www.ucea.org/cases/past.html
http://www.ael.org/rtec/admin.htm
Knowledge Bases Including Theories, Research, the
Wisdom of Practice, and Education Policies
http://www.suno.edu/Education/Bibliography.doc
SYSTEMIC ASSESSMENT FOR QUALITY SCHOOLS
by Thomas F. Kelly, Ph. D.
A MANUAL FOR SCHOOL SELF ASSESSMENT
•Overhead masters for presentations and training
•Worksheets for planning and assessment
•Seventeen different needs assessment surveys (can be customized), already used by more than 5,000 schools
•Make your own survey (see following)
•Incorporates the ideas of W. Edwards Deming, William Glasser, and the Johnson City Public Schools
If self improvement is to be a continuous process, it must be guided by continuous self-assessment.
http://www.drtomkelly.com/download.htm
Leadership Characteristics
that Facilitate School Change
By Sylvia Méndez-Morse
http://www.sedl.org/change/leadership/welcome.html
Table of Contents
Credits and Acknowledgements
Introduction
History of Leadership Research
 Traits Model of Leadership: Leaders versus Followers
 Situational Leadership: Impact of the Setting on Leaders
 Effective Leaders: Two Dimensions
 Contingency Models: More than the Situation
 Nonleader Leadership: Many Leaders
 Current Leadership Research
•Leaders vs. Managers
•Vision
•Shared Vision
•Valuing Human Resources
•Transformational Leadership
Characteristics of Leaders Change
 Vision
 Believing that Schools are for Student's Learning
 Valuing Human Resources
 Communicator and listener
 Proactive
 Risk-takers
 Summary of Characteristics
Conclusions
 Implications for further research
References
Awkward's Humour and Sillies
These are actual excuse notes from parents (including spelling):
I think a good portion of these came from student's as well...
My son is under a doctor's care and should not take P.E. today.
Please execute him.
Please excuse Lisa for being absent. She was sick and I had her
shot.
Dear School: Please ekscuse John being absent on Jan. 28, 29,
30, 31, 32, and also 33.
Please excuse Gloria from Jim today. She is administrating.
Leadership Gap
Every day we encounter situations, circumstances or seemingly impossible problems
that could be ameliorated, if not solved by the exercise of leadership. At school or in our
workplace situations arise that are allowed to develop or continue due to a lack of
leadership. We do not act ourselves nor do we empower others to fill the void. Because
of our belief in leadrship myths we are sometimes blind to our hidden potential for
responding. We recognize that leaders could make a difference but don't act.
1. Create a list of situations that seem to be an issue or at impasse and that might be
resolved by the intervention of a leader.
2. What keeps you from taking the action you know is needed to solve the problem?
What leadership myths get in your way? Do you have any support in demonstrating
leadership in this situation?
3. What would you do to solve the problem? How would you demonstrate leadership
ability?
Thinking about leadership...
How were you encouraged or discouraged to exercise your leadership skills?
http://gsep.pepperdine.edu/~cldemarc/ed639/leadership_gaps.htm
http://www.ascd.org/handbook/demo/curricre
new/pocr/fig3.gif
Learning Organizations
http://www.ncrel.org/cscd/pubs/lead21/2-11.htm
RESOURCES
To view the Resources associated with each workshop, click on the workshop title,
below.
http://www.upei.ca/~fac_ed/projects/handbook/index.htm
The role of the school administrator is
critical to the success of the school library
program, so read on, browse, try our links
and you will find many helpful resources
and ideas.
A WebQuest for K-12 Administrators
Designed by
Bill Byles
http://www.memphis-schools.k12.tn.us/admin/tlapages/tech_plan_quest.htm
Another adm. webquest
Ancient Civilizations
International School
An Internet WebQuest on Mesopotamia, The
Indus Valley Civilization,
Ancient China and Ancient Egypt
created by Sue Reid
email: [email protected]
http://www.aesms.org/CSUNweb/webquest/
Wqreid/index_.htm


Webquest for Lois-Ann Yamanaka's
Name Me Nobody
http://homepages.wmich.edu/~e7neeley/we
bquest.html


Administrator Bookmarks
http://www.esc12.net/BOOKMARK/admin.htm

http://www.eduscapes.com/

Selected Internet Resources for Education
http://www.aea10.k12.ia.us/Resource.html

http://www.mnsfld.edu/~swoolley/ed596/res
.htm
RESPECTT (Albuquerque Public Schools Learning Technologies)
Raising Educational Standards, Professional Excellence &

Communication through Technology
http://www.aps.edu/aps/sw_depart/ittp/reso
urces.html
Staff/Professional Development
Creating the CyberSchool

http://www.tnellen.com/school/staff.html
The Educators Portal
 http://www.educatorsportal.com/
Web Resources for Teachers
 http://www.middlecountry.k12.ny.us/web%20resources/We
bResources-Teacherlist.htm
A Framework for Continuous Improvement
QUEST challenges members of a school community to embark on a journey of continuous learning
and improvement. This journey begins with the articulation of core values and the creation of a
shared vision. Support for the journey comes as participants, focused on a shared vision,
intentionally engage in activities designed to broaden the learning community, sharing leadership,
and strengthening the learning culture of the school. Impetus comes from a student focus:
establishing shared goals for learning, assessing student learning, and enabling SMART* learners
(*successful, motivated, autonomous, responsible, and thoughtful). Momentum for continuous
improvement is fueled by the energy of individuals--derived from commitment to a shared vision,
caring about each other and members of the broader community, excitement of learning together,
and the potential for every child to become a SMART learner.
http://www.ael.org/rel/
quest/framewk.htm
QUILT Wait Time Test
http://www.ael.org/rel/quilt/ql971003.htm


Educational Quotes for the 21stC
 prepared by
http://www.leading-learning.co.nz/famousquotes.html
Topics

Learning Styles
– Learning Environment

Parent Involvement/Communication
– Community Empowerment: Building a Shared Vision
(article) http://www.saesp.org/comm/p1196a.htm
– BCMS school improvement team parent communication
survey

Relationships
Avoiding the cold within: Instructional relationships
systematically applied (article)
http://www.nassp.org/pbulications/schools_in_the_middle/hoff.
htm
Learning Community Thoughts
Ten years ago Peter Sense introduced the idea of the 'Learning Organisation', Now he Says... to change we need to stop thinking like
mechanics and to start acting like gardeners... Companies are actually living organisms not machines' Fast Company
People come to relate to each other in predicable ways, which form a pattern that when defined the structure of relationships norms, expectations, taken for granted habits of communicating. These patterns aren't fixed; they can change. Fast Company
' Communities of the mind are collections of individuals who are bonded together by natural will and to a set of shared ideals and
ideals.' Thomas Sergiovanni
A learning organisation sees the environment. as messy, complex and volatile. It picks and chooses it's way attempting to use
certain events as catalysts for action, turn constraints into opportunities, and blunt or minimise the impositions that do not make
sense...because they know that that is the only way to survive and prosper in a complex environment. Michael Fullan
'Shared values are more important than paper and policies. We need, passion, people, and pride. Leadership not management.'
Lester Levy
'Without question we have had a breakdown in the sense of community. The solution is to restore a sense of community...and
doing within the school.' James Comer
'It's not the biggest, the brightest, or the best that will survive, but those who adapt the quickest'. Charles Darwin
'To raise new questions, new problems, to regard old problems from a new angle requires creative imagination and makes real
advances' Albert Einstein
' Education for the future has left the harbor and is already on the open seas. Some educators are still clinging to the belief that the
ship hasn't left and are invested in business as usual. Some educators are enjoying the freedom of the open seas .... excited about
the foreign ports and places they will visit . Renata and Geoffrey Caine
'Changing public education is like punching a pillow or as someone once said like moving a cemetery; after you've done all the
work you still have a cemetery.' Art Costa
‘Our challenge. How do we create organisational coherence...how do we create structures that move with change, that are flexible
and adaptive...that enable rather than constrain? How do we resolve the need for personal freedom and autonomy with
organisational needs for prediction and control‘ Margaret Wheatley
"THE FOUR AGREEMENTS IN THE WORKPLACE”
Everything we do is based on agreements we have
made. In these agreements we tell ourselves who we
are, what everyone else is, how to act, what is possible,
and what is impossible. What we have agreed to believe
creates what we experience. When these agreements
come from fear, blocks and obstacles develop keeping
us from realizing our greatest potential.
Based on ancient Toltec wisdom, the Four Agreements
offer a powerful code of conduct that can rapidly
transform our lives and our work into a new experience
of effectiveness , balance and self supporting behavior.
Make your life easier, make the change consciously today to improve your
life!
http://www.itzarion.com/lifeagree.html
The Four Agreements
Based on the wisdom of Don Miguel Ruiz
BE IMPECCABLE WITH YOUR WORD
•Speak with integrity.
•Say only what you mean.
•Avoid using the word to speak against
yourself or to gossip about others.
•Use the power of your word in the
direction of truth and love.
DON’T TAKE ANYTHING PERSONALLY
•Nothing others do is because of you.
•What others say and do is a
projection of their own reality, their
own dream.
•When you are immune to the
opinions of others, you won’t be the
victim of needless suffering.
DON’T MAKE ASSUMPTIONS
•Find the courage to ask questions
and to express what you really want.
•Communicate with others as clearly
as you can to avoid sadness,
misunderstandings, and drama.
•With just this one agreement, you
can completely transform your life.
ALWAYS DO YOUR BEST
•Your best is going to change from
moment to moment;
•It will be different when you are
healthy as opposed to sick.
•Under any circumstance, simply do
your best, and you will avoid selfjudgment, self-abuse, and regret.