I. COURSE DESCRIPTION

This course, an introductory one in school administration, is designed to acquaint the student with the issues associated with district and building management, primarily in the State of Indiana. Particular emphasis will be given to the organization and structure of schools, the legal basis of school administration, agencies of administration and the control and standards for administration in the various functional areas.

The course will cover both theory and practice which students will be required to reflect on. Students will be given an opportunity, within the course to develop technical and ethical competencies as an administrator.

The general objective of the course is:

To provide prospective administrators and other students, who, for various reasons, may desire to gain an overview of modern schools, an opportunity for systematic, reflective, and analytical study of administrator of schools in relation to:

1. control and authority in public education

2. the way education is organized and financed in Indiana and the U.S.

3. the organizational dimensions of schools as they impact on administrators

4. the demands for school reform and their effect on administrators

5. leadership styles, communications, decision-making, and conflict resolution as the nuts and bolts of school administration

6. principals as instructional leaders
 

II. ORGANIZATION OF THE COURSE

A. Content - The work of the course will be organized largely around the following major sub-topics:

Administrative Structure, Roles, are Leadership
Organization and Structure of Schools
The Principalship - Role, Duties, and Responsibility
Correlated with Effective Schools Research

1. Use of audio-visual materials
2. Group reports
3. Role playing, panel discussion, debates, simulations, etc.
4. Use of resource persons (possibly)

1. Required Textbook

Kowalski, Theodore J. and Reitzug, Ulrich C., 1993. Contemporary Administration: An Introduction. New York: Longman.

2. Reserved Books

English, Fenwick W. 1994. Theory in Educational Administration, N. Y.: Harper Collins.

Deskbook Encyclopedia of American School Law, 1991. Data Research Inc.

Du Four, Richard, 1991. The Principal as Staff Developer. National Educational Service, Bloomington, Indiana.

Hughes, Larry W., 1994. The Principal Leader, Riverside, New Jersey: Merrill/McMillan.

Gorton, Richard, 1987. School Leadership and Administration, 3rd ed. Dubuque, Iowa: Wm. C Brown.

National Policy Board for Educational Administration, 1993. Principals for Our Changing Schools: The Knowledge and Skills Base, Fairfax, Virginia: National Policy Board for Educational Administration.

Kimbrough, Ralph B. and Nunnery, Michael Y. 1988. Educational Administration, N.Y.: MacMillan

Administrative Rules of The Indiana State Board of Education. 1990. Cleveland, Ohio: Banks Baldwin Publishing Company.

Drake, Thelbert L. and Roe, William H., 1994. The Principalship, 4th ed., Riverside, New Jersey: Merrill/McMillan.

1. Be present and participate in classroom discussion.
2. Present assigned topic from Course Outline. (Group activity)
3. Prepare a Reflective paper (5 pages) double-space typed on one of the following:
Individual Investigative:
--Concerns and issues in your own school system
--Local problems in school administration
--In-service, staff development for school administrators

6/27 Introduction (Chapters 1 & 2)
What is school administration?
Administrative Roles

6/29 Types of Leadership (Chapter 10)
Management Styles
Change Agency

7/4 No Class - Independence Day

7/6 Administration Viewed
Central Administration: Dr. Charles Costas, Supt.
Gerald Mc Cullum, Supt.
Building Administration: Clifton Gooden, Principal
Byron J. Hubbard, Principal

7/11 Group Investigation Topic #1: Educational Administration in Perspective (Chapter 6)

--Its evolution
--Leadership and management
--Standards for administration.
--Problems and prospects
--Perceptions of school administration today

--The Profession of School Administration
--Central Office Administration
--Building Administration
--Various careers in school administration
--Practices in school administration

--Lay control
--State authority over education
--Federal influence and authority
--State Board of Education
--State Department of Education
--Local school boards
--Financing schools

--Elements of effective leadership
--Instructional leadership
--Models of decision-making
--Managerial leadership
--Group leadership
--Communication styles
--Leadership styles
--State of educational leadership today

--Major tensions in the schools
--Key areas of conflicts
--Role conflicts
--Approaches to conflict resolution
--The science and art of problem solving
--Dealing with difficult people

--The principal's role
--Research on effective principals
--NASSP and NAESP
--Relationship with teachers
--Relationship with parents
--Relationship with students
--Relationship with the central office
--Dealing with the superintendent and Board

--The administrator's role
--School restructuring
--The waves of school reform
--Educational change and its dynamics
--Change obstacles
--Change facilitators

The instructor assumes the maturity of the students in the class will cause them to proceed independently through the text and the specific background reading list in the references. The sections of Reserved Books that pertain to the topic under consideration should be read concurrently with that topic. From time to time, the instructor will indicate specific references in class and students will be expected to read them. It should be noted, however, that the instructor will not build his lectures around any specific text or set of materials. Class members will be responsible for taking notes on class lectures and other presentations.

G. Grades will be determined by the following factors:

1. Results of tests
2. Reflective Paper
3. Presentation on Selected Topic (Individual & Group Grade)
4. Instructor's Appraisal - Based upon participation, attitude, responsibility, attendance, and professional growth
 
Class Presentation 50/50 (100) points
Reflective Paper 100 points
Instructor's Appraisal 50 points