BULLETIN DESCRIPTION:
                For teachers and school administrators.  Characteristics of the community school, including the multicultural quality of the community; adapting the education program to community needs; use of community resources in instruction; planning school-community relations programs.
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This course offers exposure to the field of school and community relations as a part of the preparatory program for educational administration. It will emphasize public relations methods (technically), examine issues of concern (ethically) to communities including, the multicultural quality of the community, analyze the workings of school boards and generally explore (reflectively) the political process that is the reality of school community relations.
            Knowledge of both schools and communities is a prerequisite for understanding school community relations. With this in mind, the course will look at the historical roots of the American school and community, as well as, contemporary schools and the image they project to the community.
            Finally the course explores the use of community resources in instruction and provides the student with concrete experiences in planning school community relations programs.

II. DIVISION MODEL

School Community Relations is a part of the IUN School of Education Educational Leader Program. The program is based on the SOE Educational Leader Conceptual Framework Outcomes.  The six outcomes are:

• A Vision of Learning
• School Culture and Instructional Program
• Management
• Collaboration with Families and the Community*
• Integrity, Fairness and Ethical Manner*
• Political, Social, Economic, Legal and Cultural Context*

The program is also based upon the IUN Advanced Program Conceptual Framework Outcomes. The seven outcomes are:

• Learning and Development
• Knowledge and Instruction
• Classroom Management and Assessment
• Reflection*
• Collaboration and Professional Development*
• Educational Equity*
• Formal Inquiry*

    
The themes that have an asterisk in both Frameworks are those especially targeted for this course.

            A.  CONTENT

            The work of the course will be organized around the following major sub-topics:

                  Public Character of the School
                  Understanding the Community and its diversities
                  Communication Process
                  Goals and Strategies
                  Working with Students
                  Working with Parents
                  Relations with Employees
                  Community Groups
                  Special Events
                  Conducting Campaigns
                  Evaluation

            B.  COURSE OBJECTIVES

                  Having completed the requirements of the course the student should be able to:

• Analyze and reflect on the characteristics of contemporary schools (EL outcome 6), (SOE outcomes 4 and 7)
• Analyze and reflect on the historical aspects of American schools (EL outcome 6), (SOE outcomes 4 and 7)
• Identify some past and present influences on American education (EL outcome 6), (SOE outcomes 4, 6 and 7)
• Analyze and identify the needs of a given school community (SOE outcomes 4, 6 and 7)
• Expound on the multi-directional nature of communication (EL outcome 4), (SOE outcome 4)
• State ways the media impacts the educational enterprise (EL outcome 6) (SOE outcomes 4 and 7)
• Write goals for and identify strategies to be used in developing a school community relations program (EL outcomes 2, 4, 5 and 6), (SOE outcomes 4, 5, 6 and 7)
• Note the need for program evaluation and delineate ways of evaluating a community relations program (EL outcomes 4 and 5), (SOE outcomes 4, 5 and 7)
• Demonstrate mastery of the educational leadership dispositions listed below:

Educational Leadership Program Dispositions

The SOE is committed to the values of academic integrity in educational leadership preparation.  You are expected to consign yourself to each of the following dispositions throughout this semester in your classroom participation, projects, assessment activities, and field experiences:

• Sets high standards and expectations for self and others  (1)  (3)
• Continuously evaluates self for improvement  (1)  (2)
• Accepts responsibility and demonstrates leadership  (3)
• Recognizes a variety of ideas and values cultures  (6)
• Is committed to providing a variety of ways for students to learn  (2)
• Is committed to the educability of all  (1)
• Demonstrates a work ethic required for high levels of personal and organizational performance  (1)
• Makes management decisions to enhance learning and teaching  (3)
• Utilizes ethical principles in decision making  (5)
• Treats people fairly, equitably, and with dignity and respect  (5)
• Respects and fulfills legal and contractual obligations  (5)
• Cultivates and promotes a safe, caring, and supportive learning environment  (2) (3)
• Dialogues with other decision makers affecting education  (6)
• Collaborates and communicates with family and community  (1)  (4)
• Operates school as an integral part of the community  (4)  (6)

            C.  PROCEDURES

This course will be conducted on in-class/independent basis. The in-class portion will be conducted largely on a lecture, discussion and class participation basis. Independent work will be done on projects and tasks as assigned. One or more of the following techniques may be used from time-to-time when, in the judgment of the instructor, they are deemed appropriate:

                  1.   Use of audio-visual materials
                  2.   Individual and group reports
                  3.   Role playing, panel discussions, debates, etc.
                  4.   Use of resource persons
                  5.   Field trips, observations or attendance at special programs
                  6.   Simulations

MATERIALS

Required Text:

        Gallagher, D., Bagin, D., and Kindred, L.W. (1997).  The school & community relations. Boston: Allyn and Bacon.
                                               
IV.       ASSIGNMENTS and ACTIVITIES
                

1. All persons must be present and participate in class discussions.  Excessive absences will cause you to lose instructor appraisal points. 

2. Satisfactorily complete assignment(s) associated with Outcome D in the Educational Leadership Program.

3. Develop a comprehensive school community relations plan for your school. Demonstrate how you will address the needs of the diverse student, parent and teacher population within your school district. The plan must include: demographics, vision statement, mission statement, policy statement, needs section, goals, objectives, strategies and assessment. (Please see models during class). During the FIRST SCHEDULED individual conferences each student will be requested to give a progress report on this plan. Final Project DUE: June 29, 2007. Since the class members are from diverse communities, we will share our plans in class.

                        Note: Grades will be reduced for misspelling, poor grammar and poor content. This applies to all written assignments.

V.  GRADING/EVALUATION SYSTEM
                       
                  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.

                  Course grade will be determined on the following:

• Outcome D – Collaboration with the Family and Community (100)
• School – Community Relations Plan (100)
• Instructor’s Appraisal (50) - Based upon participation, attitude, attendance, professional growth, and level of responsibility.

250-225 points                                    A
224-200 points                                    B
199-175 points                                    C
174-150 points                                    D
                                                149-0   points                                      F
           

You must show me a signed advising receipt to receive a grade for this course.

VI.  BIBLIOGRAPHY

                 Sergiovanni, T.J. (1994).  Building community in schools.  San Francisco:  Jossey-Bass Publishers.

                  Dapper, G.  (1964).  Public relations for educators.  New York:  Collier-Macmillan Publishers.

                  Hilldrup, R.  (1982).  Improving school public relations. Allyn and Bacon, Inc.

                  Kindred, L. W.  (1960).   How to tell the school story.  Englewood Cliffs, NJ:  Prentice-Hall Inc.

                  Kindred, L. W.  (1957).  School public relations.  Englewood Cliffs, NJ:  Prentice-Hall Inc.

                  Losen, S. M. & Diament, B. (1978).  Parent conferences in the schools.  Allyn and Bacon, Inc.  
                  Melby, E. O.  et al. (1969).   Role of the school in community education.  Pendell Publishing Company.  

                  National Public Relations Association. (1978).  Building public confidence for your schools.  Arlington, VA.

                  101 public relations activities for schools. (1976). Interstate Printers & Publishers, Inc.

VII.  SCHEDULE

                  5/18           Introduction
                                    The Importance of School Community Relations

                  5/20           Public Character of the School (Chapter 2)
                                    Understanding the Community (Chapter 3)

                  5/25           NO CLASS- MEMORIAL DAY

                  5/27           Administering the Program (Chapter 5)

                  6/1             Policies, Goals and Strategies (Chapter 4)
                 
                  6/3             Internal and External Communications (Chapter 6, 7 & 8)   

                  6/8             Using the Media (Chapter 11 & 12)
                                    Schools and the News Media (Chapter 13)

                  6/10           School Campaigns (Chapter 15)
                                    Special Events (Chapter 10)

                  6/15           INDEPENDENT WORK
                       
                  6/17           INDIVIDUAL CONFERENCES (1st Drafts Due)

                  6/22           INDIVIDUAL CONFERENCES

                  6/24           CLASS PROJECT DUE

                  6/29           NO CLASS (CONFERENCES)

                  7/13           NO CLASS (FINAL)       

Graduation:  Students must file for graduation at least one semester before they are to be completed.