KEAN UNIVERSITYUnion, New Jersey

Dr. Leonard H. Elovitz Summer 2011205 D East Campus mailto:lelovitz@.kean.eduOffice (908) 737-5976

Fax (973) 625-7282

www.kean.edu/~lelovitz

OFFICE HOURSBy Appointment

FIELD STUDY IN ADMINISTRATION AND SUPERVISION II

Course Number: EL 5814

Semester Hours: Three

Prerequisites: Graduate students who have completed 24 semester hours (12-15 in certification only programs) of required course work and have a minimum grade point average of 3.0(B). Admission is subject to submission of a written plan, signed by the cooperating school district.

Catalog Description:

Activities planned in cooperation with sponsoring school districts. Emphasis on involvement with functional responsibility for planning, developing and/or managing administrative-supervisory tasks

I. Course Objectives

Students will grow towards becoming informed, dynamic professionals by developing proficiency in knowledge, skill application and value development, as evidenced by demonstration of the ability to:

A. - develop an operational plan to address an administrative/supervisory problem. (Knowledge/Skills/Values)

B. - implement (with supervision) a plan to bring about some specified change. (Knowledge/Skills/Values)

C. - apply a variety of internal and external communications techniques. (Knowledge/Skills)

D. - solve problems and meet objectives through the participation of staff members (Knowledge/Skills/Values)

E. - analyze institutional progress or needs by using appropriate research and analytical methodologies. (Knowledge/Skills)

F. - evaluate staff needs and manage conflicts. (Knowledge/Skills/Values)

II. Course Content

A. Planning1. Identifying Problems2. Writing Objectives3. Specifying Outcomes4. Quantifying Outcomes5. Allocating resources6. Evaluating Outcomes

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B. Implementation1. Resolving resistance to change

a. Applying organizational and leadership theories (e.g., Hersey-Blanchard, Bennis, Etzioni, etc.)

b. Identifying political systems c. Identifying the zone of indifference

2. Developing a visiona. Mission statementb. Institutional vs. individual goals

3. Applying motivational theorya. Maslowb. McGregorc. Hertzbergd. Others

4. Managing changea. Using the Hershey-Blanchard Modelb. Distinguishing reinforcersc. Designing feedback systems

C. Communications1. Writing internal memoranda2. Writing letters to parents3. Preparing agenda4. Organizing faculty meetings5. Preparing press releases6. Developing newsletters7. Preparing reports8. Making public presentations9. Engaging in public relations

D. Administrative responsibilities1. Setting deadlines2. Meeting objectives3. Applying Reddin's 3-D Theory

a. Using task orientationb. Using people orientation

4. Using collaboration5. Using authoritarian tactics6. Applying contingency-leadership

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E. Analysis of Data, Trends and Research1. Stating the problem2. Identifying variables3. Developing a research design

a. quantitativeb. qualitative

4. Gathering data5. Analyzing data6. Reporting results

F. Staff Needs and Conflicts1. Identifying informal group leaders2. Tapping key communicators3. Using feedback systems4. Mutual problem solving

a. bureaucratic techniquesb. human relations techniquesc. human resources techniques

III. Methods of Instruction

A. Onsite field workB. Direct instruction by cooperating site supervisorC. Site visitation by university instructorD. Small group seminarsE. Individual conferences

IV. Methods of Evaluation

A. Student journals (Knowledge/Skills/Values)B. Portfolios (Knowledge/Skills/Values)C. Demonstration of competencies in the field (Knowledge/Skills/Values)D. Field visits, observation (Knowledge/Skills/Values)E. Written evaluation by field supervisors (Knowledge/Skills/Values)

V. Recommended Texts

The university instructor and field supervisor will assign readings as necessary.

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VI. Course Requirements

1. Time Requirement. During the semester you are to work on-site under the direct supervision of your on-site supervisor, and in consultation with the course instructor. It is expected that, at a minimum, you will devote 10 hours per week of on-site time to your internship, in partial fulfillment of course requirements. This work may be accomplished during, before or after normal working hours, by arrangement with your site supervisor.

2. Log Documentation. All on-site work must be documented. To this end, a log entry (use attached sheet, which you may reproduce) must be completed and signed by your site supervisor each time you devote a significant amount of time to your internship. Please provide a brief description of the work done, as well as the date and amount of time worked. Complete a spreadsheet to summarize the days and time devoted to the field study.

3. Portfolio Requirement . You are expected to compile a comprehensive portfolio that will include a variety of artifacts that are illustrative of the experiences gained during the internship. Such artifacts will include, but are not limited to: correspondence, memoranda, bulletins, articles, photographs, invoices, budgets, schedules, telephone messages, newsletters, forms, agenda, observations, etcetera. All documents are to be compiled and assembled in an orderly fashion in a three-ring binder or electronically on a CD using the template provided. Remember an artifact is your work. If you did not participate in its creation, don’t include it.

The portfolio should reveal the extent to which you have had an opportunity to meet the Standards for Advanced Programs in Educational Leadership promulgated by the National Policy Board for Educational Administration (NPBEA) and monitored by the Educational Leadership Constituent Council (ELCC). The projects and activities that must be completed by the end of Field II are keyed into these standards. When list artifacts, indicate the relationship to the standard. Reflections should be a self-assessment of your proficiency with each standard.

Complete the rubric of projects and activities and bring it to the exit conference.

4. Reflective Journal Requirement. A journal must be compiled which represents your reflections on your field experiences. The purpose of the journal is to communicate your feelings, insights, frustrations (yes, there will be some.), developing philosophy, and emotional response to your experiences. Important components of your journal entries are statements which will reveal to the reader your introspection concerning such issues such as: your leadership skills and style; interactions with colleagues in a quasi-supervisory capacity; emerging and developing philosophy of leadership; group dynamics and your sense of commitment to educational administration.

All journals will be kept confidential and will be returned to the student.

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Journal entries are to be made periodically, but not less than on a weekly basis. There is no specific length or precise format. Just reflect and write. Journals will be graded on a pass/fail basis, taking into account the apparent effort expended in their preparation. Please type all journal entries.

5. Written Evaluation. You are expected to meet your commitments in carrying out the field project. Punctuality, commitment, professional demeanor, interpersonal skill, task orientation, reliability, and other essential characteristics of effective leadership will be assessed, in part, by your site supervisor. Toward the end of the semester, each site supervisor will receive an evaluation form that he/she will complete and return to the course instructor. Although the site supervisor will be asked to suggest a grade for performance, determination of the final grade will be made by the course instructor, taking into account the site supervisor’s assessment.

6. Field Supervision . Your site supervisor will provide day-to-day supervision of your work. Additionally, the course instructor will arrange for a site visitation(s) to meet with you and your supervisor. Although every effort will be made to schedule visitations in advance, the course instructor reserves the right to appear unannounced to monitor your work, based on the schedule that you submit on the Course Information Form.

7. Further information and forms are available on Dr. Babo’s website: http://www.kean.edu/~gbabo/

VII. Bibliography

A. Current Works

Belfield, C.R., Levin, H.M. & Belfield, C. R. (2005). Privatizing educational choice: Consequences for parents, schools, and public policy. Denver: Paradigm Publishers.

Barling, J.,Cooper, C.L.,& Clegg, S. (2007). The SAGE handbook of organizational behavior: Volumes 1 and 2. Beverly Hills: Sage Publishing.

Cooper, C. (2008). New Directions in Organizational Behavior. Beverly Hills: Sage Publishing.

Bolman, L. & Deal, T. (2008). Reframing organizations: Artistry, choice, and leadership (2008). New York: John Wiley & Sons.

Bryson, J.M. & Crosby, B.C. (2005). Leadership for the common good: Tackling public problems in a shared-power world. New York City: John Wiley & Sons.

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Burke, W.W. & Burke, W.W. (2002). Organization change: Theory and practice. Beverly Hills: Sage Publishing.

Coleman, J.S. et. al. (1966) Equality of educational opportunity. Washington, DC: Government Printing Office.

Eller, J.F. & Eller, S. (2009). Creative strategies to transform school culture. Thousand Oaks, CA: Corwin Press.

Flamholtz, E. & Randle, Y. (2008). Leading strategic change: Bridging theory and practice. Cambridge, UK: Cambridge University Press.

Fullan, M. (2009). The challenge of change: Start school improvement now!. Thousand Oaks, CA: Corwin Press.

Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco: Jossey-Bass.

Fullan, M. (2007). Leading in a culture of change. New York: John Wiley & Sons.

Fullan, M. (2006). Turnaround Leadership. New York City: John Wiley & Sons.

Fullan, M. & St. Germain, C. (2006). Learning places: A field guide for improving the context of schooling. Thousand Oaks, CA: Corwin Press.

Fullan, M. (2003). The moral imperative of school leadership. Beverly Hills: Sage Publishing.

George, J.M. & Jones, G.R. (2004). Understanding and managing organizational behavior. Upper Saddle River, NJ: Pearson Education.

Giancola, J. M. & Hutcison, J. K. (2005). Transforming the culture of school leadership: Humanizing our practice. Beverly Hills: Sage Publishing.

Green, C. (2005). Privatising education: Public partners, private dealings. Oxford:Routledge.

Glanz, J. (2005). What every principal should know about cultural leadership. Beverly Hills: Sage Publishing.

Goodlad, J.I. (1983) A place called school: Prospects for the future. New York City: McGraw Hill.

Hall, G. & Hord, S. (2005). Implementing change: Patterns, principles and potholes.Needham Heights, MA: Allyn & Bacon.

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Hargreaves, A. & Shirley, D. (2009). The fourth way:The inspiring future of educational change. Thousand Oaks, CA: Corwin Press.

Hoover, J. & DiSilvestro, R.P. (2005). The art of constructive confrontation: How to achieve more accountability with less conflict. New York City: John

Wiley & Sons.

Hall, R. & Tolbert, P.S. (2008). Organizations: Structures, processes and outcomes. Upper Saddle River, NJ: Prentice Hall.

Hoy, W.K., Tarter, C.J. & Tarter, J.C. (2003). Administrators solving the problems of practice: Decision-making concepts, cases, and consequences. Needham

Heights, MA: Allyn & Bacon.

Ivancevich, J.M., Donnelly, J.H., Gibson, J.L., Konopaske, R., Ivancevich,J. (2005).Organizations: Behavior, structure, processes. New York City:

McGraw Hill.

Janson, H.W. & Jones, G.R. (2003). Organizational theory, design, and change. Upper Saddle River, NJ: Prentice Hall.

Jencks, C., et. al. (1972) Inequality. New York City: Basic Books.

Kennedy, K.J. (2005). Changing schools for changing times. New York City: Columbia University Press.

Kmetz, J.L. (2005). Information processing theory of organization: Managing technology accession in complex systems. Aldershot, Hampshire, UK:

Ashgate Publishing.

Kohn, A. (2004). What does it mean to be well educated?: And more essays on standards, grading, and other follies. Boston, MA: Beacon Press.

Lindsey, R.B., Robins, K.B. & Terrell, R.D. (2009) Cultural proficiency: A manual or school leaders. Thousand Oaks, CA: Corwin Press.

Liethwood, K. & Beatty, B. (2009) Leading with teacher emotions in mind. Thousand Oaks, CA: Corwin Press.

Levitt, S,D. & Dubner, S.J. (2006). Freakonomics [revised and expanded]: A rogue economist explores the hidden side of everything. New York, NY:

HarperCollins Publishers.

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McGregor, D. (2006). The human side of enterprise, annotated edition. New York City: McGraw-Hill.

Marzano, R.J.,Waters, T. McNulty, B.A. (2005) School leadership that works: From research to results. Alexandria,VA: ASCD.

Marzano, R.J. (2003) What works in schools:Translating research into action. Alexandria,VA: ASCD

Miner, J.B. (2005). Organizational behavior: Essential theories of process and structure. Armonk, NY: M .E. Sharpe, Inc.

Miner, J.B. (2005). Organizational behavior 1: Essential theories of motivation and leadership. Armonk, NY: M .E. Sharpe, Inc.

Ouchi, W.G. (2009) The secret of TSL:The revolutionary discovery that raises school performance. New York, NY: Simon & Schuster.

Rubin, H. (2009) Collaborative leadership: Developing effective partnerships for communities and schools. Thousand Oaks, CA: Corwin Press.

Robbins, S.P. (2004). Essentials of organizational behavior. Upper Saddle River, NJ: Prentice Hall.

Scharmer, C.O. Theory U (2007). Leading from the future as it emerges. Cambridge, MA: Society for Organizational Learning.

Schein, E. H. (2004). Organizational culture and leadership. New York: John Wiley & Sons.

Schermerhorn, J.R., Hunt, J.G. & Osborn, R.N. (2004). Organizational behavior. New York: John Wiley & Sons.

Senge, P., Smith, B., Kruschwitz, N., Laur, J. & Schley, S. (2008). The necessary revolution: How individuals and organizations are working together to create a sustainable world. New York: Random House.

Senge, P. (2006). The fifth discipline: The art & practice of the learning organization. New York: Doubleday & Co., Inc.

Senge, P., Scharmer, C.O., Jaworski, J. & Flowers, B.S.(2004). Presence: An exploration of profound change in people, organizations, and society. New York:

Doubleday.

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Sergiovanni, T.J. & Starratt, R.J. (2006). Supervision: A redefinition (8th ed.). New York City: McGraw-Hill.

Smith, L. & Fullan, M. (2007). Schools that change: Evidence-based improvement and effective change leadership. Thousand Oaks, CA: Corwin Press.

Taylor, F.W. (2007). The principles of scientific management, Sioux Falls, SD: NuVision Publications.

Wagner, T., Kegan, R. & Lahey, L. L. (2005). Change leadership: A practical guide to transforming schools. New York City: John Wiley & Sons.

Wheatley, M. (2007). Finding our way: Leadership for an uncertain time. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Wheatley, M. (2006). Leadership and the new science: Discovering order in a chaotic world. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Wilderom, C.P., Peterson, M.F. & Ashkanasy, N.M. eds. (2004). Handbook of organizational culture and climate. Beverly Hills: Sage Publishing.

Yukl, G.A. (2005). Leadership in organizations. Upper Saddle River, NJ: Prentice Hall.

B. Seminal Works

A nation at risk. (1983). Washington DC: The National Commission on Excellence in Education.

Argyris, C. (1993). Knowledge for action: A guide to overcoming barriers to organizational change. San Francisco: Jossey-Bass.

Argyris, C. (1971). Management and organizational development. New York City: McGraw-Hill.

Argyris, C. (1964).Integrating the individual and the organization. New York City: John Wiley and sons.

Benfari, R. and Knox, J. (1991). Understanding your management style: Beyond the Meyer-Briggs type indicators. Lexington, MA: D.C. Heath & Co.

Bennis, W. & Nanus, B. (1985). Leaders: The strategies for taking charge. New York City: Harper & Row.

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Bennis, W., Spreitzer, G. & Cummings, T., eds. (2001). The future of leadership: Today’s top leadership thinkers speak to tomorrow’s leaders. San Francisco: Jossey-Bass.

Bennis, W.G. (1973). The learning ivory tower. San Francisco: Jossey-Bass.

Bennis, W.G. (1966). Changing organizations. New York City: McGraw-Hill Blanchard, K. et. al. (1996). Empowerment takes more than a minute. New York City:

Berrett-Koehler Publishers.

Blase, J. R. & Blase, J. (1998). Handbook of instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.

Bolman, L.G. & Deal, T. (2002). Reframing the path to school leadership. Thousand Oaks, CA: Corwin Press.

Boyer, E. (1983). High school: A report on secondary education in America. New York City: Harper & Row.

Bonstingl, J. (2001). Schools of quality. Thousand Oaks, CA: Corwin Press.

Byham, W. (1992). Zapp! In education: How empowerment can improve the quality of instruction, and student and teacher satisfaction. New York: Random House.

Callahan, R. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press.

Carlson, R.V. (1996). Reframing and reform: Perspectives on organization. New York City: Longman Press.

Chawla, S. & Renesch, J. eds. (1995). Learning organizations: Developing cultures for tomorrow's workplace. New York City: Productivity Press.

Creighton, T.B. (2000). Schools and Data: The educator's guide for using data toimprove decision making. Beverly Hills: Sage Publishing.

Cuban, L. (2001). How can I fix it? Finding solutions and managing dilemmas: An educator’s road map. New York City: Teachers College Press.

Deal, T. & Peterson, K. (1994). The leadership paradox: Balancing logic and artistry in schools. San Francisco: Jossey-Bass.

Deal, T. & Peterson, K. (1998). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass.

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Deming, W. E. (1986). Out of the crisis: Productivity and competitive position. Cambridge: Cambridge University Press.

De Pree, M. (1989). Leadership is an art. New York City: Doubleday & Co., Inc.

Dow, P.B. (1991). Schoolhouse politics. Cambridge: Harvard University Press.

Duffy, F. (2002). Step-up-to-excellence. Lanham, MD: Scarecrow Press.

Edson, S. (1988). Pushing the limits: The female administrative aspirant. Albany: SUNY Press.

Eisner, E. W. (April 1981). On the differences between scientific and artistic approaches to qualitative research. Educational Researcher.

Elovitz, L. H. (May 2000). Sending a Signal Through Silence. The School Administrator.

Elovitz, L. H. & Markowitz, A. H. (winter 1993). Coping with the knowledge of teaching. NJASA Perspective.

Fullan, M. (2001). Leading in a culture of change. New York City: John Wiley & Sons.

Etzioni, A. (1964). Modern organizations. Englewood Cliffs, NJ: Prentice-Hall.

Fayol, H. (1949). General and industrial management. London, UK: Sir Issac Pitman and Sons.

Frost, P. J. et. al. (1992). Organizational culture. Beverly Hills: Sage Publishing.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Gardner, J. (1990). On leadership. New York City: Free Press.

Glanz, J. (1991). Bureaucracy and professionalism. Teaneck, NJ: Fairleigh Dickinson University Press.

Goodlad, J. I. (1983). A place called school. New York City: McGraw-Hill.

Goodlad, J. I. (1975). The dynamics of educational change. New York City: McGraw-Hill.

Halpin, A. W. & Croft, D. B. (1962). The organizational climate of schools. Washington: Cooperative Research Report, U.S. Office of Education.

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Heil ,G. et.al. (2000). Douglas McGregor, revisited: Managing the human side of the enterprise. New York City: John Wiley & Sons.

Helgesen, S. (1990). The female advantage: Women's ways of leadership. New YorkCity: Doubleday & Co., Inc.

Hersey, P. & Blanchard K. (1977). Management of organizational behavior: Utilizing human resources. Englewood Cliffs, NJ: Prentice-Hall.

Herzberg, F. (1966). Work and the nature of man. Cleveland, OH: World Publishing Co.

Johnson, S. (1998). Who moved my cheese? New York City: G.P. Putnam & Sons.

Kaser, J. et. al. (2002). Leading every day. Thousand Oaks, CA: Corwin Press.

Kozol, J. (1967). Death at an early age: The destruction of the hearts and minds of Negro children in Boston public schools: Boson, MA: Houghton Mifflin.

Lambert, L. (1993). Building leadership capacity in schools. Washington: ASCD.

Lambert, L. (1995). The constructivist leader. New York City, NY: Teachers College Press.

Lieberman, A. ed. (1988). Building a professional culture in schools. New York City: Teachers College Press.

Likert, R. (1967) The human organization: It’s management and value. New York City: McGraw:Hill.

Lutz, F. & Iannacone, L. (1969). Understanding educational organizations: A field study approach. Columbus, OH: Charles E. Merrill Publishing Co.

Maslow, A. (1998). Maslow on Management. New York City: John Wiley and Sons.

Maslow, A. (1970). Motivation and personality. New York City: Harper & Row.

Miles, M. (1964). Innovation in education. New York: Columbia University Press.

Morgan, G. (1986). Images of organizations. Beverly Hills: Sage Publications.

National Commission on Excellence in Education. A Nation at Risk. (1983). Washington, DC: Government Printing Office.

Norris, C. et. al. (2002). Developing educational leaders. New York City: Teachers College Press.

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Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

Orange, C. (2001). Quick reference guide to educational innovation. Thousand Oaks, CA: Corwin Press.

Ouchi, W. (1981) Theory Z: How American business can meet the Japanese challenge. Reading, MA: Addison-Wesley.

Patterson, J. (1997). Coming clean about organizational change. Lanham, MD: Scarecrow Press.

Peters, T. & Waterman, R. (1982). In search of excellence: Lessons from America’s best run companies. New York City: Harper & Row.

Peterson, K.D. & Deal T.E. (2002). The shaping school culture fieldbook. San Francisco: Jossey-Bass.

Powell, A. G. et. al. (1985). The shopping mall high school: Winners and losers in the educational marketplace. Boston: Houghton Mifflin.

Ramsey , R. (1999). Lead, follow, or get out of the way: How to be a more effective leader in today's schools. Beverly Hills: Sage Publications.

Razik, T. & Swanson, A. (2001). Fundamental concepts of educational leadership Upper Saddle River, NJ: Prentice Hall.

Rebore, R. (2001). The ethics of educational leadership. Upper Saddle River, NJ: Prentice Hall.

Rettig, P. (2002). Quantum leaps in school leadership. Lanham, MD: Scarecrow Press.

Roberts,W. (1991). Leadership secrets of Attila the Hun. New York City: Warner Books.

Rubkin, H. (2002). Collaborative leadership. Thousand Oaks, CA: Corwin Press.

Sadovnik, S.R. Cookson, P.W. and Semel, S.F. (2001) Eploring education: An introduction to the foundations of education. Boston: Allyn & Bacon.

Sarason, S. (2002). Educational reform. New York City: Teachers College Press.

Sarason, S.B. (1982). The culture of the school and the problem of change. Boston: Allyn & Bacon.

Schlechty, P. (2001). Working on the work. San Francisco: Jossey-Bass.

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Schmuck, P. & Charters, W. (1981). Educational policy and management: Sex differentials. New York City: Academic Press.

Schmuck, R. et. al. (1997). The second handbook of organizational development in schools. Palo Alto, CA: Mayfield Publishing Co.

Schwahn, W. et. al. (1998). Applying the best future-focused change strategies to education. Arlington, VA: American Association of School Administrators.

Senge, P. et.al. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York City: Doubleday & Co., Inc.

Senge, P. et. al. (1994). The fifth discipline fieldbook: Strategies and tools for building a learning organization. New York City: Doubleday & Co., Inc.

Senge, P. et. al. (1999). The dance of change: The challenges of sustaining momentum in a learning organization. New York City: Doubleday & Co., Inc.

Sergiovani, T. (1994). Moral leadership: Getting to the heart of school improvement.San Francisco: Jossey-Bass.

Sergiovani, T. (1996). Leadership for the schoolhouse. San Francisco: Jossey-Bass.

Sergiovani, T. (1999). Rethinking leadership. Arlington Heights, IL: Skylight Training & Publishing.

Sergiovani, T. (1999). The lifeworld of leadership. San Francisco: Jossey-Bass.

Sizer, T. (1996). Horace's school: Redesigning the American high school. Boston: Houghton-Mifflin.

Sizer, T. (1995). Horace's hope: What works for the American high school. Boston: Houghton-Mifflin.

Sizer, T. (1984). Horace's compromise: The dilemma of the American high school. Boston: Houghton-Mifflin.

Soder, R. (2001). The language of leadership. San Francisco: Jossey-Bass.

Shankeshaft, C. (1987). Women in educational administration. Beverly Hills, CA: Sage Publications.

Stevens, L. (2002). An administrative handbook. Lanham, MD: Scarecrow Press.

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Taylor, F.W. (1911). The principles of scientific management, New York City:Harper and Row.

Weber, M. (1930) The Protestant ethic and the spirit of capitalism. New York: Scribner. Wise, A. E. (1979). Legislated learning: The bureaucratization of the American

classroom. Berkeley: University of California Press.

Wynn, R. & Gutitus, C. (1984). Team management: Leadership by consensus. Columbus, OH: Charles E. Merrill Publishing Co.

VIII. Non-Print Media

Video Tapes distributed by the Association for Supervision and Curriculum Development, Alexandria, VA:

Improving School Climate

Teacher and School Effectiveness

Video Tapes distributed by the Teacher Education Resources, P.O. Box 206, Gainesville,

FL 32602

School Effectiveness

Kean University CIRT:

School Improvement VHS-148

Selecting Appropriate Leadership Styles VC-132

Managing People through Change VHS-1313

Many Roads to Fundamental Change in Schools: Getting Started VHS-1677F

VIII. Web Sites

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1. www.aasa.org American Association of School Administrators

2. www.ed.gov U.S. Department of Education 3. ericir.syr.edu Ask ERIC

4. www.ascd.org Association for Supervision and Curriculum Development

5. www.ers.org Educational Research Service

6. www.naesp.org National Association of Elementary School Principals

7. www.nassp.org National Association of Secondary School Principals

8. www.nsba.org National School Boards Association

9. www.njasa.net New Jersey School Administrators Association

10. www.state.nj.us/education New Jersey Department of Education

11. www.edweek.org Education Week

12. www.nj.com New Jersey on Line

13. www.njascd.org New Jersey Association for Supervision and Curriculum Development

14. www.njpsa.org New Jersey Principals and Supervisors Association

15. www.njasbo.com NJ Association of School Business Officials

IX. Projects and Activities

1. Candidates are required to begin a portfolio of experience gained in the first 6 ELCCStandards at the start of their graduate program. The portfolio is completed withexperiences gained in all 6 areas during the internship. The portfolio is assessed jointlyby the mentor and the university supervisor. (7.1, 7.2, 7.3, 7.4, 7.5)

2. Candidates continuously discuss actual situations and actions taken

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with their mentor andare required keep a reflective journal of their experiences during the internship. Thejournal is reviewed only by the university supervisor. (7.1, 7.2, 7.3, 7.4, 7.5)

3. Candidates are required to complete a daily log of all activities performed under theinternship. The mentor signs each entry to verify the performance of assigned tasks. Theuniversity supervisor reviews each entry for completion and verification that thecandidate is averaging at least 10 hours per week on the internship. (7.1, 7.2, 7.3, 7.4, 7.5)

4. Candidates do one of the following:a. Chair or participate on a committee to develop a mission statement for theirschool or department.b. Chair or participate on a committee to review the school or department’s currentmission statement and recommend changes.c. Do a case study of the development of the current school or department missionstatement.Assessment is based on the process and final product. (1.1)

5. Candidates prepare a PowerPoint presentation regarding the school or department’sactivities resulting from the mission statement and deliver it to the staff, PTA, Board ofEducation and/or local service organizations. Candidates are assessed on the quality ofthe presentation. (1.2, 1.3, 1.4, 1.5, 4.1)

6. Candidates complete an analysis of the culture of their school or department and developand carry out (assuming permission to do so can be obtained) an action plan forimprovement if necessary. Candidates are assessed on the thoroughness of the processand reports to the mentor. (2.1)

7. Candidates plan and carry out an action research project aimed at improving studentlearning in their school and department. This project begins in IEL 5030

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EducationalResearch and is completed during the second semester of the internship. Each of theseveral steps is assessed along the way by the university supervisor. (2.2, 2.3)

8. Candidates assist in the observation and evaluation of a small group of volunteerteachers. Experience is gained in pre-conferencing, lesson analysis, post-conferenceplanning, conferencing, observation reporting, summative evaluation and thedevelopment of Professional Development Plans (PDP’s). Candidates are assessed on thequality of their documentation and feedback from the teachers in the group. (2.4)

9. Candidates assist the mentor with the activities that go into the development andpresentation of the proposed budget for the school or department. These activities includeworking with staff to determine needs based on program requirements and the school’smission, to prioritize budget requests to fit within constraints imposed by central office,and to complete the documentation necessary to move budget requests forward.Candidates will employ the computing power available within the district as well aspersonal computing to assist in completing the tasks. Candidates will be assessed on theirthoroughness and efficiency in completed assigned tasks. (3.1, 3.2, 3.3)

10. Candidates assist the mentor with the activities that go into the development andpresentation of the schedule for the school or department. Activities includedetermination of course tallies where applicable; the application of district policies onclass size and student placement; the recommendation of the assignment of staff toclasses or sections based on programmatic, legal and contractual constraints; and meetingwith staff to gain their input into scheduling decisions. Candidates will employ the

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computing power available within the district as well as personal computing to assist incompleting the tasks. Candidates will be assessed on their thoroughness and efficiency incompleted assigned tasks. (3.1, 3.2, 3.3)

11. Candidates assist the mentor with carrying out the activities that go into the dailyoperation of the school or department. Activities include the maintenance of an orderlyand safe environment for Candidates and staff; maintenance of an orderly and efficientflow of information within the school or department and with the school community;assisting staff in their efforts to deliver the school’s curriculum; to the extent possiblebecause of legal and contractual constraints, the evaluation and supervision of staff; andoversight of the school or department’s business operations including the generation oforders, the checking in of materials, the communication with the district’s business officeand the maintenance of the school’s financial records. Candidates will employ thecomputing power available within the district as well as personal computing to assist incompleting the tasks. Candidates will be assessed on their thoroughness and efficiency incompleted assigned tasks. (3.1, 3.2, 3.3)

12. Candidates make at least one presentation to the PTA to gain their support or elicit theirinput on issues that are relevant to the school or department. Candidates are assessed onthe quality of the presentation. (4.1)

13. Candidates plan and administer a parent survey regarding some aspect of their school ordepartment. Data are collected and analyzed a course of action is recommended.Candidates will be assessed on their thoroughness and efficiency in completing the task.(4.1, 4.2)

14. Candidates assist the PTA, a booster group, school foundation or student group with the

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planning and carrying out of a fund raising activity. Candidates will be assessed on theirthoroughness and efficiency in completing the task. (4.3)

15. Candidates assist the mentor in working with local, county and state agencies. Candidates will be assessed on their thoroughness and efficiency in completing the task. (4.3)

16. Candidates develop and perform by a personal code of ethics that is consistent with themission of the school or department, accepted practice and professional leadershipassociations. The document and performance of the candidate will be assessed by thementor and university supervisor. (5.1, 5.2, 5.3)

17. Candidates complete review and analyze school policies and practices to insure that allstudents are treated fairly regardless of race or gender and that school personnel aresensitive to the needs of all students. Candidates are assessed on the thoroughness of thefinal report and recommended plan of action. (5.1, 5.2, 5.3)

18. Candidates attend a number of Board of Education meetings and develop an analysis ofthe dynamics of the decision making process. If possible, the candidate makes arecommendation or presentation to the Board. The candidate is assessed on the quality ofthe report and the presentation. (6.1, 6.2, 6.3)

19. Candidates spend some time observing and speaking with administrators at other levels in the organization and prepare a report of similarities and differences in administrativeprocesses and leadership styles within the district. Candidates are assessed on the qualityof the report. (6.1, 6.2, 6.3)

20. Candidates facilitate the development, distribution and analysis of a community surveydesigned to ascertain the public’s perception of how well the school is living up to itspublished vision and/or mission statement. If possible, the results will be presented bythe candidate at a public forum or in house. The candidate will be

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assessed on theefficiency of the process employed and the quality of the data analysis. (1.4, 1.5, 4.2)

21. Candidates will facilitate the design and implementation of a program (i.e. Family Math,Homework Hotline, etc.) for parents to help them help their children to be successful inschool. Candidates will be assessed on the successful implementation of the program.(4.1)

22. Candidates will identify at least five key leaders in their school community, justify whyeach was selected, and identify their roles or potential roles in school improvement.Candidates will be assessed on their analysis of the formal and informal power structureof their school community. (4.1)

23. The candidate will work with the guidance department to develop or update a resourcedirectory of individuals and community businesses that could provide services such asguest speakers, job shadowing opportunities, rewards for positive behavior andachievement, etc. Candidates will be assessed on the completeness and the use of thedirectory. (7.4)

24. The candidate will work with the guidance department and the mentor to develop orupdate a resource directory of local service agencies that could provide services thatwould be of value to the school or department. Candidates will be assessed on thecompleteness and the use of the directory. (7.4)

25. The candidate will update and/or develop a faculty or student handbook. Candidates willbe assessed on the completeness and the use of the directory (3.1, 3.2)

26. The candidate will work closely with the mentor in matters involving student behavioraland learning difficulties, possibly including conferences with parents

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and students, theschool’s Intervention and Referral Services (IR&S) Team, the school’s Child Study Team(CST) and related follow-up activities. Candidates will be assessed on the quality of theircontribution to the process.(2.2, 4.1)

27. The candidate will participate in the administration of, and/or analysis of results of astandardized tests and will prepare and present a written report of results. Candidates willbe assessed on the completeness and value of the report. (2.2)

28. The candidate will assist the mentor in conducting and/or presenting a faculty meeting.Candidates will be assessed on the value of their contributions. (3.1)

29. The candidate will participate in designing and/or presenting a staff development activityto other faculty. Candidates will be assessed on the value of their contributions. (2.4)

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