Public Engagement at Marian University, Wisconsin:Virtues and benefits of administration, faculty, parents and community for change and improvement in education

Presented by Jenna Anne LinskensEDR7014Practices in School OrganizationAssignment #6, Presentations to Large GroupsInstructor: Rebecca Watts

Mission Statement of Marian Marian University is a Catholic applied liberal arts institution of

higher learning sponsored by the Congregation of the Sisters of St. Agnes offering undergraduate, graduate, and continuing education programs. As a community, it welcomes diverse spiritual traditions and is committed to the transformation of the individual and the world through lifelong learning. Marian University is committed to the education of the whole person, striving to nurture intellectual, spiritual, aesthetic, psychological, social, and physical dimensions. The university's personal concern for students serves as the foundation for academic and student life as well as professional experiences. University programs integrate professional preparation with a liberal arts foundation. The university embraces justice, compassion, and service to the local and global community.

• ( http://www.marianuniversity.edu/missionandvalues/ )

Spiritual Traditions  Valuing Marian’s Catholic

religious heritage, we respect each individual’s

freedom to explore a diversity of spiritual

beliefs. Community  Respecting our diversity as

individuals, we encourage, challenge and nurture one another, joining together to accomplish our shared

mission and vision.

Learning  We engage in a collaborative lifelong

process of seeking truth and appropriating

knowledge and values to transform the individual, our communities and the

world.

Service  Through active service and ministry, we support one another and seek to meet the needs of

the larger community.

Social Justice We work to create individual and societal change which

supports the value, dignity and opportunity of

every person.

http://www.marianuniversity.edu/missionandvalues/

Core Values at Marian University

Values and Beliefs• Marian University strives to have a culture of

shared beliefs and values. • “Values are beliefs of what is desirable. […]

Values often define what members should do to be successful in the organization.”

• “Shared values define the basic character of the organization and give the organization a sense of identity.”

• “The shared beliefs of capacity and ability of teachers and administrators are an important part of the culture of a school.”

• (Hoy & Miskel, 2009, pp. 179 & 187)

Trust in Education•“Collective teacher efficacy is the shared

perception of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students.”

•“[…] there are five other common facets of trust: benevolence, reliability, competence, honesty, and openness.”

•“One of most useful sets of research findings is the strong link between faculty trust in students and parents and student achievement.”

• (Hoy & Miskel, 2009, pp. 187-188, 191, 193)

Academic Optimism• “Efficacy provides the belief

that the faculty can make a positive difference in student learning; teachers believe in themselves. Faculty trust in students and parents reflects the belief that teachers, parents, and students can cooperate to improve learning, that is, the faculty believes in its students. Academic emphasis is the enacted behavior prompted by the these beliefs, that is, the faculty focus on student success in academics.”

• (Hoy & Miskel, 2009, p. 194-195)

Academic Emphasis

Collective Efficacy

Faculty Trust

Statements Supporting Public Engagement• “[Children are] our future. They are our future

borrowers and savers, and if we can assist them in being responsible, then I think we’re better off for it.”

• “Public engagement is about getting people meaningfully involved in their school district.”

• “It was to get the experience of those people – what they had to offer to students from their experience and then it gives them a good feeling knowing they’re needed.”

• “[…] to prepare these children for adult roles and that all of us have a shared sense of responsibility to do something about it.”

• (Annenberg Institute for School Reform, 1999)

Benefits of Community Involvement

• “School cultures of efficacy, trust, and optimism promote student achievement…”

• “The openness, health, and citizenship of a school are related to […] perceptions of school effectiveness and student achievement.”

• “Healthy schools […] have committed teachers who trust each other, who trust the principal, who hold high academic standards, who are open, and who have students who achieve at high levels.”

• (Hoy & Miskel, 2009, pp. 175-176, 206)

• “Democratic decision making and community involvement in governance have a positive influence on school productivity” (as cited by Kowalski, 2008, p. 149).

Statements of Tapping into Community•“If we look closely enough in every

community and map the assets that exist there, we’ll be surprised.”

•“When you bring in other constituent groups, like parents, students and also business people, they don’t think within our educational box and they cause us to break out of the box and come up with more creative solutions.”

• (Annenberg Institute for School Reform, 1999)

Ideas for Community Involvement

• Families have skills to share and want to be asked in a meaningful way

• Small businesses, community organizations and churches can donate land, facilities, expertise, materials, time, talents

• Students become more engaged and involved• Citizens are more informed• Build trust between the community, the teachers,

administrators and students• Citizens are active and honest in their

participation• (Annenberg Institute for School Reform, 1999)

Healthy Schools• The board resists efforts of interest groups influencing policy• The administration provides dynamic leadership• The administration is supported by its faculty and staff while

providing direction & expecting high standards of performance

• Faculty and staff are committed to teaching and learning, setting high, but achievable goals

• Faculty and staff show each other respect and trust, are enthusiastic and have pride in their school

• Students work hard, are motivated, and show respect to others

• Facilities are maintained, supplies and instructional materials are accessible

• (Hoy & Miskel, 2009, pp. 203-204)

Administrators in Education• “Administrators who are

able and willing to exert their influences with their supervisors on teachers’ behalf are respected and valued by teachers, and they earn the confidence, support, and loyalty of their teachers.”

• (as cited by Hoy & Miskel, 2008, p. 224)

Effective administrators at Marian University are:

Considerate & supportive

Authentic

Demonstrate autonomy

Demonstrate influence

Stay calm and use good

judgment

Avoid being an

authoritarian

Empowerment in Education• “Empowerment is the process by which

administrators share power and help others use it in constructive ways to make decisions affecting themselves and their work” (as cited by Hoy & Miskel, 2008, p. 229).

• “When teachers are empowered, principals are less likely to boss and push them around (use coercive power) and more likely to serve as facilitators who guide teams of teachers using their knowledge and expertise (expert power)[…] as teachers are empowered, expertise will become the most significant element in power relationships between teachers and principals” (Hoy & Miskel, 2008, p. 229).

ReferencesAnnenberg Institute for School Reform (Producer).

(1999). Stories of Public Engagement: Pattonville School District, Missouri. [Video]. Available from http://www.learner.org/resources/series109.html

Hoy, Wayne, K. & Miskel, Cecil, G. (2008). Educational Administration: Theory Research, and Practice. (8th ed.). New York, NY: McGraw-Hill.

Kowalksi, T.J., (2008). Case studies on educational administration. Boston, MA: Pearson.

Marian University, (2010). Mission and Core Values. Fond du Lac, WI. Available from http://www.marianuniversity.edu/missionandvalues/