the principalship: vision to action

The Principalship:The Principalship:Vision to ActionVision to Action

Fred C. LunenbergFred C. LunenbergBeverly J. IrbyBeverly J. Irby

Table of ContentsTable of Contents(Click chapter title to navigate)(Click chapter title to navigate)

Chapter 1: Cultivating Community, Culture Chapter 1: Cultivating Community, Culture and Learning and Learning Chapter 2: Creating a Vision for LearningChapter 2: Creating a Vision for LearningChapter 3: Curriculum Development and IChapter 3: Curriculum Development and ImplementationmplementationChapter 4: Teaching and LearningChapter 4: Teaching and LearningChapter 5: Professional DevelopmentChapter 5: Professional DevelopmentChapter 6: Student ServicesChapter 6: Student ServicesChapter 7: Organizational StructuresChapter 7: Organizational StructuresChapter 8: The Principal as Decision MakerChapter 8: The Principal as Decision Maker

Table of Contents (cont’d)Table of Contents (cont’d)(Click chapter title to navigate)(Click chapter title to navigate)

Chapter 9: Developing Effective CommunicChapter 9: Developing Effective CommunicationationChapter 10: The Principal and ChangeChapter 10: The Principal and ChangeChapter 11: Budgeting and School FacilitiesChapter 11: Budgeting and School FacilitiesChapter 12: Creating Safe SchoolsChapter 12: Creating Safe SchoolsChapter 13: Human Resource ManagementChapter 13: Human Resource ManagementChapter 14: Community RelationsChapter 14: Community RelationsChapter 15: The Principal and EthicsChapter 15: The Principal and EthicsChapter 16: Political and Policy ContextChapter 16: Political and Policy ContextChapter 17: Legal IssuesChapter 17: Legal Issues

Chapter 1:Chapter 1:Cultivating Community, Cultivating Community, Culture and Learning Culture and Learning

CommunitCommunityyCulturCultur

eeLearningLearning

Interstate School Leaders Interstate School Leaders Licensure Consortium (ISLLC) Licensure Consortium (ISLLC) Standards for School LeadersStandards for School Leaders► Review the language of the seven Review the language of the seven

standards in your text bookstandards in your text book► Re-write each in “plain” EnglishRe-write each in “plain” English► Discuss the purpose of each standard; Discuss the purpose of each standard;

i.e. Why would the Consortium i.e. Why would the Consortium consider this a valuable standard?consider this a valuable standard?

Chapter 1: Cultivating Culture, Community and Chapter 1: Cultivating Culture, Community and LearningLearning

The Role of the PrincipalThe Role of the Principal►Historically:Historically:

A NEW APPROACH

Principal

Assistant principal

Assistant principal

Assistant principal

Dean of StudentsCounselors Administrative

Staff


LEADING FROM THE CENTER

community

parents teachers

staff

students

PRINCIPAL


Compare and Contrast the Compare and Contrast the Historic Approach to the New Historic Approach to the New

ApproachApproach► HistoricHistoric

Principal rules top-Principal rules top-downdown

Leadership dispersed Leadership dispersed according to authorityaccording to authority

A “power over” A “power over” approachapproach

Principal is Principal is the the leaderleader

►NewNew Principal works Principal works

collaborativelycollaboratively Leadership dispersed Leadership dispersed

according to according to competencecompetence

A “power to” approachA “power to” approach Principal is the leader Principal is the leader

of leadersof leaders

Briefly discuss the advantages and disadvantages of each approach. What factors might have contributed to the shifting paradigm?

Chapter 1: Cultivating Culture, Community and LearningChapter 1: Cultivating Culture, Community and Learning

Creating a Professional Creating a Professional Learning CommunityLearning Community

► Create a mission statement: Why does the Create a mission statement: Why does the school exist? What is its purpose?school exist? What is its purpose?

►Develop a vision: What does the school Develop a vision: What does the school wish to become? wish to become?

►How can schools avoid the following?How can schools avoid the following?

tradition of

isolation

SCHOOL

IMPROVEMEN

T


►Develop value statements: What Develop value statements: What attitudes and behaviors do stakeholders attitudes and behaviors do stakeholders value and which will teachers pledge to value and which will teachers pledge to demonstrate?demonstrate?

►Establish Goals:Establish Goals: Concrete evidence of implementation of Concrete evidence of implementation of

school improvement school improvement Influenced by a district’s administratorsInfluenced by a district’s administrators Reflect a desired end resultReflect a desired end result

Creating a Professional Creating a Professional Learning Community (cont’d)Learning Community (cont’d)

BENEFITS TO SETTING GOALS


Setting clearly defined goals Setting clearly defined goals benefits all stakeholders by benefits all stakeholders by

fostering…fostering…►Commitment: individuals have a Commitment: individuals have a

personal stake in outcomespersonal stake in outcomes►Standards: enable principals to Standards: enable principals to

analyze performance objectivelyanalyze performance objectively►Targets: give individuals a concrete Targets: give individuals a concrete

outcome, rather than a subjective oneoutcome, rather than a subjective one►Motivation: encourages individuals to Motivation: encourages individuals to

perform at highest levelsperform at highest levels


What is the practical What is the practical application of the vision application of the vision

setting process?setting process?►A properly conceived vision serves as A properly conceived vision serves as a filter for the myriad of daily decisions a filter for the myriad of daily decisions a principal is asked to make.a principal is asked to make.

VISION

What should we do about

poor test scores?

How should I

handle Mr.

Johnson’s

yearly

review?

What can be

done about

truancies? Decisions that benefit all stakeholders in an ethical and fair manner


Developing a CultureDeveloping a Culture► What is culture?What is culture?

The most The most common common characteristics of characteristics of culture:culture:

norms

dominantvalues

philosophy

rules

feelings

observed behavioral regularities

CULTURE

Consider Consider heroes and heroes and heroines, heroines, traditions traditions and rituals, and rituals, and cultural and cultural networksnetworks


Maintaining School CultureMaintaining School Culture1.1. Hire staff carefullyHire staff carefully2.2. Train staff in desired school cultureTrain staff in desired school culture3.3. Instruct staff in technical aspects of jobInstruct staff in technical aspects of job4.4. Reward staff for performances that Reward staff for performances that

reflect the values of the culturereflect the values of the culture5.5. Adhere closely to values of the cultureAdhere closely to values of the culture6.6. Reinforce rites and rituals of cultureReinforce rites and rituals of culture7.7. Identify and make available staff to Identify and make available staff to

serve as role modelsserve as role models


The Principal as Instructional The Principal as Instructional LeaderLeader

The focus on results, the focus on The focus on results, the focus on student achievement, the focus on student achievement, the focus on students learning at high levels - students learning at high levels - can can onlyonly happen if happen if teaching and teaching and learninglearning become the central focus of become the central focus of the school and the school and the central focus of the central focus of thethe principalprincipal (Blase & Blase, 2003; (Blase & Blase, 2003; Castallo, 2001; Lambert, 2003).Castallo, 2001; Lambert, 2003).


Shift instruction from teaching to Shift instruction from teaching to learning…learning…

►Focus on learning: What is the Focus on learning: What is the difference between teaching and difference between teaching and learning? What questions do you learning? What questions do you need to consider to facilitate this need to consider to facilitate this shift?shift?

►Encourage Collaboration: Why is Encourage Collaboration: Why is collaboration beneficial? collaboration beneficial?

►Analyze Results: What type of data Analyze Results: What type of data should be disaggregated and into should be disaggregated and into what categories?what categories?


Shift instruction from teaching Shift instruction from teaching to learning…to learning…

►Provide Support: What training do Provide Support: What training do teachers need to facilitate this teachers need to facilitate this shift? What would the outcome of shift? What would the outcome of this support and shift look like in this support and shift look like in the classroom?the classroom?

►Align Curriculum, Instruction, and Align Curriculum, Instruction, and Assessment: How does this reflect Assessment: How does this reflect NCLB? Despite criticisms of NCLB? Despite criticisms of “teaching to a test,” what are the “teaching to a test,” what are the clear benefits to an assessment clear benefits to an assessment driven curriculum?driven curriculum?


Return to Table of Contents

Return to Beginning of

Current Chapter

Proceed to Next Chapter

End Presentation

Chapter 2:Chapter 2:Creating a Vision for Creating a Vision for

LearningLearningStandard 2: Candidates who complete the Standard 2: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by promoting a positive school all students by promoting a positive school culture, providing an effective educational culture, providing an effective educational program, applying best practices to student program, applying best practices to student learning, and designing comprehensive learning, and designing comprehensive professional growth plans for staff. professional growth plans for staff.

Gaining a Perspective on the Gaining a Perspective on the Vision: Considering the Vision: Considering the

FutureFuture► In addition to critical thinking and In addition to critical thinking and

imagination, the following factors must imagination, the following factors must be considered in creating a vision:be considered in creating a vision: The Global Society (poverty, race, gender, The Global Society (poverty, race, gender,

assimilation, etc.)assimilation, etc.) Challenges in Learning (underachieving Challenges in Learning (underachieving

minority groups, physical and mental minority groups, physical and mental abuse, other sources of “education”)abuse, other sources of “education”)

A SOCIALLY RESPONSIBLE

A SOCIALLY RESPONSIBLE

VISION CHALLENGES

VISION CHALLENGES

PRINCIPALS TO EDUCATE

PRINCIPALS TO EDUCATE

ALLALL CHILDREN CHILDREN

Chapter 2: Creating a Vision for LearningChapter 2: Creating a Vision for Learning

Bringing the Vision Home to Bringing the Vision Home to the School Culturethe School Culture

►Basic tenants of the No Child Left Basic tenants of the No Child Left Behind Act of 2001:Behind Act of 2001: Schools are accountable for achievement Schools are accountable for achievement

of ALL studentsof ALL students Schools must hire highly qualified Schools must hire highly qualified

teachersteachers Schools implement research-based Schools implement research-based

programs and practicesprograms and practicesHow do these criteria How do these criteria impact how you would impact how you would create a vision for your create a vision for your

school?school?


The Systemic VisionThe Systemic Vision►Contextual AND dependent upon relationships:Contextual AND dependent upon relationships:


District Vision, Mission, and Goals

Campus Vision, Mission, and Goals

MISSION AND GOALS ACCOMPLISHED

Beliefs, Attitudes, and Values (of the leader, faculty, staff, and community)

Collaboratively Developed Action Plan for Accomplishing Goals

Motivated Students

Relationships Built

Deeper Understanding of Individuals and the Organization

Creating a VisionCreating a VisionThe principal must consider:The principal must consider:1.1. Where has the school been?Where has the school been?2.2. Where is the school currently?Where is the school currently?3.3. Where should the school be in Where should the school be in

the future?the future?How do the conditions listed in figure

2-2 help a principal grow a vision? What roles do personal beliefs, values,

and attitudes play in this growth?


The Leadership Framework The Leadership Framework as a Doorway to Creating a as a Doorway to Creating a

VisionVisionA leadership framework should include:A leadership framework should include:1.1. Philosophy of educationPhilosophy of education2.2. Philosophy of leadershipPhilosophy of leadership3.3. Vision for learnersVision for learners4.4. Vision for teachersVision for teachers5.5. Vision of organizationVision of organization6.6. Vision of professional growthVision of professional growth7.7. Method of vision attainmentMethod of vision attainment

Why is the leadership Why is the leadership framework a useful tool for framework a useful tool for

creating a vision?creating a vision?


Shepherding the VisionShepherding the VisionBEWARE OF…BEWARE OF…

TraditionTradition ScornScorn Nay-SayersNay-Sayers ComplacencyComplacency WearinessWeariness Short-range Short-range

thinkingthinking


Shepherding the Vision Shepherding the Vision (cont’d)(cont’d)

Encourage…Encourage… Building ownership in the visionBuilding ownership in the vision Thinking of the long-term benefitsThinking of the long-term benefits Seeking input from stakeholdersSeeking input from stakeholders Building confidence in stakeholdersBuilding confidence in stakeholders Staying with the visionStaying with the vision Staying focusedStaying focused Keeping stakeholders alert to any changesKeeping stakeholders alert to any changes Demonstrating how focus results in Demonstrating how focus results in

efficiency, effectiveness, and productivityefficiency, effectiveness, and productivity


Mission Statements vs. Mission Statements vs. Goal StatementsGoal Statements

Mission StatementsMission Statements► State the purpose of State the purpose of

the school, both the school, both generally and generally and specificallyspecifically

►Guide decision-Guide decision-making processes making processes

►Guided by the vision Guided by the vision and explain how it and explain how it will be obtainedwill be obtained

Goal StatementsGoal Statements► Break the mission Break the mission

and vision down and vision down into specific and into specific and measurable stepsmeasurable steps

► The tangible results The tangible results a school is trying to a school is trying to achieveachieve

►Guided by the Guided by the mission and visionmission and vision


Creating Goals to Obtain a Creating Goals to Obtain a VisionVision

►Consider the hierarchy of goals: A Consider the hierarchy of goals: A means-end analysis can help a means-end analysis can help a principal prioritize and organize goalsprincipal prioritize and organize goals

What is necessary for the hierarchy What is necessary for the hierarchy shown in figure 2-3 to operate shown in figure 2-3 to operate

cohesively in order to achieve a stated cohesively in order to achieve a stated vision?vision?


What Makes an Effective What Makes an Effective Goal?Goal?

►Clarity and specificityClarity and specificity►Time frameTime frame►Key areasKey areas►Challenging but realisticChallenging but realistic►Linked to rewardsLinked to rewards

Why are these criteria needed for a goal Why are these criteria needed for a goal to be considered “effective”?to be considered “effective”?


The Goal Setting ProcessThe Goal Setting ProcessChapter 2: Creating a Vision for LearningChapter 2: Creating a Vision for Learning

Setting Goals

Evaluating Results

Developing Action Plans

Revise and Update

Monitoring Performance

Revise and Update

Recycle

Common Problems with Goal Common Problems with Goal SettingSetting

►Lack of top-management supportLack of top-management support►Time-consumingTime-consuming►Excessive paperworkExcessive paperwork►Overemphasis on quantitative goalsOveremphasis on quantitative goals►Administrative styleAdministrative style►Prepackaged programsPrepackaged programs

How would you How would you overcome each of these overcome each of these

obstacles?obstacles?


Tips for Effective Goal SettingTips for Effective Goal Setting►Develop a specific organizational Develop a specific organizational

structurestructure►Create a positive leadership climateCreate a positive leadership climate►Maintain the means-ends chain of Maintain the means-ends chain of

goalsgoals►Train principalsTrain principals►Emphasize periodic feedback sessionsEmphasize periodic feedback sessionsOnce goals have been set, the Once goals have been set, the principal must determine HOW they principal must determine HOW they will be obtained. This leads to…will be obtained. This leads to…


Developing Plans for Attaining Developing Plans for Attaining GoalsGoals


Time Frame for Plans

Strategic Plan

Tactical Plan Tactical Plan

Standing Plans Standing Plans Standing Plans Standing Plans

Operational Plan

Operational Plan

Operational Plan

Operational Plan

Strategic plans define the means by which the goals of the school are to be attained

Tactical plans are designed to help execute strategic plans and to accomplish a specific part of the district’s strategy

Operational plans are developed at the lower levels of the district to specify the means toward achieving operational goals and supporting tactical planning activities

Standing plans are predetermined statements that help decision makers handle repetitive situations in a consistent manner



Current Chapter


End Presentation

Chapter 3:Chapter 3:Curriculum Curriculum

Development and Development and ImplementationImplementation

Standard 2: Candidates who complete the Standard 2: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by promoting a positive school all students by promoting a positive school culture, providing an effective educational culture, providing an effective educational program, applying best practices to student program, applying best practices to student learning, and designing comprehensive learning, and designing comprehensive professional growth plans for staff. professional growth plans for staff.

Concepts and Models of Concepts and Models of CurriculumCurriculum

►Consider the traditional concepts and Consider the traditional concepts and models of curriculum outlined in the models of curriculum outlined in the first 15 pages of chapter 3.first 15 pages of chapter 3.

►Which of these do you most closely Which of these do you most closely align yourself? Why? What different align yourself? Why? What different visions and goals would emerge from visions and goals would emerge from each of these models?each of these models?

►Now, let’s look at some more modern Now, let’s look at some more modern curriculum models… curriculum models…

Chapter 3: Curriculum Development and Chapter 3: Curriculum Development and ImplementationImplementation

Modern Models of CurriculumModern Models of Curriculum►Most have an emphasis on Most have an emphasis on

“interdisciplinary courses, open-ended “interdisciplinary courses, open-ended systems, intergenerational and inter-systems, intergenerational and inter-professional relationships, Socratic professional relationships, Socratic dialogue, multi-dimensional assessments, dialogue, multi-dimensional assessments, and multiculturalism” (McNabb, 1995).and multiculturalism” (McNabb, 1995).

►Most are open educational systemsMost are open educational systems►Consider the above statements and the Consider the above statements and the

late 20late 20thth century definitions of curriculum century definitions of curriculum in your textbook.in your textbook. How do modern models of curriculum

reflect today’s society?A closer look…


The Irby and Lunenberg The Irby and Lunenberg ModelModel

Curriculum must be:Curriculum must be: Led by the principal but developed Led by the principal but developed

collaborativelycollaboratively Considerate of the communityConsiderate of the community Responsive to student needsResponsive to student needs Connected to vision and mission of the Connected to vision and mission of the

schoolschool Reflective of the needs of a global societyReflective of the needs of a global society Able to be assessed in terms of student Able to be assessed in terms of student

performanceperformance Integrated systematicallyIntegrated systematically


The Ornstein ModelThe Ornstein Model► Systemic approach: recognizes that the Systemic approach: recognizes that the

actions within the organization impact actions within the organization impact curriculum decisionscurriculum decisions

► 7 categories to the model:7 categories to the model:1.1. Political ForcesPolitical Forces2.2. Knowledge IndustryKnowledge Industry3.3. External GroupsExternal Groups4.4. ContentContent5.5. Instructional ActivitiesInstructional Activities6.6. EvaluationEvaluation7.7. Supervision of CurriculumSupervision of Curriculum


Examine Examine Figure 3-6. Figure 3-6. How do How do these 7 these 7 categories categories interact to interact to create a create a model of model of curriculum?curriculum?

The Eisner ModelThe Eisner Model► Five dimensions needed for Five dimensions needed for

successful schools:successful schools:1.1. The IntentionalThe Intentional2.2. The StructuralThe Structural3.3. The CurriculumThe Curriculum4.4. The PedagogicalThe Pedagogical5.5. The EvaluativeThe Evaluative


What is meant by each of these What is meant by each of these dimensions and how could they work dimensions and how could they work together to create successful schools?together to create successful schools?

Relationship of Curriculum to Relationship of Curriculum to InstructionInstruction

►Functions of a Curriculum PlanFunctions of a Curriculum Plan To produce a curriculum for an identifiable To produce a curriculum for an identifiable

populationpopulation To implement the curriculum in a specific To implement the curriculum in a specific

schoolschool To appraise the effectiveness of the To appraise the effectiveness of the

curriculum developedcurriculum developed


Read the 15 characteristics identified by Read the 15 characteristics identified by Tomlinson and Allan. Why must a principal take Tomlinson and Allan. Why must a principal take

these characteristics into consideration in these characteristics into consideration in order to make positive changes to the order to make positive changes to the

curriculum?curriculum?

The Principal as the The Principal as the Curriculum and Instructional Curriculum and Instructional

LeaderLeader►While the principal does not need to provide ALL While the principal does not need to provide ALL of the curriculum leadership, the most effective of the curriculum leadership, the most effective ones collect information and use it to facilitate ones collect information and use it to facilitate curriculum developmentcurriculum development

► In order to share the responsibility for In order to share the responsibility for curriculum leadership a principal should:curriculum leadership a principal should: Allow teachers to take responsibility for Allow teachers to take responsibility for

curriculumcurriculum Arrange schedule to give teachers time to work Arrange schedule to give teachers time to work

on curriculumon curriculum Provide staff developmentProvide staff development Provide resourcesProvide resources Create a community of learners (see Figure 13-9)Create a community of learners (see Figure 13-9)


Curriculum Goals and Curriculum Goals and Instructional ObjectivesInstructional Objectives

► Curriculum Goals = Curriculum Goals = broad, general broad, general statements to help statements to help develop programs develop programs of instructionof instruction What you WANT the What you WANT the

students to dostudents to do

► Instructional Instructional Objectives = required Objectives = required performance, performance, conditions for conditions for behavior, and level of behavior, and level of performanceperformance What the student What the student

actually DOES actually DOES


To achieve teacher and staff “buy-in” a principal needs to offer:1. Data that support the need for change2. Information that supports the changes in similar

contexts3. Connection between goals and achievement

measures4. Focus on usability, simplicity, and effectiveness5. Clear relationships between changes and the vision6. Opportunities for teachers and staff to participate in

goal and objective creation

Curriculum Goals and Curriculum Goals and Instructional Objectives Instructional Objectives

(cont’d)(cont’d)► Classifying Classifying

objectivesobjectives CognitiveCognitive

1.1. KnowledgeKnowledge2.2. ComprehensionComprehension3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. SynthesisSynthesis6.6. Evaluation Evaluation

AffectiveAffective1.1. ReceivingReceiving2.2. RespondingResponding3.3. ValuingValuing4.4. OrganizationOrganization5.5. Characterization Characterization

PsychomotorPsychomotor1.1. Reflex movementsReflex movements2.2. Basic-fundamental Basic-fundamental

movementsmovements3.3. Perceptual abilitiesPerceptual abilities4.4. Physical abilitiesPhysical abilities5.5. Skilled movementsSkilled movements6.6. Non-discursive Non-discursive

communicationcommunicationREMEMBER: OBJECTIVES MUST

CORRELATE WITH THE CURRICULUM

Refer to the 7 principles for selecting learning experiences to ensure that they foster active involvement in the learning process


Developing a Needs Developing a Needs AssessmentAssessment

► Why a needs assessment?Why a needs assessment? Assists with developing or revising curriculum Assists with developing or revising curriculum

and assessmentand assessment Ensures a dynamic and responsive curriculumEnsures a dynamic and responsive curriculum Gives teachers information about learnersGives teachers information about learners

► At the curriculum level, a needs assessment At the curriculum level, a needs assessment includes a(n):includes a(n):

1.1. Review and analysis of standardsReview and analysis of standards2.2. Review of curriculum from successful districtsReview of curriculum from successful districts3.3. Interview of students, teachers, and parentsInterview of students, teachers, and parents4.4. Review of current students’ workReview of current students’ work5.5. Review of related literature and best practicesReview of related literature and best practices


Aligning the CurriculumAligning the Curriculum► After a needs assessment, curriculum alignment After a needs assessment, curriculum alignment

shows WHAT will be taught in all subject areas and shows WHAT will be taught in all subject areas and at each grade levelat each grade level

► Curriculum mapping provides scope and sequence Curriculum mapping provides scope and sequence of WHEN skills will be taughtof WHEN skills will be taught

► Curriculum benchmarking provides periodic Curriculum benchmarking provides periodic assessments and minimum standards of assessments and minimum standards of achievementachievement

► Curriculum audits help identify strengths and gaps Curriculum audits help identify strengths and gaps in instructional practicesin instructional practices

► Instructional differentiation attempts to determine Instructional differentiation attempts to determine which instructional methods are best for all which instructional methods are best for all learnerslearners


Focusing the Vision and the Focusing the Vision and the School’s Mission through School’s Mission through

CurriculumCurriculum

►““The principal is the curriculum or The principal is the curriculum or instructional specialist or leader who does instructional specialist or leader who does have the understanding of philosophy, the have the understanding of philosophy, the clarity of vision, and the technical skills to clarity of vision, and the technical skills to move his/her programs toward meaningful move his/her programs toward meaningful activity.”activity.”

►Consider how the case study of Mauka Lani Consider how the case study of Mauka Lani Elementary School exemplifies this alignment Elementary School exemplifies this alignment and call to action.and call to action.




Current Chapter


End Presentation

Chapter 4:Chapter 4:Teaching and Teaching and

LearningLearningStandard 2: Candidates who complete the Standard 2: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by promoting a positive school all students by promoting a positive school culture, providing an effective educational culture, providing an effective educational program, applying best practices to student program, applying best practices to student learning, and designing comprehensive learning, and designing comprehensive professional growth plans for staff. professional growth plans for staff.

The Principal and The Principal and Instructional PlanningInstructional Planning

► Instructional planning should be a self-Instructional planning should be a self-reflective toolreflective tool

►How does the cycle described in Figure 4-How does the cycle described in Figure 4-1 promote successful instructional 1 promote successful instructional planning?planning?

Chapter 4: Teaching and LearningChapter 4: Teaching and Learning

What are the benefits to instructional What are the benefits to instructional planning?planning?

Benefits of Instructional Benefits of Instructional PlanningPlanning►Provides a daily mapProvides a daily map

►Targets learner benchmarksTargets learner benchmarks►Ensures that teacher follows up on Ensures that teacher follows up on

identified weaknessesidentified weaknesses►Reinforces teachers’ understanding of Reinforces teachers’ understanding of

content knowledgecontent knowledge► Intertwined with the curriculum Intertwined with the curriculum

alignment processalignment process


Beyond instructional planning, what Beyond instructional planning, what are the added positive outcomes of the are the added positive outcomes of the

above listed benefits?above listed benefits?

The Principal and The Principal and Instructional Planning Instructional Planning

(cont’d)(cont’d)►Promoting Reflective Planning: What Promoting Reflective Planning: What

questions would you pose to a struggling questions would you pose to a struggling teacher concerning goals, objectives, teacher concerning goals, objectives, instructional activities, assessment, instructional activities, assessment, revision, and implementation?revision, and implementation?



(cont’d)(cont’d)►Using Student Data to Drive Instructional Using Student Data to Drive Instructional

Planning: What are some of the obstacles Planning: What are some of the obstacles that educators face in properly using that educators face in properly using student data to aid in instructional student data to aid in instructional planning? How would you overcome these planning? How would you overcome these obstacles?obstacles?

►Consider the anecdote of Dr. John Barrera. Consider the anecdote of Dr. John Barrera. How does this example demonstrate the How does this example demonstrate the proper use of student data?proper use of student data?

►REMEMBER!REMEMBER!



(cont’d)(cont’d)►Using Students’ Cultural Backgrounds Using Students’ Cultural Backgrounds

in Instructional Planningin Instructional Planning Do not use ONLY student achievement Do not use ONLY student achievement

datadata Consider also: Ethno-instruction and Consider also: Ethno-instruction and

Differentiated InstructionDifferentiated Instruction Why are these two strategies increasingly Why are these two strategies increasingly

important in today’s classrooms?important in today’s classrooms?


Information ProcessingInformation Processing► Read the various theories of information Read the various theories of information

processing as outlined in your text.processing as outlined in your text.►Which theory/theories do you think best Which theory/theories do you think best

explain how people process information and explain how people process information and why?why?

►Why is it important for a principal to have a Why is it important for a principal to have a working knowledge of these various theories?working knowledge of these various theories?

► How could you develop these theories into How could you develop these theories into practical applications at your school?practical applications at your school?


The Effective Schools ModelThe Effective Schools Model►What makes an “effective” school? What makes an “effective” school?

Research shows the following…Research shows the following…


CLEAR AND FOCUSED MISSION

STRONG INSTRUCTIONAL

LEADERSHIP

OPPORTUNITY TO LEARN

FREQUENT MONITORING

SAFE AND ORDERLY ENVIRONMENT

POSITIVE HOME-

SCHOOL RELATIONS

HIGH EXPECTATIONS

Effective Teaching Practices: Effective Teaching Practices: The 12 Principles The 12 Principles

1.1. Students can learn best within Students can learn best within cohesive and caring communitiescohesive and caring communities

2.2. Students learn more when time is Students learn more when time is allocated to curriculum related eventsallocated to curriculum related events

3.3. All components of curriculum are All components of curriculum are aligned in a cohesive program aligned in a cohesive program designed to achieve specific goalsdesigned to achieve specific goals

4.4. Teacher can prepare students for Teacher can prepare students for learning by providing initial structurelearning by providing initial structure


5.5. Content is explained clearly and Content is explained clearly and developed with emphasis on structure developed with emphasis on structure and connectionsand connections

6.6. Questions are planned to engage Questions are planned to engage students in sustained discoursestudents in sustained discourse

7.7. Students receive sufficient opportunities Students receive sufficient opportunities to practice and apply what they’ve to practice and apply what they’ve learned and to receive feedbacklearned and to receive feedback

8.8. Teacher provides assistance to enable Teacher provides assistance to enable students to engage in learning activitiesstudents to engage in learning activities

Effective Teaching Practices: Effective Teaching Practices: The 12 Principles (cont’d) The 12 Principles (cont’d)


Effective Teaching Practices: Effective Teaching Practices: The 12 Principles (cont’d) The 12 Principles (cont’d)

9.9. Teacher models and instructs students Teacher models and instructs students in learning and self-regulation strategiesin learning and self-regulation strategies

10.10. Students often benefit from working in Students often benefit from working in pairs or small groupspairs or small groups

11.11. Teacher uses variety of formal and Teacher uses variety of formal and informal assessment methodsinformal assessment methods

12.12. Teacher establishes and follows through Teacher establishes and follows through on appropriate expectations for learning on appropriate expectations for learning outcomesoutcomes


Conditions for Learning and Conditions for Learning and Best PracticesBest Practices

► Conditions for LearningConditions for Learning School is warm and invitingSchool is warm and inviting Curriculum includes fine artsCurriculum includes fine arts Students learn to be effective citizensStudents learn to be effective citizens Students learn to develop skills for the workplaceStudents learn to develop skills for the workplace School has smaller class sizesSchool has smaller class sizes Support staff is availableSupport staff is available School reviews selfSchool reviews self Data and evidence drive decisionsData and evidence drive decisions


Why are these (and the other conditions listed) Why are these (and the other conditions listed) considered necessary conditions for learning? Can you considered necessary conditions for learning? Can you

think of any others?think of any others?

Models of ObservationModels of Observation►Read the NCTAF’s 5 propositions deemed Read the NCTAF’s 5 propositions deemed

essential for accomplished teachingessential for accomplished teaching►Do you agree that these 5 conditions are Do you agree that these 5 conditions are

necessary? Why/why not?necessary? Why/why not?►Can you think of any other essential Can you think of any other essential

propositions?propositions?►How can a knowledge of these 5 How can a knowledge of these 5

propositions help a principal improve the propositions help a principal improve the effectiveness of teaching and learning at effectiveness of teaching and learning at his/her school?his/her school?


Models of Observation Models of Observation (cont’d)(cont’d)

►Formative EvaluationFormative Evaluation►Summative EvaluationSummative Evaluation►Classroom ObservationsClassroom Observations►Walk-Through ObservationsWalk-Through Observations►Peer CoachingPeer Coaching

As a teacher, which of these types of As a teacher, which of these types of observation do/did you prefer? Why?observation do/did you prefer? Why?

As a principal, which of these types of As a principal, which of these types of observation do you think will be most observation do you think will be most

helpful? Why?helpful? Why?




Current Chapter


End Presentation

Chapter 5:Chapter 5:Professional Professional

DevelopmentDevelopmentStandard 2: Candidates who complete the Standard 2: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by promoting a positive school all students by promoting a positive school culture, providing an effective educational culture, providing an effective educational program, applying best practices to student program, applying best practices to student learning, and designing comprehensive learning, and designing comprehensive professional growth plans for staff. professional growth plans for staff.

The Mission of Principals The Mission of Principals Related to Professional Related to Professional

Development (PD)Development (PD)Well read and educated in Well read and educated in

latest researchlatest research

Chapter 5: Professional DevelopmentChapter 5: Professional Development

““THE IDEAL PD THE IDEAL PD PRINCIPAL”PRINCIPAL”

Defines own personal, Defines own personal, professional growth professional growth needs according to needs according to datadata

Analyzes Analyzes impact on impact on campuscampus

Solution Solution focusedfocused

Sensitive to Sensitive to students and students and communitycommunity

Initiates and implements

Initiates and implements collaboratively driven

collaboratively driven professional development

professional development planplan

Scans needs of Scans needs of

teachers, monitors teachers, monitors

instruction, and instruction, and

disaggregates datadisaggregates data

Thinks forward and Thinks forward and consequentiallyconsequentially

The Principal’s Mission to The Principal’s Mission to Teachers’ PDTeachers’ PD


PLAN:Work with teachers to develop a comprehensive PD targeted at individual and collective needs

PROVIDE:Resources (time and money) for teachers to be reflective about their practices

What is the What is the advantage advantage

to this to this approach to approach to

teacher’s teacher’s PD?PD?

High Quality PDHigh Quality PD►Consider Knowles observations:Consider Knowles observations:

Adult learners need to be self-directedAdult learners need to be self-directed Adult learners display readiness to learn Adult learners display readiness to learn

why they have a perceived needwhy they have a perceived need Adult learners desire immediate Adult learners desire immediate

application of new skills and knowledgeapplication of new skills and knowledge

Do you agree with Knowles’ findings? Do you agree with Knowles’ findings? What are the implications of these What are the implications of these

findings on an effective PD program?findings on an effective PD program?


The Ten Principles of Effective PDThe Ten Principles of Effective PD1.1. Effective PD focuses on teachers as central to student Effective PD focuses on teachers as central to student

learning, yet includes other members of the school learning, yet includes other members of the school communitycommunity

2.2. Effective PD focuses on the individual, collegial, and Effective PD focuses on the individual, collegial, and organizational improvementorganizational improvement

3.3. Effective PD respects and nurtures the intellectual and Effective PD respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the leadership capacity of teachers, principals, and others in the school communityschool community

4.4. Effective PD reflects best available research and practice in Effective PD reflects best available research and practice in teaching, learning, and leadershipteaching, learning, and leadership

5.5. Effective PD enables teachers to develop further expertise in Effective PD enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standardsand other essential elements in teaching to high standards


6.6. Effective PD promotes continuous inquiry and Effective PD promotes continuous inquiry and improvement embedded in the daily life of schoolsimprovement embedded in the daily life of schools

7.7. Effective PD is planned collaboratively by those who Effective PD is planned collaboratively by those who will participate in and facilitate that developmentwill participate in and facilitate that development

8.8. Effective PD requires substantial time and other Effective PD requires substantial time and other resourcesresources

9.9. Effective PD is driven by a coherent long-term planEffective PD is driven by a coherent long-term plan10.10. Effective PD is evaluated ultimately on the basis of Effective PD is evaluated ultimately on the basis of

its impact on teacher effectiveness and student its impact on teacher effectiveness and student learning; and this assessment guides subsequent learning; and this assessment guides subsequent professional development effortsprofessional development efforts

Chapter 5: Professional DevelopmentChapter 5: Professional DevelopmentThe Ten Principles of Effective PD The Ten Principles of Effective PD (cont’d)(cont’d)

What would a PD program that utilizes all of these What would a PD program that utilizes all of these principles look like?principles look like?

The Principal’s Mission for The Principal’s Mission for Personal Professional Personal Professional

DevelopmentDevelopment►Why is it essential that principals Why is it essential that principals

develop their own PD plan?develop their own PD plan?►Read the description of the PD Portfolio. Read the description of the PD Portfolio.

What are the various components of the What are the various components of the Portfolio and how do they work together Portfolio and how do they work together to ensure that the principal embarks on a to ensure that the principal embarks on a successful and effective PD plan?successful and effective PD plan?

►Review your own Portfolio (start one if Review your own Portfolio (start one if you have not already). What components you have not already). What components are missing or need to be updated?are missing or need to be updated?




Current Chapter


End Presentation

Standard 2: Candidates who complete the Standard 2: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by promoting a positive school all students by promoting a positive school culture, providing an effective educational culture, providing an effective educational program, applying best practices to student program, applying best practices to student learning, and designing comprehensive learning, and designing comprehensive professional growth plans for staff. professional growth plans for staff.

Chapter 6:Chapter 6:Student ServicesStudent Services

Guidance and Counseling Guidance and Counseling ServicesServices

►To provide for the realization of student To provide for the realization of student potentialitiespotentialities

►To help children with developing problemsTo help children with developing problems►To contribute to the development of the To contribute to the development of the

school’s curriculumschool’s curriculum►To provide teachers with technical assistanceTo provide teachers with technical assistance►To contribute to the mutual adjustment of To contribute to the mutual adjustment of

students and the schoolstudents and the school

Chapter 6: Student ServicesChapter 6: Student Services

Assess the scope of the guidance and Assess the scope of the guidance and counseling services offered on your counseling services offered on your

campus.campus.

Guidance and Counseling Services Guidance and Counseling Services (cont’d)(cont’d)

► Role of the CounselorRole of the Counselor Personal/social issuesPersonal/social issues Educational issuesEducational issues Career planningCareer planning

►Major ServicesMajor Services AssessmentAssessment InformationInformation Placement and Placement and

follow-upfollow-up Counseling Counseling

(Directive, (Directive, Nondirective, and Nondirective, and Eclectic Eclectic Counseling)Counseling)


►When evaluating the program, consider…When evaluating the program, consider… Student needsStudent needs CooperationCooperation Process and productProcess and product BalanceBalance StabilityStability FlexibilityFlexibility Qualified counselorsQualified counselors Adequate counselor-student ratioAdequate counselor-student ratio Physical facilitiesPhysical facilities Records Records

Guidance and Counseling Services Guidance and Counseling Services (cont’d)(cont’d)

Using these 10 criteria, Using these 10 criteria, evaluate the guidance evaluate the guidance and counseling and counseling program at your school program at your school or one you have or one you have worked at in the past. worked at in the past. How can these How can these characteristics help you characteristics help you plan for an effective plan for an effective program at your program at your school?school?


Attendance and Student Attendance and Student RecordsRecords

►Cumulative records Cumulative records should contain:should contain: Personal data sheetPersonal data sheet Parent’s reportParent’s report Child’s self-conceptChild’s self-concept SociogramSociogram Behavior reportsBehavior reports Standardized test Standardized test

datadata


What is the What is the purpose of purpose of

ensuring that ensuring that these artifacts these artifacts

appear in appear in student’s student’s

cumulative cumulative record?record?

Evaluating Student ProgressEvaluating Student Progress► As NCLB stresses AYP and accountability, As NCLB stresses AYP and accountability,

evaluating student progress has become a critical evaluating student progress has become a critical role for the 21role for the 21stst century principal. Assessment can century principal. Assessment can serve various purposes:serve various purposes: Help student understand selfHelp student understand self Provide information for education/vocational Provide information for education/vocational

counselingcounseling Help staff understand student populationHelp staff understand student population Evaluate the academic progress of studentsEvaluate the academic progress of students Help administrative staff appraise programsHelp administrative staff appraise programs Facilitate curriculum revisionFacilitate curriculum revision Make instructional management decisionsMake instructional management decisions Make decisions about screening studentsMake decisions about screening students Make program decisionsMake program decisions


Evaluating Student Progress Evaluating Student Progress (cont’d)(cont’d)

► While many bemoan the NCLB’s While many bemoan the NCLB’s emphasis on testing, assessment clearly emphasis on testing, assessment clearly has its benefits if the testing program is has its benefits if the testing program is well developedwell developed

Minimum components of testing battery:Minimum components of testing battery:1.1. Emerging reading testsEmerging reading tests2.2. Learning readiness testsLearning readiness tests3.3. Intelligence testsIntelligence tests4.4. Achievement testsAchievement tests5.5. Interest and aptitude testsInterest and aptitude tests


Reporting to Parents/FamilyReporting to Parents/Family►Any teacher knows that grading has its Any teacher knows that grading has its

difficulties. Among them are:difficulties. Among them are: Teacher variabilityTeacher variability Unreliable aptitude scores for all studentsUnreliable aptitude scores for all students Policy variabilityPolicy variability Variety of alternatives to traditional Variety of alternatives to traditional

methodsmethods


How can a principal account for and deal How can a principal account for and deal with these difficulties?with these difficulties?

Compare your solutions with the Compare your solutions with the following…following…

Methods of Reporting GradesMethods of Reporting Grades►Percentage methodPercentage method►Letter methodLetter method►Descriptive methodDescriptive method►Percentile methodPercentile method►Three-group methodThree-group method►Rank methodRank method►T-score methodT-score method

What are the What are the benefits and benefits and draw-backs to draw-backs to each of these each of these methods? In methods? In what what circumstances circumstances would you use would you use one method over one method over another?another?


Extracurricular ActivitiesExtracurricular Activities►Shouldn’t principals be concerned solely Shouldn’t principals be concerned solely

with the academic program at their with the academic program at their school?school?

Extracurricular activities are vital to help Extracurricular activities are vital to help students develop skills and talents not students develop skills and talents not readily tapped into in the traditional core readily tapped into in the traditional core subjects. Read the text’s explanation of subjects. Read the text’s explanation of the functions of these activities. Can you the functions of these activities. Can you think of any others?think of any others?


Special Education ServicesSpecial Education Services►Key Legislation:Key Legislation:

Section 504 of the Rehabilitation Act of 1973Section 504 of the Rehabilitation Act of 1973 Education for All Handicapped Act of 1975Education for All Handicapped Act of 1975 Americans with Disabilities Act of 1990Americans with Disabilities Act of 1990 Individuals with Disabilities Act (IDEA)Individuals with Disabilities Act (IDEA)

►Key Components of IDEA:Key Components of IDEA: Related ServicesRelated Services Due ProcessDue Process DisciplineDiscipline Make sure you are familiar with these terms and Make sure you are familiar with these terms and

their legal implications. Remember that a their legal implications. Remember that a principal must ensure the quality education of principal must ensure the quality education of ALL students.ALL students.


Gifted EducationGifted Education►The area of Gifted Education is growing The area of Gifted Education is growing

rapidly and principals must be aware of rapidly and principals must be aware of how to best serve this special population. how to best serve this special population. Gifted students will NOT thrive on their Gifted students will NOT thrive on their own; they need and deserve the own; they need and deserve the services, attention, and resources to best services, attention, and resources to best develop their gifts and talents.develop their gifts and talents.

►Refer to Figure 6-2 for a list of options Refer to Figure 6-2 for a list of options that will help to meet the needs of gifted that will help to meet the needs of gifted studentsstudents


Bilingual EducationBilingual Education►As with the gifted population, students As with the gifted population, students

requiring bilingual services are also requiring bilingual services are also rapidly growingrapidly growing

►Principals must consider the following Principals must consider the following when creating an ESL program:when creating an ESL program: State guidelinesState guidelines Student population to be servedStudent population to be served District resourcesDistrict resources


Bilingual Education (cont’d)Bilingual Education (cont’d)►Principals must be aware of the following Principals must be aware of the following

termsterms Early-exitEarly-exit Late-exitLate-exit ImmersionImmersion Dual immersionDual immersion SubmersionSubmersion Dual-languageDual-language Two-wayTwo-way


►ESL Program Models:ESL Program Models: Pull OutPull Out Class PeriodClass Period Shelter English or Content-based ProgramsShelter English or Content-based Programs Structured English ImmersionStructured English Immersion High Intensity Language Training ProgramsHigh Intensity Language Training Programs

Bilingual Education (cont’d)Bilingual Education (cont’d)

When would it be appropriate to use When would it be appropriate to use each of the above models?each of the above models?




Current Chapter


End Presentation

Standard 3: Candidates who complete the Standard 3: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by managing the organization, all students by managing the organization, operations, and resources in a way that operations, and resources in a way that promotes a safe, efficient, and effective learning promotes a safe, efficient, and effective learning environment. environment.

Chapter 7:Chapter 7: Organizational Organizational

Structures Structures

The Big Cheese

Jr. Cheese Asst. Cheese Assoc. Cheese

Important Concepts of Important Concepts of Organizational StructureOrganizational Structure

► Job SpecializationJob Specialization►DepartmentalizationDepartmentalization►DelegationDelegation►DecentralizationDecentralization►Span of ManagementSpan of Management

Chapter 7: Organizational StructuresChapter 7: Organizational Structures

What do each of these terms mean and What do each of these terms mean and how do they help to explain the concept of how do they help to explain the concept of

an organizational structure?an organizational structure?

Schools as Open SystemsSchools as Open Systems►Schools are open systems because… Schools are open systems because…

they interact with their environments they interact with their environments► Inputs = human, financial, physical, and Inputs = human, financial, physical, and

information resourcesinformation resources►Transformation Process = combining and Transformation Process = combining and

coordinating resources to attain goalscoordinating resources to attain goals►Outputs = prepared and educated Outputs = prepared and educated

students, staff and community students, staff and community satisfactionsatisfaction

►Feedback = student, parent, staff, and Feedback = student, parent, staff, and community reaction to outputcommunity reaction to output


Leadership FunctionsLeadership FunctionsChapter 7: Organizational StructuresChapter 7: Organizational Structures

Planning

How can an understanding of the How can an understanding of the interplay between these functions help a interplay between these functions help a principal to more effectively manage the principal to more effectively manage the organizational structure of their school?organizational structure of their school?

Organizing

Monitoring

Leading

Administrative RolesAdministrative Roles►Principal Activities:Principal Activities:

Heavy Workload at a Fast PaceHeavy Workload at a Fast Pace Variety, Fragmentation, and BrevityVariety, Fragmentation, and Brevity Oral CommunicationOral Communication


Are these activities unique to the role of the Are these activities unique to the role of the principal? Which of these do you find most principal? Which of these do you find most

daunting? Which of these comes naturally to you?daunting? Which of these comes naturally to you?

Management SkillsManagement Skills►Conceptual Skills: One’s mental ability to Conceptual Skills: One’s mental ability to

acquire, analyze, and interpret informationacquire, analyze, and interpret information►Human Skills: One’s ability to motivate, Human Skills: One’s ability to motivate,

facilitate, coordinate, lead, communicate, facilitate, coordinate, lead, communicate, manage conflict, and get along with othersmanage conflict, and get along with others

►Technical Skills: One’s ability to use Technical Skills: One’s ability to use knowledge, methods, and techniques of a knowledge, methods, and techniques of a specific disciplinespecific discipline


Consider Figure 7-3. At what level would Consider Figure 7-3. At what level would you place yourself? Your current you place yourself? Your current

administrators? How does one move “up” administrators? How does one move “up” the hierarchy?the hierarchy?

Effective PrincipalsEffective Principals► Task Dimensions: Consider Sashkin and Task Dimensions: Consider Sashkin and

Huddle’s 13 task dimensions of a principal. Huddle’s 13 task dimensions of a principal. How can you deliberately design your How can you deliberately design your actions to build cultural as well as actions to build cultural as well as managerial linkages?managerial linkages?

►Human Resource Activities: Consider the list Human Resource Activities: Consider the list of traits of ineffective administrators. Why of traits of ineffective administrators. Why would these be detriments to an effective would these be detriments to an effective principal and how could you correct each of principal and how could you correct each of these shortcomings? these shortcomings?


Effective vs. Successful Effective vs. Successful AdministratorsAdministrators

► Effective = how well Effective = how well a principal was a principal was evaluated by evaluated by subordinatessubordinates Most time on Most time on

task-related task-related communicationcommunication

Human resource Human resource managementmanagement

► Successful = rapid Successful = rapid promotionpromotion Little time on Little time on

human resource human resource managementmanagement

Good at Good at networkingnetworking

Politically savvyPolitically savvy


Are these findings surprising to you? Are these findings surprising to you? What are their implications? What are their implications?

The Demise of BureaucracyThe Demise of Bureaucracy►What is the harm of bureaucracy? Explain why What is the harm of bureaucracy? Explain why

each of the following are seen as negative each of the following are seen as negative features to bureaucracy, especially in features to bureaucracy, especially in education.education. Division of labor and specializationDivision of labor and specialization Reliance on rules and proceduresReliance on rules and procedures Emphasis on hierarchy of authorityEmphasis on hierarchy of authority Lifelong careers and evaluationLifelong careers and evaluation ImpersonalityImpersonality


So what are the So what are the alternatives?alternatives?

Emergent Models of Emergent Models of Organizational StructureOrganizational Structure

►System 4 DesignSystem 4 Design►Site Based ManagementSite Based Management►Transformational LeadershipTransformational Leadership►Synergistic Leadership TheorySynergistic Leadership Theory►Total Quality Management (TQM)Total Quality Management (TQM)


Read the description of each model Read the description of each model carefully. Which one appeals to you the carefully. Which one appeals to you the

most and why? Regardless of which model most and why? Regardless of which model you find most intriguing, consider…you find most intriguing, consider…

10 Concepts Helpful in Restructuring 10 Concepts Helpful in Restructuring the Content of Schoolingthe Content of Schooling

► Heterogeneous Heterogeneous groupinggrouping

► Cooperative Cooperative learninglearning

► High expectations High expectations for allfor all

► Responsiveness to Responsiveness to student diversitystudent diversity

► Emphasis on active Emphasis on active learninglearning

► Essential curriculumEssential curriculum► Authentic Authentic

assessmentassessment► Technology as a Technology as a

tooltool► Time as a learning Time as a learning

resourceresource►Diverse pedagogyDiverse pedagogy




Current Chapter


End Presentation


Chapter 8:Chapter 8: The Principal as Decision The Principal as Decision

Maker Maker

The Nature of Decision The Nature of Decision MakingMaking

Chapter 8: The Principal as Decision MakerChapter 8: The Principal as Decision Maker

Understanding how a decision was reached

Purpose or goalachieved

Making a choice from a number of options

Decision Making

The Decision Making ProcessThe Decision Making ProcessIdentifying the problemIdentifying the problem


Generating alternativesGenerating alternatives

Evaluating alternativesEvaluating alternatives

Choosing an alternativeChoosing an alternative

Implementing the decisionImplementing the decision

Evaluating decision Evaluating decision effectivenesseffectiveness

Recycle process

as necessar

y

The Rational Decision MakerThe Rational Decision Maker►What is rational decision making?What is rational decision making?

Problem is clearProblem is clear Single goal is to be achievedSingle goal is to be achieved All alternatives and consequences are knownAll alternatives and consequences are known Preferences are clearPreferences are clear Preferences are constant and stablePreferences are constant and stable No time or cost constraintsNo time or cost constraints Final choice will maximize economic payoffFinal choice will maximize economic payoff


Do these assumptions seem applicable to Do these assumptions seem applicable to most school organizations you are aware of? most school organizations you are aware of?

Rationality seems limited, so…Rationality seems limited, so…

Limits to RationalityLimits to Rationality► Bounded Rationality:Bounded Rationality:

Decisions based on incomplete comprehension of the Decisions based on incomplete comprehension of the problemproblem

Decision makers will not succeed in generating all possible Decision makers will not succeed in generating all possible solutionssolutions

Alternatives are evaluated incompletelyAlternatives are evaluated incompletely Ultimate decision must be based on criterion other than Ultimate decision must be based on criterion other than

maximization maximization ► Consider: Satisfying, Heuristics, Primacy/Recency Consider: Satisfying, Heuristics, Primacy/Recency

Effect, Bolstering the Alternative, Intuition, Effect, Bolstering the Alternative, Intuition, Incrementalizing, the Garbage-Can ModelIncrementalizing, the Garbage-Can Model How can these processes compensate for the limits to How can these processes compensate for the limits to

rationality and allow a principal to make effective decisions?rationality and allow a principal to make effective decisions?


Shared Decision MakingShared Decision Making► Often committees, teams, councils, etc. must make Often committees, teams, councils, etc. must make

decisions too. In these instances, an understanding of decisions too. In these instances, an understanding of the shared decision making process is necessary.the shared decision making process is necessary.

► To help involve teachers in the process, consider To help involve teachers in the process, consider Huddleston, Claspell, and Killion’s method:Huddleston, Claspell, and Killion’s method: Readiness: prepare for shared decision makingReadiness: prepare for shared decision making Experimentation: build comfort in the decision Experimentation: build comfort in the decision

making processmaking process Refinement: share the decision making processRefinement: share the decision making process Institutionalization: shared decision making becomes Institutionalization: shared decision making becomes

normnorm► This process is not flawless. This process is not flawless. What are the advantages What are the advantages

and disadvantages to shared decision making?and disadvantages to shared decision making?


AdvantagesAdvantages and and DisadvantagesDisadvantages to Shared to Shared

Decision MakingDecision Making• Greater sum total Greater sum total

knowledgeknowledge• Greater number of Greater number of

approaches to the approaches to the problemproblem

• Greater number of Greater number of alternativesalternatives

• Increased acceptance Increased acceptance of a decisionof a decision

• Better comprehension Better comprehension of a problem and of a problem and decisiondecision

• Social pressures toward Social pressures toward conformityconformity

• Individual dominationIndividual domination• Conflicting secondary Conflicting secondary

goalsgoals• Undesirable Undesirable

compromisescompromises• Ambiguous Ambiguous

responsibilityresponsibility• More time neededMore time needed

Obviously, a principal needs to Obviously, a principal needs to carefully consider if the shared carefully consider if the shared decision making process is appropriate decision making process is appropriate for any given situation. Read Williams’s for any given situation. Read Williams’s list of skills needed for effective site-list of skills needed for effective site-based decision making. Do these tips based decision making. Do these tips seem “do-able”? Now read through the seem “do-able”? Now read through the model provided in the text. While model provided in the text. While seemingly esoteric, what are the seemingly esoteric, what are the practical applications and advantages practical applications and advantages to this method? to this method?


Decision Making – Pattern Decision Making – Pattern ChoiceChoice

►An alternative model to shared An alternative model to shared decision making, this approach focuses decision making, this approach focuses on a continuum of leadership from on a continuum of leadership from boss-centered to subordinate-centeredboss-centered to subordinate-centered

►Review Figure 8-4 for a more detailed Review Figure 8-4 for a more detailed look at this approachlook at this approach

►The principal must consider the forces The principal must consider the forces in the leader, forces in the group in the leader, forces in the group members, forces in the situation, and members, forces in the situation, and long-run goals and strategy…long-run goals and strategy…


Decision Making – Pattern Choice Decision Making – Pattern Choice (Cont’d)(Cont’d)► Forces in the leader that determine Forces in the leader that determine

which of the patterns to choose which of the patterns to choose from:from: Value systemValue system Confidence in group membersConfidence in group members Leadership inclinationsLeadership inclinations Feelings of security in uncertain Feelings of security in uncertain

situationsituation► Forces in the group members that Forces in the group members that

allow for greater freedom:allow for greater freedom: High need for independenceHigh need for independence Readiness to assume responsibilityReadiness to assume responsibility High tolerance for ambiguityHigh tolerance for ambiguity Interested in problemInterested in problem Understand goals Understand goals Have necessary knowledgeHave necessary knowledge Expect to share in processExpect to share in process

► Forces in the situation that Forces in the situation that create pressure:create pressure: The problemThe problem Time constraintsTime constraints

► Long-run goals and Long-run goals and strategy to consider:strategy to consider: Raising level of motivationRaising level of motivation Improving quality of Improving quality of

decisionsdecisions Developing teamwork and Developing teamwork and

moralemorale Furthering individual Furthering individual

developmentdevelopment Increasing readiness to Increasing readiness to

accept changeaccept changeThere is no formula for perfect decision There is no formula for perfect decision making. An effective principal must making. An effective principal must consider the forces in a given situation consider the forces in a given situation and assess which should influence him and assess which should influence him or her in a given situation.or her in a given situation.


The Synergistic Decision Making The Synergistic Decision Making ApproachApproach

► ListeningListening Active listening with respect, consideration, and no judgmentActive listening with respect, consideration, and no judgment

► RespondingResponding Paraphrase; be respectful; assume sincerity; avoid pre-Paraphrase; be respectful; assume sincerity; avoid pre-

judgmentjudgment► ReinforcingReinforcing

Build on previous remarks to encourage a free, non-Build on previous remarks to encourage a free, non-competitive, and diverse discussioncompetitive, and diverse discussion

► ClarifyingClarifying When confusion arises, phrase neutral questions, avoid When confusion arises, phrase neutral questions, avoid

condescension, avoid impatience, and do not assume you have condescension, avoid impatience, and do not assume you have the answerthe answer


Do you think teachers would be receptive to this Do you think teachers would be receptive to this process? Why or why not?process? Why or why not?



Current Chapter


End Presentation


Chapter 9:Chapter 9:Developing Effective Developing Effective

CommunicationCommunication

The Communication ProcessThe Communication Process► Communication = the process of transmitting Communication = the process of transmitting

information from one person to anotherinformation from one person to another

► Read the tips in the text on planning a Read the tips in the text on planning a successful communication process. What have successful communication process. What have been the positive traits of past communication been the positive traits of past communication processes you have been involved in? Negative processes you have been involved in? Negative traits?traits?

Chapter 9: Developing Effective CommunicationChapter 9: Developing Effective Communication

EncodeSenderDecode

DecodeReceiverEncode

Message

Feedback

Medium

Noise

Organizational Organizational CommunicationCommunication

The following slides will take a closer look The following slides will take a closer look at different categories of communication:at different categories of communication:

DownwardDownward

UpwardUpward

HorizontalHorizontal

Formal Communication NetworksFormal Communication Networks

Informal Communication NetworksInformal Communication Networks


Downward CommunicationDownward Communication► Information transmits from higher to lower levelsInformation transmits from higher to lower levels►Purposes of downward communicationPurposes of downward communication

Implement goals and strategiesImplement goals and strategies Job instruction and rationaleJob instruction and rationale Procedures and practicesProcedures and practices Performance feedbackPerformance feedback SocializationSocialization

What situations warrant downward What situations warrant downward communication? Which situations would communication? Which situations would

be inappropriate?be inappropriate?


Upward CommunicationUpward Communication► Information transmits from lower to higher Information transmits from lower to higher

levelslevels► Types of information in upward communicationTypes of information in upward communication

Problems and expectationsProblems and expectations Suggestions for improvementSuggestions for improvement Performance reportsPerformance reports Grievances and disputesGrievances and disputes Financial and accounting informationFinancial and accounting information


Read through the barriers to effective upward Read through the barriers to effective upward communication and the tips to improve it. What communication and the tips to improve it. What other barriers have you encountered in upward other barriers have you encountered in upward communication? What could a principal have communication? What could a principal have

done to overcome those barriers?done to overcome those barriers?

Horizontal CommunicationHorizontal Communication► Information transmits laterally or Information transmits laterally or

diagonally across lines of formal chain diagonally across lines of formal chain of command; essential for increasing of command; essential for increasing coordinationcoordination

►Categories of horizontal communicationCategories of horizontal communication Intradepartmental problem solvingIntradepartmental problem solving Interdepartmental coordinationInterdepartmental coordination Staff advice to line departmentsStaff advice to line departments


Communication NetworksCommunication Networks► The three previous communication patterns can The three previous communication patterns can

combine combine to form five common networksto form five common networks1.1. Chain: line authority relationshipsChain: line authority relationships2.2. Y: two or more interacting members report to a Y: two or more interacting members report to a

single supervisorsingle supervisor3.3. Wheel: several non-interacting members report Wheel: several non-interacting members report

to a single supervisorto a single supervisor4.4. Circle: members interact with adjoining Circle: members interact with adjoining

members, but not othersmembers, but not others5.5. All-Channel: members interact with adjoining All-Channel: members interact with adjoining

members and all othersmembers and all others► Informal network: The grapevine flows in all Informal network: The grapevine flows in all directions directions and is not fixed by any formal and is not fixed by any formal organizational chartorganizational chart

What are the advantages and What are the advantages and disadvantages to each of these disadvantages to each of these

communication networks?communication networks?


Managing Communication: Managing Communication: BarriersBarriers

► Process barriers: blocked communication Process barriers: blocked communication with sender, encoding, medium, decoding, with sender, encoding, medium, decoding, receiver, or feedbackreceiver, or feedback

► Physical barriers: concrete and real factors Physical barriers: concrete and real factors that block communicationthat block communication

► Semantic barriers: variations and Semantic barriers: variations and misunderstandings of connotationsmisunderstandings of connotations

► Psychosocial barriers: factors such as fields Psychosocial barriers: factors such as fields of experience, filtering, and psychological of experience, filtering, and psychological distance that inhibit effective communicationdistance that inhibit effective communication


How can you, as a principal, work to overcome these How can you, as a principal, work to overcome these barriers? What has been the cause of communication barriers? What has been the cause of communication

breakdowns you have experienced in the past? How does breakdowns you have experienced in the past? How does your experience compare with the list of factors listed in your experience compare with the list of factors listed in

the text?the text?

Improving Communication Improving Communication EffectivenessEffectiveness

► All members of the communication process are All members of the communication process are responsible for improving communicationresponsible for improving communication What can a sender (a principal) do to improve What can a sender (a principal) do to improve

communication with various stakeholders? Consider communication with various stakeholders? Consider the Ten Commandments listed in the text.the Ten Commandments listed in the text.

What can receivers do to improve communication? What can receivers do to improve communication? Again, consider the ten suggestions in the text.Again, consider the ten suggestions in the text.

What is active listening?What is active listening? What can one do to improve giving responsive What can one do to improve giving responsive

feedback?feedback? What types of non-verbal communication should one What types of non-verbal communication should one

be aware of?be aware of?Do the suggestions given in the text seem practical? Do the suggestions given in the text seem practical? Select at least one strategy posited from the questions Select at least one strategy posited from the questions

posed above and explain how you would use it to improve posed above and explain how you would use it to improve your own communication. Then, go do it!your own communication. Then, go do it!




Current Chapter


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Chapter 10:Chapter 10:The Principal and The Principal and

ChangeChange

The Nature of Organizational The Nature of Organizational ChangeChange

► While most systems tend toward the While most systems tend toward the status quo, principals must anticipate and status quo, principals must anticipate and direct change positivelydirect change positively External forces for change: the marketplace, External forces for change: the marketplace,

laws and regulations, technology, labor laws and regulations, technology, labor markets, economic changesmarkets, economic changes …what else?…what else?

Internal forces for change: problems with Internal forces for change: problems with processes or people…such as?processes or people…such as?

And yet, there is often strong resistance to And yet, there is often strong resistance to change…change…

Chapter 10: The Principal and ChangeChapter 10: The Principal and Change

Why Is Change Resisted?Why Is Change Resisted?► UncertaintyUncertainty► Concern over personal lossConcern over personal loss►Group resistanceGroup resistance►DependenceDependence► TrustTrust► Awareness of weaknessesAwareness of weaknesses


Why have you resisted change in the past?Why have you resisted change in the past?

What can a principal do to overcome this What can a principal do to overcome this resistance?resistance?

Overcoming Resistance to Overcoming Resistance to ChangeChange

►Some strategies:Some strategies: Education and communicationEducation and communication Participation and involvementParticipation and involvement Facilitation and supportFacilitation and support Negotiation and agreementNegotiation and agreement Manipulation and cooptationManipulation and cooptation Explicit and implicit coercionExplicit and implicit coercion


Which of these strategies do you think would be Which of these strategies do you think would be most effective? Why? In what types of situations most effective? Why? In what types of situations would you use each? What other strategies can would you use each? What other strategies can

you think of?you think of?

Getting Reform Right: What Getting Reform Right: What Works and What Doesn’tWorks and What Doesn’t

►Current research suggests the following:Current research suggests the following: Change is learningChange is learning Change is a journey, not a blueprintChange is a journey, not a blueprint Problems are our friendsProblems are our friends Change is resource-hungryChange is resource-hungry Change requires the power to manage itChange requires the power to manage it Change is systematicChange is systematic All large-scale change is implemented locallyAll large-scale change is implemented locally


Managing ChangeManaging Change►Types of change agents:Types of change agents:

Outside pressure typeOutside pressure type People-change-technology typePeople-change-technology type Analysis-for-the-top typeAnalysis-for-the-top type Organization-development typeOrganization-development type

►Change agent roles:Change agent roles: ConsultingConsulting Training Training ResearchResearch


What are some “real-world” examples of each of these What are some “real-world” examples of each of these types?types?

When would a principal need to play each of these When would a principal need to play each of these roles?roles?

Managing Change (cont’d)Managing Change (cont’d)► Common characteristics of effective changeCommon characteristics of effective change

HemophilyHemophily EmpathyEmpathy LinkageLinkage ProximityProximity StructuringStructuring CapacityCapacity OpennessOpenness RewardReward EnergyEnergy SynergySynergy

Why are these Why are these desired desired

characteristics of a characteristics of a change agent?change agent?


The Change ProcessThe Change Process►Phase 1: Pressure and arousalPhase 1: Pressure and arousal►Phase 2: Intervention and reorientationPhase 2: Intervention and reorientation►Phase 3: Diagnosis and recognitionPhase 3: Diagnosis and recognition►Phase 4: Invention and commitmentPhase 4: Invention and commitment►Phase 5: Experimentation and searchPhase 5: Experimentation and search►Phase 6: Reinforcement and Phase 6: Reinforcement and

acceptanceacceptance


Note that this model focuses on the role of the Note that this model focuses on the role of the change agent (i.e. the principal). What would a change agent (i.e. the principal). What would a

principal actually be principal actually be doingdoing in each of these in each of these phases?phases?

Promoting Successful School Promoting Successful School ChangeChange

►Build a visionBuild a vision►Create a positive climateCreate a positive climate►MobilizeMobilize►Engage community supportEngage community support►TrainTrain►Provide resourcesProvide resources►Remove barriersRemove barriers


Please note that the previous and subsequent chapters deal with each of these strategies.

Change StrategiesChange Strategies►Process Process

StrategiesStrategies Survey feedbackSurvey feedback Team buildingTeam building Process Process

consultationconsultation Quality of work Quality of work

lifelife


► Structural StrategiesStructural Strategies Goal settingGoal setting Job redesignJob redesign Quality circlesQuality circles Strategic planningStrategic planning



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Chapter 11:Chapter 11: Budgeting and School Budgeting and School

FacilitiesFacilities

Basic Terms to KnowBasic Terms to Know►ExpendituresExpenditures►Current ExpensesCurrent Expenses►Capital OutlayCapital Outlay►Debt ServiceDebt Service►RevenueRevenue►Fiscally Independent Fiscally Independent

vs. Fiscally vs. Fiscally Dependent DistrictsDependent Districts

►Fiscal Neutrality Fiscal Neutrality StandardStandard

Chapter 11: Budgeting and School FacilitiesChapter 11: Budgeting and School Facilities

The Budgeting ProcessThe Budgeting ProcessChapter 11: Budgeting and School Chapter 11: Budgeting and School FacilitiesFacilities

Board of Education

Superintendent

Division Head: Elementary

Division Head: Secondary

CFO AS ASAS

Elementary Building Principal

Secondary Building Principal

Budget Committee

Financial ControlsFinancial Controls► What are the purposes of financial What are the purposes of financial

controls?controls? Assist principals in acquiring, allocating, Assist principals in acquiring, allocating,

and evaluating the use of financial and evaluating the use of financial resourcesresources

Allow districts to pay short- and long-Allow districts to pay short- and long-term debtsterm debts

Protect districts from theft, fraud, etc.Protect districts from theft, fraud, etc.►Two types: internal control and Two types: internal control and financial auditsfinancial audits

Chapter 11: Budgeting and School Chapter 11: Budgeting and School FacilitiesFacilities

Internal ControlInternal Control► The policies and procedures used by a district The policies and procedures used by a district

to safeguard assets and verify accounting to safeguard assets and verify accounting datadata

► Effective internal control should include…Effective internal control should include…1.1. Clear, formal organizationClear, formal organization2.2. Accounts for each administrative unitAccounts for each administrative unit3.3. Handling and record keeping of assets should Handling and record keeping of assets should

not be done by the same employeenot be done by the same employee4.4. No one person has control over all phases of No one person has control over all phases of

any given transactionany given transaction5.5. No redundant work, but employees should No redundant work, but employees should

check workcheck work


Financial AuditsFinancial Audits► Independent appraisal of district’s Independent appraisal of district’s

accounting, financial, and operational accounting, financial, and operational systemssystems

►Two types… Two types… External: conducted by experts outside of External: conducted by experts outside of

the district to verify district accuracythe district to verify district accuracy Internal: conducted by district employees Internal: conducted by district employees

to examine the accuracy of financial to examine the accuracy of financial reportsreportsWhat would be the various advantages and

disadvantages to external and internal audits?


Zero-Base BudgetingZero-Base Budgeting► A district starts the budgeting A district starts the budgeting

process at zero every yearprocess at zero every year► Not just adjustments to last year’s Not just adjustments to last year’s

budget; EVERY expenditure must be budget; EVERY expenditure must be justifiedjustified

► Three steps:Three steps:1.1. Identify Decision UnitsIdentify Decision Units2.2. Develop Decision PackagesDevelop Decision Packages3.3. Rank the Decision PackagesRank the Decision Packages

What parts of a district’s organization would be best served by zero-based budget and why?

AN ALTERNATIVE AN ALTERNATIVE BUDGETING SYSTEM…BUDGETING SYSTEM…


Planning-Programming-Planning-Programming-Budgeting SystemsBudgeting Systems

► Similar to ZBB, but not all programs Similar to ZBB, but not all programs need be justifiedneed be justified

► The basic steps:The basic steps:1.1. Specify goalsSpecify goals2.2. Search for relevant alternativesSearch for relevant alternatives3.3. Measure the costs of the programs for Measure the costs of the programs for

several yearsseveral years4.4. Evaluate the output of each programEvaluate the output of each program

The textbook states that “PPBS has not been the great tool in practice that its logic would

imply.” Why might this be?


School Facilities ManagementSchool Facilities Management► Principals in the 21Principals in the 21stst century must be century must be

aware of:aware of: Rising school infrastructure costsRising school infrastructure costs New school constructs costsNew school constructs costs Environmental hazards inherent with aging Environmental hazards inherent with aging

facilitiesfacilities


School Infrastructure CostsSchool Infrastructure Costs► Infrastructure = the physical facilities Infrastructure = the physical facilities

that make up a school building that make up a school building (plumbing, heating, electrical, sewer, (plumbing, heating, electrical, sewer, etc.)etc.)

►Which areas do you think would have Which areas do you think would have the schools in the best/worst condition?the schools in the best/worst condition?

►How much of one’s budget should be How much of one’s budget should be allocated to these costs? allocated to these costs? Experts say 5%, but most schools put aside Experts say 5%, but most schools put aside

only 3%only 3% Why are schools falling apart and why Why are schools falling apart and why

do repairs cost so much?do repairs cost so much?


1.1. Age of facilitiesAge of facilities2.2. Energy pricesEnergy prices3.3. Weather conditionsWeather conditions4.4. Density and vandalismDensity and vandalism5.5. Newer buildingsNewer buildings6.6. ““A ticking time bomb”: most A ticking time bomb”: most

educators and the public simply educators and the public simply do not pay attention to the ailing do not pay attention to the ailing infrastructure of America’s infrastructure of America’s schoolsschools


Financing School Financing School ConstructionConstruction

►With ever increasing public school With ever increasing public school enrollments, building new schools will enrollments, building new schools will become a large factor in many become a large factor in many districts throughout the country. districts throughout the country. According to the text, what are some According to the text, what are some unique challenges that building new unique challenges that building new schools brings about? How are schools schools brings about? How are schools built today fundamentally different built today fundamentally different from schools built decades ago?from schools built decades ago?


Environmental HazardsEnvironmental Hazards►Every principal should be aware of:Every principal should be aware of:

AsbestosAsbestos Radon gasRadon gas School leadSchool lead Indoor air qualityIndoor air quality Electromagnetic fieldsElectromagnetic fields

What dangers do each of these What dangers do each of these hazards present and how might a hazards present and how might a

principal safely handle each?principal safely handle each?




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Chapter 12:Chapter 12: Creating Safe SchoolsCreating Safe Schools

School Violence and Drug School Violence and Drug UseUse

►What does the research say?What does the research say? Read the bulleted points from the Read the bulleted points from the

selected studies presented in the text.selected studies presented in the text. Do these findings surprise you? Do these findings surprise you?

Why/why not?Why/why not? Brainstorm some action plans and Brainstorm some action plans and

strategies that a principal could strategies that a principal could implement to address the trends implement to address the trends identified in these studies.identified in these studies.

Chapter 12: Creating Safe SchoolsChapter 12: Creating Safe Schools

An Action Plan: 6 Strategies An Action Plan: 6 Strategies for Successfor Success

1.1. Predict School ViolencePredict School Violence2.2. Prevent School ViolencePrevent School Violence3.3. Focus Resources on SchoolsFocus Resources on Schools4.4. Strengthen the SystemStrengthen the System5.5. Develop a Crisis Management PlanDevelop a Crisis Management Plan6.6. Create an Orderly Climate for Create an Orderly Climate for

LearningLearningThese strategies are, of course, not meant to be used in These strategies are, of course, not meant to be used in isolation of one another; a combination of all or some of isolation of one another; a combination of all or some of the strategies, depending on your school climate, will the strategies, depending on your school climate, will

surely help you create a safe school.surely help you create a safe school.


Strategy #1: Predict Strategy #1: Predict School ViolenceSchool Violence

Collect and analyze dataCollect and analyze data Identify problem students and Identify problem students and

provide supportprovide support Identify problem teachers and Identify problem teachers and

provide support and trainingprovide support and training


Strategy #2: Prevent Strategy #2: Prevent School ViolenceSchool Violence


► Toughen Weapons Laws: What specific Toughen Weapons Laws: What specific policies should a principal advocate in policies should a principal advocate in order to achieve this?order to achieve this?

► Deal with Violent Students: What Deal with Violent Students: What specific strategies should a principal specific strategies should a principal use?use?

Strategy #3: Focus Strategy #3: Focus Resources on SchoolsResources on Schools►Fund the Basic Education ProgramFund the Basic Education Program►Teach Violence PreventionTeach Violence Prevention►Establish Task ForcesEstablish Task Forces


How could a principal implement How could a principal implement this strategy considering the other this strategy considering the other financial demands a school faces?financial demands a school faces?

Strategy #4: Strategy #4: Strengthen the Strengthen the

SystemSystem► Improve the Juvenile CodeImprove the Juvenile Code►Create a State Center for the Create a State Center for the

Prevention of School ViolencePrevention of School Violence


How, realistically, can a principal affect How, realistically, can a principal affect these systems that are seemingly out these systems that are seemingly out

of their jurisdiction?of their jurisdiction?

Strategy #5: Develop a Strategy #5: Develop a Crisis Management PlanCrisis Management Plan

► Form a School-wide Crisis Management TeamForm a School-wide Crisis Management Team► Conduct an Ongoing, School-wide Safety AuditConduct an Ongoing, School-wide Safety Audit► Develop Policies and Procedures for Various Develop Policies and Procedures for Various

EmergenciesEmergencies► Conduct Safety DrillsConduct Safety Drills► Develop a School-wide Discipline PlanDevelop a School-wide Discipline Plan► Provide a Means for Students to Communicate Provide a Means for Students to Communicate

Information to StaffInformation to Staff► Teach Students Alternatives to ViolenceTeach Students Alternatives to Violence► Evaluate Administrative Practices of the SchoolEvaluate Administrative Practices of the School► Use Resources to Identify Students “At-Risk” for Use Resources to Identify Students “At-Risk” for

Violent BehaviorViolent Behavior


How could you best communicate the How could you best communicate the need to follow these steps to a resistant need to follow these steps to a resistant

staff?staff?

Strategy #6: Create an Strategy #6: Create an Orderly Climate for Orderly Climate for

LearningLearning► Establish and Emphasize GoalsEstablish and Emphasize Goals► Establish Rules and ProceduresEstablish Rules and Procedures► Improve Teacher-Student Relations in the Improve Teacher-Student Relations in the

ClassroomClassroom


What specific rules and procedures would What specific rules and procedures would be most helpful in creating a safe school?be most helpful in creating a safe school?What specific strategies can a principal What specific strategies can a principal and/or teacher use to improve teacher-and/or teacher use to improve teacher-

student relations?student relations?

Consider…Consider…►What are the pros and cons of each of the What are the pros and cons of each of the

six previous strategies?six previous strategies?►Beside creating safer schools, what are the Beside creating safer schools, what are the

other positive outcomes of these other positive outcomes of these strategies?strategies?

►Which of the strategies (or combination of Which of the strategies (or combination of strategies) would you be most likely to strategies) would you be most likely to implement in your school and why?implement in your school and why?

►Beyond these six strategies, what else can Beyond these six strategies, what else can principals do to ensure that their school is principals do to ensure that their school is a safe one?a safe one?




Current Chapter


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Chapter 13:Chapter 13:HuHuman Resource man Resource

ManagementManagement

The Human Resource Management The Human Resource Management ProcessProcess

Recruitment

Staff Developme

nt

Selection

Performance Appraisal

Legal Constraint

sUnion

Demands

Chapter 13: Human Resource ManagementChapter 13: Human Resource Management

Recruitment of StaffRecruitment of Staff► Before recruitment can commence, Before recruitment can commence,

principals should:principals should: Analyze the job requirements: refer to job Analyze the job requirements: refer to job

descriptions and job specificationsdescriptions and job specifications Know and understand legal constraints Know and understand legal constraints

involved in recruitment: consult Table 13-1involved in recruitment: consult Table 13-1 Cultivate the sources of potential Cultivate the sources of potential

employees: promotion within a district, employees: promotion within a district, college placement offices, advertisements, college placement offices, advertisements, referrals, job fairs, teacher recruitment referrals, job fairs, teacher recruitment consortiumsconsortiums


Selection of StaffSelection of StaffTypical steps in staff selection:Typical steps in staff selection:

1.1. Preliminary screening of credentialsPreliminary screening of credentials2.2. Preliminary interviewPreliminary interview3.3. TestingTesting4.4. Reference ChecksReference Checks5.5. In-depth interviewIn-depth interview6.6. Physical examinationPhysical examination7.7. Hiring decisionHiring decision

The most complications usually arise in the The most complications usually arise in the interview process…interview process…


The Interview ProcessThe Interview Process► Typical problems:Typical problems:

Interviewer is unfamiliar with the jobInterviewer is unfamiliar with the job Interviewers make premature decision Interviewers make premature decision

based on first impressionsbased on first impressions Interviewers impose personal biases on Interviewers impose personal biases on

the applicantsthe applicants

How to improve the processHow to improve the process


A Better Interview Process Will A Better Interview Process Will Include…Include… Use of a structured interview formatUse of a structured interview format

Explicitly trained interviewersExplicitly trained interviewers The interview as ONE aspect of the selection processThe interview as ONE aspect of the selection process Candidates that are given interviews only after Candidates that are given interviews only after

references are checkedreferences are checked Candidates whose files are screened for completenessCandidates whose files are screened for completeness Sufficient time for each interviewSufficient time for each interview Mailing candidates two or three questions prior to Mailing candidates two or three questions prior to

interviewinterview Name cards placed in front of each interviewerName cards placed in front of each interviewer An evaluation form regarding the interview experience An evaluation form regarding the interview experience

given to each candidategiven to each candidate

Why would these tips aid

Why would these tips aid

in the selection process?

in the selection process?

Can you think of any

Can you think of any

other useful suggestions?

other useful suggestions?


DODO ASK ABOUT… ASK ABOUT… Why applicant wants to teach at school/districtWhy applicant wants to teach at school/district What can applicant bring to the school that is What can applicant bring to the school that is

uniquely theirsuniquely theirs Why type of grading criteria is usedWhy type of grading criteria is used How applicant keeps current in the fieldHow applicant keeps current in the field What has applicant done to develop What has applicant done to develop

professionallyprofessionally What is applicant’s view of the relationship What is applicant’s view of the relationship

between faculty and administrationbetween faculty and administrationWhat are some other insightful and What are some other insightful and helpful interview questions that you helpful interview questions that you

can think of?can think of?


DO NOTDO NOT ASK ABOUT… ASK ABOUT… Ancestry, nation of Ancestry, nation of

origin, place of birth, origin, place of birth, original language, etc.original language, etc.

How applicant learned How applicant learned a foreign languagea foreign language

Membership in clubs Membership in clubs that would indicate that would indicate race, color, sex, etc.race, color, sex, etc.

Names and addresses Names and addresses of relatives not of relatives not working for the districtworking for the district

How long applicant How long applicant intends to workintends to work

AgeAge Financial conditionFinancial condition Prior wage garnishmentsPrior wage garnishments Home ownershipHome ownership DisabilitiesDisabilities Marital statusMarital status Where spouse worksWhere spouse works Pregnancy or medical Pregnancy or medical

historyhistory Ages of childrenAges of children Military experienceMilitary experience Religious observanceReligious observance


Staff DevelopmentStaff Development► Assess Staff Development Needs: Review Assess Staff Development Needs: Review

the three methods listed in the text. What the three methods listed in the text. What are the benefits to these methods? are the benefits to these methods?

► Set Staff Development Goals: Why is an Set Staff Development Goals: Why is an understanding of the three categories of understanding of the three categories of objectives necessary for a principal seeking objectives necessary for a principal seeking to improve staff development?to improve staff development?

► Select Staff Development Methods: Examine Select Staff Development Methods: Examine the table that identifies widely used the table that identifies widely used methods. Which of these (or combination methods. Which of these (or combination thereof) do you think would be most thereof) do you think would be most effective and why?effective and why?


Staff Development (cont’d)Staff Development (cont’d)► Evaluate Staff Development Program: Why are the Evaluate Staff Development Program: Why are the

questions relating to staff development outcomes questions relating to staff development outcomes important to ask? important to ask?

► Induct Beginning Teachers: Recall how it felt when Induct Beginning Teachers: Recall how it felt when you first became a teacher. What information do you you first became a teacher. What information do you wish you had been given? What specific strategies wish you had been given? What specific strategies can principals use to aid beginning teachers?can principals use to aid beginning teachers?

► Improve Support for Beginning Teachers: Which of the Improve Support for Beginning Teachers: Which of the recommendations listed to help principals work with recommendations listed to help principals work with beginning teachers could you most easily implement beginning teachers could you most easily implement at your school? Can you think of any other specific at your school? Can you think of any other specific strategies that would help achieve similar results?strategies that would help achieve similar results?


Staff Performance AppraisalStaff Performance Appraisal► Appraisal TechniquesAppraisal Techniques

Nonjudgmental methodsNonjudgmental methods Judgmental methodsJudgmental methods

►Common Rating ErrorsCommon Rating Errors Too strict or lenientToo strict or lenient Central tendencyCentral tendency Single dimensionSingle dimension Halo effectHalo effect Recency of eventsRecency of events Personal bias and first impressionsPersonal bias and first impressions


Modern Appraisal TechniquesModern Appraisal Techniques► Clinical Supervision:Clinical Supervision:

1.1. Pre-observation conferencePre-observation conference2.2. ObservationObservation3.3. Analysis and strategyAnalysis and strategy4.4. Supervision conferenceSupervision conference5.5. Post-conferencePost-conference

► Goal SettingGoal Setting1.1. Supervisor and teacher meet to determine goalsSupervisor and teacher meet to determine goals2.2. Supervisor and teacher meet to appraise Supervisor and teacher meet to appraise

performance in terms of goals setperformance in terms of goals set


As a teacher, which appraisal techniques did/do you prefer? Why? As a principal, which do you

think you will employ?

Union-Management RelationsUnion-Management Relations► Why must a principal work hard to Why must a principal work hard to

create and maintain positive union-create and maintain positive union-management relations?management relations?

► The Collective Bargaining ProcessThe Collective Bargaining Process Bargaining team selectionBargaining team selection NegotiationsNegotiations If negotiations are successful If negotiations are successful ratification ratification If negotiations are not successful If negotiations are not successful impasse impasse

1.1. MediationMediation2.2. Fact FindingFact Finding3.3. ArbitrationArbitration




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Standard 4: Candidates who complete the Standard 4: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by collaborating with families and all students by collaborating with families and other community members, responding to other community members, responding to diverse community interests and needs, and diverse community interests and needs, and mobilizing community resources. mobilizing community resources.

Chapter 14:Chapter 14: Community RelationsCommunity Relations

The Principal as a “Boundary The Principal as a “Boundary Spanner”Spanner”

► A principal should be a bridge A principal should be a bridge between the school and external between the school and external constituenciesconstituencies

Chapter 14: Community RelationsChapter 14: Community Relations

Leading Community Efforts Leading Community Efforts during Catastropheduring Catastrophe

► Schools become a lifeline. Why is this?Schools become a lifeline. Why is this?►What a principal can do:What a principal can do:

Establish means of communicationEstablish means of communication Assess damage quickly and make accommodationsAssess damage quickly and make accommodations Prioritize needs and establish authority to make Prioritize needs and establish authority to make

decisionsdecisions Address emotional and survival needs of staff and Address emotional and survival needs of staff and

studentsstudents Arrange for training and support for mental health Arrange for training and support for mental health

caregivers (prior to a catastrophe)caregivers (prior to a catastrophe) Provide feedback to mediaProvide feedback to media Identify and secure available resourcesIdentify and secure available resources After a catastrophe, encourage creative lesson planning After a catastrophe, encourage creative lesson planning

that uses lessons learned that uses lessons learned


Leading School, Family, and Leading School, Family, and Community InvolvementCommunity Involvement

►Community = just parentsCommunity = just parents►What members of any given What members of any given

community might be most helpful to a community might be most helpful to a school?school?

►Why is it important that a principal Why is it important that a principal learn to serve as a leader of this learn to serve as a leader of this community and not just the school?community and not just the school?


Leading School, Family, and Leading School, Family, and Community Involvement Community Involvement

(cont’d)(cont’d)► Epstein’s types of Epstein’s types of

involvement:involvement: ParentingParenting CommunicatingCommunicating VolunteeringVolunteering Learning at homeLearning at home Decision makingDecision making Collaboration with Collaboration with

communitycommunity Comprehensive Comprehensive

partnershipspartnerships

► Communication Communication avenues:avenues: Orientation meetingsOrientation meetings NewslettersNewsletters School handbookSchool handbook Programs for familiesPrograms for families Suggestion boxSuggestion box Home visitsHome visits ConferencesConferences JournalsJournals Personal notesPersonal notes Phone callsPhone calls

Research demonstrates that Research demonstrates that parental involvement is a key parental involvement is a key factor in students’ academic factor in students’ academic

achievement, self-confidence, and achievement, self-confidence, and attitude toward school. What can attitude toward school. What can a principal do to encourage and a principal do to encourage and promote parental involvement, promote parental involvement, especially for minority groups?especially for minority groups?

What are the What are the advantages and advantages and disadvantages to disadvantages to

each of these each of these avenues?avenues?


School-Community RelationsSchool-Community Relations “ “Educational public relations is a planned Educational public relations is a planned

and systematic management function to and systematic management function to help improve the programs and services of help improve the programs and services of an educational organization. It relies on a an educational organization. It relies on a comprehensive two-way communication comprehensive two-way communication process…[to] assist in interpreting public process…[to] assist in interpreting public attitudes, identify and help shape policies attitudes, identify and help shape policies and procedures in the public interest, and and procedures in the public interest, and carry on involvement and information carry on involvement and information activities that earn public understanding activities that earn public understanding and support.” and support.” The National School Public Relations AssociationThe National School Public Relations Association


School-Community Relations School-Community Relations (cont’d)(cont’d)

► Anticipate problemsAnticipate problems►Handle all school Handle all school

publicationspublications►Write news releasesWrite news releases► Stay connected to Stay connected to

budget processbudget process►Develop Develop

communication plancommunication plan► Conduct formal and Conduct formal and

informal research to informal research to gauge public opiniongauge public opinion

► Promote school’s Promote school’s strengthsstrengths

► Publicize staff and Publicize staff and student achievementstudent achievement

► Answer request for Answer request for informationinformation

► Provide PR training Provide PR training for stafffor staff

► Serve as liaison to Serve as liaison to community groupscommunity groups


To develop two-way communication and To develop two-way communication and collaboration within a community, the NPSRA collaboration within a community, the NPSRA suggests:suggests:

What else can a What else can a principal do to create principal do to create

strong community strong community relations?relations?

Public RelationsPublic Relations► Strong PR programs follow these basic Strong PR programs follow these basic

steps:steps:1.1. ResearchResearch2.2. Action planAction plan3.3. CommunicateCommunicate4.4. EvaluateEvaluate

Read “A Young Principal’s Story.” Identify and Read “A Young Principal’s Story.” Identify and evaluate the principal’s use of this process. evaluate the principal’s use of this process. Compare this principal’s actions with those of Compare this principal’s actions with those of the principal in “A Seasoned Principal’s Story.”the principal in “A Seasoned Principal’s Story.”




Current Chapter


End Presentation

Standard 5: Candidates who complete Standard 5: Candidates who complete the program are educational leaders the program are educational leaders who have the knowledge and ability to who have the knowledge and ability to promote the success of all students by promote the success of all students by acting with integrity, fairly, and in an acting with integrity, fairly, and in an ethical manner. ethical manner.

Chapter 15:Chapter 15: The Principal and The Principal and

EthicsEthics

What Is an Ethical Principal?What Is an Ethical Principal?►““One who, in the face of adversity, One who, in the face of adversity,

ambiguity, and challenge, will reflect on ambiguity, and challenge, will reflect on what is right by some set standard or what is right by some set standard or code and will act in a rational and caring code and will act in a rational and caring manner to resolve problems and conduct manner to resolve problems and conduct business.”business.”

►Do you agree with the text’s definition(s) Do you agree with the text’s definition(s) of an ethical principal? What are some of of an ethical principal? What are some of the obstacles that might prevent a the obstacles that might prevent a principal from behaving ethically? How principal from behaving ethically? How might you overcome those obstacles?might you overcome those obstacles?

Chapter 15: The Principal and EthicsChapter 15: The Principal and Ethics

Philosophical Concepts of Philosophical Concepts of EthicsEthics

► RightsRights► FreedomFreedom► Responsibility and Responsibility and

AuthorityAuthority►DutyDuty► JusticeJustice► EquityEquity► CaringCaring

► Character, Character, Commitment, and Commitment, and FormalityFormality

► Conflict of InterestConflict of Interest► LoyaltyLoyalty► PrudencePrudence► CritiqueCritique► ProfessionProfession►Moral ImperativeMoral Imperative


Considering eachConsidering eachconcept individually, concept individually, why must a principal why must a principal

be aware of eachbe aware of eachin order to behave ethically?in order to behave ethically?

Ethical Behavior in SchoolsEthical Behavior in Schools► Promoting Ethical Behavior in Athletic Promoting Ethical Behavior in Athletic

ProgramsPrograms Why is this an issue? Has it become more of an Why is this an issue? Has it become more of an

issue in recent years? Why do you think this is?issue in recent years? Why do you think this is? Consider:Consider:

1.1. Athletes must be considered ends and not meansAthletes must be considered ends and not means2.2. Competition must be fairCompetition must be fair3.3. Participation, leadership, resources, and rewards Participation, leadership, resources, and rewards

must be based on achievementmust be based on achievement4.4. Activity must be safe for participantsActivity must be safe for participants


How do these principles sustain traditional How do these principles sustain traditional values? What other principles should an values? What other principles should an administrator be mindful of concerning administrator be mindful of concerning

athletics?athletics?

Ethical Behavior in Schools: Promoting Ethical Behavior in Schools: Promoting Ethical Behavior through Character Ethical Behavior through Character

EducationEducation1.1. Education Is an Education Is an Inescapable Moral Inescapable Moral EnterpriseEnterprise

2.2. Parents Are Primary Parents Are Primary Moral Educators of Moral Educators of ChildrenChildren

3.3. Character Education Character Education Develops VirtuesDevelops Virtues

4.4. Teachers, Principals, Teachers, Principals, and Staff Are Central to and Staff Are Central to Character EducationCharacter Education

5.5. Schools Are Schools Are Communities of Communities of VirtueVirtue

6.6. Character Education Character Education Goes beyond Goes beyond Academic CurriculumAcademic Curriculum

7.7. Character Creation Is Character Creation Is an Essential and an Essential and Demanding Life TaskDemanding Life Task

What are the benefits to character education and how What are the benefits to character education and how can these 7 principles help you develop a character can these 7 principles help you develop a character education program? Consider how you would work with education program? Consider how you would work with your superintendent, school board, and other your superintendent, school board, and other administrators.administrators.


National and State Codes of National and State Codes of Ethics for PrincipalsEthics for Principals

►Rationale for a Code of EthicsRationale for a Code of Ethics Provide guidelines for conductProvide guidelines for conduct Establish accountability and protect studentsEstablish accountability and protect students Serve as catalyst for job improvementServe as catalyst for job improvement


►National Associations (click for National Associations (click for website)website) American Association of School American Association of School

AdministratorsAdministrators National Association of Elementary School National Association of Elementary School

Principals and the National Association of Principals and the National Association of Secondary School PrincipalsSecondary School Principals

National Education AssociationNational Education Association

How do the guidelines and self-How do the guidelines and self-assessment tools supplied by these assessment tools supplied by these national agencies support the national agencies support the rationale for a code of ethics?rationale for a code of ethics?

National and State Codes of National and State Codes of Ethics for Principals (cont’d)Ethics for Principals (cont’d)

►Review the sample state codes in the text.Review the sample state codes in the text.►How do these codes support the concepts How do these codes support the concepts

and principles discussed earlier in the and principles discussed earlier in the chapter?chapter?

►Does your state supply a Code of Ethics Does your state supply a Code of Ethics for Educators? How does it help to ensure for Educators? How does it help to ensure that educators and administrators behave that educators and administrators behave in an ethical manner? Is there anything in an ethical manner? Is there anything missing for your state’s code that you missing for your state’s code that you think would be helpful?think would be helpful?




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Standard 6: Candidates who complete the Standard 6: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by understanding, responding to, all students by understanding, responding to, and influencing the larger political, social, and influencing the larger political, social, economic, legal, and cultural context. economic, legal, and cultural context.

Chapter 16:Chapter 16:Political and Policy Political and Policy

ContextContext

Policy: A Historical Policy: A Historical PerspectivePerspective

► As far as policy is concerned, what is the As far as policy is concerned, what is the importance of the following terms and importance of the following terms and events?events? Brown vs. Board of EducationBrown vs. Board of Education

Differentiated curriculumDifferentiated curriculum EquityEquity Socio-economically disadvantagedSocio-economically disadvantaged Public Law 94-142Public Law 94-142 AccountabilityAccountability Data-driven decision makingData-driven decision making English Language LearnerEnglish Language Learner

Chapter 16: Political and Policy ContextChapter 16: Political and Policy Context

PolicyPolicy► Read the various definitions of policy in the text. Read the various definitions of policy in the text.

What are the commonalities in these definitions? What are the commonalities in these definitions? What What isis policy? policy?

► Levels of relationship to policyLevels of relationship to policy OrientationOrientation DegreeDegree ResourcesResources ActivityActivity AutonomyAutonomy Societal ValuesSocietal Values Instructional ValuesInstructional Values RationaleRationale Power RelationshipsPower Relationships


Policy TheoryPolicy Theory►Systems TheorySystems Theory►Neo-pluralist Advocacy Coalition and Neo-pluralist Advocacy Coalition and

Interest Group TheoriesInterest Group Theories►Neo-institutional TheoryNeo-institutional Theory►Critical TheoryCritical Theory►Feminist TheoryFeminist Theory►PostmodernismPostmodernism► Ideological TheoriesIdeological Theories


What different What different insights regarding insights regarding policy can be policy can be gleaned from each of gleaned from each of the mentioned the mentioned theories? Why is it theories? Why is it important for a important for a principal to have a principal to have a working knowledge working knowledge of these theories? of these theories? What are the What are the practical applications practical applications of these theories?of these theories?

Dimensions of PolicyDimensions of PolicyChapter 16: Political and Policy ContextChapter 16: Political and Policy Context

►Normative dimensionNormative dimension►Structural dimensionStructural dimension►Constituentive dimensionConstituentive dimension►Technical dimensionTechnical dimension

Take a close look at Figure 16-2 to Take a close look at Figure 16-2 to understand how these dimension understand how these dimension interact to create policyinteract to create policy

PoliticsPolitics►What is your definition of politics?What is your definition of politics?►How does your definition compare to How does your definition compare to

those given the text?those given the text?►Which of Apple’s groups would you Which of Apple’s groups would you

place yourself in? The majority of place yourself in? The majority of teachers and staff at your school? The teachers and staff at your school? The majority of the stakeholders in your majority of the stakeholders in your community? Why is it important to community? Why is it important to identify these groups?identify these groups?

►Why must a principal be constantly Why must a principal be constantly aware of the politics of education?aware of the politics of education?


Types of Educational PoliticsTypes of Educational Politics►Pluralist Maintenance PoliticsPluralist Maintenance Politics►Adversarial PoliticsAdversarial Politics►Democratic PoliticsDemocratic Politics►Unitary PoliticsUnitary Politics►Consolidated Principal PowerConsolidated Principal Power

The text states that “there are five perspectives The text states that “there are five perspectives

on school politics that might be beneficial to on school politics that might be beneficial to principals to understand within their own political, principals to understand within their own political,

school contexts.” What are the similarities and school contexts.” What are the similarities and differences between these perspectives and how differences between these perspectives and how can an understanding of them be beneficial to a can an understanding of them be beneficial to a

principal?principal?


Politics: Working with the Politics: Working with the Superintendent and Other External Superintendent and Other External

ForcesForces► What is Davis’s take on the politics of principal What is Davis’s take on the politics of principal

evaluations? Why would this important evaluations? Why would this important opportunity for self-reflection cause tension opportunity for self-reflection cause tension between a principal and superintendent?between a principal and superintendent?

► Read the eight suggestions for working within Read the eight suggestions for working within political systems and with superintendents. Do political systems and with superintendents. Do you find these tips useful? Why/why not? Can you find these tips useful? Why/why not? Can you think of any other suggestions for working you think of any other suggestions for working with the various political components of a with the various political components of a district to ensure the quality education of all district to ensure the quality education of all students?students?




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Standard 6: Candidates who complete the Standard 6: Candidates who complete the program are educational leaders who have the program are educational leaders who have the knowledge and ability to promote the success of knowledge and ability to promote the success of all students by understanding, responding to, all students by understanding, responding to, and influencing the larger political, social, and influencing the larger political, social, economic, legal, and cultural context. economic, legal, and cultural context.

Chapter 17:Chapter 17:Legal IssuesLegal Issues

Legal Basis for Public Legal Basis for Public EducationEducation

► Obviously, any administrator and Obviously, any administrator and educator needs to ensure that all of educator needs to ensure that all of their actions are lawful. The following their actions are lawful. The following slides will briefly outline the various slides will briefly outline the various sources of educational law.sources of educational law.

Chapter 17: Legal IssuesChapter 17: Legal Issues

Sources of Law: FederalSources of Law: Federal► The United States ConstitutionThe United States Constitution

Education is NOT specifically mentioned in the Constitution, so how can Education is NOT specifically mentioned in the Constitution, so how can the federal government regulate it?the federal government regulate it?

► Federal StatutesFederal Statutes Elementary and Secondary Education Act of 1965Elementary and Secondary Education Act of 1965 No Child Left Behind Act of 2002No Child Left Behind Act of 2002 Civil Rights Acts of 1964 & 1991Civil Rights Acts of 1964 & 1991

► Federal Administrative AgenciesFederal Administrative Agencies Department of EducationDepartment of Education Office of Civil RightsOffice of Civil Rights Equal Employment Opportunity CommissionEqual Employment Opportunity Commission Environmental Protection AgencyEnvironmental Protection Agency

► Case LawCase Law What power does the Supreme Court have concerning education?What power does the Supreme Court have concerning education?


Sources of Law: StateSources of Law: State►State ConstitutionsState Constitutions►State StatutesState Statutes►State Administrative AgenciesState Administrative Agencies►Case LawCase Law►Local Level (school districts and Local Level (school districts and

service centers)service centers)


What is the purpose and jurisdiction of each of What is the purpose and jurisdiction of each of the above sources for state education law?the above sources for state education law?

Sources of Law: JudicialSources of Law: Judicial►Federal Courts Federal Courts


U.S. Supreme Court

U.S. Circuit Courts (13)

U.S. District Courts (89)

►State CourtsState Courts State Supreme Court

Intermediate Appellate Courts

Courts of General Jurisdiction

(Superior and Circuit Courts)

Courts of Limited Jurisdiction (Municipal and

Small Claims)

Schools and the StateSchools and the State

Compulsory School Compulsory School AttendanceAttendance

Residency RequirementsResidency Requirements Church-State RelationsChurch-State Relations Prayer and Bible ReadingPrayer and Bible Reading Silent PrayerSilent Prayer Prayer at Graduation and Prayer at Graduation and

Extracurricular ActivitiesExtracurricular Activities


Equal Access ActEqual Access Act Released Time for Released Time for Religious InstructionReligious Instruction State Aid to Private State Aid to Private SchoolsSchools School FeesSchool Fees TransportationTransportation Textbooks, Courses, Textbooks, Courses, and Suppliesand Supplies Extracurricular Extracurricular ActivitiesActivities

The following are the most common and The following are the most common and pervasive issues administrators face concerning pervasive issues administrators face concerning state and local legal authority in educationstate and local legal authority in education

Schools and the State Schools and the State (cont’d)(cont’d)

► State’s control over State’s control over curriculum:curriculum: School districts must School districts must

offer curriculum offer curriculum prescribed by the prescribed by the legislature or lawlegislature or law

Recent cases uphold Recent cases uphold district’s power to ban district’s power to ban certain curriculum (but certain curriculum (but not for purely religious not for purely religious reasons)reasons)

► State-mandated State-mandated performance testing:performance testing: Strongly supported by Strongly supported by

NCLBNCLB Most controversy Most controversy

centers around using centers around using tests as graduation tests as graduation requirementsrequirements


What can a principal What can a principal do to minimize do to minimize

litigation in these litigation in these matters? matters?

Students and the LawStudents and the Law►Can a student, legally, say whatever Can a student, legally, say whatever

they want in a school? Why or why not? they want in a school? Why or why not? What is and is not protected by the First What is and is not protected by the First Amendment?Amendment?

►Can a student, legally, dress any way Can a student, legally, dress any way they see fit while in school? Why or why they see fit while in school? Why or why not? What are regulations concerning not? What are regulations concerning health and safety standards, gang-health and safety standards, gang-related dress, controversial slogans, related dress, controversial slogans, and school uniforms?and school uniforms?


Students and the Law Students and the Law (cont’d)(cont’d)

►Extracurricular ActivitiesExtracurricular Activities Conditions may be attached to Conditions may be attached to

participation in extracurricular activitiesparticipation in extracurricular activities►Student DisciplineStudent Discipline

What are the stipulations for suspensions, What are the stipulations for suspensions, disciplinary transfers, and expulsions?disciplinary transfers, and expulsions?

27 states ban corporeal punishment27 states ban corporeal punishment Protection from unreasonable search and Protection from unreasonable search and

seizure must be balanced with the need to seizure must be balanced with the need to maintain a safe school environmentmaintain a safe school environment


Students and the Law Students and the Law (cont’d)(cont’d)

►Students with disabilitiesStudents with disabilities As discussed in Chapter 6, a principal must As discussed in Chapter 6, a principal must

be very aware of the laws, acts, and be very aware of the laws, acts, and legislation concerning students with legislation concerning students with disabilitiesdisabilities

The most significant act, IDEA, assures that The most significant act, IDEA, assures that students with disabilities 1) receive a free students with disabilities 1) receive a free appropriate education, 2) are prepared for appropriate education, 2) are prepared for employment and independent living, 3) employment and independent living, 3) have their rights protected, and 4) receive have their rights protected, and 4) receive appropriate services from the state appropriate services from the state


Teachers and the LawTeachers and the Law► Certification: What are the standards for Certification: What are the standards for

certification in your state?certification in your state?► Contracts:Contracts:

Offer and acceptanceOffer and acceptance Competent partiesCompetent parties ConsiderationConsideration Legal subject matterLegal subject matter Proper formProper form

► Tenure:Tenure: Does your state provide tenure for teachers and other Does your state provide tenure for teachers and other

staff?staff?►Dismissal:Dismissal:

Each state mandates proper procedure. What is your Each state mandates proper procedure. What is your state’s procedure?state’s procedure?


Teachers and the Law: Sexual Teachers and the Law: Sexual HarassmentHarassment

►Litigated under Title VII of the Civil Rights Litigated under Title VII of the Civil Rights Act of 1964 and Title IX of the Education Act of 1964 and Title IX of the Education Amendments of 1972Amendments of 1972

► IncludesIncludes Sexual briberySexual bribery Sexual impositionSexual imposition Gender harassmentGender harassment Sexual coercionSexual coercion Sexual behaviorSexual behavior


Discourage with:Discourage with:No-tolerance policyNo-tolerance policyWide dissemination Wide dissemination of policyof policyEasy complaint filingEasy complaint filingPrompt and Prompt and objective objective investigationinvestigationAppropriate Appropriate remedial actionremedial action

Teachers and the Law: Teachers and the Law: DiscriminationDiscrimination

Federal statutes prohibit discrimination Federal statutes prohibit discrimination based on:based on: RaceRace GenderGender DisabilitiesDisabilities AgeAge ReligionReligion PregnancyPregnancy


Teachers and the Law: Collective Teachers and the Law: Collective BargainingBargaining

► Constitution protects free association rights Constitution protects free association rights but does not guarantee collective bargainingbut does not guarantee collective bargaining

► Bargaining issues to be aware of:Bargaining issues to be aware of: Management rightsManagement rights Narrow grievance definitionNarrow grievance definition No-strike provisionNo-strike provision Zipper clauseZipper clause Maintenance of standardsMaintenance of standards Just causeJust cause Reduction in forceReduction in force Wages and benefitsWages and benefits


Teachers and the Law: Teachers and the Law: Collective Bargaining (cont’d)Collective Bargaining (cont’d)

► The Bargaining ProcessThe Bargaining Process Negotiating team selectedNegotiating team selected Negotiations commenceNegotiations commence In the event of an impasse:In the event of an impasse:

1.1. MediationMediation2.2. Fact findingFact finding3.3. ArbitrationArbitration

► Bargaining Tactics:Bargaining Tactics: CounterproposalsCounterproposals TradeoffsTradeoffs CaucusCaucus


Tort LiabilityTort Liability►Tort = civil wrong (not contracts) for Tort = civil wrong (not contracts) for

which a court can award damageswhich a court can award damages

To establish To establish negligence:negligence:

DutyDuty Standard of careStandard of care Proximate causeProximate cause InjuryInjury

Defense against Defense against negligence:negligence:

Contributory Contributory negligencenegligence

Assumption of riskAssumption of risk Comparative Comparative

negligencenegligence Governmental Governmental

immunityimmunity




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the principalship: vision to action

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cultivating culture

community relationschapter

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