The Principalship: Vision To Action: Fred C. Lunenberg Beverly J. Irby

The Principalship: Vision to Action
Fred C. Lunenberg Beverly J. Irby
Table of Contents
(Click chapter title to navigate)
Chapter 1: Cultivating Community, Culture and Learning Chapter 2: Creating a Vision for Learning Chapter 3: Curriculum Development and Implementation Chapter 4: Teaching and Learning Chapter 5: Professional Development Chapter 6: Student Services Chapter 7: Organizational Structures Chapter 8: The Principal as Decision Maker
Table of Contents (contd)

(Click chapter title to navigate)
Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter
9: Developing Effective Communication 10: The Principal and Change 11: Budgeting and School Facilities 12: Creating Safe Schools 13: Human Resource Management 14: Community Relations 15: The Principal and Ethics 16: Political and Policy Context 17: Legal Issues
Chapter 1: Cultivating Community Community, Culture and Learning
Chapter 1: Cultivating Culture, Community and Learning
Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders
Review the language of the seven standards in your text book Re-write each in plain English Discuss the purpose of each standard; i.e. Why would the Consortium consider this a valuable standard?
The Role of the Principal

Historically:
Principal Assistant principal Dean of Students Assistant principal Administrative Staff

A NEW APPROACH
Assistant principal Counselors
LEADING FROM THE CENTER
students
community PRINCIPAL
staff
parents
teachers
Compare and Contrast the Historic Approach to the New Approach

Historic New
Principal rules top-down Leadership dispersed according to authority A power over approach Principal is the leader
Principal works collaboratively Leadership dispersed according to competence A power to approach Principal is the leader of leaders
Briefly discuss the advantages and disadvantages of each approach. What factors might have contributed to the shifting paradigm?
Creating a Professional Learning Community

Create
a mission statement: Why does the school exist? What is its purpose? Develop a vision: What does the school wish to become? How can schools avoid the following?
tradition of isolation
Creating a Professional Learning Community (contd)

Develop
value statements: What attitudes and behaviors do stakeholders value and which will teachers pledge to demonstrate? Establish Goals:
Concrete evidence of implementation of school improvement Influenced by a districts administrators Reflect a desired end result
BENEFITS TO SETTING GOALS
Setting clearly defined goals benefits all stakeholders by fostering

Commitment:
individuals have a personal stake in outcomes Standards: enable principals to analyze performance objectively Targets: give individuals a concrete outcome, rather than a subjective one Motivation: encourages individuals to perform at highest levels
What is the practical application of the vision setting process?
properly conceived vision serves as a filter for the myriad of daily decisions a principal is asked to make.
V I S I O N
Decisions that benefit all stakeholders in an ethical and fair manner
Developing a Culture
What is culture? The most common characteristics of norms culture:

observed behavioral regularities
dominant values CULTURE
feelings rules
philosophy
Consider heroes and heroines, traditions and rituals, and cultural networks
Maintaining School Culture

1.
2.
3. 4. 5. 6. 7.
Hire staff carefully Train staff in desired school culture Instruct staff in technical aspects of job Reward staff for performances that reflect the values of the culture Adhere closely to values of the culture Reinforce rites and rituals of culture Identify and make available staff to serve as role models
The Principal as Instructional Leader The focus on results, the focus on student achievement, the focus on students learning at high levels - can only happen if teaching and learning become the central focus of the school and the central focus of the principal (Blase & Blase, 2003; Castallo, 2001; Lambert, 2003).
Focus
on learning: What is the difference between teaching and learning? What questions do you need to consider to facilitate this shift? Encourage Collaboration: Why is collaboration beneficial? Analyze Results: What type of data should be disaggregated and into what categories?
Shift instruction from teaching to learning
Provide
Support: What training do teachers need to facilitate this shift? What would the outcome of this support and shift look like in the classroom? Align Curriculum, Instruction, and Assessment: How does this reflect NCLB? Despite criticisms of teaching to a test, what are the clear benefits to an assessment driven curriculum?
Shift instruction from teaching to learning
Return to Table of Contents Return to Beginning of Current Chapter Proceed to Next Chapter
End Presentation
Chapter 2: Creating a Vision for Learning

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

In
addition to critical thinking and imagination, the following factors must be considered in creating a vision:
The Global Society (poverty, race, gender, assimilation, etc.) Challenges in Learning (underachieving minority groups, physical and mental abuse, other sources of education)
Basic
Bringing the Vision Home to the School Culture

tenants of the No Child Left Behind Act of 2001:
Schools are accountable for achievement of ALL students Schools must hire highly qualified teachers Schools implement research-based programs and practices
How do these criteria impact how you would create a vision for your school?
The Systemic Vision

Contextual
AND dependent upon relationships:

MISSION AND GOALS ACCOMPLISHED
District Vision, Mission, and Goals
Motivated Students
Beliefs, Attitudes, and Values (of the leader, faculty, staff, and community)
Relationships Built
Deeper Understanding of Individuals and the Organization
Campus Vision, Mission, and Goals
Collaboratively Developed Action Plan for Accomplishing Goals
Creating a Vision
The principal must consider: 1. Where has the school been? 2. Where is the school currently? 3. Where should the school be in 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 as a Doorway to Creating a Vision

1. 2. 3. 4. 5. 6. 7. Philosophy of education Philosophy of leadership Vision for learners Vision for teachers Vision of organization Vision of professional growth Method of vision attainment
A leadership framework should include:
Why is the leadership framework a useful tool for creating a vision?
Shepherding the Vision

BEWARE OF Tradition Scorn Nay-Sayers Complacency Weariness Short-range thinking
Shepherding the Vision (contd)

Encourage
Building ownership in the vision Thinking of the long-term benefits Seeking input from stakeholders Building confidence in stakeholders Staying with the vision Staying focused Keeping stakeholders alert to any changes Demonstrating how focus results in efficiency, effectiveness, and productivity
Mission Statements vs. Goal Statements

Goal Statements Break the mission and vision down into specific and measurable steps The tangible results a school is trying to achieve Guided by the mission and vision
Mission Statements State the purpose of the school, both generally and specifically Guide decision-making processes Guided by the vision and explain how it will be obtained
Creating Goals to Obtain a Vision

Consider
the hierarchy of goals: A meansend analysis can help a principal prioritize and organize goals
What is necessary for the hierarchy shown in figure 2-3 to operate cohesively in order to achieve a stated vision?
What Makes an Effective Goal?

Clarity
and specificity Time frame Key areas Challenging but realistic Linked to rewards
Why are these criteria needed for a goal to be considered effective?
The Goal Setting Process

Setting Goals Revise and Update
Developing Action Plans
Recycle
Monitoring Performance Revise and Update
Evaluating Results
Common Problems with Goal Setting
Lack
of top-management support Time-consuming Excessive paperwork Overemphasis on quantitative goals Administrative style Prepackaged programs
How would you overcome each of these obstacles?
Tips for Effective Goal Setting

Develop
a specific organizational structure Create a positive leadership climate Maintain the means-ends chain of goals Train principals Emphasize periodic feedback sessions
Once goals have been set, the principal must determine HOW they will be obtained. This leads to
Developing Plans for Attaining Goals

Operational plans are developed at the Strategic plans define to means by lower levels of the district thespecify the which the achieving operational means towardgoals of the school are to be attained goals and supporting tactical planning activities Standing plans are predetermined Tactical plans are designed to statements that strategic plans and help execute help decision makers handle repetitive a specific part of to accomplish situations in a consistent manner the districts strategy
Operational Plan Standing Plans
Tactical Plan Strategic Plan
Tactical Plan
Time Frame for Plans
End Presentation
Chapter 3: Curriculum Development and Implementation

Concepts and Models of Curriculum
Consider
the traditional concepts and models of curriculum outlined in the first 15 pages of chapter 3. Which of these do you most closely align yourself? Why? What different visions and goals would emerge from each of these models? Now, lets look at some more modern curriculum models
Modern Models of Curriculum

Most
have an emphasis on interdisciplinary courses, open-ended systems, intergenerational and inter-professional relationships, Socratic dialogue, multidimensional assessments, and multiculturalism (McNabb, 1995). Most are open educational systems Consider the above statements and the late 20th century definitions of curriculum in your textbook.
How do modern models of curriculum reflect todays society? A closer look
The Irby and Lunenberg Model

Curriculum must be: Led by the principal but developed collaboratively Considerate of the community Responsive to student needs Connected to vision and mission of the school Reflective of the needs of a global society Able to be assessed in terms of student performance Integrated systematically
The Ornstein Model
Systemic approach: recognizes that the actions within the organization impact curriculum decisions 7 categories to the model:
1. 2. 3. 4. 5. 6. 7. Political Forces Knowledge Industry External Groups Content Instructional Activities Evaluation Supervision of Curriculum
Examine Figure 3-6. How do these 7 categories interact to create a model of curriculum?
The Eisner Model
Five dimensions needed for successful schools:

1. 2. 3. 4. 5. The The The The The Intentional Structural Curriculum Pedagogical Evaluative
What is meant by each of these dimensions and how could they work together to create successful schools?
Relationship of Curriculum to Instruction

of a Curriculum Plan
Functions
To produce a curriculum for an identifiable population To implement the curriculum in a specific school To appraise the effectiveness of the curriculum developed Read the 15 characteristics identified by Tomlinson and Allan. Why must a principal take these characteristics into consideration in order to make positive changes to the curriculum?
While
the principal does not need to provide ALL of the curriculum leadership, the most effective ones collect information and use it to facilitate curriculum development In order to share the responsibility for curriculum leadership a principal should:
Allow teachers to take responsibility for curriculum Arrange schedule to give teachers time to work on curriculum Provide staff development Provide resources Create a community of learners (see Figure 13-9)
The Principal as the Curriculum and Instructional Leader
Curriculum Goals and Instructional Objectives

To achieve teacher and staff Curriculum Goals = buy-in a principal needs Objectives Instructional to offer: 1. Data that support the need for change performance, broad, general required 2. Information that supports theconditions for contexts changes in similar behavior, statements to help 3. Connection between develop programs of goals and achievement measures and level of performance instructionon usability, simplicity, andWhat the student actually 4. Focus effectiveness
DOES What you WANT the 5. Clear relationships between changes and the vision students to do for teachers and staff to participate in goal 6. Opportunities
and objective creation
Curriculum Goals and Instructional Objectives (contd)

Classifying objectives
Cognitive
1. 2. 3.
Psychomotor
1.
2. 3.
4.
5. 6.
Knowledge Comprehension Application Analysis Synthesis Evaluation Receiving Responding Valuing Organization Characterization
4.
5. 6.
Affective
1. 2. 3. 4. 5.
Reflex movements Basic-fundamental movements Perceptual abilities Physical abilities Skilled movements Non-discursive communication
REMEMBER: 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 Assessment

Why a needs assessment? Assists with developing or revising curriculum and assessment Ensures a dynamic and responsive curriculum Gives teachers information about learners At the curriculum level, a needs assessment includes a(n): 1. Review and analysis of standards 2. Review of curriculum from successful districts 3. Interview of students, teachers, and parents 4. Review of current students work 5. Review of related literature and best practices
Aligning the Curriculum

After
a needs assessment, curriculum alignment shows WHAT will be taught in all subject areas and at each grade level Curriculum mapping provides scope and sequence of WHEN skills will be taught Curriculum benchmarking provides periodic assessments and minimum standards of achievement Curriculum audits help identify strengths and gaps in instructional practices Instructional differentiation attempts to determine which instructional methods are best for all learners
Focusing the Vision and the Schools Mission through Curriculum
The
principal is the curriculum or instructional specialist or leader who does have the understanding of philosophy, the clarity of vision, and the technical skills to move his/her programs toward meaningful activity. Consider how the case study of Mauka Lani Elementary School exemplifies this alignment and call to action.
End Presentation
Chapter 4: Teaching and Learning

The Principal and Instructional Planning
Instructional
planning should be a selfreflective tool How does the cycle described in Figure 4-1 promote successful instructional planning? What are the benefits to instructional planning?
Provides
a daily map Targets learner benchmarks Ensures that teacher follows up on identified weaknesses Reinforces teachers understanding of content knowledge Intertwined with the curriculum alignment process Beyond instructional planning, what are the added positive outcomes of the above listed benefits?
Benefits of Instructional Planning
The Principal and Instructional Planning (contd)

Promoting
Reflective Planning: What questions would you pose to a struggling teacher concerning goals, objectives, instructional activities, assessment, revision, and implementation?
Using
Student Data to Drive Instructional Planning: What are some of the obstacles that educators face in properly using student data to aid in instructional planning? How would you overcome these obstacles? Consider the anecdote of Dr. John Barrera. How does this example demonstrate the proper use of student data? REMEMBER!

Using
Students Cultural Backgrounds in Instructional Planning

Do not use ONLY student achievement data Consider also: Ethno-instruction and Differentiated Instruction Why are these two strategies increasingly important in todays classrooms?
Information Processing
Read
the various theories of information processing as outlined in your text. Which theory/theories do you think best explain how people process information and why? Why is it important for a principal to have a working knowledge of these various theories? How could you develop these theories into practical applications at your school?
The Effective Schools Model

What
makes anCLEAR AND FOCUSED effective school? Research MISSION shows the following
STRONG INSTRUCTIONAL LEADERSHIP POSITIVE HOME-SCHOOL RELATIONS HIGH EXPECTATIONS
FREQUENT MONITORING
SAFE AND ORDERLY ENVIRONMENT
OPPORTUNITY TO LEARN
Effective Teaching Practices: The 12 Principles

1. 2. 3.
4.
Students can learn best within cohesive and caring communities Students learn more when time is allocated to curriculum related events All components of curriculum are aligned in a cohesive program designed to achieve specific goals Teacher can prepare students for learning by providing initial structure
Effective Teaching Practices: The 12 Principles (contd)

5.
6. 7.
8.
Content is explained clearly and developed with emphasis on structure and connections Questions are planned to engage students in sustained discourse Students receive sufficient opportunities to practice and apply what theyve learned and to receive feedback Teacher provides assistance to enable students to engage in learning activities
Effective Teaching Practices: The 12 Principles (contd)
9.
10. 11.
12.
Teacher models and instructs students in learning and self-regulation strategies Students often benefit from working in pairs or small groups Teacher uses variety of formal and informal assessment methods Teacher establishes and follows through on appropriate expectations for learning outcomes
Conditions for Learning and Best Practices

Conditions for Learning
School is warm and inviting Curriculum includes fine arts Students learn to be effective citizens Students learn to develop skills for the workplace School has smaller class sizes Support staff is available School reviews self Data and evidence drive decisions
Why are these (and the other conditions listed) considered necessary conditions for learning? Can you think of any others?
Models of Observation
Read
the NCTAFs 5 propositions deemed essential for accomplished teaching Do you agree that these 5 conditions are necessary? Why/why not? Can you think of any other essential propositions? How can a knowledge of these 5 propositions help a principal improve the effectiveness of teaching and learning at his/her school?
Models of Observation (contd)

Formative
Evaluation Summative Evaluation Classroom Observations Walk-Through Observations Peer Coaching

As a teacher, which of these types of observation do/did you prefer? Why? As a principal, which of these types of observation do you think will be most helpful? Why?
End Presentation
Chapter 5: Professional Development

The Mission of Principals Related to Professional Development (PD)

Well read and educated in latest research
Thinks forward and consequentially
Sensitive to students and community
Analyzes impact on campus
THE IDEAL PD PRINCIPAL
The Principals Mission to Teachers PD
PLAN:
Work with teachers to develop a comprehensive PD targeted at individual and collective needs
What is the advantage to this approach to teachers PD?
PROVIDE:
Resources (time and money) for teachers to be reflective about their practices
High Quality PD
Consider
Knowles observations:
Adult learners need to be self-directed Adult learners display readiness to learn why they have a perceived need Adult learners desire immediate application of new skills and knowledge
Do you agree with Knowles findings? What are the implications of these findings on an effective PD program?
The Ten Principles of Effective PD

1.
2. 3.
4. 5.
Effective PD focuses on teachers as central to student learning, yet includes other members of the school community Effective PD focuses on the individual, collegial, and organizational improvement Effective PD respects and nurtures the intellectual and leadership capacity of teachers, principals, and others in the school community Effective PD reflects best available research and practice in teaching, learning, and leadership Effective PD enables teachers to develop further expertise in subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards
The Ten Principles of Effective PD (contd)

6.
7.
8. 9. 10.
Effective PD promotes continuous inquiry and improvement embedded in the daily life of schools Effective PD is planned collaboratively by those who will participate in and facilitate that development Effective PD requires substantial time and other resources Effective PD is driven by a coherent long-term plan Effective PD is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning; and this assessment guides subsequent professional development efforts What would a PD program that utilizes all of these principles look like?
The Principals Mission for Personal Professional Development

Why
is it essential that principals develop their own PD plan? Read the description of the PD Portfolio. What are the various components of the Portfolio and how do they work together to ensure that the principal embarks on a successful and effective PD plan? Review your own Portfolio (start one if you have not already). What components are missing or need to be updated?
End Presentation
Chapter 6: Student Services

Guidance and Counseling Services

To
provide for the realization of student potentialities To help children with developing problems To contribute to the development of the schools curriculum To provide teachers with technical assistance To contribute to the mutual adjustment of students and the school Assess the scope of the guidance and counseling services offered on your campus.
Guidance and Counseling Services (contd)

Role
of the Counselor Personal/social issues Educational issues Career planning
Major
Services Assessment Information Placement and follow-up Counseling (Directive, Nondirective, and Eclectic Counseling)
Guidance and Counseling Services (contd)

When
evaluating the program, consider
Using these 10 criteria, Student needs evaluate the guidance and Cooperation counseling program at Process and product your school or one you have worked at in the Balance past. How can these Stability characteristics help you Flexibility plan for an effective Qualified counselors program at your school? Adequate counselor-student ratio Physical facilities Records
Attendance and Student Records

Cumulative
records should contain:

Personal data sheet Parents report Childs self-concept Sociogram Behavior reports Standardized test data
What is the purpose of ensuring that these artifacts appear in students cumulative record?
Evaluating Student Progress

As
NCLB stresses AYP and accountability, evaluating student progress has become a critical role for the 21st century principal. Assessment can serve various purposes:
Help student understand self Provide information for education/vocational counseling Help staff understand student population Evaluate the academic progress of students Help administrative staff appraise programs Facilitate curriculum revision Make instructional management decisions Make decisions about screening students Make program decisions
Evaluating Student Progress (contd)
While many bemoan the NCLBs emphasis on testing, assessment clearly has its benefits if the testing program is well developed
Minimum components of testing battery:
Emerging reading tests 2. Learning readiness tests 3. Intelligence tests 4. Achievement tests 5. Interest and aptitude tests
1.
Reporting to Parents/Family
Any
teacher knows that grading has its difficulties. Among them are:
Teacher variability Unreliable aptitude scores for all students Policy variability Variety of alternatives to traditional methods
How can a principal account for and deal with these difficulties?
Compare your solutions with the following
Methods of Reporting Grades

Percentage
method Letter method Descriptive method Percentile method Three-group method Rank method T-score method
What are the benefits and drawbacks to each of these methods? In what circumstances would you use one method over another?
Extracurricular Activities
Shouldnt
principals be concerned solely with the academic program at their school? Extracurricular activities are vital to help students develop skills and talents not readily tapped into in the traditional core subjects. Read the texts explanation of the functions of these activities. Can you think of any others?
Special Education Services

Key
Legislation:
Section 504 of the Rehabilitation Act of 1973 Education for All Handicapped Act of 1975 Americans with Disabilities Act of 1990 Individuals with Disabilities Act (IDEA)
Key
Components of IDEA:
Related Services Due Process Discipline Make sure you are familiar with these terms and their legal implications. Remember that a principal must ensure the quality education of ALL students.
Gifted Education
The
area of Gifted Education is growing rapidly and principals must be aware of how to best serve this special population. Gifted students will NOT thrive on their own; they need and deserve the services, attention, and resources to best develop their gifts and talents. Refer to Figure 6-2 for a list of options that will help to meet the needs of gifted students
Bilingual Education
As
with the gifted population, students requiring bilingual services are also rapidly growing Principals must consider the following when creating an ESL program:
State guidelines Student population to be served District resources
Bilingual Education (contd)

Principals
must be aware of the following terms
Early-exit Late-exit Immersion Dual immersion Submersion Dual-language Two-way
Bilingual Education (contd)

ESL
Program Models:
Pull Out Class Period Shelter English or Content-based Programs Structured English Immersion High Intensity Language Training Programs
When would it be appropriate to use each of the above models?
End Presentation
The Big Cheese

Jr. Cheese Asst. Cheese Assoc. Cheese
Chapter 7: Organizational Structures

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

Job
Specialization Departmentalization Delegation Decentralization Span of Management

What do each of these terms mean and how do they help to explain the concept of an organizational structure?
Schools as Open Systems

Schools
are open systems because they interact with their environments Inputs = human, financial, physical, and information resources Transformation Process = combining and coordinating resources to attain goals Outputs = prepared and educated students, staff and community satisfaction Feedback = student, parent, staff, and community reaction to output
Leadership Functions
Planning Monitoring Leading
How can an understanding of the interplay between these functions help a principal to more effectively manage the organizational structure of their school?
Organizing
Administrative Roles
Principal
Activities:
Heavy Workload at a Fast Pace Variety, Fragmentation, and Brevity Oral Communication
Are these activities unique to the role of the principal? Which of these do you find most daunting? Which of these comes naturally to you?
Management Skills
Skills: Ones mental ability to acquire, analyze, and interpret information Human Skills: Ones ability to motivate, facilitate, coordinate, lead, communicate, manage conflict, and get along with others Technical Skills: Ones ability to use knowledge, methods, and techniques of a specific discipline Consider Figure 7-3. At what level would you place yourself? Your current administrators? How does one move up the hierarchy?
Conceptual
Effective Principals
Task
Dimensions: Consider Sashkin and Huddles 13 task dimensions of a principal. How can you deliberately design your actions to build cultural as well as managerial linkages? Human Resource Activities: Consider the list of traits of ineffective administrators. Why would these be detriments to an effective principal and how could you correct each of these shortcomings?
Effective vs. Successful Administrators

Successful
Effective
= how well a principal was evaluated by subordinates Most time on taskrelated communication Human resource management
promotion Little time on human resource management Good at networking Politically savvy
= rapid
Are these findings surprising to you? What are their implications?
The Demise of Bureaucracy

What
is the harm of bureaucracy? Explain why each of the following are seen as negative features to bureaucracy, especially in education.
Division of labor and specialization Reliance on rules and procedures Emphasis on hierarchy of authority Lifelong careers and evaluation Impersonality
So what are the alternatives?
Emergent Models of Organizational Structure
System
4 Design Site Based Management Transformational Leadership Synergistic Leadership Theory Total Quality Management (TQM)
Read the description of each model carefully. Which one appeals to you the most and why? Regardless of which model you find most intriguing, consider
10 Concepts Helpful in Restructuring the Content of Schooling

Heterogeneous grouping Cooperative learning High expectations for all Responsiveness to student diversity Emphasis on active learning
Essential
curriculum Authentic assessment Technology as a tool Time as a learning resource Diverse pedagogy
End Presentation
Chapter 8: The Principal as Decision Maker

The Nature of Decision Making

Making a choice from a number of options
Decision Making
Understanding how a decision was reached
Purpose or goal achieved
The Decision Making Process

Identifying the problem
Generating alternatives
Evaluating alternatives Choosing an alternative
Recycle process as necessary
Implementing the decision

Evaluating decision effectiveness
The Rational Decision Maker

What
is rational decision making?
Problem is clear Single goal is to be achieved All alternatives and consequences are known Preferences are clear Preferences are constant and stable No time or cost constraints Final choice will maximize economic payoff
Do these assumptions seem applicable to most school organizations you are aware of? Rationality seems limited, so
Limits to Rationality
Bounded
Rationality:
Decisions based on incomplete comprehension of the problem Decision makers will not succeed in generating all possible solutions Alternatives are evaluated incompletely Ultimate decision must be based on criterion other than maximization
Consider:
Satisfying, Heuristics, Primacy/Recency Effect, Bolstering the Alternative, Intuition, Incrementalizing, the Garbage-Can Model
How can these processes compensate for the limits to rationality and allow a principal to make effective decisions?
Shared Decision Making
Often committees, teams, councils, etc. must make decisions too. In these instances, an understanding of the shared decision making process is necessary. To help involve teachers in the process, consider Huddleston, Claspell, and Killions method: Readiness: prepare for shared decision making Experimentation: build comfort in the decision making process Refinement: share the decision making process Institutionalization: shared decision making becomes norm This process is not flawless. What are the advantages and disadvantages to shared decision making?
Advantages and Disadvantages to Shared Decision Making
Greater sum total Social pressures toward knowledge conformity Obviously, a principal needs to carefully consider of decision making Greater number if the shared Individual domination process is appropriate for any given approaches to the Conflicting secondary situation. Read Williamss list of skills needed problem for effective site-based decision making. Do goals Greater number of these tips seem do-able? Now read Undesirable through the model provided in the text. alternatives compromises While seemingly esoteric, what are the Increased acceptance of and advantages to this practical applications Ambiguous responsibility a decision method? More time needed Better comprehension of a problem and decision
Decision Making Pattern Choice

An
alternative model to shared decision making, this approach focuses on a continuum of leadership from boss-centered to subordinate-centered Review Figure 8-4 for a more detailed look at this approach The principal must consider the forces in the leader, forces in the group members, forces in the situation, and long-run goals and strategy
Decision Making Pattern Choice (Contd)
Forces in the leader that determine which of the patterns to choose from:
Value system Confidence in group members Leadership inclinations Feelings of security in uncertain situation
Forces in the situation that create pressure:

The problem Time constraints
Long-run goals and strategy to consider:

Raising level of motivation Improving quality of decisions Developing teamwork and morale Furthering individual development Increasing readiness to accept change
Forces in the group members that allow for greater freedom:

High need for independence Readiness to assume responsibility High tolerance for ambiguity Interested in problem Understand goals Have necessary knowledge Expect to share in process
There is no formula for perfect decision making. An effective principal must consider the forces in a given situation and assess which should influence him or her in a given situation.
The Synergistic Decision Making Approach

Listening
Active listening with respect, consideration, and no judgment
Responding
Paraphrase; be respectful; assume sincerity; avoid pre-judgment
Reinforcing
Build on previous remarks to encourage a free, non-competitive, and diverse discussion
Clarifying
When confusion arises, phrase neutral questions, avoid condescension, avoid impatience, and do not assume you have the answer
Do you think teachers would be receptive to this process? Why or why not?
End Presentation
Chapter 9: Developing Effective Communication

The Communication Process

Communication
= the process of transmitting information from one person to another

Encode Sender Decode Medium Message Decode Receiver Encode
Noise
Feedback
Read
the tips in the text on planning a successful communication process. What have been the positive traits of past communication processes you have been involved in? Negative traits?
Organizational Communication
The following slides will take a closer look at different categories of communication:
Downward Upward Horizontal Formal Communication Networks
Informal Communication Networks
Downward Communication
Information
transmits from higher to lower levels Purposes of downward communication

Implement goals and strategies Job instruction and rationale Procedures and practices Performance feedback Socialization
What situations warrant downward communication? Which situations would be inappropriate?
Upward Communication
Information
transmits from lower to higher levels Types of information in upward communication Problems and expectations Suggestions for improvement Performance reports Grievances and disputes Financial and accounting information Read through the barriers to effective upward communication and the tips to improve it. What other barriers have you encountered in upward communication? What could a principal have done to overcome those barriers?
Horizontal Communication
Information
transmits laterally or diagonally across lines of formal chain of command; essential for increasing coordination Categories of horizontal communication
Intradepartmental problem solving Interdepartmental coordination Staff advice to line departments
Communication Networks
The three previous communication patterns can combine to form five common networks 1. Chain: line authority relationships 2. Y: two or more interacting members report to a single supervisor What are the advantages and 3. Wheel: several non-interacting members report to a disadvantages to each of these single supervisor communication networks? 4. Circle: members interact with adjoining members, but not others 5. All-Channel: members interact with adjoining members and all others Informal network: The grapevine flows in all directions and is not fixed by any formal organizational chart
Managing Communication: Barriers

Process
barriers: blocked communication with sender, encoding, medium, decoding, receiver, or feedback Physical barriers: concrete and real factors that block communication Semantic barriers: variations and misunderstandings of connotations Psychosocial barriers: factors such as fields of experience, filtering, and psychological distance that inhibit effective communication
How can you, as a principal, work to overcome these barriers? What has been the cause of communication breakdowns you have experienced in the past? How does your experience compare with the list of factors listed in the text?
Improving Communication Effectiveness
All members of the communication process are responsible for improving communication What can a sender (a principal) do to improve communication with various stakeholders? Consider the Ten Commandments listed in the text. What can receivers do to improve communication? Again, consider the ten suggestions in the text. What is active listening? What can one do to improve giving responsive feedback? What types of non-verbal communication should one be aware of? Do the suggestions given in the text seem practical? Select at least one strategy posited from the questions posed above and explain how you would use it to improve your own communication. Then, go do it!
End Presentation
The Principal and Change

Chapter 10:
Chapter 10: The Principal and Change
The Nature of Organizational Change
While most systems tend toward the status quo, principals must anticipate and direct change positively
External forces for change: the marketplace, laws and regulations, technology, labor markets, economic changes what else? Internal forces for change: problems with processes or peoplesuch as?
And yet, there is often strong resistance to change
Why Is Change Resisted?

Uncertainty
Concern
over personal loss Group resistance Dependence Trust Awareness of weaknesses
Why have you resisted change in the past?

What can a principal do to overcome this resistance?
Overcoming Resistance to Change

Some
strategies:
Education and communication Participation and involvement Facilitation and support Negotiation and agreement Manipulation and cooptation Explicit and implicit coercion
Which of these strategies do you think would be most effective? Why? In what types of situations would you use each? What other strategies can you think of?
Getting Reform Right: What Works and What Doesnt

Current
research suggests the following:
Change is learning Change is a journey, not a blueprint Problems are our friends Change is resource-hungry Change requires the power to manage it Change is systematic All large-scale change is implemented locally
Managing Change
Types
of change agents:
Outside pressure type People-change-technology type Analysis-for-the-top type Organization-development type
What are some real-world examples of each of these types?
Change
agent roles:
When would a principal need to play each of these roles?
Consulting Training Research
Managing Change (contd)

Common
characteristics of effective change
Hemophily Empathy Linkage Proximity Structuring Capacity Openness Reward Energy Synergy
Why are these desired characteristics of a change agent?
The Change Process

Phase
Phase
Phase Phase Phase Phase
1: 2: 3: 4: 5: 6:
Pressure and arousal Intervention and reorientation Diagnosis and recognition Invention and commitment Experimentation and search Reinforcement and acceptance
Note that this model focuses on the role of the change agent (i.e. the principal). What would a principal actually be doing in each of these phases?
Build
a vision Create a positive climate Mobilize Engage community support Train Provide resources Remove barriers
Promoting Successful School Change
Please note that the previous and subsequent chapters deal with each of these strategies.
Change Strategies
Process
Strategies
Structural
Survey feedback Team building Process consultation Quality of work life
Strategies Goal setting Job redesign Quality circles Strategic planning
End Presentation
Chapter 11: Budgeting and School Facilities

Basic Terms to Know

Expenditures Current
Expenses Capital Outlay Debt Service Revenue Fiscally Independent vs. Fiscally Dependent Districts Fiscal Neutrality Standard
The Budgeting Process

Board of Education
Superintendent
CFO
AS Budget Committee Division Head: Elementary
AS
AS
Division Head: Secondary
Elementary Building Principal
Secondary Building Principal
Financial Controls
What are the purposes of financial controls?

Assist principals in acquiring, allocating, and evaluating the use of financial resources Allow districts to pay short- and long-term debts Protect districts from theft, fraud, etc.
Two
types: internal control and financial audits
Internal Control
The policies and procedures used by a district to safeguard assets and verify accounting data Effective internal control should include
1. 2. 3. 4. 5.
Clear, formal organization Accounts for each administrative unit Handling and record keeping of assets should not be done by the same employee No one person has control over all phases of any given transaction No redundant work, but employees should check work
Financial Audits
Independent
appraisal of districts accounting, financial, and operational systems Two types

External: conducted by experts outside of the district to verify district accuracy Internal: conducted by district employees to examine the accuracy of financial reports What would be the various advantages and disadvantages to external and internal audits?
Zero-Base Budgeting
A district starts the budgeting process at zero every year Not just adjustments to last years budget; EVERY expenditure must be justified Three steps:
AN ALTERNATIVE 1. Identify Decision Units BUDGETING SYSTEM 2. Develop Decision Packages

3.
Rank the Decision Packages
What parts of a districts organization would be best served by zero-based budget and why?
Planning-Programming-Budgeting Systems

Similar to ZBB, but not all programs need be justified The basic steps:
Specify goals 2. Search for relevant alternatives 3. Measure the costs of the programs for several years 4. Evaluate the output of each program
1.
The textbook states that PPBS has not been the great tool in practice that its logic would imply. Why might this be?
School Facilities Management
Principals in the 21st century must be aware of:

Rising school infrastructure costs New school constructs costs Environmental hazards inherent with aging facilities
School Infrastructure Costs

Infrastructure
= the physical facilities that make up a school building (plumbing, heating, electrical, sewer, etc.) Which areas do you think would have the schools in the best/worst condition? How much of ones budget should be allocated to these costs?
Experts say 5%, but most schools put aside only 3%
Why are schools falling apart and why do repairs cost so much?
1.
2. 3. 4.
5.
6.
Age of facilities Energy prices Weather conditions Density and vandalism Newer buildings A ticking time bomb: most educators and the public simply do not pay attention to the ailing infrastructure of Americas schools
Financing School Construction

With
ever increasing public school enrollments, building new schools will become a large factor in many districts throughout the country. According to the text, what are some unique challenges that building new schools brings about? How are schools built today fundamentally different from schools built decades ago?
Environmental Hazards
Every
principal should be aware of:
Asbestos Radon gas School lead Indoor air quality Electromagnetic fields
What dangers do each of these hazards present and how might a principal safely handle each?
End Presentation
Chapter 12:
Creating Safe Schools
Chapter 12: Creating Safe Schools
School Violence and Drug Use

What
does the research say?
Read the bulleted points from the selected studies presented in the text. Do these findings surprise you? Why/why not? Brainstorm some action plans and strategies that a principal could implement to address the trends identified in these studies.
An Action Plan: 6 Strategies for Success

Predict School Violence Prevent School Violence Focus Resources on Schools Strengthen the System Develop a Crisis Management Plan Create an Orderly Climate for Learning
1.
2.
3. 4. 5. 6.
These strategies are, of course, not meant to be used in isolation of one another; a combination of all or some of the strategies, depending on your school climate, will surely help you create a safe school.
Strategy #1: Predict School Violence

Collect and analyze data Identify problem students and provide support Identify problem teachers and provide support and training
Strategy #2: Prevent School Violence

Toughen Weapons Laws: What specific policies should a principal advocate in order to achieve this? Deal with Violent Students: What specific strategies should a principal use?
Strategy #3: Focus Resources on Schools

Fund
the Basic Education Program Teach Violence Prevention Establish Task Forces How could a principal implement this strategy considering the other financial demands a school faces?
Strategy #4: Strengthen the System

Improve
the Juvenile Code Create a State Center for the Prevention of School Violence
How, realistically, can a principal affect these systems that are seemingly out of their jurisdiction?
Strategy #5: Develop a Crisis Management Plan

Form a School-wide Crisis Management Team Conduct an Ongoing, School-wide Safety Audit Develop Policies and Procedures for Various Emergencies Conduct Safety Drills How could you best communicate the need to Develop a School-wide Discipline Plan follow these steps to a resistant staff? Provide a Means for Students to Communicate Information to Staff Teach Students Alternatives to Violence Evaluate Administrative Practices of the School Use Resources to Identify Students At-Risk for Violent Behavior
Strategy #6: Create an Orderly Climate for Learning

Establish
and Emphasize Goals Establish Rules and Procedures Improve Teacher-Student Relations in the Classroom
What specific rules and procedures would be most helpful in creating a safe school? What specific strategies can a principal and/or teacher use to improve teacher-student relations?
Consider
What
are the pros and cons of each of the six previous strategies? Beside creating safer schools, what are the other positive outcomes of these strategies? Which of the strategies (or combination of strategies) would you be most likely to implement in your school and why? Beyond these six strategies, what else can principals do to ensure that their school is a safe one?
End Presentation
Chapter 13: Human Resource Management

The Human Resource Management Process

Recruitment
Selection
Legal Constraints
Union Demands
Staff Development Performance Appraisal
Recruitment of Staff
Before recruitment can commence, principals should:

Analyze the job requirements: refer to job descriptions and job specifications Know and understand legal constraints involved in recruitment: consult Table 13-1 Cultivate the sources of potential employees: promotion within a district, college placement offices, advertisements, referrals, job fairs, teacher recruitment consortiums
Selection of Staff
Typical steps in staff selection:
1. 2. 3. 4. 5. 6. 7. Preliminary screening of credentials Preliminary interview Testing Reference Checks In-depth interview Physical examination Hiring decision
The most complications usually arise in the interview process
The Interview Process
Typical problems:
Interviewer is unfamiliar with the job Interviewers make premature decision based on first impressions Interviewers impose personal biases on the applicants
How to improve the process
A Better Interview Process Will Include

Use of a structured interview format Explicitly trained interviewers The interview as ONE aspect of the selection process Candidates that are given interviews only after references are checked Candidates whose files are screened for completeness Sufficient time for each interview Mailing candidates two or three questions prior to interview Name cards placed in front of each interviewer An evaluation form regarding the interview experience given to each candidate
DO ASK ABOUT
Why applicant wants to teach at school/district What can applicant bring to the school that is uniquely theirs Why type of grading criteria is used How applicant keeps current in the field What has applicant done to develop professionally What is applicants view of the relationship between faculty and administration
What are some other insightful and helpful interview questions that you can think of?
DO NOT ASK ABOUT

Age Financial condition Prior wage garnishments Home ownership Disabilities Marital status Where spouse works Pregnancy or medical history Ages of children Military experience Religious observance Ancestry, nation of origin, place of birth, original language, etc. How applicant learned a foreign language Membership in clubs that would indicate race, color, sex, etc. Names and addresses of relatives not working for the district How long applicant intends to work
Staff Development
Assess
Staff Development Needs: Review the three methods listed in the text. What are the benefits to these methods? Set Staff Development Goals: Why is an understanding of the three categories of objectives necessary for a principal seeking to improve staff development? Select Staff Development Methods: Examine the table that identifies widely used methods. Which of these (or combination thereof) do you think would be most effective and why?
Staff Development (contd)

Evaluate
Staff Development Program: Why are the questions relating to staff development outcomes important to ask? Induct Beginning Teachers: Recall how it felt when you first became a teacher. What information do you wish you had been given? What specific strategies can principals use to aid beginning teachers? Improve Support for Beginning Teachers: Which of the recommendations listed to help principals work with beginning teachers could you most easily implement at your school? Can you think of any other specific strategies that would help achieve similar results?
Staff Performance Appraisal
Appraisal Techniques
Nonjudgmental methods Judgmental methods
Common
Rating Errors
Too strict or lenient Central tendency Single dimension Halo effect Recency of events Personal bias and first impressions
Modern Appraisal Techniques
Clinical Supervision:
1. 2. 3. 4. 5. Pre-observation conference Observation Analysis and strategy Supervision conference Post-conference
Goal Setting
1. Supervisor and teacher meet to determine goals 2. Supervisor and teacher meet to appraise performance 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 Relations
Why must a principal work hard to create and maintain positive union-management relations? The Collective Bargaining Process
Bargaining team selection Negotiations If negotiations are successful ratification If negotiations are not successful impasse
Mediation 2. Fact Finding 3. Arbitration
1.
End Presentation
Chapter 14:
Community Relations
Standard 4: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
Chapter 14: Community Relations
A principal should be a bridge between the school and external constituencies
The Principal as a Boundary Spanner
Leading Community Efforts during Catastrophe
Schools
become a lifeline. Why is this? What a principal can do:

Establish means of communication Assess damage quickly and make accommodations Prioritize needs and establish authority to make decisions Address emotional and survival needs of staff and students Arrange for training and support for mental health caregivers (prior to a catastrophe) Provide feedback to media Identify and secure available resources After a catastrophe, encourage creative lesson planning that uses lessons learned
Leading School, Family, and Community Involvement

Community
= just parents What members of any given community might be most helpful to a school? Why is it important that a principal learn to serve as a leader of this community and not just the school?
Leading School, Family, and Community Involvement (contd)

Communication types of avenues: involvement: Parenting Research demonstrates Orientation meetings that parental Newsletters Communicating is a key factor in students involvement What are the School handbook Volunteering and achievement, selfacademic advantages Programs for families Learning at home confidence, and attitude toward disadvantages to each Suggestion box school. What of these making Decision avenues? can a principal do to Home visits encourage Collaboration with and promote parental Conferences community involvement, especiallyJournals for minority Comprehensive groups? Personal notes
Epsteins
partnerships
Phone calls
School-Community Relations
Educational public relations is a planned and systematic management function to help improve the programs and services of an educational organization. It relies on a comprehensive two-way communication process[to] assist in interpreting public attitudes, identify and help shape policies and procedures in the public interest, and carry on involvement and information activities that earn public understanding and support.
The National School Public Relations Association
School-Community Relations (contd)

To develop two-way communication and collaboration within a community, the NPSRA suggests: Anticipate problems Promote schools Handle all school strengths publications What else can Publicize staff and a principal do Write news releases student achievement to create strong community Stay connected to budget Answer request for process relations? information Develop communication Provide PR training for plan staff Conduct formal and Serve as liaison to informal research to community groups gauge public opinion
Public Relations
Strong PR programs follow these basic steps:

1. 2. 3. 4. Research Action plan Communicate Evaluate Read A Young Principals Story. Identify and evaluate the principals use of this process. Compare this principals actions with those of the principal in A Seasoned Principals Story.
End Presentation
Chapter 15:
The Principal and Ethics
Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
Chapter 15: The Principal and Ethics
What Is an Ethical Principal?

One
who, in the face of adversity, ambiguity, and challenge, will reflect on what is right by some set standard or code and will act in a rational and caring manner to resolve problems and conduct business. Do you agree with the texts definition(s) of an ethical principal? What are some of the obstacles that might prevent a principal from behaving ethically? How might you overcome those obstacles?
Philosophical Concepts of Ethics

Rights
ConsideringCommitment, and each Freedom Formality concept individually, Responsibility and principal Authority why must a Conflict of Interest Duty be aware Loyalty of each Prudence Justice order to behave ethically? in
Equity Caring Critique Moral
Character,
Profession
Imperative
Promoting Ethical Behavior in Athletic Programs

Ethical Behavior in Schools
Why is this an issue? Has it become more of an issue in recent years? Why do you think this is? Consider:
Athletes must be considered ends and not means 2. Competition must be fair 3. Participation, leadership, resources, and rewards must be based on achievement 4. Activity must be safe for participants
1.
How do these principles sustain traditional values? What other principles should an administrator be mindful of concerning athletics?
Ethical Behavior in Schools: Promoting Ethical Behavior through Character Education

Education Is an Inescapable Moral Enterprise Parents Are Primary Moral Educators of Children Character Education Develops Virtues Teachers, Principals, and Staff Are Central to Character Education
5.
1.
6.
2. 3. 4.
7.
Schools Are Communities of Virtue Character Education Goes beyond Academic Curriculum Character Creation Is an Essential and Demanding Life Task
What are the benefits to character education and how can these 7 principles help you develop a character education program? Consider how you would work with your superintendent, school board, and other administrators.
National and State Codes of Ethics for Principals

for a Code of Ethics
Rationale
tools supplied by these national agencies National Associationsfor a codewebsite) support the rationale (click for of ethics?
Provide guidelines for conduct Establish accountability and protect students How do the guidelines and self-assessment Serve as catalyst for job improvement
American Association of School Administrators National Association of Elementary School Principals and the National Association of Secondary School Principals National Education Association
National and State Codes of Ethics for Principals (contd)
Review
the sample state codes in the text. How do these codes support the concepts and principles discussed earlier in the chapter? Does your state supply a Code of Ethics for Educators? How does it help to ensure that educators and administrators behave in an ethical manner? Is there anything missing for your states code that you think would be helpful?
End Presentation
Chapter 16: Political and Policy Context

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

As
far as policy is concerned, what is the importance of the following terms and events? Brown vs. Board of Education Differentiated curriculum Equity Socio-economically disadvantaged Public Law 94-142 Accountability Data-driven decision making English Language Learner
Policy
Read
the various definitions of policy in the text. What are the commonalities in these definitions? What is policy? Levels of relationship to policy
Orientation Degree Resources Activity Autonomy Societal Values Instructional Values Rationale Power Relationships
Policy Theory
Systems
Theory Neo-pluralist Advocacy Coalition and Interest What different insights Group Theories regarding policy can be Neo-institutional Theory gleaned from each of the mentioned theories? Critical Theory Why is it important for a Feminist Theory principal to have a working knowledge of Postmodernism these theories? What are the practical Ideological Theories
applications of these theories?
Dimensions of Policy
Normative
dimension Structural dimension Constituentive dimension Technical dimension Take a close look at Figure 16-2 to understand how these dimension interact to create policy
Politics
What
is your definition of politics? How does your definition compare to those given the text? Which of Apples groups would you place yourself in? The majority of teachers and staff at your school? The majority of the stakeholders in your community? Why is it important to identify these groups? Why must a principal be constantly aware of the politics of education?
Types of Educational Politics

Pluralist
Maintenance Politics Adversarial Politics Democratic Politics Unitary Politics Consolidated Principal Power
The text states that there are five perspectives on school politics that might be beneficial to principals to understand within their own political, school contexts. What are the similarities and differences between these perspectives and how can an understanding of them be beneficial to a principal?
Politics: Working with the Superintendent and Other External Forces

What
is Daviss take on the politics of principal evaluations? Why would this important opportunity for self-reflection cause tension between a principal and superintendent? Read the eight suggestions for working within political systems and with superintendents. Do you find these tips useful? Why/why not? Can you think of any other suggestions for working with the various political components of a district to ensure the quality education of all students?
End Presentation
Chapter 17: Legal Issues

Standard 6: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Legal Basis for Public Education
Obviously, any administrator and educator needs to ensure that all of their actions are lawful. The following slides will briefly outline the various sources of educational law.
Sources of Law: Federal
The United States Constitution

Education is NOT specifically mentioned in the Constitution, so how can the federal government regulate it?
Federal Statutes
Elementary and Secondary Education Act of 1965 No Child Left Behind Act of 2002 Civil Rights Acts of 1964 & 1991
Federal Administrative Agencies

Department of Education Office of Civil Rights Equal Employment Opportunity Commission Environmental Protection Agency
Case Law
What power does the Supreme Court have concerning education?
Sources of Law: State

State
Constitutions State Statutes State Administrative Agencies Case Law Local Level (school districts and service centers)
What is the purpose and jurisdiction of each of the above sources for state education law?
Sources of Law: Judicial

Federal
Courts
State
Courts
U.S. Supreme Court
State Supreme Court
U.S. Circuit Courts (13)
Intermediate Appellate Courts
U.S. District Courts (89)
Courts of General Jurisdiction (Superior and Circuit Courts)
Courts of Limited Jurisdiction (Municipal and Small Claims)
Schools and the State

The following are the most common and pervasive issues administrators face concerning state and local legal authority in education Equal Access Act Compulsory School Attendance Residency Requirements Church-State Relations Prayer and Bible Reading Silent Prayer Prayer at Graduation and Extracurricular Activities Released Time for Religious Instruction State Aid to Private Schools School Fees Transportation Textbooks, Courses, and Supplies Extracurricular Activities
Schools and the State (contd)

States
control over curriculum:
State-mandated
performance testing:
School districts must offer Strongly supported by curriculum prescribed by NCLB the legislature or law Most controversy centers Recent cases uphold around using tests as districts power to ban graduation requirements certain curriculum (but What can a principal do not for purely religious reasons) to minimize litigation in
these matters?
Students and the Law

Can
a student, legally, say whatever they want in a school? Why or why not? What is and is not protected by the First Amendment? Can a student, legally, dress any way they see fit while in school? Why or why not? What are regulations concerning health and safety standards, gang-related dress, controversial slogans, and school uniforms?
Students and the Law (contd)

Extracurricular
Activities
Conditions may be attached to participation in extracurricular activities

Student
Discipline
What are the stipulations for suspensions, disciplinary transfers, and expulsions? 27 states ban corporeal punishment Protection from unreasonable search and seizure must be balanced with the need to maintain a safe school environment
Students and the Law (contd)

Students
with disabilities
As discussed in Chapter 6, a principal must be very aware of the laws, acts, and legislation concerning students with disabilities The most significant act, IDEA, assures that students with disabilities 1) receive a free appropriate education, 2) are prepared for employment and independent living, 3) have their rights protected, and 4) receive appropriate services from the state
Teachers and the Law

Certification:
What are the standards for certification in your state? Contracts:

Offer and acceptance Competent parties Consideration Legal subject matter Proper form
Tenure:
Does your state provide tenure for teachers and other staff?
Dismissal:
Each state mandates proper procedure. What is your states procedure?
Teachers and the Law: Sexual Harassment

Litigated
under Title VII of the Civil Rights Act of 1964 and Title IX of the Education Amendments of 1972 Discourage with: Includes No-tolerance policy
Sexual bribery Wide dissemination of Sexual imposition policy Gender harassment Easy complaint filing Sexual and objective Prompt coercion investigation Sexual behavior Appropriate remedial action
Teachers and the Law: Discrimination

Federal statutes prohibit discrimination based on: Race Gender Disabilities Age Religion Pregnancy
Teachers and the Law: Collective Bargaining

Constitution
protects free association rights but does not guarantee collective bargaining Bargaining issues to be aware of:
Management rights Narrow grievance definition No-strike provision Zipper clause Maintenance of standards Just cause Reduction in force Wages and benefits
Teachers and the Law: Collective Bargaining (contd)

Negotiating team selected Negotiations commence In the event of an impasse:
1.
2. 3.
The Bargaining Process

Mediation Fact finding Arbitration
Bargaining Tactics:
Counterproposals Tradeoffs Caucus
Tort Liability
Tort
= civil wrong (not contracts) for which a court can award damages
To establish negligence: Duty Standard of care Proximate cause Injury
Defense against negligence:

Contributory negligence Assumption of risk Comparative negligence Governmental immunity
Return to Beginning of Current Chapter
Return to Table of Contents
End Presentation

The Principalship: Vision To Action: Fred C. Lunenberg Beverly J. Irby

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The Principalship: Vision to Action

Fred C. Lunenberg Beverly J. Irby

Table of Contents (contd)

Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter Chapter

Chapter 1: Cultivating Community Community, Culture and Learning

Chapter 1: Cultivating Culture, Community and Learning

Chapter 1: Cultivating Culture, Community and Learning

The Role of the Principal

Principal Assistant principal Dean of Students Assistant principal Administrative Staff

Assistant principal Counselors

Chapter 1: Cultivating Culture, Community and Learning

LEADING FROM THE CENTER

Chapter 1: Cultivating Culture, Community and Learning

Compare and Contrast the Historic Approach to the New Approach

Chapter 1: Cultivating Culture, Community and Learning

Creating a Professional Learning Community

Chapter 1: Cultivating Culture, Community and Learning

Creating a Professional Learning Community (contd)

BENEFITS TO SETTING GOALS

Chapter 1: Cultivating Culture, Community and Learning

Setting clearly defined goals benefits all stakeholders by fostering

Chapter 1: Cultivating Culture, Community and Learning

What is the practical application of the vision setting process?

Decisions that benefit all stakeholders in an ethical and fair manner

Chapter 1: Cultivating Culture, Community and Learning

What is culture? The most common characteristics of norms culture:

dominant values CULTURE

Chapter 1: Cultivating Culture, Community and Learning

Maintaining School Culture

Chapter 1: Cultivating Culture, Community and Learning

Chapter 1: Cultivating Culture, Community and Learning

Shift instruction from teaching to learning

Chapter 1: Cultivating Culture, Community and Learning

Shift instruction from teaching to learning

Chapter 2: Creating a Vision for Learning

Chapter 2: Creating a Vision for Learning

Gaining a Perspective on the Vision: Considering the Future

Chapter 2: Creating a Vision for Learning

Bringing the Vision Home to the School Culture

Chapter 2: Creating a Vision for Learning

The Systemic Vision

AND dependent upon relationships:

District Vision, Mission, and Goals

Deeper Understanding of Individuals and the Organization

Campus Vision, Mission, and Goals

Collaboratively Developed Action Plan for Accomplishing Goals

Chapter 2: Creating a Vision for Learning

Chapter 2: Creating a Vision for Learning

The Leadership Framework as a Doorway to Creating a Vision

A leadership framework should include:

Why is the leadership framework a useful tool for creating a vision?

Chapter 2: Creating a Vision for Learning

Shepherding the Vision

Chapter 2: Creating a Vision for Learning

Shepherding the Vision (contd)

Chapter 2: Creating a Vision for Learning

Mission Statements vs. Goal Statements

Chapter 2: Creating a Vision for Learning

Creating Goals to Obtain a Vision

Chapter 2: Creating a Vision for Learning

What Makes an Effective Goal?

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