Faculty Instructional Guide ED 620: Organizational Management Course Description This course presents a comprehensive and practical analysis of leadership versus management at three different levels: individual, team, and organizational. It focuses on the modern educational organization that promotes empowering educators through expanding the spectrum of control, setting high expectations, advocating continuous improvement, and emphasizing innovation and creativity. This includes contemporary perspectives on ethics, networking, coaching, organizational culture, diversity, learning organizations, strategic leadership, and crisis leadership. Students will explore current leadership and management theories or concepts through case analysis and enhanced personal skill development. Course Outcomes CLO1: Evaluate data-based research strategies to construct a mission, vision, and core beliefs that support learning. CLO2: Determine the differences between leadership and management. CLO3: Determine effective plans to implement positive change. CLO4: Evaluate how various leadership styles impact change theory, teamwork, and self-reflection. CLO5: Analyze sources of influence and their relevance to different leadership situations. CLO6: Determine how various leadership theories and approaches influence and impact schools. Alignment of Standards to Course Outcomes Professional Standard(s) Addressed (VDOE Competencies) ISLLC and NPBEA Educational Leadership Constituent Council (ELCC) Standard Outcomes (overall course goals) A8 & B2 1-A: Collaboratively develop and implement a shared vision and mission. (ELCC 1.1) CLO1: Evaluate data-based research strategies to construct a mission, vision, and core beliefs that support learning. B5, B6, B7, & E3 2-F: Develop the instructional and CLO2: Determine the differences between Version 1 January/2015
This course presents a comprehensive and practical analysis of leadership versus management at three different levels: individual, team, and organizational. It focuses on the modern educational organization that promotes empowering educators through expanding the spectrum of control, setting high expectations, advocating continuous improvement, and emphasizing innovation and creativity. This includes contemporary perspectives on ethics, networking, coaching, organizational culture, diversity, learning organizations, strategic leadership, and crisis leadership. Students will explore current leadership and management theories or concepts through case analysis and enhanced personal skill development.
Course Outcomes
CLO1: Evaluate data-based research strategies to construct a mission, vision, and core beliefs that support learning. CLO2: Determine the differences between leadership and management. CLO3: Determine effective plans to implement positive change. CLO4: Evaluate how various leadership styles impact change theory, teamwork, and self-reflection. CLO5: Analyze sources of influence and their relevance to different leadership situations. CLO6: Determine how various leadership theories and approaches influence and impact schools.
Alignment of Standards to Course Outcomes
Professional Standard(s) Addressed
(VDOE Competencies)
ISLLC and NPBEA Educational Leadership Constituent
Council (ELCC) Standard
Outcomes(overall course goals)
A8 & B21-A: Collaboratively develop and implement a shared vision and mission. (ELCC 1.1)
CLO1: Evaluate data-based research strategies to construct a mission, vision, and core beliefs that support learning.
B5, B6, B7, & E3 2-F: Develop the instructional and leadership capacity of staff. (ELCC 2.3)
CLO2: Determine the differences between leadership and management.
A2, A7 & B2
1-C: Create and implement plans to achieve goals. (ELCC 1.2)1-E: Monitor and evaluate progress to revise plans. (ELCC 1.4)
CLO3: Determine effective plans to implement positive change.
B5, B6, B7, E3, F1 2-F: Develop the instructional and leadership capacity of staff. (ELCC 2.3)6-C: Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies. (ELCC
CLO4: Evaluate how various leadership styles impact change theory, teamwork, and self-reflection.
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Professional Standard(s) Addressed
(VDOE Competencies)
ISLLC and NPBEA Educational Leadership Constituent
Council (ELCC) Standard
Outcomes(overall course goals)
6.3)
B5, B6, B7, C2, C3 & E3
2-F: Develop the instructional and leadership capacity of staff. (ELCC 2.3)3-D: Develop the capacity for distributed leadership. (ELCC 3.4)
CLO5: Analyze sources of influence and their relevance to different leadership situations.
B5, B6, B7, E3, & F2
2-F: Develop the instructional and leadership capacity of staff. (ELCC 2.3)6-C: Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies. (ELCC 6.3)
CLO6: Determine how various leadership theories and approaches influence and impact schools.
Required Course Materials
Ownings, W. & Kaplan, L. (2011). Leadership and organizational behavior in education: Theory into practice. New York, NY: Pearson.
ISBN: 978-0137050444
Rath, T. & Clifton, D. (2004). How full is your bucket? New York, NY: Gallup Press.
ISBN: 978-1595620033
Recommended Course Materials
The American Psychological Association. (2012). Publication manual of the American Psychological Association (6th ed.). Washington, DC: The American Psychological Association.
ISBN: 978-1-4338-0561-5
Topic Overview
Week 1: Historical Overview of Leadership’s Role in Organizations 6Week 2: Change Theory and Other Leadership Theories 11Week 3: Communication, Vision, and Motivation 16 Week 4: Human Capital, Conflict and Problem Solving, and Making Decisions 21Week 5: Resources and Evaluation 26
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Week 6: Ethics, Integrity, and Developing as an Educational Leader 30
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Course Assignments
Assessment Due Point ValueWeek 1
Discussion Question 1 Tuesday 1Discussion Question 2 Thursday 1Participation Sunday 4Teacher’s Stories Blog – Part 1 Sunday 2Organizational Theory Poster Sunday 5
Week 2Discussion Question 1 Tuesday 1Discussion Question 2 Thursday 1Participation Sunday 4Teacher’s Stories Blog – Part 2 Sunday 2Leadership Theories and Me Chart Sunday 5Field Experience: Interview Questions Sunday 1
Week 3Discussion Question 1 Tuesday 1Discussion Question 2 Thursday 1Participation Sunday 4Teacher’s Stories Blog – Part 3 Sunday 2Leadership Vision Sunday 8Field Experience: Follow Up Sunday 1
Week 4Discussion Question 1 Tuesday 1Discussion Question 2 Thursday 1Participation Sunday 4Teacher’s Stories Blog – Part 4 Sunday 2Training Plan Sunday 8Field Experience: Touching Base Sunday 2
Week 5Discussion Question 1 Tuesday 1Discussion Question 2 Thursday 1Participation Sunday 4Teacher’s Stories Blog – Part 5 Sunday 2Field Experience: Walk Around and Teacher Evaluation Sunday 8
Field Experience: Summary, Chart & Log Sunday 8Total Points 100
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Week 1: Historical Overview of Leadership’s Role in Organizations
Learning Objectives
1.1 Explain why leadership study and organizational theory are important to school administrators. CLO2
1.2 Summarize leadership models and organizational theories from early history to present time. CLO2
1.3 Determine how instructional leadership impacts student achievement and schools’ success. CLO6
1.4 Determine how effective principal leadership impacts schools. CLO6
Activities and Resources
Participation Overview N/A
Participate in the discussion forums by posting at least two substantial responses to your classmates’ posts, four days each week. You must post a minimum of eight participation posts weekly. Required responses toward other classmates’ activities will count towards participation. Initial responses to the discussion questions do not count towards the participation posts. A substantive post to initial responses will address all the prompts for the discussion question and will further the discussion by elaborating on a key point or will consider alternate approaches.
Required Readings 1.1, 1.2, 1.3, 1.4
Leadership and Organizational Behavior in Education
Ch. 1 & 2
How Full is Your Bucket?
Ch. 1-3
Personality Assessment 1.3, 1.4
Review the results of your Jung Personality Assessment from IDS 301.
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Take the Leadership Assessment, located at http://www.mindtools.com/pages/article/newLDR_50.htm.
Compare and contrast the results of each test using the Personality Assessment worksheet.
Supplemental Reading
Challenging the Current Organization of Schools
Cambron-McCabe, N. (2006). Challenging the current organization of schools. Journal of Research on Leadership Education, 1(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ958784.pdf
Field Experience: Sources of Influence 1.1, 1.2
This course has a 10-hour requirement for field experience, critical to licensure. In different weeks of the course, there will be different assignments and components you must complete in order to fulfill this requirement. For this course, your field experience will include two school leader interviews, two walk-arounds, and completion of a chart and field experience log, highlighting what you have learned.
Identify two people in your school that you believe influence school change. These could be teachers, department chairs, PTA members, or school board members.
Request an interview with both people, to be held ideally during Weeks 3 or 4 of this course. If you need to conduct your interview during Week 2, please let your instructor know as soon as possible; you will need to develop your interview questions and submit them to your instructor early to receive feedback prior to your scheduled interview. These interviews can be done in person or via email.
Follow Up
There is no deliverable for this assignment this week. Post a reminder for students that they need to identify the two people in their school who they will interview for this field experience project.
Assignments
Required Discussion Question: Strengths & Weaknesses of Leaders 1.3, 1.4
Review the list of personality traits, motivational traits, and skills (p. 15–16 of Leadership and Organizational Behavior in Education) that school leaders need in order to be successful. Use your Jung Personality Assessment and your leadership assessment to guide you. Then, answer the following:
How can you utilize your strengths and weaknesses to be a successful school leader? Explain your response.
Follow Up
In your experience, which personality traits seem most important to a school leader? Explain your response. What could you do to improve the weaknesses you noted? Describe a time when your personality helped you make a good leadership decision.
Examine the table Instructional Leadership Responsibilities with Highest Impact on Student Achievement on p. 31 of Leadership and Organizational Behavior in Education, and analyze the list of responsibilities through the lens of your experience. Then, answer the following:
Describe a time when you observed or experienced a school leader institute a change that impacted test scores. How did the change impact the scores? Did it impact any other indicators of achievement?
Follow Up
In your opinion, what is the biggest indicator of student achievement, such as grades, test scores, or graduation rates, etc.? Explain your response.
List three actions or tasks that a school leader can take to improve test scores.
Optional Discussion Question: Sources of Power 1.1, 1.4
Review the sources of power in a school leader (p. 22–27). Then, address the following:
Describe a time when a school leader displayed a type of power as described in the text. What stood out to you about that school leader’s behavior or attitude? What type of ripple effect did it create for others?
Follow Up
In your current position, do you think you display any sources of power? Explain your response. Which type of power do you believe would be most effective in raising school achievement? Changing the school climate? Or impacting
Review p.70-72 of Ch. 2 of Leadership and Organizational Behavior in Education, which refers to Maslow’s hierarchy. Then, answer the following:
How can a school leader utilize Maslow’s hierarchy to support the needs of their employees and the goals of the school?
Follow Up
What does your principal do to support you? In your years in the classroom, have you seen any paradigm shift in the way leaders work with teachers? Explain your response.
Teacher’s Stories Journal – Part 1 1.4
Throughout this course, you will create entries for a journal series. You may use Google Docs within Google Drive to write your journal entries, or you may use a Microsoft® Word document and upload the file to Google Drive. Your Averett email account, which is Google-based, gives you access to Google Drive. Regardless of your choice, the document must reside in Google Drive, and you must provide the link to your document in Moodle when making your assignment submission. The purpose of this journal entry series is to share personal experiences, either as a teacher or a student, which connect to our content. Please do not use real names, locations, or other identifying information in your entries. Think about “The Principal Story” video you viewed for inspiration.
Create a journal entry of 350–500 words, written carefully and thoughtfully, in which you do share a story where you experienced effective leadership in school. Then, answer the following:
What happened? What did the leader do that displayed effective leadership? How did this experience impact you? How did this experience impact the school?
Use correct grammar and spelling.
Create a folder in your Google Drive account titled “ED620,” and a subfolder titled “ED620 Journal Entry Series.”
Note: See the Tutorial section in Moodle for instructions on how to use Google Drive.
Save your journal entry in Google Doc, or upload your Microsoft® Word document, to the ED620 Journal Entry Series subfolder.
Post the link of your Google Drive ED620 Journal Entry Series subfolder to Moodle.
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Follow Up
It is not important that these journal entries be formally graded, but they should be used as a tool to ask questions of your students. Take the time to read each entry, and then ask at least two thought-provoking questions. Do not take the time to provide feedback on writing (unless so poorly written and edited that you cannot understand the entry), but do take off points if there are too many errors.
Organizational Theory Poster 1.1, 1.2
Choose an organizational theory to research. It does not have to be one outlined in the text.
Create a free Padlet account, and use it to create a poster that explains the basics of theories, diagrams important factors, addresses criticism, and reviews the founders of the theory.
Note: Watch this video tutorial to learn how to use Padlet.
Provide one scholarly source, other than the text, that discusses the use of this theory in a school.
Include the link to your Padlet poster, attach the article or a link to the article, and the APA reference to your scholarly source to your discussion post thread in Week 1 so your peers can learn more about your theory.
Follow Up
Use the grading rubric provided to grade this project. The rubric is located in the Course Resources section and is also already built into Moodle.
Melville, W., Bartley, A., & Weinburgh, M. (2012). Change forces: Implementing change in a secondary school for the common good. Canadian Journal of Educational Administration and Policy, 133. Retrieved from http://files.eric.ed.gov/fulltext/EJ971064.pdf.
Assignments
Required Discussion Question: Alfred Newman High School Case Study 2.1
Read the Alfred Newman High School case study on pp. 92–93 of Leadership and Organizational Behavior in Education. Then, answer the following:
Why is there a need for change?
Follow Up
What should the principal do? How would you implement change in this case if you were the principal?
Read the case study on pp. 142–144 of Leadership and Organizational Behavior in Education. Then, answer the following:
If you were Ed in this situation, how would you handle proposing and implementing changes to adjust the schedule and bring higher levels of classes into the school? Explain your response.
Follow Up
Do you believe that your own school has enough higher level classes? Why or why not? What do you think about dual-enrollment classes at the high school level?
What do you believe are the most ineffective ways to implement change in schools? Why?
Follow Up
What are some ways to genuinely praise past practices before you change them? Describe a situation where change was implemented successfully in a school. Why did it work?
Refer to p. 165 of Leadership and Organizational Behavior in Education, and examine the statements to help determine if you are a transformational leader. Then, answer the following:
Are you a transformational leader? Why or why not?
Follow Up
How can a school leader demonstrate support of teachers through transformational leadership?
Teacher’s Stories Journal – Part 2 2.2, 2.3
Create a journal entry of 350–500 words, written carefully and thoughtfully, in which you share a situation where an administrator decided that change was needed but implemented this change in an ineffective manner.
Address the following:
What did the administrator do to effect change? What worked? What didn’t work? How did this change impact teachers and students? How would you have implemented this change more effectively?
Use correct grammar and spelling.
Save your journal entry in Google Docs, or upload your Microsoft® Word document to the ED620 Journal Entry Series subfolder that you created within the folder “ED620” in Google Drive in Week 1.
Post the link of your Google Drive ED620 Journal Entry Series subfolder to Moodle.
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Follow Up
It is not important that these journal entries be formally graded, but they should be used as a tool to ask questions of your students. Take the time to read each entry, and then ask at least two thought-provoking questions. Do not take the time to provide feedback on writing (unless so poorly written and edited that you cannot understand the entry), but do take off points if there are too many errors.
Leadership Theories and Me Chart 2.2, 2.3
Choose a leadership theory that you studied from Leadership and Organizational Behavior in Education.
Create a chart to map out the characteristics of this theory in relation to your strengths and weaknesses.
Include a brief paragraph, at the top of the chart, which highlights the basic components of the theory.
Include the following in your chart:
Two strengths that you demonstrate, relevant to the theory Two weakness that you demonstrate, relevant to the theory A brief action plan to develop your weaknesses, with one short paragraph for each weakness At least one illustration or enhancement to complete your chart
Note: Enhancements could be a picture, clip art, a famous quote, a YouTube video, or any other creative way to highlight the information.
Utilize a Google Doc and the LucidChart add-on to complete this assignment. To create your LucidChart in Google Doc, follow these steps:
Access Google Docs. Click on Add-on from the menu at the top of your Google Doc. Search for LucidChart. Click the Free button from the new window. You may need to verify your Google account for the add-on to install.
Post the link to your Google Doc LucidChart in Moodle.
Follow Up
Use the grading rubric provided to grade this project. The rubric is located in the Course Resources section and is also already built into Moodle.
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Field Experience: Interview Questions
Prepare a list of five questions you want to ask the two people you identified in your school about their influence on change. Ask specifically about their leadership style, what motivates them, and how they wish to further influence the school.
Compile the questions and the names of your two sources in a Microsoft® Word document.
Create a subfolder titled “ED620 Field Experience” within the Google Drive folder “ED620” that you created in Week 1.
Upload your Microsoft® Word document to the ED620 Field Experience subfolder.
Post the link to your Google Drive ED620 Field Experience folder to Moodle.
Note: Remember to schedule the interviews with your sources for Week 3 or Week 4.
Follow Up
When students submit their questions, make sure that you offer feedback. If their questions miss the mark, help the students see how individuals can influence schools.
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Week 3: Communication, Vision, and Motivation
Learning Objectives
3.1 Evaluate the impact of communication methods and processes on school faculty, students, and culture. CLO4
3.2 Evaluate how a psychological contract influences relationships in a school setting. CLO4, CLO5
3.3 Analyze the application of motivational theories in various school situations. CLO4, CLO5
3.4 Develop your own leadership vision. CLO1
Activities and Resources
Required Readings 3.1, 3.2, 3.3, 3.4
Leadership and Organizational Behavior in Education
McFarlane, D. A. (2011). Multiple intelligences: The most effective platform for global 21st century educational and instructional methodologies. College Quarterly, 14(2). Retrieved from http://eric.ed.gov/?q=21st+century+school+vision&pr=on&ft=on&ff1=dtySince_2010&id=EJ962362
Leader Interviews
Interview two school leaders and inquire about their vision of their school.
Address the following in your interview:
What are their goals? How does the community impact their vision? What action steps are they taking to achieve their vision?
Submit your interview notes to your instructor to receive feedback on effective interviewing. Since this is a supplemental activity, use this to practice for interviewing your “Sources of Influence.”
Assignments
Required Discussion Question: Communication 3.1
Why is communication a process and not an event? Provide an example of quality communication and an example where communication was treated as an event.
Follow Up
How does organizational culture impact communication?
Share an experience where your psychological contract affected your work as a teacher. What are some ways that school leaders communicate that may impact the psychological contract?
How does organizational diversity impact employee motivation? Explain your response.
Follow Up
Is your school diverse? Explain your response. Is diversity addressed in the school activities, celebrations, and culture? Consider both faculty and students, and explain your response.
What is a leadership vision, and how it is important to schools and change?
Follow Up
When you have your own school, what will be some elements of your vision? Consider the school where you teach now or where you have taught in the past. Did your leader communicate his or her vision to you? If so,
how? If not, how did that affect you and your fellow faculty and administrators?
Teacher’s Stories Journal – Part 3 3.1, 3.2, 3.3
Create a journal entry of 350–500 words, written carefully and thoughtfully, in which you detail a situation, experience, or conversation that greatly impacted your motivation.
Address the following:
What happened? How were you motivated or unmotivated? Did you decide to make a change? Explain why or why not.
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Use correct grammar and spelling.
Save your journal entry in Google Docs, or upload your Microsoft® Word document to the ED620 Journal Entry Series subfolder that you created within the folder “ED620” in Google Drive in Week 1.
Post the link of your Google Drive ED620 Journal Entry Series subfolder to Moodle.
Follow Up
It is not important that these journal entries be formally graded, but they should be used as a tool to ask questions of your students. Take the time to read each entry, and then ask at least two thought-provoking questions. Do not take the time to provide feedback on writing (unless so poorly written and edited that you cannot understand the entry), but do take off points if there are too many errors.
Leadership Vision 3.4
Complete the “Catch the Vision” handout, located in the Resources for Week 3, as a brainstorm activity.
Create a 20- to 25-slide Microsoft® PowerPoint or Prezi presentation in which you share your vision for your school.
Include the following in your presentation:
Introductory slide An overall vision of your school Literature that supports aspects of your vision—at least two scholarly sources An outline that highlights your thoughts for each area of your vision Your plan of action for sharing your vision with your school staff, faculty, students, the community, and other leadership A plan of action that outlines steps of how you will reach your vision for each aspect of your vision (for example, each area of your vision
should have at least two action steps) Conclusion slide A references slide
Submit your Microsoft® PowerPoint presentation or the link to your Prezi in Moodle.
Follow Up
For this assignment, make sure you are viewing the vision as both individual components and as a whole. Offer feedback on both, helping the student to see how all components of a vision fit together. Use the grading rubric provided to grade this project. The rubric is located in
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the Course Resources section and is also already built into Moodle.
Field Experience: Follow Up
Check in with your instructor, and follow up on your progress with the field experience project.
Indicate whether you have conducted your interview already or have it scheduled for this week or the next.
Take advantage of the opportunity to clarify any questions or concerns you may have.
Follow Up
Email any student who has not checked in with you by Friday of this week.
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Week 4: Human Capital, Conflict and Problem Solving, and Making Decisions
Learning Objectives
4.1 Explain the concepts of leadership capacity and human capital. CLO3
4.2 Determine how to develop teacher-leaders. CLO4, CLO6, CLO3
4.3 Evaluate problem-solving and conflict resolution techniques for potential school problems. CLO4, CLO5
4.4 Analyze shared decision-making strategies in various leadership situations. CLO4, CLO6
Activities and Resources
Required Readings 4.1, 4.2, 4.3, 4.4
Leadership and Organizational Behavior in Education
Publishing. Retrieved from http://www.oecd.org/site/eduistp2012/49850576.pdf
Assignments
Required Discussion Question: Capacity Building 4.1
In what ways is leadership a capacity-building practice? Why is capacity building important in schools? Cite specific support for your answer.
Follow Up
What are some ways your current or former school leader has built capacity in you or in the faculty? What are some best practices for capacity building?
What factors of leadership style, the situation, and the outcome contribute to shared decision making?
Follow Up
Who should have shared decision-making powers in a school? Explain your response. Have you ever worked at a school where the school leader made shared decision making a practice? How did this practice, or lack thereof,
impact the culture?
Teacher’s Stories Journal – Part 4 4.3, 4.4
Create a journal entry of 350–500 words, written carefully and thoughtfully, in which you reflect on a time when there was a conflict in your school with teachers, administration, or support staff.
Address the following:
What happened? How did leadership handle the conflict? Was the resolution acceptable to you? Why or why not? What would you have done differently? Explain your response.
Use correct grammar and spelling.
Save your journal entry in Google Docs, or upload your Microsoft® Word document to the ED620 Journal Entry Series subfolder that you created within the folder “ED620” in Google Drive in Week 1.
Post the link of your Google Drive ED620 Journal Entry Series subfolder to Moodle.
Follow Up
It is not important that these journal entries be formally graded, but they should be used as a tool to ask questions of your students. Take the time to read each entry, and then ask at least two thought-provoking questions. Do not take the time to provide feedback on writing (unless so poorly written and edited that you cannot understand the entry), but do take off points if there are too many errors.
Training Plan 4.2
Choose a teacher-leader role that is much needed in your school or school system, for which a brand new training plan is necessary.
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Part 1
Address the following in a simple, bulleted Microsoft® Word document:
Identify which role you need, and explain how the role supports the school’s overall strategic plans in one bulleted paragraph. Include three characteristics a teacher-leader in this capacity needs, and explain why in three bulleted paragraphs. Conclude with a brief analysis of why strategic plans to influence change must consider human capital development, including teacher-
leaders, in five bullet points.
Part 2
Create a training plan, also in bullet points, that highlights the following:
Three objectives, in three bullet points, for a one-and-half hour training session that a person in this teacher-leader role would have to undergo
A training outline in 10–15 bullet points: activities, discussions, and plans for follow-up
Use at least three citations from Leadership and Organizational Behavior in Education and one scholarly source to support your plan.
Provide a reference page.
Format your assignment according to APA guidelines.
Submit your assignment as a Microsoft® Word document in Moodle.
Follow Up
Use the grading rubric provided to grade this project. The rubric is located in the Course Resources section and is also already built into Moodle.
Field Experience: Touching Base
Schedule a 10-minute phone or WizIQ conference with your instructor to discuss your practical field experience hours for this course.
Refer to the list of questions that your instructor will ask to prepare for this meeting, located in the Week 4 Materials.
Follow Up
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This activity tells students to refer to a list of questions the instructor will provide. Instructors will ideally prepare their own questions for this activity, catering toward the group of students and their specific needs. However, the following suggested questions can also be used:
Have you conducted your interview? If not, when is it scheduled? What are your initial impressions of your school leader? Do you understand the concept of a walk-around? If yes, explain it to me. What are some examples of possible influences you may see? What questions do you have about this assignment?
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Week 5: Resources and Evaluation
Learning Objectives
5.1 Identify the impact of resource allocation on student achievement. CLO3
5.2 Explain the formative and summative evaluation process for principals. CLO3, CLO5
5.3 Explain the formative and summative evaluation process for teachers. CLO3, CLO5
Activities and Resources
Required Readings 5.1, 5.2, 5.3
Leadership and Organizational Behavior in Education
Ch. 9 & 10
Required Videos 5.1
Resource Allocation Model
https://www.youtube.com/watch?v=_NjHIg1Qoww
Supplemental Reading & Activity 5.2
Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals
Virginia Department of Education (2012). Retrieved from http://www.doe.virginia.gov/teaching/performance_evaluation/guidelines_ups_eval_criteria_principals.pdf
In what ways is resource allocation political, ethical, fiscal, and social? Give examples.
Follow Up
How could resource allocation potentially impact student achievement?
Required Discussion Question: Professional Growth 5.3
What are some ways that a principal can use teacher evaluation to promote professional growth?
Follow Up
Find an example of a teacher evaluation form. Post it for all to see. Why did you select this form? What are some best practices for conducting teacher evaluations with faculty?
Optional Discussion Question: Equity, Equality, and Adequacy in Resource Allocation 5.1
How do the concepts of equity, equality, and adequacy affect the resource allocation process?
Follow Up
What are the practices in your county for resource allocation?
Optional Discussion Question: Virginia Principal Evaluation Model 5.2
What is your thought on the new principal evaluation model that Virginia has implemented?
Follow Up
What are your thoughts on the new teacher evaluation processes that teachers must complete for the state of Virginia?
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Teacher’s Stories Journal – Part 5 5.3
Create a journal entry of 350–500 words, written carefully and thoughtfully, in which you share a story where your teacher evaluation impacted your performance, either positively or negatively.
Address the following:
Describe the evaluation process. What was your reaction? After the evaluation took place, how did it impact your performance? Explain your response.
Use correct grammar and spelling.
Save your journal entry in Google Docs, or upload your Microsoft® Word document to the ED620 Journal Entry Series subfolder that you created within the folder “ED620” in Google Drive in Week 1.
Post the link of your Google Drive ED620 Journal Entry Series subfolder to Moodle.
Follow Up
It is not important that these journal entries be formally graded, but they should be used as a tool to ask questions of your students. Take the time to read each entry, and then ask at least two thought-provoking questions. Do not take the time to provide feedback on writing (unless so poorly written and edited that you cannot understand the entry), but do take off points if there are too many errors.
Field Experience: Walk-Around and Teacher Evaluation 5.3
An administrative walk-around is an activity where a school leader will take a walk around the school building or a school event in progress. The purposes of a walk around may include the following:
To show presence in the building To informally observe teachers and students To help manage behaviors To show support for faculty in the hallways To investigate a concern To gather information on safety
For your field experience, you must complete several walk-arounds to collect information on school leader influences.
Complete your two walk-arounds for your field experience requirement. Make sure each walk-around is no less than 20 minutes, and take notes
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on what observations you make from your two sources of influence.
Consider what you are observing from a principal’s point of view, thinking about the list of purposes for an administrator walk-around.
Choose two observations of teachers during your walk-arounds that should be recognized or addressed in a teacher evaluation.
Prepare a short write up of the walk around and then complete two documents to address two different teacher observations. Use any format you feel is appropriate to address your observations. For example, you may need to prepare a corrective action write up, a thank you note, or a certificate of appreciation.
Address what you observed directly, and include any corrective action, if needed.
Attach your walk-around observation notes with your evaluative write-up.
Keep your notes on your sources of influence for your final activity next week.
Follow Up
Use the grading rubric provided to grade this project. The rubric is located in the Course Resources section and is also already built into Moodle.
Version 1January/2015
ED620: Organizational Management
Week 6: Ethics, Integrity, and Developing as an Educational Leader
Learning Objectives
6.1 Examine various ethical theoretical perspectives and ethical paradigms. CLO4, CLO5
6.2 Examine how your personal ethics affect your school leadership style. CLO2, CLO6
6.3 Identify the development stages of school leadership. CLO6
Activities and Resources
Required Readings 6.1, 6.2, 6.3
Leadership and Organizational Behavior in Education
Ch. 11 & 12
Required Videos 6.2
Conformity
https://www.youtube.com/watch?v=SnAyr0kWRGE
Assignments
Required Discussion Question: Ethics and Conformity 6.1
How are ethics and resolving ethical dilemmas a vital part of school leadership? Think about the Conformity video you watched from Dead Poet’s Society.
Follow Up
How does conformity play into ethical decision making?
How can effective mentoring contribute to a principal’s recruitment, training, and development?
Follow Up
What mentoring practices are in place at your school? Do you think that your school system needs to adapt or change its mentoring practices for school leaders? Explain your response.
Manifesto 6.1, 6.2
Write a three- to four-page first-person manifesto that states and justifies your belief system as it relates to school leadership.
Reference at least three sources that have influenced your thinking, and explain your thoughts.
Version 1January/2015
ED620: Organizational Management
Include each of the following topics, keeping in mind that this is your leadership roadmap.
1. Differences between leadership and management, explaining why both are important to school leadership2. Your belief about leadership and change theory3. Your leadership style4. Communication5. Your leadership vision from Week 3, revised according to instructor feedback6. Motivating teachers7. How you will become a source of influence8. Your strategy to implement change9. Ethics and integrity
Describe your leadership beliefs and who you want to be as a school leader clearly and thoughtfully.
Submit your assignment as a Microsoft® Word document in Moodle.
Follow Up
Use the grading rubric provided to grade this project. The rubric is located in the Course Resources section and is also already built into Moodle.
Field Experience: Summary, Chart & Log
Write a 250- to 300-word summary of evidence you observed of your interviewees’ influence during your two walk-arounds, and prepare a chart comparing and contrasting your two influential people, using the Summary & Chart document provided in Moodle.
Note: It is possible that you will not observe any influences; if that is the case, indicate this in your summary, and explain the possible reasons.
Complete your Field Experience Log using the document provided in Moodle.
Submit your chart, summary, and Field Experience Log.
Follow Up
Keep a file of all field experience logs. Email the file to Dr. Martha Wall-Whitfield at [email protected] at the end of the course.
