MCLA Leadership Academy 2002

1. MCLA Leadership Academy 2002 Fundamentals of Educational Administration Dr. Sheila Tebbano

2. Course Overview This course intends to give students an overview of issues that school administrators face in their work, organizational structure, history of education in America, and an understanding of leadership philosophy. The course will blend theory with practical application through dialogue, sharing, case studies, and reading. Syllabus is being copied and will be avilable for you on Tuesday.

3. Expectations • Class Participation • Group Activities and Presentations • Internet Searching • In-class Writing Assignments • Class Reading • Final Presentation Course syllabus will be provided in hard copy.

4. Ground Rules for Success • Listen Actively • No Put Downs • Permissions to Pass • We are all learners • Answer for yourself • Contribute • Question • Respect Confidentiality • Your Needs?

5. Team Building Share • Your Name • Where You Work • What You Do at Your Place of Work • One Thing No One Would Believe About You

6. Drawing Exercise Can we put the “fun” in Fundamentals?

7. Be a Risk Taker!

8. Educational Philosophy Classic Texts and Manuscripts in Education http://carbon.cudenver.edu/~mryder/itc_data/etexts.html

9. History of Education in America HISTORY OF AMERICAN EDUCATION WEB PROJECT This page was last edited on 12/03/1999 11:42:17. It was originated and is currently maintained by Professor Robert N. Barger. It is dedicated to F. Raymond McKenna, longtime Professor of Philosophy and History of Education at Eastern Illinois University. It has been designated as an "Internet Site of the Day" by THE CHRONICLE OF HIGHER EDUCATION and also a selection of the Internet Scout Report for the Social Sciences. A mirror site is located athttp://www.ux1.eiu.edu/~cfrnb/

10. Frederick Taylor (1856 – 1915) • Bethlehem Steel • Known as Father of Scientific Management • Published Principals of Scientific Management in 1911 • Broke jobs down into their smallest movement • Increased worker’s output Schools are based on the Industrial Model as defined by Taylor http://ollie.dcccd.edu/mgmt/1347/book_contents/1overview/management_history/mgmt_history.htm

11. Dr. William Glasser “We Learn… 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we discuss with others 80% of what we experience personally 95% of what we teach someone else.”

12. Leadership Seeing is believing! Video Example Apollo 13 Talk to a partner about the leadership style in this clip?

13. Organizational Culture Organizational cultures help employees answer the question “who are we?” • A sense of identity helps employees feel more connected to each other and the organization. • Members learn what role they fulfill in the larger picture of their workplace.

14. 7 Indicators of Organizational Culture • Symbols • golden arches, swish mark • Practices • The way we get things done each day • Daily routines • Vocabulary • Jargon, technical language, specialized

15. Metaphors • Walmart is like a family • Stories • The story of Lee Iaccoca working for one dollar during his first year as the CEO at Chrysler in the 1970’s is still told around the organization. • Rites or Rituals • Dress down Friday, bonus checks, company picnics or parties, or any event which occurs with regularity • Constructs • Processes used by employees to help them accomplish their daily tasks. • I.D. Cards allow employees to be easily recognized

16. Talk to your partner about the organizational culture of your school or organization. Can you identify with the indicators within your organization?

17. Bolman and Deal • Organizational Frames • Structural • Political • Human Resources • Symbolic Handout – group reading and presentation

18. Principle Centered LeadershipBy Steven Covey • Leaders are continually learning. • Leaders are service oriented. • Leaders radiate positive energy. • Leaders believe in other people. • Leaders live balances lives. • Leaders see life as an adventure. • Leaders are synergistic. • Leaders exercise self-renewal.

19. Peter Senge Schools That Learn (2000) NY: Doubleday • Learning Organization Theory • The 5 Disciplines • Personal Mastery • Mental Models picture activity • Shared Vision • Team Learning • Systems Thinking

20. Community and Shared VisionReference: Senge, P. (1994) The fifth discipline field book: Strategies and tools for building a learning organization. New York: Doubleday. 1. Terms that are often overused and misunderstood • Community: a location or a connection of social organizations. Leader must consider both, as they are interrelated. • Logistics, demographics, support systems • Directly influence development of children’s behavior and affects their learning as they observe and interpret the messages they receive.

21. Vision is the ability to perceive something not actually visible. Vision involves keen foresight and powerful imagination. • Shared vision is a complex process in which a group of people united by a common goal work together to make the vision a reality. • Administrator’s task is to lead the group in the difficult journey that may be filled with pitfalls, disappointments, and setbacks.

22. 2. Steps to building a shared vision and empowering the community. • Spend time to reflect why you should undertake the difficult process. • Hire staff that want to be a part of a larger process, who understand the community, and who share your vision.

23. 3. Share introductions • Make sure office staff is friendly and welcoming • Introduce new staff to current staff. • Welcome back parties, open house, non-threatening atmosphere for parents to get acquainted with the staff and the school. • Establish procedures for welcoming new students and staff after school begins

24. 4. Acquaint the staff with the community’s needs, assets, special characteristics, and key individuals. • Tour the community with staff every 2-3 years so teachers get an idea of where their students live and how they get to school. • Home visits?

25. 5. Next, you must show that you are serious about building and sharing a vision with the community and its children. • Have conversations with small, representative community groups about the kind of school they want, and what the roles of the principal, teachers, students, parents, mentors, community members, office staff, custodians should be.

26. A representative group should review all the pieces and formalize a collective vision that incorporates as many different elements as possible.

27. 6. Publicize the vision throughout the community. • Include it in all newsletters • Present it to students and discuss with them its implications and their roles in achieving it • Discuss it with parent groups, noting their roles. Identify ways the school can help them, and ways they can help the school and each other, in realizing the vision.

28. 7. Keeping the vision alive. • Revisit it every year. • Are stakeholder groups on track? • Are school decisions consistent? • Is the community making the vision a reality. Does the vision ever change?

29. Joy in the Job More and more is being asked of today’s school administrators. School administration theory and responsibility have changed. What hasn’t changed is the “fun” part of the job. What activities give administrators joy on the job? It’s group time!

30. FISH Philosophy Choose Your Attitude There is always a choice about the way you do your work, even if there is not a choice about the work itself.

31. Play • Happy people treat others well • Fun leads to creativity • The time passes quickly • Having a good time is healthy • Work becomes a reward and not just a way to rewards

32. Make Their Day • Engage people • Look for ways to create great memories. Whenever you create a memory you make someone’s day. • Focusing your attention on ways to make another person’s day provides a constant flow of positive feelings.

33. Be Present The past is history The future is a mystery Today is a gift That is why we call it the present.

35. Reflection • The act of reflection provides an opportunity for: • Amplifying the meaning of one’s work through the insights of others • Applying meaning beyond the situation in which it was learned • Making a commitment to modifications plans, and experimentation • Documenting learning and providing a rich base of shared knowledge

36. Dr. Thomas Kelly, Ph.D. • Presently Dr. Kelly is: • Working to implement the ideas of William Glasser, W. Edwards Deming and Steven Covey in schools • Assisting schools in systemic assessment to guide systemic change • New book on character education http://www.drtomkelly.com/ No one thinks we need higher academic standards more than me.At the same time I must say that the higher standards we need most are not academic.The higher standards we need most are moral, and until we get that straight the schools and the general culture are going nowhere but down."

37. 95% OF THE CHRONIC PROBLEMS OCCURING IN ORGANIZATIONS ARE SYSTEMIC. • W. Edwards Deming • THE ONLY ASSESSMENT THAT CAN BRING EXCELLENCE IS SELF ASSESSMENT. • William Glasser • SYSTEMIC CHANGE MUST BE DRIVEN BY SYSTEMIC ASSESSMENT. FOR QUALITY, THE SYSTEM (SCHOOL) MUST ASSESS ITSELF. • Thomas F. Kelly

38. VIRTUES: BEHAVIORS THAT MAKE ME GOOD HUMBLE LOYALCOURAGEOUS MODERATESELF DISCIPLINED PATIENTFORGIVING PERSEVERENTGENEROUS PRUDENTHONEST RESPECTFULLHOPEFUL RESPONSIBLEJUST/FAIR SIMPLEKIND SPIRITUAL

39. SOME VALUES COMMONLY CONFUSED WITH VIRTUES CULTURE HISTORYBELONGING KNOWLEDGEETHNICITY RELIGIONFAMILY PEACEFREEDOM ` POWERFUN RACE

40. Character Education Resources http://www.region.york.on.ca/cc/pdf/resources.pdf http://www.canandaiguaschools.org/CAprofessional/guidance/charactereducation.asp

41. Every school’s goal should be to habituate reflection throughout the organization. The ultimate purpose of reflection is to get us into the habit of thinking about our experiences. • Individually • Collectively with teachers, students, and the school community External and internal voices.

42. Technology • Professional development • Creating a New Culture of Teaching and Learning by Alan November (article) • Databases • Attendance, Grades, Test Data, Financial Records, Budget, Demographic Information • Scheduling

43. Who Moved My Cheese

44. School Safety • Discipline • Violence • Crisis • NYS – SAVE Legislation • Harassment

45. Teacher Support • Supervision • Hiring • Support • 22% of all new teachers leave the profession in the first three years because of lack of support and a “sink or swim” approach to induction. U.S. Education Department, office of Educational Research and Improvement • Isolation

46. Resources • Promising Practices, “The Induction of New Teachers.” www.ed.gov/pubs/PromPractice/chapter5.html

47. Leader of Leaders • American school day was never designed with time for professional development in mind. • State requirements • Adult learning theory

48. Internet Resources for Administrators http://www.chalktalkonline.com/pages/links.html http://www.edu-leadership.com

49. http://www.nsba.org/sbot/toolkit/ Policy Resources http://www.nsba.org/sbot/toolkit/PolSrc.cfm

50. This graph, taken from The Education Commission of the States', Bridging the Gap, clearly shows the rising achievement levels of students in recent years. Education in the U.S. IS improving. The issue is that educational improvement is not keeping pace with public expectations. Many American schools are doing the best job of educating children in their history, but they’re not changing fast enough to keep up with the demands of the world’s economy and the expectations of the American public. This figure illustrates the central public policy challenge of education reform in the current political environment.