MOREHEAD

College of Education

Department of Leadership and Secondary Education

EDIL 641—School Superintendent

INSTRUCTOR: David Barnett

PHONE: (606) 783-9378

OFFICE: Ginger Hall 503

CATALOG DESCRIPTION: Explores the role of the superintendent, conflicts, and challenges. The course is designed for administrators dealing with the basic functions, duties, responsibilities and the problems or current issues confronting today’s fiscal affairs, legislation, support services, communication, evaluation and accountability, and instructional leadership.

COURSE OBJECTIVES:

To develop an understanding of group dynamics and explore how to best utilize one’s own personality type to facilitate group success
To develop a working knowledge of sound fiscal practices and how classroom, school and district fiscal decisions are interrelated
To develop an understanding of local and state administrative regulations, school and district policies, and local, state, and federal laws; their implications and impact on administrative decisions and practices
To explore various communication tools including electronic, print and mass media and how to best utilize these tools in guiding the district to meet its stated mission
To develop skills that may be used to evaluate teachers and administrators and utilize these skills in helping develop professional growth plans
To analyze various instructional leadership strategies and determine which strategies are most effective based on the needs of the schools and district
To develop an awareness of the various support programs (e.g. food service, transportation, etc.) and their impact on student success

CONCEPTUAL FRAMEWORK FOR EDUCATOR PREPARATION PROGRAM:

This course is designed to provide students with the wide range of responsibilities facing today’s superintendent. Both in-class and out-of-class experiences will provide students the opportunity to evaluate and analyze the variety of internal and external forces which impact school districts and how to utilize these various strategies to further the district’s mission.

METHOD OF INSTRUCTION

This course is designed to provide students opportunities to experience the wide range of responsibilities facing superintendents. Case studies will be utilized to simulate real world challenges and will allow students to develop solutions to the challenges when they are put into the decision-making role. Students will analyze decisions made by others and explore alternative decisions and their implications. Successful students will enter into class discussion both from a participant as well as a leadership role. Students will be asked to assume to role of the superintendent, a parent, a board member, a teacher and/or principal. These various scenarios are offered to provide insight and guidance for future decisions.

METHOD OF EVALUATION

Student evaluation will be based on three components as described below:

1.      Assessment of current responsibilities of in-service administrators and development of strategies and ideas to better prepare administrators. Students will be evaluating their own preparedness and interviewing other practicing administrators. (110 points maximum)

2.      Case Study Development: Students will be reviewing a number of case studies related to school leadership. Analysis of the cases and development of possible solutions will be required. Additionally, students will develop their own case study based on an experience from their past. (110 points)

3.      Applied Projects: Students are to complete a project that focuses on a major issue facing today’s superintendent. It might involve construction projects, support services (e.g. transportation, food service, maintenance, etc.), fiscal issues, personnel, school safety, etc. The project should identify the major issues that require the superintendent’s time and energy, strategies to deal with those issues, and an overview of best practices related to those issues. A minimum of five recent (no more than five years old) sources should be reviewed and summarized. The APA format should be followed. Students will present their projects in class, preparing an abstract for the other students in the class. The in-class presentation should be approximately 30 minutes in length. (150 points):

4.      Superintendent’s Interview: Students should interview a superintendent with a least four years experience as a Superintendent. The questions found in Attachment A must be included along with at least three other questions developed by the student. Students should conclude with a summary of their reflections on the superintendent’s responses and their own thoughts concerning the role of the superintendent. (80 points)

5.      In-class Participation: Participation in discussion and in-class projects reflects a student’s understanding of the idea or content being considered. Each student is expected to be an active participant in each class, at times leading the discussion while at other times reacting to and participating in discussion being led by other members of the class. (50 points)

GRADE ASSIGNMENT

450—500 A

400—449 B

350—399 C

< 349 No Credit

ATTENDANCE

Please notify the professor in advance if you know you will be absent.

MAKE-UP WORK POLICY

Students may make up a maximum of three classes by choosing from the following options:

· Submit a concept paper summarizing a recent publication (not more than four years old) based on the objectives for the course. The paper should utilize APA format and be approximately three pages in length. The summary should contain your analysis of the publication as well as its impact on current school finance issues.

· Develop an administrative regulation for a current board policy. The regulation should clearly delineate personnel responsibility and what action is to be taken to implement the board policy.

Make-up work is due within two weeks of the date of the missed class.

ISLLC STANDARDS

Issues related to the school superintendent intersect all of the ISSLC Standards in someway. As instructional leader in the district the superintendent is visible throughout the community and carries the responsibility of helping spread the vision and mission of the school system. The projects assigned and content presented and evaluated align most closely with the following:

Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

The administrator has knowledge and understanding of:

* learning goals in a pluralistic society
* the principles of developing and implementing strategic plans
* information sources, data collection, and data analysis strategies
* effective communication
* effective consensus-building and negotiation skills

The administrator facilitates processes and engages in activities ensuring that:

* the vision and mission of the school are effectively communicated to staff, parents, students, and community members

*the vision is developed with and among stakeholders
* the school community is involved in school improvement efforts
* the vision shapes the educational programs, plans, and actions
* an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated
* assessment data related to student learning are used to develop the school vision and goals
* relevant demographic data pertaining to students and their families are used in developing the school mission and goals
* barriers to achieving the vision are identified, clarified, and addressed
* needed resources are sought and obtained to support the implementation of the school mission and goals

Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

The administrator has knowledge and understanding of:

* applied motivational theories
* diversity and its meaning for educational programs
* adult learning and professional development models
* the change process for systems, organizations, and individuals
* school cultures

The administrator facilitates processes and engages in activities ensuring that:

* all individuals are treated with fairness, dignity, and respect

* students and staff feel valued and important
* the responsibilities and contributions of each individual are acknowledged

* life long learning is encouraged and modeled
* there is a culture of high expectations for self, student, and staff performance
* the school is organized and aligned for success

* curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined
* curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies
* the school culture and climate are assessed on a regular basis
* a variety of sources of information is used to make decisions

* a variety of supervisory and evaluation models is employed

Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment

The administrator has knowledge and understanding of:

* theories and models of organizations and the principles of organizational development
* operational procedures at the school and district level

* human resources management and development
* principles and issues relating to fiscal operations of school management
* principles and issues relating to school facilities and use of space
* legal issues impacting school operations

The administrator facilitates processes and engages in activities ensuring that:
* emerging trends are recognized, studied, and applied as appropriate
* operational plans and procedures to achieve the vision and goals of the school are in place
* collective bargaining and other contractual agreements related to the school are effectively managed
* potential problems and opportunities are identified
* problems are confronted and resolved in a timely manner
* financial, human, and material resources are aligned to the goals of schools
* stakeholders are involved in decisions affecting schools
* responsibility is shared to maximize ownership and accountability
* effective problem-framing and problem-solving skills are used
* effective conflict resolution skills are used
* effective group-process and consensus-building skills are used
* effective communication skills are used
* human resource functions support the attainment of school goals

Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

The administrator has knowledge and understanding of:

* emerging issues and trends that potentially impact the school community
* the conditions and dynamics of the diverse school community

* community resources
* community relations and marketing strategies and processes
* successful models of school, family, business, community, government and higher education partnerships

The administrator facilitates processes and engages in activities ensuring that:

* high visibility, active involvement, and communication with the larger community is a priority
* relationships with community leaders are identified and nurtured
* information about family and community concerns, expectations, and needs is used regularly
* there is outreach to different business, religious, political, and service agencies and organizations
* credence is given to individuals and groups whose values and opinions may conflict
* the school and community serve one another as resources
* available community resources are secured to help the school solve problems and achieve goals
* community stakeholders are treated equitably
* diversity is recognized and valued
* effective media relations are developed and maintained
* a comprehensive program of community relations is established
* public resources and funds are used appropriately and wisely
* community collaboration is modeled for staff

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

The administrator has knowledge and understanding of:

* the purpose of education and the role of leadership in modern society
* various ethical frameworks and perspectives on ethics
* the values of the diverse school community
* professional codes of ethics
The administrator facilitates processes and engages in activities ensuring that:

* demonstrates a personal and professional code of ethics
* demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance
* serves as a role model
* accepts responsibility for school operations
* considers the impact of one’s administrative practices on others

* uses the influence of the office to enhance the educational program rather than for personal gain

* demonstrates appreciation for and sensitivity to the diversity in the school community
* recognizes and respects the legitimate authority of others
* examines and considers the prevailing values of the diverse school community
* expects that others in the school community will demonstrate integrity and exercise ethical behavior
* opens the school to public scrutiny
* fulfills legal and contractual obligations
* applies laws and procedures fairly, wisely, and considerately

Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

The administrator has knowledge and understanding of:

* principles of representative governance that undergird the system of American schools
* the role of public education in developing and renewing a democratic society and an economically productive nation

* the political, social, cultural and economic systems and processes that impact schools
* models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling

* the dynamics of policy development and advocacy under our democratic political system
* the importance of diversity and equity in a democratic society
The administrator facilitates processes and engages in activities ensuring that:

* the environment in which schools operate is influenced on behalf of students and their families
* communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate
* there is ongoing dialogue with representatives of diverse community groups
* the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities
* public policy is shaped to provide quality education for students
* lines of communication are developed with decision makers outside the school community

Attachment A

Questions for Superintendent’s Interview

What is the most rewarding part of the superintendent’s job?

What suggestions do you have for building an effective school board/superintendent relationship?

It’s been said that the superintendency is a lonely job. What recommendations do you have to effectively deal with that aspect of the job?

What has been the most difficult decision you’ve made as superintendent? In retrospect, would you do anything differently? (Note: If the superintendent is reluctant to talk about specific issues, a counter question could be: What did you learn as a result of the most difficult decision you’ve made as a superintendent?)

In what area(s) do you feel you needed more training before becoming superintendent?

What recommendations do you have for someone who might be considering actively pursing the superintendency?

What qualities do you feel are most important as a superintendent?