EDAL 520

EDAL 520 - FOUNDATIONS OF EDUCATIONAL LEADERSHIP

Summer, 2005

To Educate is to Redeem

Instructor
*Dr. Gary Gifford, BH 173, (269) 471-6682, e-mail: ggifford@andrews.edu
Classroom: BH 180, M-F 8:15-10:15
Course Webpage: http://www.andrews.edu/~ggifford/EDAL520SU05

I. COURSE DESCRIPTION

This course is intended to provide an overview of educational administration and leadership drawing from theory, research, and practice. According to the 2005-2006 Andrews University bulletin, this course will address the purposes, organization, and administration of educational programs and institutions; the structure and control of school systems; the nature of administration; conceptual foundations of educational administration.

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II. COURSE OBJECTIVES

This course serves as the introductory course for degrees and certification in educational administration. The purpose of this course is to enable students to:

Gain an understanding of the main elements of Educational Management and apply them to problem solving in Educational Administration.
Iintegrate spiritual and ethical values in all aspects of Leadership and Administration..
Apply systems theory to understanding the structure and functioning of American and other educational systems.
Apply principles of human development, particularly in the areas of cognition and motivation, to better understand how to maximize the potentials for students and staff.

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III. TEXTBOOK

Lunenburg, F. C., & Ornstein, A. C. (2004). Educational Administration: Concepts and Practices.(4th ed.) Belmont, CA: Wadsworth Publishing Company

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IV. ORGNIZATIONAL STRUCTURE AS RELATED TO MISSION, KNOWLEDGE BASE, AND STANDARDS

School of Education (SED) One of the Schools of Andrews University
- Mission : The mission of the SED at Andrews University is to serve an international clientele, preparing educators for excellence in thinking, teaching, service and research. As companions in learning, students and faculty are committed to global Christian service. The mission is succinctly captured in the phrase "Educar es Redimir" (to educate is to redeem) through harmonious development of students for service.
- Knowledge Base: The mission of the SED is expressed through six knowledge bases (KB's) that reflect the ideal development for all graduates of the School of Education . They are:
  - Worldview - addresses appreciation of the perspective of others and development of a personal philosophy from which action and service arise; (WV)
  - Human Growth and Change - addresses principles of growth, development, and learning, and the use of these principles to effect positive change; (HGC)
  - Groups, Leadership and Change - addresses principles of group behavior and the use of these principles to effect positive change for individuals and organizations; (GLC)
  - Communication and Technology - addresses oral, written, intrapersonal and interpersonal communication as the essence of human behavior and technology as it enables, supports, and enhances human interaction and learning; (CT)
  - Research and Evaluation - addresses valuing and conducting disciplined inquiry for decision-making; (RE)
  - Personal and Professional Growth - addresses commitment to holistic personal and professional growth. (PPG)
Leadership and Educational Administration (LEAD) One of the department in the School of Education .

Mission : Based on the mission of the SED, the mission of LEAD is to develop a community of scholar-practitioners who transform the power of knowledge into global service. Its core values include: service, community, integrated life, and human dignity.

Educational Administration (EA) A segment of LEAD)

Competency Standards: The Educational Administration segment of LEAD seeks to prepare effective, educational administrators for servant leadership in educational settings based on the following competency standards:

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.
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.
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.
Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and the community members, responding to diverse community interest and needs, and mobilizing community resources.
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.
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.
Standard 7: A school administrator is an educational leader who understands and comprehensively applies technology to advance student achievement.
Standard 8: A school administrator is an educational leader who appreciates the perspectives of others and develops a personal philosophy from which action and service arise.
Standard 9: A school administrator is an educational leader who understands and comprehensively applies research and evaluation for effective decision making.

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V. COURSE REQUIREMENTS

Graded Activity #1 - Attendance and Participation (15%).

This is basically an on line course with a face to face daily meeting for those who are near enough to attend and would benefit from the face to face teacher/student interaction

Attendance and participation for all students is based on completing the required daily responses to the contents of the assigned chapter and readings, and submitting these responses to the specifically titled discussion area for EDAL 520SU05 in WebCT.

All students are expected to participate in the 3 scheduled online class sessions. (See the class schedule for the dates.)

“Absences”, missing your daily response or missing an online class session will result in a lower final grade.

Required:

A computer account at AU or with another ISP (Internet Service Provider)
Proficiency in working in a Windows environment
Ready access to a computer with Microsoft Internet Explorer (the recommended browser
An adventurous spirit.

Graded Activity #2 - Reading Critiques - (10%)
- Students will be required to critique 2 article chosen from the 3 listed below. These readings are selected to provide valuable insights into the challenges of educational administration.
  - A Personal Vision of a Good School by Roland S. Barth http://www.enc.org/professional/learn/change/resources/readings/document.shtm?input=ACQ-137035-7035
  - The Learning-Centered Principal by Richard DuFour
  - A National Plan for Improving Professional Development by Dennis Sparks and Stephanie Hirsh http://www.nsdc.org/library/authors/NSDCPlan.cfm
- Each Reading Critique should provide:
  - A two page document:
    - A synopsis (summary) of the content of the article.
      - This should be one page double spaced, 12 pt.
    - The student's analysis of the ideas in the article and, comments regarding how relevant those ideas are to the role of an educational administrator.
      - This should also be one page , as above.
  - Note the grid in section VII A of this syllabus, provides Reading Critique Evaluation Standards to guide the student in writing a good critique.
- Please email your Reading Critiques to ggifford@andews.edu as an attached file.
Graded Activity #3 – Student Presentations/Evaluations of Case Studies (20%)
- Power Point Presentation (15%)
  - Select a case study from one of the following sites to present on line to the other members of the class:
    
    Get Rid of Incompetent Teachers, Any Way You can!
    
    Interviewing for the Principalship
    
    Facing Community Pressure: When Emotion Overrules Logic
    
    Changes at Big Mountain High School
    
    Out With the Old, In With the New: Principal Succession at Liberty High
  - Study the case study:
    - describe the case,
    - identify all the problems/issues, in and surrounding the case,
    - select two problems/issues in the case for which you would like to suggest solutions,
    - provide solutions to the problems you selected
  - Present the case study:
    - transform the content you create in response to the bulleted items in “Study” above into a Powerpoint presentation of at least 20 slides with comment notes tied to each slide indicating what, in addition to the slide content, you would say about each slide,
    - send your creation, via an email attachment,(we will share email addresses) to the instructor and each class member. This assignment will provide evidence to demonstrate some of your competency with technology.
- Evaluations of fellow student's Power point presentations (5%)
  - You will receive credit for evaluating your co-learner's presentations (5%)
  - Copy the form below to a word document.
  - Complete the form and e mail a copy of your evaluation to me.
  - I will check your evaluation and credit you for viewing and learning from your co-learner's presentations.

EDAL 520 SU05

Power point Case Study (student to student)Evaluation Form

Presenter's name_____________________

Evaluator's name_____________________

Case Title______________________________________________________________

Instructions: Star (X) your response in the “Weak” “Average” or “Strong” box and email your response to ggifford@andrews.edu

WEAK

AVERAGE

STRONG

Description of the case:
Identification of all the problems/issues:
Identification of the 2 problems to solve:
Quality of the solutions presented:
Strength and calarity of the powerpoint presentation:
Overall effectiveness of the presentation:

Additional comments:______________________________________________________________

_______________________________________________________________________

Evaluation (20% total):
- Evaluation of your Case Study Power Point Presentation (15%) will be based on:
  - your description of the case,
  - your identification of the problems/issues in around the case,
  - your identification of the two problems you want to solve,
  - the quality of the solutions you presented to the two problems you choose to address
  - the strength and clarity of your Powerpoint presentation,
  - the overall effectiveness of the presentation.
- Evaluation of your co-learners' work (5%)

Graded Activity #4 – Quizzes (25%)
- Over the course of the semester there will 12 chapter quizzes .(multiple choice) over the first 12 chapters of the text book
- This form of evaluation will test the student's knowledge of the major concepts and personalities in the study of educational administration.
- All of the quizzes can be found at the EDAL520 SU05 WebCT site http://webct.andrews.edu/webct/public/home.pl
- Enter this site by clicking on Log On to My WebCT and by using your AU username and password. When you enter the WebCT area click on EDAL520 SU05. This will take you to the course menu.
- Click on the Quiz/Test icon. You will then enter the quizzes section. Click on Chapter 1 Quiz (or other chapters as you progress through the course). This will be a multiple choice quiz over Chapter 1.
- You have 3 chances (trys) to take the quiz. The questions are stored in a database and randomly selected for each of the three quizzes. WebCT will automatically select your quiz with the best score to record for your grade.
Graded Activity #5 – Final Take Home Project (30%)
The Final Take Home Project will be available to each student early in the morning on July 7, 2005 and will be due July 8, 2005, at 5:00 pm.

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VI. COURSE OUTLINE

(Schedule and Notes)

Session/Date	Topics	Chapter Outlines and Notes Lunenberg & Ornstein	Assignments
	First Class Introductory Outline for Face to Face and Online Students
M-June 13 - Day 1	Development of Administrative Theory	Chapter 1
T-June 14 - Day 2	Organizational Structure	Chapter 2	Quiz 1
W-June 15 - Day 3	Organizational Culture	Chapter 3	Quiz 2
Th-June 16 - Day 4	Motivation	Chapter 4	Quiz 3
F-June 17 - Day 5	Leadership - ONLINE CLASS	Chapter 5 Lesson Plan for June 17 Online Class	Quiz 4
M-June 20 - Day 6	Decision Making	Chapter 6	Critique Due Quiz 5
T-June 21 - Day 7	Communication	Chapter 7	Quiz 6
W-June 22 - Day 8	Organizational Change	Chapter 8	Quiz 7
Th-June 23 - Day 9	The Federal and State Government and Education	Chapter 9	Quiz 8
F-June 24 - Day 10	Local School Districts - ONLINE CLASS	Chapter 10 Lesson Plan for June 24 Online Class	Quiz 9
M-June 27 - Day 11	School Finance and Productivity (Part 1)	Chapter 11	Critique Due Quiz 10
T-June 28 - Day 12	School Finance and Productivity (Part 2)		Quiz 11
W-June 29 - Day 13	Legal Considerations and Education (Part 1)	Chapter 12
Th-June 30 - Day 14	Legal Considerations and Education (Part 2)		Quiz 12
F-July 1 - Day 15	Human Resource Management (Part 1) - ONLINE CLASS	Chapter 15 Lesson Plan for July 1 Online Class
M-July 4 - Holiday	NO CLASS
T-July 5 - Day 16	Human Resource Management - (Part 2)		Power Point Case Studies Due
W-July 6 - Day 17	Curriculum Development and Implementation	Chapter 13
Th-July 7 - Day 18	Analyzing and Improving Teaching - Final Class Final Take Home Exam (To Be Emailed by 10:30a.m.)	Chapter 14; Chapter 16
F-July 8 - Day 19	Final Exam due at 5p.m., July 8	Happy Summer Break!

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VII. EVALUATION

A. The following table outlines the standards used for evaluating the papers expected in Activity #2

A	B	C	D
Tightly focused writing relating to a narrow topic.	Generally focused on single topic.	Somewhat focused on broad topic.	Scattered random writing without focus.
A high degree of conceptual development	Indicates good ability to conceptualize	Concept discussed but not well developed.	Little if any conceptualization.
Properly documented where sources used.	Outside sources given proper credit.	Outside sources alluded to.	No credit given to sources used.
Excellent organization and logical progression of thought.	Good organization and logic.	Moderately well organized, but logical progression not evident.	Poorly organized with little or no logic evident.
Excellent use of prose in capturing the essence of referenced material.	A good job of summarizing the material reviewed.	Much paraphrasing of other material.	Mostly paraphrased or copied; not really the authors own work.
Syntax and grammar excellently done. Well edited material.	Only a few errors of minor significance.	A number of errors. Not well edited.	Many errors. Poor grammar and sentence structure.
Complete yet concise discussion of the issue.	Concise and generally recognizes most aspects of the topic.	Topic appears to be one-sided with aspects of the topic missing. Overly verbose.	Incomplete discussion of the issue. Major points ignored.
Opinion based on fact, research or scholarly authority.	Generally good evidence given in support of opinion.	Evidence only somewhat supports opinion.	Opinion entirely unsupported.

B. Final Grades are based on the following distribution of points with the calculation of the grades as illustrated below:

Percent of Grade Max Possible Pts. Your Score Weighted Percent

Activity # 1- Attendance/Particip 15% 30 9 4.5%

Activity # 2-
Article Critique 1 5% 20 18 4.5%

Article Critique 2 5% 20 18 4.5%

Activity #3-
Case Study/PPP 20% 40 40 20.0%

Activity # 4-
Quizzes 25% 50 50 25%

Activity #5-
Final Take Home Exam 30% 60 57 28.50%

Total 100% 200 284 87.00%

Suggested Grade Scale: A (95-100), A- (90-94.9), B+ (85-89.9), B (80-84.9), B- (75-79.9), C+ (70-74.9), C (65-69.9)

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VIII. TIPS FOR DOING RESEARCH ON THE WEB

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IX. ACADEMIC DISHONESTY POLICY

Andrews University, as a Seventh-day Adventist insitution, expects students to dmonstrate the ability to think clearly and exhibit personal moral integrity in every sphere of life. Honesty in all academic matters is a vital component of personal integrity. Breaches in academic integrity principles are taken seriously by the University. Acts of academic dishonesty as described in the University Bulletin are subject to incremental disciplinary penalties with redemptive intent. Such acts are tracked in the office of the Vice President for Academic Administration. Repeated and/or serious offenses will be referred to the Committee on Academic Integrity for Further recommendations on penalties.To Avoid involement in academic dishonesty, in this course my policy will be:Cheating (using notes or the responses of someone else) on quizzes will reduce the point value of the quiz to zero.Plagiarism (using material from someone else without giving appropriate credit) on preentations, critiques etc. will reduce the point value of that activity to zero.

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X. AFFIRMATION ACTION STATEMENT

The School of Education, and the University are committed to providing appropriate support for students with documented disabilities, including learning disabilities. Any student who has a documented disability may identify him/herself to the teacher at the beginning of the semester so that reasonable accommodations or arrangements can be made.

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XI. REFERENCES

BIBLIOGRAPHY OF BOOKS AND ARTICLES

Books and Monographs

Allen, D. W. (1992). Schools for a new century: A conservative approach to radical school reform. Westport, CT: Praeger.

Allington, R. L. (1996). Schools that work: Where all children read and write. New York: Harper Collins College Publishers.

Anderson, D. R. (1982). An introduction to management science: Quantitative approaches to decision making.St. Paul, MN: West.

Arcaro, J. (1995). Creating quality in the classroom. Delray Beach, Fl: St. Lucie Press,

Arnold, J. D. (1992). The complete problem solver: A total system for competitive decision making. New York: Wiley.

Bennis, W. (1989). Why leaders can't lead. The unconscious conspiracy continues. San Francisco, CA: Jossey-Bass Publishers.

Berguist, W. A. (1986). Planning effectively for educational quality. San Francisco, CA: Jossey-Bass.

Berquist, W. (1993). The postmodern organization. San Francisco, CA: Jossey-Bass.

Black, J., & English, F. (1986). What they don't tell you in schools of education about administration. Lancaster, PA: Technomic.

Blase, J., & Blase, J. R. (1994). Empowering teachers: What successful principals do. California: Corwin Press.

Caldwell, B. ( 1987). Leading the self-managing school. Washington, D.C.: Falmer.

Campbell, R. F. (1987). A history of thought and practice in educational administration. New York: Teachers College Press.

Dalin, P. (1993). Changing the school culture. New York: Cassel IMTEC Foundation.

Dubrin, A. J. (1995). Leadership: research findings, practice, and skills. Princeton, NJ: Houghton Mifflin Company.

Dufour, R. P. (1991). The principal as staff developer. Bloomington, IN: National Educational Service.

Drucker, P. F. (1939). The end of economic man. New York: The John Day Company

. . (1972). Concept of the corporation. New York: The John Day Company

. . (1985). The effective executive. New York: Harper and Row

. . (1942). The future of industrial man, a conservative approach. New York: The John Day Company

. . (1985). Management: tasks, responsibilities, practices.(1st ed.). New York: Harper and Row.

Duke, D. L. (1991) School policy. New York: McGraw-Hill.

Dunlap, D. M., & Schmuck, P. A. (Eds). (1995). Women leading in education. Albany, N.Y: State University of New York Press.

Dunn, K. J., & Dunn, R. S. (Eds.). (1983). Situational leadership for principals: The school administrator in action. Englewood Cliffs, NJ: Prentice-Hall.

Fielder, F. E. (1984). Improving leadership effectiveness: The leader match concept : New York: Wiley.

Finn, C. E. (1991). We must take charge. Our schools and our future. New York Free Press.

First, P. F. (1992). Educational policies for school administrators. Boston: Allyn and Bacon.

Gainey, D. D. (1993). Education for the new century: Views from the principal's office. Reston, VA: National Association of Secondary School Principals.

Genen, H., & Moscow, A. (1984). Managing. New York: Doubleday and Company.

Goldring, E. B., & Rallis, S. F. (1993) Principals of dynamic schools: Taking charge of change. California: Corwin Press.

Gorton, R. A. (1987). School leadership and administration: Important concepts, case studies and simulations. Dubuqe, IA:

W. C. Brown. Guthrie, J., & Reed, R. (1986). Educational administration and policy. Englewood Cliffs, NJ: Prentice-Hall.

Hanson, E. (1985). Educational administration and organizational behavior (2nd ed.). Boston, MA: Allyn and Bacon.

Halpin, A. W. (ed). (1985). Administrative theory in education. New York: The Macmillan Company.

Haller, E. J. & Strike, K. A. (1988). The ethics of school administration. New York: Teachers College Press.

Hallinger, P. (ed). (May 1992) "School leadership development: Evaluating a decade of reform". Education and Urban Society, (24)3: Corwin Press Inc.

Heller, R. (1984). The super manager: Managing for success, the movers and the doers, the reason why. New York: Truman Talley Books. E.P. Dutton Inc.

Herzberg, F. (1976). The managerial choice: To be efficient and to be human. Homewood, IL: Dow Jones-Irwin.

Hill, M. S., & Ragland, J. C. (1995). Women as educational leaders. California: Corwin Press.

Hoy, W. K. and Tarter, C. J. (1995). Administrators solving the problems of practice. Boston, MA: Allyn and Bacon

Hoy, W. K., & Miskel, C. G. (1996). Educational administration: Theory, research and practice (5th Ed.). New York: McGraw-Hill, Inc.

Jacobson, S L., & Berne, R. (Eds.). (1993). Reforming education: The emerging systemic approach. Thousand Oaks, CA: Corwin Press.

Jones, J. J. (1994). Human resource management in education. Lancaster, PA: Technomic Pub. Company.

Joyce, B. R. (1986) Improving america's schools. New York: Longmans.

Kaufman, R. A. (1991) Strategic planning in education. Rethinking, restructuring, revitalizing. Lancaster: Technomic Publishers.

Kets de Vries, M. F. R. (1993). Leaders, fools and impostors. San Francisco: Jossey Bass Publishers.

Kets, de Vries, M. F. R., and Associates. (1991). Organization on the couch. Clinical perspectives on organizational behavior and change. San Francisco: Jossey-Bass Publishers.

Kirchmann, R. E. (1996). Educational administration: A collection of case studies. New Jersey: Merrill.

Kouzes, J. M. & Posner, B. Z. (1993). Credibility: How leaders gain and lose it, why people demand it. San Francisco, CA: Jossey-Bass Publishers.

Kowalski, T. J. (1996). Public relations in educational organizations: Practice in an age of information and reform. Englewood Cliffs, NJ: Merrill.

Levine, M. (1988). Effective problem solving. Englewood Cliffs, NJ: Prentice-Hall.

McCormacK, M. H. (1989). What they don't teach you at Harvard Business School. Notes from a street-smart executive. New York: Bantam Books.

Millard, R. M.(1991) Today,s myths and tomorrow's realities. Overcoming obstacles academic leadership in the 21st. century. San Francisco: Jossey-Bass Publishers.

Naisbitt, J., & Aburdene, P. (1985). Re-inventing the corporation: transforming your job and your company for the new information society. New York: Warner Books.

Morris, W. C., & Sashkin, M. (1976). Organization behavior in action: Skill building experiences, St. Paul, MN: West.

Ouchi, W. (1981). Theory Z: How american business can meet the japanese challenge. Reading, Massachusetts: Addison-Wesley Publishing Company.

Owens, R. G. (1995). Organizational behavior in education. (5th ed.) Boston,Ma: Allyn and Bacon.

Pennings, J. M. (1983). Decision making: An organizational behavior approach. New York: M.Weiner.

Peters, T., & Waterman, R. H. (Jr). (1982). In search of excellence. New York: Harper & Row Publishers.

Peters, T. (1992). Liberation management. New York: Alfred A. Knopf.

Peters, T. (1987). Thriving on chaos. New York: Alfred A Knopf.

Peters, T., & Austin, N. (1985). A passion for excellence: the leadership difference. New York: Random House.

Plunkett, L. C. (1982). The proactive manager: The complete book of problem solving and decision making. New York: Wiley.

Ribbins, P., Glatter, R., Simkins, T., & Watson, L. (Eds.). (1991). Developing educational leaders. Harlow, England: Longman.

Richardson, M. D., Lane, K. E., & Flanigan, J. L. (Eds.) (1995). School Empowerment. Lancaster, PA: Technomic Publication.

Schein, E. H. (1985). Organizational culture and leadership. San Francisco: Jossey-Bass Publishers.

Smith, S. C. (1990). The collaborative school: a work environment for effective instruction. Eugene, OR: ERIC Clearinghouse on Educational Management

Stone, S. C. (1987). Strategic planning for independent schools. Boston National Association of Independent Schools.

Starratt, R. J. (1995). Leaders with vision. California: Corwin Press.

Toffler, A. (1990). Power shift: Knowledge, wealth, and violence at the edge of the 21st century. New York:Bantam Books.

Towsend, R. (1984). Further up the organization. How to stop management from stifling people and strangling productivity. New York: Alfred A. Knopf.

Vaill, P. B. (1989). Managing as a performing art. New ideas for a world of chaotic change. San Francisco: Jossey-Bass.

Vroom, V. H. (1988). The new leadership: Managing participation in organizations. Englewood Cliffs, NJ: Prentice Hall.

Wallace, C. W. (Jr). (1995). From vision to practice. California: Corwin Press.

Walton, J. (1959). Administration and policy making in education. Baltimore: The John Hopkins Press.

Willower, D. J. (1994). Educational Administration: inquiry,values practice. Lancaster,PA: Technomic Pub. Co. INC.,

White, E. G. (1903). Education. Mountain View, CA: Pacific Press Publishing Association.

White, E. G. (1923). Fundamentals of Christian education. Nashville, TN: Southern Publishing Association.

Woodard, H. (1994). Navigating through change. Burr Ridge, IL: Irwin Professional Publishing.

Yukl, G. (1989). Leadership in organizations (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Articles

David, J. L. (1996). The who, what, and why of site-based management. Educational Leadership, 53(4), 4-9.

Dubin, A. E. (1987). Administrative training: Socializing our school leaders. Planning and Change. 18(1), 33-37.

Elam, S. M., & Rose, L. C. (1995). The Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools. Phi Delta Kappan, 77(1), 41-56.

Freeston, K. R. (1992). Getting started with TQM. Educational Leadership, 50(3), 10-13.

Martin, J. R. (1995). A philosophy of education for the year 2000. Phi Delta Kappan, 76, 355- 359.

Odden, E. R., & Wohlstetter, P. (1995). Making school-based management work. Educational Leadership, 52(5), 32-36.

O'Neil, J. (1995). On technology schools: A conversation with Chris Dede. Educational Leadership, 53(2), 6-11.

Sergiovanni, T. J. (1995). Small schools, great expectations. Educational Leadership, 53(3), 48-52.

Smith, F. (1995). Let's declare education a disaster area and get on with our lives. Phi Delta Kappan, 76(8), 584-590.

Squires, D. A., & Kranyik, R. D. (1996). The Comer Program: Changing school culture. Educational Leadership, 53(4), 29-32.

Stallings, J. A. (1995). Ensuring teaching and learning in the 21st century. Educational Researcher, 24, 4-8.

Sternberg, R. J., & Horvath, J. A. (1995). A prototype view of expert teaching. Educational Researcher, 24, 9-17.

Reitzug, U. C., & Burello, L. C. (1995). How principals can build self-renewing schools. Educational Leadership, 52(7), 48-50.

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WWW Links for EDAL520

American Association of School Administrators
AERA American Educational Research Association.
American Federation of Teachers
Association for Supervision and Curriculum Development
Active Learning Practices for Schools
Association for Supervision and Curriculum Development
Consortium for Research on Educational Accountability & Teacher Evaluation
Best Practices
Education Week
Education Week Supply & Demand Series
McREL Teacher Research Resources
National Center for Education Statistics
Rethinking Schools
Wisconsin Department of Public Instruction
Wisconsin Education Association Council
National Association for Bilingual Education National, non-profit membership and advocacy organization dedicated to educational equity and excellence for language-minority students and the development of bilingualism by all Americans.
Association of American Educators
Association of Illinois Middle Schools
Association of Christian School International
California Association of Directors of Activities - organization providing resources to secondary school activity directors throughout the state.
California Education Organizations
Catholic Education Network (CEN) - K-12.
Center for the Future of Teaching and Learning - made up of education professionals, scholars, and public policy experts who care deeply about improving the schooling of California's children.
Center on English Learning & Achievement
Christian Educators Association International. Association of Christian Teachers and Educators serving in public and private schools
Independent Schools Network - is network of independent schools in Canada,primarily in the metro Toronto area
Michigan NCA - regional accrediting association that accredits over 1,000 K-12 schools in Michigan.
Minnesota Association of School Administrators Designed and maintained by a regional education technology consortium of school districts TIES.
NASSP--National Association of Secondary School Principals - nation's largest school leadership organization, representing more than 40,000 middle level and high school principals and assistant principals.
National Alliance for Safe Schools - provides technical assistance, training and research to school districts interested in reducing school-based crime and violence.
NEA National Ed Ass.
National Association of Secondary School Principals. The nation's largest school organization representing middle level high school principals, assistant principal, and professors.
National Council for Accreditation of Teacher Education
National Education Association
National Science Teacher Association Provides many programs and services for Science educators. Information about their five journals.
National Association for Year-Round Education - serves as a clearinghouse for information on year-round education, time and learning.
National Association of Elementary School Principals - serving America's children for 75 years.
National Association of Federal Education Program Administrators
National Association of Federally Impacted Schools - committed to protecting funding for Impact Aid, the federal program that funds school districts on or near Indian lands, military bases or other forms of federal property.
National Center for Education Statistics - federal entity fulfilling a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education.
National Coalition for Parent Involvement in Education - dedicated to developing effective family/school partnerships in schools throughout America.
National Middle School Association (NMSA) - devoted to improving the educational experiences of young adolescents.
New Hampshire Association of School Principals
New York State Association of Independent Schools
School Administrators of Iowa. Association of School Administrators of Iowa.
Telis - non-profit education foundation dedicated to providing quality electronic learning resources
Texas Center for Educational Technology (TCET) - provides information concerning better use of technology in K-12 education.
Western Boarding Schools Association (WBSA)

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Professional Journals on Leadership and Administration

Administrative Science Quarterly
American Behavioral Scientist
American Education
American Educational Research Journal
American Journal of Sociology
Behavioral Science
Change
Clearing House
Comparative Education
Contemporary Education
Education
Education and Urban Society
Educational Administration Quarterly
Educational Administrator's Abstracts
Educational Digest
Educational Forum
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	Percent of Grade	Max Possible Pts.	Your Score	Weighted Percent
Activity # 1- Attendance/Particip	15%	30	9	4.5%
Activity # 2- Article Critique 1	5%	20	18	4.5%
Article Critique 2	5%	20	18	4.5%
Activity #3- Case Study/PPP	20%	40	40	20.0%
Activity # 4- Quizzes	25%	50	50	25%
Activity #5- Final Take Home Exam	30%	60	57	28.50%
Total	100%	200	284	87.00%