ED-673 Syllabus

School of Education

California State University, Bakersfield

ED-AD 673 Dr. Louis Wildman

661-654-3047

661-588-8865

lwildman@csub.edu

HUMAN RELATIONS IN EDUCATIONAL MANAGEMENT

THE SCHOOL OF EDUCATION THEME

Excellence—Integrity--Caring

CANDIDATE DISPOSITIONS

Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn.

Professional Collaboration

Candidates will participate in action-oriented collaboration that will enable them to learn from others and provide leadership in partnerships with all stakeholders.

Reflective Practitioner

Candidates are reflective, life long learners who apply problem solving and critical thinking strategies and the respectful appreciation of differing points of view.

Ethical Professional

Candidates’ actions are based on accepted professional standards of conduct and reflect insight and awareness with respect to diverse perspectives, opinions, obligations and ethical responsibilities of the profession.

Student/Client Centered

Candidates, throughout their programs, will prioritize the needs of the students/clients they serve by maintaining trusting relationships built upon caring, nurturing (respective) and meaningful interactions.

Professional Leader

Candidates, throughout their programs, will be strong, determined, professional leaders with a clear instructional focus using effective communication skills and a willingness to take risks to ensure the advancement, safety, and welfare of all students in our communities.

Professional Competence

Candidates will maintain high programmatic outcomes that reflect research-based practices, principles of learning differentiation, and standards based instruction.

COURSE DESCRIPTION:

Stresses the understanding and development of human relations in educational leadership and management. Emphasizes the facilitative skills of decision making, communicating, relating personally and within a group, and resolving conflicts.

GOALS OF COURSE:

To develop an understanding of the nature and importance of human relations and human relations skills in the effective functioning of human organizations. To recognize the importance of leadership in the success of educational organizations; i.e., the great difference that inspired leadership, and competent and effective management can make. To give serious attention to the shaping of one's own leadership style.

COURSE OBJECTIVES:

1. Candidates will have an understanding of basic theories of human behavior and personality, and the relationship of individuals to organizations. (Cognitive, Affective, and Social) (CPSEL#2)

2. Candidates will have knowledge of theories of leadership and the role of leadership within organizations. (Cognitive and Social) (CPSEL#5)

3. Candidates will know and practice some general principles of group process and leadership and understand their own roles in the effective functioning of groups. (Social) (CPSEL#2)

4. Candidates will gain knowledge about the complex phenomena of communication within an organization and of specific skills of interpersonal communication. (Affective and Social) (CPSEL#1)

5. Candidates will have knowledge of the importance of a positive climate in educational organizations and role of leadership in establishing and maintaining such a climate. (Cognitive, Affective and Social) (CPSEL#2)

6. Candidates will understand many of the causes of interpersonal and intergroup conflict and will demonstrate from a theoretical perspective, various strategies to manage and resolve conflict and stress. (Cognitive, Affective, and Social) (CPSEL#2)

7. Candidates will have a basic understanding of the roles and processes required in collective bargaining as related to education. (Cogitive, Affective, and Social) (CPSEL#3)

8. Candidates will know the legal and historical background of affirmative action and the reasons for non-discrimination in personnel practices. (Cognitive and Social) (CPSEL#5)

9. Candidates will understand and develop professional ethics. (Cognitive, Affective, and Social) (CPSEL#5)

10. Candidates will understand inter- and intra-organizational decision-making processes and techniques. (Cognitive and Social) (CPSEL#3)

PREMISE:

The ladder to leadership in our society is often climbed on the rungs of specialization. But leadership is more than specialized competence. It demands a breadth of vision to shape actions within their larger context. It requires the flexibility to anticipate change and the ability to grapple with complex and often contradictory problems. Learning to be a leader is a lifelong process requiring both experience and reflection on that experience. (Leaders cannot become too preoccupied with day-to-day events that they avoid reflection on the larger issues.) Leadership necessitates ethical clarity and sensitivity. It also requires openness to new ideas.

How this course deals with educational equity and cultural diversity:

This course is premised on a belief in educational equity and the value of cultural diversity. The practical implications of these values are taught particularly in sections on "the notion of a learning community," "the transforming leader," "ethical leadership," and "affirmative action."

Optional Text:

Grant, Gerald, The World We Created At Hamilton High. Cambridge, Mass.: Harvard University Press, 1988.

Note on the selection of this optional text: Quite plainly, this is a troubling, thought provoking book. It describes changing human relationships which have occurred in many schools over the past thirty years. It raises questions about virtually every school related human relations issue. How we resolve these issues will profoundly shape the future of public education. My hope is that by reading and discussing this graphic history of one such school, you as a future school administrator can help schools avoid the human suffering described by helping schools become multi-cultural learning communities.

REFERENCES:

Ashmore, Harry, Unseasonable Truths: The Life of Robert Maynard Hutchins. Boston: Little, Brown and Company, 1989.

Bacharach, Samuel and Lawler, Edward, Bargaining: Power, Tactices and Outcomes. San Francisco: Jossey-Bass Publishers, 1981.

Barth, Roland, Improving Schools From Within. San Francisco: Jossey-Bass, Publishers, 1991.

Bass, Bernard M., Stogdill's Handbook of Leadership: A Survey Of Theory and Research. New York: The Free Press, 1981.

Bellah, Robert N.; Madsen, Richard; Sullivan, William M.; Swidler, Ann; and Tipton, Steven, Habits of the Heart: Individualism and Commitment in American Life. Berkeley: University of California Press, 1985.

Bennis, Warren and Nanus, Burt, Leaders: The Strategies For Taking Charge. New York: Harper & Row, 1985.

Bennis, Warren, Why Leaders Can't Lead. San Francisco: Jossey-Bass, Pub., 1989.

Boyan, Norman (Ed.), Handbook of Research on Educational Administration. New York: Longman, 1988.

Boyer, Ernest, College: The Undergraduate Experience. New York: Harper & Row, 1987.

Bridges, Edwin, Problem Based Learning For Administrators. Eugene: ERIC Clearinghouse on Educational Management, 1992.

Brouillette, Liane, A Geology of School Reform. Albany: State University of New York, 1996.

Burns, James MacGregor, Leadership. New York: Harper & Row, 1978.

Clemens, John and Mayer, Douglas, The Classic Touch: Lessons in Leadership from Homer to Hemingway. Homewood, Illinois: Dow-Jone-Irwin, 1987.

Cohen, Raymond, Negotiating Across Cultures. Washington, D.C.: United States Institute of Peace Press, 1991.

Coleman, James, et. al., Public vs. Private High Schools: The Impact of Communities. New York: Basic Books, Inc., 1987.

English, Fenwick, Educational Administration: The Human Science. New York: HarperCollins Publishers, Inc., 1992.

REFERENCES (Continued):

Fehl, Noah, The Idea of a University in East and West. Hong Kong: Chung Chi College, 1962.

Fisher, James, Power of the Presidency. New York: American Council on Education, 1984.

Fisher, Roger and Ury, William, Getting to Yes. New York: Penguin Books, 1987.

Fiske, Alan Page, Structures of Social Life. New York: The Free Press, 1991.

Fulmer, Robert M., Practical Human Relations. Homewood, Illinois: Richard D. Irwin, Inc., revised edition, 1983.

Gardner, John, Leadership Papers, 1-4. Washington, D.C.: Independent Sector, 1986.

Gazda, George; Asbury, Frank; Balzer, Fred; Childers, William; Walters, Richard, Human Relations Development: A Manual for Educators, Fourth Edition. Boston: Allyn and Bacon, 1991.

Gibbons, Murial; Helsby, Robert; Lefkowitz, Jerome; and Tener, Barbara, Collective Negotiations in Public Employment. Fort Washington, Pa.: Labor Relations Press, 1979.

Goodlad, John; Soder, Roger; and Sirotnik, Kenneth (Editors), The Moral Dimensions of Teaching. San Francisco: Jossey-Bass, 1990.

Gorton, Richard and Snowden, Petra, School Leadership and Administration (Fourth Edition). Madison, Wisconsin: Brown and Benchmark, 1993.

Gross, Nathan and Wildman, Louis, "Morality and Teaching," in College Student Journal, Nov.-Dec. 1975, p. 378-384.

Heifetz, Ronald A., Leadership Without Easy Answers. Cambridge: Harvard University Press, 1994.

Iacocca, Lee, Iacocca, An Autobiography. Toronto: Bantam Books, 1984.

Johnston, Joseph, et. al., Educating Managers: Executive Effectiveness Through Liberal Learning. San Francisco: Jossey-Bass Publishers, 1986.

Kohlberg, Lawrence, et. al., Moral Stages: A Current Formulation and Response to Critics. Basel: S. Karger, 1983.

Kolb, Deborah, The Mediators. Cambridge, Mass.: The MIT Press, 1983.

REFERENCES (Continued):

Leithwood, Kenneth; Begley, Paul and Cousins, J. Bradley, Developing Expert Leadership For Future Schools. London: The Falmer Press, 1992.

Machiavelli, The Prince.

Mayer, Richard, Conflict Management: The Courage to Confront. Columbus: Battelle Press, 1995.

Montefiore, Simon, Stalin: The Court of the Red Tsar. New York: Alfred A. Knopf, 2004.

Napier, Rodney and Gershenfeld, Matti, Groups: Theory and Experience (Fifth Ed.). Boston: Houghton Mifflin Co., 1993.

Neustadt, Richard and May, Ernest, Thinking In Time: The Uses of History For Decision Makers. New York: The Free Press, 1986. (Particularly chapters 1, 3, 4, 5, 6, 8, 9, 10, 13, 14 and the appendixes.)

Peters, Tom, Liberation Management. New York: Knopf, 1992.

Pinker, Steven, The Blank Slate: The Modern Denial of Human Nature. New York: Viking, 2002.

Popper, Samuel, Pathways to the Humanities in Educational Administration. Tempe, Arizona: University Council for Educational Administration, 1987.

Quinn, Robert E., Beyond Rational Management: Mastering the Paradoxes and Competing Demands of High Performance. San Francisco: Jossey-Bass Publishers, Inc., 1988.

Rogers, William P., Report of the Presidential Commission on the Space Shuttle Challenger Accident. Washington, D.C.: U.S. Government Printing Office, 1986.

Ross, Marc Howard, The Management of Conflict: Interpretations and Interests in Comparative Perspective. New Haven: Yale University Press, 1993.

Saporito, Bill, "The Revolt Against 'Working Smarter'." Fortune, July 21, 1986, p. 58-65.

Schwab, Joseph, "The Classroom as Learning Community," a cassette tape. Santa Barbara: The Center for the Study of Democratic Institutions. Available at CSUB media center.

Sergiovanni, Thomas and Moore, John (Eds.), Schooling for Tomorrow. Boston: Allyn and Bacon, 1989.

REFERENCES (Continued):

Sharp, William, Collective Bargaining in the Public Schools. Madison, Wisconsin: Brown and Benchmark, 1993.

Sheive, Linda and Schoenheit, Marian, Leadership: Examining the Elusive (the 1987 ASCD Yearbook). Virginia: Association for Supervision and Curriculum Development, 1987.

Sophocles, The Antigone.

Tannenbaum, R., "How to Choose a Leadership Pattern," in Harvard Business Review, May/June, 1973.

Tichy, Noel and Ulrich, David, "The Leadership Challenge--A Call for the Transformational Leader," in Sloan Management Review, Fall 1984, p. 59-68.

Torbert, William, Managing the Corporate Dream. Homewood, Illinois: Dow Jones-Irwin, Publishers, 1987.

Turnbull, Colin, The Mountain People. New York: Simon and Schuster, 1972.

Tyack, David and Hansot, Elisabeth, Managers of Virtue: Public School Leadership in America, 1820-1980. New York: Basic Books, Inc., 1982.

Wolk, Ronald et al., From Risk To Renewal: Charting A Course For Reform. Washington, D.C.: Editorial Projects in Education, 1993.

Zaleznik, A., "Managers/Leaders: Are They Different?" Harvard Business Review, May/June, 1973, p. 86-108.

Video: Chasnoff, Debra and Cohen, Helen, "It's Elementary: Talking About Gay Issues in School." San Francisco: Women's Educational Media, 1996.

CLASS ACTIVITIES AND REQUIREMENTS:

This seminar uses a variety of educational tools and techniques to link theory and practice. These include role-playing, simulation, small group interaction, lectures, discussion and presentation. Throughout the course, participants are expected to take active roles in discussion and debate, lead parts of the seminar, and exchange ideas and information.

1. Projects/exercises will be required during the course.

2. On each day on which a discussion of a reading is scheduled there may or may not be a quiz on the reading.

3. All students are required to take a final written examination.

PROBLEM BASED LEARNING:

This course includes traditional curriculum common to other courses of this type, however it features problem based learning--an instructional strategy that uses a problem as the starting point for learning. This is what we know about problem based learning (PBL), mainly based upon research in medical education:

1. Attitudes toward the instructional environment 1. PBL substantially more positive.

2. Approaches to studying 2. PBL students adopt meaning orientation; traditional students adopt

reproducing orientation.

3. Knowledge of basic disciplines 3. Small differences favor traditional programs.

4. Clinical competence 4. Small differences favor students in PBL programs.

READINGS:

While reading the material in this syllabus, keep in mind the major problem we are pursuing this term, as well as other problems discussed in class. Ask yourself how might the knowledge in the reading be used in interpreting or understanding the problem? in solving the problem? in anticipating future consequences? in understanding the constraints or the opportunities associated with the problem? If the reading does not seem to provide meaningful answers to any of these questions, perhaps it should be eliminated from the syllabus. Either way, let me know how you feel about the meaningfulness of the readings in this syllabus.

ASSIGNED EXERCISES:

1. Preparation: Reading and discussion on "Developing Greater Cross Cultural Understanding," p. 27.1-27.5. Reading and discussion of various cultural variables, p. 27.51-27.53. Reading and discussion on the "negotiating styles of several cultures," p. 27.11-27.12. Reading and discussion on Islamic culture, p. 27.12a-27.12b. Reading and discussion on the traditional Hispanic family, p. 27.12c. Reading and discussion on Japanese culture, p. 27.121. Reading and discussion on "Latinos in California," p. 27.13. Reading and discussion on "Cross Cultural Attitudes Towards Learning," p. 27.14

Evaluation: Administer a survey to some colleague faculty (including faculty with differing cultural backgrounds), showing how faculty with varying cultural backgrounds possess differing values and perceptions with regard to the role of faculty and administration. Complete by Session #2.

[Standard 4(c)]

2. Vision Exercise:

Preparation: Read about and discuss the vision concept. p. 59-87.2

Evaluation: Interview a principal and a teacher in the same school (select the appropriate level in accord with your interests) regarding their vision for their school. Compare their answers. Pay particular attention to how their vision was developed and the indicators that they use or intend to use in evaluating progress toward their visions. Report your findings in writing. Due Session #3.

(Standard #6(a)(1) and 6(a)(2))

3. Class Project:

Each term I try to find an authentic class project.

During the Fall 1991 version of this course, participants developed a reference guide for educational administrators in the event of various emergency contingencies. During the Winter 1992 version of this course, participants wrote a faculty inservice guide for developing greater cross cultural understanding. During the Fall 1992 version of this course, participants examined how school assemblies have changed over the years, and wrote a guide for improving them. In 1993 we designed an inservice program booklet for preparing elementary and secondary student conflict managers. In 1994 we wrote a booklet on field trips: their planning, various types, liability, transportation and financial problems, and their evaluation. In 1995 we wrote a booklet on dealing with difficult parents. In 1996 we studied the "implicit" curriculum. We pretend that children only see what we say in the classroom. In fact they see everything we do--the way we relate, what we value, and how we behave. Hence we asked what are students learning implicitly in school settings? What are students learning by just attending a school?

In 1997 we examined the desirable outcomes of multicultural education and the extent to which those outcomes are being achieved. Though multicultural education supports our democracy by fostering equitable human relations, we found that multicultural education is not being implemented except at a surface level whereby, for example, certain days (such as Martin Luther King's birthday) are celebrated. We found a pervasive "neutral to negative" attitude toward multicultural education and concluded that while America has undeniably made progress in this regard, it is very difficult for individuals to learn to understand history from multiple cultural perspectives.

During the Summer of 1998 we studied a much lighter subject: We examined the motivating power and long range consequences of challenges made by the principal to students, whereby the goal of winning included embarrassing the principal. For example, typical "goals" have included "sliming the principal," getting him to shave off his beard, taking a pie-in-the-face, landing in the dunk tank, or sitting on the school roof for several hours. We found a high degree of support from principals for such activities, strong negative feelings toward this kind of activity from certain cultures which highly value education, and the conclusion that such external motivators were of very little long term benefit in the social-psychological research literature.

During the Fall of 1998 we studied "ideal" educational human relationships. Each seminar member wrote a term paper on one such relationship. For example, class size. How large should classes be, and what is our rationale and research supporting that conclusion?

During the Fall 1999 term we studied (1) what kinds of educational experiences fulfill people? (2) what human qualities enable them to flourish? and, ultimately, (3) what kinds of educational institutions support those experiences and qualities?

The public schools are known for employing many dedicated teachers and administrators. During the 2000-2001 school year we sought to learn more about these people who exhibit such generosity, perseverance, responsibility, and courage. Do such dedicated teachers and administrators feel that they fit in, that what they do is valued, and that the world is improving because of what they do?

At its best, education broadens and builds our physical, intellectual, humanistic, artistic and social capacity. We examined what interpersonal conditions foster education "at its best?"

In the fall of 2002 we continued a project begun during the 2001-2002 school year. We found that 71% of teachers surveyed in eastern Kern County believe that the new emphasis upon high-stakes testing is having a negative impact upon public education. They believe that the balance between expository and investigatory education has not only tipped too far in the direction of expository education, but is destroying investigatory education. Our project investigated teacher morale and the effect these changes have on student learning and creativity.

In the fall of 2004 we will examine the strategies administrators utilize in starting a new administrative position. This project will be undertaken coincident with appointments of a new dean of the CSUB School of Education and a new CSUB president, though our focus will mainly be on strategies administrators utilize in starting new elementary and secondary administrative positions. Due Session #7.

4. Describe a situation, you are aware of, that has a problem involving a moral/ethical question. Ethical decision-making includes:

1. We must first recognize there is a moral issue.

2. Determine the actors.

3. Gather the relevant data.

4. Test the events for right versus wrong issues.

If the answer is not clear, consider these three questions:

1. Is corruption or legality involved?

2. Would your district or community welcome the publicity surrounding this situation?

3. What would your mother or family say about this situation?

Due Session #8.

Scoring Rubric:

The student correctly identified a problem with a moral/ethical question.

1 2 3 4

No Yes

The student used ethical decision-making as described.

1 2 3 4

No Yes

The student's work showed an understanding (14(b)) of the need to model personal and professional ethics, integrity, justice, and fairness, and expect the same behaviors from others.

1 2 3 4

No Yes

The student used appropriate research in supporting the overall assignment.

1 2 3 4

No Yes

The student's work was of graduate quality.

1 2 3 4

No Yes

This student utilized appropriate writing requirements.

1 2 3 4

No Yes

[Standard #14(b)]

5. Motivation Theory: Describe practical applications of the following motivation-related theories:

(a) Maslow's "hierarchy of needs,"

(b) Herzberg's "two-factor theory,"

(d) Goal theory.

Due Session #9.

[Standard #14(f)]

6. School climate and Plan of Action: Your Vision Due Session #10.

Write a personal vision of your ideal school, within which you explain how you, as an administrator, would derive a vision for your ideal school with the collaboration of parents, other community members and faculty. It may be written as an introduction for students, faculty, classified staff, or for the community on the ideals your school is trying to attain.

Explain how you would implement your vision, and "sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities." Your vision must speak to the equality of all students and promote success for all students. The vision must be based on sound theories which recognize student diversity and learner's needs, data from multiple measures of student learning and relevant qualitative indicators, relevant knowledge about schools as interactive social and cultural systems, data-based research strategies, and strategic planning processes that take into consideration social and organizational change.

Finally, explain what measures you will use to assess progress toward your vision. Then design some of the features of that school's program that illustrate your vision. For example you might describe the positive school climate that prevails in your institution, the strategies you will use to change existing conditions, and/or mention features that you would develop based upon the available human resources and setting. If possible, think in terms of the human resources and setting of a specific school with which you are acquainted.

Scoring Rubric:

The student's vision statement spoke to the equality of all students and promotes success for all students.

1 2 3 4

No Somewhat Yes

The student's vision statement was based on sound theories, relevant knowledge, data-based research strategies, data from multiple measures of student learning and relevant qualitative indicators, and strategic planning processes.

1 2 3 4

No Somewhat Yes

The student's work showed an understanding of the need to sustain personal motivation, commitment, energy, and health by balancing professional and personal responsibilities.

1 2 3 4

No Somewhat Yes

The student's work was of graduate quality.

1 2 3 4

No Somewhat Yes

The student utilized appropriate writing requirements.

1 2 3 4

No Not good Adequate Yes

enough

[Standards #10(a) and #10(b)]

Note: One of the domains of candidate competence and performance required for the Preliminary Administrative Services Credential is as follows:

Educational Leadership: Each candidate in the program is able to articulate a vision consistent with a well-developed educational philosophy and is able to lead individuals and groups toward the accomplishment of common goals and objectives.

Be sure to keep your school vision in a reflective portfolio which will be evaluated by your Culminating Activity Committee. [Standard 6(a)(1)] (Also remember that your reflective portfolio will be organized in accord with the CAPSELS.)

PROFESSIONAL WRITING STANDARDS REQUIRED:

On June 20, 1990, the following short article appeared in the Portland Oregonian newspaper:

Still Wondering Why Johnny Can't Read?

Herewith a few choice excerpts from a recent letter to parents that went out under the signature of the principal of Hosford Middle School in Southeast Portland. "Students schedules . . . who are elligable . . . my childs decision. . . French word that are . . . pottery pored from molds . . . will use various medium such as . . . "

Such poor spelling and grammar is an embarrassment not only to this principal, but to the educational administration profession and to the university where this individual completed an administrative credential. While this individual was not a graduate of the

educational administration program here at Cal State, all of us have a stake in protecting the integrity of the administrative credential. As future instructional leaders, you are expected to model an understanding of the liberal arts, which includes, but is certainly much more than applying correct spelling and grammar in written assignments. While the instructor expects students to enter the course with these writing skills and understandings, students in need of assistance should work closely with the instructor, starting early in the course, to obtain help in perfecting their writing. The instructor eagerly wants to help students, but also must insist upon quality work.

A note with respect to deadlines: All exercises should be completed and submitted for evaluation by the dates indicated or specified in class. The grade of any late assignment will be reduced at the rate of 10% per day, so all possible contingencies (e.g., computer failure or ordinary heartbreak) should be anticipated.

A note with respect to the style of writing appropriate for projects: Projects require prose that is concise, focused on the needs of mainly an educator audience, and not bloated with personal narrative or extraneous discussions.

A note with respect to the assignments: Each of the above assignments has been chosen to further the goals of this course. Occasionally an assignment will not be appropriate for an individual student. When you feel this is the case, discuss the matter with your instructor who will consider changing the assignment to better meet your needs.

A note with respect to the course standards: Since this is a professional course in preparation for administrative positions such as the principalship, the instructor's goal has been to set standards which match what is expected of school administrators. For example, principals are required to attend faculty meetings on time, and speak and write cogently. Therefore standards consistent with these professional expectations have been set as follows:

ATTENDANCE REQUIRED:

Students are expected to arrive promptly and attend all class meetings. Students should participate actively, and, if at all possible, inform the instructor if they plan on missing a class. To benefit from this seminar, students must be in attendance. Further, cooperative group work is frequently assigned, and each member of the cooperative group must be confident that all members will be in attendance.

Attendance Standard: The grade of any student that misses more than one session (one session = one evening) will be reduced one grade level for each additional session missed. Since principals must set an example of promptness in their attendance, tardiness to a session will count as one period missed.

REQUIRED FORMAT FOR PAPERS AND TESTS COMPLETED OUT OF CLASS:

All papers must be typed. Use a single-space format with one blank line between paragraphs, as in this syllabus. Footnotes may be included in the body of the text, placed at the bottom of the page, or listed at the end of the document, in accordance with your preference. The form of the bibliographic citations should be consistent with that used in this syllabus. There is no need to use plastic binders or purchased covers for papers. Place your name, last name first, in the upper right hand corner; place the name of the course on the next line; and the date on the third line. Skip a line and then center the title of your paper. If the paper is more than one page long, staple the pages together in the upper left hand corner. In completing examinations, repeat the question, skip a line, and then provide your answer.

Grading Standards for Writing Assignments

Category

Thesis

Organization

Development

Mechanics

Excellent

Addresses the assignment thoughtfully and analytically, setting a challenging task.

___ Displays awareness of audience.

____ Displays sense of purpose in communicating to an audience.

___ Establishes a clearly focused controlling idea.

___ Demonstrates coherent and rhetorically sophisticated organization

____ makes effective connections between ideas.

___ Provides clear generalizations with specific detail, compelling support and cogent analysis.

____ Cites relevant sources and evaluates their validity, effectively integrating them into text when appropriate.

___ Displays superior, consistent control of syntax, sentence variety, word choice, and conventions of standard English.

Strong

Addresses the assignment clearly and analytically, setting a meaningful task.

___ Addresses audience needs and expectations.

____ Establishes a clearly focused controlling idea.

___ Demonstrates clear and coherent organization.

___ Provides clear generalizations and effective support and analysis.

____ Cites relevant sources, effectively integrating them into text when appropriate.

___ Displays consistent control of syntax, sentence variety, word choice, and conventions of Standard English.

Adequate

Addresses the assignment with some analysis.

___ Addresses most audience needs and expectations.

____ Establishes a controlling idea.

___ Demonstrates adequate organization.

___ Provides support for and some analysis of generalizations.

____ Cites appropriate sources, adequately integrating them into text.

___ Displays adequate control of syntax, sentence variety, word choice, and conventions of Standard English.

____ Errors do not slow the reader, impede understanding, or seriously undermine the authority of the writer.

Seriously Flawed

Addresses the assignment inadequately.

___ Shows insufficient audience awareness.

____ Strays from the controlling idea or the idea is unclear.

___ Displays formulaic, random or confusing organization.

___ Lacks generalizations, or provides generalizations with inadequate support or analysis.

____ Fails to cite sources or cites and/or integrates them inappropriately.

___ Shows deficient control of syntax, word choice, and conventions of Standard English

____ Errors impede understanding.

Fundamentally Deficient

Fails to address the assignment.

__ Demonstrates a lack of audience awareness.

____ Lacks a controlling idea.

___ Lacks organization or organizes illogically.

___ Displays inability to generalize, analyze or support ideas.

____ Fails to use outside sources or misuses the texts of others.

___ Shows inadequate control of syntax, word choice, and conventions of Standard English.

PARTICIPATION IN CLASS:

While we expect that there will be more administrative vacancies in the next few years due to the retirement of many current administrators, competition for administrative openings will probably continue to be keen. Hence to get an administrative position you will want to prepare yourself as thoroughly as possible. The coursework in educational administration frequently offers opportunities to complete various administrative projects and practice leadership behavior with teachers taking these courses.

The educational administration faculty looks at you as a prospective administrator. We continually ask ourselves, does this individual have the knowledge, habits and wisdom necessary to become a responsible instructional leader? Likewise, you should think of each class session as a "practice step" in that direction. Ask yourself, am I demonstrating the qualities of instructional leadership? Am I distinguishing myself by my habits and attitudes so that others will perceive that I should be recommended for a responsible administrative role?

Our experience has demonstrated that generally those that do well in this program, get the better administrative positions. Our experience has also demonstrated that the students who think of the program as a series of "practice steps" do make enormous strides toward becoming instructional leaders as they progress through the program. Hence, start now to accumulate a record of significant achievement within this professional preparation program.

METHOD OF EVALUATION:

Students will be evaluated on the following:

The wisdom, pertinence, clarity, and perceptiveness of class Commentary: 20%

Class project: 30%

Exercises: 30%

Final Exam and Possible Quizes: 20%

More on Standards:

A "B" grade is a "good" grade at the graduate level. A "C" grade represents what Martin Nystrand and Adam Gamoran (in Effective Teaching: Current Research (Berkeley, Calif.: McCutchan Pub., 1991, p. 259)) refer to as "procedural engagement"--going through the motions, answering questions, and completing assignments. "B" level work, in comparison, is at a much higher level, requiring "substantive engagement"--a sustained commitment to and involvement in the course. "A" level work requires substantive engagement and a publishable level contribution to some facit of the course, such as the project.

How does one become "substantively engaged" in this course?

The daily outline that follows in this syllabus lists a number of sub-goals and objectives for each session. Most of these sub-topics will be addressed in that session either through lecture, class discussion or small group project. It is your task to organize the subject matter, explain it, summarize it, and integrate it into your framework for understanding educational administration. Sometimes this will require merely an expansion of your framework; other times it may require a "tearing down" and re-building of the structure which you use to make sense of this material. In either case, the sub-topics should help you organize the material.

After each session, I suggest that you organize your notes utilizing an outline format, providing the closure to the lesson. Then look over the reading material for the next session. Some of it is reference material. If so, simply look over the structure of how it is organized and read brief sections so that you could refer back to it when appropriate. Opinion pieces will require a reading to learn the central thrust of the opinion, the main reasons for it, and the limitations of the position. Theoretical articles, on the other hand, will require a much slower kind of reading. Here you should study the motivation for the theory, the main relationships explained by the theory, the experimental design utilized in verifying the theory, the evidence upon which the theory is based, and pay particular attention to the limitations of the theory by formulating questions yet unanswered.

The written assignments are designed to help you get involved and make a worthwhile contribution to educational practice, incorporating theories and ideas learned in this course.

DAILY OUTLINE:

Goals and Objectives for Session #1: Background

1. Goal: Seminar participants will become acquainted with the instructor in terms of his background, educational vision and general approach to human relations.

2. Goal: Participants will become acquainted with each other and begin to "bond" as a team while learning about how groups organize themselves and reflecting upon their own leadership style within groups.

3. Objective: Participants will know a working definition of a "learning community," and be able to analyze school settings to determine the extent to which the setting exemplifies the concept.

4. Objective: Participants will be able to distinguish between the "transcultural" and the "multicultural," and cite differences in emphases between several differing cultures as historically exemplified in their negotiating styles.

5. Goal: Participants will gain an appreciation for the importance of good human relations in educational settings, and conclude that it is better to establish good human relations before problems arise than it is to try to establish good human relations after a problem has arisen. (Pood and Papa)

6. Objective: Participants will be able to cite specific examples, illustrating where cross cultural knowledge led to greater mutual understanding.

7. Objective: Participants will know Dana Farnsworth's definition of a "liberally educated" individual.

8. Objective: Participants will be able to use Fiske's four basic theoretical models (communal sharing, authority ranking, equality matching, and market pricing), to analyze social relationships.

Goals and Objectives for Session #2: Vision

1. Goal: Participants will understand the importance of an educational vision, learn ways to formulate a vision, and become acquainted with a number of contemporary educational visions.

2. Objective: Participants will be able to formulate and utilize a semantic differential to measure what a school "means."

3. Objective: Participants will know the "downside" of the vision concept.

4. Goal: Participants will reflect upon their varied methods of self-disclosure.

Questions on the Optional Reading: Gerald Grant's The World We Created At Hamilton High, Chapters 1-3:

1. What values characterized the Hamilton High of the 1950's?

2. What values characterized the principalship at Hamilton High in the 1950's?

3. Why did the Median school board eventually decide that integration was superior to compensatory education for blacks?

4. To what extent does segregated tracking still occur?

5. What values characterized the principalship at Hamilton High in the 1970's?

6. What were Principal Cunneen's initial leadership tactics? Why did he change the schedule of the entire school and make it student oriented rather than teacher oriented? What were the implications of that change?

7. What were the personal (emotional and health) costs of change to principals at Hamilton High from Principal Payne through Principal Cunneen's leadership?

8. Why did student choice of track result in continued tracking?

9. How do the yearbooks at your school compare with the 1971 Hamilton High Yearbook? Where do pictures of school administrators and faculty appear in the yearbook at your school? How do the lunchtime arrangement for faculty in your school compare with those at Hamilton High?

10. How does the language in your school's student handbook compare with the 1972 student handbook at Hamilton High? Is it confined to legalistic rules and regulations, or does it talk of ideals?

11. Why could Principal Kielecki succeed when Principal Cunneen had failed?

Goals and Objectives for Session #3: Authority

1. Objective: Participants will know Sophocles' play, The Antigone, sufficiently to be able to identify how the play teaches and illustrates the primary administrative lessons and issues listed in the syllabus.

2. Goal: Participants will become more sensitive (a) to the consequences of exercising authority, (b) to the nuances of helper-helpee communications, (c) to the expression of feelings, and (d) to styles of self-disclosure and modes of perception.

Goals and Objectives for Session #4: Leadership

1. Objective: Participants will be able to explain how leadership must change as organizations change, utilizing Torbert's developmental stage theory.

2. Objective: Participants will be able to evaluate a leader and determine whether that individual's leadership qualifies as being transformational.

3. Objective: Participants will be able to demonstrate with numerous examples that great leaders have not shared a common set of characteristics.

4. Objective: Participants will be able to contrast Theory X and Theory Y leaders.

5. Goal: Participants will become more sensitive to their body language.

Goals and Objectives for Session #5: Leadership Ethics

1. Goal: Participants will learn to make ethical educational administrative decisions.

2. Goal: Participants will learn some strategies for approaching common administrative decisions in ways that will more likely lead to ethical outcomes.

3. Objective: Participants will be able to distinguish between morality and social convention, and analyze student behavior utilizing social-convention and moral development stages.

4. Goal: Participants will appreciate how schooling affects student social and moral development.

Goals and Objectives for Session #6: Conflict

1. Objective: Participants will learn a repertoire of conflict resolution strategies and be able to appropriately apply them in typical educational situations.

2. Goal: Participants will develop more empathy, thus reducing the amount of conflict.

3. Objective: Participants will be able to cite specific instances of "groupthink" and explain the groupthink-trust continuum.

Questions on the Optional Reading: Gerald Grant's The World We Created At Hamilton High, Chapter 4:

1. What are the ideals of mainstreaming? What are its limitations?

2. What preparation should the teachers have had for the inclusion of special education students in their classroom? What is the function of a multi-disciplinary team in planning a special education student's I.E.P.?

3. How does the lack of integrity for the awarding of high school diplomas at Hamilton compare with practices in other high schools?

4. At Hamilton High student volunteers were used when aides were cut for financial reasons. Was this ethical?

5. How might Hamilton High have benefitted by the enrollment of Vietnamese and Cambodian refugees? There wasn't a program to teach students the benefits of a multi-cultural education. What should have been included in such a program?

6. At Hamilton High there was social pressure to use drugs and some social pressure not to use drugs. Why was the social pressure to use drugs so strong?

7. How does the typology of subcultures at your school compare with the student subcultures described at Hamilton High? How does the cafeteria seating pattern (or more generally, lunch time student patterns) provide evidence of these student subcultures?

8. At Hamilton High, the administration and teachers found it necessary to lower demands and frequently negotiated with students to keep the peace and maintain attendance. To what extent does this describe student/teacher/administrator interaction today?

9. The critical responsibility of leadership is to ground daily decisions in an interpretation of a shared ethos. Can you cite examples of such school leadership? Should schools follow a social reconstructionist philosophy?

10. Hamilton High was characterized by an "absence of a positive ethos and the kind of support a solid community provides." (p. 108) What factors contribute to a positive ethos in the best schools with which you are acquainted? What responsibilities do we have to others in a learning community? What values do we share as educators?

Goals and Objectives for Session #7: Organization theory and Decision-making theory

1. Goal: Participants will become acquainted with the main theories, concepts, and experiments in the history of organizational thought, including Frederick Taylor's concept of scientific management; Henri Fayol's five administrative functions; the concepts of division of labor, span of control, and the principle of homogeneity; the concept of bureaucracy; the studies done in the Hawthorne plant of the Western Electric Company in Chicago; Chester Barnard's destinctions between formal and informal organizations; and organizations as "closed" or "open" systems.

2. Goal: Participants will become acquainted with the main decision making theories, including the classical model, Herbert Simon's satisficing strategy, Charles Lindblom's incremental strategy, the Janis-Mann conflict theory, Victor Vroom and Phillip Yetton's shared decision making model, and the Delphi technique.

3. Objective: Participants will know the main arguments for and against shared decision making.

4. Objective: Participants will understand the Neustadt and May decision-making model and be able to apply it to typical educational administrative decision-making situations.

5. Goal: Participants will become acquainted with the central issues of organizational leadership.

6. Objective: Participants will know how Lee Shulman's definition of "empowerment" differs from empowerment based upon an exchange of power from management to labor.

7. Goal: Participants will reflect upon their style of dealing with conflict (using the Thomas Kilmann "Conflict Modes" instrument).

Goals and Objectives for Session #8: Motivation

1. Objective: Participants will analyze the needs hierarchy model (Maslow's), the two-factor theory (Hertzberg's), expectancy theory, and goal theory to determine the extent to which research supports these theories and to determine the extent to which they can usefully be applied to motivate teachers.

2. Goal: Participants will understand that different situations call for different styles of leadership.

3. Goal: Participants will appreciate the strategy of "utilizing personal strengths" to motivate employees.

Goals and Objectives for Session #9: Affirmative action and Collective bargaining

1. Objective: Participants will know what affirmative action means and be able to evaluate employment practices to determine whether affirmative action is being taken.

2. Objective: Participants will be able to apply common strategies and techniques of principled negotiation.

Goals and Objectives for Session #10: Board-Administration operating principles

1. Objective: Participants will know and be able to apply the principles of board-administrative relations, regarding nepotism; conflict of interest; separating the role of a board member from that of parent or family member; working as a team; following communication channels; support for board decisions once made; no surprises at meetings; sharing of information with all team members; when board members hear complaints.

2. Goal: Participants will become familiar with their school district's policy book, and the format for their school district's board agenda and board minutes.

3. Goal: Participants will learn some helpful strategies for dealing with angry parents.

Central Ideas and Concepts

1. The Fundamental Forms of Human Relations

2. The Concept of a Learning Community

A. Characteristics

B. Historic example: The medieval universities

3. The ideal "Self" of the Liberally Educated Individual

4. Knowledge (of the history and environment) of human relations leads to greater mutual understanding (Example of the Ik.)

5. Basic Group Processes

A. Group characteristics

B. Processes of group development

C. Advance human relations planning (Pood and Papa)

6. Visionary leadership

A. The concept (vs. management of the status quo)

B. Examples in education

C. The "down-side" of visionary leadership

D. Ways to develop a vision

E. The development of a personal vision

F. The semantic differential as a research tool for understanding the "meaning" of a concept or institution

7. Modes of self-disclosure

8. Decision Making

A. Neustadt and May's Decision Making Model

B. Alternative bases for authority in educational decision making

C. The classical tradition (e.g. citing classics such as The Antigone)

9. Leadership Styles

A. Situational leadership: different leadership styles are required under varying circumstances

a. Torbert's Developmental Stages (the similar development of organizations and managers)

B. Transactional and transforming leadership (James McGregor Burns)

a. Martin Luther

b. Gandhi

c. Martin Luther King, Jr.

d. Horace Mann

C. Theory X and Theory Y

10. Ethical Leadership

A. Social Convention Stages

B. Moral Development Stages

C. Strategies for expressing disagreement

11. Conflict resolution strategies

A. Strategies for resolving conflict

B. The Thomas-Kilmann Conflict Mode Model

12. Common interpersonal human relations mistakes (reflecting a lack of empathic understanding)

13. Administrative theory

A. Classical organizational thought

a. Frederick Taylor

b. Max Weber

c. Henri Fayol

d. Lyndall Urwick

B. Human relations approach

a. Studies at the Hawthorne plant of Western Electric

C. Behavioral science approach

a. The concept of a "system"

b. Chester Barnard (formal and informal organizations)

c. Management by objectives

d. Planning, programming, and budgeting systems

e. Open and closed systems

14. The concept of "groupthink"

A. Definition

B. Irving Janis' Examples (fiascos and exemplary processes)

15. Participative v. Top-down decision making

A. The Rochester experiment

B. Administrative responsibility

C. The continuum from unilateral to shared decision making

D. The concept of "empowerment"

16. Motivation Theory

A. Maslow's Hierarchy of Needs

B. Herzberg's "satisfiers" and "dissatisfiers"

C. Festinger's cognitive dissonance theory

D. Erich Fromm's existential personality development theory

E. Common tactics teachers and administrators use to influence each other

17. Characteristics of "expert" principal problem solvers

18. Affirmative Action

A. Purpose

B. Statistics

C. The concept of "hidden" racism

19. Collective Bargaining

A. Approaches to bargaining

a. Start with an ideal contract in mind

b. Come expecting to barter

c. Come expecting to fight for position

d. Come seeking an acceptable settlement within the "zone of tolerance" for each side

e. Engage in package bargaining (take the whole package or leave it)

B. Fisher and Ury's concept of "principled negotiation"

C. Research on school board involvement in collective bargaining

20. Strategies for gaining staff commitment for school improvement

21. Board/Superintendent Relations

A. The nature of the problem

B. Recommended policy

22. Techniques for dealing with angry constituents

Class Agenda:

Session #1: The Notion of a Learning Community

Pre-Course Evaluation

Introduction of Instructor

The Instructor's Vision

The Concept of a Learning Community

Example: Parents helping students at school

The Self

The "Self" of the Liberally Educated

Human Relations "Skills"

Thoughtlessness v. Thoughtfullness

Fundamental Forms of Human Relations

Faculty Survey on Conflict Resolution, 27.6, [Standard #6(c)(4)], [Standard #14(a)]

A Fundamental Idea in this course (Pood and Papa)

Group Behavior

What to Look For in Groups

Deciphering Teacher Lounge Talk, 29.1aa [Standard #6(a)(4)]

Group Development

Group Processes

School rituals and ceremonies, 29.6, [Standard #6(c)(4)]

School culture, 29.7, [Standard #6(c)(4)], [Standard #11(f)]

Tinker-toy Exercise, 42.3 and the "Behavioral Description" Questionnaire, 53.1, [Standard #6(c)(4)], [Standard #11(f)], [Standard #11(g)], [Standard #14(e)]

What is my school doing to foster social and emotional learning? 56, [Standard #6(c)(4)], [Standard #14(e)]

Vision

Writing a Vision

Examples

From various schools/school districts

State Superintendent Bill Honig's Vision

Ways to Develop a Vision

Characteristics of a Vision

The Impact of Having a Vision

Material by Ernest Boyer, from College: The Undergraduate Experience

Louis Wildman orientation research at the University of Washington

How does your school team "teach" its vision?

How can school teams "teach" their visions?

Session #2: Visionary Leadership

Group discussion of "Visions"

Slide presentation--A vision for a small school (North River)

The "down side" of the notion of vision

Some Practical Human Relations Exercises

Case: Interpersonal Conflict Among Staff Members, 92, [Standard #6(a)(4)], [Standard #14(e)]

The Varied Modes of Self-Disclosure, 94, [Standard #6(a)(4)]

Developing Educational Administrators

Material from Joseph Johnston, Jr., Educating Managers: Executive Effectiveness Through Liberal Learning

Optional Reading: Grant, Gerald, The World We Created At Hamilton High, Chapters 1-3.

Session #3: Authority

Reader's Theatre: Sophocles, The Antigone (For more than 2000 years, this classic has been part of the curriculum for administrators. Among the lessons which it teaches are:

A. Anticipate the consequences of the rules one makes; B. Choose carefully those principles which one will stubbornly uphold and those to which one will temporarily give lesser priority;

C. Admit one's mistakes as early as possible; and

D. Recognize the dangers of too much pride.

Some of the issues raised, include:

A. To whom should one give primary allegiance--the state or the family. In terms of educational administration, the question becomes: which comes first, the school or the family?

B. How does one resolve decisions where the good of all conflicts with the good of the individual?

C. Does it matter where truth comes from?

This classic Greek tragedy involves the clash of justice with justice. Each is correct, but they are blind to the justification of the other's position.), 96-, [Standard #6(c)(4)], [Standard #14(e)]

Functional Communities

Discussion of Grant, Gerald, The World We Created At Hamilton High, Chapters 1-3:

1. What values characterized the Hamilton High of the 1950's?

2. What values characterized the principalship at Hamilton High in the 1950's?

3. Why did the Median school board eventually decide that integration was superior to compensatory education for blacks?

4. To what extent does segregated tracking still occur?

5. What values characterized the principalship at Hamilton High in the 1970's?

7. What were the personal (emotional and health) costs of change to principals at Hamilton High from Principal Payne through Principal Cunneen's leadership?

8. Why did student choice of track result in continued tracking?

10. How does the language in your school's student handbook compare with the 1972 student handbook at Hamilton High? Is it confined to legalistic rules and regulations, or does it talk of ideals?

11. Why could Principal Kielecki succeed when Principal Cunneen had failed?

Helper-Helpee Communications, 147, [Standard #6(a)(4)], [Standard #14(e)]

Perceiving Feelings, 152, [Standard #6(a)(4)]

Empathy Scale, 156, [Standard #6(a)(4)], [Standard #14(e)]

Self-Disclosure Scale, 159, [Standard #6(a)(4)]

Reading: Grant, Gerald, The World We Created At Hamilton High, Chapter 4.

Session #4: The Transforming Leader

Torbert's Developmental Stage Theory

Leadership, by James MacGregor Burns

John Gardner Distinguishing Between Leader-managers and Routine-managers

What is your leadership style?

Reflecton your Managerial Philosophy, 175, [Standard #6(c)(4)], [Standard #14(e)]

The Sensory Modality Checklist, 162, [Standard #6(a)(4)]

The Least Preferred Co-Worker Scale, 169, [Standard #6(a)(4)]

Body Language, 177, [Standard #6(a)(4)]

Possible Discussion of Optional Reading: Gerald Grant's The World We Created At Hamilton High, Chapter 4

1. What are the ideals of mainstreaming? What are its limitations?

3. How does the lack of integrity for the awarding of high school diplomas at Hamilton compare with practices in other high schools?

4. At Hamilton High student volunteers were used when aides were cut for financial reasons. Was this ethical?

6. At Hamilton High there was social pressure to use drugs and some social pressure not to use drugs. Why was the social pressure to use drugs so strong?

Readings for Session 5:

"Quitting on Principle," in Bennis, Warren, Why Leaders Can't Lead.

"How Should an Administrator Deal with Crises of Conscience?" by Louis Wildman

"Morality and Teaching" by Louis Wildman and Nat Gross

Session #5: Ethics

Discussion: How should an administrator deal with crises of conscience? Under what circumstances should an administrator resign?

Social Convention Stages

Case Study: Social Convention, 209.2a, [Standard #6(a)(4)]

Kohlberg: Moral Development Stages

Case Study: Subordinate confidential communication with board members. What would you do?, [Standard #11(f)]

Case Study: The authoritarian school. What would you do as a new assistant principal?

A "Self-examination" ethical Dilemma, 209.5, [Standard #11(f)], [Standard #14(b)], [Standard #14(j)]

Group work on: "How should decisions be made in a school?"

Conflict Resolution Strategies

Human Relations Exercises on Empathic Understanding (EX05)

Readings for Session 6: (The following three readings identify the "blindness" that can easily occur within any group. When one is within a group, they go by the rules of the group. This "groupthink" tendency tends to make one blind to larger frames of reference.)

NASA and Public Education

Victims of Groupthink by Irving Janis (read the description of one fiasco and one good decision)

Material from "The Paranoid Presidency," by Christopher Lasch.

Session #6: Groupthink

Theoretical and Historical Foundations of Human Relations

How do you respond to conflict? 215.13, [Standard #6(a)(4)], [Standard #6(c)(4)], [Standard #14(a)]

Clarifying meaning with open-ended questions, 215.20, [Standard #6(a)(4)]

Re-framing statements, 215.22, [Standard #6(a)(4)]

Cultural Differences Within Groups, 215.23, [Standard #4(e)], [Standard #6(a)(4)], [Standard #6(d)(6)]

Case Study: "Chain-of-authority" conflict, 218, [Standard #6(c)(4)]

Empathic understanding, 220, [Standard #6(c)(4)]

Sharing of Groupthink-type educational episodes

Simulation: Resolving Faculty/Management Team Differences

Human Relations Exercise on Trust (EX06), 262, [Standard #6(a)(4)]

Analyzing a meeting to study "groupthink," 263.1, [Standard #6(c)(4)]

Readings for Session 7:

"Faculty/Administrator Relations in New York--Particularly the Rochester, New York Experiment"

"Power, Dependence, and Effective Management" by John P. Kotter

(These articles present contrasting perspectives on participatory leadership. The first article argues that teachers and administrators should share decision making authority. The second article argues that when everyone is in charge, essentially no one is responsible. How do you feel about this issue as a teacher preparing to become an administrator? In the September 1989 issue of NEA Today (p. 2), new NEA President, Keith Geiger, says ". . . meaningful education reform will arrive only when the men and women on the front lines of education steer the reform movement. To put that another way, to improve our schools significantly, our nation needs to put teachers and school staff in the driver's seat. And that means an end to top-down decision making by bureaucrats and distant legislators." On the other hand, Terry Larsen, writing in the September 1989 issue of Thrust, published by the Association of California School Administrators, writes as follows: "While some of the characteristics of an effective school may vary from study to study, they differ more in rhetoric than in substance. One consistent finding is the importance of the school principal as key to an effective school." (p. 35))

Suggested Reading for Session 7: The Prince by Machiavelli

Session #7: Differing Leadership Styles

Safety and Security Needs

Participatory and/or Authoritarian Leadership

Debate on the creation of a middle school (Resolving faculty/management team differences), 288, [Standard #6(c)(4)]

Lee Shulman on "Empowerment"

Theoretical Constructs--A Summary

Questionnaire on Shared-Decision Making, 321.1, [Standard #6(c)(4)], [Standard #14(a)]

Group work: What leadership behavior is required in the following situations?

Teacher/Principal Influence Devices

Principal Problem Solving

Session #8: Dissatisfaction Theory and Escalation Theory

Motivation Theories, 343-349, [Standard #14(f)]

Dissatisfaction Theory of Democracy

Escalation Theory

Human Relations Exercise on Utilizing Personal Strengths (EX08)

Assessment of the Usefulness of Different styles of leadership, 350, [Standard #14(e)]

Readings for Session 9:

Ruth Siegel, "Requisites For Affirmative Action" (An analysis of affirmative action cases.)

Doug Stewart, "How to Talk With The Russians" (An introduction to principled negotiation.)

Session #9: Affirmative Action/Collective Bargaining

What is the goal of affirmative action?

Gender Equity Issues, 383.a, [Standard #11(f)], [Standard #14(b)]

In 1968 the Kerner Commission warned that American society was becoming increasingly polarized along racial lines. What has happened since 1968?

The problem of hidden racism

The Problems and Promises of Collective Bargaining

Principled Negotiation: Roger Fisher and William Ury, Getting to Yes

Case study: Negotiation techniques and strategies, 399.19, [Standard #14(a)]

Research on Board Involvement in Bargaining

Session #10: Gaining Staff Commitment for School Improvement

What should an administrator do about a non-cooperative faculty member?

Gaining Staff Commitment For Change and School Improvement

Board/Superintendent Relationships

School board ethics, 420, [Standard #11(f)], [Standard #14(b)]

The board member who could "see evil," 421, [Standard #6(a)(4)]

Handling teacher complaints, 424, [Standard #11(f)], [Standard #14(b)]

Techniques for dealing with angry constituents (Role Playing)

Final Examination

Knowledge Base

Human Relations (conflict resolution, team building, inter-personal and inter-group relations)

A. Elementary Forms

Communal Sharing

Authority Ranking

Equality Matching

Market Pricing

B. Group processes

Team/trust building

Staff morale

Conflict resolution strategies

Conducting meetings and understanding group dynamics

Authority and power

Power structures

Formal and informal groups

The concept of "groupthink"

ACCOMMODATIONS FOR DISABILITIES

Bakersfield, Santa Clarita, or Hanford Participants—To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class.

Antelope Valley Participants—To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours so we can discuss the specific accommodations that you might need in this class.

Rights and Responsibilities of Students

Academic Integrity

The principles of truth and integrity are recognized as fundamental to a community of teachers and scholars. The University expects that both faculty and students will honor these principles and in so doing will protect the integrity of all academic work and student grades. Students are expected to do all work assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty have the responsibility of exercising care in the planning and supervision of academic work so that honest effort will be encouraged and positively reinforced.

There are certain forms of conduct that violate the university's policy of academic integrity. ACADEMIC DISHONESTY (CHEATING) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. PLAGIARISM is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one's own. Plagiarism may consist of handing in someone else's work as one's own, copying or purchasing a pre-written composition and claiming it as one's own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation. Another example of academic dishonesty (cheating) is the SUBMISSION OF THE SAME, OR ESSENTIALLY THE SAME, PAPER or other assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses.

When a faculty member discovers a violation of the university's policy of academic integrity, the faculty member is required to notify the CSUB Dean of Student Life and CSUB Student Conduct Coordinator and the student(s) involved. A course grade of 'F' may be assigned or another grade penalty may be applied at the discretion of the courses instructor. Additional academic sanctions are determined by the student conduct coordinator. Academic sanctions may include disciplinary probation, suspension, permanent expulsion from the university or from the California State University system, administrative hold on the release of records, and withholding a degree. Disciplinary probation shall be noted on the student's formal academic record only for the duration of the probationary period. Disciplinary suspension and expulsion are a part of the student's permanent record.

The student may pursue a formal hearing or make a settlement agreement with the student conduct coordinator. CSUB Dean of Student Life and CSUB Student Conduct Coordinator shall conduct an investigation, confer with the faculty member, students and any witnesses identified, and review all evidence. The student is entitled to a formal hearing scheduled by the CSUB Dean of Student Life and CSUB Student Conduct Coordinator, in which the evidence of the alleged violation shall be presented before an impartial Hearing Officer (appointed by the President) and the student shall be present to provide an explanation or defense. The Hearing Officer shall submit a written report to the President containing the findings, conclusions, and recommendations. Alternatively, a settlement agreement may be made with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator. The settlement agreement will specify the academic sanctions, the length and terms of disciplinary probation or suspension, and the conditions the student is expected to meet in order to remain in good standing (e.g., training or regular meetings with the CSUB Dean of Student Life and CSUB Student Conduct Coordinator). All sanctions are reported to the instructor reporting the incident, the student's Chair, and the student's Dean.

Any repeated violation of academic integrity shall result in more serious academic sanctions. Normally, this will include suspension or expulsion from the university with a note on the student's permanent record.

Academic Freedom

Freedom to pursue truth and to achieve personal and intellectual development is essential to CSUB's community of scholars. The University is firmly committed to such freedom for both students and faculty. Academic freedom is the University's guarantee of freedom of expression by all students and faculty under the First Amendment.

For the achievement of academic freedom, a necessary condition for such pursuit is an acceptance of the spirit of inquiry and appreciation for diverse ideas, viewpoints, cultures, and life-styles. Acceptance must be demonstrated not only in the classroom but in all other areas of the campus. The achievement of academic freedom, however, must occur within a respect for law and the protection of the opinions and dignity of others.

Civility and Respectful Conduct

The classroom is essential for the achievement of academic freedom, the pursuit of truth, and the development of students. Because of its importance, students are expected to exhibit respect for the views of others, the professionalism of the instructor, and the goals of academic freedom whenever they are in the classroom.

Faculty are obligated to recognize and respect student diversity, ideas, perceptions, and opinions. At the same time, faculty have a fundamental responsibility to maintain the integrity of the learning environment. When confronted by unreasonable disruption in the classroom, faculty are expected to initiate actions to correct such conditions. Such actions may result in disciplinary action ranging from removal from the classroom to formal disciplinary sanctions, including probation, suspension, or expulsion.