Public Engagement at Marian University, Wisconsin:

1. Public Engagement at Marian University, Wisconsin: Virtues and benefits of administration, faculty, parents and community for change and improvement in education

2. Presented by Jenna Anne Linskens EDR7014 Practices in School Organization Assignment #6, Presentations to Large Groups Instructor: Rebecca Watts

3. Mission Statement of Marian Marian University is a Catholic applied liberal arts institution of higher learning sponsored by the Congregation of the Sisters of St. Agnes offering undergraduate, graduate, and continuing education programs. As a community, it welcomes diverse spiritual traditions and is committed to the transformation of the individual and the world through lifelong learning. Marian University is committed to the education of the whole person, striving to nurture intellectual, spiritual, aesthetic, psychological, social, and physical dimensions. The university's personal concern for students serves as the foundation for academic and student life as well as professional experiences. University programs integrate professional preparation with a liberal arts foundation. The university embraces justice, compassion, and service to the local and global community. • ( http://www.marianuniversity.edu/missionandvalues/ )

4. Core Values at Marian University http://www.marianuniversity.edu/missionandvalues/

5. Values and Beliefs • Marian University strives to have a culture of shared beliefs and values. • “Values are beliefs of what is desirable. […] Values often define what members should do to be successful in the organization.” • “Shared values define the basic character of the organization and give the organization a sense of identity.” • “The shared beliefs of capacity and ability of teachers and administrators are an important part of the culture of a school.” • (Hoy & Miskel, 2009, pp. 179 & 187)

6. Trust in Education • “Collective teacher efficacy is the shared perception of teachers in a school that the efforts of the faculty as a whole will have a positive effect on students.” • “[…] there are five other common facets of trust: benevolence, reliability, competence, honesty, and openness.” • “One of most useful sets of research findings is the strong link between faculty trust in students and parents and student achievement.” • (Hoy & Miskel, 2009, pp. 187-188, 191, 193)

7. Academic Optimism • “Efficacy provides the belief that the faculty can make a positive difference in student learning; teachers believe in themselves. Faculty trust in students and parents reflects the belief that teachers, parents, and students can cooperate to improve learning, that is, the faculty believes in its students. Academic emphasis is the enacted behavior prompted by the these beliefs, that is, the faculty focus on student success in academics.” • (Hoy & Miskel, 2009, p. 194-195)

8. Statements Supporting Public Engagement • “[Children are] our future. They are our future borrowers and savers, and if we can assist them in being responsible, then I think we’re better off for it.” • “Public engagement is about getting people meaningfully involved in their school district.” • “It was to get the experience of those people – what they had to offer to students from their experience and then it gives them a good feeling knowing they’re needed.” • “[…] to prepare these children for adult roles and that all of us have a shared sense of responsibility to do something about it.” • (Annenberg Institute for School Reform, 1999)

9. Benefits of Community Involvement • “School cultures of efficacy, trust, and optimism promote student achievement…” • “The openness, health, and citizenship of a school are related to […] perceptions of school effectiveness and student achievement.” • “Healthy schools […] have committed teachers who trust each other, who trust the principal, who hold high academic standards, who are open, and who have students who achieve at high levels.” • (Hoy & Miskel, 2009, pp. 175-176, 206) • “Democratic decision making and community involvement in governance have a positive influence on school productivity” (as cited by Kowalski, 2008, p. 149).

10. Statements of Tapping into Community • “If we look closely enough in every community and map the assets that exist there, we’ll be surprised.” • “When you bring in other constituent groups, like parents, students and also business people, they don’t think within our educational box and they cause us to break out of the box and come up with more creative solutions.” • (Annenberg Institute for School Reform, 1999)

11. Ideas for Community Involvement • Families have skills to share and want to be asked in a meaningful way • Small businesses, community organizations and churches can donate land, facilities, expertise, materials, time, talents • Students become more engaged and involved • Citizens are more informed • Build trust between the community, the teachers, administrators and students • Citizens are active and honest in their participation • (Annenberg Institute for School Reform, 1999)

12. Healthy Schools • The board resists efforts of interest groups influencing policy • The administration provides dynamic leadership • The administration is supported by its faculty and staff while providing direction & expecting high standards of performance • Faculty and staff are committed to teaching and learning, setting high, but achievable goals • Faculty and staff show each other respect and trust, are enthusiastic and have pride in their school • Students work hard, are motivated, and show respect to others • Facilities are maintained, supplies and instructional materials are accessible • (Hoy & Miskel, 2009, pp. 203-204)

13. Administrators in Education • “Administrators who are able and willing to exert their influences with their supervisors on teachers’ behalf are respected and valued by teachers, and they earn the confidence, support, and loyalty of their teachers.” • (as cited by Hoy & Miskel, 2008, p. 224) Effective administrators at Marian University are:

14. Empowerment in Education • “Empowerment is the process by which administrators share power and help others use it in constructive ways to make decisions affecting themselves and their work” (as cited by Hoy & Miskel, 2008, p. 229). • “When teachers are empowered, principals are less likely to boss and push them around (use coercive power) and more likely to serve as facilitators who guide teams of teachers using their knowledge and expertise (expert power)[…] as teachers are empowered, expertise will become the most significant element in power relationships between teachers and principals” (Hoy & Miskel, 2008, p. 229).

15. References Annenberg Institute for School Reform (Producer). (1999). Stories of Public Engagement: Pattonville School District, Missouri. [Video]. Available from http://www.learner.org/resources/series109.html Hoy, Wayne, K. & Miskel, Cecil, G. (2008). Educational Administration: TheoryResearch, and Practice. (8th ed.). New York, NY: McGraw-Hill. Kowalksi, T.J., (2008). Case studies on educational administration. Boston, MA: Pearson. Marian University, (2010). Mission and Core Values. Fond du Lac, WI. Available from http://www.marianuniversity.edu/missionandvalues/