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Fundamental of Educational Administration

Fundamental of Educational Administration. Leadership School Culture Management Budgets Personnel And Joy on the Job. #1 Instructional Leadership. Definition: Ensuring quality of instruction Modeling teaching practices Supervising curriculum Ensuring quality of teaching resources.

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Fundamental of Educational Administration

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  1. Fundamental of Educational Administration • Leadership • School Culture • Management • Budgets • Personnel And Joy on the Job Tebbano MCLA 601

  2. #1 Instructional Leadership • Definition: • Ensuring quality of instruction • Modeling teaching practices • Supervising curriculum • Ensuring quality of teaching resources Tebbano MCLA 601 SESSION 3

  3. “A Guaranteed and Viable Curriculum” (Marzano, 2003) • Action Step 1: • Identify and communicate the content considered essential for all students • Action Step 2: • Ensure the essential content can be addressed in the time given. • Action Step 3: • Sequence and organize the essential content Tebbano MCLA 601 SESSION 3

  4. “A Guaranteed and Viable Curriculum” (Marzano, 2003) • Action Step 4: • Ensure that teachers address the essential content • Action Step 5 • Protect the instructional time that is available Tebbano MCLA 601 SESSION 3

  5. Instructional Leaders?? • What characteristics to these leaders demonstrate? • Describe an individual who exemplified the ideal perspective of an instructional leader. • How do you measure up in managing the issues and concerns regarding this role? Tebbano MCLA 601 SESSION 3

  6. Experienced but still growing Centered on students and families Willing to experiment but not reckless Highly engaged but not overwhelmed Trusting but not naive Powerful but not overbearing Visible but quiet Dignified but informal Demanding but understanding Highly ambitious – but for their group, not themselves. 10 Qualities of Instructional Leaders (Gross, 1998) Tebbano MCLA 601 SESSION 3

  7. 21st Century Curriculum Leadership • School must be stable • Planners must understand the C.I.A • Curriculum, Instruction, and Assessment • Curriculum Leadership involves staffing, financial decisions, and community involvement Tebbano MCLA 601 SESSION 3

  8. Experiential Activity #3 • You are a school administrator, and test scores reveal that your school has not met the AYP (Adequate Yearly Progress) as directed by NCLB. What steps do you take to manage the situation with your school? Create a plan for presentation at the next BOE meeting. Tebbano MCLA 601 SESSION 3

  9. #2 Cultural Leadership • Principal’s role in shaping school culture • Ability to respond to ongoing situations with passion, purpose and directed by values and vision. • Encouraging and shaping the rituals, beliefs, ideals and attitudes that make learning more connected, value driven and meaningful • (Deal & Petersen, 1994, p.8) Tebbano MCLA 601 SESSION 3

  10. What is the culture of the school? • Culture is the underground stream of norms, values, beliefs, traditions, and rituals that build up over time as people work together, solve problems, and confront challenges. Tebbano MCLA 601 SESSION 3

  11. Shaping School Culture • Read the school’s culture • Understand the norms, values, and beliefs of the school and community. • Compile a history of the school • Seek out informal networks • Examine the symbols and stories within the culture • Listen more, speak less Tebbano MCLA 601 SESSION 3

  12. Shaping School Culture • Assess how you can support the culture. • Create a vision where change might be possible. • Listen Tebbano MCLA 601 SESSION 3

  13. Shaping School Culture • Reinforce the positive • Publicly acknowledge and praise the informal leaders • Become a role model for people to speak with • Provide positive examples • Hire staff members that support the culture and a new vision. Tebbano MCLA 601 SESSION 3

  14. Organizational Culture Organizational cultures help employees answer the question “who are we?” • A sense of identity helps employees feel more connected to each other and the organization. • Members learn what role they fulfill in the larger picture of their workplace. Tebbano MCLA 601 SESSION 3

  15. 7 Indicators of Organizational Culture • Symbols • golden arches, swish mark • Practices • The way we get things done each day • Daily routines • Vocabulary • Jargon, technical language, specialized Tebbano MCLA 601 SESSION 3

  16. Metaphors • Walmart is like a family • Stories • The story of Lee Iaccoca working for one dollar during his first year as the CEO at Chrysler in the 1970’s is still told around the organization. • Rites or Rituals • Dress down Friday, bonus checks, company picnics or parties, or any event which occurs with regularity • Constructs • Processes used by employees to help them accomplish their daily tasks. • I.D. Cards allow employees to be easily recognized Tebbano MCLA 601 SESSION 3

  17. Talk to your partner about the organizational culture of your school or organization. Can you identify with the indicators within your organization? Tebbano MCLA 601 SESSION 3

  18. How does the culture become toxic???? Tebbano MCLA 601 SESSION 3

  19. #3 Managerial Leadership • Managementcan be defined as a continuous and dynamic process by which decisions are taken for the sustainable use, development, and protection of school operations and resources that support the education of the students. (adapted from (Cicin-Sain and Knecht, 1998. http://icm.noaa.gov/story/icm_def.html). Tebbano MCLA 601 SESSION 4

  20. Managerial Leadership • Putting out fires • Keeping the boilers fired up • Running the ship • Operations and maintenance • Running like a clock • Scheduling and transportational issues • Etc. Tebbano MCLA 601

  21. Essence of School Management • Budget • Schedule • Students, Teachers, & Staff • Operations and Maintenance of facilities • Ensuring the safety and security of the environment • Overseeing the transportation Tebbano MCLA 601 SESSION 4

  22. Administering a School Budget “A good principal must first possess the basic skills necessary to keep a school running. That is, a principal must be well-grounded in budgeting and other nuts and bolts processes at the heart of a functioning school.” -Kent Peterson (1995) Tebbano MCLA 601 SESSION 4

  23. Administering a School Budget • The “Budget”: • A financial plan that involves: • Planning • Receiving funds • Spending funds • Evaluating results • Fixed time period Tebbano MCLA 601 SESSION 4

  24. What is a budget?? “the translation of educational needs into a financial plan which is interpreted to the public in such a way that when formally adopted it expresses the kind of educational program the community is willing to support, financially & morally, for a one year period.” Tebbano MCLA 601 SESSION 4

  25. Phase 1: Budget Planning • Determining the needs of the educational program • What are the goals of the school? • What services of the school need to be increased? • What is the state and/or federal issue, this year? • Effect of cost of living on salary needs? • What else? Tebbano MCLA 601 SESSION 4

  26. Phase 1: Budget Planning • Co-optating support for a budget plan • Involving constituents • Working with the community, PTO’s, community organizations, etc. • Planning sessions with the BOE • Community meetings • What else? Tebbano MCLA 601 SESSION 4

  27. Phase 1: Budget Planning • Preparing the needs and wants • Building and department requests • Comparison of information from previous years • Equipment and supply needs • Comparing the costs for the “wish list” with reality figures • Cost of living • Knowledge of the community Tebbano MCLA 601 SESSION 4

  28. Phase 1: Budget Planning • Salary Schedules, benefits, etc • Statistical summary of data • Enrollment • Staffing • Average Daily Attendance • Pupil-Teacher ratio • Sectioning of HS courses • State aid provisions • Insurance • Transportation needs • Retirement and social security needs Tebbano MCLA 601 SESSION 4

  29. Phase 1: Budget Planning • Budget Workshops • Budget Hearings • Budget Vote Tebbano MCLA 601 SESSION 4

  30. Phase 2: Receiving Funds • Responsibility of local authorities through a system of taxation, debt collection, and legal resources. • Funds are transmitted to a school district for use by community approval • Budget become effective on the first day of the new fiscal period. Tebbano MCLA 601

  31. Phase 3: Spending Funds • Budget adoption leads to posting of line items. • Purpose of the budget is not to save money, but spend it wisely, and expeditiously. Tebbano MCLA 601 SESSION 4

  32. Phase 3: Spending Funds • Purchase Order Form (voucher) • Request or requisition form for ordering • Decision where funds can be drawn and approved by Principal (CEO) • Mailing of P.O. • Order completed, invoice received and approved by designee. • Payment fulfilled by check. • PO, invoice, copy of check filed together. Tebbano MCLA 601 SESSION 4

  33. Phase 4: Evaluating • Superintendent responsible for ensuring that the budget is well-conceived summary of the district’s educational plan. • Sup’t. must be able to demonstrate that it is constructed around specific purposes, objectives and guidelines that support the mission of the school. • Sup’t. must keep the BOE informed about the operation and effectiveness of the budget. Tebbano MCLA 601 SESSION 4

  34. July: Budget year begins September: Quarterly revision October: Data projections Population Staffing Program changes Facilities November: Staff requisitions December: Budget revisions January: Rough draft of budget needs February: equipment priorities March: budget workshops, sessions April: budget revisions May: Budget Vote June: Adoption of budget or contingency plan Phase 5: Time-line Tebbano MCLA 601 SESSION 4

  35. Managerial Leadership • The Master Schedule!!!!!!!!!!!!! • What are the common concerns and issues regarding scheduling? • Experiential Activity: • With a small group discuss the issues, concerns and recommendations for scheduling problems in your school level? Tebbano MCLA 601 SESSION 4

  36. #4 Human Resources Leadership • “…the art of mobilizing others to want to struggle for shared aspirations” (Kouzes & Posner, 1995, p. 30) • “ the process where an individual pursues a vision by seeking to influence others..” (Bornstein & Smith, 1996, p. 283) • “…the reciprocal influence on organizational members” • Leadership = facilitation of organizational members Tebbano MCLA 601 SESSION 4

  37. Human Resources Leadership “Leadership is like the Abominable Snowman, whose footprints are everywhere but is nowhere to be seen.” (Bennis & Nanus, 1997, p. 19) Tebbano MCLA 601 SESSION 4

  38. Maslow: Hierarchy of Needs http://www.connect.net/georgen/maslow.htm Tebbano MCLA 601 SESSION 4

  39. Human Resources Leadership • Personnel management • Recruiting • Hiring • Firing • Inducting • Mentoring • Professional Development Tebbano MCLA 601 SESSION 4

  40. Human Resources Leadership • “Effective teachers manage to produce better achievement regardless of which curriculum materials, pedagogical approach, or reading program is selected.” • Allington, 2003 Tebbano MCLA 601

  41. The People Business • Personnel Management • “Hire right, and you won’t have to fire!!” • What process works best? • Who does the hiring? • Who evaluates and monitors staff? • Who fires????? Tebbano MCLA 601 SESSION 4

  42. The Hiring Process • Decentralized selection committee- school based • Questions: Professional experiences, content knowledge, education, etc. • Evaluation process: rating system • Contact references • Evaluate all the information • Make your choice. Tebbano MCLA 601 SESSION 4

  43. Improving the hiring process • Involve people in the selection • Ensure the candidates understand what your school expects- questions that instruct • Multiple visits better than 1 interview. • Observe candidates teaching • Build-in release time for interview committee • Provide mentors Tebbano MCLA 601

  44. Mentor New Teachers Same subject matter Duties and responsibilities Induction Old new teachers Mentoring & Induction Tebbano MCLA 601

  45. Hire right or fire!!!! • Observe, evaluate, critique and assist • Rehabilitation plan to assist teacher • Accept the reality- things won’t get better • Inform teacher – they’re gone after July 1 • Hire better next time Tebbano MCLA 601

  46. #5 Strategic Leadership • Describe the goals process in your school • Evaluate how relevant that process is • Would you consider this process a “shared vision”? Whose “vision” is it” • How would you improve the process in your school? Tebbano MCLA 601 SESSION 4

  47. #5 Strategic Leadership • “The process by which an organization determines its long-run direction and performance…. (Air Force) • “The function of applying broad systematic management planning for the organization.” • “…the managerial process of forming a vision, setting objectives, crafting a strategy, implementing and executing the plan.” Tebbano MCLA 601

  48. Strategic Leadership • Experiential Activity: • How do you keep your eye on the what matters when you are up to your neck with alligators? • Describe a plan, vision, strategy and how would you deal with it when other issues come up and distract you, your organization, or your plan. Tebbano MCLA 601

  49. Peter Senge Schools That Learn (2000) NY: Doubleday • Learning Organization Theory • The 5 Disciplines • Personal Mastery • Mental Models picture activity • Shared Vision • Team Learning • Systems Thinking Tebbano MCLA 601

  50. Community and Shared Vision • Community: a location or a connection of social organizations. Leader must consider both, as they are interrelated. • Logistics, demographics, support systems • Directly influence development of children’s behavior and affects their learning as they observe and interpret the messages they receive. Tebbano MCLA 601 SESSION 6

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