Elementary School Administration and Management

1. Elementary School Administration and Management GADS 671 Section 55 and 56

2. Elementary Management Agenda Sunday July 18, 2010 1:00pm to 9:00pm Introduction Activity: The Animal Principle/Principal Team Building Activity: The Floating Rod A Framework for Looking at the Principalship Role Expectations and Competencies The Puzzle Overview of Class: Syllabus and Assignments A Day in the Life of an Elementary Principal Reflection: Validation of Learning

3. Opening Activity The Animal Principal/Principle

4. Collaborative • Lions live in prides and collaborate and communicate to capture their prey.

5. The collaborative leadership style suggests that the principal involves the staff in setting the direction of the school, its vision and mission.

6. Participative • Honey bees all take part in a variety of activities in the hive.

7. The participative leader involves all members of the organization in identifying essential goals and developing procedures and strategies to reach those goals.

8. Bureaucratic • A butterfly must live through many layers of bureaucracy before arriving at adulthood: • Egg - Larva (caterpillar) - chrysalis - butterfly - migration

9. The bureaucratic leaders follows a close set of standards. Everything is done an exact, orderly, specific manner.

10. Laissez-Faire • The giraffe lives a docile life, spending most of its day eating.

11. The laissez-faire leader is known as the “Hands-off” leadership style. The principal provides little or not direction.

12. Benevolent-Despot • The gorilla lives in great families. The male gorilla serves as the protector of the family and although loving, will do what needs to be done to guard the family.

13. The benevolent-despot uses charm, good will and savoir faire to get exactly what he/she wants and expects.

14. Autocratic • The eagle uses it great size and skills to scare and threaten all. The eagle is extremely swift and powerful.

15. The autocratic leader retains as much power and decision making authority as possible.

16. A Framework for looking at the Principalship

17. The Role of the Elementary Principal List those elements that you think would comprise the role of the elementary principal.

18. Role Expectations and Competencies PERSONAL CHARACTERISTICS Responds appropriately to crisis situations. Accepts constructive criticism. Is accessible to students, staff, public. Is punctual. Is compassionate, sensitive and understanding of employees, parents, students’ needs and requests. Demonstrates professional conduct. Is innovative in ideas and practices.

19. LEADERSHIP CHARACTERISTICS Sets a high expectancy level for job performance. Shows a willingness to make decisions and a willingness to accept responsibility for decisions. Demonstrates the ability to effect desirable change. Exhibits enthusiasm and initiative in work. Contributes ideas or constructive criticism. Demonstrates courage to support convictions. Exhibits an ability and willingness to listen to other points of view and acknowledges the worth in others.

20. ADMINISTRATIVE COMMUNICATION Accomplishes tasks assigned by the Superintendent’s and/or immediate supervisor’s office and relates accomplishments to the philosophy of the School District. Promptly communicates with the Superintendent and/or immediate supervisor on any significant matter affecting the welfare of the school or the system. Recommends high quality personnel for appointment. Establishes and maintains open lines of communication. Works with the administration team and supports decisions. Demonstrates the ability to communicate verbally and in writing.

21. KNOWLEDGE AND UNDERSTANDING OF SUPERVISORY AREA Keeps current in field of responsibility, i.e., association journals, workshops, conferences, meetings, training sessions, regulations, etc. Administers negotiated contracts in accordance with District guidelines. Understands, implements and enforces policies adopted by the Board. Understands and enforces federal and state regulations, e.g., IDIEA, NCLB. Makes decisions which are consistent with the philosophy of the District. Updates and maintains District policies.

22. SCHOOL PLANT - TIME - FACILITIES Provides for efficient scheduling and programming staff and/or students that are economically and educationally sound. Monitors the use and care of equipment and furniture. Reports safety problems to the attention of person(s) responsible for correction of the problem. Follow-up, if necessary. Makes efficient and economical use of time, plant and personnel. Effectively supervises school management matters and plans for control of all school functions. Monitors the performance of non-instructional personnel, such as secretaries, aides and custodians.

23. INSTRUCTIONAL PROGRAM Demonstrates knowledge and articulation of the curriculum. Implements and evaluates instructional programs effectively. Effectively utilizes resources within the building (or department), District and community. Creates a learning climate in the school that will enable students to work toward their expected level of achievement. Supervises staff to insure that instructional goals are being met. Evaluates instructional program and teachers on an ongoing basis and makes recommendations for improvement. Continued-----

24. Effectively analyzes state and local student assessment data and utilizes these data to improve the quality of the instructional program. Encourages teachers to integrate technology into curriculum design, instructional strategies and learning environments to maximize student learning.

25. SUCCESS IN PROBLEM SOLVING Recognizes situations which may lead to problems and reacts accordingly. Utilizes the skills and abilities of the staff available. Exhibits good judgment and logical thinking. Approaches problem solving with creativity and imagination. Considers all factors related to a problem prior to making a decision and is able to assess the impact of the decision upon the District. Demonstrates the ability to resolve problems related to area of responsibility. Documents potential problem situation in writing.

26. COMMUNITY RELATIONS Willingly extends workday to attend meetings and activities related to area of responsibility. Is responsive to calls from the community. Keeps the school community abreast of normal activities at the school or in their department. Exhibits a commitment to the community through a cooperation with the community groups. Provides leadership to school support groups. Maintains a degree of visibility within the community by occasional attendance at events such as extracurricular activities, community groups, parent groups, etc. Engages parents in the life of the school.

27. END

29. Monday July 21, 2008 Instructional Leadership 6:00pm to 9:00pm Classroom Indicators of effective instruction in the 21st century Guest Speaker – Danielle Harris (Reading Coach, Pittsburgh Public Schools) Action Planning: Chapter 10

30. Tuesday July 22, 2008 Staff Development 6:00 pm – 9:00pm Technology and the principal Intro to A Day in the Life of a Principal Action Planning: Chapter 9

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