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EDA 6061: Organization and Administration of Schools Dr. Rob Anderson Spring 2011
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EDA 6061: Organization and Administration of Schools

Feb 23, 2016

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EDA 6061: Organization and Administration of Schools. Dr. Rob Anderson Spring 2011. Agenda 1/9/11. Introductions Overview of the Syllabus Course Expectations and Assignments Florida Principal Leadership Standards. Dr. Rob Anderson. - PowerPoint PPT Presentation
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Page 1: EDA 6061:  Organization and Administration of Schools

EDA 6061: Organization and Administration of

SchoolsDr. Rob Anderson

Spring 2011

Page 2: EDA 6061:  Organization and Administration of Schools

Agenda 1/9/11• Introductions• Overview of the Syllabus• Course Expectations and

Assignments• Florida Principal Leadership

Standards

Page 3: EDA 6061:  Organization and Administration of Schools

Dr. Rob Anderson• Current Principal of

Lake Nona High School in Orlando, Fl

• 16 years as a public school employee– 8 years as principal

Page 4: EDA 6061:  Organization and Administration of Schools

Introduction Activity• Name• Where you work/role

Page 5: EDA 6061:  Organization and Administration of Schools

Expectations for the Course• Using Poll Everywhere– www.polleverywhere.com– A great resource when collecting information from

large groups (teachers, parents, students)– Interactive and informative

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Poll Everywhere

Page 7: EDA 6061:  Organization and Administration of Schools
Page 8: EDA 6061:  Organization and Administration of Schools

Overview of Class Syllabus• Course Objectives• Class Calendar• Course Text• Grading/class expectations• Florida Principal Leadership Standards

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Course Organization

Theory/Review of Literature (textbook)

Current Practices/Research

Page 10: EDA 6061:  Organization and Administration of Schools

Course Objectives• Overview of school administration and

leadership• Centered around the Florida Principal

Leadership Standards and FELE– These set the framework for your Educational

Leadership Studies

Page 11: EDA 6061:  Organization and Administration of Schools

Class Calendar• Organized by Chapter• Will integrate supplemental material as

appropriate• Will attempt to break up class to keep the

energy level high and content interesting and relevant

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Grading/Class Expectations• This is a Master’s Level course so expectations

will be high.• Be sure to turn in assignments on time and

clarify any questions about assignments well before they are due.

• Be sure to follow all assignment expectations, including APA style manual, 6th Edition.

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Leadership Book Review/Analysis• Select a recently published book (2000 to present) on either

an educational issue or on leadership. The book must be approved by Dr. Anderson.

• After reading the book, write up a summary, reaction, and how you can apply what you have read to the FELE competencies or the FPL Standards.

• Length will be from 7-10 double spaced pages following APA style including a cover page and reference page. The report is due the evening you give your presentation.

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Leadership Book Presentation• The presentation should be professional in all

accounts and engage the audience. It should link to FPLS or the FELE competences and apply to the practice of school leadership. You are expected to model what you know about evidence-based instruction. Turn in the presentation guide at the time of the presentation. Time limit is 10 minutes maximum!

Page 15: EDA 6061:  Organization and Administration of Schools

Leadership Book Presentation

Category Possible Points

Visual Presentation (Power Point)

25

Presentation Guide 25

Presentation Clarity/Audience Engagement

25

Linkage to FPLS Competencies 25

Page 16: EDA 6061:  Organization and Administration of Schools

Course Text• The Principalship: Vision to Action– Fred C. Lunenburg and Beverly J. Irby

Page 17: EDA 6061:  Organization and Administration of Schools

Florida Principal Leadership Standards

• Review of all four domains and ten standards

• Interpretation/linkage • https://

www.floridaschoolleaders.org/fpls.aspx

Page 18: EDA 6061:  Organization and Administration of Schools

Principal

Student Achievement

Instructional Leadership

Organizational Leadership

Professional and Ethical Behavior

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Domain 1: Student Achievement• Standard 1: Student Learning Results.

Effective school leaders achieve results on the school’s student learning goals. – The school’s learning goals are based on the state’s adopted student

academic standards and the district’s adopted curricula; and– Student learning results are evidenced by the student performance

and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state.

Page 20: EDA 6061:  Organization and Administration of Schools

Standard One: Student Learning Results

• Meeting goals on your School Improvement Plan

• Improving FCAT scores and School Grade• High School Component Indicators

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Domain 1: Student Achievement• Standard 2: Student Learning as a Priority.

Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. The leader:– Enables faculty and staff to work as a system focused on student

learning;– Maintains a school climate that supports student engagement in

learning;– Generates high expectations for learning growth by all students; and– Engages faculty and staff in efforts to close learning performance gaps

among student subgroups within the school.

Page 22: EDA 6061:  Organization and Administration of Schools

Standard 2: Student Learning as a Priority

• Teamwork and collaboration amongst teachers, administrators and staff

• School focused on learning• Closing achievement gaps on FCAT, etc.– Response to Intervention

Page 23: EDA 6061:  Organization and Administration of Schools

Domain 2: Instructional Leadership• Standard 3: Instructional Plan Implementation.

Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum with state standards, effective instructional practices, student learning needs and assessments. The leader:– Implements the Florida Educator Accomplished Practices as described

in Rule 6A-5.065, F.A.C. through a common language of instruction;– Engages in data analysis for instructional planning and improvement; – Communicates the relationships among academic standards, effective

instruction, and student performance; – Implements the district’s adopted curricula and state’s adopted

academic standards in a manner that is rigorous and culturally relevant to the students and school; and

– Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula.

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Standard 3: Instructional Plan Implementation

• Developing a common language of instruction – is everyone on the same page?

• Using data wisely to make intelligent decisions to improve student achievement

• Ensures curriculum alignment – vertically and horizontally

• Implements formative assessment system – benchmark testing, common assessments, etc.

Page 25: EDA 6061:  Organization and Administration of Schools

Domain 2: Instructional Leadership• Standard 4: Faculty Development.

Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. The leader:– Generates a focus on student and professional learning in the school that is clearly

linked to the system-wide strategic objectives and the school improvement plan;– Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of

instruction; – Employs a faculty with the instructional proficiencies needed for the school

population served;– Identifies faculty instructional proficiency needs, including standards-based

content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology;

– Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and

– Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year.

Page 26: EDA 6061:  Organization and Administration of Schools

Standard 4: Faculty Development• Professional Development Plan that is aligned

to school goals and School Improvement Plan• Develop genuine Professional Learning

Communities that work together to improve instructional practices

Page 27: EDA 6061:  Organization and Administration of Schools

Domain 2: Instructional Leadership• Standard 5: Learning Environment.

Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida’s diverse student population. The leader:– Maintains a safe, respectful and inclusive student-centered learning environment that is

focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy;

– Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning;

– Promotes school and classroom practices that validate and value similarities and differences among students;

– Provides recurring monitoring and feedback on the quality of the learning environment;– Initiates and supports continuous improvement processes focused on the students’

opportunities for success and well-being.– Engages faculty in recognizing and understanding cultural and developmental issues

related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps.

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Standard 5: Learning Environment• Positive and safe school culture that is student

centered• Promote and celebrate diversity• Identifying and closing achievement gaps

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Domain 3: Organizational Leadership• Standard 6: Decision Making.

Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. The leader: – Gives priority attention to decisions that impact the quality of student

learning and teacher proficiency;– Uses critical thinking and problem solving techniques to define

problems and identify solutions; – Evaluates decisions for effectiveness, equity, intended and actual

outcome; implements follow-up actions; and revises as needed;– Empowers others and distributes leadership when appropriate; and – Uses effective technology integration to enhance decision making and

efficiency throughout the school.

Page 30: EDA 6061:  Organization and Administration of Schools

Standard 6: Decision Making• Able to prioritize and differentiate urgency

and importance when making decisions• Strategic decision making using data• Shared decision-making • Use of surveys and other instruments to

collect information to make appropriate decisions

Page 31: EDA 6061:  Organization and Administration of Schools

Domain 3: Organizational Leadership• Standard 7: Leadership Development.

Effective school leaders actively cultivate, support, and develop other leaders within the organization. The leader:– Identifies and cultivates potential and emerging leaders; – Provides evidence of delegation and trust in subordinate leaders; – Plans for succession management in key positions; – Promotes teacher–leadership functions focused on instructional

proficiency and student learning; and– Develops sustainable and supportive relationships between school

leaders, parents, community, higher education and business leaders.

Page 32: EDA 6061:  Organization and Administration of Schools

Standard 7: Leadership Development• Identify and support talent within your school• Appropriate delegation of authority – trusting

your people• Continuously evaluating and improving your

leadership team

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Domain 3: Organizational Leadership• Standard 8: School Management.

Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. The leader:– Organizes time, tasks and projects effectively with clear objectives and

coherent plans; – Establishes appropriate deadlines for him/herself and the entire

organization; – Manages schedules, delegates, and allocates resources to promote

collegial efforts in school improvement and faculty development; and– Is fiscally responsible and maximizes the impact of fiscal resources on

instructional priorities.

Page 34: EDA 6061:  Organization and Administration of Schools

Standard 8: School Management• Operations side of the Principalship– Facility management– Budget– Managing district and school deadlines

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Domain 3: Organizational Leadership• Standard 9: Communication.

Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. The leader:– Actively listens to and learns from students, staff, parents, and community stakeholders; – Recognizes individuals for effective performance; – Communicates student expectations and performance information to students, parents,

and community; – Maintains high visibility at school and in the community and regularly engages

stakeholders in the work of the school; – Creates opportunities within the school to engage students, faculty, parents, and

community stakeholders in constructive conversations about important school issues. – Utilizes appropriate technologies for communication and collaboration; and – Ensures faculty receives timely information about student learning requirements,

academic standards, and all other local state and federal administrative requirements and decisions.

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Standard 9: Communication• Critical standard for success• High impact on relationships between

principal, staff and community• Weighs heavily into perception of

effectiveness• Effective communication is critical to maintain

a positive school culture

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Domain 4: Professional and Ethical Behavior

• Standard 10: Professional and Ethical Behaviors. Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. The leader:– Adheres to the Code of Ethics and the Principles of Professional Conduct for the

Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C. – Demonstrates resiliency by staying focused on the school vision and reacting

constructively to the barriers to success that include disagreement and dissent with leadership;

– Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community;

– Engages in professional learning that improves professional practice in alignment with the needs of the school system; and

– Demonstrates willingness to admit error and learn from it; – Demonstrates explicit improvement in specific performance areas based on previous

evaluations and formative feedback.

Page 38: EDA 6061:  Organization and Administration of Schools

Standard 10: Professional and Ethical Behaviors

• Do the right thing all the time – be predictable• Stay current• Admit mistakes (and fess up to them quick)

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For Next Week• Read Chapter One• Text Expectations for the course using Poll

Everywhere– Text 32862 and your message to 37607

• Select book for leadership presentation for approval– Email book titles for approval to

[email protected]