Page 1 of 5 CENTRAL WASHINGTON UNIVERSITY THE CENTER FOR TEACHING AND LEARNING DEPARTMENT OF TEACHER EDUCATION PROGRAMS ONLINE COURSE SYLLABUS A. Educational Administration B. EDAD 580: This course is in the specialty component of the advanced program in Educational Administration and Certification. It provides an overview of school administration. C. Instructor: ________________________________________________ Phone: _________________________ Email: _________________________ D. Course Description: Educational Administration (5 credits). Prerequisite, one year of teaching experience, or three years for certification program. The course is an examination of administrative theory, principles, concepts, and processes; and, the administration of educational programs and services. Course Rationale: For students enrolled in the Master of School Administration or Administrator Certification Program. This course employs the constructivist model of learning in which students, in interactions with their physical and social environments, create knowledge. EDAD 580 also meets Washington Administrative Code (WAC) requirements for principals and program administrators. E. Texts: Educational Administration: Theory, Research, and Practice. Wayne K. Hoy & Cecil G. Miskel. McGraw-Hill Higher Education. Eighth edition. F. Course Performance Standards and Indicators: While completing an approved preparation program, all candidates for school administrator certification in the State of Washington must demonstrate general knowledge and skill competency related to the Interstate School Leaders Licensure Consortium (ISLLC) standards and Washington State Certification standards. The ISLLC standards were developed by the Interstate School Leaders Licensure Consortium for the Council of Chief State School Officers. These standards were adopted by the State Board of Education in the context of a systemic plan for administrator certification. The Association of Washington School Principals (AWSP) endorses these standards.EDAD 580 – Educational Administration Page 2 of 5 ISLLC STANDARDS Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. G. Student Outcomes: Knowledge, Dispositions, and Performances Candidates in the program are required to: • Show evidence of encouraging and developing tools to monitor commitment to diversity among all faculty, staff, and students in the public schools; (ISLLC 4) • Model strategies that challenge learners to employ best practices; (ISLLC 2) • Encourage and develop collaborative partnerships that promote the welfare of individuals, families, and the community; (ISLLC 4) • Show evidence of creating inclusive working and learning environments: A Passion for Equity; (ISLLC 4) • Create an assessment system to evaluate for continual cultural and program improvement. (ISLLC 4) • To understand the nature of educational administration and the body of literature that informs it. • To develop an awareness of the larger context for educational administration, an historical, social, and cultural context that recognizes different approaches to and understandings of educational administration. • To gain knowledge of the roles, responsibilities, and expectations as well as the emerging functions and structures that challenge American school administrators in the early twenty-first century. • To learn concepts and theories important to research and practice in educational administration. • To begin to be self-conscious of one’s own administrative theory and practices. • To begin to understand how the knowledge, dispositions, and performances comprising the integrated Interstate School Leaders Licensure Consortium (ISLLC) Standards support and advance the work of school leaders. Diversity Through the use of case studies that describe contemporary problems within actual schools, students will have opportunities to acquire and apply knowledge, dispositions, and performances necessary to assess school structure, to implement context-appropriate strategies, to demonstrate leadership, and to show sensitivity and fairness to all. These strategies seek to capitalize on the diversity (e.g., population, language, disability, gender, race, socioeconomic) of the school social system in order to improve the school-learning environment.EDAD 580 – Educational Administration Page 3 of 5 OUTCOMES ACTIVITIES ASSESSMENT Leadership: Standard 3 (a) Define leadership (b) Investigate theories (c) Understand organizational theory (d) Contrast leadership v. management (e) Articulate power, authority and influence Assigned Readings Cooperative Learning Team activities, discussion, participation, presentations Issues in Education Debates (e.g., leadership style) Individual presentations Lecture Weekly research topics (e.g., management theory) Discussion board and LiveText postings Philosophical and Cultural Values: Standards 4, 2, 3, 4, 5, & 6 (a) Articulate one’s philosophy of leadership/educational administration. (b) Identify the diversity of values present in one’s school/district. Assigned readings CLT activities,