Page 1 of 6 CENTRAL WASHINGTON UNIVERSITY THE CENTER FOR TEACHING AND LEARNING DEPARTMENT OF TEACHER EDUCATION PROGRAMS COURSE OUTLINE A. School and Community B. EDAD 583: This course is in the specialty component of the advanced program in Educational Administration and Certification. It provides an overview of school and community relations. C. Instructor: ___Henry Williams_________________________________ Phone: __963-1415____________ Email: [email protected] _____ D. Course Description: School and Community (5 credits). An in depth examination of the relationship between the school and community for the improvement of instruction and student learning. E. Course Rational: For students enrolled in the M.Ed. in administration, the administrator certification program and classroom teachers. This course employs the constructivist model of learning in which students, in interactions with their physical and social environments, create knowledge. The course is consistent with the following institutional missions and themes: F. Texts/Resources: Required Text: Bagin,Don and Gallagher, Donald R. The School and Community Relations. Seventh Edition. Boston: Allyn and Bacon. 2001. Current Articles and Press reports regarding schools and school leadership G. Learner Outcomes/Assessment: 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. 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)EDAD 583 – School and Community Page 2 of 6 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. Learner Outcomes: In this course (School and Community) major emphasis will be placed on learner outcomes related to the skills and knowledge base addressed in the state and ISLLC standards. Performance and Assessment: School administrator candidates’ performance of the knowledge and skills listed below, at a level of 75% or better will assure successful completion of EDAD 583. Measurement Code: P = Portfolio Entry CQ = Chapter Questions KP= Key Points F = Final Exam OUTCOMES ACTIVITIES ASSESSMENT Leadership: Standards 1, 2, 3, 4, 5, & 6 (a) Identify administrator role expectancy for school/community relations. (b) Identify inherent problems in present and past school/community relations. (c) View schools as a series of systems as well as a system within a larger system. (a) Reading Text, , Activities (b) Discussion/Research Activities (c) Research own district school/community policies and activities/LiveText postings P CQ KP Information Collection: Standards 1, 2, 3, 4, 5, & 6 (a) Understand information collection as an ongoing process and its importance. (b) Collect information through multiple modalities; summarize and describe this information in written and oral form. (c) Diagnose the information collection needs of the school. (a) Reading Text, Activities (b) Information collecting exercise (c) Discussion/ LiveText postings P CQ KP Problem Analysis: Standards 5 & 6 (a) Identify and analyze appropriate responses to specific school/community situations. (b) Identify potential “hot spots” for school/community relation break down. (a) Case studies/ LiveText postings (b) Discussion P CQ KPEDAD 583 – School and Community Page 3 of 6 OUTCOMES ACTIVITIES ASSESSMENT Judgment: Standards 1, 2, 3, 4, 5, & 6 (a) Make effective judgments about what is a real or a potential problem. (b) Organize information to enhance understanding for internal and external publics. (c) Judge the reliability, quality, and importance of information and ideas. (d) Determine the availability of information to solve problems and make decisions, and to be alert to new and unexpected information. (e) Examine information and ideas and demonstrate an understanding of ideas as they relate to the big picture. (f) Reach conclusions based on logic, control, emotions, and bias. (g) Use reflection to enhance judgment. (a) Study several situations and make group judgments