1. ADVANCED CONCEPTS IN PUBLIC SCHOOL ADMINISTRATION EDD

Transcription

1 Course Syllabus 1. ADVANCED CONCEPTS IN PUBLIC SCHOOL ADMINISTRATION EDD SPRING Dr. Leonard Elovitz, (908) , 205D East Campus, Website: 4. Faculty office hours: T & W in the field, M 2:30-4:30, W- 1:00-3:00-205D East Campus 5. Prerequisites: PSY. D. Candidate 6. Required textbooks: Hoy, W.K. & Miskel, C.G. (2008). Educational administration: Theory, research and practice. (8th Edition) New York: McGraw Hill. ISBN (Don t buy the 9 th edition) 7. Course objectives Students will achieve growth towards becoming informed, dynamic, Professionals through knowledge acquisition (K), skill application (S) and development of Dispositions (D), as evidenced by demonstration of the ability to: A. trace the development of organizational theory into the modern period. (K) B. utilize organizational and maturational theory to plan for the building of human capital. (K,S,D) C. plan programs to motivate staff, students, and families to achieve a school district s vision. (1.3.1) (K,S,D) D. use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision. (3.2.2) (K,S,D) E. facilitate and engage in activities that reflect an ability to inform district decision-making by collecting and organizing formal and informal information from multiple stakeholders. (4.2.1) (K,S,D) F. evaluate the climate and culture of educational organizations and propose strategies for the improvement of both (K,S,D) G. use appropriate research methods, theories, and concepts to improve district operations and to design and justify strategies for organizational change. (6.1.1) (K,S,D) H. Evaluate the role of the leader in the organization and his or her role in helping the organization meet its objectives. (K,S,D)

2 8. Outline of course content A. The Development of Organizational Theory 1. Psychoanalysis 2. Behaviorism 3. Humanistic and social psychology 4. Sociological and psychological points of view 5. Traditional v. progressive education 6. Education today 7. Understanding Organizations a. Theory of action b. Theory of practice 8. The Industrial Revolution a. Scientific management b. Bureaucratic organizational theory c. Classical organizational theory 9. The human relations movement 10. The modern period a. Human resources management b. Neo-scientific management B. Human Capital Development 1. Theory X & Theory Y 2. Theory Z 3. Organizational structure and people 4. General systems theory 5. Social systems theory 6. Role theory a. Equilibrium b. Homeostasis c. Feedback 7. Sociotechnical systems theory 8. Contingency theory 9. Human resources as assets C. Motivation 1. Meaning and pattern 2. Intrinsic v. extrinsic 3. Individuals and groups 4. The Western Electric studies 5. Individual differences 6. Human intelligence 7. Temperament and organizational behavior 8. The Myer-Briggs Type Indicator (MBTI) 9. Hierarchy of human needs Maslow 10. Two-factor theory Herzberg

3 D. Conflict in Organizations 1. The nature of conflicts in organizations 2. The dynamics of organizational conflict 3. Managing organizational conflict a. Win-lose b. Win-win c. Contingency approach E. Decision Making 1. Individual v. organizational 2. Rationality 3. Shared decision making 4. Team approach F. Organizational Culture and Climate 1. Define and describe culture and climate 2. The creation of culture a. Vision and values b. Symbolism & artifacts c. Stories & history d. Ritual and ceremony 3. The relationship between organizational culture and organizational 4. effectiveness 5. Assessing and transforming toxic cultures 6. The creation of climate a. Group norms b. Person - environment interaction [B = f (p. e)] 7. Describing and assessing organizational climate a. Organizational Climate Description Questionnaire (OCDQ) b. Organizational Climate Index (OCI) G. Organizational Change 1. Educational reform a. Market-based b. Standards-based c. Whole-school 2. The tradition of change in American education 3. Empirical rational strategies of change 4. Power-coercive strategies for change 5. Organizational self-renewal a. Organizational health b. The learning organization c. Organization development (OD) 6. Force-field analysis 7. Total Quality Management (TQM)

4 H. Leadership of the Organization 1. Sources of authority and power a. Bureaucratic b. Scientific-rational c. Human relations d. Professional e. Moral 2. Transforming leadership 3. Leadership styles & behavior Topics and Assignments (Major Topics/themes and readings and assignments that are due each week.) Week Topic Text Chapter Readings Assignment 1 Course Introduction Vision Preface, 1 Coping with the Knowledge of Teaching L. Elovitz. & A. Markowitz Develop personal vision 2 The meaning of education 1, 2 What Does it Mean to be well Educated - A. Kohn 3 The study of organizational behavior: scientific, human relations, neo-scientific 4 Human Resources Management Motivation 5 Systems theory Role theory 3 4 The Human Side of Enterprise - Excerpt - Douglas McGregor 1 & 13 Social Behavior and the Administrative Process - J. Getzels. & E. Guba 6 Authority & Leadership 6 & 12 7 Supervision and evaluation 4 Compliance With Legally Mandated Teacher Evaluation Practices: A Preliminary Inquiry - L. Elovitz & N. Celso

5 8 Midterm Exam 9 The human dimension of organization 4 10 Climate & Culture 5 The Organizational Climate Description Questionnaire W. Hoy Organizational Health M. Miles Completed OCDQ 11 Change 6 12 Decision making 9 & Conflict 6 14 School reform 8 15 Final Exam Final Paper Due 9. Course requirements, methods of evaluation, and the basis by which the final grade is derived: Course requirements: A. Midterm B. Final C. Term research project - At the end of each chapter in Hoy and Miskel there is a portfolio exercise. Choose one that interests you and complete it or propose one of your own. D. Classroom participation E. Readings a. What Does it Mean to be well Educated - A. Kohn b. The Human Side of Enterprise - Excerpt - Douglas McGregor c. Coping with the Knowledge of Teaching L. Elovitz. & A. Markowitz d. Social Behavior and the Administrative Process - J. Getzels. & E. Guba e. Compliance With Legally Mandated Teacher Evaluation Practices: A Preliminary Inquiry - L. Elovitz & N. Celso f. The Organizational Climate Description Questionnaire W. Hoy g. Organizational Health M. Miles Methods of Evaluation: A. Midterm

6 B. Final C. Term research paper D. Classroom participation Determination of Final Grade: A. Midterm 30% B. Final 40% C. Term research paper 20% D. Classroom participation 10% 10. Special features of the course - Methods of Instruction: A. Discussion groups B. Socratic dialectic C. Lectures D. Simulations E. Role playing F. Case studies 11. Academic deadlines Please see University Calendar 12. Important University Policies and Information Students are responsible to review and understand the University Academic Integrity Policy (available at the Center for Academic Success or at Students should review the Student Code of Conduct, as it discusses expectations of appropriate conduct in the classroom: Students are strongly encouraged to register for the University's emergency notification system ( in order to be informed of campus emergencies, weather notices, and other announcements. All students must have a valid Kean account. For those who do not already have one, forms are available on-line at click on Account Request Form. Americans with Disabilities Statement & Non-Discrimination Statement: Kean University is an affirmative action, equal opportunity institution. Students with documented disabilities who may need special instructional accommodations or who may need special arrangements in the event of an evacuation should notify the instructor as soon as possible, no later than the second week of the term. Students may contact the Office of Disability Services in Downs Hall Room 122 or call to discuss special needs. KU Non-Discrimination Policy: Kean University is an affirmative action, equal opportunity institution.