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EAD 784

Human Relations and Collaborative Processes

Credits: 3

Fall 2018

Nate Quinn, Ed.D.

nquinn@missosuristate.edu

417-836-5083

Office Hours: 9:00 am -12:00 pm and 1:00 pm – 4:00 pm (Monday)

Missouri State University Catalog Description

“Designed to develop skills in effective interpersonal skills, written and oral communication within a

diverse cultural community.”

Purposes

This course provides a broad exploratory bridge into development of interpersonal skills. This starts

with an understanding of the importance of interpersonal skills in the role of a building principal and as

an individual relating to others in a diverse cultural community. The Human Relations and Collaborative

Processes course is intended for students who are seeking initial professional certification in the field of

Educational Administration. Students will develop competencies in the area of interpersonal skills,

communication, multicultural awareness and conflict management as well as in the development and

implementation of communication plans for the educational setting; learning to accept and understand

perspective of those with whom they differ in beliefs, values, or ideas; facilitating group discussions to

give individuals an opportunity to be heard and participate in the problem-solving process; facilitating a

conflict resolution process; and articulating how one’s cultural background influences professional

practice. Students will also develop communication structures to support effective communications

within a school setting as well as with the parents and community. There will also be a focus on an

introduction to the essentials of human resources administration in education, which includes the

structure of human resources administration, human resources planning, recruitment, selection,

placement and induction, staff development, performance evaluation, compensation, collective

negotiations and legal/ethical issues in the administration of human resources.

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Syllabus Part II

Professional Standards for Educational Leaders 2015 – (formerly known as ISLLC Standards)

Standard I. Mission, Vision and Core Values

Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of

high-quality education and academic success and well-being of each student.

Standard 2. Ethics and Professional Norms

Effective educational leaders act ethically and according to professional norms to promote each

student’s academic success and well-being.

Standard 3. Equity and Cultural Responsibility

Effective educational leaders strive for equity of educational opportunity and culturally responsive

practices to promote each student’s academic success and well-being.

Standard 4. Curriculum, Instruction and Assessment

Effective educational leaders develop and support intellectually rigorous and coherent systems of

curriculum, instruction, and assessment to promote each student’s academic success and well-being.

Standard 5. Community of Care and Support for Students

Effective educational leaders cultivate an inclusive, caring, and supportive school community that

promotes the academic success and well-being of each student.

Standard 6. Professional Capacity of School Personnel

Effective educational leaders develop the professional capacity and practice of school personnel to

promote each student’s academic success and well-being.

Standard 7. Professional Community for Teachers and Staff

Effective educational leaders foster a professional community of teachers and other professional staff to

promote each student’s academic success and well-being.

Standard 8. Meaningful Engagement of Families and Community

Effective educational leaders engage families and the community in meaningful, reciprocal, and

mutually beneficial ways to promote each student’s academic success and well-being.

Standard 9. Operations and Management

Effective educational leaders manage school operations and resources to promote each student’s

academic success and well-being.

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Standard 10. School Improvement

Effective educational leaders act as agents of continuous improvement to promote each student’s

academic success and well-being.

THE MISSOURI LEADER DEVELOPMENT STANDARDS

The Missouri Leader Development Standards convey the expectations of performance for

professional leaders in Missouri. The Missouri Leader Development Standards employ a

developmental sequence to define a professional continuum that illustrates how a leader’s

knowledge and skills mature and strengthen throughout their career. Professionals in school

leadership positions are expected to exercise good professional judgment and to use these

standards to inform and improve their own practice.

Visionary Leadership – Domain One

Competency 1 – Develops a clear, measurable and shared vision

Competency 2 - Communicates the vision to stakeholders

Competency 3 – Collects, analyzes and interprets data to evaluate results for continuous

school improvement

Instructional Leadership – Domain Two

Competency 4 – Engages and supports staff to vertically and horizontally align

curriculum to state/district standards

Competency 5 – Supports staff use of a variety of research-based practices appropriate to

the intended content

Competency 6 – Observes classroom instruction and provides meaningful and timely

feedback on teacher practice and student response

Competency 7 – Supports teacher use of formative, summative and other assessments

Competency 8 – Analyzes multiple sources of student, school and district-level data to

improve student learning

Competency 9 – Develops a culture of continuous professional learning

Managerial Leadership – Domain Three

Competency 10 – Provides oversight of the school facility and grounds

Competency 11 – Establishes routines, procedures and schedules to maximize learning

time

Competency 12 – Recruits, selects, and inducts effective personnel

Competency 13 – Communicates expectations, guidelines and procedures

Competency 14 – Provides intervention and support for improvement

Competency 15 – Maintains personnel records and reports

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Competency 16 – Manages fiscal resources to support school goals and priorities

Competency 17 – Manages non-fiscal resources to support school goals and priorities

Relational Leadership – Domain Four

Competency 18 – Promotes a learning environment that addresses needs of all students

Competency 19 – Advocates for the welfare of all students

Competency 20 – Establishes positive relationships with students

Competency 21 - Builds positive relationships with staff

Competency 22 – Ensures a culture of support and respect among staff

Competency 23 – Develops teacher leaders

Competency 24 – Builds positive relationships with families

Competency 25 – Establishes positive relationships with other community stakeholders

Innovative Leadership – Domain Five

Competency 26 – Collects knowledge, skills and best practices for improving teaching

and learning

Competency 27 – Engages in a professional network as a means of growth

Competency 28 – Demonstrates self-awareness and a commitment to ongoing growth

and development

Competency 29 – Seeks feedback to improve performance

Competency 30 - Maintains a focus on high priorities

Competency 31 – Develops and acts on well-reasoned beliefs based on new knowledge

and understanding

Competency 32 – Constructively manages and adapts to change

Guiding Principles (GP) of the Educator Preparation Provider

Missouri State University

The Educator Preparation Provider (EPP) at Missouri State University is made up of all faculty, staff, and

administrators who: (1) teach one or more EPP courses, (2) advise or supervise professional educational

students, or (3) administer professional education departments/schools or colleges. Members of the

Educator Preparation Provider come from many departments and all colleges across the campus.

Our partners include those in schools and community agencies in which our candidates observe and

practice their developing skills under professional supervision and mentoring, from admission through

their first three years of professional practice. With the contributions of faculty who teach liberal arts

and general education courses, we are convinced that at Missouri State, education is everyone’s

business.

At Missouri State University, we believe that education is essential across all levels of society. Our

mission and purpose is to develop the specialized competencies and skills to facilitate, promote, and

enhance, with compassion and fairness, the learning and development of all persons. All education

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programs foster a legacy of learning and adhere to Missouri State’s public affairs mission that promotes

ethical leadership, cultural competence, and community engagement.

The Missouri State professional education community believes that effective professional education

programs are based on shared beliefs and values about schools, learning, and education that guide

program development and instruction in knowledge, skills, and professionalism. The various content and

specialty areas interpret and apply these guiding principles in accordance with their unique, specialized

professional knowledge bases and standards. These guiding principles include foundations, content

expertise, pedagogy, holism, experience, assessment/reflection, dispositions, research/inquiry, and

collaboration/leadership that are common to all professional education programs. The underlying

assumption of these guiding principles is that all members of the professional education community

incorporate and demonstrate the principles of diversity and social justice throughout their programs.

Knowledge Skills Professionalism Foundations Holism Dispositions

Content Expertise Experience Research/Inquiry

Pedagogy Assessment/Reflection Collaboration/Leadership

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Approved by EPPC February 17, 2016

Knowledge (GP 1)

1a. Foundations: knowledge of the historical, cultural, political, technological and community contexts

of education and the development of the professional and foundational issues and arguments

underlying its practices, as well as an understanding of the importance of integrated learning across

disciplines. (Diversity Proficiency 1)

1b Content Expertise: strong knowledge of subject matter discipline content and understanding the

important ideas in the subject area domain and the influences that knowledge has on pedagogical

orientations, teaching decisions, and teaching acts. (Diversity Proficiency 3)

1c. Pedagogy: knowledge of human development, motivation, and the theories of learning and

assessment, as well as the understanding of the skills, techniques, and strategies that enhance learning

for all students including those from diverse cultural, racial, and economic backgrounds, varying abilities,

and historically underrepresented groups. (Diversity Proficiency 1‐6)

CAEP Standards 1, 3, 4

Skills (GP 2)

2a. Holism: affirm diversity and understanding of the “whole child” within the classroom, school,

educational system, family, community and cultural context; awareness of challenges and requirements

of a democratic society; and knowledge and sensitivity to issues such as equity and human diversity.

(Diversity Proficiency 1‐6)

2b. Experience: apply theory to practice, understand how pedagogical theories impact teaching

practices that serve as a foundation for the development and expansion of existing and emerging

theories, and continually renew skills and knowledge within one’s discipline. (Diversity Proficiency 3)

2c. Assessment/Reflection: conduct valid and reliable assessment to improve student learning, engage

in self‐appraisal, and use feedback from students, supervisors, mentors, and peers to improve practice

and employ skills crucial to reflective decision‐making and systematic inquiry. (Diversity Proficiency 5‐6)

CAEP Standard 2

Approved by EPPC February 17, 2016

Professionalism (GP 3)

3a. Dispositions: awareness of self as a professional educator passionate about teaching, intellectually

curious, and demonstrating intellectual, social, and ethical attributes that contribute to the learning and

development of all learners in all professional settings. (Diversity Proficiency 1‐6)

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3b. Research/Inquiry: use of current research, systematic inquiry approaches, and technology in pursuit

of best educative practices, lifelong learning, and professional development in order to help all learners

succeed. (Diversity Proficiency 3, 5)

3c. Collaboration/Leadership: the ability and skills to initiate and maintain empowering relationships

with colleagues, school personnel, parents, family members, and the community and are prepared to

assume leadership roles. (Diversity Proficiency 2)

CAEP Standard 2, 4, 5

The guiding principles found in this document have been derived, in part, from documents that guide

our shared vision for the EPPU and the assessment of our candidates. These include: 1) our original

Conceptual Framework document which delineates our vision, our mission, our beliefs, and our general

learning outcomes, and 2) our current Diversity Proficiencies which have been developed and approved

by the EPP Council based on recommendations from both the EPP Diversity and Provost Assessment

committee. The original Conceptual Framework and General Learning Outcomes are archived in the

EPPC websites. The EPP functions as the body of more than 40 undergraduate and graduate professional

education programs across campus that, through a representative governance process, proposes,

discusses and establishes education program curriculum and related implementation policies and

procedures of interest to the unit and in compliance with all DESE and CAEP mandates (Standards 1‐5)

impacting professional education programs at Missouri State University.

PEC Diversity Proficiencies

Missouri State University’s distinguishing public affairs mission is a commitment to all students to foster expertise and responsibility in ethical leadership, cultural competence, and community engagement. The Professional Education Unit (PEU) embraces the public affairs mission for candidates in all initial and advanced education programs. All candidates are expected to be ethical leaders as well as embrace community engagement as professional educators. Candidates who develop the following proficiencies will be culturally competent, able to continue to grow as their students become more diverse, and specifically, will have an inclusive and safe learning environment.

Proficiencies definition: Proficiencies are the skills to demonstrate awareness, understanding

and sensitive application of the following:

A student who develops these proficiencies will have an inclusive and safe environment

“diverse learners” refers to ethnicity, race, socioeconomic status, gender, exceptionalities,

language, religion, sexual orientation, and geographical area as found in the NCATE definition

of diversity.

Candidates should demonstrate diversity proficiency in the following areas:

Respect (DP 1): demonstrates acceptance and appreciation of diverse learners of varied

backgrounds, ideas, and perspectives for an inclusive environment.

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Communication (DP 2): demonstrates verbal and nonverbal techniques useful for interacting

with diverse learners, school personnel, families, and community members.

Curriculum and Instruction (DP3): demonstrates development and use of unbiased learning

outcomes and instructional strategies designed to facilitate student growth for all diverse

learners including differentiated instruction.

Resources (DP 4): demonstrates identification and utilization of professional, school, and

community resources and information to enhance the learning process for all diverse learners

as well as meet the needs of their families.

Social Justice (DP 5): demonstrates the ability to recognize and address in self and others issues

of equality, human rights, socio-economic status; including bias, discrimination, and aggression

to prevent and reduce oppression, including aggression, bullying, harassment, and intimidation.

Awareness (DP 6): demonstrates understanding of neutral language, activities, and gestures

sensitive to diverse learners, based on historical perspectives and contemporary knowledge.

A. Diversity Statement

The EAD faculty at Missouri State University is committed to the Professional Education Belief

that education in a democratic society demands that educators become knowledgeable about

the sensitivity to issues surrounding human and cultural diversity. Diversity of ideas is

encouraged in all classroom contexts and subjects in all classes are approached from a

perspective which takes into account issues including multi-culturalism, globalism, ethnicity,

race, disabilities, life styles and gender. This approach is necessary in that it creates a classroom

situation which mirrors the environment which students will work within during their

professional and social lives.

In addition, students are asked to respond to case study vignettes involving diversity issues.

Diversity issues are woven throughout the course in discussions involving effective schools

research and correlates.

B. Technology

We live in a technological world and in no field of endeavor can the positive effects of

technology be felt more than in education. Knowledge and skills in the use of technology is a

Professional Education Unit General Outcome; one which the EAD faculty fully endorses.

Professors utilize and model the use of technology in the preparation and presentation of class

materials when appropriate. Additional, a full-service Internet web site is provided for students

in EAD programs to enhance advisement, communication and research efforts.

C. Public Affairs Mission

Perhaps no other set of programs on the campus of Missouri State University exemplifies the

Public Affairs Mission of the university more than those in the Educational Administration

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program. Because it is based partly on the work of Thomas Sergiovani, the EAD Knowledge

Base, since its conception has embraced value-added leadership theories.

Education and Educational Administration have long been the forum for not only increasing

awareness of, but developing the public dimension of life. Additionally, schools have historically

also been the primary institution for shaping the character, tolerance and sensitivity of its

citizens. Indeed, schools and schooling are the product of a profession dedicated to public

affairs. The EAD programs are proud of the fact that symbolic and cultural knowledge, skills and

attitudes, which constitute the core for responsible and ethical behaviors in leadership

situations, comprise a major portion of a student’s studies.

Students in this class, as in all EAD classes, will be exposed to a curriculum that promotes ethical,

moral, and responsible leadership behaviors. Specific course objectives relating to Symbolic and

Cultural domains may be found in the course goals at the end of the syllabus.

D. Student Accommodation

If you are a student with a disability and anticipate barriers related to this course, it is important to request accommodations and establish an accommodation plan with the University. Please contact the Disability Resource Center (DRC) (https://www.missouristate.edu/disability/), Meyer Library, Suite 111, 417-836-4192, to initiate the process to establish your accommodation plan. The DRC will work with you to establish your accommodation plan, or it may refer you to other appropriate resources based on the nature of your disability. In order to prepare an accommodation plan, the University usually requires that students provide documentation relating to their disability. Please be prepared to provide such documentation if requested. Once a University accommodation plan is established, you may notify the class instructor of approved accommodations. If you wish to utilize your accommodation plan, it is suggested that you do so in a timely manner, preferably within the first two weeks of class. Early notification to the instructor allows for full benefit of the accommodations identified in the plan. Instructors will not receive the accommodation plan until you provide that plan, and are not required to apply accommodations retroactively.

E. Nondiscrimination Policy

Missouri State University is an equal opportunity/affirmative action institution, and maintains a

grievance procedure available to any person who believes he or she has been discriminated

against. At all times, it is your right to address inquiries or concerns about possible

discrimination to the Office for Institutional Equity and Compliance, Park Central Office Building,

117 Park Central Square, Suite 111, 417-836-4252. Other types of concerns (i.e., concerns of an

academic nature) should be discussed directly with your instructor and can also be brought to

the attention of your instructor’s Department Head. Please visit the OED website at

www.missouristate.edu/equity/.

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F. Emergency Response Policy

At the first class meeting, students should become familiar with a basic emergency response plan through a dialogue with the instructor that includes a review and awareness of exits specific to the classroom and the location of evacuation centers for the building. All instructors are provided this information specific to their classroom and/or lab assignments in an e-mail prior to the beginning of the fall semester from the Office of the Provost and Safety and Transportation. Students with disabilities impacting mobility should discuss the approved accommodations for emergency situations and additional options when applicable with the instructor. For more information go to http://www.missouristate.edu/safetran/51597.htm and http://www.missouristate.edu/safetran/erp.htm.

G. Class Participation: which includes assignments

Regular attendance and participation in class functions is a class expectation. Excessive

absenteeism may result in reduction of course grade. All written work shall be typed or

computer printed in a print or font that is easy to read. Written work shall be scored for

content, spelling, correctness of grammar, style and syntax, proper crediting of sources and

overall appearance. Additionally, written work should show a proper degree of originality,

creativity and presentation. All work shall be handed in on time and research resources should

be within the last 10 years.

H. Writing Activities

The Educational Administration program has designated the EAD Manual for Writers and the

America Psychological Association Publication Manual as the guides for writing style. All written

work shall be typed or computer printed in a print or font that is easy to read. Written work shall be

scored for content, spelling, correctness of grammar, style and syntax, proper crediting of sources,

and overall appearance. Be sure to follow the specific directions requested when submitting Task 2

and 3 of the MoSLPA. All MoSLPA tasks will be submitted online at or near the completion of your

EAD Program to ETS. Internship Portfolio/Notebook items will be judged on application, use of

best practices, and complexity of composition. All work should show a proper degree of originality,

creativity, and presentation. All work shall be handed in on time. Microsoft Word is the desired

word processing program.

All MoSLPA tasks are to be completed individually by each student. ETS does not allow students to

work together or in teams to complete any of the tasks.

I. Academic Dishonesty

Missouri State University is a community of scholars committed to developing educated

persons who accept the responsibility to practice personal and academic integrity. You are

responsible for knowing and following the university’s student honor code. Student

Academic Integrity Policies and Procedures, available at

www.missouristate.edu/policy/academicintegritystudents.htm and also available at the

Reserves Desk in the Meyer Library. Any student participating in any form of academic

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dishonesty will be subject to sanctions as described in this policy. Students will be required

to use Safe Assign on Blackboard to check for originality of content.

J. Grading Scale

The grading scale will be based on total points using a percentage scale:

100 – 90 = A

89 – 80 = B

79 – 70 = C

69 and below = F

K. Taskstream

All incoming students in the College of Education or the Educator Preparation Provider

(EPP) programs starting the Fall of 2015 will be required to purchase Taskstream.

Taskstream is a comprehensive portfolio and data management system that provides an

organized means for collecting student work and reflections, and assessing that work using

rubrics aligned with established learning outcomes, standards, and competencies. By the

completion of the EPP program, the student will have a comprehensive portfolio to show

potential employers his/her accomplishments. Detailed instructions on how to register and

purchase the product will be noted by the class instructor within the first month of class.

L. Dropping a Class

It is your responsibility to understand the University’s procedure for dropping a class. If you stop

attending this class but do not follow proper procedure for dropping the class, you will receive a

failing grade and will also be financially obligated to pay for the class. For information about

dropping a class or withdrawing from the university, contact the Office of the Registrar at 836-

5520.

M. Cell Phone

As a member of the learning community, each student has a responsibility to other students

who are members of the community. When cell phones or pagers ring and students respond in

class or leave class to respond, it disrupts the class. Therefore, the Office of the Provost

prohibits the use by students of cell phones, pagers, PDAs, or similar communication devices

during scheduled classes. All such devices must be turned off or put in a silent (vibrate) mode

and ordinarily should not be taken out during class. Given the fact that these same

communication devices are an integral part of the University’s emergency notification system,

an exception to this policy would occur when numerous devices activate simultaneously. When

this occurs, students may consult their devices to determine if a university emergency exists. If

that is not the case, the devices should be immediately returned to silent mode and put away.

Other exceptions to this policy may be granted at the discretion of the instructor.

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N. Video and Audio Recording

Students may make audio or video recordings of course activity. However, the redistribution of

audio or video recordings from the course to individuals who are not students in the class is

prohibited without the express permission of the faculty member and any of the students who

are recorded.

O. Religious Accommodations

The University may provide a reasonable accommodation based on a person’s sincerely held

religious belief. In making this determination, the University reviews a variety of factors,

including whether the accommodation would create an undue hardship. The accommodation

request imposes responsibilities and obligations on both the individual requesting the

accommodation and the University. Students who expect to miss classes, examinations, or other

assignments as a consequence of their sincerely held religious belief shall be provided with a

reasonable alternative opportunity to complete such academic responsibilities. It is the

obligation of students to provide faculty with reasonable notice of the dates of religious

observances on which they will be absent by submitting a Request for Religious Accommodation

Form to the instructor by the end of the third week of a full semester course or the end of the

second week of a half semester course.

P. Online Instruction

Missouri State Direct or Zoom Technology will be used for instruction for EAD classes.

Information for Zoom Technology can be found in the content section of Blackboard. Important

reminder is that all distractions must be kept at a minimum and professionalism is expected

while attending class on Missouri State Direct.

Q. Self-Reflective Practice/Dispositions Piece

The Department of Counseling, Leadership, and Special Education is committed to providing

students with opportunities for self-reflection as these practices reflect not only the beliefs of

the PEU at Missouri State University but constitute the cornerstone of modern professionalism.

Self-reflective practices involve self-analysis, environmental scanning, decision-making skills,

problem-solving, and conflict resolution skills among many other skills, which are crucial to the

establishment of excellence in our nation’s schools. In this course all course work, course

presentations, discussions and activities are developed with self-reflective practices in mind.

Additionally, the department recognizes acquisition of the Professional Standards for

Educational Leaders 2015 and the Missouri Leaders Standards as imperative to becoming

strong leaders.

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Transition

Point AssessmentTask

Course where

Assessed Submit To

1 Contact Information

Taskstream

Manager

1 Artifact Use Permission Form

Taskstream

Manager

1 Practicum Log Internship Part I (150 Hour)

Upload &

Submit Internship Part I Quinn

1 1st Experiential Log - Internship Part I

Complete &

Submit Internship Part I Quinn

1 Internship Eval -Internship Part II

Principal

Completes Internship Part II Principal

1 Practicum Log - Internship Part II (150 Hour)

Upload &

Submit Internship Part II Quinn

1 2nd Experiential Log Internship Part II

Complete &

Submit Internship Part II Quinn

1 Disposition Traits Self-Assess - EAD 751 (Initial)

Complete &

Submit EAD 751 Agnew

1Disposition Traits Professor Eval - Internship Part II

Midpoint Submit Internship Part II Quinn

1 Diversity/Community Relations EAD 784 Upload EAD 784 Quinn

1 Optional Showcase Items

2 Contact Information

2 Disposition Traits Self-Assess - Final

Complete &

Submit EAD 759 Finch

2 Disposition Traits Professor Eval - Final Submit EAD 759 Finch

2 Resume - EAD 759

Upload &

Submit EAD 759 Finch

2 Action Research Paper - EAD 759

Upload &

Submit EAD 759 Finch

2 Powerpoint Research - EAD 759

Upload &

Submit EAD 759 Finch

2 Oral Comps Exam Powerpoint - EAD 759

Upload &

Submit EAD 759 Finch

2

Performance Assessment for Aspiring Building

Administrator - EAD 759

Upload &

Submit EAD 759 Finch

Program: Elementary and Secondary Taskstream Transition Point Items

Principalship (MSED) Updated 8/7/18

Transition Point One:

Program Admission

Transition Point Two:

Completion of Comprehensive Exams and Research

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Syllabus Part III

Recommended Readings

Recommended– Fiore, Douglass (2011). School-Community Relations (3rd Edition). Eye on

Education, Inc.

Recommended - O’Rourke, Anne et al (2007). Countdown to the Principalship: Resource Guide

for Beginning Principals. Eye on Education, Inc.

Evaluation: The Professor maintains the right to modify and adjust assignments to meet student

needs.

A. Activity Due Date PTS.

Attendance and participation 5 POINTS PER CLASS TBD

Discussion Boards (5 pts each) In Blackboard TBD

Case Laws (5 PR/Media) Due 10/20 25

Reflection #1 Due 10/22 15

Diversity and School Public Relations

Beginning of the Year Speech Due 10/24 15

Collaborative Team Scenario Due 10/29 25

FEMA Shelter Emergency Plan Due 11/3 10

Reflection #2 Due 11/5 15

Administration and Social Media

Powerpoint Presentation (CP) Due 11/5 50

Reflections #3 Due 11/20 15

Public Schools and Religious Celebrations

Diversity and Inclusion Test Due 11/19 50

Principals Skill Portfolio Due 11/26 50

Dispositions Piece Due 12/3 40

Final Discussion Question Due 12/5 20

Other assignments TBA TBA

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Assignment Descriptions

Discussion Boards

Discussion Board questions are posted with due dates. There are articles or videos for you to

use to answer the Discussion Board questions

Case Laws Public Relations/Media Court Cases – 25 points (Cover Page and page number)

Five court cases in the educational arena need to be identified with a short brief that concerns

public relations/media. Reference page is needed.

o Format: Name of Case, Why it was Filed, and the Result)

Three Article Reflections – 15 points Each – Minimum 2 written pages. Topics for each reflection are on Blackboard and submit to SafeAssign (Cover Page and page number)

Introduction

Body (Subject Title)

Conclusion

References Introduction Speech

Compose a three minute beginning of the year speech to your staff. This speech will be presented in class. (Introduction, vision, expectations, etc…)

FEMA Shelter Emergency Plan – 10 points

Students are to prepare a two slide powerpoint which represents an information card about your school for public use. Information on one side of the card should address: Procedures during school hours, Procedures during non-school hours, and information on what to do if they do not have time to reach the FEMA shelter. The second slide should address: Facts to Know. This should consist of a list of things people should know about the FEMA shelter at your site.

Powerpoint Topic Presentations – 50 points

What information is important for your community to know?

Powerpoint addresses the importance of the issue to your school. (1) MSIP, (2) IB Program, (3)

AP, Honors, & Dual Credit Classes, (4) Homeless Program, (5) ELL, (6) MSHSAA Fall Sports, (7) Parents as Teachers, (8) Volunteer Program, (9) Student Handbook, (10) ACT/Scholorship Process, (11) Back to School, and (12) Family Crisis, (13) DESE Building Report Card, (14) Nutrition Services, (15) Response to Bullying, (16) Reading/Literacy Benchmarks

Target audience – stakeholders (community, PTA, parents, media, staff)

Include agenda, demographics, core data, advantages, etc…

12-15 slides Collaborative Team Scenario – 25 points

Address the scenario in the Collaborative Team Scenario Folder

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Diversity and Inclusion Test

Use the two powerpoint presentations in Week 1 and Week 2 to answer the questions for the test.

Principal Skills Portfolio (Include all of the following in ONE word document) – 50 points (Cover Page

and page number)

Administrative Planner for July – Dec. (Include a minimum of 5 different duties, activities, assignments, etc… for each month)

Staff Meeting Agendas for August (2 Hour) and September (1 Hour)

Wording for Welcome Sign at the Entrance (Example of)

Weekly Bulletin of Events

Classroom Walk-Through Template

Newsworthy Event Form for Staff

Death of a Student Release

Death of an Athletic Coach Release

Sportsmanship Announcements for Activities (two)

Letters o Community Partners – Support for an at-risk, after school program o Transition Program – Letter to parent o PTA Involvement to Parents

Disposition – 40 points (Cover Page and page number)

4 to 6 page paper (submitted to Safe Assignment)

Write a 4-6 page disposition piece addressing: (submit to Safe Assignment with 15% or less) APA Format Paper format: o Introduction o Review of Literature o Statement of Beliefs o Conclusion/Summary Topics to include:

Dealing with internal and external publics Improving school-community relations, especially dealing with diverse

communities How to promote and improve positive student culture and climate