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Learn, Lead, Succeed

PRINCIPAL AS FACILITATOR:

LEVERAGING COMMUNITY SYSTEMS

AND RESOURCES

EDA 715

Professor: Dr. Paul Wirtz

Educational Leadership Programs

College of Education and Human Services

Northern Kentucky University

Class Particulars Office Address Summer Semester, 2016 Northern Kentucky University

Hybrid Course Nunn Drive/MEP 223

Highland Heights, KY 41099

+1 859 572 6067

Email: [email protected]

Mission

The College of Education and Human Services plays an important leadership role and

collaborates with others in the creation, dissemination, and application of knowledge and

research that enhances professional practice and transforms lives, schools, and

communities

.

Vision

The College of Education and Human Services aspires to be known throughout the

Commonwealth of Kentucky and region at large as the leader in providing opportunities

for engaged learning and applied scholarship that fosters individual growth and collective

success.

Kentucky Core Academic Standards (KCAS)

Preparation of Kentucky’s students for the demands of the 21st century requires districts

and schools to prepare every student for successful transition to be College and Career

Ready. The Kentucky Core Academic Standards help ensure that all students throughout

Kentucky are provided with common content and have opportunities to learn at high

Principal as Facilitator: Leveraging Community Systems and Resources (EDA 715)

Course Syllabus - of 15

levels. As education candidates complete and implement projects and assignments

throughout their education programs at NKU, they will incorporate the components of the

Kentucky Core Academic Standards.

REQUIRED TEXT

Pawlas, G. E. (2005). The administrator’s guide to school-community relations (2nd ed.).

Larchmont, NY: Eye on Education. [ISBN: 1-59667-005-3]

COURSE DESCRIPTION Candidates will develop relationships with families and develop partnerships with community stakeholders to leverage resources to support shared goals and objectives. Candidates will identify stakeholders who are representative of the community served by the school. Candidates will study how to work collaboratively to assess the concerns, needs, and issues of families served by the school; and know how to monitor resource allocation and program implementation to assess and adjust if necessary.

COURSE OBJECTIVES

Candidates will:

Plan how to develop relationships with families

Develop and describe partnerships with community stakeholders to leverage

resources to support shared goals and objectives.

Identify stakeholders who are representative of the community served by the

school.

Describe how to work collaboratively to assess the concerns, needs, and issues of

families served by their school

Describe how to monitor resource allocation and program implementation to

assess how to adapt to make it more effective.

http://education.ky.gov/curriculum/standards/kyacadstand/Pages/default.aspx



Student Activities, Evaluation, and Grading Policies

Grading Scale:

Graduate Plus – Minus scale

Letter Grade

% Equal to or Greater than

Grade Point

A 93-100 4.00

A- 90-92.99 3.67

B+ 87-89.99 3.33

B 83-86.99 3.00

B- 80-82.99 2.67

C+ 77-79.99 2.33

C 73-76.99 2.00

F 0-72.99 0

Please note: C minus grades do not meet the criteria of C or better for continuing in

the education program.

COURSE REQUIREMENTS

Description of Course Projects/Assignments

The following assignments are to acquaint candidates with knowledge and skills related to engaging family and community stakeholders in a process of identifying needs and strategies for addressing those needs and in identifying and allocating resources to support the strategies and address needs. Please note that for Assignments 1 and 2 described below, students will work in teams of three (3). Each student will be responsible in the first few days of the course to team up with two other students in the course. Then teams will notify the professor of their team selection, and a team space will be opened up in Blackboard to ease communication amongst the members of the team.

*ASSIGNMENT 1 (Anchor Assessment) Community Connections (25 points)

Due Module/Week 6

This assignment must also be submitted in folio tech as a written document

Teams of candidates will assess current conditions within the school community and

develop relationships to connect with the community. Steps the team should take

include:

a) Assess current/historical/political conditions in school community and

identify barriers to improve student academic achievement



b) Review and analyze cognitive and non-cognitive school data e.g. State tests,

NCLB, attendance, suspension, parent conferences, etc.

c) Based upon the assessment and data, develop essential questions for

constituent groups that lead to increased student achievement and learning.

d) Meet with parents, community leaders (business, mayor, police, etc.). Utilize

protocols that allow for parents to respond to the essential questions and provide

insight into the needs of the school community

Candidates should address all of the above to complete this assignment.

*ASSIGNMENT 2 (Anchor Assessment Continued) School Improvement (25 points)

Due Module/Week 4

Identify opportunities and barriers relevant to supporting improvements in the school

community. Prepare materials outlining key findings from preliminary analyses, and

create essential questions. Establish a protocol for selecting and engaging relevant and

diverse family and community partners

a) Lead the family and community partners in a review and analysis of

internal and external data relative to the opportunities and barriers of the

issue(s)

Create a PowerPoint that you could share with the community

b) Building on the review and analysis, the partners will collectively establish a priority issue or opportunity to address.

Identify an issue that would be important to the community

c) Collect, summarize, and synthesize pertinent information (e.g., extant research, programs, policies) that informs and or addresses the issue or opportunity and share relevant information with the group.

What other data could you use besides the School Report Card?

d) Drawing on pertinent information, the candidate will lead partners in collaboratively developing an action plan to address the issue. The plan will be communicated to all appropriate stakeholders. Revisions to the plan may be made based upon stakeholder feedback.

Write an Action Plan after identifying 2 problems

e) Plan is submitted to the appropriate external entity in the relevant format for

implementation (e.g. new/revised policy, revised SIP/DIP, grant proposal, proposed local ordinance)

Do one of the above items in “e”



The above assignment should be a written paper with a separate reflection

ASSIGNMENT 3 Diverse School Assignment: (15 points) Due Module/Week 5 Visit the Kentucky Department of education web site to locate a school that is racially and/or culturally different from your current assignment. The school should have a significant percentage of students with disabilities, low socio-economic, racial/ethnic (at least two groups, one of which can be Caucasian), and English Language Learners. Write up a description, comparing the makeup of the school to your school. Do not forget to include a reflection.

a) Summarize the information including the demographics of the school

(free/reduced lunch, percent of minority populations and identify each minority,

urban/suburban school, are AYP goals met, dropout rate if applicable, number of

staff and students, and any other information that tells how this school differs

from your school)

b) Compare and contrast this school with your school, in terms of learning styles,

teaching methodology and strategies, etc. .

c) What are your thoughts? REFLECT ASSIGNMENT 4 Agency Flyer: (10 points) Due Module/Week 2 Students will locate 5 area agencies that support schools and families and describe each.

Include what the agency does, who it serves, location, contacts, etc. Create a 1-2 page

handout for staff/ parents. Be creative in your design. Include a reflection.

ASSIGNMENT 5 Grant Writing (10 points)

Due Module/Week 3

Candidates will work with stakeholders to locate and write a grant to add resources for a

critical need area (i.e., after school program, additional technology, PD’s, etc.). A very

simple grant can be found on The Greater Cincinnati Foundation link www.gcfdn.org .

The one for “kids” is a 2 or 3 page application. You can choose whether or not to submit

it for your school. The experience of writing the grant is what is important. Include a

reflection after writing the grant.

http://www.gcfdn.org/



WEB PARTICIPATION (15 points)

Due: Ongoing

Each candidate is expected to discuss questions/statements on the BB Discussion Board.

They are expected to create a “Thread” early in the week and respond to a group member

no later than Saturday at midnight of that week. Additionally, candidates are expected to

post 5 reflections in their personal online journals as requested. The link to the personal

journal can be found in the Assignments section of BB at the bottom of the page.

ASSIGNMENT DUE POINTS

*Assignment 1 – Community Connections Week 6 25

*Assignment 2 – School Improvement Week 4 25

Assignment 3 – Diversity Week 5 15

Assignment 4 – Agency Assignment Week 2 10

Assignment 5 – Grant Writing Week 3 10

Web Participation (BB) Ongoing 15

100

*Assignments 1 and 2 are the Anchor Assessments for this course. They should be

posted on Bb by the due date and MUST be posted on Folio Tech with your

reflection.

Field Practice

The following reflect field practice during this study: Assess social/historical/political conditions in school community and identify

opportunities and barriers relevant to supporting improvements in the school/community.

Lead family/community partners in a review and analysis of internal and external data to collectively establish a priority issue/opportunity to address, then collaboratively developing an action plan to address the issue.

Communicate the plan to all appropriate stakeholders and submit it to the appropriate external entity in the relevant format for implementation.

Convene a team of stakeholders to study and address an identified school

problem; Lead the team through a problem solving/planning process. Initiate the implementation of the plan;

Present a report on the plan/findings/implementation to the appropriate audience

(staff, council, department, district level group, etc.);

Identify agency resources in the greater community;

Identify and write grants as a resource in a critical need area.



Student Learning Outcomes

Understands the importance of vision and developing a personal vision for school

leadership; Understands the importance of a collaborative process to develop shared

beliefs, vision and mission that supports student learning and achievement; Knows a variety of strategies to align resources, operational procedures and

organizational structures with the school vision and mission; Understands the role of leadership and shared decision making in school

improvement planning.

Assessment: The candidate shall Provide a vision and mission statement and a description of the process

used to develop the statements;

Select two statements that reflect a high level of collaboration and are

instrumental in the organization’s success and write a reflection; Create a list of strategies aligned with resources, operational procedures and

organizational structures with the school vision and mission; Lead the team through a problem solving/planning process that will define the

problem within the school, district, community or state context and detail a plan for addressing the problem.

Assessment Methods

The candidate shall

1. Select and utilize relevant tools to assess social, historical, and political

conditions in the school community. 2. Identify opportunities and barriers relevant to supporting improvements

in the school community. Prepare materials outlining key findings from preliminary analyses and create essential questions. Establish a protocol for selecting and engaging relevant and diverse family and community partners.

3. Lead the family and community partners in a review and analysis of internal and external data relative to the opportunities and barriers of the issue(s).

4. Building on the review and analysis, the partners will collectively establish a priority issue or opportunity to address.

5. Collect, summarize, and synthesize pertinent information (e.g., extant research, programs, and policies) that informs and or addresses the issue or opportunity and share relevant information with the group.

6. Drawing on pertinent information, the candidate will lead partners in collaboratively developing an action plan to address the issue. The plan will be communicated to all appropriate stakeholders. Revisions to the plan may be made based upon stakeholder feedback.

7. Plan is submitted to the appropriate external entity in the relevant format for implementation (e.g. new/revised policy, revised SIP/DIP, grant proposal, proposed local ordinance).



Evidence

The candidate shall submit a project portfolio including a cover document, all relevant artifacts (data collection instrument/tool, essential questions, protocol, data review analysis findings, minutes, statement of priority issue, resource documents, agendas, action plan, etc.) and a written reflection including possible next steps.

COURSE POLICIES

In general, the grade of "A" is reserved for those students whose performance in this

course is determined to be excellent. An excellent performance includes: attending class

regularly, contributing to class discussions, demonstration of appropriate dispositions,

excellent use of English grammar, punctuation, and spelling on all work submitted, work

submitted on time and in the proper form, appropriate use of professional language and

terminology, and consistent demonstration of a thorough understanding of the materials,

terms, and concepts on assignments and projects.

Teaching and learning are interactive. As such, excessive or unexcused absences, limited

participation, and/or inappropriate dispositions may result in a lowered grade regardless

of your performance on graded components of this course. No LATE assignments will

be accepted without prior instructor approval.

STUDENT HONOR CODE

The Student Honor Code [the "Honor Code"] is a commitment by students of Northern

Kentucky University, through their matriculation or continued enrollment at the

University, to adhere to the highest degree of ethical integrity in academic conduct. It is a

commitment individually and collectively that the students of Northern Kentucky

University will not lie, cheat, or plagiarize to gain an academic advantage over fellow

students or avoid academic requirements.

The purpose of the Honor Code is to establish standards of academic conduct for students

at Northern Kentucky University and to provide a procedure that offers basic assurances

of fundamental fairness to any person accused of violations of these rules. Each Northern

Kentucky University student is bound by the provisions of the Honor Code and is

presumed to be familiar with all of its provisions. Students also should aspire to conduct

themselves in a manner that is consistent with the highest degree of ethical integrity in all

matters, whether covered in the Honor Code or not. The success of this commitment

begins in the diligence with which students uphold the letter and the spirit of the Honor

Code.

In addition, students in the education programs must also adhere to the College of

Education and Human Services Code of Ethics and the Professional Code of Ethics for

Kentucky School Certified Personnel.

http://www.nku.edu/audience/current-students/honor.html

http://coehs.nku.edu/content/dam/coehs/docs/departments/Teache_Ed/COEHSCodeofEthics.pdf

http://coehs.nku.edu/content/dam/coehs/docs/departments/Teache_Ed/COEHSCodeofEthics.pdf

http://www.kyepsb.net/legal/ethics.asp

http://www.kyepsb.net/legal/ethics.asp



ACCOMMODATIONS DUE TO DISABILITY

Northern Kentucky University is committed to providing reasonable accommodations for

all persons with disabilities. The syllabus is available in alternate formats upon request.

Students with disabilities: If you are seeking classroom accommodations under the

Americans with Disabilities Act, you are required to register with the Disability Programs

and Services Office in SU 303. To receive academic accommodations for this class,

please obtain the proper DPS forms and meet with me at the beginning of the

semester. More information on Disability Services can be found at

http://disability.nku.edu

http://disability.nku.edu/



Summer Schedule

EDA 715

Week/

Module

Required Readings/Activities Assignments Due

1 Read Syllabus

On the discussion board, introduce yourself to your group on BB;

tell where and what you teach, how long, etc.

Work on Assignment 1 – Community Connections (due Week 6)

Search for a grant opportunity for Assignment #5

None

2 Continue to work on Assignment 1 – Community Connections

Begin working on Assignment 2 – School Improvement

Complete Assignment 4

Continue searching for a grant you could write

Read Principal as CEO, and discuss (on the discussion board)

what you believe is the significance of the article with your group

Agency Flyer

(Assignment #4)

3 Continue to work on Assignments 1 and 2

Complete Assignment 5

In the discussion board, discuss Communicating to Avoid End of

Year Problems.

Grant Assignment

(Assignment #5)

4 Continue to work on Assignments 1 and 2

Complete Assignment 2 this week

Begin working on Assignment 3

Navigate around the NSPRA website. Click on website inside

Course Documents. On the discussion board, discuss on BB with

your group how this website could help school administrators.

School

Improvement

Assignment

(Assignment #2)

Note: This

assignment must

also be posted to

Folio Tech

5 Complete Assignment 3

Read the article Low-Cost Staff Recognition located inside of the

Course Documents; discuss in your group.

Diverse School

Assignment

(Assignment #3)

6 Complete Assignment 1

Take online Evaluation

Community

Connections

(Assignment #1)

Note: This

assignment must

also be posted to

Folio Tech

In addition to the above, you are required to participate in the discussion boards

every week from week one through week five.



Student Learning Outcomes, Assessment and Standards Alignment

Candidates in this course will:

Student Learning

Outcome

Assessment

(Assignments)

Interstate School

Leaders Licensure

Consortium

ISLLC

TSSA PPGES

Understands the importance of vision and developing a personal vision for school leadership;

Anchor

Assignment Standard 1 Standard I

Standard 1

and 6

Understands the importance of a collaborative process to develop shared beliefs, vision and mission that supports student learning and achievement;

Anchor

Assignment &

Diverse School

Assignment

Standard 1, 2, 3, & 4 Standard I,

II, & III

Standard 1

and 2, & 7

Knows a variety of strategies to align resources, operational procedures and organizational structures with the school vision and mission;

Anchor

Assignment &

Grant Writing

Assignment

Standard 1, 3, & 5 Standard IV Standard 3, 4,

& 6

Understands the role of leadership and shared decision making in school improvement planning.

Anchor

Assignment Standard 1, 3, 5, & 6

Standard III

& VI

Standard 6 &

7



ISLLC Standards and Functions 2008 that apply to this course:

1a, 1b, 1c, 2a, c. 2d, 2h, 3c, 4a, 4b, 4c, 4d, 5,a, 5d, 6a, 6b.

For more information on the six ISLLC Standards, visit the CCSSO’s website at

http://www.ccsso.org/standrds.html.

Kentucky Continuum for Principal Preparation and Development - Dimensions &

Functions related to this course:

Dimension 6: Leveraging Community Systems and Resources:

Functions: 1.1e; 6.1a, 6.1b, 6.1c, 6.1d, 6.1e, 6.1f, 6.1g, 6.1h, 6.1i, 6.2a, 6.2b, 6.2c, 6.2d

Kentucky Continuum for Principal Preparation and Development (link to complete

set of standards):

http://www.education.ky.gov/kde/administrative+resources/school+improvement/leaders

hip+and+evaluation/kentucky+cohesive+leadership+system+%28kycls%29/principal+pr

eparation+redesign+initiatives.htm

Technology Standards for School Administrators (TSSA) related to this course:

ID, 2A, IIB, IIC, IID, IIE, IIIB, IIIC, IVA, IVB, IVD, IVE, VA, VB, VD, VIA, VIE.

TSSA Standards (link to the complete set of standards):

http://www.ncrtec.org/pd/tssa/tssa.pdf

Dispositions:

The Principal candidate believes in, values, and is committed to:

1. The educability of and life-long learning for everyone;

2. Student learning as the fundamental purpose of schooling;

3. Making management decisions to enhance learning and teaching;

4. Schools operating as an integral part of the larger community;

5. Bringing ethical principles to the decision making process for the common good of

the community;

6. The importance of continual engagement with families, community stakeholders, and

other decision makers;

7. Education as key to opportunity and social mobility;

8. Being an advocate for the protection of student rights and the improvement of student

opportunities.

http://www.ccsso.org/standrds.html

http://www.education.ky.gov/kde/administrative+resources/school+improvement/leadership+and+evaluation/kentucky+cohesive+leadership+system+%28kycls%29/principal+preparation+redesign+initiatives.htm



http://www.ncrtec.org/pd/tssa/tssa.pdf



RECOMMENDED READINGS

Beach, R. H., & Trent, J. (2000). Public relations in schools (2nd Ed.). Columbus, OH:

Merrill. Blankstein, A. M. (2004). Failure is not an option: Six principles that guide student

achievement in high-performing schools. Thousand Oaks, CA: Corwin Press. Covey, S. R. (1997). The seven habits of highly effective families. New York, NY: Golden

Books. Conzemius, A. E., & O’Neill, J. (2001). Building shared responsibility for student

learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Dietz, M. J. (1997). School, family, and community: Techniques and models for

successful collaboration. Gaithersburg, MD: Aspen Publishers. Dufour, R. & Eaker, R. (1998). Professional learning communities at work. Alexandria,

VA: Association for Supervision and Curriculum Development.

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How

professional learning communities respond when kids don’t learn. Bloomington,

IN: National Educational Service. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A

handbook for professional learning communities at work. Bloomington, IN: Solution Tree.

Fiore, D. J. (2001). Creating connections for better schools: How leaders enhance school

culture. Larchmont, NY: Eye on Education. Holcomb, E. L. (2007). Students are stakeholders, too! Including every voice in authentic

high school reform. Thousand Oaks, CA: Corwin Press.

Kowalski, T. (2004). Public relations in schools. Upper Saddle River, NJ: Pearson Education, Inc.

Meek, A. (1998). Communicating with the public: A guide for school leaders. Alexandria,

VA: Association for Supervision and Curriculum Development. Trumbull, E., Rothstein-Finch, C., Greenfield, P. M., & Quiroz, B. (2000).

Bridging cultures between home and school: A guide for teachers. Boston, MA: WestEd.

Wald, P. J. & Castleberry, M. S. (2000). Educators as learners: Creating a professional

learning community in your school. Alexandria, VA: Association for Supervision and Curriculum Development.



Whitaker, T. & Fiore, D. J. (2001). Dealing with difficult parents: And with parents in difficult situations. Larchmont, NY: Eye on Education.

Whitaker, T., Whitaker, B. & Lumpa, D. (2000). Motivating and inspiring educators: The

ultimate guide for building staff morale. Larchmont, NY: Eye on Education.



Rubric for Written Assignments for EDA 715

Key Elements Evaluative Criteria

_____________________________________________________________

Comprehension of Topic The writing indicates a complete

understanding of the topic.

_____________________________________________________________

Writing Effectiveness:

Idea Development The writer develops relevant ideas

clearly and fully. Details, examples

anecdotes, or personal experiences

explain and clarify the information.

Organization The writer organizes information

logically in paragraphs. Includes

an effective introductions and ending

that engages the reader.

Appropriate ISSLIC Standards and

Indicators are identified.

Language Usage The writer provides lively and

descriptive language. Details,

anecdotes, and examples explain

and clarify information

Mechanics Writing shows few (three or less) errors

in basic language conventions.

………………………………………………………………………………

Comprehension of Topic: Writing Effectiveness:

All four elements are evident: 3 Excellent 3 to a high degree

2 Satisfactory 2 to a satisfactory degree

1 Somewhat evident 1 to a limited degree

0 No key elements are adequately demonstrated: equal to a blank/late

assignment