COMMUNICATING AND INTERACTING
WITH THE SCHOOL COMMUNITY
3 Semester Hours
Semester/Year: Summer 2001
Instructor: J. Rick Maddox
Telephone: H 770-474-6067 W 770-968-2915
Distance Support: http://www.westga.edu/~distance/webct3/main/help.html
This course is designed to provide the graduate student with a knowledge of those elements essential for a school administrator in communicating and interacting with the internal and external publics in the school community. This course meets via GSAMS - a two-way interactive video-conferencing system.
Through this course students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board certification.
Proposition 1. Educators are committed to students and their learning: The graduates will recognize an educator's mission as extending beyond developing the cognitive capacity of students.
Proposition 5. Educators are members of learning communities: The graduates will model roles expected of educated persons whose character and competence exemplify the virtues to be imparted to students, including becoming an agent of change.
CONCEPTUAL FRAMEWORK - EDUCATIONAL LEADERSHIP
Through this course, students will demonstrate progress in the achievement of two of the Interstate School Leaders Licensure Consortium Standards For School Leaders (ISLLC) that form the conceptual framework for advanced preparation programs in the Department of Educational Leadership.
Through this course students will demonstrate progress in promoting the success of all their students by:
Standard 1 . . . facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Standard 4 . . . collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
1. effectively communicate a vision of the educational programs, plans, and actions to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and similar activities (Gallagher, Bagin, & Kindred, 1997; ISLLC 1.C.1, 1.C.2, 1.C.5, 1.C.8);
2. recognize and celebrate student and staff accomplishments and the contribution of school community members to the realization of the vision (Gallagher, Bagin, & Kindred, 1997; ISLLC 1.C.4, 2.C.10);
3. use effective group-process and consensus-building skills to involve stakeholders in decision affecting schools (Gallagher, Bagin, & Kindred, 1997; ISLLC 3.C.13, 3.C.17);
4. demonstrate effective oral communication and written communication skills (Gallagher, Bagin, & Kindred, 1997; ISLLC 3.C.18, 1.A.5);
5. maintain high visibility and nurture relationships and communication with community leaders and the larger community (Gallagher, Bagin, & Kindred, 1997; ISLLC 1.C.7, 4.C.1, 4.C.2);
6. create a partnership and an outreach program utilizing different business, religious, political, and service agencies and organizations to strengthen programs and support school goals (American Association of School Administrators, 1998; ISLLC 4.C.4, 4.C.8);
8. demonstrate effective marketing strategies and the effective use of school and community as resources (Cutlip & Canter, 1985; ISLLC 4.A.4, 4.C.6, 4.C.7);
9. model community collaborations for staff, explain how the lines of communication are developed, and promote ongoing dialogue with representatives of diverse community groups. (Cutlip & Canter, 1985; ISLLC 4.C.15, 6.C.3, 6.C.6);
10. provide opportunities for staff to develop collaborative skills, and build a community in the schools (service Personnel-school counselors, nurse, social workers, and speech counselors). (Gallagher, Bagin, & Kindred, 1997; ISLLC 4.C.16, 5.C.13);
11. demonstrate an appreciation for and sensitivity to the diversity in the school community, and treat community stakeholders equally. (American Association of School Administrators, 1998; ISLLC 4.C.10, 5.C.10);
12. integrate community youth family services with school programs, and allow the public access to school facilities and records. (ISLLC 4.C.9, 5.C.14, 6.C.8; Wayson, 1988);
13. become aware of school activities, duties, and responsibilities that create positive school public relations in multi-cultural settings (Kowalski, 1996; ISLLC 6.A.2, 5.C.12; Wayson, 1988); and
14. communicate effectively with the school community concerning emerging trends, issues, and potential changes in the environment as they apply to students and their families. (ISLLC 3.C.3, 6.C.1, 6.C.2; Wayson, W.W., 1988).
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Required Text: Pawlas, G. (1995). The Administrators Guide To School-Community Relations. Princeton Jct, NJ: Eye on Education.
American Association of School Administrators. (1998). Promoting parent involvement. Leaders' Edge, 2 (2), Arlington, VA: Author.
American Association of School Administrators. (1994). Roles and relationships:
School boards and superintendents, Arlington, VA: Author.
Bagin, D., Grazian, F., & Harrison, C. (1972). School communications ideas that work. Woodstown, NJ: Communicaid, Inc.
Child Development Project. (1994). At home in our schools: A guide to schoolwide activities that build community. Development Studies Center, Oakland, CA: Author.
Cutlip, S.M., & Canter A.H. (1985). Effective public relations. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Educational Testing Service. (1994). Test specifications for educational leadership: Administration and supervision: Content knowledge. Princeton, NJ: Author.
Goldstein, W., & Devita, J.C. (1981). Successful school communications. New York: Parker Publishing.
Kowalski, T.J. (1996). Public relations in educational organizations. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Interstate School Leaders Licensure Consortium (1996). Standards for school leaders. Council of Chief State School Officers, Washington, DC. [ISLLC].
International Society for Technology in Education (n.d.). Standards for basic endorsement in educational computing and technology literacy. [On-line]. Available: http://www.iste.compentencies.html
National School Public Relations Association (1980). Restoring public confidence in public education. Arlington, VA.
Wayson, W.W. (1988). Developing public confidence in schools. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Additional references and sources will be provided by the instructor, when timely, during the course.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
1. Participation: Each student should read assigned material before class and should share ideas in small and large group settings. Of course, one cannot do this when absent, so attendance is critical. Class members should show respect for the ideas of others by allowing time for all to participate.
2. Portfolio: Students will produce samples of news releases, newsletters, a special events plan, and an example of the use of the Carkhuff Model (to be learned in class).
3. Board Meeting: Class members will attend a meeting of a local or state Board of Education. You will then record observations about the business conducted and about the various internal and external publics affected. Students should provide the instructor with copies of board minutes and their own notes to verify attendance.
4. Research paper: Each student will prepare a seven-page paper on a topic assigned by the instructor. The paper should include at least six references of recent date. APA style is required.
5. Exam: There will be one essay exam given at the last class session.
Documentation of student performance must be evident in the following eight areas:
All assignments must be turned in or the student will receive a grade of "F" for the course. Further, severe penalties will result from assignments being turned in late unless the instructor has given prior approval.
Grades will be earned based on the following formula:
Participation . . . . . . . 25%
Research Paper . . . . . 25% (Compare and contrast the educational system in another major industrialized nation to that of the United States.)
Portfolio. . . . . . . . . . .25% (News Release, Special Events Plan, Newsletter, Application of the Carkhuff Model, Board Meeting Analysis)
Final Exam . . . . . . . . 25%
A = 100-90% B = 89-80% C = 79-70% F = below 70%
Date Topic Assignment
Introduction to PR Basics
Who Are Our Publics Chapters 1, 2, 3
6-19-01 Developing A Plan Chapters 4, 5
"The Medium is the Message" Chapters 6, 7, 10
6-26-01 Programs and Special Events Chapters 8, 9
Research and Measuring Success Chapters 11, 12
HolidayAttend Local Board Meeting
School PR Resources
Presentation of Projects
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy as stated in the Uncatalog, Undergraduate Catalog, and Graduate Catalog.