SYLLABUS
Leadership Studies
COURSE:
LS630 The School and Community (3 cr.
hrs.)
TERM:
Fall 2012
INSTRUCTOR:
Dr. Mary Harris-John
MU S. Charleston Campus,
Office 235
(304) 746-1913 or (800)
642-9842 ext. 61913
Office Hours by
Appointment
PREREQUISITES:
Admission to the Leadership Studies program
COURSE
LENGTH: Traditional MU Term: August to December
TEXTBOOK:
Moore, Edward H;
Gallagher, Donald R; & Bagin, Don (2012, 10th ed.). The School and Community
Relations.
New York, NY: Pearson Publishing.
TECHNOLOGY: The student
will need to be proficient in the use of Windows, Internet Explorer, Microsoft
Word, PowerPoint, e-mail, and other common applications.
For minimum
hardware/software requirements please see: http://www.marshall.edu/muonline/hardwaresoftwarecheck.asp
Be sure to run
the free web browser tune-up:
http://www.marshall.edu/muonline/support/tuneup.asp
If you have
technical problems, please go to the Help page:
http://www.marshall.edu/muonline/technicalfaq.asp
University
policies regarding acceptable use of computer services can be found at: http://www.marshall.edu/ucs/CS/accptuse.asp.
COURSE
DESCRIPTION:
This course
provides students the opportunity to study the concept of community; to examine
relationship patterns between schools and their local communities; to explore
the possibilities for combining the resources of the school and community in
the interest of school improvement; and to evaluate communication strategies
designed to enhance the school-community relationship.
COURSE
CONTENT:
This course focuses on the features that typify the interaction between schools
and their publics, and examines the contemporary changes and problems that
influence the current communication context. Among the topics for discussion are
the concept of community; the community within a school; how the school
community may function in the broader community; the issue of public confidence
in schools; factors influencing schooling; and effective public relations
techniques.
REQUIREMENTS: Consistent with graduate studies, students are required to read
assigned text sections, articles, websites, and other resource materials
provided. An important requirement is the students’ active participation
in the course through discussions of topics by means of live synchronous Chat
Sessions scheduled at various times throughout the term. Completion of all field experiences is
required; students must complete all field experience activities and
reflective papers in order to earn a course grade.
LEARNER
OUTCOMES:
The learner outcomes for this course are based on the National Policy Board
for Educational Administration Standards for Advanced Programs in Educational
Leadership. At the end of the course, students should be able to:
1. Discus the concept of “school culture”, and identify
and assess various types of cultures;
2. Understand the role of politics in school-community
relations;
3. Describe how schools interact with the local
community, and their place in the larger society;
4. Identify the informal and formal forces that influence
schools;
5. Explain the importance of communication, both internal
and external, and effective communication tools;
6. Clarify the role of the local community in schools;
7. Develop ways to interact with the media in positive
and meaningful ways;
8. Identify
service agencies in the local community and the part they play in
supporting the needs of the school;
9. Analyze a school/community survey, and develop a
school public relations plan.
FIELD
EXPERIENCES: Every
course in the principal preparation program has required field
experiences. This is an important component of the courses, as these
activities provide the “bridge” from theory to practice; they provide
opportunities for hands-on experience. The field experiences for LS630 include:
1) community survey; 2) school-community
newsletter; 3) school-community meeting; and 4) community resources and social
service agencies. (NOTE:
Students MUST complete all field experience activities and reflective papers in
order to earn a course grade.)
Each
field experience requires a reflective paper in which the student
considers the nature of the field experience, its relative value to his/her
preparation as an administrator, difficulties in accomplishing the task, and
other relative and pertinent thoughts. Graduate level writing (without spelling
and/or grammar errors) and analysis are expected.
EVALUATION:
Deadlines for assignments and meeting dates can be found on the course calendar
and on the course assignment chart. Students’ learning will be assessed on the
completion and quality of the following assignments and field experiences:
Assignments: Sign-On 10
pts.
1
School Culture 30
2
Community Leaders 30
3
Board of Education 30
4
Communication & Leadership 30
5
Parents and Schools 20
6
School Crisis 30
7
Press Release 30
8
Media Interview 30
9 Public Relations Plan 40
Field
Experiences: FE#1 Sch/Community
Survey 40
FE#2
Newsletter 40
FE#3
Sch/Community Mtg 40
FE#4
Community Resources 40
Quizzes: Quiz Module A 15
Quiz
Module B 15
Quiz
Module C 15
Quiz
Module D 15
TOTAL 500
Grading
Scale: 93-100 % (465 - 500
points)
85-92
% (425 - 464 points)
75-84
% (375 - 424 points)
GRADE OF “INCOMPLETE”
A grade of
“Incomplete” will not automatically be given to a student who does not complete
all course requirements. Incomplete grades will only be given to students who
become ill or face some other type of emergency during the term and therefore
cannot complete the course, and have completed at least half of the course. Incompletes will not be given to those
who simply fail to drop the course by the appropriate date. The instructor
determines the length of time the student has to complete missing class work,
with a maximum of one year from the end of the course. In most cases, however,
extensions of time granted are equal to one term. It is a student’s
responsibility to contact the Instructor during the course if a potential
problem is anticipated in completing the course.
Policy
statement on major projects, examinations and other assignments (due dates,
make-ups). Coursework must be submitted within the designated time
period and in the designated location. The submission ‘window’ is usually
5 days, unless otherwise stated. You may submit your work any time during that
5-day period without being considered ‘late’. Due dates are posted
on the Course Calendar and Assignment Chart. All assignments are expected
to be posted by the due date, and late assignments may be penalized with a loss
of points. Students who believe there are extenuating circumstances for
late work must contact the professor via course e-mail, and every consideration
will be made to assist students who need help.
MARSHALL UNIVERSITY E-MAIL ACCOUNTS:
For students
enrolled in MUOnline courses, communication with the instructor is typically
via one of the course tools (discussion posting or mail tools). If, however, it
is necessary for you to contact the professor, program secretary, or anyone
else at Marshall via e-mail, university
policy requires you to use your Marshall Email account. The university
contacts students using MU E-mail to share important information, including
emergency announcements, course-related information, reminders and deadlines. You
MUST have and use your MU e-mail account. Your personal e-mail accounts
will not be used. You may redirect your
own personal email to the MU account, but you must sign into your MU account to
do this. For more specific information
and assistance, refer to the following site:
http://www.marshall.edu/gsepd/Technology.html.
ACADEMIC
HONESTY: Academic
honesty is expected in all class-related endeavors, and students are expected
to be honest in all academic work. Penalties for plagiarism or other forms of
dishonesty can be severe and may include course failure, dismissal from the
program or from the University. Refer to the Graduate Catalog for further
information: https://www.marshall.edu/mugc/CatalogS2005/index.html. The university policy may be found
at Academic Dishonesty Policy and Report (requires Adobe Acrobat)
http://www.marshall.edu/academic-affairs/Academic%20Dishonesty%20Policy.pdf
Plagiarism
includes copying published or non-published works (including the Internet), or using another student’s work. Any
assignment considered suspect will be submitted to Turn-It-In.com by the
instructor and the student will be contacted.
STUDENTS
WITH
DISABILITIES:
Students with disabilities who
require accommodations can find information at the following site: http://www.marshall.edu/disabled
COURSE
BIBLIOGRAPHY:
Achilles, C.M., & Smith, P. Chapter 9
in Hughes, L.W. (1994). Principal as leader
(2nd
ed.).
American Association of School
Administrators (1995). How to deal with community criticism of school
change.
Brunner, C.C. (1997). When borders
become barriers: Policy and the disconnection between public schools and
communities. Paper presented at the annual meeting of the University
Council for Educational Administration,
Calvert, P. (1990). The communicators’
handbook: Techniques and technology.
Culver, D. (1996). Putting your best
foot forward, but not in your mouth
(pp.
29-36).
Covey, S.R. (1989). The 7 habits of
highly successful people.
Gallagher, D.R., Bagin, D., Kindred, L.W.,
& Moore, E.H. (2004). School and
community
relations. Allyn
& Bacon.
Gestwicki,
C. (2010). Home, school, and community relations. (7 ed.). Wadsworth:
Cengage Learning.
Hughes, L.W. & Hooper, D.W. (2000). Public
relations for school leaders.
Korem, D. (1997). The art of profiling:
International
Focus Press, Richardson.
Kowalski, T.J. (Ed.) (2003). Public
relations in schools. Prentice-Hall.
Ledell, N. (1995). How to avoid
crossfire and seek common ground: A journey
for
the sake of children.
Administrators.
Matthews, D. (1996). Is there a public
for public schools?
Foundation
Press.
Michel, G.J. (1997). Building schools:
The new school and community relations. (This book has separate chapters on
the parent, business, political, and the religious communities in which various
influencers are described and discussed.)
Moore, E.H., Gallagher, D.R., and Bagin,
D. (2012). The School and Community
Relations. New York, NY: Pearson Publishing.
Olsen, G. & Fuller, M. (2012). Home and school relations: teachers and
parents working together. New York: Pearson Publishing.
Spring, J. (1997). Political agendas
for education.