Syllabus

**Course Syllabus: EDUC 5396** =** Administration of Special Programs and Community Relations **= **Summer 2011**
 * The University of St. Thomas**

Rita Coombs Richardson, Ph.D. Office: Education Graduate Success Center Phone: 712-831-7235 Cell: 832-443-0696 (for emergencies only) Email: richarrc@stthom.edu FAX: 713-525-3871
 * INSTRUCTOR **

This course deals with the administration of the variety of special programs found in the curriculum of the school system as well as the set of support services that are part of the operation of school systems. Systems for development of the school-to-community relations and an understanding of the school’s purpose, functions, achievements, and needs will also be addressed.
 * General Course Description: **

Gallagher, D. R., Bagin, D. & Moore, E. H. (2008). //The school and community relations,// (9th ed.). Pearson/Allyn and Bacon, ISBN 0-205-41206-8.
 * Textbook: **

Student internet access is essential since the features of Blackboard will be used extensively throughout the course. University emails can be directed to your personal email account through Webmail, options, settings, and message forwarding. The course will consist of threel face-to-face and online sessions. Each online educational experience will be designed to take approximately four hours to complete. Failure to complete the on-line assignments will be considered non-attendance and will negatively impact your course grade at the discretion of the instructor. Online assignments are due no later than the next day of the class date (If class is on Wednesday, you work is due no later than Friday). Late work will be accepted with a grade penalty. All work must be done in Microsoft Word or Rich Text.
 * Blackboard Course Component: **

Domain Emphasis: School Community Leadership
 * COURSE OBJECTIVES **
 * 1) The course will provide instruction on how how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community (Competency 001).


 * 1) The course will include strategies on how to communicate and collaborate with the internal school community, as well as with the external community, and how to respond to diverse interests and needs, and mobilize resources to promote student success (Competency 002).


 * 1) The course will focus on ethical standards of school administrators and guide the students on how to act with integrity, fairness, and in an ethical and legal manner (Compentency 003).


 * 1) The course will investigate special programs that school districts incorporate within their system.

Upon successful completion of the course, the students will: ethical concerns in education administration.
 * Student Outcomes**
 * 1) Demonstrate knowledge of public relations in dealing with the internal school community.
 * 2) Demonstrate knowledge of public relations when dealing with the external community at large.
 * 3) Demonstrate knowledge of public relations when dealing with the press.
 * 4) Demonstrate critical reasoning, problem solving abilities, communications skills, and
 * 1) Demonstrate knowledge of various special programs.
 * 2) Demonstrate knowledge on how to handle crisis situations in schools.
 * 3) Demonstrate knowledge of conducting campaigns on various issues.

v ** Examinations: ** Two examinations will be given. The mid-term will have questions in the style of the Texas Examinations of Educator Standards ( TExES) for the Principal’s Certificate as well as an essay question. The multiple-choice items will be detailed information from the textbook and information presented. The final examination will be all Multiple Choice and an essay. v ** Paper and Presentation: ** An electronic copy submitted in the Assignment section of Blackboard must be turned in on the date indicated on your calendar. Include a power point and a scholarly paper (APA style). See presentation rubrics in course documents on Black Board. Presentation topics are to come from the list. Topics outside the list must have the instructor’s approval.
 * Learning Activities: **


 * Discussion 1: **To Include or not to include: Research the pros and the cons of total inclusion. Check out the view of James Kauffman. This is a site to start you off. []


 * Discussion 2 ** : Read Chapter 5: Administrating the program. Research the structure of the Texas Education System and discuss the agency’s responsibilities and several of the components;
 * [] **

[] []
 * Discussion 3:** Research and discuss a school crisis (school shootings, hurricanes, health epidemics etc.) that could disrupt a school. How would an administrator handle and prevent such a crisis.

[]
 * Discussion 4: ** Should public schools in the United States adhere to common national standards instead of state standards?


 * Portfolio: [] **
 * Note: if the suggested web sites are no longer available, you must research your own available web sites. **

v A Portfolio assignment should contain the following: v Your personal articulation of guidelines for ethical behavior
 * Requirements: **
 * Home page: Your philosophy on Education
 * Experience
 * Artifacts
 * Recommendations
 * A personal statement of your vision of a learning community
 * A personal statement denoting your understanding of inclusive leadership behaviors

v Addresses all parts of the topic with accuracy and insight. v Use APA style in citations and references. v Gives evidence of ability to synthesize information from various sources to support the response. v Shows ability to apply theory in practical situations. v
 * Criteria for Grading ** :
 * || ||   Alpha   ||   Lowest   ||   Highest   ||   Range   ||
 * A  ||   94   ||   100   ||   6   ||
 * A-  ||   90   ||   93   ||   5   ||
 * B+  ||   86   ||   89   ||   4   ||
 * B  ||   83   ||   85   ||   3   ||
 * B-  ||   80   ||   82   ||   3   ||
 * C+  ||   76   ||   79   ||   4   ||
 * C  ||   73   ||   75   ||   3   ||
 * C-  ||   70   ||   72   ||   3   ||
 * D  ||   65   ||   69   ||   5   ||
 * D-  ||   60   ||   64   ||   5   ||
 * F  ||   0   ||   59   ||   59   ||

|| || Uses elements of form such as grammar, spelling, sentence structure, and punctuation correctly.

v Four Online Discussion 20% (5% each) v Mid-term examination 15% v Presentation 15% v Paper 15% v Portfolio 20% v Final examination __15%__ v Total 100%
 * Grading: **


 * Student Learner Expectations: **


 * Participation ** —Classes will be participative; students will be expected to engage in discussions, group work and other activities.


 * Attendance ** — Students are expected to participate in on-line attendance and adhere to given timelines. Late assignment with instructor’s permission will receive a lowered grade.


 * Student work ** —literacy is expected at all times. Assignments will be due in class on the days designated. The American Psychological Association (APA) style MUST be used in scholarly papers. All assignments submitted will be the original work of the student. Proper citations will be used whenever appropriate. Plagiarized work will result in either a failing grade for the assignment or failing grade for the course at the discretion of the instructor.


 * Student disability— ** Any student with a documented disability needing academic adjustments or accommodations is requested to contact the instructor during the first two weeks of class. All discussions will remain confidential. Students with disabilities will need to also contact Counseling and Disability Services in Crooker Center. This office can be reached at (713) 525-6953 or 3162.


 * Academic Integrity ** —The university system is based on a respect of intellectual property. Citing sources of information used in one’s work and total reliance on personal ability in individual assessments are fundamentals in scholarly behavior. Any instance of breach in academic integrity will be documented and reported to the Dean of the School of Education. Students will be informed of this action and must submit a written response to the charge. The instructor has the right to fail the student for the specific project or the entire course.

Wednesday || 6/01/09 5:30- 9:30 || Face-to Face: Introduction: Review of Syllabus Lecture/Discussion: || Chapters 1 and 2 || Monday || 6/6/09 || On-Line Start working on Portfolio Chapters 3,4,5, 6 || Last day to drop with Full refund || Wednesday || 6/08/11 || On-Line Monday || 6/13/11 || On-line Blackboard Discussion || Wednesday || 6/15/11 || On-Line: Power Point due today Turn in your Presentation and watch the presentation of your peers. Comment on the Discussion Board || ** Power Point Presentation ** Comment on Discussion Board || Monday || 6/20/11 || ** On-Line ** Mid-Term Exam Chapters 1,2,3,5,7,8,9,10 || ** Portfolio and Standards paper Due ** || Wednesday || 6/22/11 || On-Line Monday || 6/27/11 || On-Line Work on your paper and submit it to your instructor Lecture 11, 12, 13, || Read Chapters 11, 12, 13 Watch the Power Points Wednesday || 6/29/11 || ** Face-to-Face ** Final Exam Chapters 11, 12, 13, 14, 15, 16, 17 ||  ||
 * //TENTATIVE// COURSE CALEN**** DAR: Summer 2011 **
 * Class || Date: ||  || Assignments: ||
 * Class 1
 * Class 2
 * Discussion 1: **To Include or not to include
 * Class 3
 * Discussion 2 ** : Bilingual and ESL In Texas || Blackboard Discussion ||
 * Class 4
 * Discussion 3:** Research and discuss crisis (school shootings, hurricanes, health epidemics etc.) that could disrupt a school. How would an administrator handle and prevent such crisis
 * Work on your Power Point Presentation ** || Read Chapters 7,8,9,10
 * Class 5
 * Class 6
 * Class 7
 * Discussion 4:** National Standards V. State Standards: || Work on your PP paper ||
 * Class 8
 * Paper Due today ** ||
 * Class 9

** Sources for Special Programs **

[] [] http://www.tea.state.tx.us/student.assessment/admin/ARD_Manual_Training_2007_2008.ppt#364,8,Components of the 2008 Texas Assessment Program
 * 1) Special Education in Texas

[] []
 * 1) Gifted and Talented in Texas

[] [] []
 * 1) Bilingual and ESL in Texas

[] http://www.tasa.tasb.org/2006/documents/convention_presentations/Sunday/demystifiying_dyslexia.ppt#310,2,Critical Factors []
 * 1) Dyslexia in Texas

[] [] [] []
 * 1) . ESEA Title I Programs in Texas

[] and []
 * 1) Charter Schools

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 * 1) Section 504 Programs

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 * 1) Magnet Schools/Vanguard Programs

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 * 1) Residential/Boarding Schools

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 * 1) Private and/or Parochial Schools


 * Sources of Education In Texas**

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 * 1) State Board of Education

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 * 1) State Board for Educator Certification

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 * 1) Academic Excellence Indicator System

[] [] [] []
 * 1) Texas Education Code sections dealing with Curriculum

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 * 1) Textbook Adoption Process