COURSE GOAL:
To develop knowledge and skills in the administration, design and evaluation of planning and decision-making.

COURSE DESCRIPTION :
This course is designed to provide a proper balance between the prescriptive and conceptual proficiencies of the principalship, so that aspiring and practicing administrators may find both intellectual challenge and cause to reflect on what, with effort and analysis, "might be."

A major function of any administrator is to anticipate and manage change through careful planning. Preparing leaders to anticipate and plan for the future is a primary theme for this principal preparation program. When planning for the future an administrator must be able to investigate the interactions among economic, social, technological, and educational developments. A part of the planning process at any level is to use problem- solving skills in the identification of where the planning should focus. This course will use a systematic approach to problem solving will be used to explore a variety of types of problems encountered by a principal. In Skills for Successful 21st Century School Leaders, Hoyle, English, and Steffy state:

In the 1990's planning changed in nature, scope, and purpose. School leaders have grown to appreciate the old saying, 'Plans are sometimes useless, but the planning process is indispensable.' No one can predict the future with complete accuracy or solve all problems, but using a proper planning process can reduce the number of surprises and help people to re-vision, that is to adjust to rapid change and stay on target. Thus, optimizing staff and student performance rather than accurately hitting the original target is the mark of a good planning process. (p. 156)

This course will provide an overview of various planning models and decision-making models that are appropriate for district and campus planning. In addition, state guidelines for campus planning will be a major component of course requirements.

This course will be designed to challenge the student's thinking about strategies for managing change based on research-based knowledge. The major challenge facing school administrators today is to have a school system that is effective and efficient in all school programs so that ALL learners will become more successful learners. The total effort of the course content will be to prepare leaders for the 21st Century.

COURSE RATIONALE:
As a professional educator, the knowledge and skills developed will directly relate to the job role of a principal. Since planning and decision-making are major responsibilities of all administrators, the activities planned are designed to provide knowledge and skills in these areas.

COURSE OBJECTIVES:
The student will demonstrate proficiency in:
1. State Board or Education Standards and Skills for the Principalship.
2. Instructional leadership role in involving others in goal setting, campus action planning and     problem solving.
3. Systematic planning for school restructuring.
4. Identifying the role of the principal in special program planning.
5. Assessing the skills needed for an instructional leader in the 21st Century.
6. Application of the use of technology.
7. Budgeting, accounting and building management.
8. Developing an evaluation or assessment instrument.
9. Developing a campus action plan.
10. Analyzing data found in various resources, including TAAS reports and AEIS Report.

Demonstration of proficiencies will be through class assignments, class participation, special projects and reports.

Guest speakers will be used whenever possible to add value to the course content.

COURSE TOPICS:
(The professor reserves the right to change, add, or delete a topic based on the needs of the students.)

· Change Process
· Site-Based Management
· SBEC Standards and ExCET Competencies
· Facilitating Skills
· Problem Solving Techniques, i.e., Leadership Development Process, developing surveys, analyzing test data
· Special Program Planning
· Strategic Planning
· Southern Association of Colleges and Schools School Improvement Process
· Campus Planning
· Evaluation and Assessment
· Accountability System
· Use of State and Local Reports, i.e., TAAS, AEIS, Discipline referrals
· Budgeting and Accounting
· School Management topics as determined by the class

MAJOR ASSIGNMENTS AND REQUIREMENTS :
1. Analyze case studies as assigned. (10 points)
Class participation. (10 points)

2. Develop (a) a campus plan, (b) a campus budget, and (c) a staff development plan. (88 points)

3. Develop an evaluation or assessment instrument, administer to at least 10 people, and summarize results. Develop one goal and two possible objectives from the results. (32 points)
This will be done in groups, however the goal and objectives will be done individually.

4.The student will prepare a book report. It will be required in writing or presented to the class. (28 points)

5. Final Exam (40 points). Must take to be considered for an A

ATTENDANCE:
Any absences must be approved prior to the absence if possible and documented in writing. More than one absence can result in a lower grade for the class.

Students with documented disabilities who need adaptations or accommodations need to notify the instructor as soon as possible

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Brainard, Edward, A hands - on guide to school program evaluation. Phi Delta Kappan Foundation.

Carr, Judy and Harris, Douglas (2001). Succeeding with standards. Arlington, VA: American Association of School AdMINISTRATORS.

Cook, B. (1995). Strategic planning for American's schools. Arlington, VA: American Association of School Administrators.

Covey, Stephen, (1990). Principle-centered leadership. New York NY: Simon and Schuster.
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English, Fenwick, Frase, Larry, & Arhar, Joanne (1992). Leading into the 21st Century. Newberg Park, CA: Corwin Publishing Co.

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Glatthorn, Allan, (1997). The Principal as Curriculum Leader. Thousand Oaks, CA: Sage Publishing Co.

Hoyle, John, English, Fenwick, and Steffy, Betty (1998). Skills for successful 21st century school leaders. Arlington, VA: American Association of School Administrators.

Johnson, Spencer (1998). Who moved my cheese? New York NY: Penguin Putnan, Inc.

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Johnson, Susan, (1996). Leading to Change. San Francisco CA: Josey-Bass Inc.

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Lewis, Anne, (1990). Restructuring America's schools. Arlington, VA: American Association of School Administrators.

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McEwan, Elaine (1998). Seven steps to effective instructional leadership. Thousand Oaks, CA: Corwin Press Inc. McEwan, Elaine (1998). Leading your team to excellence. Thousand Oaks, CA: Corwin Press Inc.

McEwan, Elaine (1998). Leading your team to excellence. Thousand Oaks, CA: Corwin Press Inc.

Schwabn, Charles, & Spady, William (1998). Total leaders: Applying the best future-focused change strategies to education. Arlington VA: American Association of School Administrators.

Sergiovanni, Thomas, (1991). The principalship. Needham Heights, Mass: Allyn & Bacon. Ubben, Gerald, Hughes, Larry & Norris, Cynthia (2000). The Principal: Creative Leadership for Effective Schools. Needham Heights, MA: Allyn & Bacon.

The learner-centered proficiencies for teachers outlined in the Texas Education Agency publication, Learner-Centered Schools for Texas (1994) are: