COURSE TITLE:

THE EFFECTIVE PRINCIPAL’S FIELDBOOK

NO. OF CREDITS:

5 QUARTER CREDITS
[semester equivalent = 3.33 credits]

WA CLOCK HRS:  
OREGON PDUs:  
PENNSYLVANIA ACT 48:  
50
50
50

INSTRUCTOR:

Mary Ann Johnson
maryajohnson-advisor@comcast.net

 

COURSE DESCRIPTION:

Every principal, whether new to administration, to a district, or to a school, needs to examine the issues that are central to his/her success. The text for this course is The New Principal’s Fieldbook: Strategies for Success written by Pam Robbins and Harvey Alvy.  In this very readable field book, the authors present practical insights to help principals become inspirational leaders in their own school communities.

You will find topics from informal school communication networks, building lasting relationships, improving faculty meetings, promoting professional learning communities, conducting staff evaluations, keeping up with state mandates, time management, to dealing with surprise as a routine part of your work.  From their own experiences, and those of other education leaders, the authors present practical information and insights, research-based techniques and fascinating stories to help principals provide successful leadership in their schools.

At the end of each chapter the authors provide you with the opportunity to reflect on how you would apply the new information to potential scenarios in your school.  These topics, each presented in a compelling context, are covered in chapters 1-6 in the book.

(Chapters 7-15 of The New Principal’s Fieldbook:  Strategies for Success are covered in the companion course, “ The Principal’s Fieldbook:  Best Practices”)

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Read the school culture and become socialized in a new school environment.
  2. Worked effectively with teachers, conduct assessments and faculty meetings.
  3. Kept up with state mandates.
  4. Developed an excellent team relationship with his/her secretary and practice good time management.
  5. Dealt effectively with surprise as a routine part of your work.        

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.


HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.




 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%



 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Chapters 7-15 of The New Principal’s Fieldbook: Strategies for Success are covered in the companion course, “ The Principal’s Fieldbook: Best Practices”)

  • The New Principal's Fieldbook: Strategies for Success
    ISBN# 087120858X
    by Robbins, Pamela, Alvy, Harvey B.
    ASCD

    Buy from Amazon

MATERIALS FEE

None.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to gifted classes. She has also been a junior high vice principal and is now working with teachers for continuing education in classes, distance learning and building leadership groups. She is a teacher emeritus who has led seminars for educators which focus on developing a quality learner environment for students and for teachers. Her courses are research-based and resonate with user-friendly and energizing content.

BIBLIOGRAPHY

THE EFFECTIVE PRINCIPAL’S FIELDBOOK

Alvy, Harvey and Robbins, Pam, Learning from Lincoln, Leadership Practices for School Success, 2010, ASCD,ISBN for ASCD pb,  978-1-4166-102306, 192 pages.  In a fascinating focus on ten qualities of Abraham Lincoln that would grace any leader, but especially a leader of a public service vocation, Alvy and Robbins bring anchor stories of Lincoln’s  key moments and decisions that inform and inspire anyone  working to lead and improve the quality of life for others in his/her domain.  Primary source examples of Lincoln’s personal trials and his compassion lead to personal reflections for the reader to consider in their own Leadership Story.  This is a powerful review of American history that leads to a personal exploration of one’s own leadership style.
Bosher, William C. Jr,  Kaminski, Kate R., Vacca, Richard S, The School Law Handbook, What Every Leader Needs to Know, 2004, ASCD, ISBN for ASCD pb, 978-0-87120-841-5, 216 pages.  In this era of increasing legal challenges, both administrators and teachers need to know guidelines in situations involving legal issues.  Scenarios involving crisis management, health-related issues, religion in schools, student organizations, student records and internet use—these are just some of the important focuses updated in this highly readable book.
Kohm, Barbara and Nance, Beverly, Principals Who Learn, Asking the Right Questions, Seeking the Best Solutions, 2007, ASCD, ISBN 978-1-4166-0540-9 for pb,288 pages,  (also available as an eBook.)  The greatest impact of this book is the wisdom of contrasting former norms for principals with new ways of understanding both leadership and how to become a change agent in their own schools.  Both authors have had successful principalships and are now engaged in bringing the best leadership models  for dynamic principals.  Their book addresses four major focuses: 1) listening to all voices—and why; 2) seeing possibilities and communicating them effectively; 3) asking questions that lead to new thinking; and 4) creating collaborative cultures.
Kouzes, James M, and Posner, Barry Z, Learning Leadership: The Five Fundamentals of Becoming an Exemplary Leader, 2016, Wiley,  pb, 978-1119144281, 272 pages.  The authors of this book are renowned, and in their latest work they include self-coaching guidelines to personalize the information in the research, which comes from studies in more than 70 countries.  Their focus is on the ongoing learning required of the best leaders, including self-awareness.  The leader is encouraged to examine some of the false prescriptions about power in leadership, and to keep  focused on the values and actions that help stay centered and effective in stressful times.
Lambert, Linda, Building Leadership Capacity in Schools, 1998, ASCD, pb,0-87120-307-3, pb 136 pages.  This book has become a cornerstone of leadership theory, based on the idea that the best outcome for a school leader is the development of leadership within the entire organization.  The practical strategies for this outcome include processes to raise the involvement and skill of all involved, and should result in the higher achievement of students as well as a learning culture for everyone.  You will see how to make this happen in three levels of schools, elementary, middle school, and high school in the narrative of this important guide. This book includes appendices with surveys for a self-assessment by individual staff members as well as a survey that can be administered within a whole school.
Marzano, Robert J, McNulty, Brian A, and Waters, Timothy, School Leadership That Works, From Research to Results, 2005, McRel and ASCD, ISBN for ASCD pb: 1-4166-0227-5, 192 pages, (also available as an eBook.)  As is the case with other books by Marzano and his team, the research for this book is based on a meta-analysis of many relevant research studies, so important insights are the result of refining the gold in 69 important other studies.  This book looks at the most important characteristics of principals who successfully create a vital school culture with results that show up in statistics of student achievement. It is very readable and will provide a direct link between your personal priorities and the likelihood that your students will thrive.