NO. OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
|WA CLOCK HRS:
PENNSYLVANIA ACT 48:
Mary Ann Johnson
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:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or 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.
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
Chapters 7-15 of The New Principal’s Fieldbook: Strategies for Success are covered in the companion course, “ The Principal’s Fieldbook: Best Practices”)
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #1: Read the Preface.
Read “Preface: A Moment Remembered”
Write a 250-500 word response to the following:
Assignment #2: Your Career Path.
Assignment #3: Vision as the Compass.
Assignment #4: Hidden History.
Assignment #5: Organizational Cultures.
Assignment #6: Concerning Challenges.
Assignment #7: Professional Learning Communities.
Assignment #8: Leadership in Action.
Assignment #9: The Observation Process.
Assignment #10: COURSE FORUM.
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators active in the course. Feel free to read and respond to others comments.
Assignment #11: 2 Assignment Options.
Assignment #12: Lesson Development.
Assignment #13: (500 Level ONLY)
C. INTEGRATION PAPER
Assignment #14: (Required for Clock Hrs, PDUs, CEUs, Act 48, 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
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.
THE EFFECTIVE PRINCIPAL’S FIELDBOOK