Victor A. Montemurro
Comprehensive Digital Portfolio
St. John's University School of Education
EDU 5415: Introduction to Educational Administration
Professor Jonathan T. Hughes, Ph.D.
Professor Frank L. Smith, Jr., Ed.D.
on the myrtle flower to jump to
Introduction to Educational Administration serves as a significant introduction to major concepts foundational to an understanding of leadership in educational administration, educational communities and learning organizations. Anyone intending to serve in a educational leadership role should have familiarity with the following essential concepts found in the literature of administration, organization and leadership:
Professor Hughes Welcoming Lecture on the First Weekend
February 1, 2002
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The images below represent foundational study for this course and for leadership in any organization. The screen shot on the left shows both a method of cataloguing research taught by Professor Hughes and a web resource for Senge's concept of the learning organization. One of the first technology tasks assigned is the annotated research document in MS Word format with screen shots of visited web pages. Various course concepts were researched on the Internet and saved in Word. Members of the cohort who had different degrees of personal mastery of technology skills were thrust into a team learning situation. Sharing our strengths and technology skills and helping each other would continue throughout the first weekend as we learned other new software applications. Whatever our mental models of learning, we were immediately challenged to learn together as a team (Senge, 1993). Both images below are hyperlinks to artifacts of learning from this course.
Below are links to Astound presentations that are executable and will run in the browser window after the user selects Run. Each is an example of a research interest and use of software or book review.
Astound presentation on CAST.org, Center for Applied Special Technology supporting the use of technology for all people including those with disabilities.
Astound presentation on mentoring based on Internet research completed with a cohort colleague Carla D'Ambrosio. PDF of websites that formed the basis of the presentation is available as well as a PDF of slide show.
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The Drucker Foundation series presents images of future organizations, communities, leaders that are capable and functional. The ideas presented in these books offer a basis upon which to build new thinking about schools as complex social organizations in need of visionary leaders who anticipate change. School leaders need multiple mental models that are interchangeable depending upon circumstances and contestability. Leaders need to be able to articulate and share a social action plan for schools and communities. A functional community is trusting one in which members share common aspirations and goals for each other. In such a community, students amass social capital, a term James Coleman (1988) uses to describe the quality and depth of relationships amongst people. A social action plan for a school and community must consider ways to develop social capital for its young people. The family and the community work together towards a greater good: the well-being of the child. A focus on a social action plan that builds social capital also creates civic capacity. Leaders must help the school and community to solve problems, to learn to work together, to continue the dialogue on future problems.
On the Internet, search the civic dictionary at the Civic Practices
See various web sites in the research PDF linked above in the Senge screen shot.
Visit the North Central Regional Educational Laboratory: New Leaders for Tomorrows Schools at http://www.ncrel.org/cscd/pubs/lead21/2-1toc.htm
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The following documents are in Adobe Acrobat PDF format:
|Notes on James Coleman (2/9/02)||Professor Smith Class Notes (2/2/02)|
|Notes on Hermann Ebbinghaus (2/10/02)||Social Action Plan Assignment Notes|
|Professor Hughes Class Notes (2/2/02)||
"What No School Can Do" article review
Professor Smith's class notes from the February weekend include an important introduction to the work of Deborah Stone (1997). Stone provides a political view of mental models. Her view is that ideas and values are represented strategically in the community by those who often have opposing or competing interests. She believes that political discourse should try to arrive at a shared vision of a community problem. For Stone, the shared vision of a solution to a political problem is on a temporary resolution that need constant reinterpretation. The political process is distributive or non-distributive view of wealth. The community building process is an active process of discourse that attempts to create a stronger community through the distributive view. In this model, leadership is always based on an action theory that includes ongoing dialogue to strategically represent a social action plan to improve a school or community (Smith, 2002, lecture notes).
Professor Smith's Lecture Notes on the
This set of notes based on Professor Smith's lectures on the March weekend is a comprehensive introduction to concepts that would be further developed throughout the program particularly in Professor Smith's summer classes that year. At the time we had little understanding that Professor Smith was presenting a gestalt that would only make sense with further reading particularly in the Administrative Leadership in Schools and Politics in Education courses and then again in Advanced Study in Organizational Theory and Research and Development in Innovative Instructional Strategies.
Fundamental to understanding the
System and its relation to school improvement is background knowledge in
the work of W. Edwards Deming, a
pioneer in group work processes and continuous improvement. Professor
Smith introduced the cohort to the work of James Comer, Adria Steinberg,
Gary Wehlage, Thomas Popkewitz, Seymour Sarason, Richard Elmore, and
William Sanders. These theorists are in the following notes; also
included are related web sites:
Notes from 3/8/02 meeting with Professor Hughes and Professor Smith's Friday Lecture
Professor Smith's notes from 3/9/02
Assignments from Professor Hughes given on 3/10/02
The first two weekends were both stimulating and overwhelming. In retrospect, many exciting ideas were presented but I had little capacity to integrate the ideas into a whole. My experience as a teacher of English, my inveterate notetaking abilities, and my willingness to use technology and the Internet have proven to be saving graces as the program developed and I became capable of synthesizing complex ideas. During the first weekend, I was not able to see connections, but a complex foundation was established upon which a changed way of thinking would be built.
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|SJU School of Education Comprehensive Digital Portfolio||Copyright 2004 by Victor A. Montemurro. All right reserved.|