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Victor A. Montemurro
Comprehensive Digital Portfolio
St. John's University School of Education

EDU 5571: Administrative Leadership in Schools
Professor Frank L. Smith, Jr., Ed.D.
July 2002


SJU Graduate Bulletin 2000-2002
COURSE DESCRIPTION:

This course focuses on the various roles the Principal has been, is, and will be expected to play. The contributions of organizational theory, the research on effective schools and in the social sciences toward understanding the role of the building principal as well as the influences of the influences of the bureaucratic structure and societal demands on the actual role of the principal are examined. Attention is devoted to assisting the student develop and apply the competencies necessary for effective leadership at the school building level.

 

 

 

Click on the myrtle flower to jump to
course artifacts.

 

 

Administrative Leadership in Schools provides an overview of various conceptual frameworks or lenses with which to view the school as a culture and the role of the leader in the organization. Educational leadership requires a firm grounding in organizational theory and an understanding of the nature of culture in social organizations such as schools and school communities. Understanding the following essential concepts is required so that the educational leader can switch lenses to view the organization from multiple perspectives.

  • organizational theory
  • scientific management
  • shared beliefs
  • culture
  • technical
  • illusory
  • constructivist
  • leadership theory
  • cultural leadership

Leadership is a matter of understanding school and community culture and being able to respond to the culture whether as a creator, manager, or destroyer of the culture. A school community leader must have the capacity to speak for the cultural vision he knows will develop civic capacity in the community and provide for social capital for students. He or she must articulate a social action plan in strategic terms that represent vision and purpose and builds coalitions of support and care for students. The graphic to the left represents essential aspects of this course of study that are further discussed in the chapter two and literature review of the culture study essay.

Click on the graphic for more information.


http://www.sedl.org/change/school/

The Southwest Educational Development Laboratory is part of the national network of educational research and development labs. The site represented by the graphic to the left discusses  school culture and change. Some of the significant early research on school culture and change was done by Thomas Popkewitz and his colleagues at University of Wisconsin in 1982 published in Popkewitz, T. S., Tabachnick, B. R., & Wehlage, G. (1982). The myth of educational reform: A study of school responses to a program of change. Madison, WI: The University of Wisconsin Press.

Brief essay on Myth of Ed Reform

Popkewitz Matrix of School Response to Change:
Technical, Constructivist & Illusory

Additional Notes on Popkewitz

 

 

 


Course Products

Frames for Viewing Organizations

EDU 5571/PDF/Frames/Brain questions.pdf

EDU 5571/PDF/Frames/Follett_HR.pdf

EDU 5571/PDF/Frames/Symbolic Frame.pdf

EDU 5571/PDF/Frames/culture_ques.pdf

EDU 5571/PDF/Frames/Human Resource Matrix.pdf

EDU 5571/PDF/Frames/Org As Theater.pdf

Taylorism: Principles of Scientific Management

EDU 5571/PDF/Taylor/Carlson on Taylor.pdf

EDU 5571/PDF/Taylor/Taylor Chart.pdf

EDU 5571/PDF/Taylor/Taylor Essay.pdf

Leadership and Toyota Culture

EDU 5571/PDF/Leadership/Leadership Perspectives Outline 07_08_02.pdf

EDU 5571/PDF/Leadership/Leadership as a Democracy.pdf

EDU 5571/PDF/Leadership/Carlson dialectical.pdf

EDU 5571/PDF/Leadership/Strategic Representation.pdf

EDU 5571/PDF/Leadership/School culture change.pdf

EDU 5571/PDF/Leadership/Role Play Reflection.pdf

EDU 5571/PDF/Leadership/Toyota Culture.pdf

Culture Film Study

EDU 5571/PDF/Issue Study/Cultural Ques CPE_HS.pdf

EDU 5571/PDF/Issue Study/Cultural Ques NE_HS.pdf

EDU 5571/PDF/Issue Study/Notes on Cultural Issue Study.pdf

EDU 5571/PDF/Issue Study/popkewitz_notes.pdf

EDU 5571/PDF/Issue Study/Culture Essay.pdf

EDU 5571/PDF/Issue Study/Family Systems Metaphors.pdf

 

Text and Supplemental Texts:

Bolman, L.G., & Deal. T. E. (1997).  Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass Publishers

Carlson, R.V. (1996).  Reframing and reform: Perspectives on organization, leadership, and school change. White Plains, NY: Longman Publishers USA

Cunningham, W. G., & Gresso, D. W. (1993).  Cultural leadership: The culture of excellence in education. Boston: Allyn and Bacon

Ogden, E. H., & Germinario, V. (1995). The nation’s best schools: Blueprints for excellence (Vol. 2). Lancaster, PA: Technomic Publishing Co.

Popkewitz, T. S., Tabachnick, B. R., & Wehlage, G. (1982). The myth of educational reform: A study of school responses to a program of change. Madison, WI: The University of Wisconsin Press.

POV. Making the film: An interview with Frederick Wiseman. Retrieved October 29, 2004 from http://www.pbs.org/pov/pov2001/highschool/thefilm.html

Schein, E. H. (1996). “Defining organizational culture.” In J.M. Shafritz & J.S. Ott (Eds.), Classics of organization theory (pp.66-79). Belmont, CA: Wadsworth Publishing Company.

Schein, E. H. (1992). Organizational culture and leadership. San Francisco: Jossey-Bass Publishers.

Shafritz, J.M., & Ott, J.S. (1996). Classics of organization theory. Belmont, CA: Wadsworth Publishing Company.

Smith, F. L. (2002, July). “Typology of institutional regimes chart. Lecture notes. New York: St. John’s University. (Unpublished).