Calumet College of St. Joseph

Education 521: Effective Management Strategies

Term: Day Cohort – Summer, 2006

Course Number: Educ. 521

Instructor: John M. Shields, Ph.D.

Office Phone: (219) 473-4262

Email Address: jshields@ccsj.edu

Office Hours: By Appointment.

Instructor’s Background:

Educational:

Ph.D. in Constructive Theology from Loyola University of Chicago (2004); M.A. in Theology from the University of Notre Dame (1999); Ph.D. and M.Ed. in Educational Administration and Supervision from Loyola University of Chicago (1987 and 1976 respectively); B.A. in Philosophy from Tolentine College (1972).

Professional:

I serve the educational community as Assistant Professor of Education and Religious Studies at Calumet College of St. Joseph and as Adjunct Professor of Theology at Loyola University of Chicago. I have also served the educational community as Superintendent of Schools for the Roman Catholic Diocese of Gary (1992-1999), as Principal of Bishop Noll Institute (1987-1992), and as an Educator/Administrator at Mendel Catholic High School (1973-1987).

Course Time: Tuesday and Thursday from 7:00 to 10:00 p.m.

Course Description: The professional educator will research theories that support and sustain effective and successful classroom organization and management. The educator will review current school/system policies on discipline and behavior management and review these to assess how they align with best practices. A critical review of the vision and mission statements of the school/system will support/negate the use of current discipline policies and procedures. Strategies to effectively deal with today’s students and families will be researched and designed. Professional development opportunities to inform and assist faculty in these strategies will be planned.

Prerequisites: Permission of the Graduate Program Director of Leadership in Teaching

Texts:

C. M. Charles, Building Classroom Discipline, New York: Pearson, 2005.

Harrington & Hollub, Taking Sides: Clashing Views on Controversial Issues in Classroom Management, Dubuque, IA: McGraw-Hill, 2006.

Learning Outcomes/Competencies:

The graduate program in education here at Calumet College of St. Joseph, Leadership in Teaching, is built around three key dimensions: research, effective practice, and leadership. That is to say, each course offered within the program seeks to develop and enhance practicing teachers’ skills in terms of doing critical research, enhancing teacher effectiveness, and exercising leadership. While it is true that certain courses within the LIT curriculum may devote greater attention to one dimension rather than the others because of the nature of the course, all courses seek to integrate research, practice, and leadership to varying degrees. This is the case because the primary goal of the LIT Program is to integrate theory and practice, and this is indeed the case for Educ. 521, Effective Management Strategies. Further, the assignments/tasks for the class reflect this over-arching goal, the integration of critically researched theory and practice.

More concretely, students in this course will accomplish the following:

Come to understand fully and support/critique with critical research a major theoretical position on effective classroom management. This understanding will be demonstrated in a professional presentation to the seminar class.

Come to develop and professionally present to the seminar class a proposed staff development program relating school vision/mission to an effective classroom management program. In doing so, the students will demonstrate essential leadership skills such as planning, communicating, etc. through the venue of staff development.

Come to understand the complexity of the classroom management task by fully participating in a critically researched panel discussion on a major classroom management issue.

All of the above competencies are based upon the students’ abilities to research critically, evaluate appropriate literature on effective teaching and management strategies, share collegially, and begin to apply effective practices to their own school environments.

Learning Strategies:

This course will, in many instances, seek to combine instructor input with carefully reflected discussion of the topics identified in the outline below. In other words, the course will take on the tone of a seminar where researched knowledge and educational values are shared in a respectful manner. Therefore, it is essential that all students read the assigned readings well in advance of the class and provide input to the seminar via timely research study. It is also essential that all students develop critical research skills and apply those skills to the preparation and professional presentations identified below as key course assignments.

Assessment:

1. Participation 10 points

2. Research/Present Management Model 30 points

3. Prepare/Present Management Staff Development Experience 30 points

4. Participate in Taking Sides Panels 30 points

100 points total

Please note that assignments will be due on the days specified in the calendar below. There will be no exceptions. All written assignments are to be typed, double spaced, and in good grammar/sentence structure.

Grading will be according to the following point scale:

A: 90-100 B: 80-89 C: 70-79 D: 60-69 F: 59 and below

Tentative Calendar:

Day One Lectio Brevis: Goals, Tasks, Syllabus Clarification

Overview of Teacher Behavior Continuum

Day Two Classroom Management: Holistic Perspective or a Bag of Tricks?

Day Three Independence Day: No Classes

Day Four Classroom Management as Character and Community Building: The Lickona and Kohn Theses

Day Five The Question of Violence

Day Six Research Day: Preparing for Models Presentations

Day Seven Models Presentations/Evaluations

Day Eight Taking Sides Panels

Day Nine Taking Sides Panels

Day Ten Taking Sides Panels

Day Eleven Taking Sides Panels

Day Twelve Research Day: Preparing for Staff Development Presentations

Day Thirteen Staff Development Presentations

Day Fourteen Course Conclusion

Assignment Rubrics:

Theoretical Model Presentation:

The Charles text provides us with an overview and evaluation of various contemporary theoretical models of effective classroom management. It will thus serve as a basic resource for the planning and executing of a student presentation and evaluation of a chosen model. The student is to prepare and present, via Power Point, a theoretical model (of his/her choice) to the seminar class. The presentation has two dimensions:

1. An overview and evaluation of the chosen model according to the following criteria/critical questions:

a. What is the underlying view of the child according to the model?

b. What are the educational and management goals of the model?

c. What role does “motivation” play in the model?

d. What roles do rewards and punishments play in the model?

e. What is the final evaluation of the model in terms of the above?

2. Presentation of at least three research findings (in the form of an annotated bibliography) that support the model. The annotated bibliography should contain the following:

a. Proper citation.

b. A brief summary of the research position.

c. A rationale of support for the model.

Staff Development Presentation:

Each student is to research the mission/vision of her/his school building (or corporation) in order to use that mission/vision as the starting point for the preparation and presentation of a staff development in-service that he/she will (theoretically) lead for the opening of a new school year. The Power Point presentation to the seminar class should include the following:

1. A presentation of the school/corporation mission/vision.

2. A well conceived plan for a staff development experience that reflects both the mission/vision and a model or program for effective classroom management that correlates with said mission/vision.

3. The plan should address such critical factors as:

a. The history of the school re: effective classroom management issues.

b. An adequate reading of the needs of the faculty re: effective classroom management.

c. The logistics and structuring of the staff development opportunity.

d. The goals, activities, and benchmarks for implementing the management model/program.

Takings Sides Panel:

The text, Taking Sides, is a selection of readings on various issues that arise in the matter of effective classroom management. The structure of the text is such that opposing viewpoints (sometimes supported with research, sometimes with experienced opinion) are presented for consideration and reflection. Students in the seminar are to work as teams to present, defend, and evaluate these opposing positions on topics/issues of their choice. The format of the panel presentation will thus be as follows:

1. Each panel member (or group depending on seminar class size) will present a given position to the group by way of Power Point. That position must be supported by at least three critical research pieces in the form of an annotated bibliography. See the criteria for an adequate annotated bibliography above (under Theoretical Model Presentation). These research pieces should be made available to all seminar class members.

2. The panels members should then engage each other and the seminar class in a discussion of the merits (or lack thereof) of their positions.

3. The seminar group, led by the panel members and with professor facilitation, will come to a conclusion as to the merit/values of the “sides.”

As one can note, each activity demands facility with critical research and leadership skills (e.g., communication, planning, persuasion, etc.) in the service of teacher effectiveness in the matter of classroom management. Thus, all of the dimensions of the LIT Program (research, effectiveness, and leadership) are identified as course goals and become played out in competency activities.

Statement Regarding Plagiarism:

If an instructor or other Calumet College of St. Joseph personnel finds that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of the CCSJ Handbook, which addresses student grievances.

Withdrawal From Class Policy:

After the last day for class changes has passed (see College calendar), a student may withdraw from a course in which she/he is registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the Catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number, 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.

An official withdrawal is recorded as a “W” grade on the student’s transcripts. Dropping a course without written permission automatically incurs an “F” grade for the course (see Refund Schedule).

Education Department Attendance Policy:

Intellectual growth and success in college is reinforced through interaction in the classroom. Students reach personal goals and course outcomes through regular and prompt attendance. The Education Department’s accelerated classes are intense and rigorous and demand student presence and participation. Therefore, if a student is absent from a cohort class three times, the student will be academically withdrawn by the instructor on the third day.