COURSE ASSIGNMENT

SGDU5083 Creativity In Management For Effective SchoolsLecturer: Dr. Abd. Latif Kasim Course Evaluation : Coursework 100%

General Directions: You will need to select one assignment from section A, B, and C below..Each assignment should be a 30 - 45 page professionally-written report (double-spaced, 1 inch margins,12 point font). Minimum length is 30 pages, excluding title page and reference page. These are academic papers; therefore personal opinions should not be included. Your paper must have a solid introduction and an analytic conclusion. Papers should include a title page that includes the title, which assignment you completed, your name, and the course and section number. A reference page should be included that cites the textbook and any journal articles you used. Grading is primarily dependent on integration of your experience with the course material (text, and lecture material). You should not simply summarize the experience and then summarize the course material you will need to incorporate information from both sources in an integrated manner. The quality of writing is also of major importance (e.g., grammar, paragraph construction). Please proof-read your paper and have others proof-read your paper. You must use APA style for citations and references (see sample papers). Be sure to cite your textbook as an indicator that you are integrating course material. Lengthy (e.g., more than one sentence) interview passages or quotes from the textbook or other sources should be avoided. When quotes are used from a written source (e.g., an article, the textbook), the author(s), year, and page number should be cited. When paraphrasing the book or an article, the author(s) and year should be cited (using APA style).

SECTION A (GROUP WORK: 6 7 EACH GROUP) (40%)Presentation Schedule : Meeting 2 and 3 1. Creativity and Innovation Processa. The Importance of Leaders in the Creativity and Innovation Processb. The Type of Leadership that Encourages Innovationc. How Leaders Encourage Creativity and Innovation2. Decision Process and Decision Making at the School Sitea. Problem Solving - The Benedictine Rule b. The Work Group as Problem- Solving Unit - Realistic Decision-Making Limits c. Problem-Solving Work Groups 3. Restructuring the Deployment of Instructional Personnela. Empowerment b. Professional Learning Communities c. Organizing for Professional Learning Community Development 4. Human Resources Developmenta. Integration of the Individual and the Organization b. Teacher Empowerment c. Institutional versus Individual View of a Career Individual and Group Needs d. Understanding Individual and Group Needs e. Teacher Needs Determined by Experience f. Maturity and Readiness Levels

5. Professional Development a. Merit and Worth b. Summative and Formative Evaluation c. Clinical Supervision 6.The Staff Evaluation Cycle a. Individual Development Plans Mentoring b. Developing a Productive RelationshipImplications for Leaders i. The Needs Assessment ii. Structuring and Monitoring the Development System iii. Positive Reinforcement

SECTION B (GROUP WORK: 2 3 EACH GROUP) (30%) Presentation Schedule : Meeting 3 and 41.The Learning Community and High-Performance Schools a. Goal Setting b. High Expectations, Praise, and Hoopla: The Motivating Work Environment c. A Model for Instructional Leadership 2. Creating a Positive Learning Climate (Part 1)a. Positive Student Control b. The School as a Culture c. The Development of a Positive Program 3. Creating a Positive Learning Climate (Part 2)a. Five Premises about the School Environment and Students b. It All Starts in the Classroom c. Developing Good Rules d. Smallness Is Good: Developing Learning Communities e. Other Factors Influencing Behavior 4. The Counseling Program a. Advisor/Advisee Systems Organizing Counseling Activities b. Establishing a Good Advisement Program c. The Role of the Guidance Counselor Student Services d. Student Referral System e. Principals Role in Coordination and Articulation 5.Promoting Student Achievementa. Individual Differences among Children b. Grouping Studentsc. Research on Teaching6. The Role of the managements in Restructuring Learninga. Groupingb. Class Sizec. Retentiond. Learning Timee. Student Evaluationf. Instructional Modelingg. Instructional Support7. The School and the Community (Part 1)a. Hot-Button Issuesb. Religious Beliefsc. Books and Educational Materialsd. School Closings and New Buildings

8. The School and the Community (Part 2)a. Curriculum Strategies and Courses of Instructionb. Violence in Schoolsc. The Issues in Perspective9. The Complex Communitya. Informal Community Forcesb. Neighborhood Influence Systemsc. Community Groupsd. Pressure Groups10. Formal Community Forcesa. The Local Board of Educationb. State Education Agenciesc. Federal Influences on Educationd. Promising Public Relationse. Techniques: Dealing with the Formal and Informal Forces 11. School/Community Relationsa. Practices and techniques to improve School-Community relations and develop confidence in schools.b. Techniques/Practices of High Confidence Schools12. School Improvement through Systematic Planninga. The managements Role in Planningb. Determining Vision and Mission13. School Improvement through Systematic Planninga. Clarifying Expectations for Student Learning b. Process c. Analysis of Instructional and schools effectivenessi. Best Practicesii. Document current practices14. Restructuring Time: Schedulinga. Schedule Designb. Schedule Flexibility c. Simplicity and Complexity d. Efficiency and the Use of Time e. Decision Level-Loosely Coupled f. Learning Community Planning Time g. Scheduling-Points to Consider15. Foundations to Enhance School Climate and Culturea. Essentials of Effective Schools Climateb. Managements Attributes for Culturally Effective Schoolsc. Keys to Building and Enhancing School Climate and Culture16. Interpersonal Relationshipsa. Importance of Interpersonal Relationshipsb. Process Theories of Motivationc. Keys to Motivationd. Making Motivation Work

SECTION C (INDIVIDUAL WORK : 30%)Specific Instructions:For this assignments that require you to find an academic journal, you must select from the following list of acceptable academic journals.International Journal of Educational Management Journal of Academic LeadershipCurrent Issues in EducationEducation Policy Analysis ArchivesEducation Today Elementary School JournalJournal of General Education - Penn State PressThe Journal of In-service Education Journal of Industrial Teacher EducationPhi Delta Kappan Others may be acceptable, but you must check with the Lecturer. If you are unsure about theappropriateness of an article, check with the lecturer before completing the assignment. Points will be deducted if non-approved sources (i.e., articles that are not from academic journals) are used.

1. Research Methods: Management and Effective SchoolsChoose two academic journal articles on the same educational topic, one that uses an experimental method and one that uses a correlational method. Briefly describe the topics of the articles in terms of either the research questions or hypotheses. Describe the basic research design/method (variables,instruments, etc.) for both articles. What did the studies conclude? Were their interpretations of the findings valid given their methodology? The focus of this paper should be on the methodology used rather than the specific educational topic you chose. Attach copies of your articles.

2. Creativity in Schools Management for Effective SchoolChoose two articles that discuss learning styles and summarize what the theoretical and empirical evidence is for these styles. If empirical evidence does not exist, discuss how theories not supported by empirical evidence should be used in the school. If empirical evidence does exist, discuss whether the data is correlational or experimental. What conclusions can be drawn from this type of empirical evidence? Attach copies of your articles.

3. Instructional Styles Choose two academic journal articles that discuss direct instruction versus discovery learning and summarize what the theoretical and empirical evidence is for these instructional strategies. If empirical evidence does not exist, discuss how theories not supported by empirical evidence should be used in the classroom. If empirical evidence does exist, discuss whether the data is correlational or experimental. What conclusions can be drawn from this type of empirical evidence? Attach copies of your articles.

Grading Rubric - Point BreakdownBasic Requirements Format (length, margins, etc.) Appendices Quality of Writing Formal Writing Style* Grammar & SpellingParagraph Themes Introduction/ConclusionIntegration and CollaborationIntegrating the Activity and Text Information on the ActivityInformation from the TextPower Point and Presentation* Points may be deducted for failure to complete the full assignment (e.g., journal articles; use of non-academic or non-approved articles, etc.)

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