1.) Theory Learning Goals:
a.) Understanding theoretical perspectives in academic administration, finance and management including the Microtechnique constructions TORI and noesis as well as some organizational principles from General System Theory Squared, GST2, (GST2 by Lindblom). The course is in exploration of complex systems thinking (Microtechnique) (in The Psychology of Administration and Management and includes elements from The Psychology of Consciousness for the purposes of hypothesis foundation and elements from General System Theory Squared (GST2) for method.
b.) Assessment and appraisal of Microtechnique scholarly research and writing in areas of psychology.

2.) Learning Goals:
a.) General application of psychological theory in Microtechnique management.
b.) Reflection on application of Microtechnique theory and design methodology in theoretical research and action research including practical investigation of ideas, norms, and change strategies in Management.

This course covers techniques for and critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of practices and policies, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.

This document details the process of integrative thinking with descriptions of its four components. Two specific uses of integrative thinking are then proposed for use by school administrators. Those uses are with master school scheduling and NCLB testing requirements.

This is a reflection adapting Martin's How Successful Leaders Think to the education system. Business leaders and administrators share a key character trait. It is the ability to recognize not all decisions are based on choosing one answer from two alternatives. Good leaders see the potential to take the best from the two opposing issues, combine them, and create a completely new idea. In the business world, this skill is measured in profits. In the education system, this skill is measured in the success of the students.

Este proceso de diagnóstico es usado en una clase llamada Liderazgo Ėtico. Esta clase, es parte de un programa de graduados para administradores incluyendo directores. Este proceso de diagnóstico ha sido aprobado por el Consejo de Acreditamiento de Maestros el cual es conocido en Inglés como The National Council for the Acreditation of Teacher Education. Este proceso de diagnóstico ha reunido todo lo estipulado por esta organización en la inclusión de estándares o normas para las cuales ha sido diseñado (ELCC 5.1 & 5.3). La tarea consta de dos secciones. En la primera sección, los candidatos son preguntados a entrevistar profesionales en el campo acerca de las decisiones o dilemas que ellos han tenido y con esta información se analizan las respuestas. En la segunda sección, los candidatos se entrevistan entre ellos mismos acerca de los fracasos morales que ellos han experimentado en la toma de sus propias decisiones. Analizan sus respuestas a través de dos conceptos claves enseñados en clase: Esquema téorico y proceso en la toma moral de decisiones.

New principals need support and assistance during the formative years of their careers. School districts can provide some level of support but there are organizations that offer programs to help new principals learn the knowledge, skills, and strategies they need in order to be successful on the job. One such program, The Recently Appointed Administrators Program, operates in Southwest Virginia as a cooperative venture between the Western Virginia Public Education Consortium (WVPEC) and Virginia Tech University. The program has received high ratings from past participants but program sponsors wanted more details about its strengths and limitations so they commissioned a comprehensive program evaluation. The results of this first assessment are outlined in this article along with recommendations that can be applied by coordinators of principal support programs in other locations for new principals. The article includes a brief overview of literature related to the learning and training needs of new principals. The bulk of the article is focused on the study methods, the results, and the lessons learned in the process to provide guidance for those charged with providing high quality programming for the support of new principals.

Higher learning organizations frequently offer courses isolated from other disciplines or areas of concentration. The intent of this study was to explore collaboration practices on authentic based projects involving two distinct courses from differing programs: Instructional Technology and Educational Leadership. This paper describes the strategies of designing effective learning environments for multidisciplinary collaboration and problem-based learning and reports the effectiveness of those strategies. The result of the collaboration was the production of various multimedia interactive professional development training materials developed by the technology students on various topics proposed by the school administrators. The collaborative learning practices provided the opportunity to not only give and receive knowledge among the participants but also view this exchange as a responsibility to create a collaborative culture within the university.

This case was developed to use in leadership courses with specific implications for school law and supervision of instruction. Varied data are presented about the school and district for students to analyze. School instructional policies of inclusion of special needs students and supervision of teachers play a role in the course of events at Washington Elementary School. Dr. Long, a first year principal faces the challenge of addressing the issue of a special education teacher who does not perform responsibilities, and there are direct implications for district personnel procedures regarding providing teachers with assistance.

This paper addresses the catalysts for change in the redesign of a Masters in School Administration and a principal add-on license program. Discussed are the three catalysts in the redesign: external, internal and bridge. Discussion for how these catalysts could be considered by others involved in any redesign effort, but particularly principal preparation efforts, is presented.

Este trabajo enfoca en los catalíticos de cambio en el rediseño de la Maestría en Administración de Escuelas añadiéndole un programa de licenciamiento para los directora de escuelas. Se discuten los tres catalíticos en el rediseño: externo, interno y el puente. Se discute como estos catalíticos pueden ser considerados por otros involucrados en cualquier esfuerzo de rediseño pero en particular se presenta los esfuerzos para la preparación del director de escuela.

How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.

El modelo de comunidades de aprendizaje profesional se ha movido a la vanguardia en el campo de la educación como uno de los enfoques más efectivos para mejorar el aprovechamiento académico y el éxito general del sistema escolar. Cuando una escuela o distrito escolar funciona como una comunidad de aprendizaje profesional, los educadores dentro de la organización alcanzan altos niveles de aprendizaje para todos los estudiantes. En este modelo tanto la razón de la organización existe como la responsabilidad fundamental de que todos están involucrados (Dufour, 2006, p. 3). El procedimiento metodológico conducido en la elaboración de este manuscrito, provee evidencia para un mejoramiento sistémico escolar mediante la descripción de cuatro componentes claves: Un programa para la preparación de administradores incluyendo directores, la creación de un equipo a nivel de educación primaria; la creación de un equipo de liderazgo, y la inclusión en la participación de negocios en la comunidad.

In this article, we address the characteristics of democratic education, examine learning communities in higher education and offer suggestions for faculty in Educational Leadership programs to develop learning communities in their classrooms that more systematically and effectively address issues of democracy. This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 5: "An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner."

Educational Theory into Practice Software (ETIPS) is an online case study program in the testbed stage of development intended for use by professors of education administration. The program is being developed by Sara Dexter and Pamela D. Tucker of the University of Virginia and is being tested by various other universities throughout Virginia. As a testbed member, the author will outline the theoretical framework, elaborating on the advantages of interactive, authentically contextualized online case studies over traditional print scenarios. Emphasis will be given to the outcomes of the program, which are to strengthen candidates’ skills in data analysis, problem solving, and collaborative decision making. ETIPS enhances practical leadership skills for those who serve on the front lines. With the rapid growth of online principal preparation programs, this tool clearly represents a change in preparation.

It has been well established in recent years that the development of relational trust among the adults in a school community is essential to student achievement (Barth, 2001; Bryk & Schneider, 2002; Hoy and Tschannen-Moran, 2003). This study explored the relationship between specific consensus strategies and the development of relational trust. To help in this exploration, two elementary principals, their superintendent, and six staff members from one of the principal’s schools were interviewed to determine their perceptions regarding the consensus process. An analysis of the transcripts of the interviews was conducted to ascertain the connection between the consensus processes used and the development of relational trust from these educators’ perspectives. The consensus practices that fostered authentic listening and opportunities for all group-process participants to be heard were most closely associated with development of trusting relationships.

This publication aligns with the Interstate School Leaders Licensure Consortium (ISSLC) Standard 1: "An education leader promotes the success of every student by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by all stakeholders."

Young learners today are not growing up at the foot of the family radio or spend a good portion of their childhood glued to the television while Sesame Street and Mr. Rogers disseminated information in a constant stream as did previous generations. Rather, this generation of young learners continues to spend many out-of-school hours in a digital world composed of cell phones, MP3 players, computers, and video gaming. This very simple beginning is changing the horizon of learning. The primary purpose of this article is to examine the components of digital learning and the impact these components bring to the relationship of learners to their learning experience. Further, instructional and curricular modifications are discussed addressing the trend of expanded learning, evaluation of that learning, and the possible impact on the educational system, students, educators, and trainers across the nation and throughout the world.

The eight nationally recognized authors represented in Educational Administration: The Roles of Leadership and Management clearly address both sides of this dichotomy – and do so in meaningful and understandable ways. And they present meaningful dialogue on the important aspect of management. Yes, the pendulum seems to swing back and forth, as lead author Dembowski states. But all eight authors make this point: Leadership and management are both important functions, but they have different purposes and they seek to obtain different outcomes.

Controversy has surrounded the educational leadership preparation programs in the past few years. Methodology, course content and rigor are included in the targeted areas. As universities struggle with program improvements, this paper suggests that an ignored aspect has been the instruction of desirable leadership traits and characteristics for transformational change in the schools. A review of literature supports the call for a closer look at traits, characteristics and behaviors as identified by several authors in this document. Although the terminology or approach may differ, the commonality can be summarized in the findings of Daniel Goleman and his study of emotional intelligence (EQ). As educational leadership preparation programs continue to be scrutinized and retooled, the inclusion of emotional intelligence would serve as a balance for program instruction. Programs have been focusing on the development of IQ; the time has come to embrace the research on EQ.