Ediger, Marlow Administrator Role; *Administrators; Curriculum

96 Pages·2007·2.18 MB·English

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ED 248 582
Ediger, Marlow
AUTHOR
Essays in School Administration.
TITLE
PUB DATE
82
NOTE
96p.
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Administrator Role; *Administrators; Curriculum;
DESCRIPTORS
*Educational Administration; Educational Environment;
Educational Philosophy; Grouping (Instructional
Purposes); Middle Schools; Motivation; Reading
Instruction; *School Administration
ABSTRACT
Eleven essays on a wide range of topics related to
"Philosophy of
school administration are presented. The essays are:
and the
Education and the School Administrator," "Administration
"Issues in
Curriculum," "Role of Administration in the Curriculum,"
Education," "The Middle
School Administration," "Mministration in
"Philosophy of Education in
School," "Grouping Students in Reading,"
Instruction," "School
the Curriculum," "Grouping Students for
"Motivation and
Organizational Climate and the Administrator," and
the Administrator." (DCS)
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made
Reproductions supplied by EDRS are the best that can be
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from the original document.
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ESSAYS IN SCHOOL ADMINISTRATION
BY
DR. MIRLIVEIGER
PRCFESal CF EDUCATION
FORTFEAST MISSOURI STATE WIVERSITY
63501
KIRKSVILLE, MISSOURI
1
PHILOSOPHY OF EDUCATION AND THE SCHOOL ADMINISTRATOR
Each school administrator functions in terms of following selected phil-
A philosophy gives guidance and direction to the in-
osophies of education.
Which philosophies might be relevant for school admin-
volved administratior.
istrators to analyze or adopt?
Realism and the Curriculum
A school administrator, following tenets of realism, generally believes
Thus, a
that one can know the real natural and social world as it truly is.
The real world
replica of the environment can be obtained by the observer.
exists independently of the observer.
Since the real world can be known as it exists, the realists administra-
tor may believe in using measurably stated objectives in teaching and learning.
Thus, what exists can be identified and measured rather precisely. ,Science and
Other curriculum areas, such
mathematics content in particular, are specific.
have objective content which
as history, geography, literature, and even values
has stood the test of time and is prized highly.
After precise objectives have been, selected by the teacher, learning activ-
Each learner's
ities need choosing to guide each pupil to achieve chosen goals.
measurable objectives.
progress may then be evaluated in terms of the
A school administrator emphasizing realism, as a philosophy of education
Measurable objectives are
by Objectives (MBO).
may also believe in Management
The chosen ends
then selected cooperatively by administrators and teachers.
As the school year pro-
beginning of a new school year.
are identified at the
teachers need to evaluate if adequate progress is
gresses, administrators and
Definite means need to be in evi-
being made in attaining the desired ends.
If the precise ends are not being
objectives.
dence to achieve the measurable
achieved as the school year progresses, reasons need to be found for the
2
Perhaps, new approaches need trying to attain desired
identified deficiences.
The real world may then be identified and recognized as it
objective goals.
Objectivity is highly releVant to realists.
truly is.
Idealism and the Curriculum
An administrator following tenets of idealism, as a philosophy of educa-
Thus, one can not know the
tion, believes in an idea centered curriculum.
However, the perceiver receives ideas relating to
real world as it truly is.
what has been observed, read, and written.
Idealist administrators are strong believers in a quality general educa-
Literature, grammar, spelling, history, geog-
tion curriculum for learners.
raphy, mathematics, and science, in particular, provide necessary learnings
for pupils in moving away from being finite individuals to becoming Infinite.
The universal ideas are rel-
Universal ideas need acquiring by pupils.
Universals remain
evant regardless of space or time of the iniKolved learner.
The learners per-
rather stable and are not subject to continuous change.
ception of worthwhile universal idesJ, however, may change.
Vocational education during the elementary and secondary school years have
Vocational goals can be stressed beyond the
little or no value to an idealist.
A subject centered curriculum is relevant for
secondary years of schooling.
Vital ideas might then be acquired in moving
pupils, according to idealists.
in the direction of the Infin.Lte.
Existenticlism and the Curriculum
Existentialists believe that individuals, not groups, choose their own
Within these situations, each
goals in life. Life is absurd and ridiculous.
Goals are not
values in life.
person needs to develop personal meanings and
3
Making
The ends and means of living must be sought.
given to any person.
moral decisions on an individual basis is central to the thinking of existen-
Other human beings
Each person is responsP)le for decisions made.
tialists.
of personal decision-making. Awe-
or God cannot be blamed for the outcomes
decision is made.
some responsibilities are involved when each moral
Existentialist administrators may well encourage each teacher to choose
highly flexible objectives, learning activities, and evaluation procedures.
The individual teacher is challenged to develop moral decisions and accept the
To develop existentialist pupils, the teacher
consequences of choices made.
ends, means, and ap-
must permit learners on an individual basis to choose
Pupils need to be guided to real-
praisal procedures within flexible limits.
However, each pupil must accept the conse-
ize the world is not rational.
Thus, immense responsibilities rest upon
quences of
persorial choices made.
the
each pupil as to decisions made in the school curriculum, as well as in
curriculum of life.
Experimentalism and the Curriculum
Experimentalists believe the world of experience to represent ultimate
The natural/social
One can know that which is experienced only.
reality.
These
New problems then arise.
environment changes rather continuously.
Groups, not individuals, must iden-
problems must be identified and solved.
Effort to solve problems comes from being
tify and solve related problems.
interested in ongoing experiences and activities.
Experimentalist administrators emphasize working with teachers coopera-
tively to truly choose and resolve problems in the school and class setting.
Administrators alone, definitely should not identify and solve problems.
for change in the school
Problems and solutions will not remain stable
Curriculum and discipline problems
environment is continually in evidence.
need identification and viable solutions sought.
Pupils with teacher guidance need to identify questions and seek answers
using a variety of learning activities in all curriculum areas. With pupil
purpose involved in finding answers to questions and problems, effort is put
The
Interest in. learning then provides needed effort.
forth in learning.
teacher definitely should not lecture subject matter content to pupils, Rather,
subject matter is useful in solving problems and answering questions.
In Closing
Administrators need to study and analyze diverse philosophies of educa-
Accepted philosophies may then be utilized to provide for individual
tion.
Each learner needs to perceive interest, purpose,
.differences among pupils.
Optimal achievement may then be in evidence: for
and motivation in learning.
each pupil.
5
ADMINISTRATION AND THE CURRICULUM
Who should be involved in making curricular decisions?
There are diverse
sources from which subject matter, ideas, and power might come in the decision-
making arena.
.j
Power Structure In The Curriculum
Expert power might provide impetus in attempting to solve problems in
An administrator possessing expert power has needed under-
the curriculum.
Expert
standings, skills, and attitudes in developing a quality school setting.
power might well include proficiency in maintaining positive discipline, ade-
quate'tea-ching Materials 'and supplies, accepted means of inservice education of
staff, quality custodial services, nutritious/appetizing food served in the
lunchroom, positive relations with the school governing board, adequate funding
for the school, and wholesome relations with the lay public.
Administrators possessing expert power are looked up to by faculty, staff,
and other school workers as having leadershipqualities which are truly conducive
in achieving the best of objectives, learning activities, and appraisal pro-
Expert power is earned
cedures to guide optimal progress within each learner.
In his/her own right,
Facades are not needed.
due to being a true professional.
the administrator possessing expert power possesses those qualities which are
The administrator then is an
admirable in developing a relevant curriculum.
Other school workers intrinsically realize
expert in the field of education.
the effectiveness, efficiency, and professionalism of administrators possessing
expert power.
He/she
A second type of administrators might reflect charismatic power.
School workers
is able to influence others due to poise, polish, and charm.
Seemingly
and the lay public are attracted to individuals possessing charisma.
4,1
6
others to do what is
charismatic administrators have the ability to attract
Forcing others to accomplish and
deemed necessary to improve the curriculum.
Rather, the
charismatic administrator.
achieve is definitely not the role of
and approaches conducive to
involved administrator has mannerismr, behavior,
influencing others in a relaxed way.
knowledge,
Content'revealed by the charismatic administrator may indicate expert
is a
However, more significant than expert power
abilities, and attitudes.
A pleasant means in changing
polished performance to influence listeners.
be
A person possessing charisma tends to
listeners' behavior is then involved.
by others.
an individual well' liked
Thus, an adminis-
coercive power.
A. third type of administrator emphasizes
teachers, aides, custodians, and lunchroom
trator is in a position to pressure
The coercive administrator has adequate status to secure
workers to conform.
expressed when
Quality relevant ideals may or may not he
obedience.from others.
forcing school personnel to be obedient.
available and utilized to imple-
Means of punishing disobedient behavior are
Using charisma is definitely
coercive administrator.
ment desire norms of thr.
Charismatic
workers.
working with teachers and other school
not a major goal in
forceful or
administrator to be more
behavior is utilized if it assists the
conformity behavior.
powerful in pressuring others to adopt
Admini-
behavior involves legitimate power.
A fourth type of administrative
The license based upon completing
accrediting agency.
strators are licensed by an
college/university and appropriate internships pro-
course work in an approved
Teachers and other school workers
vides the administrator with legitimate power.
leadership
certified to perform a professional
realize that administrators are
selected type of power legitimized
Thus, the administrator possesses a
role.
provide an ade-
Legitimate power may not, by itself,
by an accrediting agency.
the leadership role
other school workers to accept
quate basis for teachers and
9
will need to be added,
No doubt other types of power
of the administrator.
might well pro-
Legitimate power plus expert power
sue. as expert knowledge.
Additional types
with quality leadership capabilities.
an administrator
vide
abilities to
further enhances the administrator's
of power, such as charisma,
become a proficient leader.
In Summary
of power
study and analyze diverse types
Prospective administrators need to
Ultimately,
class, and societal arena.
in providing leadership in the school,
leadership may be provided
needs to adopt strategies in which
an adMinistrator
curriculum to provide optimal learner progress.
to develop a quality
8
ROLE OF ADMINISTRATION IN THE CURRICULUM
There are diverse roles that administrators perform in,the curricullm.'
Certainly, the overall goal of administration is toimprpve the curriculum.
To improve the curriculum, recommended guidelines need to be followed. Which
criteria then should administrators follow?
The Administrator And The Curriculum
Innovations designed to strengthen the curriculum require dedicated
Thus, the administrator is a key individ-
leadership from the administrator.
ual guide to faculty members to make desired changes in the curriculum.
To
provide leadership, an administrator must be knowledgeable and skillful to lead
faculty members to move from the present status quo to a desired norm.
Objectives in the curriculum eventually provide the meter-stick against which
ulty members with administra-
Cooperatively, f
all changes need evaluation.
R =mended standards need to be
tive leadership need to develop viable ends.
y members, with administra-
Facu
followed in developing desired objectives.
The
oping the curriculum.
tive leadership, need to have much input into dev
standards might well include the following:
each participant must actively participate in diverse sessions
1.
devoted to improving the curriculum.
no one should dominate any one committee session.
2.
the administrator needs to encourage all participants to parti-
3.
cipate.
ideas need to circulate within a committee, and not move
4.
between a participant and administrator only.
participants need to stay on the topic being pursued and not
5.
digress to other facets of information.
Objectives In The Curriculum
Administrators then have vital leadership roles in guiding faculty members
The agreed upon objectives must reflect
to determine LAgnIficant objectives.
u