DOCUMENT RESUME .EA 017 052 ED 248 582 Ediger, Marlow AUTHOR Essays in School Administration. TITLE PUB DATE 82 NOTE 96p. Collected Works - General (020) PUB TYPE MF01/PC04 Plus Postage. EDRS PRICE 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) *********************************************************************** * made Reproductions supplied by EDRS are the best that can be * * from the original document. * ***************************************************************A******* U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION GRANTED BY MATERIAL HAS BE EDUCATIONAL RESOURCES INFORMATION CENTER IERICI Thrs clowntent has been reproduced as received horn the person or organization CO originating it Minor changes have been made to improve reproduction quality CO Points of view or opinions stated in this docu TO THE EDUCATIONAL RESOURCES merit do not necessarily represent official ME INFORMATION CENTER (ERIC)." position or policy 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