73"” A1: 1 m LL A n'UMANiSTEC ADMWSTRATNE STYLE D§ssertatien for the Degree of Ph. D. ”:1 id‘.‘ ["9“ '1!" !l. I" I M.-, .Lzlba 5:9,: 3; LJNWERSET‘I gf‘fif‘Ru '3 ‘- -a; \ ubzm L. HtLQ‘b mm mm llLllfllLillHI 11mg l l LL ausngmgugm 3 1 This is to certify that the thesis entitled THE IDENTIFICATION OF A HUMANISTIC ADMINISTRATIVE STYLE presented by JOSEPH CLAUDE FIELDS has been accepted towards fulfillment of the requirements for Ed. D. , Curriculum degree 1n Major professor October 1, 1976 [)ate 0-7639 L [BR A R} Michigan State : University TV 3 ABSTRACT T"! IDENTIFICATION (F A WWINTSTIC ADMINISTRATIVE STYLE By Joseph C. Fields Problen Secondary school principals perfora in many administrative roles. The singular role or instructional leader affects how teachers teach and how and what people learn. There nay be some belief that indicates that particular teaching and learning styles are supported by certain adninistrative styles. A hunanistic administrative style may be a support agent among these styles. The purpose of this study is to identify the characteristics of a humanistic secondary principal. Secondary principals, teachers and students may benefit from this study, if they believe that humanistic learninz environments require humanistic leaders. Students interested in various educational leader- ship styles may be interested in learning the traits of an ideal humanistic secondary administrator. Procedure A list of characteristics of humnistic administrators was developed frm the literature of contemporary hmnist educators, psychologists and philosophers. An instrument based upon these traits was invented and piloted. All items in the instrument involved administrative tasks of secondary administrators. Analysis of Data The instrument may be used to determine the degree of humanistic administrative style used by secondary principals. It may best be utilized in interviews with a principal, and a sample of his staff and students. The data collected in the pilot sample was insufficient to be conclusive about the behavior of secondary administrators tested. An.administrative style has been defined bv a list of over one hundred twenty traits; a humanistic administrative style has been defined. Recommendations The study findings may be useful if publicized to educators. The list of traits may be important to secondary administrators and those preparing for secondary administration. The instrument may be utilized in greater population samples than used in the study. Responses from these added samples could be collected and interpreted for respondents and educators. TH! IDENTIFICITION OF A.HUMINISTIC ADMINISTRNTIVE STYLE By sNL \0 Joseph C. Fields A.DISSERTHTION Submitted to Michigan State University In partial fulfillment of the requirements of DOCTOR.OF EDUCETION Department of Education ms ACKNOWLEDGEMENTS The writer is especially appreciative to his family for their patience during the research, writing, and compilation of this study. He gives special gratitude to Dale Alain, Ben Bohnhorst, Blair McClain, John Suehr and Van Johnson for their advice, support and constant concern. The Howell High School Staff of 1972 to 1976, and its admin- istrative staff deserve special thanks for their input. Host especially, a special thank you to Our Most High Lord who has made this study possible. TABLE OF CWTENTS Chapter II. III. STATEN OF THE STUDY TEE PROBIm O O O O O O O O O O O 0 O 0 Need 0 O O O O O O 0 O O O O O O O O The Curriculum and the Principal . . The Principal and Management Styles Three Questions about a Humanistic Style Purpose WGNiew O O O O O O O O O O O O O O O O MOP“ III'ERATURE O O O O O I Toward 8. Definition of Contemporary Humanism . . Toward 8. Definition of Contemporary Humanisitic Administrative Behavior Identification of the Humanistic Administrative Style THEDESIGNOFSTUDY. . . Design........ Procedures...... Sample........ Summary....... ANALTSIS OF RESULTS . . . Concerning leadership 0 O O O Concerning Decision Making Concerning Control . . Concerning Cmmnmication Concerning Goal setting Concerning Motivation W......... Summary and Conclusions Recommendations . . . Personal Reflections . APPENDIX BIBLIOGRAPHY O O O O O O C O O C C O 0 Characteristics of a. Humanistic Administrative Style. Page l—J 5‘53; oo oo O\Vll:"I\Jl-‘l-' Table on ‘1 0‘ U‘ 5' U LIST G‘ TABLES Displayed Leadership of Principals Direction to Humanistic Leadership Level of Experience of Principals . Direction to Decisionmaking . . Direction to Central . . . Direction to Communication Direction to Goal Setting . Direction to Motivation . . Page .91: .5‘6 .8’7 .60 STATEMENT OF THE STUDY The purposes of this study are: 1) to define humanism for educational administrators, 2) to identify humanistic administrative behavior, 3) to identify characteristics of a humanistic educational administrator, h) to invent and pilot an instrument based upon the identi- fied characteristics. The intent of the author is to begin a definite study of humanism in administrative behavior as well as complete requirements for doctoral pmgrm. CHAPTER I: THE PROBLEM 511173.1me ANDTEE SEWDARY This study is concerned with the realtionship between the secon- dary school principal's behavior and the curriculum. Educators who implement the public school curriculum are usually persuaded that they can make a difference in the educational lives of young people. Educators are aware today, for instance, that the curriculum in secondary schools can be changed, can be improved by their own efforts and those of their students. Educators believe that they not only can make pertinent decisions about their own personal lives, but can beccme facilitators in helping others make decisions about thanselves . It appears that secondary curriculum improves as youngsters are given more freedom to create and guide their own destinies in schools. It appears that secondary teaching and curriculum improves as teachers become freer agents in serving young people. Furthermore, it appears that this curriculum change or lack of change, improvement or lack of improvanent, is related to the characteristic practices of the secondary school principal.1 By administrator beliefs and behavior many lives can be restricted or freed. It appears that the more "open" or "closed" an administrative style, the more or less will teachers lEdgar L. Morphet, Roe L. Johns, Theodore L. Rollers, Educational Or ization and Administration, (Ehglewood Cliffs, N.J.; Prentice _Hall_£§,ml§3_37 p. 361, 362. and students be involved in curriculum. The more or less they are involved, the more or less tin curriculum can change or improve.2 School curricula, teaching strategies, school decision making, school learning environments are generally the same as they were in the twenties. Teachers still write goals and objectives for students, lecture 80% of the time, and give tests on Friday. Generally, what was important in schools in the twenties is what is important today. There have been some innovations of the '60's which may be alive today . . . and are making sane differences. Independent study, alternative schools, team teaching, open classrooms are a few apparently positive programs of delivery systems, alive and well and necessary today.3 If this is true it my follow that secondary principal administrative style (character- istic practices of the principal) has not changed. THE PRINCIPAL AND mom STYLES Historically, secondary principals have developed organizational hierarchies in order to control or better influence the conglomerate 11 lives of young people. Administrators have often identified them- selves, until recently, with traditional management styles which emphasize superior- subordinate relations hips . S 2Ronald C. Doll, Curriculum Ingrovement, (Boston Mass. , Allyn and Bacon 1970) p. 162-163. 3Charles Silberman; Crisis In The Classroom; (New York; Random House 1970) pp. 121-151. humlly Gross, "Hierarchical Authority in Educational Insti- tutions" in Administerin Hmnan Resources, by Francis M. Trusty (Berkeley, C ornia, cCuthaw Pub. Corp. 1971) pp. 186-188. SHarwood F. Merril, "Management Styles", in Classics in Man ent, 1970; by Harwood F. Merrill (New York, American Management Assn. , 3 These managunent styles, classified as autocratic, democratic, bureaucratic, laizzez fairs, imply role descriptions to all persons within the organization. The practice of organizational theories such as this often label persons as "X" or "Y", and determine the success of each individual in the organization.6 Today's educators are identifying themselves with an age old term, Ihmanism. Teachers dispose a belief in humanistic education. Students "wish to be treated like human beings." Classroom discussion centers around terms like "lnnnanistic atti- tudes", "humanistic beliefs", "hmnanity", "humane", and "humanism. " In the main these administrators seem to be saying that they respect individuals, value their opinions, and accord than dignity because they are people. "Those administrators who identify themselves as human- istic fit a concept of irrationality. A true leader is an unreasonable man who persists in trying to adopt the world to himself while a reasonable man adopts himself to the world. The individual who administers an educational institution is the architect of each of the persons assigned to his organ- 7 ization. His power is conrnensurate with his responsibility." The lives of students, teachers, and himself are in their hands. Their behavior and beliefs is the curriculum. "The role of the educational administrator is not unlike that of Plato's ruler of the state, because both are leaders of the human cmunity. Mary of the moral and social problems unresolved by the society are being delegated to the public school, i.e., integration, social justice, societal goals, educational equality, intellectual freedom, religious affairs, moral ideals, etc. The ultimate responsibilities for solutions . 6Walter A. Dickenson, "A Humanistic Program for Change in a Large City School System", Journal of Humanistic Psycholggz, Vol. I, No. 2, Fall 1970, pp. 111-120. 7' 7Harry Hartley, "Hmnanistic Existentialism and the School Admin- istrator", in Toward Improved Urban Education, by Frank Intz (Worthington, Ohio: Charles A. Jones Publishing Co. 19705. to such problems frequently reside with the administrator, who being short of divinity, requires many of the intellec- 8 tual qualities which were necessary for the phiIOSOpher-king." "Educational administrators are not philosophers. They see philOSOphizing persons of practical affairs who transfonm theoretical elements of their thinking into an Operational context. Secondary principals are presently caught between preparing students with "specialized skills" for industrial employment"9 and preparing people to "live a life of Optimal personal well being."10 As Hartley suggests . . . "it is fairly obvious that the present administrative era is one in which we venerate scientism.while barely tolerating humanism".ll Administrators appear on the horns of the usual dilemma, damned if the "focus on efficient means ( such as program budgeting) irather than noble ends (such as human purposes) as they plan 12 programs for children", and damned if they don't. Because administrators are eclectric, they appear to emphasize saving or accomplishing. THREE QUESTImS ABGJT A MELANISTIC STYLE ‘Hhat is a humanistic administrative style? Can it be inclusive to the task as defined by Rogers? "The task of the administrator is to so arrange the organizational conditions and methods of operation that people can best achieve their own goals by also furthering the jointly defined goals of the institution. The administrator finds that this work consists primarily of removing obstacles 8Harnylkutley,;g§y git. 9Ibid. 10George Feree, "Philosophy of Eflucation", paper to Michigan State .Extern Program, East Lansing, Michigan, May 1973. East Lansing, Michigan: Michigan State University, 1973. 11Harry Hartley, leg. git. 12 Ibid. S such as "red tape", of creating opportunities where teachers and students and administrators can freely use their poten- tial, of encouraging grcwt h and change, and of creating a climate in which each person can believe that his potential is valued, his capacity {gr reaponsibility is trusted, his cre- ative abilities prized." Can it be part of the goal of education? Kelly says, "The goal of education in the modern world must be the production of increasing uniqueness. This cannot be achieved in an autocratic atmOSphere where all decisions are made by teacher and administrators while students age reduced to passive followers of established.patterns." What is humanism? "Throughout history, the diverse Humanisms (those of Socrates, the stoics, the Christians, Erasmus, the philo- sophers of the Enlightenment, Socialism, etc.) have always been based on reapect for the human person, on confidence in man, his reason, and his possibilities of improvement. In opposition to these positive tendencies, the subjection of man, partisan passions, and divigive conflict may be considered to be anti-Humanistic." PURPOSE The purpose of this study is to identify the characteristics of a humanistic administrative style. Chapter Two will contribute to this purpose by presenting a review of contermporary literature. A develop- mental scheme will be utilized in conducting the review: first the review will consider various definitions of humanism, then various definitions of what constitutes a humanistic administrator will be cited, and finally behavioral traits will be tested as extracted from the literature which various authors claim as characterizing a humanistic administrator. 13Carl Rogers, Freedom to learn (Columbus, Ohio: Charles E. 'Merril Publishing Co. 1969) p. 2082 1l‘Earl Kelly, The Significance of Being Unique; Etc., A JOurnal of General Semantics; Vol. 1h, No. 3 1953. 15H.J. Broudy, "Humanism in Education", Aesthetic Education 7:67-77 April, 73. A design will be invented which applies the traits of a humanistic administrator. (I: the basis of the review presented in Chapter II, a design will be developed aimed at typing together empirical evidence as to the extent to which a hmnanistic style is or is not present currently among secon- dary school principals. For purposes of the present study, all that could be accanplished were some beginning efforts to develop an instru- ment, validated, and gather some pilot data from only a portion of a sample of Michigan secondary school administrators. Chapter Three presents the instument and the design for using the instrument. Chapter Four reports the results of the pilot study. Only very tentative findings at best are possible for presentation in Chapter Four. This is because of scanty returns, among other things. The nature of the design itself also appears to have generated problems. Nevertheless the study represents an exploratory investigation into the issues of humanistic administrative behavior. The implications of this exploratory effort are presented in Chapter Five. OVERVIEW Chapter Two will contain exerpts from the writings of contemporary humanist psychologists, philosOphers, and educators. These excerpts are indicative of the thinking of contemporary humanists, on the subjects of what is humanism, what is a humanist administrative style. These excerpts culminate in the writings of Rensis Libert, who has categorized adminis- trative style. These areas of behavior are leadership, goal setting and goal achievanent, motivation, commication, decision making and control, in organizations . Chapter Three presents a design, patterned after Likert's areas of behavior which is organic to Likert's philosophy of management. Chapter Four analyzes the data collected from the design and Chapter Five summarizes and concludes the study as well as it indicates recommendations and personal implications. CHAPTER II: KEVIN OF THE LITERATURE The author has reviewed literature in two veins. The first is that recent body of definitions of humanism by contemporary humanist psychol- ogists and philosophers. The second is of contenporary literature concerning hmnsnistic administrative styles. Contmorary writers do not involve themselves with the specifics of the humanities as topics of stuck. Work done prior to 1970 is often directed toward the classical studies rather than the present mode of humsnistic temper demonstrated in terms of Inman interaction and behavior. Management theorists and students of administrative style generally do not admit the existence of such a humanistic achninistrative style prior to 1970. Of course, administra- tive style did not become alive until the study of management became a science some twenty years ago. The present chapter is divided into three sections: Toward a Definition of Contemporary Hmnanisne. Toward Identification of Contemporary Humanistic Administrator Behavior Characteristics of a Humanistic Educational Administrative Style TWARD A DEINITIQI 0F CGITEHPORARY mMANISM Humanist philosophers today tend not to define l'nnnanism because its essence is bound to individual personal emotion and evaluation. To most philosophers humanism appears to be a moral conviction rather than a theoretical speculation. Humanism is defined by each person as he lives. 8 Humanism becomes, as we decide, direct and determine our own lives in our time. Essential to these decisions, in lmmanistic terms is the reliance on reason and rationality, a concern for human values and human life and an abiding concern for the freedom and potential of all lumen beings living on this earth todw. Hmanists more or less accept the following list of postulates of Van Praag. 1 "Fhmanists accept equality . . . the truth that men are of similar biological and mental structure, Secularity . . . men spring from the world of which they are a natural part, liberty . . . as relatively indefinite beings men must shape their lives by deciding in freedom, Fraternity . . . men are designated for cammlnity; the community shapes the individual, maluation . . . men are evaluating human beings, Experience . . . the world can be experienced by identification and observation, Existence . . . in the world men exist in indisoluble coher- ence, Completeness . . . the world is complete, in principle a human world, Maluation . . . the world is dynamic in its evolutionary and casual structure, gontingency . . . the world does not by itself reveal meaning." These traits appear threaded throughout the literature. Many kinds of Innnanism have been known to exist historically such as "scientific," "ethical," "danocratic," "religious," and "Mantist" humanism. Free thought atheism, agnosticism, skepticism, deism, rationalism, ethical culture, naturalism all claim their roots in the humanist tradition. To clarify definition further, we might cite the persons who signed the Hmanist Manifesto 11.3 1J. P. Van Praag, "that Is Humanism" in The Humanist Alternative, by Paul Kurtz, ed. (Buffalo: Prometheus Book-s 1' 9737 p. 1:3. 2Paul Kurtz and Edwin wilson; Humanist Manifesto II Humanist Mmigesto I and II by Paul Kurt: ed‘.,TBu?F‘—‘—-alo: PrometheusV—oks, 1973) p‘. 1 . 31>aul Kurtz and Edwin Wilson, op. cit. 10 These persons (among than Isaac Asimov, Joseph Blair, John Ciardi, Albert Ellis, Herbert Feigl, Sidney Hook, lester Kirkendall, Corliss Lamont, and B.F. Skinner) have also affimed a set of cannon principles of humanism. These seventeen fundamental beliefs are in precis: that religions do a disservice to the human species, that promises of inner- tal salvation or fear of eternal damnation distract tmman beings from present concerns and from self-actualization, that moral values derive their source from lnman experience, that reason and intelligence are the most effective instruments that mankind possesses, that the precious- ness and dignity of the individual person is a central humanist value, that short of banning others individuals should be permitted to eaqiress their semal proclivities and pursue their life styles as they desire, that to enhance freedom and dignity the individual must emerience a full range of civil liberties in all societies, that they are cormnitted to an open danocratic society, that the separation of church and state and the separation of ideology and state are imperatives, that humane economic systems should increase economic well being, that moral equal- ity must be furthered, that the best option is to transcend the limits of national sovereignty, that the world comnuniw must renounce resorting to violence and force, as a method of solving international disputes, that the world community must engage in cooperative planning, that the problems of economic growth and development are worldwide in scope, that tech- nolog is the key to human progress and develOpment and that we must expand communication and transportation across frontiers. These prom- inent characteristics of mnnanism of Van Praag and Kurtz and Wilson appear in many other thinkers. 11 Corliss Lamont, among many others, believes in "the self-sufficiency of the human world, evolution, human reason, freedom of choice, all human values, rejection of dual- ism, the good life through personal satisfaction, aesthetic experiences, appreciation of nature, belief in democracy, inter- national peace and a high standard of living." Roy Wood Sellers looks at humanism historically and defines charac- teristics of each movanent as contributors to a definition. Sellars suggests that "hmnanism is naturalistic but does accept the love and com- munal feeling of Christianity. Cartesian rationalism, Harriet hirmanism both contained ingredients of scientific thought with little charity. The agnostigism of the nineteenth century pos- tulated an unnecessary God." Conte added religiousness to humanism. Sellers published "A mmanist 6 Manifesto" in the 1930's which enemassed these principles: "camrleteness of man, evolution, godlessness, frater- nity, existence without deity, the ineffectiveness of deism, secularity, self-actualization, cooperation, emerience, and evaluation, social-cooperative-econanics and the positive poten- tial of humanism. " Sellers "Manifesto I" preceded Kurts' "Manifesto II" which further enhanced Sellers' work in the modern era. Of great import in Sellars' recent thinking is the statement concerning man . . . "he increasingly recog- nized that his destiny is in his own hands"? . . . a statement which you will see later on appears in concert with Rogers, Combs, and others. hoorliss Lamont, "Naturalistic Humanism" in The Humanist Alternative by Paul Kurt: ed. (Buffalo: Pranetheus Books, 1973} p. 12§. 51m Sellars, "The Humanist Outlook" in The Hrmanist Alternative by Purl Kurtz ed. (Buffalo: Prometheus Books, 1973) p.233. é’Roy Sellers, "Kmanist Manifesto I" in mmanist Hanifestos I and II by Paul Kurtz Ed. (Buffalo: Prometheus Books I573, p. 7. 7Roy Sellers, 92. 213., p. 139 12 These additional definitions my clarify our attempt at defining humanism: "Humanism is a moral conviction characterised by the attunpt to understand life and the world and to act in it by appealing exclusively to human faculties; and it is direc d toward everyone's self-determination in a cannon humanity." "An ethical humanist today is one who relies on the arts of intelligence to defend, ealarge and enhance the areas of human freedom in the world." "Hrmanism is a concept of man . . . having a sensitive regard for each man as his own end and for man as responsible for man . . . sharacterised by a reasonable faith in intelli- gent action."1 "mmanism involves sane scientific views of nature and man . . . without theistic interpretation . . . and is open to alternative metaptwsical explanations . . . a moral point of view toward nature and life. Hmanism is an effort to . . . create authentic life in a measure of enjoyment . . . apha- sising self-preservation, creative self-realization and happiness. Intrinsic is the desire to allow individuals as free agents to create and guide their own destinies as they see fit. It values the autonomy of free agents not only in their intellectual beliefs but in their aesthetic emerience, their ranantic or sexual proclivities, their moral tastes and values. All men as free persons, should be accorded some measure of respect, sane dignity and value as individuals. Humanists recognize equality and the globalness of humanity . . . andare committed to amethod of free inquiry and to the use of critical intelligence."11 8.1. P. VanPraag, 92. git” p. 1:5. 9Sidney Hook, "The Snare of Definitions" in The mmanist Alternative by Paul Kurtz, ed. (Buffalo: Prometheus 5305, I973) p. . 105. J. Blackham, "A Definition of Humanism" in The Hlmanist Alternative by Paul Kurts, ed. (Buffalo: Prometheus Becki, E755 ppe - e n?aul Kurtz, "kiloguer Is Everyone A Humanist?" in The Humanist Alternative by Paul Kurta, ed. (Buffalo: Pranetheus Books, 1973 p. 173. Possibly a presentation of terms at this time, which appear fre- quently in the literature might be helpful toward our definition. These words and phrases seem prevalent in the literature. I group them for counonality. Concerning human intellect . . . evaluation reason rationality critical intelligence intelligence free inquiry thinking scientific view experience Concerning God . . . rejection of dualism spirituality, theism deism Concerning each other . . . canon equality globalness of humanity fraternity duocracy Concerning comitment . . . moral point of view Concerning freedom . . . liberation human freedom free agents autoncmw liberty Concerning hman traints . . . human dignity value responsibility dignity and value as individuals Concerning Self Self-sufficiency self-determination man, himself Self-actualisation self-unfolding creative self-realization self-preservation happiness lb moral conviction nature and life evaluation secularity existence Christianity A workable definition of humanism which might become a functional definition for educational administrators might entail components of all the preceding. We propose this definition: "mmanism is a moral convic- tion characterised by responsible regard for developing man in his scientific world, by a belief in self-destinies directed through God by man's intelligence and experience in a spirit of equality, fraternity, and freedan." TOWARD IDETILICATION G‘ CMMGIARI HUMANISTIC MISTRATOR BEHAVIOR Within the realms of educational administration we might also accept the difficulty of defining a hmanistic educational administrator. We cannot presume humanistically to be able to define the moral convictions for each administrator. But we might presume to identify those charac- teristic administrative principles which appear humanistic. We might presume to apply our definition of humanism to those administrative behav- iors which appear humanistic. Ideally, administrative behavior which would apply within the con- fines of our definition of humanism, could be termed within a "humanistic administrative style." If we change some nouns for emphasis for the educational envirenment, our definition would state: "A principal whose moral commitment is characterized by responsible regard for developing 15 learners in their aniontific world, and who danonstrates belief in all self-destinies directed by God by man's inventive intelligence and emperience with equality, fraternity, and freedom, is a humanistic erhinistretor." We do not reject the possibility of a humanistic admin- istrator being classified as a manager. The management of human equality, freedom, fraternity, self-actualisation is a self-management process and may appear incongruous as an organizational process within bunenistic convictions. We must accept that one person may manage others threugh direction, manipulation or ispleerentation of the management theories. the might accept aw application of management theories. One night accept arw application of management style as humanistic if those involved in it are intellectually, experientially aware of the practices and the effects on self-actualisation. new theories can help us identifying a "humanistic style." A brief examination of the major maneguent theories might be relevant before attempting to cite a new school - the tnmanist school of adminis- trative behavior. Koontz , as well as omens, has labeled specific schools and styles of managanent.12 The Hanagement process school "evidenced in the traditionalist administrative style" believes in "scientific ”segment" in relation to managerial functions and getting things done. The "empirical school" creates a magnent style based upon policy, past precedent or case history. The "human behavior school" develops styles which are based upon getting things done through other people. In the "social system 12Herold Koontz, "The Management Theory Jungle" in Man nt and wiaational Behavior Theories by William Greenwood ed. Cincinnati, smith-“mm P‘Ibe CO. pe 32-52e 16 school" the manager is identified by his understanding and application of social relationship within organizations. Administrators of the "decision theory school" concentrate on the rational approach to decision making. This style could be humanistic in that it can approach organ- isations fran the decision itself, or to the persons or organizational group making the decision or an analysis of the decision process. The "matharatical school" administrators through mathematical models and process. The abiding conviction of this group relies on decision making being a logical process able to be expressed in mathematical symbols and relationships. One fact appears readily discernible in this brief review of man- aganent schools. That is, the process of decision making is central to the ldnd of managanent school and type of administrative style practiced. If this is so, then a humanistic school of management would rely upon a "Inmanistic decision making process" (whatever that might be) for its base, as well as isplsmentation of our definition. Wren has coined a term which amnits humanist behavior in industrial management: "Organizational mmmism".13 Although industrial organiza- tions key thanselves to production, the advent of a new focus on man as a self-actualizing being and the decline in the interpretation of man's needs as being primarily social . . . have led to "Organisational Human- ism." "Organizational mamanism" focuses on "human relations based upon intangibles . . . anphasizing feeling, sentiments and collaboration."n‘ 13Daniel Wren, The Evolution of Man t 11- ht (New York, The Ronald Press, 1 pp. - 7 . leurleigh Garner and David Moore, "Ihman Relations in Industry" in The Eyelution of Manfifignt Thought by Daniel Wren (New York, The Ronald Press, 1972 p. l. 17 The role of manager becomes one of whole man not just social, political or economic men. "In it's essence, it offsets the authoritarian tendencies organisations to provide for denocracy and self-determination at work, to integrate individual an organizational goals, and to restore man's dignity at work."1 "Organizational Hellenism" is built upon the premises and proven behaviors outlined by Chris Argyris, Douglas‘HcGregor, Frederich Herzberg, and Rensis Likert who have written extensively concerning the human element in organisations. Argyris in his study of personality and organisation, postulates that one can determine an individual's degree of self-actualization by plotting his position on an inmaturity-maturity scale . According to Argyris, the basic properties of the formal organization keep individ- uals imature and mediated against self-aotualization. The seat of this 'problem,he suggesta,is "the specialization of labor, the chain of command, leader controlled unity of direction and the span of control concepts. The individual has few options to these; he quits the organiza- tion, climbs the ladder, daydreams, or creates defense mechan- isms, becomes apathetic or creates informal groups to sanction his apathy." One answer Argyris claimn is found in enlarging the job to create chal- lenge and a sense of control over his work. The other is in participative employee centered leadership . . . to help the individual achieve self- actualization while helping the organization meet its goals. 15Burleigh Garner, log. 31;. 16Chris Argris, Personali and Or anization: The Conflict Between The system and the individual wew' rT—o , Harper emu, §S7) p. . 18 McGregor17 found that managerial assurmtions about human nature and human behavior were all important in determining the manager's style of operation. A manager's assunptions about personnel became self-fulfilling prophecies. "Theory X" personnel might fulfill the negative prophesy of needing to be coerced, directed, disliking, and avoiding work in need of threat in order to accomplish. Under "Theory I" the essential task of manage- ment is to unleash man's potential so he could achieve goals, through personal connnitment. By changing assumptions about people to see that people could be trusted, that they could exercise self-motivation and control; people could be happier, more self-fulfilled. Herzberg's 18 extensive investigation developed a "motivation- twgiene" theory which was supposed to discover the attitudes of persons toward work. He found that "individual's need for self-actualization was satisfied through achievement, recognition for accomplishnent, chal- lenging work, increased job responsibility and opportunities for growth and deve10pment . . . these were motivators. Super- vision, interpersonal relations, working conditions ,salaries policies, administratiyg practices, benefits and job security were hygiene factors." According to Herzberg, hygiene is not enough but with motivation peeple had a chance for self-actualization. Rensis Likert found that "supervisors 17Douglas McGregor, The Htman Side of Enterprise (McGraw-Hill Book Coupany, New York, 1960) p. 1:9. 18Frederick Bernberg, et a1; The Mbtivation to Wbrk; (new York, John Wiley and Sons', 1959) p. lbl. 19R. Blake, J. Mouton, The Mangggrial crid (Houston, Texas, Gulf Publishing Company, 1961;) p. 10. 19 With the best records of performance focus their primary attention on the tnunan aspects of their subordinate's problems and on endeavoring to build effective work groups with high performance goals. "20 Likert built an argument for participative, supportive management. His "power equalization" gave all persons more effective voice in set- ting goals, making decisions, and obtaining more autonomy at work. The manager became more employee-centered, exercised a looser form of super- vision and tried to tap the creativity and commitment of people.21 Blake and Mouton indicate through their "grid research" that "personnel who are aware of organizational purpose and have real stakes in the outcome need no direction and control in an authority-obedience sense. In an environment where peeple understand the problem, where their ideas make a real contribution to the result obtained, control and direction become self-control and self--direction."22 All in all, "Organizational Humanism" has a tendency to view people as valuable, flexible, somewhat equal, free, able to use intel- ligence and experience in a world directed toward results by cooperation and fraternity. Something here is similar to Van Praag’s postulates of Emanism. Hartley has signified an administrator belief necessary to humanism. "Man is a builder, whose life is spent in the project of constructing himself and achieving liberation from self-imposed slavery. As an unfinished product he is ultimately responsible for each of the choices made in his lifetims. The highest good is individuality, even though it is somehow wretched, revolting and miserable . . . The Idea of Man is not yet completed, for we help formulate this idea with our lives and with our freely- made choices. In fashioning nwself, I am fashioning MAN, 20Rensie Likert, The Human O_rganization: It's Managgnent and Value (New York, 11on Hill, 1 7 p. 93. 21Ibid. 223. Blake; J. Mouton, 3.23. git. 20 although there is no absolute conception of man. I invent my own morality . . . . Life is viewed as its own reward. "23 HartioyZh perceives the administrator as a spiritual leader with a legitimate belief in human hcpe and the expansion of selfhood of others through education. As one makes decisions, one chooses for all in anguish and freedom. One must base decisions on intuition and finite knowledge within which human lives are enclosed. Assuming that man's freedom is the foundation of ethics, the "good" decision is one which the administrator makes freely on behalf on self-fulfillment. As a Humanist Adrdnistrator: "1. He resists positivistic methodologr which formulates deci- sions solely on quantitative analysis. All management science assists the decision-making process, but is no substitute for it. 2. He uses intuition as a major basis for decision making . . . implying self-knowledge and familiarity with the area involved. 3. Enphasizes the expansion of an individual's self-hood . . . lead others so human freedoms are implennemted. h. Rejects knowledge that describes MAN as a universal con- ception rather than men as significantly unique individuals. 5. Encourages Socratic teaching so the teacher serves as mid- wife in eliciting knowledge from the learner. 6. Ha advocates a curriculum related to social and personal reality including men and the arts, moral philosophy, great books, and individualized stuchr. 7. He; liberates teachers and students from traditional educa- tional philosoprw restricitons. 8. He encourages "free-thinking" in which each person assumes responsibility for his choices, feelings, emotions, and entire life. 23Harry J. Hartley, 3.33. gi_t_. 21min. 9. 10. 11. 12. 13. 11:. 15. l6. 1?. 18. 19. 20. 21 He shows concern for the extraordinary, for the most intense emotional experiences related to administering an educa- tional organization. He avoids sources of impersonality and alienation in student- faculty achninistrator relationships. He encourages interpersonal confrontation of professional and non-professional personnel - (commnity) (communication). He refutes supervision and coercion of personnel by external standards . . . it should be formulated from within the organization. He promotes education as a source of freedom. He expresses a commitment to openness rather than closed ended systems and procedures. He Opposes organizational matters of bureaucracy based solely on rationality. He develops a unique leadership style based upon emphasis on individual need dispositions of subordinates. He promotes an attitude of "fallibility" in the school. He resists the temper of pragmatism-science unites us as intellectual beings but not as human beings. He emphasizes non-directive counseling techniques rather than behavioristic, or directive, approaches. He Opposes elements of contrgg by government to constrain individual decision makin ." A technique developed by Rensis Likert to help persons analyze their management style, dosimetes characteristics of participative management. 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Bee oratoooz 33339..” do... an 3.3: aorta one eoaaapaooooo so: .2 hogan no oesopofioon oocopoaoon upcooonm ow oaoom op one: no oapvan oesopmwooa oeom opouoeoz_ mcoApm oesopowooa pnopoo no:s_3om .wH Amamwno operas cw unooxov an .coaomsoowe copapna ecossoo peonmwanoeoo coapoo macaw an moped oeoo .mnopno tonne“ whopao mason decomposacowno one so: .ma dunno oeflpopanonpe< o>flpopaaonpe< opaaoaaoaphom opapopaeocoo pcoao>ocom opaeaoamwm a septum m Ernam a goose H scream 25 Likert indicated through his chart, that self-guidance, personal problem solving, comnity, shared control, group goal setting, group goal achievement, motivation through group decision making, equal input to decision making are vital participative group activities. Objectives oriented communication in all directions, in openness and honesty, is necessary. Everyone must feel responsible for achieving group set goals Mowing everyone's ideas are valuable, wortlv, equal, and trusted. Humanist educators have been quietly directing teacher and adminis- trator efforts toward goals, and objectives for school persons. Rogers suggests,25 that administrators should be less protective of his own beliefs and constructs and should listen more accurately to others. He should not be threatened by innovative ideas, have less need for the protection of bureaucratic rules. He should conmunicate more openly and less covertly; he should operate democratically drawing more widely on his faculty and staff as resources. He should openly confront personal emotional frictions which develop rather than burying the conflict under new "regulation." Rogers, in his book Freedom To Learn asks pertinent questions for an administrator to answer for himself: "1. Do I trust the group or only nwself? 2. Do I free the group for creative discussion by being willing to understand and respect and accept all kinds of attitudes? 3. Do I participate by honest expression of w attitudes? 15. Do I rely upon basic attitudes for motivation or do I think surface procedures motivate behavior? 5. Am I willing to be responsible for those aspects of action which the group has designated to me? 26Car1 Rogers, "A Plan for Self-Direction in an Educational System" in Educational Leadership, (May 21., 1967) pp. 717-731. 26 6. Do I trust the individual to do his job? 7. When tensions occur, do I help them get out into the open?" 27 Rogers indicates that a mature person, possibly an educational admin- istrator, could have some foundational mpotheses for valuing processes. "mpothesis I - There is an organismic base for an organized valuing process within the human individual. mpothesis II - This valuing process in the human being is effective in achieving self-enhancement to the degree that the individual is open to the experiencing which is going on inside himself. mpothesis III - In persons who are moving toward greater open- ness to their experiencing, there is an organ- ismic commonality of value directions. Ibpothesis IV - These cannon value directions are of such kinds as to enchance the development of the indivi- dual himself, of others in his conmunity, and to make fog the survivial and evaluation of the species."2 Combs sws "that schools that do not produce self-directed citizens have failed. Our societies demand self-starting, self-directing citizens capable of independent action. " Citing that man, unhaspered, will move in positive ways, he states that "responsibility and self-direction are learned . . . acquired through experiences which met be the daily diet of children including all size and all subgect decisions . . . all about ones' own life and learning." 9 27Carl Rogers, Fmedom to Learn, (Columbus, Ohio: Charles E. Merrill Publishing Co. 19697 p. 209. 28Carl Rogers, "Toward A Modern Approach to Value, The Valuing Process in the Mature Person", Journal of Abnormal and Social chholog, Vol. 68, Frebruary, 1961:, p. 160 M167 29Arthur Combs, "Fostering Self-Direction", Educational Leadership, Vol. 23 (February 1966) p. 373-76. 27 To foster self-direction Combs dictates that "administrators mat declare its importance as an absolute essential. It must have greater concern than subject matter itself. ally the entertainer hears the humanist administra- tive style. He seeks voluntary co-operation rather than theater punishment 3 makes school enjoyable through palatable lgsrning experiences and exciting extra-curricular activities." McNally, suggests that public schools should be "conceptualized more like colleges and universities than like military organizations, with each school principal and his staff working together as a collegium of professignals for the common purpose of fostering childrens' learning." 1 The principal becomes a member and leader of a school's professional team rather than the boss of a group of subordinates . . . relying on the authority they earn from their staffs. Articles by Rogers, Cook, and Mack suggest that this is the orientation of the better British Open Schools. Rocently Willem ston stated:32 "The most important variable in this matter is whether the principal sees the school as an institution or as a community. If a school is organized and operated on a community model that characterizes the essential life style processes of a smaller home town - then each person fulfills a function that in the human organism, believing that health both physical and mental is its goal. Each of us needs to be engaged in the continuous process of trying sanething new. Administrators must free teachers of pressing details so they may be creative and self- directive." Adams31| states that "until we understand that we ourselves cause ourselves, it will be imposible to relate more effectively to others, it ion—trier Combs, _l__oc. cit. 31marold McNally "Summing Up", National Elenentary Principal Vol. 53 (Sept. 7h) p. 5-6. ’ 32William Wayson, "A Proposal to Remake the Principalship", National “filamentary Principal 53, (Sept. 71:) p. 28. 33W. A. Dickenson, "A Phnnanistic Program for Change in a Large City School Systan", Journal of Humanistic Psycholog, El. 35 (Fall, 1973) ”0 111-1200 28 will be impossible to reduce am of the hatreds which destroy us or others. School principals must not only develop hmnan- istic schools but also themselfves. This develOpment is congruent. As an administrator grows, he allows learners to We" Volusek,3‘S suggests that the most inportant resource in the school is yourself . . . as teacher or administrator. we must develop himself. to regard oneself as a: decent human being having intrinsic worth as well as all others. Understanding is forgiveness, particularly as it applies to the behavior of other human beings. We are unlikely to forgive if we do not understand win another is behaving the way he does. It is impossible to love others until one loves himself. (he must be free to make choices without imprisonment of any belief system. We must believe we hold the key to our personhood or remain in a state of emotional slavery. The greater purpose of an adminrtratrr is to assist in the development of better human beings, more adequate persons . . . this is the single all encanpassing goal of education. Swift336 study determined that principals have an historically per- ceived role which they are unable to implement. Instead of being the master teacher, supervising the instructional program, the scholar, he is educator, administrator, public relations man, disciplinarian, and entertainer. To Swifts' frame of mind, it is inportant to the total life of the cormnunity and each person is a part of an intimate group from whan he receives secularity and solace; each group has a great deal of autonomy in determining what goes on in their confines; every unit is 35John Volusek, "(m Humanizing Education", Educational Horizons 52, (F811) 1973) p0 7'9. 351). w. Swift, "School Administrator's Role", Education Digget to, (Jan. 1975) We Z'Se 29 linked by a commnication system so it knows what else is going on out- side their group, adninistrators are well known and have recognized powers, but they know better than to meddle in other people's business or intrude on other's territory governance operations are largely in the background and not highly visible in daily life, many citizens have direct was to convey grievances against officials. What else is there about the administrator as a person that identi- fies humanistic administrator behavior? Rogere37 believes that "a person must be open about where he is, who he is. He does not have a facade or role, hiding behind the convenient front of a teacher, a principal, a psychologist. He is real and his realness shows through." Through this uniqueness there are persons in education who are contro- versial, difficult, not easily fitted into catagories, consequently, life is exciting. Some research has been done which indicates that principals are presently bound to some problems but are stretching toward personal humanism. Faggim'38 research mind principals to be "highly task oriented, kindly and considerate of teachers, needing direction and support from directors, desirous of independence, his behavior shaped by expectations held for him and less by his own personality." They behave predictably uniformly. He poses that a log exits between the expected behavior of principals and the behavior necessary for the accomplislment of contem- porary educational ideals. Expectations will change as principals confront situations with needed relevant behavior in place of expected 3"(Carl Rogers, "Can Schools Grow Persons?" Educational leadership 29 (December, 1971) p. 215-17. 33'rhomas wiggins, "Behavioral Characteristics of School Principals", Education 93, (Septanber, 1972) p. 36-38. 30 behavior. "The choice is yours, you can dissolve into the main streams, or you can be distinct. However, to be distinct, you may be different. To be different you must strive to be what no one else but you can be."39 Ojunannl‘o shares Adam's expectancies for change of administrators and cites that school personnel mat develop new approaches to human rela- tions. Principals must becane sensitive to the difference between obser- ving and understanding behavior; they must gain a knowledge and use of cannon approaches to understanding the cause and effects of human beha- vior. They must develop a facility in devising constructive methods for achieving a feeling of personal worth, self-respect, notional security while meeting the personality needs of everyone through methods which help each person. Ojemann says this can be done by understanding an ana- lytic approach to human behavior and using it, by helping peOple see each other as sensitive to emotional tasks and co-operating with people. An administrator must create the public image of confidence and trust in administration. He must help teachers and students work together in planning daily activities that maintain or enhance student and teacher feelings of self-respect, personal worth and eruotional security. Wilhelmshl says a humanistic principal knows his basic character, his perceptions and personality. He has mastered the skills of democratic group process and the sensitiveness of productive human interchange. He has a flair for open communications and warm relations. He practices ”Thomas Wiggins, l_o_c. git. hORalph Ojemann, "Humanizing The Schools" National Elementary Principal 50, (April, 1971) pp. 62-65. thred Wilhelms, "Knowing Yourself as Principal" National Association _of Secondary School Principal's Bulletin Vol. 57, 1973, pp. 19-21. 31 liberty, autonom, and respect and allows each person to grow toward full stature as a human being. He thinks. He pushes people into freedom, to personal autonouw and. mutual respect. J. Lloyd Trmnphe directs principals to focus on options rather than uniformity in administering policies and practices. He suggests that principals devise success oriented individualized programs which insure that every student is known as a human being. A humanistic principal creates environments where people maximally utilize their talents, he reduces required learnings, motivates people to learn, practices account- ability, admits varied learning and teaching styles and places, practices continuous progress for self-direction, self-motivation, self-evaluation. He practices positive rather than threatening behavior and as a principal works with students and teachers. Hopper and Hansen"3 selected six Golden Rules for Administrators - first, listen to your staff's idea; second, be accessible as an adminis- trator to staff and students; third, recognize the individuality of teachers; fourth, plan for blocks of staff planning time in scheduling; fifth, survey everyone periodically on school program and last, use differentiated staffing. Abrellm' in his article on the humanistic supervisor, provides a great amount of opinion. The humanistic supervisor is perceived as one L‘zJ. Lloyd Trump, "On Hmnanizing Schools", National Association of Secondary School Principal's Bulletin, Vol. 56, 1972, pp. 66-69. “Catherine Hopper, William Hansen, "Philosophy of a Humane School", National Association of Secondary School Princgpals Bulletin, Vol. 57, 1;:3 pp. $2-180 ”‘11. L. Abrell, "Hmnanistic Supervision Bahances Growth and Improves Instruction" Educational Leadership 32; December, 197b, pp. 212-16. 3?. who posesses and develops a characteristic that enable him to consis- tently affirm a constructive other-centered action that leads to the growth of others to the improvement of instruction and to his own self- improvauent. The humanistic supervisor also has a high regard for and cultivates those skills, attitudes, and understandings essential to carrying out the multifaceted role of person-centered supervision. "The major role of the humanistic supervisor is to create an environment which encourages human growth and fulfillment among those with whom he co-operatively works. He must 1. Assess and diagnose co-workers' needs. 2. Plan, and assist colleagues in goals, objectives and experiences that produce maximum results. 3. Motivate and help co-workers in a climate which produces the best in all parties. 1;. Help choose and use strategies which produce intend ed outcomes. 5. Make available resources and materials to accomplish objectives and carry out functions. 6. Help appraise 32d evaluate the results of efforts toward goals." , The humanistic attitude toward supervision necessitates that those engaged in the supervisory partnership move beyond the trivial concerns of rigid procedures and paper pollution to the genuine concerns of persons and their growth. The humanistic attitude recognizes that if problems are to be solved and performances improved, all persons involved must feel good about each other and understand that any plan for succeeding must be based on a win-win (all persons gain something and lose nothing) strategy. "SR. L. Abrell, _1_9_g. 93. 33 If it is true that the supervisory process involves carrying out the aforuuentioned functions in order to achieve growth and development amoung all co-operating parties, then the effective humanistic supervisor will possess at least the following characteristics: "1. 2. 9. 10. A belief that all 'human beings possess the power or potentiality of solving their own problems' A belief that all human beings 'possess genuine freedom of creative choice and action, and are, within certain objective limits, the masters of their own destiny' A belief that all human beings achieve 'the good life by harmoniously combining personal satisfactions and contin- uous self-develOpment with significant work and other activities that contribute to the welfare' of those with whom one relates A commitment to democratic procedures when working with others A willingness to question others and one's own 'basic assumptions and convictions! A deep commitment and capacity to make others feel worth- while, important, and uplifted A willingness and ability to establish warm and enmhathetic relationships with all persons, regardless of their racial, religious, ethnic, or educational backgrounds An ability to listen and a desire to utilize the experi- ence of others as a resource for planning and achieving goals An enthusiasm for and belief in supervision as a viable process for contributing to human growth and progress A comitment to upgrade oneself as a whole human being and the desire to c on a continuing inquiry in the field of supervision." 6 Above all else, the humanistic swervisor works from a frame of reference that is characterized by his/her "comassionate concern" for ’46R. L. Abrell, 5,3 git. 3h fellow workers. It should be stressed that the humanistic supervisor possess that kind of concern for his/her fellow associated which involves both achievement in performance and reward in interpersonal relations. Integral to the humanistic school, of course, is the behavior of its administrator. Review of the literature on humanistic schools or humanizing schools leads us to characteristics of their administrators. Certainly, both exist confluently, lending support and growth to each other. Review of this literature provides us with perspectives on the topic. Myers,” has characterized the humanistic school as one which maintains conventional context with a mankind perspective, wherein some knowledge of man and his problems with a commitment to seek solutions. This school has been interpersonal relations where the mankind units are integrated with interpersonal activities. Teachers in this school are loving, self-actualizing, humane, authentic, autonomous persons. The entire school is characterized by action proving the utilization of knowledge and geist . . . a total attitude of trust and freedom. Blanche Katzha stongly suggests that the key to mmanizing our high schools is not to abolish our schools, but to restructure them according to the changes outside of schools. The first requirement is the elimi- nation of compulsion as motivation then create new climates for inter- personal relations which encourage respect. Begin to practice equal rights with no distiction between programs with a belief in equal worth dealing with peeple not catagories. Eventually, equality of treatment 1171). A. more, "Hmnanistic School, A Critical AnaIySis" _Egucational Forum, 37, GNovember, 1972) pp. 53-8. hBBlanche Katz, "Hmnanizing the High School" Urban Review, 5, (March 1972) ppe 25-31e 35 within the school will become a ww of life. Ebcperience will become the most inportant content of high school; school will become life. School will be a place of free access and free choice with responsibility for choice, with real Opportunities for democracy and shares in decisions which affect the whole community. Students learn how to organize their own affairs, are freed from course requirements, and tracks, have free- dom-of choice and means to resolving grievances. Students will feel that rules and punishment is manifestly enforced through publication and and action. Fiorellol'9 refers to Maslow's group selection of a leader based upon his qualifications to achieve a specific task. His power is only that given him voluntarily by the group for a specific situation, Fiorello suggests the most inportant function of a leader are social, having to do with social skills, ambition, and social direction. As a social rela- tions leader he depends upon his function in the group. His function ends when the group decides he must initiate ideas, maintain group norms, arbitrate decisions with objectivity and consideration. Bridgesso identifies a humanistic school as one which maintains a classroom milieu where there is emphasis on giving the learner the free- dom to learn what he needs to know in his own way, where the teacher is the facilitator and the learner is a person. This learner is perceived to have feelings, intuitive reactions, and practices applying the learned matter to his life. The heart of this school is the attitude toward all “911. Fiorello "leadership Concepts for Principals " allocation Di st 39 (February, 1971: pp. 36-38. 5°"- 50w. Bridges, "Three Faces of Humanistic Education" Liberal Educator 59 (October, 1973) PP- 325-350 36 selves. .A humanist educator will trust, understand, and have skill with himself. The trust is in his ability to find what we need to know . . . the understanding is awareness and acceptance of human relationships between knowers and knowledge. The skill is in helping each other to learn what our lives call upon us to learn. OjemannSl asks administrators to be sensitive to cause and effect. This means administrators must find.ways to work out their own need for self-respect, security, etc., without interference with students and actually facilitate student need fulfillment. Administrators must underb stand the causes of human behavior, which he maintains are the motivating forces, resources, environments which produce behavior. To change beha- vior, one must change forces, the motivating forces, resources, or environments. James Irwin52 considers school organization to be a.means to human- ization. Organizing schools toward an open climate which.provides energetic action satisfies the needs of all group members. This kind of climate leads to a balance between task achievement and needs fulfillment. Central to this open climate is active involvement for all people of the school in decisions of the school. This lends to open, sharing, action oriented administrators . Catherine Hopper and WilliamfiansenS3 portray an administrator as one carrying the responsibilities of involving the widest possible number _— ww— isalph Ojemann, lgg. git. 52Jsmes R. Irwin, "Can Large Schools Be Humanized Through School Organization?" National_As§ociation of Secondary Schools Bulletin 57 (may. 1973) Pp. lh3‘h5. 53Catherine Hopper and William Hansen, _1_o_c_. git. 37 of concerned persons to be involved in decisions. One who reduces the curricular requiranents to minimals. This person realizes there is no one best way to do awthing, that no decisions are final, and that continuing evaluationary change will and should be encouraged. An administrator's special reaponsibility is to create a structure and an atmoSphere where change can take place. ZimmermanSh states that "Human rights are integral to a humane school. There is simply no evidence to indicate that those school systems that adopted pupil's rights, codes, mid human rights programs have suffered disorder. Pupils and staff help a school function effectively and pleasantly when they are accorded human dignity and human rights. Every human right .has within it the tacit but powerful insistence on reaponsibility - a responsibility to see that human rights are. accorded everyone else. When leader- ship is shared, including minorities, segregation ceases. Human rights accrue to all people simply because they are human. We cannot deny one's humaness because of his or her temporary stains as a student . . . nor deny them practice in the schools. The administrator needs to orchestrate the development of human rights practices within the entire institution. He must sensitize everyone to the fundamental issues involved and pro- vide the framework to see that resources are allocated and machinery established to insure successful implementation. There is, perhaps, no greater service that a school admin- istrator can provide youth, his school, and to the future of the nation than leadership in the area of hrnnan rights. It is a prime administrative responsibility." HoltSS summarizes five basic propositions in a model for hmnanistic educational management: "1. An educational system should be reviewed as a community of all those individuals having a vital interest in the educational system. 2. The primary function of the educational manager is to facil- tate the educational process 5’Mflliam Zimerman, Jr. , "Human Rights and Achinistrative Reopensibility" PHI Dam mm 56 (December, 1973) p. 213. 55museum I)- Holt; Ecumenism (Worthington. Chic, Charles A. Jones Publishing Co, 1973) p13. 107-15. 38 (a) Help elucidate educational objectives (b) obtain necessary resources (c) help solve problems, overcome barriers (d) help individuals accomplish their objectives 3. The educational manager must be an effective human being with these characteristics: he/she has a sense of identity (the job is him/her, fights for his/her values, knows himself, what he/she wants) he/she is an authenticwperson (consistent feelings, thoughts, and deeds, expresses both feeling and thoughts as adminis- trator) he/she is open minded (acceptive of others, high tolerance for ambiguity) he/she is independent thinker’(more statesman than politi- cian - creates public opinion) he/she assumes reaponsibilitz for his actions (does not rely on others' support) he/she is an effective communicator (a good listener, engages in genuine dialoge) he/she is able to engage_in reason he/she has concern for others (gives freedom to staff task support even though method is different) geisha has a zest for life (enjoys his work) h. Science based management can be effectively adopted to education. Management by-objective, systems analysis, needs assessment surveys, forecasting models, cost- effectiveness analysis, statistical.models for evaluation - as means not ends. 5. The human and the scientific dimension can be brought together through participative management." CHlRACTERISTICS OF A HUMANISTIC ADMINISTRATIVE STYEE A.humanistic administratorwmust be described by his behavior. Likely'his behavior will be caused by beliefs about himself and others and others and how they must co-operate to educate each other. we must accept, humanistically, that each person constructs his or her self in an on-going process, and that often his or her behavior'may not reflect his or her belief. So practically, a humanistic administrative style must be described theoretically . . . as a.model from which behavior ensues. This style is a set of beliefs, constructs which we believe need application. A humanist administrator accepts contemporary humanism.by a 39 brief but practical inclusive definition. "mmanism is the moral convic- tion that everyone can learn and grow by reaponsible regard for himself and others through scientific approach to self-destirw in a warm feeling of equality, fraternity, and freedom." He might also refine this defi- nition to his educational role as administrator in a secondary school. "Administrative humanism is the moral conviction that I can help everyone grow by reaponsible regard for myself, and each person in my contact. I believe in self-destinies, the validity of science and human feelings, equality, fraternity, and freedom for all." This definition is a foundation for administrative behavior and style. From this we may decide characteristics of a humanistic adminis- trator within the definition. The inclusiveness of "moral conviction" and "I can help, when asked" preclude self-knowledge and the ethic of personal potential for the administrator. He or she must be totally convinced of his own self-sufficiency, his own needs and their satisfac- tions, his uniqueness and community, his own intelligence and emotions. He or she must trust himself, and his organism and its ability to make choices in freedom, reviewing their results as its own reward, fulfilling his morality and also his life. He must be an eternal optimist believing in human hope and reaching for the optimal well being of him- self. Perceiving himself as a facilitator, he or she balances methodology with intuition in all decisions. He or she is concerned about the intense emotional experiences of his role. This administrator is an open person, willing and able to interpersonally confront, avoids sources of aliena- tion and impersonality and is repulsed by coercion. He or she uses his mistakes as eicperiences to rebuild future behavior. He or she is non- directive, is an adequate personal problem solver, is a group leader. He to or she holds his beliefs in high esteem but is open to others, with accurate intentiveness, listening and Speaking without covertness but deep honesty. Reaponsible for action delegated him.by the group, he sees the orgaization as determinant to his effectiveness and earned leadership reality. He or she must understand human behavior and maintain a.per- spective of mankind in making his commitment to solving problems. Always other-centered he or she is a person oriented. He or she maintains a zest for life in his own identity and authenticity. He or she is committed to "humamws" in all thought and deed. Democracy, humanistic decision making processes, self-determination, inte- gration of individual and organizational goals, creating challenges, employ centered leadership, power equalization, individuality a curriculum of social and.personal realism, promoting education as a source of freedom, developing unique leadership, promoting an attitude of fellibility, shared control, group goal setting and achievement motivation through group decision making, equal input to decision-making, drawing on faculty and staff resources, group trust, group freedom, loving others and loving oneself, voluntary co-operation, individual freedom, elimination of com- pulsion, new climates for interpersonal communications, improving classroom milieu, insisting on the personage of learners, relevance of subject matters, understanding and knowledge of human behavior, devising constructive methods for achieving a feeling of personal worth for every- one, insuring human grouwth. A humanistic administrator accepts Greenwood's definition of an organization. "An organization comes into being when; (1) there are per- sons able to communicate with each other, (2) who are willing to bl to contribute action, (3) to accomplish a common purpose."56 This defi- nition entails inalienable tenets of organizational operation. Essentially, organizational control, goals, decisions communication, motivation, and leadership are infused without definition of administra- tive humanism. IDDITIFICATIQI OF THE HUMANISTIC AmmISTRATIVE STYLE ‘ It seems reasonable that Likert's six areas of management tasks be used to help in identifying behavior within those tasks which is relevant to a Immanist administrator. Likert's six management task areas, control, goal setting and achievement, decisionmaking, communication, motivation and leadership may be areas for which we can describe humanist behavior. The characteristics we ascribe to each management area, have been gleaned from the mentioned readings of Chapter 2. A reader may cite the repetition of these characteristics as listed again in this place. It is done so that the reader and writer may more easily identify or ascribe kinds of humanist behavior to arenas of manage- ment activity. The instrument invented is based upon these six areas as well as its validation. The instrument will request reaponses of those surveyed concerning control, goal setting and achievement, decision- making, communication, motivation and leadership. The validation process will analyze the use or non-use of the characteristics listed from the readings . S6William Greenwood, Went and Or anizational Behavior Theories (Cincinnati: South Western Publishing 00., 156E) p.32. b2 Likert lists under participatire group that control is widely shared, there is no informal organizational resistance and that control data is used for self-guidance and problem solving. The writers we have cited previously indicate these additional characteristics of control by a humanistic administrator: -x- provides for democracy and operates at this level, creates appropriate challenges with otherin control, *- equalizes power at- eurercises a looser form of supervision «- exercises practices leading to self-control, self-direction, s- refutes coercion by external standards «- opposes bureaucracies based upon rationality solely, {- opposes control which constrain individual decision-making «x- opposes externally based determinants and sanctions, -x- practices shared control, * loves others and himself, {- believes each person holds the key to his own personhood, at- assists in the develOpment of more adequate persons. Likert perceives groups achieving goals, and setting than by group action except in crises, with little or no covert resistance. A human- istic administrator, according to our readings would: at- integrate individual and organizational goals, {- unleash potential to achieve goals by personal commitment, a- provide avenues for equal effective voice in setting goals, ~1- practice accountability, manifestly, *- practice group goal setting, a- practice group goal achievement, 143 -I- practice goal evaluation, i- feel responsible for goals set by group, *provide free access and free choice in goal determination, «I- plan with and assist colleagues in goals, objectives, * help choose and use strategies which produce intended out- comes. Likert's study of management decisions and decisionmalcing indi- cates that in participative management decisions are integrated by each group member. Decisions are made formally throughout the group, the group has all the data and everyone is fully involved. According to our readings, the author would acknowledge that the humanistic administrator would believe and act concordantly as he or she: * resists positivistic methodology based solely upon quantitive analysis, * uses intuition as a major basis for decision making, 4:- uses group decision making, it- allows everyone equal input to decisions, at- understands and utilizes human behavior in decision making, «It acknowledges the need for personal involvement, -x- acknowledges the need for personal decision making, 41- provides support for decisions to be implemented, it- emphasizes a climate which conducts decision making and implementation, *- anphasizes participative management. Communication flow in all directions, involving Open minded connin- icators who speak the truth about concerns in Likert's study. Participa- tive managers know the problems of others very well. Humanistic managers, his the readings cited indicate, are characterized by these descriptive phrases. He or she would: * focus attention on the human aSpects of persons in the group, -x- avoid sources of imersonality and alienation in all rela- tionships, ~1- encourage interpersonal confrontation in the community, 4!- practice a commitment to Openness, * aphasize non-directive counseling, m- aphasize self-emression for the individual, a- practice multi-directional objective oriented communication, *- believe all ideas are valuable, worthy, equal, * communicate openly not covertly, r commmnicate his feelings, understandings equally, at- perceive the school not as an institution but as a community, as link each unit in the school with many communication options, a- are visible, well known, recognized, a- confront situations with needed relevant behavior, * provide comfortable climates for inter-personal relations, «m- devise constructive methods for communicating feeling of personal worth, self-respect, * help people see each other as co-operative, sensitive persons, :1- creates a public image of confidence and trust, 4:- plans activities which maintain or enhance student and teacher feelings of self-reapect, personal growth and worth, and emotional, security, 1:5 «- maintains a flair for warm relations, * seeks widest possible involvements , «- listens to staff, student ideas, a- is accessible as an administrator, «- mainteins high level of tolerance and open-mindedness, «x- engages in genuine dialogue. Internally motivated persons in participative management processes would perceive ownership of goals and work toward those self-invented ends. All persons at all. levels would feel reaponsible for organiza- tional achievanent. The readings suggest that the humanist administrator: «x- perceives man as a self-achralizing being, a:- bases human relations upon intangibles emphasizing feelings, sentiments , collaboration, «x- provides for self-determination at work, at restores man's digrity at work, «- understands that his assumptions about people can become self-fulfilling prophecies, «It» does trust people and they know it, 4!- believes people can exercise self-motivation, *- believes people are happier when self-fulfilled, ~1- knows that persons involved and aware of organizational pur- pose, need no control in authority-obedience sense, it- believes man is a builder, constructing his own life, *- accepts persons as significantly unique individrals, «- sees himself as a helper, facilitator, not director, «1:- liberates teachers, students from restrictions, *- resists quantitative assumptions which day hmman separate- ness , 1:6 -I- creates conditions in which social self-hood is encouraged, e- believes in self-guidance, * relies on basic attitudes for motivation, at- allows people and groups autononw. A person in a participative management system would show complete confidence toward "subordinates". Everyone's ideas would be perceived as valuable always in Likert's findings. Humanistic leaders, our authors indicate would be characterized by tmae attributes. He or she is first a whole person. He or she: as maintains employs centered leadership, a- taps creativity and conmitment of people, *- encourages "free-thinking" and personal responsibility for choices, it- sees education as a source of freedom, «- develops a unique leadership style, * resists pragnation, at- trusts, «- declares the mortsnce of self-direction, -x- sees the principal and staff as a working collegium, «- realizes his/her leadership is earned fran the group, «I- keeps governance operations in the background, «I- Pie/she is open about who and where he is, «I- Uses all knowledges, s- can dissolve into the mainstream or be distinct, * practices equal rights, at- deals with people not catagories, at- treats people equally, 1:7 «It- manifestly enforces rules, * initiates ideas, «I- maintains group noms, «x- arbitrates decisions objectively, considerately, *- practices on ability to research what the group needs to know, «I- accepts the variety of human relations, «u- uses his skill in helping persons learn what lives call them to learn, it- helps teachers and students work together, «- plans daily activities that enhance feelings, «I- focus on options rather than uniformity in policies and prac- tices, * insures every student is known as a total human being, * admits varied learning styles, places, * practices continuous progress, {- praotices positive rather than threatening behavior, 4:- works with students and teachers, * creates and maintains a structure where change can take place, * assesses and diagnosis co-workers' needs, as assumes responsibility for his actions. This list as gleaned from the readings is somewhat overwhelming to the present author. Its size is awesome. The meaning of each idea pre- sented is ponderous. The list presents an imense accumulation of behavioral traits . 118 CHAPTER III: DESICN OF STUDY REE! An instrument was designed to elicit responses about characteristics of secondary principals as displayed in their expressed beliefs. The instrument contains twelve IVpothetical situations, which request of the respondent his descriptions of behavior he claims he would use relative to the situation. The twelve situations were devised to be relevant to problems each administrator may face in his practice. hch situation relates to "leadership Characteristics in AMnistrators" as listed in Chapter Tm. Each also specifically relates to each of five leadership areas as identified by Likert; control, decision making, goal setting, motivation and cmmication. Questions Four and Eleven elicit responses concerning administrative control of the school group. Questions One, Three and Ten relate to goals and objectives of schools, their construction, communica- tion and implementation. Questions Five and Six may help determine what are the decision making processes and who makes the decisions in the school. Questions Two, Seven and Right bear directly upon omnunication in the school. Questions Nine and Twelve involve motivation. (See Appendix A for an exanple of the fom of the instrument. The actual reaponses of participants in this study are present in Appendix B and C.) Likert's "leadership Characteristics In Administrators" is used because of his familiarity with many management styles. His research in 149 lesierahip techniques within the full continuum from exploitive leader- ship behavior through benevolent and consultative leadership behavior to consultative and participative leadership behavior leads him, in the present author's perception, to a very usable format for the study of styles - Likert, by identifying leadership tasks common to all styles, has furnished areas which apply readily to a study of humanistic styles and to our present design. So the questions in our design reflect Likert's characteristic. The use of board policies and administrative policies and the ques- tion of control of the budget (see Questions Four and Eleven in the instrument) intend to elicit responses relative to the concentration of control, the Span of control, the sharing of control, the extent of constraint on individual decision-making, dimension of externally based controls upon the school community. The situations concerning Goal Setting (Questions me, Three and Ten) intend to elicit answers to questions of the sort which Likert raises, "Who establishes goals?" "How does one deal with resistence to goals?" "Does the respondent practice group goal setting, goal achievement, group responsibility for group invented goals?" "Is personal commitment moti- vated by personal involvement in goal invention and achievement?" The use of decision making situations (Questions Five and Six) at- tanpt to develop responses to questions concerning decision making levels, origin of data for decisions and the relationship of decisions to motiv- ation as in Likert's criteria. The questions also intend to gain responses related to the hmnanistic traits of group decision making, personal involve- ment, use of data and intuition. 50 Situations in meetions Two, Seven and Eight concerning comica- tion bear upon Likert's concern about communication flow, downward conmmnication acceptance, accuracy of upward ccmmmication. These questions also request response relative to listening skills, inter- personal behaviors, philosophies of idea value, and perception of people, as listed in Chapter Two's traits of a humanistic communicator. Questions Nine and Twelve ask Likert's questions about who is reaponsible for achievement of group goals, and what is the predominant motivator. These situations concern fear and disagreement and request responses indicating the degree of mutual trust, belief in self-direction and autonomy. PROCm The instrument was invented as an extension of Iikert's six areas of administrative behavior, leadership, control goal setting and achieve- ment, decision making, motivation and communication relative to the listed traits of Chapter Two. The respondent was to read each of the twelve situations which were relevant to the administrative behaviors and write statements which would declare his belief about solving the problem in the situation. After completing the instrument, the respondent was to return the instrument in the provided stamped, addressed envleope. The instrument develOped for this study is a test instrument in order to loam whether or not this survey type of open-ended tool can work in collecting data relevant to the topic - "Characteristics of Human- istic Administrator." Bocause of the nature of the tapic, it was believed that the instrument should be "open-ended," in that elicited responses should be as free, and unrestricted as possible so respondents would be 51 unhanpered by pre-written multiple-choice answers. It now be that a less humanistc administrator would tend not to comlete the survey, where a more humanistic administrator might tend to complete it. In any case, it is a tenet of the author that this kind of instrument is more "humanistic" than an objective answer instrument. The author intended to try to invent an instrument, validate it through known humanist educators, test it in the field in Michigan, revise it if necessary, so that it might possibly be used. for further,research. For the present study, it was not contemplated that the data would be computerized, but at some future time they might be. In order to validate the instrument, several well-known humanist educators were selected and the instrument was sent to them with the request to complete it, and return it to the author. With advice of the doctoral committee mmbers , the following persons were selected and approached; Carl R. Rogers, Rollo May, Paul Kurtz, and Arthur Combs. Each of these persons replied in a similar fashion. Rollo Mn indicated he had "nothing at all to do with schools and hence didn't have am answers to most of (the) questions". (1) Carl Rogers replied that he "didn't have time to answer (the) questions . . . and felt my answers would be too hypothetical since I am not an administrator." Rogers did send an issue of Education which he though might answer some of the questions. (2) Paul Kurtz replied sying, "I am sending it to Roy Fairfield who has spent most of his time in the field of lmmmistic education." Roy Fairfield then sent a reprint of an article he wrote for the New York Times , entitled, "Sane New Paths To The Ph.D.," without eminent. Arthur Combs sent back the instrument and our request with a message in his own hand stating, "not appropriate, I am not a principal." (Please see 52 appendix for copies of these replies). Certainly the busy lives these persons lead entitle them to pursuit other than responding to a doctoral student's instrument. Therefore other humanists needed to be found. The author then turned to persons he knew more familiarly, who, in the author's view, practiced, wrote, encouraged and consistently person- ally and professionally displayed a humanistic attitude. By request, Dale Alan, Ben Bohnhorst, and John Suehr- all members of the faculty of the College of Education at Michigan State University - each promptly filled out the surveys and returned than within seventy-two hours. These three validating sets of responses were then taken to William Shaw, who examined them for elements of consistency which might appear in the answers of the three validating sources. Shaw was selected for this purpose because he had familiarized himself with this topic through extensive work in this same field. His dissertation, "An mploratory Stuw of Diverse Educational Philosophies, Psychologies, Methodologies , and Communications Networks as a Means to Establish Curriculum Theory in Support of Diverse Educational Alternative learning Environments Within Public Schools," also utilizes the studies of Likert, Rogers, Combs and others cited in the present work. Moreover among his marw attributes are not only Dr. Shaw's personal familiarity with the subject of "humanism" and "hmnanistic education" but also his manifest explicit behavior as a current practicing hmanist as Director of Curriculum for Bedford Schools in Bedford, Michigan. Shaw was aware of the listed traits extracted from the readings in Chapter Two and utilized then in his readings of the three humanist respondents. Shaw found the following commonalities in the survey answers of Alan, Botmhorst, and Suehr: Response To: Question One (goal setting) Question Two (communication) Question Three (goal setting) Question Four (control) Question Five (decision making) Question Six (decision making) Question Seven (communication) Question Eight (cormmmication) Question Nine (motivation) Question Ten (goal setting) Question Eleven ( control) mestion Twelve (motivation ) 53 SHAW' 3 ANALYSIS Comonalities in Validating Responses involvement of affected parties, value and and priority of democratic process, volunteer staff input, commitment to staff input, involve 1.11. the school commnity in goal identification, emphasize trust, emphasize the flexible nature of policies, protection of rights by policy, utilize committee decision-making, utilize commitment to execute committee decsions, use school-commmity represetatives for decisions, Personalize the problem, use fact to face interaction, face to face interaction with trust, sure assertive listening skills with every- one, create ownership and responsibility for goals is needed, share the responsibility within legal rami- fications provide a collaborative effort, a marriage of teacher and principal Using the responses of Alan, Bohnhorst, Suehr and the further valid- ation of Shaw, a scoring scale was devised to rate principal's answers and indicate the nearness of the principals' answers to the humanists. If a principal reaponded as the validators had, he received a score of 3, meaning he was "most Inmanistic" in his belief or behavior. If a Sh respondent answered with a part of the validatorsl answer, he was scored a 2 indicating he showed a "trend toward humnaism." If a principal answered with some traits as listed in Chapter 2, but none of the valid- ators' responses, he was scored a l and recorded as "tending toward mmanism." If a principal answered with neither the answers of the validators or any of the traits listed in Chapter 2, then he received, for that answer a score of O. A composite score, a total of all the individual respondents' scores was tallied in order to attempt to indicate the degree of humanistic leadership. Persons scoring from O to 9 were classified as non-humanist leaders, 10-18 had "tendencies" to be humanistic leaders, 19 to 27 had displayed "trends to be humanistic leaders" and 28 to 36 were identified as "most humanistic leaders." eases The instrument was sent to one hundred and five high school princi- pals in the state of Michigan. me hundred five is one fifth of the high schools in Michigan. or the one hundred and five, twenty-percent were sent to Class A schools (student population over 1,1459) twenty-percent to Class B schools (student population over 723 to 1,168) twenty-percent to Class C schools (student population over 371 t 722) and twenty-percent to Class D schools (of student population less than 371). The instrument was sent to schools according to size of the school population as determined by the Michigan High School Athletic Association. School size by population was selected as an important factor of school difference in order that a representative sample of secondary school principals could be use without bias to any particular school size. SS Conceivably, only schools of one class could have been selected, or prin- cipals of at least five years experience might have been used, or schools in the Lansing area only. But it was believed that for the purposes of the present study it was desirable that the instrument should be sent to a comprehensive variety of public secondary schools. SUMMARY The instrument was returned completed by 28 principals. An addition- al three surveys were returned with half the survey or the cement "I'd like to talk with you about these answers." All of the 28 attempted to answer all questions, as best they could, given the limits of a high school principal. A second questionaire was sent to those not reaponding within thirty days but no additional returns were yielded. At the urging of my chair- person, we continued with the reSponses at hand. This use of the instrument can be considered essentially to be only an exploratory polot effort. The small number of replies was disappoint- ing. Nevertheless these data were processed and analyzed. The result are the subject of Chapter Four. CHAPTER IV: ANALYSIS OF RESUBTS ReSponses were returned from 28 administrators. Of the original sam- ple of 105, eleven reapondents were administrators of Class A size schools, five were from Class B, four from Class C and eight from Class D. The total score of Class A size administrators was 2h0 and a mean score of 21.8. The total score of Class B administrators was 89 with a mean score of 19.8. The total of Class C scores was 76 with a mean of 19.0. The total score of Class D Administrators was lbh with a mean of 18.0. The total score for all administrators was SL9 with a mean of 19.6. A possi- ble score of 36 would indicate full points awarded for each question. Please see Table I. 36 - TABLE I 6+ mzvaR or REBPONDENI‘S § DISPLAYED LEADERSHIP OF PRDICIPALS 27 - 21.8 g a 19.8 19.0 19.6 S 5";- ------------- i— ------- p -------------------------------------- ((1)3318 - 1 18.”) g E 11 s L. 8 TEND NON 56 57 An average score of 19.6 points of a possible 36 points may possibly indicate that secondary principals as leaders are not most humanistic, and have only a slight bent toward a trend to humanistic administration. On the whole, it might appear that as leaders, the larger the school pop- ulation, the more humanistic is its administration. Among our respondents Class A size administrators lead the way with a full 2 point differential (21.8) over Class B size (19.8). Class B leads over Class C by .8 and Class C over Class D by one whole point. This could possibly mean the survey is easier to answer, easier to interpret, or easier to read for larger school size principals. It could also mean that smaller schools have less opportunity to deal with the situations presented. It may be that the educational attainment or experience of Class A principals is indicative of a positive difference in leadership style. (See Table II.) TABLE II NUMBER OF RESP ONDENTS DIFFERENCE IN 36 7 DIRECTION TO HUMANISTIC LEADERSHIP 27': a 8 5.111353 A Cl— .. -B _____________________ O B E, ass _ _, _________________ 2 . g§18_ Class—LE.S§ ............ ‘1'0 5. s E 9 .1 Z O z 58 Our Class A administrators average eleven years in the principalship, all have a Master's Degree, and seven have 30 or more hours above a Master's Degree. Our Class B adninistrators have 10.8 years experience, all have a Master's Degree, two with 30 or more hours over a Master's. The Class C administrators have 6.8 years experience all have a Master's Degree, 2 have 30 or more hours over a Master's Degree. Our Class D administrators have an average of 3.37 years of experience, all have a Master's Degrees and 3 had 30 or more hours over a Master's. Please see Table III. TABLE III LEVEL OF EXPERIENCE OF PRINCIPAIS 161 .1 lb; m 12 O 1 E 101 93 1 s 84 ————-w 3 61 ’4‘ 1 * CLASS CLASS CLASS CIASS 2} A B C D CLASS SIZE 59 It might appear that our secondary principals tend to be weakest in the belief or practice of humanistic traits in decision making practices and control. The highest score in decision making was 5 of a possible 6, and on the mean score was 2.611. The most frequent score was 11, although ten respondents gained scores of 3 or less. The highest score in control was a possible 6, of which one respondent gained a 5. The mean score of 2.611 was mainly attributable to 211 reSpondents score of 3 or less. Our Class A size principal's total score in decision making was 112 with an average score of 3.8, 1.2 above the mean score for the entire group. The Class B principals total score was 16 or 3.2, .6 above the mean score for the group. The Class C principals score was 7 or 1.7, .9 below the mean for the group. The Class D principals scored 9 or 1.1, 1.5 below the group. This may indicate that the smaller the school, the more centralized the decision making. (See Table Iv.) TABLE IV DIRECTION TO DECISIGI MAKING MOST g4 TREND PHIMANIST I C t” as g 3. 2 5" --------------- '- ------- r ---------------------------------------- 2 .6 - 1. 7 MEAN FOR PRINCIPAIS Jun—_- E 1. 1 CLASS CLASS C 83 CLASS A B C D CLASS SIZE AND NUMBER 60 Class A size principals total score for control was 30, an average of 2.7, .5 above the mean for the group. Class 13 size principals total score was 12, or 2.14, .2 above the mean for the group. Class C size principals scored 9, 2.5, .3 above the mean. Class D scored 13 or 1.6, .6 below the mean. The scores mayindicate again that control is more open in larger schools, more centralized in smaller schools. (See Table V) TABLE V DIRECT ION TO CONTROL 6.0 .- OST L M TREND U H E 300 '1 2.7 g 2.1: ‘ 2e§ ’ E1. ...... .1-------- ------------- 2.2 MEAN 1.5 .4 1'5 FOR ALL PRINCIPALS g CLASS CLASS CLASS CLASS A B C D CLASS SIZE AND NUMBER 61 It might appear that secondary principals surveyed are strong in communication and have initiated practices which could prove trends in humanism. The greatest possible score could be 9, of which 5.3 was the mean and 8 was the highest score. Five was the most frequent score, gained by seven respondents. Class A size principals scored a total 56, or 5.0, .3 below the mean. Class B principals score of 21;, or 11.8 was .5 below the mean. Class C score was 13, or 11.2 which is 1.1 below the mean. Class D School size principals scored a 149 or 6.1, .8 above the mean. (See Table VI) TABLE VI 9 '11 DIRECTION TO CCMMUNCICATICN E-! 8 2‘. 6.7 -, 6.1 S 3 _ .. - ........... g .. .. .. ._ .. ........ ' o g 570 h 8 FOR ALL g 5" r———— PRINCIPAL?» g l"; '1 , 11.2 , E 2.2 .1 5 CLASS CLASS CLASS CLASS z A B C D I n 10 '30 CLASS SIZE AND NUMBER 62 Our survey results might appear to indicate that the responding principals are strong in "goal setting" and achievement and in cooper- ating with staff in this area. Class A size school principals’ total score of 67, mean of 6.0 is .5 above the group mean of 5.5. Class B size principals' score of 19 or 3.8 average is 1.7 below the group mean. Class C size principals' score of 28, 7 is highest of the principals or 1.5 above the group mean. Class D principals score of 110, with a mean of 5 is .5 below the group mean. (See Table VII.) TABLE VII DIRECTION T0 GOAL SETTING 9. SS 8 7.0 6.7-1 6.0 a a. ........ 5.5. 115‘ 3-0 H PRINCIPALS E 3.3 E 2.2. 3 CLASS CLASS CLASS CLASS 2 A B C D 1 l 55 SO CLASS SIZE AND NUMBER 63 The Secondary principals sampled responded as a group to situations concerning motivation with a mean score of 3.6 of a possible 6 points. Class A size principals scored 39 or 3.5, a hair below the score of the total group. Class B size principals scored 18, or 3.6, the same as the group mean. Class C size principals scored lb, 3.6 a hair above the total group. Class D size principals scored 28, 3.5 or a hair below the mean for the total group. (See Table VIII.) TABLE VIII DIRECTION T0 MOTIVATION ______________ 3.6 FOR.ALL PRINCIPALS g 35 3e 3e 15 E-' 0.1 mmmnm E” 5 cup cum cup ans 2 A B c D 10 20 3O CLASS SIZE AND NUMBER CHAPTER V: SUMMARY SMART AND CCNCIUSIONS This study attempted by proposal to do two particular things. First, it was to define a humanistic administrative style, secondly, to invent in— strmments to identify elements of humanism.in administrative practice. A summary of the readings proposes these beliefs and behaviors con- cerning a humanistic administrative style. A humanistic administrator must be described by his behavior. Likely his behavior will.be caused by beliefs about himself and others and how they must co-operate to educate each other. ‘we must accept, humanistically, that each person constructs his or her self in an ongoing process, and that often his/or her behavior'may not reflect his/her belief. So practically, a humanistic administrative style must be des- cribed theoretically . . . as a model from.which behavior ensues. This style is a set of beliefs, constructs which we believe need application. A humanist administrator accepts contemporary humanism by a brief but practical inclusive definition. "Humanism is the moral conviction that everyone can learn and grow‘by reaponsible regard for himself and others through scientific approaches to self-destiny in a warm.feeling of equal- ity, fraternity, and freedom." He might also refine this definition to“ his educational role as administrator in a secondary school. "Administra- tive hmmanism.is the moral conviction that I can help everyone grow by reaponsible regard for myself, and each person in my'contact. I believe in self-destinies, the validity of science and human feelings, equality, fraternity, and freedom for all." 6b 6S This definition is a foundation for administrative behavior and style. From this we may decide characteristics of a humanistic administrator within the definition. The inclusiveness of "moral conviction" and "I can help, when asked" preclude self—knowledge and the tthic of personal poten- tial for the administrator. He or she must be totally convinced of his own self-sufficiency, his own needs and their satisfactions, his unique- ness md comunity, his own intelligence and emotions. He or she must trust himself, and his organism and its ability to make choices in free- dom, reviewing their results as its own reward, fulfilling his morality and also his life. He must be an eternal optimist believing in human hope and reaching for the optimal well being of himself. Perceiving himself as a facilitator, he or she balances methodology with intuition in all decisions. He or she is concerned about the intense emotional experiences of his role. This administrator is an open person, willing and able to interpersonally confront, avoids sources of alienation and impersonality and is repulsed by coercion. He or she uses his mistakes as experiences to rebuild future behavior. He or she is non-directive, is an adequate personal problem solver, is a group leader. He or she holds his beliefs in high esteem but is open to others, with accurate intentiveness, lis- tening and.speaking without covertness but deep honesty. Responsible for action delegated him by the group, he sees the organization as determinant to his effectiveness and earned leadership reality. He or she must under- stand human behavior and maintain a.perpective of mankind in making his commitment to solving prdblems. Always other-centered he or she is person oriented. He/she maintains a zest for life in his own identity and authenticity. 66 He/she is comitted to "humaneness" in all thought and deed. Demo- cracy, humanistic decision making processes, self-determination, integra- tion of individual and organizational goals, creating challenges, employ centered leadership, power equalization, individuality, a curriculum of social and personal realism, promoting education as a source of freedom, developing unique leadership, promoting an attitude of fallibilism, shared control, group goal setting and achievement motivation through group deci- siomaking, drawing on faculty and staff resources, group trust, group freedom, loving others and loving oneself, voluntary co-operation, indi- vidual freedom, elimination of compulsion, new climates for interpersonal communications , improving classroom milieu, insisting on the personage of learners, relevance of subject matters, understanding and knowledge of htmlan behavior, devisi rag~ constructive methods for achieving a feeling of personal worth for everyone, insuring human growth. A humanistic administrator accepts Greerxwood's1 definition of an organization. "An organization canes into being when (1) there are persons able to communicate with each other, (2) who are willing to contribute action, (3) to accomplish a connwn purpose." This definition entails inalienable tenets of organizational operation. Essentially, organiza- tional control, goals, decisions, communication, motivation, and leader- ship are infused without loss of administrative humanism. The humanist administrator exhibits these attributes. He/she: -x- provides for democracy and Operates at this level, creates apprOpriate challenges with other in control, littllian '1'. Greenwood; Man ant and O anizational Behavior Theories; Southwestern Publishing Co., Cincinatti, Ohio; 1%? - p. 35'. *- *- *- *- *- * 67 equalizes power, exercises a looser form of supervision, exercises practices leading to self-control, self-direction, refutes coercion by external standards, opposes bureaucracies based upon rationality solely, opposes controls which constrain individual decision-making, opposes externally based determinants and sanctions, practices shared control, -x- loves others and himself, *- *- 3(- *- *- * *- *- believes each person holds the key to his own personhood, assists in the deve10pment of more adequate persons, integrates individual and organizational goals, unleashes potential to achieve goals by personal commitment, provides avenues for equal effective voice in setting goals, practices accountability, manifestly, practices group goal setting, practices group goal achievement, practices group goal evaluation, feels responsible for goals set by group, provides free access and free choice in goal determination, plans with and assist colleagues in goals, objectives, helps choose and use strategies which produce intended outcomes, resists positivistic methodology based solely upon quantitive analysis, uses intuition as a major bases for decision making, uses group decision making, allows everyone equal input to decisions, 68 * understands and utilizes human behavior in decision making, «I- acknowledges the need for personal involvement, «- acknowledges the need for personal decision making, 4:- provides support for decisions to be implemented, -x- emphasizes a climate which conducts decision making and implementation, at- emphasizes participative management. -x- will focus their attention of the human aspects of persons in the grown), a- will avoid sources of impersonality and alienation in all relationships , 41- encourages interpersonal confrontation in the community, *- practices a commitment to openness, *- emphasizes self-experssion for the individual, «- practices multi-directional objective oriented communication, * believes all ideas are valuable, wortw, equal, «- commmunicates Openly not covertly, 41- communicates his feelings, understandings equally, *- perceives the school not as an institution but as, a commmity, «1(- links each unit in the school with mam communication options, at- are visible, wellknown, recognized, *- confronts situations with needed relevant behavior, 41- provides comfortable climates for inter-personal relations, -x- devises constructive methods for communicating feeling of personal worth, self-respect, *- helps people see each other as cooperative, sensitive persons. «- creates a public image of confidence and trust, 69 «- plans activities which maintain or enhance student and teacher feelings of self-respect, personal worth, and emotional secur- ity, «- maintains a flair for warm relations, * seeks widest possible involvements, 4!- listens to staff, student ideas, a- is accessible as an administrator, *- maintains high level of tolerance and open-mindedness, *- engages in genuine dialogue, «- perceives man as a self-actualizing being, * bases human relations upon intangibles, emphasizing feelings, sentiments, collaboration, «- provides for self-determination at work, * restores man's dignity at work, at- understands that his assumptions about peeple can become self- fulfilling prephecies, at- does trust people and they know it, -x- believes people can exercise self-motivation, ‘* believes people are happier when self-fulfilled, * knows that persons involved and aware of organizational purpose need no control in authority-obedience sense, a. believes man is a builder, construction his own life, «It- accepts persons as simificantly unique individuals, at sees himself as a helper, facilitator, not director, * liberates teachers, students from restrictions, 41- resists quantitative assumptions which deny human separateness, n- creates conditions in which social self-hood is encouraged, 70 * believes in self-guidance, *- *- * {- * *- *- {- {- l- * 4!- relies on basic attitudes for motivation, allows people and grows autonomy, maintains employs centered leadership, taps creativity and commitment of people, encourages "free-thinking" and personal responsibility for choices, sees education as a source of freedom, develOps a unique leadership style, resists pragmation, trusts, declares the importance of self-direction, sees the principal and staff as a working collegium, realizes his/her leadership is earned from the group, keeps governance Operations in the background, he/she is open about who and where he is, uses all knowledge, can dissolve into the mainstream or be distinct, practices equal rights, deals with people not catagories, treats peeple equally, manifestly enforces rules, initiates ideas, * maintains grow norms, * arbitrates decisions objectively, considerately, *- practices on ability to research what the group needs to know, *- accepts the variety of human relations, 71 ‘* uses his skill in helping persons learn what their lives call them to learn, '* helps teachers and students work together, m-plans daily activities that enhance feelings, * focus on Options rather than uniformity in policies and practices, 1* insures every student is known as a total human being, .* admits varied learning styles, places, s-practices continuous progress, w-practices positive rather than threatening behavior, *-works with students and teachers, -* creates and.maintains a structure where change can take place, is assesses and diagnosis co-workers needs, * makes resources available to accomplish needs, -x- assumes reaponsibility for his actions. The instrument developed, was proposed upon situations which could elicit humanistic responses relevant to the validators, the readings, and sixzmajor task areas of administrative style. It was disseminated, returned, interpreted, and the data collected. The instrument is shown in the appendix. The instrument was scored. The number returned were not to the expectancies of the author; The caliber of answers was generally high. The number returned indicates something about the instrument. 72 WWICNS The definition of humanism, and humanistic administrator could be made public for analysis, comparison, generalization or further stucw. There appears to be no other present workable definition of either of this is so, then maybe these definitions may have some value to others. These definitions may be scrutinized by Immanist philosophers and edu- cators to synthesize, discard parts, or develop the definition if only for the purpose of aiding others who have difficulty identifying what humanism is , and how it applies to educational administration. These definitions may be refined or developed as mankind progresses, and learns about self, its sciences, its integral universe. Educators might refine or develop these definitions in order to apply their concepts, as schools develOp from where they are today, to where they m be in the future. The identified behaviors of the humanistic administrative style should be made known to principals as well as all educators. They might then decide their value and importance to themselves. It might be well if persons in administration compared their own administrative behavior to the humanistic traits, for the sake of the professional reinforcement of their present behavior, for the sake of knowing the traits. The survey should be used further on many more principals at many levels, its data should be collected and publicized. The survey has the following limitations which should be corrected and then used. Open ended responses are inappropriate for busy adminis- trators. Objective answers, based upon the four areas of scoring would be easier for administrators to respond. An item might get more adminis- trators responding if it looked like this: 73 "Teachers feel threatened over job security so you: 1) Interact personally with everyone, with the facts 2) Direct than to do their job anyhow, with potential reprimands. 3) Explain that life is that m, at a staff meeting 1;) Open lines of communication to you 5) None of these, but I would........" (pen ended responses were appropriate when trying to allow adminis- trators to be broadly personable in their answers. But we believe many answers are known, and these can be used. (per ended answers restricted the survey response, not only to persons who could take the time, but to persons who were inclined or felt comfortable writing. Many administra- tors respond better to another's answers, rather than inventing their own or verbalizing their own. The number of items might be reduced from twelve to ten, which may still provide internal validity to the answers while reducing the number of items. If the number is not reduced, it should increase with three items on each subject, to a total of fifteen inter-related items on the same subjects. Items may need to be reviewed for analysis, to learn if the items are more easily understood by Class A school principals than by smaller size school principals. Although this did not appear to be a problem, it could be. All items might be best placed on one sheet of paper, so that the survey does not appear lengthy. Validity of an open ended survey is difficult to achieve because of the variety of answers possible. The three humanists and their responses are most probably as different as they are alike. This does bring up the 7h question, is validity verification a humanistic process? Can a written survey adequately collect the data necessary to make appmpriate decisions about humanists. Maybe the information necessary can only be collected in oral interview. Possibly there is a difference between belief and behavior and which is listed as a response? A purpose for an instrument is to assess the degree of humanistic behavior found in principals. The survey purpose should be able to do this wherever it is used. A more personal process, possibly more valid than a written objective response selection instrument might be one of the following. School visits, involving interviews of the principal, some alert students, some knowledgeable teachers and parents may be appropriate. Each respondent might be asked variations of two simple questions. "Are you involved in control (or goal setting, decisionmaking, communication in the organization, motivation, leadership) in your school?" and "To what extent are you involved?" Recorded answers could be compared to the listed traits of humanistic administrators. Video tape memory and replay of critical decisions involving control, goal setting, decision making, communication, organization, motivation and leadership of the administrator in charge may be a means to identify actual behavior and compare it to the listed traits. This would easily identify to the administrator, some differences. Case studies designed around the instrument questions, reviewed orally with the principal would gain 100% response and may be a best means to gather data. Possibly the best technique would be to use the instrument as an interview guide of the principal and record his answers. The interviewer 75 would then check others close to the principal to see if they perceive her or him acting the way he or she thinks he behaves. Then the validated answers could be compared to the humanist validators (Drs. Shaw, Alam, Bohnhorst, Suehr) and the list of traits. PERSCNAL REEEECTIQIS The identification of a humanistic administrative style relative to Likert's characteristics of leadership, control, decisionmsking, goal setting, motivation and communication may have more value to the writer than anyone else. This portion of the study has allowed the writer to "label" or "find terms" which clothe an intuitive ideal behavior which sensitive administrators feel~when pressed to identify what they are doing. The writer feels some success, in being able to collect from many authors what they perceive literally are traits of humanistic administra- tors. Although it is difficult to narrow humanistic behavior to a category, it is helpful to limit the humanistic style to behaviors rela- tive to the terms listed. The characteristics are clear, to the writer, for the first time. A humanistic administrative style stands out alone among many leadership and management activities. K_ez v_:9_r_dg appear, which certainly lead to the recogJition or perception of humanism and humanistic administrative style. The list of traits stands well enough that manage- activities can be selected, and compared to the list, for relationship. Undoubtedly, the writer will use this list in teaching administrators how to be administrators. The first survey has attempted to ermine responses from adminis- trators with regard to their tendencies to practice humanistic behavior. It also intended to try to identify some things about principals as a 76 whole and particular school size groups. Data from.the present study, however, should not be perceived as representative of principals in gen- eral or of these grows, because of the small number of responses. Given the limited responses and the pilot nature of the instrument, the fol- lowing statanents are viewed as statements for possible further study. 1. Secondary principals as a group tend to be autocratic in control and decision making skills. They control people, and decide their destinies with little exercise of author- ity delegation or deep involvement of those under the I prinicpals' decisions, and controls. 2. Class D school size principals tend to be the least open ended concerning control or decision making, although they have the best opportunities in smaller schools to delegate authority. 3. Class A school size principals tend to be the least autono- mous in decision making and control skills. Although schools are larger, they give control decision power to others. Principals might tend to be the least humanistic in Likert's dimen- sions in decision making and control. If these indications are true, principals might be less autistic and might share data and discussion with those directly affected by their authority. Principals might learn to share risks, by involving others in collecting data, looking at options, examining possible results from decisions and selecting appropriate goals and means. They could support decisions made by grows and then lead into a climate which is conducive to participative management. Prior to this, principals might become aware of the need of persons to be involved in personal destinies . 77 Secondary principals as a grow tend to be more humanistic in communication skills. Class D size school principals tend to communicate more and better than any other size school principal. Class C size school principals tend to behave the least humanistic in communication. One might suggest that school size may have something to do with cmmications. Although since Class C schools were next smallest in this sample, and tended to be the least communicative, it could appear that size is of no matter. In any case, it could be that secondary principals need help in recognizing that they would do well to avoid sources of impersonalization, to practice openness, to emphasize self-ewression for each, to listen carefully, to be accessible, and to maintain multi- directional communication flow among many other things. 7. 8. 10. Secondary school principals tend to humanistic goal setting and achievement. Class C size school principals tend to be the best at this venture. Class B size school principals tend to be the least human- istic at setting and achieving goals. Michigan principals might continue their efforts in grow goal evaluation, manifestly practicing accountability. Principals appear to practice in some degree those characteristics listed in Chapter 3. Secondary school principals are near equal regardless of school size in motivation of the others. Secondary school principals may be in need of learning 78 about wly peeple do things. Principals may need to see man as self-actualizing being emphasizing feelings, senti- ments and collaboration. Trust, belief in self-motivation, and belief that man is a builder are basic traits needed by principals. Principals must believe in self-guidance, rely won basic attitudes for motivation. 12. As humanistic leaders, principals might be classed as "tending toward humanism" regardless of school size. Secondary principals may on the whole, be ignorant of the leadership characteristics of humanistic principals. Personal experience as well as the poor showing of principals on the survey, indicate this. Such terms as, "employee centered leadershi ", "practicing equal rights", seem unfa- miliar to principals. Possibly the entire list of traits in Chapter two could become pertinent discussion material. for leadership courses in the secondary principalship. It seems that much of what is known about humanist behavior for ad- ministrators is not readily available or readily learned by administrators. Same means needs to be found in which the humanist ideals are at least acknowledged, if not assimilated. The practice of public secondary administration is bent won pragma- tism and the need for present immediate crisis solution. At this point, participative management is secondary to autocratic administration. In this age of accountability, brush-fire educational administration will be hard to change. Maybe, a periodical bulletin, entitled "The Humanist Educator" is a key to expounding, publiciflng and propounding the ideals of the humanist administrator in education. Maybe, a corner of the Michigan Association 79 of Secondary Schools Bulletin can be assumed for the purpose, or maybe the National Association of Secondary Schools Bulletin. In any case, principals must become aware of behaviors which are, and are not humanis- tic. An attempt should be made to spead the concepts of humanist behavior in each of the five areas identified in this stuw, indicating brief case examples with possible solutions by means of humanistic behavior. These might be disseminated to administrators, especially at seminars, or in periodical publications selected for their readability. The writer believes that educational administrators need a sense of satisfaction but also a sense of growth. The release and reading of the right kind of articles could help an administrator see what he does well, and then also see what he might try. Defining humanism was a challenge in this study. What might appear to be known to many was not clear to the present writer at the outset. Though not the only possible definition, the concept developed in this study is one which the author can now readily understand. The writer hopes that it my be of some value to others. The definition of humanism and the definition of a humanistic administrative style do relate to the traits exhibited by the three validators who responded to the survey. One may recommend, from the relationship of the three (two defini- tions, and congruent responses) and the responses of May, Rogers, Combs, and Kurtz that the practice of humanism, or its style is difficult if not impossible. How can humans be inhuman, how can known humanists act as they do? This discrepancy between idealism and practice promotes a premise, additional to the writings of atheistic humanists. "Theistic humanism will lead persons to more actual practice than atheistic humanism." This pre- mise needs research and study. APPMDIX Ale 4, 1975 Dean. Colleague, What secondahy plzlncépdls believe and do has been vital to me. This taplc has lnflzlgued me 60): twenty filve yea/ts. Lt ls now paint 06 the culnuinowéon 06 my golunal studies and a déssvutallon on educational adminismallve style wt Michigan Stale Unive/cslty. Would you kindly do me the cowmtesy 05 completing «the enclosed inst/Lament, as best you can undu the pnessuhes 05 you day. Please thwm it to me in the enclosed envelope. 16 you have any questions consuming my switch and collection, I'd be pleased to talk mulch you- I can be heached at 517-546-3085 oIL 517-546-6200 ext. 34 on. 35. Since?) os eph C. Flelds , Pnlnoépal JCF/as 81 Match 31, 1975 Us. Anthun w. Combs Flotida State Untve/Lstty Gainsvtlle, Flomtda 32601 Deaa.0a. Combs, You may aecall out balefi dlscusslon at the Month Centnal Annual Meeting in Chicago in 1974. At that time, I gave you gaeeténgs Mom Dale Alum who has been my advtsot th/Loughout file doctotal paogaam at Michigan State Unlvejzst'ty. I am cwmently woaktng on my dtsse/utatton which is somewhat titled, " A Study 06 Educatlonal Admlntstlmtons Pnaetlce 05 Humamsm. " I am Writing you to hequut some minutes as you tune (on. neply to an open ended tnstnument. Some 06 the tntent 06 the tnsmument since it is punitive, is to 61nd some similan on dlsslmllan behavloa 06 adnuinlstnatons. I believe youa aeple'es might help me sont out those answe/zs whtch may on may not tend towaad humanistic behavloIL. Ktndly do me the {was 05 heplytng tn the best 6ashlon unden youa u'JLcum- stances. I wtll be deeply indebted 60a yOWL senvtce. Since/Lefty, W Joseph C. Flelds 1400 w. Gland Rivet Howell, Mlchlgan 48843 JCF:h6 82 the Humanist 923 Kensington Avenue Buffalo, New York 11.215 Tel. 716--837-0306 April 16, 1975 Dear Mr. Fields: Thank you for your letter. I am sending it on to Roy Fairfield, who has spent most of his time in the field of humanistic education. I believe that he could do a better job than I in responding. We appreciate your interest in the Humanist. Fran Paul Kurtz 83 ROLLO MAY. PH.D. a :Ae'r own-c OTRIIT New YORK. N. Y. 1002. TIL. 880.4853 April 17, 1975 Dear Mr. Fields: In regard to your letter of March Blst, I have to point out something that I do not think Pat did. I have nothing at all to do with schools and hence I don't have any an— swers to most of your questions. I am sending the questionaire back. I hope you can get enough answers to do your study effectively. Sin 1y, enclosure Joseph Fields Howell Senior H.S. 1400 W. Grand River Ave. Howell, Michigan 48843 8h Center for Studies of the Person May.2, 1975 Joseph C. Fields Howell Senior High School 1400 West Grand River Avenue Howell, MI 48843 Dear Joseph Fields: I'm sorry. I don't have the time to answer.your queStions, and beSideer.Iee1.that my.reSponSes.would be too hypothetical since I am not an administrator.» I will send you a cOpy of a recent issue of the journal'EducatiOn which may suggest an answer to some of your queStions. Si erely, (20w. Carl R. Rogers, ReSident Fellow CRszh 85 86 ADMINISTRATIVE STYLE SURVEY Please complete this information: PRINCIPAL' 8 NAME SCHOOL NAME SCHOOL SIZE (cuss m, B, c, D) NO. OF mess ms PRINCIPAL NUMBER OF YEARS IN THIS POSITICN HIGiESI‘ DEGREE ATTAINED Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? There are no written board or administrative policies. The adminis- istrative team is discussing the possible need. In detail, what is your belief about the need for these? Major decisions about school term length, and course length need to be made. mat do you do? 87 MISTMM STYLE SURVEY (OONTD.) 6. 10. Your school has four teacher vacancies for the nest school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? The school security is in jeopardy. Students may be in physical dan- ger. Teachers are not supervising the halls . mat do you do about this? The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. Some teachers feel threatened concerning job security in your building. mat do you do? Teachers don't feel reaponsible to implement school goals. What do you do? Teachers ask for control of the school budget? that do you do? Teachers are publishing, without your approval, a daily bulletin com- paprable to the type you publish. that do you do? Thank you. PLEASE RETURN. IN THE PROVIDED EWELOPE. Joe Fields, Principal HOWELL HIGH swoon-3mm, MICHIGAN 1488123 88 WISTRATIVE STYLE SURVEY Please complete this information: PRINCIPAL‘S NAME Ben Bohnhorst SCHOOL NAME MSU SCHOOL SIZE (cuss A, B, c, D) _é-A-L mo. OF YEARS AS PRINCIPAL NONE NUMBER OF YEARS IN THIS PCBITION 6 HIGHEST DEGREE ATTAINED ED. D. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? I would use a double-barrelled approach: (a) involvement-- I would seek the widest possible involvement of professional staff, community constituents, and student consumers, using group processes; perhaps involving pre-training of group process facilitators--so as to obtain the most comprehensively representative set of inputs possible; and (b) alternatives-- I would launch the whole Operation for the purpose of iden- tifying authentic, feasible alternative sets of objectives for our school. 2. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? To my mind, what our teachers do constitutes the program--(or as I would prefer it, programs in the plural) which are to be budgeted. It therefore becomes absolutely essential that their imts form the foundation of the program identification and budget building process. Again, I would seek for a plurality of programs by asking teachers to define and describe altern- ative sets of learning an vironments--for one of which each teacher could identify a preference. When the faculty as a whole had identified the several (2, 3, b, or 5) different sorts of environments they variously desired to provide, we should then use them as a basis for spelling out and distinguishing alternative programs and projecting costs and budgets there- from. 3. The Board of Education asks the administrative team to help revise the goals of the system. that are your next steps? W next steps are (A) to heartily commend the Board for courageously confronting the need to rearticulate system goals, (B) to pledge my own personal commitment to contributing to the process as fully as I am able, (C) to urge as vehemently as possible that the moment he recognized as a golden opportun- ity to involve the whole community in the process, and (D) propose a feasible plan for proceeding with such involvement including the goal of establishing emlicit alternatives . 89 AIMENISTRATIVE STYLE SURVEY (CONTDL) 14. S. 6. There are no written board or administrative policies. The adminis- trative team is discussing the possible need. In detail, what is your belief about the need for these? My belief is that such policies are very much needed. On the positive side, they provide guidelines for decision and action. On the negative side, they help (or can help) protect against hidden agendas and capricious or arbitrary decision making. In general, they help make explicit a system's underlying set of values, available for critical evaluation and progressive rectification. Policies, there- fore, should always be approached as to tentative guidelines constantly open to revision and improvement. Major decisions about school term length, and course length need to be made. What do you do? In answering this question, I am assuming the existence of standing committees of the system under whose jurisdiction these questions properly fall. If such organizations do not exist, this might be a good occasion for creating them. In any case, I would then put the issues before the committee, stating alternatives and consequences as fully as I might be able to do, and arranging (if I am aware of opposition to my views) that other voices state the issues, alternatives, and consequences as they see them, I would then urge and argue my own recommendations, and arrange that alternate argu- ments also be heard. Finally, I would urge the committee to deliberate and to recommend its decisions on the issues, but only after they had announced publicly that they were deli- berating and would welcome comments and views from concerned and interested.parties, including eSpecially views and comments from students. I suppose ultimately these matters, being major decisions, would be matters for final determin- ation by the Board. I would forward to the Board a full report of the above deliberations and recommendations. I would make clear my own recommendations and justifications. I would urge the Board to publicize adequately in advance the meeting at which the matter was to be considered both the nature of the issues and the recommendations before it. I am assuming the Board.meeting will be an open meeting that will include opportunities for concerned parties to be heard on the issues. Ybur school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? (Note: I would have had.my school's teachers involved be- fore this in the "narrowing" process.) The best thing to do next is to involve the teachers of the school in helping select the four colleagues who are to be chosen to join 90 ADMINISTRATIVE STYLE SURVEY (comm) 7. them in working beside them. A representative group of constituent parents too might well be asked to give their views to a panel of incumbent teachers on their reactions to the qualifications of the candidates. In making my own recommendations I would be primarily guided by the reco- mendations of the incumbent faculty. The school security is in jeopardy. Students my be in physical danger. Teachers are not supervising the halls. What do you do about this? I confront it as a major and immediate issue facing the com- munity which our school constitutes. To lessen immsdiate dangers, I solicit the help of and, if necessary, assign responsibility to designated staff members to immediately initiate necessary supervision. I formulate a more feasible and effective school security plan. I call in selected faculty, parents, and students--lay the problem before them-outline ”proposed revised security-~solicit their insights as to the nature of the problem and its solution-- solicit their critiques of my proposed plan and their suggestions of better plans-~arrive at a deliberate plan in this way--notify the central office of the problem we are having and the action we are taking-~implement the plan-- then keep broadening the base of understanding and the gathering of inputs from among constituent parents, faculty, and students, and thereby constantly refine security mea- sures so as (a) to maximize student safety to reasonable levels while (b) minimizing constraints on independence of individual action as far as feasibly possible. The communication flow in your building is mainly paper flow down- ward. Describe the communication flow which you would like. As open as possible: Upward, downward, laterally--and based on trust and reapect for mutual community members--as informal as possible, committing to paper those inimical matters re- quired for recording and guiding good management (to para- phrase Jefferson, that management is best which manipulates least). I would hope for a minimum of codified regulation and a maximum of informal flow of info. in all directions. Trust is the quality which would have to be maximized. Some teachers feel threatened concerning job security in your building. What do you do? Keep the flow of facts going to them directly and accurately. Counsel with the ones who are threatened. listen empathically. Help them communicate their anxieties, if that is what they want me to do, to higher echelons of administration. Help 91 AIMINISTRATIVE STYLE SURVEY (CONTDJ then obtain the sort of evidence they require, if possible, to resolve their feelings of being threatened. 10. Teachers don't feel reSponsible to implement school goals. What do you do? Counsel intensively with the individuals who do not accept this responsibility. It is their responsibility: Listen empathically. Look for possible underlying groups. Be alert to confusions in thinking and lacks of understandings regarding responsibilities. Try to help clarify thinking. Be clear about my views of their responsibilities and com- municate these as explicitlyaspossible. Attempt to specify accqtably implementing actions to which the individual may agree. Be clear about differences in view. Keep channels open. Try to keep position moving. But never relinquish the position that teachers are responsible for implementing goals. 11. Teachers ask for control of the school budget? What do you do? Since teachers do not have legal responsibilities for school budget, and since Filler officials do have this responsibility, I would act as vigorously as possible (a) to make clear the legalities of the matter, and (b) to keep my collegaues the teachers to reformulate their concerns, purposes, and objectives into lines of action which can feasibly help them achieve what they are really after. 12. Teachers are publishing, whithout your approval, a daily bulletin comparable to the type you publish. What do you do? (Note: so who needs my approval?) So let's get together: Something wrong with my bulletin? Good: Then I'm glad to know it. It is highly likely their bulletin does a better job than mine. (Actually, I would have preferred their doing the publishing in the first place.) Wonderful if they will take over this function! Ary problem about my including info. in theirs? If there is a problem between them and me, then let's get at that and thrash it out. But, halleluia: Let them publish by all means: Thank you. PLEASE RETURN IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN b88h3 92 MM ems SURVEY Please complete this information: PRINCIPAL' S NAME John Suehr SCHOOL NAME SCHOOL SIZE (CLASS A, a, C, D) NO. OF YEARS AS PRINCIPAL mum OF YEARS IN THIS POSITIQJ HIGHEST DEGREE ATTAINED Please answer these questions presuming you are the administrator of your school and these indidents occur. 1. The state mandates each school have its own performance Objectives. How would you go about Obraining these for your school? I would involve students, parents, faculty, and administra- tors in a process leading to assessment, identification, development, writing ad evaluation of Objectives. I see assessment Of needs and identification of objectives as being most crucial. I would also have no more than three Objectives each year. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget ? I would ask them to consult with students and parents to arrive at educational needs. Then, I would ask them to list resources necessary to meet those needs. Dollars would be attached to resources and alternative sources for funding would be identified. my role would be to encourage, facilitate and fight for the educational needs as expressed in dollars. The Board of Education asks the administrative team to help revise the goals of the system. mat are your next steps? To organize all client groups who would like to work on the task. Ask each group to establish goals, and participate in cross-group meetings to finalize goals. We would then summit to the Board. There are no written board or administrative policies. The adminis- trative team is discussing the possible need. In detail, what is your belief about the need for these? Well, tough question: The same amount of time and energy needed to formulate written policies would be better Spent in status-free communications directed toward establishing a climate of TRUST. Written policies may have PR value in larger systems, but where a climate Of TRUST prevails they are not necessary. Sometimes, in the process of estab- lishing policies, a team will start to develop TRUST. 93 ADMINISTRATIVE. STYLE SURVEY (COMM S. 7. 10. Major decisions about school term length, and course length need to be made. that do you do? I would turn this over to our class in Creative Problem Solving. They would come up with a variety of Options to these problens. Then, the entire school would be involved in the final decision. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, thechoice is narrowed to 12 candidates. Wnat would you think best to do next? Have our teacher selection committee composed of students, parents, teachers, and myself, make the final selection. The school security is in jeopanhr. Students may be in physical dan- ger. Teachers are not supervising the halls. What do you do about this? Possibly conduct of a Day of Inquiry by dividing into small groups of 10 composed of teachers, administrators and students, and parents. Each group would identify problems, list forces creating problems, propose action plans, inmlementation plans, and feedback plans. The communication flow in your building is mainly paper flow down- ward. Describe the communication flow which you would like. Turn it over to the class in Creative Problen Solving. Try to flatten the hierarchy, and have comnications flows both up and down with equal power. Some teachers feel threatened concerning job security in your building. What do you do? Meet with then. Support them. Possibly make it an all school problem. The process in #7 would be continual. Teachers don't feel responsible to implement school goals. that do you do? Determine the process for establishing goals. Ask then what the problen 18. Ask then for action plans. Listen: Teachers ask for control of the school budget? What do you do? Love then! Make sure that all teachers have control of it. Watch for power needs of some teachers. Isist that students also equally have control. Teachers are publishing, without your approval, a daily bulletin com- parable to the type you publish. that do you do? 91: MISTRATIVE STYLE SURVEY EONTDQ Say "Great!" "Can I have epace too and we will eliminate mine." Ask mself, "that did I do to create this?" "Is it good?" Thank you. PLEASE RETURN IN THE PROVIDED ENVELCPE. Joe Fields, Principal HOWEIL HIGH SCHOOL - HOWELL, MICHIGAN haste 95 AMISTMIVE STYLE SURVEY Please complete this information: PRINCIPAL' S NAME SCHOOL NAHE SCHOOL SIZE (CLASS A, B, C, D) NO. OF YEARS AS PRICIPAL NUMBER OF YEARS IN THIS POSITION HIGHEST DEBREE ATTAINED Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school. I would start collecting them--from the State Dept.--other systens--etc. I would place then in the professional library & inform teachers that they are available if they are interested & I would inform the State Department that we had complied with the mandate. The school systen had implenented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? I would share the process with the teachers in writing and call a meeting for all those interested in searching for a way to make the process work for us. The Board of Education asks the administrative team to help revise the goals of the system. that are your next steps? I would be excited-J would welcome the opportunity. The single goal statenent that I would "push" for is: To reSpond As the team .to expectations of parents and needs of kids. launched into discussions I would share progress with staff 8: call periodic meetings for those interested to give input 8: discuss! There are no written board or administrative policies. The admin- istrative teen is discussing the possible need. In detail, what is your belief about the need for these? We need policy in areas that are legally prescribed. That is policy to implenent law. This would include 180 days and 900 hoursugoverunent offered--as well as human rights areas where law is obvious. Major decisions about school term length, and course length need to be made. mat do you do? 96 ADMINISTRATIVE STYLE SURVEY (CONTD.) 9. 10. 1].. Encourage each teacher to suggest how it would be for him or her and try to schedule that way. Start with teacher commitment within the decision. Then form a voluntary coun- mittee of parents, kids 8.: teachers to react to the proposed schedule. Try to get to alternatives within school-- parent/ student decision-making. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? Ask for voluntary cemnittee(s) of parents, kids & teachers to engage in interview process. I would like to sit with committee prior to interview to talk process. The school security is in jeeparch'. Students may be in physical dan- ger. Teachers are not supervising the halls. What do you do about this? Go into classes--talk with kids-~find out "what's happening" --why many are so unhappy. Then call meeting of interested teachers to begin to see what must be done. The communication flow in your building is mainly paper flow down- ward. Describe the cemmrnication flow which you would like. It is hard to discover feelings in paper-flow communications. We would try for a consensus decision-making process. Those attending decision-making meeting would come because they have interest in the decisions being preposed or sought. we would talk at least! Some teachers feel threatened concerning job security in your building hhat do you do? Be sure that they all really have all the data that I have. Keep it public. That is all I can do--the insecurity is there. I would be happy to get then more data--if I can-- if they request it. Teachers don't feel responsible to implenent school goals. What do you do? Request what goals or toal each teacher does hold-make that public within the school--carry that type info. back to admin. team on goals and try to get broader goals that would include where teachers are at. I would also "evaluate" teachers on the goal(s) that they presented to me a use that process to eval. goal(s). Teachers ask for control of the school budget? Wnat do you do? 97 MISTRATIVE STYLE SURVEY jOONTD.) Igive then the school budget--there will be lots of action-- process--within the decision-making model (consensus) that we have. 12. Teachers are publishing, without your approval, a daily bulletin com- parable tO the type you publish. mat do you do? I submit nw announcements to then cause more teachers are probably reading theirs. Thank you. PLEASE RETUIN IN THE PROVIDED ENVELOPE. Joe Fields, Principal Hm HIGH SCHOOL - HONELL, MICHIGAN 1.88m 98 AIMINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, s, C, D) NO. OF YEARS AS PRINCIPAL 12 Km OF YEARS IN THIS POSITION 12 HICHET DEBREE ATTAINED Please answer these questions presuming you are the administrator of your school and these incidents occur. HIM-3!; The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 2 Work with Ass't Principal in charge of Curriculum DevelOpment and chairman of each department plus members of the department. 1. 9. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? Work with my Administration Ass't in charge of budget and the 2 Chairman of the Department plus menbers of the deparhnent. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 2 Ask for my staff to review our present goals and then use the revisions in my work with the Supt. 8: Bd. of Ed. )4. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? I really don't know how you could carry out the feelings of the 1 Ed. and Spt. unless you knew what they were. 5'. Major decisions about school term length, and course length need to be made. What do you do? 2 Abide by State Guidelines. Work with my staff and if changes seen needed recommend then to the Deputy Supt. in charge of Curriculum. 99 MISTRATIVE STYLE SURVEY (C(JN'I‘D.) After 6. Your school has four teacher vacancies for the next school year. review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 Have them in for an interview involving teachers and students. Students may be in physical danger. The school security is in jeepardy. What do you do about this? 7. Teachers are not supervising the halls. If it couldn't 2 Call a faculty meeting and present my problem. be resolved to my satisfaction request a meeting with Dep. Sup't. of Cperations and make recommendations. 8. The commnication flow in your building is mainly paper flow dowrmard. Describe the communication flow which you would like. 3 Department face to face short meetings. Some teachers feel threatened concerning job security in your building. 9. that do you do? 1 Talk to then to give then a clear picture of the situation. 10. Teachers don't feel reaponsible to implement school goals. What do you do? 3 If they are not carrying out their reaponsibilities work with them --if that doesn't help--verbally reprimand then-«next step repri- mand then in writing. Teachers ask for control of the school budget? What do you do? 11. No way--they can recommend and we will try and meet their needs. 2 We must have final decision representing the Sup+. and the Board. .2. Teachers are publishing, without your approval, a daily bulletin compar- able ‘bo the type you publish. Mmat do you do? 0 Check it out-~if no problem don't worry. tract, check source and stop it. If against the con- Thank you. PLEASE REmRN IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN b88h3 100 MINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, g, C, D) 12514. N0. OF YEARS AS PRINCIPAL 10 NUMBEROFYEARSDITHISPfiITICN 8 HIGHEST DECREEATTAINED ED. 8. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 1 We just worked ours out with some guidelines from the state. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 2 Through dept. meetings and curriculum develOpment. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 0 Trying to implement them. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 3 Avoid them if at all possible. Major decisions about school term length, and course length need to be made. What do you do? 1 Appoint a committee. 101 AmmISTRATIVE STYLE SURVEY (CONTDJ 6. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 1?. candidates. What would you think best to do next? 0 The Prin. selects the best candidate. 7. The school security is in jeopardy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 0 Any school that doesn't have teacher smervision in their con- tract should, the admin. staff cannot do the job alone. 8. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 More time to do some of this communication on a one to one bases. 9. Some teachers feel threatened concerning job security in your building. What do you do? 0 ? 10. Teachers don't feel reaponsible to implement school goals. What do you do? 0 One simply has to change that attitude. 11. Teachers ask for control of the school budget? What do you do? 0 Tell them to go to hell! 12. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 0 It would appear that someone is about to leave his/her job! Thank you. PLEASE RETURN IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 102 AIMINISTRATIVE STYLE SURVEY SCHOOL SIZE (Class A, B, C, D) C NO. OF YEARS AS PRINCIPAL 1 NUMBER OF YEARS DITHIS PCBITIQI 91110 HIG‘IFST DEGREE ATI‘AINED Ed. S. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 1 Would set up departmental meetings and charge them with the responsibility of writing up objectives meeting certain cri- teria. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 2 Through Dept. Chairmen. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 3 Formulate a steering committee with community, student, staff and administration participation to take a look at present goals with regard to recommended changes and/or additions. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Written policies are essential to avoid confusion and mis- interpretation of school rules & regulations. Major decisions about school term length, and course length need to be made. What do you do? 0 Make recommendations based on input from staff & administra- tive team to the Superintendent for board adoption. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 Make a selectionuoffer a contract, subject to Superintendent approval--if candidate does not accept take second choice. 12. Joe I! “V ' 103 MISTRATIVE STYLE SURVEYJCWTD.) 7o 10. 12. The school security is in jeopardy. Students may be in prysical danger. Teachers are not supervising the halls. What do you do about this? 1 Teachers not fulfilling assigned responsibilities should be reprimanded and if correction is not made a recommendatibn for suspension leading to dismissal should be made if teacher does not follow reasonable instructions. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 2 Two way flow of information and suggestions. Same teachers feel threatened concerning job security in your building. What do you do? 0 Teachers don't feel responsible to implement school goals. What do you do? 1 Be supportive of their objections - if not valid begin procedure for dismissal. Teachers ask for control of the school budget? What do you do? 1 Tell them it is not their area of responsibility but I would listen to their concerns. Teachers are publishing, without your approval, a daily bulletin canpar- able to the type you publish. What do you do? 1 Discuss with building rep. - a stop to be forthwith or these staff responsible will be reprimanded, including possible sus- pension or dismissal. Thank you. PLEASE RETUIN IN THE PROVIDED ENVEIDPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 10h AIMINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, g, c, D) B NO. OF YEARS As PRINCIPAL 9 WWEARSINTHISPOSITIW 3 MWDMEEMAM MA Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 2. 3. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 2 Teachers prepare drafts--review with a committee of faculty, students, administrators, Bd. Member representing Board. Final decision by Principal at bldg. level decision. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 1 By teacher request of those materials: 1) necessary, 2) nice, 3) luxury for courses taught. Commitee Review 8: position. Principal's decision. The Board of Friucation asks the administrative team to help revise the goals of the system. What are your next steps? 2 Work through building level cwmmittees to Ad Council to Board with recommendations. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Policies essential, which are "guides for discretionary action" "Administrative regs are (should be.) communication documents for staff and students. Major decisions about school term length, and course length need to be made. What do you do? 2 Gather data first--factors--constraints variables, etc. I inform then poll people--consider factors-«committee review of all info. 8: committee preparation of at least three options --principal decision. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 What we do--screening committee interview--demonstration teaching by each candidate--screening committee discussion --principa1's recommendation to supt. 105 Ammrs'IRAIIVE STYLE SURVEY (mm) 7. 9. 10. The school security is in jeoparcy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 0 Assuming from the statement that general apathy exists - find another job. The cemmnication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 1 We use a daily publication so that anyone can submit material for communication. Also our Faculty Bulletin is available to aryone so long as they 8151 their name to the insertion. Somme teachers feel threatened concerning job security in your building. What do you do? 3 Discuss the issues epeily & frankly with those people. Teachers don't feel responsible to implement school goals. What do you do? 3 Get it out in the open - individually. Teachers ask for control of the school budget? What do you do? 1 Advise them that when they wish to waive tenure 8c join the "risk-takers" they can be reaponsible for their decisions - until then they may recommend. Teachers are publishing, without your approval, a daily bulletin canpar- able to the type you publish. What do you do? 3 Try to determine "why there appears to be a need." Peeple generally have motivation related to deep felt needs. Thank you. PLEASE RETUIW IN THE PROVIDE WE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN 1.8810 106 AIMJTNISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) A NO. OF YEARS AS PRDJCIPAL 2.3 in Admin. NUMBER OF YEARS IN THIS PCBITION 7 HIGHEST DEGREE ATTAINED M.A. 4' 7n Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 1 All those who did not want to adopt the State P.O.'s would have to write their own by a certain date. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget. 1 Use your department heads or a budget committee. Or establish budget committee. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 1 Make an educational needs assessment of your school district. Borrow, devise, or steal an instrument. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 by belief is that they are imperative. In this day and age you better have them for the protection of all concerned. Besides, it is good practice. Major decisions about school term length, and course length need to be made. What do you do? 1 (Don't ask the advise of the union) State says 180 days. Within that refer to your needs assessment, the goals of your systgm, the make-up of your community. Curriculum tack forces Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 Invite each candidate in to Spend a day in your school - visit with teachers in the dept. and the department. Then get together with dept. head and make a choice. 107 AIMINISTRATIVE STYLE SURVEY 7. 9. 10. 11. 12. The school security is in jeopardy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 2 Gemeral meeting. Follow up by buttonholing those that do not cooperate. Negotiate something in the next contract. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 1 Flow a little back the other way. Maybe someone's not on the ball so get crackin'. (So it's mostly down - what's new?) Some teachers feel threatened concerning job security in your building. What do you do? 1 Ranind them what the depression was like and tell them at worst they probably won't be paid in script. The money crunch is here. We love them and need them but the facts of life are as they are. Teachers don't feel responsible to implement school goals. What do you do? 1 lead them through dynamic management. Seriously, make it a part of the evaluation process and get something in the contract on it. Teachers ask for control of the school budget? What do you do? 3. We have a budget committee made up of dept. heads who are part of the building council. If we con't work out the problems reasonably the principal has the make the final decision. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 This would mean that there are some serious problems - what's at the bottom of it, how can it be rectified? Some peole bet- ter get together at the gut level. If this doesn't work then something's got to give. Thank you. PLEASE RETURN IN THE PROVIDED ENVELQ’E. Joe Fields, Principal Hm HIGH SCHOOL - Hm, MICHIGAN 1488143 108 Ammxs'rmrvz STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) C 110. OF YEARS AS PRINCIPAL 25 NUMBER OF EARS IN THIS POSITIw 12 film DEGREE ATTAJNED M.A. + 20 Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandate each school have its own performance objectives. would you go about obtaining these for your school? 3 In working with state mandates, I try to judge the direction and partially gear up ahead of time. Then I wait for guide lines and procedures to come. Then I go to the "troops" and we get the work done. The school systen had implemented a program budget process years ago. a second year principal how do you arrange for teacher input into the program budget? 1 Determine past practice. In an on going system, most "bugs" have been worked out before. However, there is always room for improvements due to changing programs and conditions, so I would evaluate practice with these factors in mind. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 1 Wait for the Supt. to call a meeting of administrators involved. Follow his direction: either autocratic or democratic. If democratic, make m contributions from experience and knowledge of administration. Then do in my realm of reaponsibility what is necessary to meet the objectives set down, using whatever help is available on my staff. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Through the years I have felt that there can not be too many board and admnnistrative policies to assist the principal in decision making. On the other hand there should be provision for keeping these current with new trends and situations in the job of education. Principals should have a very large part in suggesting new policies and revisions of present poli- cies. Major decisions about school term length, and course length need to be made. 1 What do you do? Do as directed. Keep in mind: state law, accreditation requirements, student needs, educational facility available and present staff. Prepare input, explain input and work in the frame (of what is developed. How AB 109 immrsmm'rrvs STYLE sum (mm-D.) 6. 9. 10. Your school has four teacher vmancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 Follow procedure as set down for the employing school district. Here the names would be submitted for Superintendent interviews. Only one name for each position would then be agreed upon by the Supt. and principal and submitted to the board by the superintendent. The school security is in jeopardy. Students may be in pmsical danger. Teachers are not supervising the halls. What do you do about this? 0 Here you have a three part question. School security may be threatened in many ways and is certainly one of the major principal reaponsibilities. Health and safety of students I feel to be an even more major responsibility of the principal and hall supervision is a method of student control. Assess the situation in view of policy thend'n what has to be done. The coulminication flow in your building is mainly paper flow downward. Describe the cammunication flow which you would like. 3 By definition communication is a two direction (or more) pro- cess. In today's schools lack of communication no matter how hard you try to communicate is a major cause of criticism from community, student, staff and administration. Communication should flow all over the place from all directions. Some teachers feel threatened concerning job security in your building. What do you do? W This question also has several facets. Tenure status of the teachers, Master Agreement, need for lay-offs, teacher perfor- mance all have something to do with insecurity feelings. Here, again, I would determine the causes for the feelings, follow policy, master agreement and other written directions, and talk directly with the teachers from these reference points. Teachers don't feel responsible to implement school goals. What do you do? 2 Several things could lay behind this also. Determine the causes, work with the teachers. If the goals are a matter of policy of the Board of Education, point out obligation to follow policy and work through change procedures. If the goals are mine or set by staff action - work out the problem short of moving dismissal for insubordination. 110 AIMINISTRATIVE arm.“ SURVEY LCCNTD.) 11.. Teachers ask for control of the school budget? What do you do? 1 There is no money anyway so who knows about budgets? This is a school board and superintendent function. Involvement of staff in budget is administrative perogitive that will proba- bly enter Master Agreements more and more as negotiations process developes. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 Search through all written policies. Determine the value and intent of the publication. Work for whatever goals are indi- cated: changes in policy, changes in intent or content of publication or elimination of publication. Thank you. PLEASE RETURN m was PROVIDED DWELCPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN b88h3 111 MISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) A no. OF YEARS AS PRINCIPAL 8 NOW OF YEARS IN THIS POSI‘I‘ICN 'Z HICHEST DFX'xREE AT'I'AINED M.A. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your sbhool? 3 Try to be ahead of the mandate. Seek curriculum development $ and involve all teachers after training. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 2 Through depariznental leadership. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 3 Follow the leader: Involve kids, teachers, community. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 They are essential! Major decisions about school term length, and course length need to be made. What do you do? 2 Get faculty input via survey. Work through dep't. leadership. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 Put thorn with faculty and kids. Visit them in action. 112 MINISTRATIVE STYLE SURVEY (CWTDJ 7. 10. 12. The school security is in jeopardy. Students may be in prwsical danger. Teachers are not swervising the halls. What do you do about this? 3 Beg! Teachers have got to be part and have to feel that. Paid supervisors alone won't do it. The commmmication flow in your building is mainly paper flow downward. Describe the comrmmication flow which you would like. 3 Flow should be circular: formally and informally. Sane teachers feel threatened concerning job security in your building. What do you do? 3 Reassure those who are secure; be clear and specific with those who aren't. Teachers don't feel responsible to implement school goals. What do you do? 3 Get them into the process of reviewing and revising goals so they have Ownership. Teachers ask for control of the school budget? What do you do? 2 Identify budget areas where there can be max. teacher input, get it, then make the final decision because I have the reaponsibility. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 3 let them. If theirs is better use it instead of mine. Thank you. PLEASE RETURN IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 113 MINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, n) A NO. OF YEARS AS PRINCIPAL 5 NUMBER OF YEARS IN THIS POSITICN E HIGIET DECEEE ATTAINED Masters Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 3 This process, I feel has to originate with the staff members, and it's a continuing process, one which has to be established and then perpetuated each year. So the staff would be contacted, an assignment would be given to review, an identification would be made that the course objectives would be lived with for the coming year as they have been revised. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 1 I would contact quartment Chairman and in the smaller de- partnents the total departments, idartifying the limitations of the budget and requesting their input. The Board of Education asks the administrative team to help revise the goals of the system. first are your next steps? 2 The first step as far as I am concerned is to examine the schools philosopr and how the individual building's philoso- phies mesh into the school board's philOSOphy. From there it would be a management team approach to develOp, or revise, the necessary goals. There are no written board or administrative policies. The administra- tive team is discussing tle possible need. In detail, what is your belief about the need for these? 1 I feel that it is extremely important to have a set of policies to operate under. Major decisions about school term length and course length need to be made. What do you do? 3 A decision of this type must have input from the community, students, staff and administration. This could be obtained through a survey through telephone contact but somehow infor- mation is going to have to be gathered on how those effected feel. in. ADiINISTRATIVE STYLE SURVErf(CONTD.) 6. 7. 9. lo. 11. 12. 'Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and.your interview, the choice is narrowed to 12 candidates. ‘What would you think best to do next? 1 I would consider that the next step in line would be to decide of the twelve candidates what areas outside of their teaching position would best be suited for the school system. Example: directing year book, student government, coaching, this type of skill. The school security is in jeopardy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 1 At this point I would gather the nucleous of the school staff that I can depend upon and branch out enlisting the aid of those teachers directly. The communication flow in your building is mainly'paper flow downward. Describe the communication flow which you would like. 3 I would consider that the flow of communication that I would like would be person to person, infbrmal.with all parties at ease. Some teachers feel threatened concerning job security in your building. ‘What do you do? 2 My first step would.be to determine what causes the threatening situation. Teachers don't feel responsible to implement school goals. What do you do? 2 Through departmental meetings and faculty'meetings I would try to determine the reasons these goals were felt not to be important by the staff. Teachers ask for control of the school budget? What do you do? 0 I would say no. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 3 I would read the copies very carefully and then try to ascer- tain through communication, why the teachers feel it's necessary to make their separate publication. Thank you. PLEASE RETURN IN THEIPROVIDED ENVELOP. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN h88b3 115 AMINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) A NO. OF YEARS AS PRINCIPAL 1 NUMBER. OF YEARS IN THIS POSITICN 1 HIGHEST DEGREE ATTAINED M.A. + 30 Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 2 Performance Objectives are part of our yearly school plan. These were formulated by regional guidelines, local faculty input, and community and student consultation. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 0 There is little teacher input in the budget except as the Detroit Federation of Teachers negotiate their contract and as that contract relates to the regional budget. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 2 Organize a workshop - look at goals and trends in other dis- tricts - analyze the goals currently and make recommendations to various groups involving parents and students. There are no written board or administrative policies. The administra- tive team is discusSing the possible need. In detail, what is your belief about the need for these? 1 An administrative handbook is a must for am school district - outlining prodedures relative to board policies. Major decisions about school term length, and course length need to be made. What do you do? 3 School calendar devised at central staff level in conjunction with teacher contract. Course length and course requirements done at staff level and recommendations of supervision of our- riculum. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 Appoint a second interview screening committee consisting of all component groups of school, i.e., parents, students and other teachers, and administrators. 116 Wmm STYLE SURVEY (comm) 7. 10. 12. The school security is in jeoparcw. Students may be in pmrsical danger. Teachers are not supervising the halls. What do you do about this? 1 Call general staff meeting. Declare emergency situation. Outline the exact status of emergency. As sign extra time for teachers to Spend in the halls. Give them Specific instructions of strategis. Warn students. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 Administrator to department head, to teacher, .to student 'and parent. Organize community council so the communication could flow the other way and ideas and recommendations made. Some teachers feel threatened concerning job security in your building. What do you do? 3 Encourage them to do their best. Keep them informed and help then be better teachers. Teachers don't feel responsible to implement school goals. What do you do? 2 Re-enforce school goals. Try to have teachers self evaluate their functions as they relate to these goals. Teachers ask for control of the school budget? What do you do? 0 Refer then to their union and have same placed as part of con- tract package. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 3 it first answer was if theirs is better, I'd quit publishing mine and use theirs. However, this problem has never occurred and an actual publishing of such a paper might change my reac- tion. Thank you. PLEASE RETURN IN THE PROVIDED MOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN 148810 117 AININISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) A NO. G“ YEARS AS PRINCIPAL 22 NUMBER OF YEARS IN THIS PCBITIQI 1.5 HIGI-IET DEGREE ATTAINED M.A. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 2 l) Inservice 2) Dep't thru 3) Teachers The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 1 1) Submit requests through depar'tznents 2) Review with dept. heads The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 2 1) Review present goals 2) Ask for Specific direction 3) With department input, submit recommendations There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for tress? 1 Most important! Get a representative team of Adm. to draw up tentative ones, review, finalize, and submit for approval. Major decisions about school term length, and course length need to be made. What do you do? 2 Form a stuchr cermmitte of teachers parents, and adm. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 cancidates. What would you think best to do next? 2 1) Have candidates visit school, meet department peeple 2) Review with departmnt 3) Make recommendation. 118 ADMINISTRATIVE STYLE SURVEY Looms.) 7. 10. 11. 12. The school security is in Jeopardy. Students may be in plvsical danger. Teachers are not supervising the halls. What do you do about this? 1 1) Raise hell, 2) Make specific assignments 3) Ck. on assignment 1;) Schedule individuals for meetings who fail their duties. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 1) Open door policy 2) Give as much opportunity to teacher as possible so that they know its easy to communicate. Sue teachers feel threatened concerning job security in your building. What do you do? 0 In this day and age I rather doubt this. Teachers don't feel responsible to implement school goals. What do you do? 3 Have them set their own (realistic) goals through a reviewing committee. Teachers ask for control of the school budget? What do you do? 1 When there are only so many dollars, it is easy to demonstrate the difficulty of dividing this up as to who gets how much. Teachers are publiShing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 It depends on 1) circulation 2) whether it's signed 3) valid- ity or liability of same. Thank you. PLEASE RETURN IN THE PROVIDE!) ENVELOPE. Joe Fields, Principal HowELL HIGH SCHOOL - HOWELL, woman: h88b3 119 ADMISI‘RATIVE STYLE SURVEY 1: at AHS SCHOOL SIZE (CLASS A, B, C, D) A NO. OF YEARS AS PRINCIPAL 10 + other systems NUMBER OF‘IEARS IN THIS POSITION h HIGHEST DEGREE.NTTAINED doctorate Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 2 Work with the department chairmen in orientation for an under- standing of performance objectives and development/ implementation of same. I would expect to demonstrate leadership and support as they work toward development of department objectives. 2. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 1 Department heads would be charged with the responsibility of securing budget needs form the staff members under their direc- tion. The information would be accumulated and a budget preposal developed based on the input from each department. 3. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 2 . Secure available information on the goals of the system. . Communicate the goals 61‘ the system to key members-decision makers. NH 3. Secure an available evaluation of how goals are being met. 1;. Secure recommendations for goal changes based on instruc- tions from the board of education. b. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 2 A system cannot exist without written board or administrative policies. The administrative team under my direction would prepose recommended policies and procedures that affect this program. 5. Major decisions about school term length, and course length need to be made. What do you do? 2 Committees would be finalized composed of counselors, teachers, and administrative staff representatives to investigate this particular area. The charge would be for an objective view and a recommendation be made to the administrative staff. 120 MISTRATIVE STYLE SURVEY (C(NTD.) 6. 9. 10. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central Office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 The candidates are then interviewed further by department representatives and teacher members who directly supervise the staff personnel. The school security is in jeopardy. Students may be in plwsical danger. Teachers are not supervising the halls. What do you do about this? 1 A staff meeting would be called to discuss the particular matter and suggestions would be sought as to how to alleviate the problem. If suggestions are not forthcoming, then the administrative staff would be charged with the job of advising peeple in key areas to supervise the halls to eliminate the problem. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 Camuunication flow mist be two-way to be effective. At present, communication network involves upward and downward flow through department chairmen and direct contact form teacher to adminis- trator, supervisor and vice versa. Some teachers feel threatened concerning job security in your building What do you do? b) An attempt to have an understanding with all staff members that they are an integral part of the total staff. Meet with indi- vidual staff members who feel insecure and attempt to bolster them. Also attempt to find ways to support then through comple- menting, advising Specific things they have done that have been effective, etc. Teachers don't feel reaponsible to implement school goals. What do you do? 2 DeveIOp an understanding that improving school goals are an extremely imprtant part of their reaponsibility. Individuals who do not feel responsible for such activities would be worked with on an individual basis in an attempt to convince them of their reopensibility. 121 “MINISTRATIVE STYLE SURVEY (CONTD.) 11. Teachers ask for control of the school budget? What do you do? 2 Teachers are allowed to make recommendations for expenditures as it relates to their instructional activities. Their recommendations for emenditures in areas of maintenance, capital outlay are sought. As far as control of budget is concerned, it is essential that they understand that is one of the responsibilities I am charged with as the chief adminis- trator of this building. 12. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 Meet with the people that are involved in the extra legal activities and attempt to reason with them relative to the displeasure with the activities. If that fails, mandate that they cease such activity. Thank you. PLEASE RENEW IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN b88143 122 ADMINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) A NO. OF YEARS AS PRINCIPAL 11 NUMBER 01“ YEARS IN THIS PWITIW 11 HIGIEST DEGREE ATTAIIID M.A. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 2 Through a staff self-stuw and evaluation. In our case this was done in connection with a North Central self-evaluation study. The school system had implemented a program budget process years ago. As a secmd year principal how do you arrange for teacher input into the program budget. 2. This is done via the department chairman. His recommendations are considered by the Principal and his assistants, and in most cases accepted as a recommendation to be made a part of the Principal's budgetary recommendation to the Supt. & Board of Education. We are given great autonomy in this process, and as long as our proposals are reasonable they are accepted. The Board of Education asks the administrative team to help revise the goals of the system. What areyour next steps? 2 1. Survey staff 2. Ad Hoc committee to review suggestions and establish pri- orities and recommendations to Admin. team. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Written board and administrative policies are an absolute necessity. Major decisions about school term length, and course length need to be made. What do you do? 2 We have direct input into these matters with both Central admin- istration and Board. HEA gets in the act, of course, if they can. 123 ADMINISTRATIVE STYLE SUerE goowrn.) 6. 9. 10. 11. 12. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 If he (she is available, we involve department chairman and ar- rive at decisions. Often we schedule aaditional interviews and involve other departmental people. The school security is in jeepardy. Students may be in physical danger. Teachers are not supervising the halls. mat do you do about this? 1 Provide the supervision by teachers - we are massaging a grievance on this subject right now - i.e. supervision & authority of Principal. We so not have problems involving prysical danger - just litter. The communication flow in your building is mainly paper flew downward. Describe the communication flow which you would like. 2 We have: 1) Monthly communications meetings with REA reps. 2) "Steering Cemmittee" meetings providing for teacher and departmental input. 3) men staff meetings. Same teachers feel threatened concerning job security in your building. What do you do? 3 Hold their hands . Teachers don't feel responsible to implement school goals. What do you do? 1 Insist that they do, and evaluate accordingly. Th establish the goals & objectives with help, after all. (See $1) They've had their input, now it's time to go to work. Teachers ask for control of the school budget? What do you do? 2 We do not give control of overall abudget, but, as outlined above we give extensive autonomy at all levels. It works. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. that do you do? 0 Sully my drawers . Thahk you. PLEASE RETURN IN THE PROVIDED ENVELCPE. Joe Fields, Principal HowELL,HIGH SCHOOL - MIL, MICHIGAN h88h3 12h AJHDJISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, o): A NO. OF YEARS AS PRINCIPAL L NUMBER OF YEARS IN THIS POSITION 1 HIGEET DEQEE ATTAINED Ph. D. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 2. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 3 Teachers and Department Heads would be asked to determine per- formance abjectives for their areas. A committee for school objectives would be established. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 3 Assign Department Heads to responsibility of gathering input from their Department members. The Board of Education asks the administrative team to help revise the goals of the system. Wham are your next steps? 1 Ask faculty for input. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Gerneral administrative guidelines are needed. Major decisions about school term length, and course length need to be made. What do you do? 1 Faculty input. Administrative team decides on recemmendation. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 1 Have Department Heads interview and recommend. 125 MISTRATIVE STYLE scam.) 7. 10. 11. 12. The school security is in jeopardy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 2 Establish student security committee. Assign male teachers to non-instructional time supervision. The cammunication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 1 Depends on the situation, i.e. , teachers' attitude, etc. Same teachers feel threatened concerning Job security in your building. mat do you do? 3 Job security is related to the degree of humanness established in the building. Teachers don't feel responsible to implament sechool goals. What do you do? 2 mtablish a participatory goal-establishment structure. Teachers ask for control of the school budget? What do you do? 1 Camrnicate that budgetary control is part of management. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 Talk with the publishers - find out their intentions. Thank you. PLEASE RETUIN IN THE PROVEIDED WE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOAELL, MICHIGAN 1188143 126 Amnus'rmm S'gLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) A NO. OF YEARS AS PRINCIPAL 22 1mm OF YEARS IN THIS POSITIQI E BIG-[ET DEEREE ATTADIED ILA. -p1us Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. h. The state mandates each shcool have its own performance objectives. How would you go about obtaining these for your school? 2 Collectively 8c cooperatelyl The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher irput into the program budget? 1 Via dept. heads - &: communicates procedure. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 1 Form study committees . There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for theses? O “ Major decisions about school term length, and course length need to be made. Phat do you do? 1 N. Central 5. U. of M. involvement pulus staff - students - community input: Your school has four teacher vacancies for the next school year. After review of credentials, and initial central Office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 3 Involve staff & dapt. heads in opinions: 127 ADUNISTRATIVE STYLE SURVEY LCQITD.) 7e 9. 10. 11. 12. The school security is in Jeopardy. Students may be in physical danger. Teachers are not supervising the halls. Want do you do about this? 3 Open discussion - Open communication - & levy procedures & assign responsibilities. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 Should be in all directions. Some teachers feel threatened concerning job security in your building. Phat do you do? 1 Live with contract & keep door open for discussion. Teachers don't feel reaponsible to implement school goals. What do you do? 0 Teachers ask for control of the school budget? What do you do? 2 Involve them - goodi Teachers are publsihing, without your approval, a daily bulletin camper- able to the type you publish. What do you do? O Contract?! Stop it- Thank you. PLEASE RENEW IN THE PROVIDED HIVELOPE. Joe Fields, Principal HOWEIL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 128 MISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) B NO. 01“ YEARS AS PRINCIPAL 6, 1; A33”; Prin. NUMBFBOFYEARSINTHISPOSITIGJ 6 mmnmmmmmn HA+h2 Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for you school? 1 Obtain from state. Begin working with staff to decide per- formance Objective we felt best for our students. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher imput into the program budget? 3 Very easy - get them involved. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 1 Get staff involved. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Board and or administrative policies are a must. Major decisions about school term length, and course length need to be made. What do you do? 3 Involve staff, parents, students. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central Office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 2 Involve departHental chairmen in the next interview to deter- mine the four winners. 129 ADIINISTRATIVE STYLE SURVEY Locum.) 7. 10 11. The school security is in jeOpardv. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 2 Meet with staff to discuss prOper approach to problem. The cemunciation flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 PeOple or personal flow. Seme teachers feel threatened concerning job security in your building. What do you do? 3 Meet with teacher in a group and individually. bachers don't feel responsible to implement school goals. That do you do? 1 Impress upon them their reaponsibility. Teachers ask for control of the school budget? What do you do? 3 Give each department control. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 3 See if we can't join together to save paper. Thank you. PLEASE RETURN IN THE PROVIDED ENVEIOPE. Joe Fields, Principal HOHEIL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 130 AIMINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) B NO. OF IEARS AS PRINCIPAL 22 NUMBER OF YEARS IN THIS POSITICN 22 HIGHEST DEGRE ATTAINED M.A. + Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 3. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 1 Check surrounding schools for a capy of their Objectives. Ask for help from Adminiétrators in the system. Revise old ijec- tives. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher irput into. the program budget? 3 Ask Teachers to make budget for their own department. The Board of Education asks the administrative team to help revise the goals of the system. Hrat are your next steps? 2 Set up Teacher committees for in-put, out-put. Questionaire to parents. Check State literature. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Board or Administrative policies are the basic foundation of any school system. Without policies you don't know where to start, where to go or where to stop. Without policies your system changes direction with each change Of Administration. Major decisions about school term length, and course length need to be made. What do you do? 3 Contact somme Parents group (PTA or PTO) about their wishes, desires, feelings. Then set In) a Faculty Committee to work out details. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 1 Call 12 back for second interview. Then make a decision. 131 AImNISTRAIIVE STYLE SURVEY (OOH-I'D.) 7. 10. 11. 12. The school security is in jeepardy. Students may be in physical danger. Teachers are not supervising the halls. that do you do about this? 1 Call a teacher to iron out the probelm and get rid of the dan- ger. The cemmnication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 2 The big reason we have weekly Faculty meetings is to keep comm- munications flowing both ways. Some teachers feel threatened concerning job security in your building. that do you do? 3 Have a meeting of those concerned and find out why they are threatened. Then remove or confirm the threat. Teachers don't feel responsible to implement school goals. What do you do? 0 Review school policy. Then they get on the ball or resign. Teachers ask for control of the school budget? that do you do? 0 Refer to the Superintendent. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 If it supplements mw bulletin, all well and good. If not we have a fight on our hands. Thank you. PLEASE RETURN IN THE PROVIDED WE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 132 AINJNISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) a NO. OF YEARS AS PRINCIPAL 11 MUM OF YEARS IN THIS POSITIQI 11 HIQIEST DMEE ATTAINED M.A. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 2. 3. The state mandates each school have its own performance objectives . How would you go about obtaining these for your school? 2 Work with a faculty committee to draft them. Get somme student input. Have work session with Supt. 8: Bd. of Ed. to help finalize then. Could take a year or more. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 0 May not! If I did at all, I would ask their suggestions. The Board of Education asks the administrative team to help revise the goals of the system. that are your next steps? 2 DevelOp a committee representing eve one and go to work. (We did this 3 years ago with a group of 17) There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 They are a necessary ingredient but should be quite general. Major decisions about school term length, and course length need to be made. What do you do? 2 Collect as much information as possible and work with a faculty committee to explore all possible methods. Then apply to your local situation. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 Its-interview and choose them. 133 MISTRAIIYE STYLE SURVEY (C(NYO.) 7. 10. 11. 12. The school security is in jeoparcv. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 0 Try to work out an equitable distribution of supervisary duties so that no one person has very much to do. If this doesn't work, you might have to ask for paid outside help. The commmlnication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 Plenty of opportunities for informal discussion need to be available for all concerned. Same teachers feel threatened concerning job security in your building. that do you do? 1 Find out wmr? Teachers don' t feel responsible to implement school goals. What do you do? 1 Try to discuss and find out why? May need to revise the goals or may need to lead them so they will do so. Teachers ask for control of the school budget? What do you do? 1 Tell them - HO. They' 11 have to win that from the Board in their negotiations. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. Phat do you do? 1 Inform them that they cannot do so because it is not their job or their responsibility. They must get permission to publish arwthing. Thank you. PLEASE m IN TIE PROVIDED WE. Joe Fields, Principal HOWEII. HIGH SCHOOL, HOHRIIL, MI. h88h3 13h AmmISTRATIV'E STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) C NO. OF YEARS AS PRINCD’AL 5 NIMBER OF YEARS IN THIS P(BITION 5 mm DEGREE ATTAINED MAL Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 3 Objectives should be established by teachers 8: students. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 0 ? The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 3 Goals should be established by advice from teachers, students 8: parents. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 There should be definite policies. Each administrator should have input into these policies. Major decisions about school term length, and course length need to be made. What do you do? 2 Get input from teachers, students & parents. Administrator makes final decision. Your school has four teacher vacancies for the next school year. After review Of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 1) Determine which applicants are the most desirable. 2) Confer with Supt. prior to contract being drawn up. 135- AmINIsrRATIVE STYIE SURVEY (Cam-D.) 7. 9. 10. 11. 12. The school security is in jeoparw. Students may be in physical danger. Teachers are not supervising the halls. that do you do about this? 3 l) Confer w/ students, teachers, parents to determine nature of problem & extent. Co-Op effort. 2) Review Security system. 3) Teachers in violation of responsibilities to be (i) coun- seled (ii) disciplined. The communication flow in you building is mainly paper flow downward. Dascribe the communication flow which you would like. 3 1) Encourage a mutual exchange of cemunication. 2) Be more available in office. Seme teachers feel threatened concerning job security in you building. What do you do? 3 1) Meet w/ teachers to determine wtw they feel the way they do. 2) Be Optimistic in your contacts w/ these teachers. Teachers don' t feel responsible to implement school goals. What do you do? 3 1) Many, administration 8: teachers should establish goals. 2) Implement them 3) Re-evaluate the goals. Teachers ask for control of the school budget? What do you do? 2 1) Teachers should be consulted, 5. involved. 2) Budget is a responsibility of the administration. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 2 0.x. as long as they pay for the costs 8: assume liability for what is printed. Thank you. PIEASE RETURN IN THE PROVIDED WE Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 136 AIMINISTRATIVE STYIE SURVEY SCHOOL SIZE (CLASS A, B, C, D) O NO. OF YEARS AS PRINCIPAL 2 NUMBER OF YEARS IN THIS POSan 1 HIGEST DEGREE ATTAINED ILA. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 3. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 3 Teachers and myself working together with outside consultants. The school system had implaented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 0 The Board of Edrcation asks the administrative team to help revise the goals of the system. What are your next steps? 3 Sameas#1. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 I strongly believe in written board and administrator policies. Major decisions about school term length, and course length need to be made. What do you do? 2 SameasNo.l Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do neat? 2 Chem 1.: using the help of assist. principal and departmnt heads. 137 MISTRATIVE STYLE SURVEY (CMDJ 7. 9. 10. 12. The school security is in jeOparchr. Students my be in physical danger. Teachers are not supervising the halls. What do you do about this ? 1 Meet with teachers, point out the dangers and demand that they improve their supervisory duties. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 2 I would institute feedback systems by issuing written ques- tionaires regarding staff Opinion fromm time to time, and also get out and visit teachers in the lounge. Some teachers feel threatened concerning job security in your building. What do you do? 3 Increase communications with them, give them positive reinforce- ment. Teachers don't feel responsible to implement school goals. What do you do? 2 Look for the reasons wtw. Is it all, or who specifically, talk with the individuals and or groups, also review the goals that are not being implemented. Teachers ask for control of the school budget? What do you do? 1 Ask them wtv they want control and what kind. Point out that individuals cannot see total group needs as well as a boss. Teachers are publishing, without your approval, a daily bulletin cempar- able to the type you publish. mat do you do? 1 Ask them why they are doing this. point out the duplicity. Ask them to stop. Trunk you. PLEASE BENIN IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN h88h3 138 MISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, c, n) n no. OF YEARS AS PRINCIPAL 1 NUMBH! 0F YEARS IN THIS POSITIW 1 film DEGREE ATTAIN'ED Master Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 3. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 3 I would have my teachers write their own performance Objectives. I would also have same in-service days talking about how to write these objectives. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 3 I would ask my teaching staff for their estimated expenses for the coming year. I would budget by departments with input from the teachers . The Board of Education asks the administrative team to help revise the goals of the system. that are your next steps? 3 The goals should be formulated by the teachers and administra- tive team. I would also write other school districts for information. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 I think you need these widelines or administrative policies. Major decidisons about school term length, and course length need to be made. that do you do? 1 I will try to get teacher input, but if this fails, I would set the school term length and course length myself. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 I would look at the extra things the candidates could do, because in a small system I must use teachers for many extra duties. 139 MINISTRATIVE STYIE SURVEY (comm) 7.. 9. 10. 11. 12. The school security is in JOOpardy. Students may be in plwsical danger. Teachers are not supervising the halls. What do you do about this? I I have a teachers meeting and inform them that school security is everyone's business. I would also take care of the students who do not obey the rules. The commmication flow in your building is mainly paper flow downward. Describe the cammmication flow which you would like. 3 I would like the flow to travel in both directions, I would be a very good listener and deal with situations without waiting and get feedback, back to the teacher involved. Some teachers feel threatened concerning job security in your building. What do you do? 2 w teacher's evaluation is more of a helping tool and not a "witch hunt." I give suggestions on self-improvement. Teachers don't feel responsible to implement school goals. What do you do? 1 I would sell than on the value of these goals. Most teachers feel this way because the goals are not clearly defined. Teachers ask for control of the school budget? What do you do? 0 I would say this was my Job. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. that do you do? 2 I would tdkto than about combining the daily bulletin. Thank you. PLEASE REPURN IN THE PROVIDED ENVEIDPE. Joe Field, Principal HOWEIL RICE! SCHOOL - HOWELL, MICHIGAN 1188113 11:0 MISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, s, C, n) n no. OF mas AS PRINCIPAL 5 MIMEERCFYEARSINTHISPOSITION 2 MGESTDEGREEATTLHED M.+20 Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about Obtaining these for your school? 1 Find out what the state has mandated then see what we do that comes close to the P.0.’s. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 3 Ask teachers to list items needed to conduct a class for what- ever length of time the class meets. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 2 Meet with administrators to determine goals. Also send some of mine down in writing. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, waht is your belief about the need for these? 1 Absolutely essential. Major decisions about school term length, and course length need to be made. What do you do? 0 Principal makes recommendation. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. first would you think best to do next? 0 Determine what is needed in the school as to personality and educational background. 11:1 mmsrmrvm STYLE sunvmr goowrn.) 7. 10. 11. The school security is in jeoparcw. Students may be in. plvsical danger. Teachers are not supervising the halls. that do you do about this? 1 Find out wtw teachers are not in the halls and then follow up with directive, and then disciplinary action where necessary. The cwmmication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 None - no paper flow (hal). Should be from both directions. Some teachers feel threatened concerning job security in your building. that do you do? 3 Find out why they feel that way. Teachers don't feel responsible to implement school goals. What do you do? 3 Work on same cammon goals. And then work together to implement them. Teachers ask for control of the school budget? What do you do? 1 Don't give it to them, but give some some idea of what could be spent and keep the veto power. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 Add some of my announcements to it, if possible, use a color paper different fran theirs. Other things can be done. Thank you. PLEASE REI‘UIN IN THE PROVIDED ENVELG’E. Joe Fields, Principal HWELL HIGH SCHOOL - HOWELL, Minnow 1.88143 11:2 wmm 3mm SURVEY SCHOOL SIZE (CLASS A, B, C, D) D NO. OF YEARS AS PRINCIPAL 3 NUMBER OF YEARS IN THIS PCBITION 2 HIGHEST DEGREE ATTAINED Ph. D Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 3. The state mandates each school have its own performace Objectives. How would you go about obtaining these for your school? 3 l) Ecplain situation, requesting staff involvement 2) Distribute state performance objectives 3) Work with individual staff members, or groups to formu- late local Objectives h) Assemble, publish, and distribuiem objectives. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 3 Evaluate the past budgets, develOp departmental norms, have teachers indicate deviations that may alter a prOposed budget. The Board of Education asks the administrative team to hlep revise the goals of the system. What are your next steps? 2 Ask the Board of Education for input, investigate goals of neighboring schools, involve staff for input, and formulate goals that can be lived with. - there are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 They are important to add standardization and justice to Board and Administrative actions. Following a definite pattern can avoid the "favoritism" connotation that could otherwise em up. Major decisions about school term length, and course length need to be made. What do you do? 0 Assemble facts and reasons. Present them to the Board of Education, with a recommendation, for final decision. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central Office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 Compare teacher candidate backgrounds to determine how they would fit into the community, how they may be valuable in extra- curricular activities, and how they may be of value in other areas of education in future years. AIHINISTRATIV'E STYLE SURVEY LCMD.) 7. 9. 10. 12. The school security is in jeopardy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 1 At a staff meeting I would delegate the supervision Of halls to specific individuals, within contractual language, and establish definite guidelines to follow. I would then take the responsibility to see that guidelines were followed. Then I would follow a similar procedrre for school security on a larger scale. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 2 The downward flow is essential, even if it is a paper flow, however, verbal intercourse is impartant for idea exchange. Regular administrative meetings and regular staff meetings are essential for an honest evaluation of the program. Same teachers feel threatened concerning job security in your building. What do you do? 3 Worried teachers are poor teachers. Meet with those individ- uals to present facts that will alleviate the present concition and make a genuine offer to assist with job placement if term- ination of employment is a certainty. Teachers don't feel responsible to implement school goals. What do you do? 1 Review the goals to see if they are realistic, investigate teachers reason for lack of implementation. Next, impress upon them that , as a condition of employment, they will implement school goals. Follow through with stern measures, if necessary. Teachers ask for control of the school budget? What do you do? 2 I would allow them to make suggestions for budget alteration. I am in control of the budget and responsible to the school board for its' develOpment and implementation. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. that do you do? 2 Indicate, to the local union representative, that the bulletin is/is not contractually feasible. Offer to allow teacher par- ticipation in publishing my'bulletin. That would share the work load and still allow general personal supervision of the bulletin. Thank you. PLEASE RETURN IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN 1.8810 lhh AIMINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) D NO. OF YEARS AS PRINCIPAL 7 MIMEER 0F YEARS 1N THIS HEITIGV 7 mm DEGREE ATTAINED M.A. Please answer these questions presuming’you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would.you go about obtaining these for'your school? 1 Obtain as mnch.material from the state and attend my workshops that are available. I would then begin working on this. The school system had.implemented a program.budget process years ago. As a second year'principal how do you arrange for teacher input into the program budget? 3 I begin by looking at their requests from.a year ago. Then ask for this years request. The Board of Education asks the administrative team to help revise the goals Of the system. 'What are your next steps? 1 First review the present goals &.then update these based on the community needs. I would check with any state changes. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 These I feel are essential. Eyerybody needs these guides. If they need to be specifically enforced, this really helps. Major decisions about school term length, and course length need to be made. 'What do you do? 1 The state regulations pretty much determines this. In some cases teachers have Specific request also. YOur school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and.your interview, the choice is narrowed to 12 Candidates. What would you think best to do next? 0 Stop and.weigh in my own mind each candidate that have been interviewed. I would probably next discuss this with the Superintendant. Jllni-Illll.l’|ll ll. 4‘ I Ill-I 11:5 MISTRATIVE STYLE SURVEY (CONTD.) 7. 10. 12. The school security is in jeOparchr. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 1 Check Wm they aren't doing this. See if the master contract specifies this, if so, I would enforce it. If not, I would attempt to work something out with the teacher. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 Paper 8: person to person combined. Some teachers feel threatened concerning job security in your building. What do you do? 3 It all depends why they feel threatened. In some cases , they should feel this way. If there is no reason for this, I would sit down & talk to them. Teachers don't feel responsible to implement school goals. What do you do? 1 Attempt to explain to than how they are knowledgable of their subject area & they are in a good position to help in this war. Teachers ask for control of the school budget? What do you do? 0 I feel this is an administrative reaponsibility. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. mat do you do? 0 If it is harmful I would issue an order that it be stOpped. Thank you. PLEASE REI‘URNIN THE PROVIDED DIVEDOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN 1.8810 1146 AIHINISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) D NO. a" EARS AS PRINCIPAL 3 M OF YEARS IN THIS POSITICN :2 HIGHEST DEGREE ATTAINED M.A. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 2. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 1 Inservice staff on idea. Work to write our own with help from Dept. of Educ. - using their models or examples as guides. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 0 Not familiar with this process. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 2 Teacher - student - parent advisory committee to work with me in establishing goals for our building. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Must be written Board policies and administrative rules. Major decisions about school term length, and course length need to be made. What do you do? 1 Discussion in faculty meeting. 061'. out the pros & cons of each item. Time to think and research. length of school term is a negotiated item - course length is governed by this decision. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 List needs of each vacancy - match candidates qualifications to needs - include system needs like minority staff member etc. Administrative team to pick top candidate for each opening. If a tie - flip a coin. 1b? AmmISTRAIIVE STYLE SURVEY Loans.) 7. 10. 12. The school security is in jeopardy. Students may be in physical danger. Teachers are not supervising the halls. that do you do about this? 2 Call a staff meeting immediately to discuss problem and solicit help. If this doesn't work I would make an administrative directive. The commnication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 My door is always Open to staff 8: students. We have regularly scheduled faculty meeting plus department meetings . I also make it a point to visit and eat in teacher lounge. With students, we have improvised a new "group guidance" system where we can solicit student Opinion on any subject. Some teachers feel threatened concerning job security in your building. First do you do? 3 Talk with them individually about their fears and my feelings. I tray to build their confidence & trust. I'm not after ary- one's job - I only work with them to help them improve their skills. Teachers don't feel responsible to implement school goals. What do you do? 1 Individual conferences, Observations and written criticism if need be. Teachers ask for control of the school budget? What do you do? 0 Tell them to "bug off" - I will discuss budget - show them the monthly account of $ available - but it is not within rea- son to hand over control of budget. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 Nothing, as long as they aren't using school paper and they are not duplicating what is already published. Thank you. PLEASE REI'UMTIN THE PROVIDED HWELCPE. Joe Fields, Principal HOWELL HICH SCHOOL - HOWELL, MICHIGAN 1188143 11:8 AmmISTRAIIVE erLE SURVEY SCHOOL SIZE (CLASS A, B, C, n) D NO. OF YEARS AS PRINCIPAL 7 NUMBER OF YEARS IN THIS POSITIW 2 RICHIE]! DEGREE ATTAINED Ed. D. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 2 Initiate action through teaching staff with final approval through administration. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 3 Simple survey of teachers relative to their projected teaching needs. Usually ask for a "priority" listing. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 1 Review needs as they relate to my unit - and staff. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 A genuine necessity}! Foolish to try to Operate without. Major decisions about school term length, and course length need to be made. What do you do? 0 Work with administration. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central Office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 0 Choose best candidate on basis of specific needs of each funotion. 11:9 ADUNISTRATIVE STYLE SURVEY (CWTDJ 7. 10. 11. The school security is in jeopardr. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 1 Nothing without checking the contractual agreements with staff concerning their Obligations in the problem area. The cemmunicatiez flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 Our size clearly allows a more personal approach. Some teachers feel threatened concerning job security in your building. that do you do? 1 Determine if the threat is actually a fact - then decide on an approach to alleviate the situation. Teachers don't feel responsible to implement school goals. Phat do you do? 1 A great deal of In-service is obviously necessary. Teachers ask for control of the school budget? What do you do? 0 Laugh! Seriously, I don't visualize this in our situation at all. Teachers are publishing, without your approval, a daily bulletin campar- able to the type you publish. What do you do? 1 If it was relevant to teacher responsibility within the frame- work of our program - I would commend Sheir action. If its' purpose were disruptive I would file a grievance to the asso- ciation. Thank you. PLEASE RETURN IN THE PROVIDED ENVELCPE. Joe Fields , Principal HOWELL RICH SCHOOL - HOWELL, MICHIGAN 1488143 150 WHVE EYE: SURVEY SCHOOL SIZE (CAISS A, B, C, D) D No. OF YEARS AS PRINCIPAL lst NUMBER OF YEARS IN THIS Posm'mt lst HIOIE'ST DEGREE AITAEIED M.A. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives . How would you go about obtaining these for your school? 3 We are having our teachers write them for each course they teach. Dept. Ooj. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 3 They prepare budget sheets for each year. These sheets are sheets are requisitions a we give them what we can. The Board of Education asks the administrative team to help revise the goals of the system. Mist are your next steps? 2 We would get parents, teachers, students, board members, and community people to work on the committee. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 They are very important. It is the bible for Operating the schools within the system. Major decisions about school term length, and course length need to be made. What do you do? 1 Ask the teachers for recommendations? Your school has four teacher vacancies for the next school year. After review Of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next. 1 Could have dept. members interview candidates. We probably would interview the candidates again 8: make a decision. 151 ADMIS'I‘RATIVE STYLE SURVEI Locum.) 7. 9. 10. ll. 12. The school security is in jeopardy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 1 Issue a dictum to the staff - put on probation if necessary. The communication flow in your building is mainly paper flow downward. Describe the comminicatim flow which you would like. 1 Use a problem approach at mtg. Make than decide on routes to follow in eliminating these problems . Sane teachers feel threatened concerning Job security in your building. mat do you do? 2 Make sure you luate than - let than know where they stand. Teachers don't feel responsible to implement school goals. What do you do? 1 Check on than. Write them up if necessary - put than on a program of improvement. If they don't improve - fire than. Teachers ask for control of the school budget? What do you do? 0 It is an administrative task - only. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 1 Check board policy - if necessary - reprimand. Thank you. PLEASE RENEW IN THE PROVIDED ENVELCPE. Joe Fields, Principal HOHELL HIGI SCHOOL - HMLL, MICHIGAN h88h3 (III! II t 'u. u 152 AIMJNISI'RATIVE STYLE SURE; SCHOOL SIZE (CLASS A, B, C, D) A NO. OF YEARS AS PRINCIPAL h NUMBFROFIEARSINTHISPCSIPICN h MWDMEEATTAJNED EdSL. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. The state mandates each school have its own performance objectives. How would yOu go about obtaining these for your school? 3 Have in-service time on how to; provide time 8: assistance to do; share results with each other; print & give to students for input; finalize 8c publish. Evaluate & modify after use. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 2 Explanation 8: information about pp bs; work present budget (which they understand) inform theprogrammed system; proceed from there. The Board of Education asks the administrative team to help revise the goals of the system. That are your next steps? 3 Ask kids, faculty & parents what they feel the goals ought to be. Add my input 8: present to the Board as the way we at E. H. S. wish to operate. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 2 We rmrst have some broad guidelines by or within which we aper- ate. They should not, however, stand in the way of change or growth. Major decisions about school term length, and course length need to be made. What do you do? 1 Get staff input; discussion of ideas presented; compromise; implementation of ideas; evaluate; modify etc. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 3 We send the 12 candidates to the student/staff interview com- mittee and they ultimately list their choices (1-12) and number one is generally hired. 153 MISTRATIVE STYLE SURVEY (comm) 7. 10. 12. The school security is in jeOpardy. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 3 Discuss the problem with the students a staff in a school- wide meeting 8: in class meetings. In staff I suggest we offer the supervision needed before someone imposes it on us. The communication flow in your building is mainly paper flow downward. Describe the communication flow which you would like. 3 Me-ball to eye-ball discussion 8: decision making. Paper work communication is helpful in getting first line ideas. Beyond that it requires sittirg down & "hashing" out a final plan. Some teachers feel threatened concerning job security in your building. What do you do? 3 Make them feel secure by "loving" them; helping them; etc. If it is bemse of fear of change, I try to use a threat free change process and let than see that they or their job are not threatened. Teachers don' t feel responsible to implement school goals. What do you do? 2 Make the school goals their goals! Teachers ask for control of the school budget? What do you do? 3 They assist building the budget; by listing priorities and then as a budget committee help cut to an even level "acceptable" to the staff & Board. We retain the final voice if needed. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. mat do you do? 3 Ask them to include our material in their daily bulletin. Thereby saving us the time. QR;-make the bulletin open enough to include the teacher's information. Thank you. PLEASE RETURN IN THE PROVIDED WE. Joe Fields, Principal HowELL RICH SCHOOL - HOWELL, MICHIGAN h88h3 ll. 41 I I‘ll 15h AmmISTRATIVE STYLE SURVEY SCHOOL SIZE (CLASS A, B, C, D) D NO. OF YEARS AS PRINCIPAL One NUMBER OF YEARS IN THIS POSITICN One lam DEBREE ATTAINED M.A. Please answer these questions presuming you are the administrator of your school and these incidents occur. 1. 2. 3. The state mandates each school have its own performance objectives. How would you go about obtaining these for your school? 3 Work with departments and individual staff members. Set up a steering committee to oversee entire project. Objectives must be written to meet needs of students in individual school dis- trict, but some can be pulled from prqaared sources. The school system had implemented a program budget process years ago. As a second year principal how do you arrange for teacher input into the program budget? 2 Budget procedure is first reviewed with staff. Each depart- ment is given reaponsibility for developing dept. budget. Turned into principal. Master budget developed. Again re- viewed with staff before final presentation to Supt. The Board of Education asks the administrative team to help revise the goals of the system. What are your next steps? 2 Work through the Curriculum Committee. Set up an ad hoc com- mittee to set up the procedure for goal develOpment. There are no written board or administrative policies. The administra- tive team is discussing the possible need. In detail, what is your belief about the need for these? 1 Can't cperate effectively without them. There is no framework to build a system on. How can am administrator know what is expected if it isn't spelled out? Major decisions about school term length, and course length need to be made. What do you do? 1 School term length can be worked out through contract nego- tiations. Course length is something worked out between faculty, departments, and administrators. Your school has four teacher vacancies for the next school year. After review of credentials, and initial central office, and your interview, the choice is narrowed to 12 candidates. What would you think best to do next? 3 Screening committee composed of teachers teachers and adminis- trators (possibly students) to narrow choice to top 5. Top five should have final interview with principal with final recannendation going to Supt. 155 WWW STYLE SURVEY END.) 7. 9. 10. 11. The school security is in jeopardr. Students may be in physical danger. Teachers are not supervising the halls. What do you do about this? 1 A teacher's responsibility also include student supervision between classes. At a staff meeting, we'd decide together a preper approach to take. Teachers are a part of the super- vision force, however. The commmnication flow in your building is mainly paper flow downward. Describe the cammunication flow which you would like. 2 Cmnication is multi-facited - verbal, paper, etc. Proper communication is essential - morning P.A. announcements, weekly published staff bulletins, informative, substantive, decisive staff meetings, open door to principal's office policy. Cul- tivation of relating to staff power structure, working with association members, etc. Same teachers feel threatened concerning job security in your building. Mrat do you do? 3 (pen up lines of communication. Lay the cards on the table and deal with facts rather than rumor. Teachers don't feel reaponsible to implement school goals. What do you do? 2 Utilize staff committee to examine m. Qrvious answer is that they most likely were not instrumental in goal develOp- ment. Teachers ask for control of the school budget? What do you do? 2 Discuss pros and cons. Perhaps they should have control of a pardon of the budget but then be accountable for justification of how it has been spent and utilized. Teachers are publishing, without your approval, a daily bulletin compar- able to the type you publish. What do you do? 3 Me myself. Wtw it is necessary. Obviously there is a rift in the school team effort, if there is a need for a sep- arate publication. However, I don't find it threatening if it does a better job than mine. Thank you. PLEASE REI'UIN IN THE PROVIDED ENVELOPE. Joe Fields, Principal HOWELL HIGH SCHOOL - HOWELL, MICHIGAN 1.8813 BIBLIOGMPHY 157 BIBLIOGRAPHY Abrell, R. L. "Humanistic Supervision Enhances Growth and Improves Instruction", Educational Leadership, Vol. 32, Dec., 1971:, pp. 212- 216. Adams, George. "W Humanizing Education mposium Preface" in Educational Horizons, Vol. 52, Fall, 1973, p. 2. Argris, Chris. Personally and Orsaization: The Conflict Between the System and the Individual. York: Harper and Row, 1937, p. SO. 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