Running Head: LAS LOMAS HIGH SCHOOL’S CAREER GUIDE 1

Las Lomas High School’s Organization and Administration Guide

Matthew Thorne

California Baptist University

KIN423

October 20, 2018

Dr. Ed Garrett
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Table of Contents
Opening Statement ........................................................................................................................................ 3
Leading Organizations .................................................................................................................................. 4
Functions of Management......................................................................................................................... 4
Planning ................................................................................................................................................ 5
Organizing............................................................................................................................................. 5
Staffing.................................................................................................................................................. 5
Directing ............................................................................................................................................... 6
Controlling ............................................................................................................................................ 6
Leadership Style........................................................................................................................................ 6
Management Theory ................................................................................................................................. 7
Physical Education Organizations ............................................................................................................ 8
Ethics Organizations ................................................................................................................................... 10
Personal Philosophies ............................................................................................................................. 10
Ethics Principles...................................................................................................................................... 10
Planning ...................................................................................................................................................... 16
Standards-Based Planning Principles...................................................................................................... 16
Goals- .................................................................................................................................................. 16
Objectives- .......................................................................................................................................... 17
Action Strategies-................................................................................................................................ 17
Programming............................................................................................................................................... 22
Programming and Instructional Principles .............................................................................................. 22
Controlling .................................................................................................................................................. 26
Legal Liability......................................................................................................................................... 26
Fiscal Management ................................................................................................................................. 26
Conclusion .................................................................................................................................................. 30
References ................................................................................................................................................... 31
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Opening Statement

This Organization and Administration guide will help the school with the understanding

how to develop and institute plans for leadership and management functions within the

organization. The plan will discuss several aspects of administration theories and practices. The

first aspect will be the defining of the functions of management. It will then discuss what

leadership is and how a good leader can manage their organization and staff. Then it will define

ethics and the standards that a physical education organization should follow. Then it will

discuss planning principles and how the school can apply these principles. It will discuss

programming. This will dive into the process of how we will define our standards and build our

curriculum. Finally, it will discuss fiscal management. This will entail how the school can build

and administer a budget that will enhance our organization.

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Leading Organizations

Leading Organizations

Functions of Management

Management is an organizational function that has the ability to get people to accomplish

goals and objectives. It is comprised of planning, organizing, staffing, leading or directing, and

controlling.
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Sport management involves any combination of skills related to planning, organizing, directing,

controlling, budgeting, leading, and evaluating within the context of an organization or

department whose primary product or service is related to sport or physical activity (Laird,

2005). The functions of management are a living organism. On a chart they flow in a circle. They

can also jump back and forth, because all the functions play a part in the effectiveness of the

other functions. One function cannot live fully without the other functions running smoothly.

Planning

Planning is the process of developing and reimagining the mission and objectives and

devising how to accomplish them. When being a physical educator, you must plan your goals for

the future. The biggest goal is health promotion. The best route would be to develop an overall

plan and then break that down into semester segments.

Organizing

Organizing is the division, coordination, and control of tasks and the flow of information.

Managers delegate responsibilities to subordinates. As a physical educator, organizing your

curriculum and staff will allow for structure within the organization.

Staffing

Staffing is the process of hiring employees to fill positions. This involves training,

evaluating and compensating these employees. In physical education you will need to hire

qualified people and train them on the policies of the specific location. This will also entail

evaluating and increasing compensation when needed.

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Directing

Directing or leading is motivating people’s behavior through communicating, leadership,

and discipline. In physical education you can develop a lot of people by being a true leader. The

way you communicate and manage will help you develop your staff and be respected as a true

manager/leader.

Controlling

Controlling is developing performance standards, measuring and reporting performance,

and acting when necessary. In physical education and all fields, controlling is developed from

planning. As a physical educator, you will need to monitor staff and student’s performance.

When performance is below the standard, you must correct it to effectively manage an employee

or student.

Leadership Style

Leadership is defined as having a set of qualities that makes people want to follow you.

Leadership involves personal relationships, setting examples, motivation of the team and

encouragement of individuals (Leadership, n.d.). Leaders can be grouped into two groups. There

is task oriented, who focus solely on the task at hand. Then, there is person oriented, who focus

on the personal relationships within the team. The trick to becoming a leader is to be able to

elicit cooperation, to listen to the needs of others, and to put other people’s needs ahead of your

own with great consistency (Sawyer & Judge, 2012).

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There are many styles of leadership. The one that has been found to work the best is the

team leader style. These managers understand that you need to consider people relations,

commitment, and empowerment to achieve the goals of and organization. These managers are

willing to learn and view conflict as a chance to learn through innovative thinking. They can use

these opportunities to clarify the organizations goals and set standards. They view their staff as

team members all working towards the same goals.

The Physical Education Department Chair will be responsible for the design and

implementation of a program of secondary school instruction, participation, preparation, and

competition in physical education. This work will require expertise in athletics and sports

pedagogy, dedication, enthusiasm, flexibility, and creativity. The Physical Education Department

Chair will continue the recruitment of a team of educators with complementary skills and areas

of expertise, so that the department offers a rich physical education program responsive to the

needs and interests of the Academy’s students (Physical Education Department Chair, n.d.).

Management Theory

As a leader, the situational leadership style is a management style that is good to follow.

This is one of the most appropriate management styles for physical educator to make himself

knowledgeable about. The theory that best coincides with this style is the Path-Goal theory of

leadership. This theory shows us how a leader’s behavior affects motivation. There are two main

parts to this theory. The first is the goal element. This allows staff to receive rewards or

recognition for attaining goals. The second is the path element. This is the removal of obstacles

on the path to achieving goals, which in turn allows the staff the reward.
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Physical Education Organizations

There are many organizations that help shape the physical education world. There are two

very specific ones that help to design and regulate standards. The first is the Shape America.

Shape America is the nations largest membership organization of health and physical education

professionals. Their national standards for K-12 physical education are used all over the country

as the base for physical education programs. The second is the National PE Institute. The

Institute was established to help support, enhance, and develop the instructional skill sets of K-12

physical education teachers.

https://www.shapeamerica.org/

http://www.nationalpeinstitute.com/
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Ethics Organizations
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Ethics Organizations

Personal Philosophies

A choice is derived between two or more alternatives. When making an ethical decision

you need to take into consideration what is the right thing to do. The right thing to do comes

from your individual values and ethical standards. The organization can also outline what these

standards should be, so there are no misconceptions. The choice of what is right should better the

community, organization, and fellow human beings and complies with existing ethical standards

(Sawyer & Judge, 2012). The ethical decision-making process isn’t always straight forward.

There is one process that seems to work well in a physical education environment. It is the result

approach method.

The result approach method is used to consider a series of assessments. The outcome of a

situation is evaluated against the expected consequences. The consideration uses relevant

policies and procedures as an evaluation method. There are several ethical styles tied into this

theory; rules ethics, organizational values ethics, and personal conviction ethics. The decision

will be made based on one of these ethical standards.

Ethics Principles

Ethics is a branch of philosophy that delineates principles of right and wrong actions.

The NASPE has a code of ethics for physical education teacher for K-12 teaching. These are the

guideline for ethics outlined for physical education teachers. These policies are as follows:

Principle I: Physical education professionals are educators who nurture each student’s

cognitive, physical, emotional and social development.

Physical education professionals:

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1.1 Create and maintain a physically and emotionally safe learning environment for all

students.

1.2 Respect each individual’s dignity and worth, and help students value their own identities

and appreciate differences in others.

1.3 Foster growth in all students by integrating intellectual, physical, emotional and social

learning.

1.4 Provide a supportive environment for positive social interaction and group membership.

1.5 Present the curriculum using research-based materials from a variety of sources.

1.6 Use a variety of appropriate instruction strategies that are culturally relevant and address

all learning styles and ability levels.

1.7 Assist students in becoming active, inquisitive and perceptive individuals who reflect

upon and monitor their own learning.

Principle II: Physical education professionals collaborate with school staff, parents and

the community to provide a wide variety of physical activity opportunities for the entire

school community.

Physical education professionals:

2.1 Serve as the physical activity expert within the school by contributing their expertise to

school and community projects/activities.

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2.2 Coordinate the school’s comprehensive physical activity program to maximize students’

understanding, application and practice of the knowledge and skills learned in physical

education.

2.3 Engage school staff and parents in roles that help and support implementation of a

comprehensive school physical activity program.

2.4 Engage and partner with community members and agencies to share resources, thereby

building collaborative services in support of all students.

2.5 Collaborate with school staff in support of the school-wide curriculum.

2.6 Identify opportunities to incorporate physical education and physical activity into schoolwide

initiatives, themes and events.

Principle III: Physical education professionals commit themselves to lifelong learning

and contributing to the profession.

Physical education professionals:

3.1 Maintain membership in a professional association.

3.2 Engage in a variety of professional-development activities, such as research projects,

conferences, presentations, and reading and contributing to professional publications.

3.3 Serve as a mentor, providing guidance and support to new educators.

3.4 Encourage and support their colleagues in their efforts to set and attain high
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standards for student achievement.

3.5 Use reflection as a means of self-assessment to continually improve quality of instruction

and teaching practice.

3.6 Seek continually to extend the knowledge base and best practices within physical

education.

Principle IV: Physical education professionals demonstrate personal and professional

integrity in all environments and situations.

Physical education professionals:

4.1 Serve as role models by participating regularly in health-enhancing physical activity.

4.2 Demonstrate trustworthiness by abiding by the laws of confidentiality concerning the

affairs of all students and colleagues.

4.3 Demonstrate integrity by refusing to accept gifts or favors that could influence actions or

decisions and could be considered unethical or illegal professional behavior.

4.4 Exercise proper judgment in all relationships, so that actions are always

characterized by respect and concern for others.

4.5 Dress in attire that is appropriate for a physical activity environment, while maintaining a

high level of professionalism and is in agreement with the school’s dress code.

4.6 Arrive and depart school in accordance with the teaching contract, allowing adequate
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time to prepare for instruction and other administrative and professional responsibilities.

4.7 Communicate effectively with others orally and in writing

When teaching in the field of physical education, you regularly take actions that require

moral reasoning. When instructing about personal health, fair play, and even how someone

should spend their free time, you need to use ethical decision making. When you are a teacher,

you need to be teaching values. Students learn values from those that influence their lives.

Teachers are in their lives every day and can shape the values of every student they meet.

Instructors that are taught to be responsible and have a moral impact, can have a strong impact

on the character of all those around them. Teachers can even influence other teachers.

The school will need to develop its own code of ethics. If this code is properly crafted, it

can impact not only the lives of the students but that of the teachers, parents, and the community.

Physical educators can influence those around them by nurturing values and teaching these

values to their students. Physical education is designed to stress the importance of leading a

healthy lifestyle, healthy competition, and comradery. These values can be applied to any aspect

of life and continue to be used in any field.

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Planning
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Planning

Standards-Based Planning Principles

Planning is the ongoing process of developing the business’s mission and objectives and

determining how they will be accomplished (Sawyer & Judge, 2012). The vision of physical

education and our school is that every child will have the following opportunity:

 To engage in meaningful activities that promote active and healthy lifestyles.

 Participate in regular assessments that gauge ability levels.

 Learn how to make healthy choices that lead to total body health.

 Show good sportsmanship on or off the field of play.

 Have the choice of curriculum that is of interest to his/her level.

 Appreciate the difference between every person and learn appreciation for that.

Our mission is that the department of physical education is dedicated to the development

of the student as a whole. The program that the department has developed will guide the student

towards a higher level of physical, mental, and intellectual health. The physical education

department is devoted to a high level of education and career development, with the student at

the core.

Goals-

 Physical Education will develop the whole student in all aspects of physical education.
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 The physical educators will serve as role models and demonstrate knowledge of health

and physical education.

 The physical education classes will provide a variety of activities which will motivate the

students and increase participation and

Objectives-

 The physical education program will allow the students to participate in activities that

will develop their skills and understanding.

 The physical education program will develop and reinforce cooperation and

understanding

 The physical education program will teach the students how to establish a fitness strategy

that will engage them in a t life of fitness and health.

Action Strategies-

 Review and revise the district wellness policy to align with national PE and PA

recommendations and assist schools with implementing the policy.

 Involve parents and other stakeholders in reviewing and revising district wellness, PA,

and PE policies.

 Require quality PE for all students that aligns with national and state recommendations

and standards.

 Require that state licensed, or credentialed teachers instruct all PE classes.

 Provide ongoing professional development for PE teachers, as well as for other teachers,

to incorporate PA as part of non-PE classroom exercises. (Supporting Quality Physical

Education and Physical Activity in Schools, 2014).

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The national standards for teachers start off with Scientific and theoretical knowledge. PE

teachers must be able to apply specific scientific and theoretical concepts to help develop young

students. Coaches are doing the same thing at a different level. The second standard is skill and

fitness-based competence. PE teachers must evaluate the physical ability of individuals. They

must educate individuals on the proper way to move and perform health enhancing fitness

activities. Coaches are training and evaluating athletes regarding the specific sport that they are

training. Standard 3 is planning and implementation. PE teachers are implementing

developmental learning experiences and content that is regimented by national standards.

Coaches are implementing a program that is designed by an organization. The next three

standards are instructional delivery management, impact and student learning, and

professionalism.

National Standards for Initial Physical Education Teacher Education

Figure 1. Standard 1, Society of Health and Physical Educators, 2008.

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Figure 2. Standard 2, Society of Health and Physical Educators, 2008.

Figure 3. Standard 3, Society of Health and Physical Educators, 2008.

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Figure 4. Standard 4, Society of Health and Physical Educators, 2008.

Figure 5. Standards 5 and 6, Society of Health and Physical Educators, 2008.

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Programming
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Programming

Programming and Instructional Principles

There is a lot that goes into developing a program. There are 11 elements that may

influence your design of a program. These components are Climate and geographical

considerations, economic and social forces, populations demographics, the community, Federal

and State laws, professional organizations, attitudes of managers and consumers, staff, research,

facilities and equipment, and competition. Once you have taken all this into consideration, you

will need to appoint a team. They need to organize for planning, identify the objectives, generate

solutions, select a program design, and evaluate the design.

In the physical education field, we use a set of standards called the NASPE. These

standards are designed by the National Association for Sport and Physical Education. These

standards set up the objectives for our organization. The national standards for teachers start off

with Scientific and theoretical knowledge. PE teachers must be able to apply specific scientific

and theoretical concepts to help develop young students. Coaches are doing the same thing at a

different level. The second standard is skill and fitness-based competence. PE teachers must

evaluate the physical ability of individuals. They must educate individuals on the proper way to

move and perform health enhancing fitness activities. Coaches are training and evaluating

athletes regarding the specific sport that they are training. Standard 3 is planning and

implementation. PE teachers are implementing developmental learning experiences and content

that is regimented by national standards. Coaches are implementing a program that is designed
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by an organization. The next standard is instructional delivery management. The physical

education teacher must be able to effectively communicate pedagogical skills and strategies to

enhance the learning process. Impact on student learning is the fifth standard. The physical

education teacher must be able to use assessments to foster student learning. Finally, Standard

six, is professionalism. The physical education teacher must demonstrate a disposition the is

becoming of an effective professional.

There is a second set of standards for the student as well. These standards define what the

student must be able to accomplish at different levels of education. To goal of the k-12 standards

are to develop physically literate students that have the knowledge, skills and confidence to

enjoy a lifetime of healthy activity. To do this we need to develop a curriculum that insures the

student:

 Has learned the skills necessary to participate in a variety of physical activities.

 Knows the implications and the benefits of involvement in various types of physical

activities.

 Participates regularly in physical activity.

 Is physically fit.

 Values physical activity and its contributions to a healthful lifestyle

The actual standards have 5 levels, like those of the teacher. These standards are how we

can develop a curriculum that insures that we follow specific guidelines. These standards are as

follows:
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Figure 6. National Standards for K-12 Physical Education, America, S. H. A. P. E., Couturier, L.,

Chepko, S., & Holt, S. A., 2014.

Using these guidelines, we can setup a schedule using the teachers and students as

variables. We can identify the most desirable grouping patterns and determine specific class

sizes. We can determine appropriate time allotments for daily, weekly, and unit instruction. WE

can determine staffing patterns and teacher loads. We will be able to define teaching stations and

equipment that will be used. This will help us develop a schedule and set up the curriculum.
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Controlling
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Controlling

Legal Liability

Legal liability is a major concern of businesses in our day and age. The best practice

against a lawsuit is to control your risk with a solid risk management plan. A good risk

management plan consists of program feasibility, risk identification, risk treatment, risk

implementation, risk evaluation. In physical education a good risk management plan should

address rules and regulations. Is should define a security policy. First aid and emergency

procedures should be outlined. The policy should outline student conduct and the policies needed

to enforce these policies. Finally, there should be a clear outline of facility and equipment usage

standards.

Fiscal Management

A good fiscal management plan should follow a seven-step process.

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The first step in the process is planning the budget. We need to examine the organizational plan

and insure that the budget is designed to satisfy the organizations goals. In physical education we

require the necessary equipment to be able to satisfy the curriculum that is being utilized. New

we coordinate the integration of suggestions from staff and the community. There may be a new

trending sport that the community would like to see the school use. We would have to build it

into curriculum and assess the costs. The next step is interpreting. This involves communicating

the budget plan to the departments. At this point department heads can make alternative

suggestions and plead their case to get new basketball hoops, volleyball nets, etc. After this, the

presentation of the final plan will be presented in a transparent manner. The budget will then be
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approved. At this point all staff have had a chance for input to affect their department. The next

step is to administer the budget. The administration staff distribute the budget using sound

accounting practices. The seventh step is appraisal and is happening throughout the process.

Every step of the way, the process is audited to insure accuracy and that the process is

functioning as it should.

When dealing with a budget, there is a process that needs to be followed. One of the most

common budget types is a zero-based budget. Zero-based budgeting is a method of budgeting

where expenses must be justified. The process is that you start at zero. You build a budget

around the needs of the organization. In our case it would be the needs of the school’s physical

education department. I have created a sample layout of a zero-based budget for the year at our

school.
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This is just an example and can be used as a template for the physical education department and

all other departments if necessary. This budget uses the inventory from Spark Physical

education, a supplier out of Wisconsin. They have been used before to supply our needs in the

physical education department. Typically, you would want to make multiple offers to see which

company can give you the best bang for your buck. I have always been happy with the service

and quality of from Spark.

Zero based budgeting is a more cost-effective way to budget. Normal budgeting would

increase the budget by a percentage every year. Zero based budgeting is more involved and

identifies the needs of each department. This process can lead to better cost management. It can

also hold departments accountable for the items that they are purchasing. The school needs to

save costs where it can. This type of budget will help with cost and accountability.
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Conclusion

The above outline for our organization will be implemented and constantly evaluated. As

we develop the processes we will update this document to keep it relevant. This document will

be used a guideline for how we operate as an organization. Starting with how our management

functions. We need to use the functions of management to our advantage so that we can

effectively advance our organization to the next level. The ethical standards that we have set are

to be followed. Ethics is something that should be a highlight of an organization that deals with

children. We will plan out the way that we want our school to run and what we expect our

students to accomplish. Then we can develop a program that will highlight these aspects. We

will set up standards and regulations that will help protect our staff, students, and the community.

This will help us with legal liability and risk management. Finally, we can use the outlined

budgetary process to develop a budget that will insure that our departments receive the funding

that is needed to allow us to meet the NASPE standards that we must follow. All this will help us

to gain a better standing within our community and insure our community that this is the place

they want their children to learn and grow.

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References

America, S. H. A. P. E., Couturier, L., Chepko, S., & Holt, S. A. (2014). National standards &

grade-level outcomes for K-12 physical education. Human Kinetics.

Hartzell, M., Bell, M., Duchane, K., Steffen, J., & Strong, J. (2011). Code of Conduct for P-12

Physical Education Teachers. Retrieved October 20, 2018, from

http://www.thenewpe.com/foundationsofPE/lectures/3 Ethics - Dispos/Code-of-Conduct-

for-Physical-Educators-pdf-5-3-11.pdf

Kostelis, K. (n.d.). Organization and Administration of Physical Education. Retrieved September

19, 2018, from http://thenewpe.com/oa/oa.htm

Laird, C. (2005). The influence of sport management program characteristics on academician

perceptions of NASPE-NASSM approval. The SMART Journal, 1(2), 4-13.

Leadership. (n.d.). Retrieved September 18, 2018, from

http://www.teachpe.com/sports_psychology/leadership.php

Physical Education Department Chair. (n.d.). Retrieved September 19, 2018, from

https://recruit.apo.ucla.edu/apply/JPF03738

Sawyer, T. H., & Judge, L. W. (2012). The management of fitness, physical activity, recreation,

and sport. Urbana, 51, 61801.

Society of Health and Physical Educators. (2008). National standards for initial physical

education teacher education.

Supporting Quality Physical Education and Physical Activity in Schools. (2014). Retrieved from

https://www.cdc.gov/healthyschools/npao/pdf/LWP_PEPA_Brief_2012_13.pdf