Columbus State University
College of Education
Department of Counseling, Educational Leadership, and Professional Studies
MEd. in Educational Leadership
EDUL 6227
COURSE SYLLABUS with PROGRAM ASSESSMENT *
COE Mission: “...To Achieve Excellence by Guiding Individuals as they develop the Proficiency, Expertise, and Leadership Consistent with their Professional Roles as Teachers, Counselors, and Leaders..."
The mission of the College of Education is congruent with and complements that of Columbus State University. The College of Education has adopted the guiding principle, Creating Opportunities for Excellence, to support its mission . . . to achieve excellence by guiding individuals as they develop the proficiency, expertise, and leadership consistent with their professional roles as teachers, counselors, and leaders. By creating opportunities for excellence, the College of Education prepares highly qualified teachers, counselors, and leaders who promote high levels of learning for all P-12 students by demonstrating excellence in teaching, scholarship, and professionalism. Teachers, counselors, and leaders continually acquire, integrate, refine, and model these qualities as they develop proficiency, expertise, and leadership. Ultimately, the professional educator believes in the transforming role of education in human lives and strives to improve the learning of all students. The College of Education also prepares highly qualified professionals in exercise science and community counseling. COE faculty guide individuals in this developmental process.
The visual model represents the key features of the Conceptual Framework for the programs in teacher education, educational leadership, and school counseling. The circle represents the continual process of acquiring, integrating, refining, and modeling excellence in teaching, scholarship, and professionalism. The arrows represent the interdependence of these qualities. The result of our efforts to achieve excellence in teaching, scholarship, and professionalism will be improved student learning at the P-12 level and the university level.
Teaching, scholarship, and professionalism encompass the highest standards represented in the ten (10) principles outlined by the Interstate New Teacher Assessment and Support Consortium (INTASC) and the five (5) core assumptions of accomplished teaching of the National Board of Professional Teaching Standards (NBPTS). The Department of Teacher Education has adopted these principles and assumptions, which are listed below, as standards for beginning and advanced teachers.
Part I: Course Information
Course Title: Obtaining and Using Resources Wisely
Course Number: EDUL 6227 Credit Hours: 3 Field Experiences: See Internship
Manual
Textbook:
Instructor Name: Dr. Pat Duttera
Campus Address: 131 Jordan Hall
Telephone: (706) 568-2222
Email:
Semester: Class Meeting Time:
Office Hours of Instructor:
Office Hours of Departmental Staff: Monday – Friday, 8:00 a.m. – 5:00 p.m.
Jordan Hall 131
Office of COE Graduate Studies: Dr. Tom Hackett, Director of COE Graduate Studies
Mrs. Patty Jamieson, Department Secretary
Jordan Hall 103
706-568-2301 FAX 706 568-5088
Part II: Program Information
Undergirding Philosophy: The undergirding philosophy of the MEd in Educational Leadership is transformational leadership. Developed by Bass in 1978 as a business model for leadership, transformational leadership is applied to the educational setting to develop leaders who inspire others through vision and through the use of personal consideration by having a clear vision of what they want to achieve and how they want to achieve it. Inherent in the definition of transformational leadership is the notion of concomitant growth of those that exercise and are influenced by such leadership. Thus, Burns (1978) held that transformational leadership (referring to it as transforming leadership) occurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality. Power bases are linked not as counterweights but as mutual support for a common purpose. Transforming leadership ultimately becomes moral in that it raises the level of human conduct and ethical aspirations of both the leader and the led and thus has a transforming effect on both (p. 20). Given this mentality, "transformational" principals are open to change and, more fundamentally, embrace its prospect since they realize that school improvement is inextricably connected with the personal and professional development of themselves and their staffs. As stated by DuFour and Eaker (1992), "the key to school improvement is people improvement. Attention to professional development must be the cornerstone of any initiative to enhance the effectiveness of schools" (p. 20).
Transformational Leadership Sources:
· Bass, B.M., & Avolio, B.J. (Eds.). (1994). Improving organizational effectiveness
through transformational leadership. Thousand Oaks, CA: Sage Publications.
· Burns, J.M. (1978). Leadership. NY: Harper and Row.
· DuFour, R., & Eaker, R. (1992). Creating the new American school. Bloomington, IN:
National Education Service.
· Jason, M.H. (2000). The role of the principal as transformational leader in a multicultural
learning community. High School Journal, 83 (3). Academic Search Premier.
Premier.
MEd in Educational Leadership: Program Goals
Graduates will be able to promote the success of all students by:
· Facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
· Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
· Ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
· Acting with integrity, fairness, and in an ethical manner, by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
· Utilizing new and emerging technologies into the instructional and other programs and is innovative in the use of technology.
Major Emphasis Area: The major emphasis area in the MEd in Educational Leadership is improved school achievement.
Knowledge Base: The knowledge base of the MEd in Educational Leadership is founded on the ELCC Standards, the ISTE Standards for school administrators (NETSA), content endorsed by the SREB for the development of school leaders, the Georgia Board of Regents Principles and Action for the Preparation of Educators for the Schools.
The Educational Leadership Constituent Council (ELCC) Standards for Advanced Programs in Educational Leadership (SAPEL) promoted by the National Policy Board for Educational Administration include seven standards for the education and development of school leaders. Copies may be downloaded from the website at http://www.npbea.org/ELCC/
The Interstate Society for Technology in Education (ISTE) developed technology standards for educators including the National Educational Technology Standards for Administrators (NETSA). These standards are located at the society’s website at http://cnets.iste.org/tssa/
According to the Southern Regional Education Board (SREB), educational accountability and higher standards have changed nearly everything, and leadership preparation and certification also must change. The leadership initiative connects SREB, leadership academies and universities across the region in collaborative work focused on significantly improving leadership preparation and development. Information about the education of school leaders is located at www.sreb.org Funded by Wallace-Reader's Digest Funds, Leadership for Educational Achievement in Districts (LEAD) is part of a 15-state initiative to put leadership at the core of systemic school reform by strengthening and diversifying the pool of potential leaders; improving the training of leaders and their professional development; and creating conditions in which they can do their job better.
The GACE in Educational Leadership is administered by the National Evaluation Systems. GACE information is located at www.gace.nesinc.com/
Performance Skills and Dispositions: Performance skills and dispositions are developed and assessed through integrated projects in individual courses and through the internship experience. Emphasis in each course is on collaboration with partner schools and completion of action research projects in culturally diverse environments.
Program Coherence: High quality students including women and minorities are admitted after completion of the admissions process which includes an interview and a writing sample in addition to consideration of test scores and GPA. Registration may be completed after the online graduate orientation is verified. Beginning in Fall 2004, students are admitted as a cohort to complete the program in 15 months. Each student must maintain a 3.0 GPA, complete the MEd Exit Exam, and Internship (refer to Internship Manual) prior to completing the program.
· Regents’ Principles and Actions for the Preparation of Educators for the Schools: The Board of Regents of the University System of Georgia adopted the Principles and Actions in 1998. Additions to the Principles and Actions, recommended by the Educator Preparation Academic Advisory Committee, were approved in 2001. The Actions and Principles (#5) include a provision that any leader not meeting expectations of the employer in the first two years of practice as an educational leader will receive additional training at no expense to the individual or the school district.
Part III: Course Description
EDUL 6227. Obtaining and Using Resources Wisely (2-2-3) All Students will:
Investigate the methods of obtaining and utilizing resources to improve student achievement for all students. Emphasis will be the utilization of funds at the local building level.
Course Goals:
The student will be able to investigate the methods of obtaining and utilizing the resources to improve student achievement for all students. Emphasis will be the utilization of funds at the local building level. Candidates will complete a budget for a school.
Course Objectives (ELCC Standards):
1.3.b. Candidates develop plans and processes for implementing the vision (e.g. articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing need resources.)
3.1.b. Candidates develop plans of action for focusing on effective organization and
management of fiscal, human, and material resources, giving priority to student learning
safety, curriculum, and instruction.
3.3.a. Candidates use problems-solving skills and knowledge of strategic, long-range, and
operational planning (including applications of technology) in the effective, legal, and
equitable use of fiscal, human, and material resource allocation and alignment that
focus on teaching and learning.
3.3.b. Candidates creatively seek new resources to facilitate learning.
4.3.c. Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems.
Course Requirements: Including Mandatory Program Assessment for Standard 3
General: The requirements of this course include: attendance at all announced sessions, participation in class and group activities, timely and successful completion of assignments and projects, sufficient out-of-class preparation for all work assigned, a working knowledge of the problem-solving process, an identified personal code of ethics, and excellent computer, computational, oral and written skills.
Specific:
· Successful students will demonstrate a knowledge of the theoretical aspects of school finance and budgeting
· Successful students will demonstrate the ability to construct a school budget that supports an educational plan
· Successful students will demonstrate an ability to relate the school budget in a written and oral manner
Course Evaluation:
· Presentations = 40 % of Final Grade
· Writing Assignments = 30 % of Final Grade
· Final Exam = 30 % of Final Grade
Grading Scale:
· 90-100 = A
· 80-89 = B
· 70-79 = C
· Below 70 = F
*Mandatory Program Assessment for Standard 3:
Standard 3: Normal Elementary School Budget Development
Activity: Leading a group of 5 others, develop a budget aligned with the School Improvement Plan of Normal Elementary School that you did in Part II of the Normal Elementary School scenarios. Be sure to identify what funding sources available for those resources needed. (EDUL 6227) (Standard 3)
Rational: This assessment is used to judge if the candidate can align the priorities in a school improvement plan with resources available. Additionally, this assessment addresses the need to enhance student learning through effective, efficient, and equitable utilization of resources as found in standard 3. Candidates are expected to demonstrate good management decisions by giving priority to teaching and student achievement.
Required Reading:
· Financing Education in a Climate of Change by Vern Brimley, Jr. and Rulon R. . Garfield. 2002 Copyright, Publishers: Allyn and Bacon. ISBN 0-205-33235-8.
· Georgia School Laws. 2002 Copyright by State of Georgia, Publishers: Lexis Nexis. ISBN 0-327-03641-9. Pages 80-89.
References:
· Human Resources Administration: Personnel Issues and Needs in Education, Fourth Edition by L. Dean Webb and M. Scott Norton. 2003 Copyright, Publishers: Merrill Prentice Hall. ISBN 0-13-042325-4.
· Money and Schools: A Handbook for Practitioners by David C. Thompson and R. Craig Wood. 1998 Copyright, Publishers: Eye on Education. ISBN 1-883001-45-5.
· School Finance: A policy Perspective, Third Edition by Allan R. Odden and Lawrence O. Picus. 2004 Copyright, Publishers: McGraw-Hill. ISBN 0-07-282-318-6.
· Educational Leadership: Changing Schools, Changing Roles by Judy Reinhartz and Don M. Beach. 2004 Copyright, Publishers: Allyn and Bacon. ISBN 0-205-34103-9
· Educational Governance and Administration, Fifth Edition by Thomas J. Sergiovanni, Paul Kelleher, Martha M. McCarthy and Frederick M. Wirt. 2004 Copyright, Publishers: Allyn and Bacon. ISBN 0-205-38086-7.
Selected Websites:
· www.doe.k12.ga.us/
· http://nces.ed.gov/
· www.census.gov/govs/www/school.html
Instructional Strategies:
Problem-Based Learning: A variety of instructional strategies (lecture, discussion, inquiry, verbal/written syntheses, case studies, seminar, question and answer, and report writing) will be utilized when traditional class time is scheduled.
Cultural Diversity: Cultural and community diversity are valued and promoted through the selection of classroom assignments and instructional materials used, and the expectation that the student will be able to demonstrate in the production of a school improvement plan for a local school a comprehensive understanding the value of diversity in educating P-12 students.
Technology Integration: The International Society for Technology in Education (ISTE) has adopted National Educational Technology Standards for Administrators (NETSA). Candidates in the Department of Educational Leadership are expected to show leadership and vision in the area of technology, promote the use of technology in teaching and learning, routinely demonstrate familiarity with the use of technology, work within their school systems in order to enable support for technology, use technology in assessment and evaluation, and address social, legal and ethical issues regarding use of technology. In this class, improvement of school programs and school systems must reflect the philosophy of the Department of Educational Leadership in addressing the use of technology in the schools.
Part IV: Other Information
Internship Information: Refer to Internship Manual and university mentor for specifics.