The College of Notre Dame of Maryland
SCHOOL OF EDUCATION
Leadership Seminar I
Jean D’Onofrio, Ed. D.
Summer 2011
Office: 410-532-5895 Office Hours: Before and After Class
Home: 410-882-2566 Also by appointment
E-mail:
COURSE IDENTIFICATION INFORMATION
Leadership Seminar I
EDU 557-51
Credits: 3
Location: Gibbons Hall (Room 214)
Tuesdays and Thursdays: 6:00 – 9:15 p.m. from June 28 – July 21
Instructor: Dr. Jean D’Onofrio
To contact instructor: Telephone and e-mail
Course Description
Leadership has been the focus of extensive investigation over the past several decades. In this course, various leadership models will be examined. Key elements of effective leadership will be investigated and applied to practical situations. As leadership is a social phenomenon, there will be a focus on cultural implications. Participants will be encouraged to integrate and apply diverse leadership perspectives to enhance their leadership abilities. Self-assessments and case studies of current leaders will be stressed to facilitate participant growth toward leading as effective educational professionals.
Required Texts / RECOMMENDED READINGS
Nahavandi, A. (2009). The Art and Science of Leadership. Upper Saddle River, NJ:
Prentice Hall. (Fifth Edition)
Wren, P. (Ed). (1995). The Leader’s Companion. New York: Free Press.
Recommended Readings – See attached Bibliography.
Learning Objectives
1. Examine and critique various models/theories of leadership and apply them to educational settings. (SOEO 2,4,5; ELCC 1,2,3; R,P)
2. Cultivate a reflective stance in the application of leadership concepts and on-going professional development. (SOEO 2,3; ELCC 2,3; S,V,P)
3. Explore the relationship between leadership and culture and understand the historical and social influences affecting leadership of diverse populations. (SOEO 2 4; ELCC 2,4,5,6; R,P)
4. Enhance leadership skills by developing a personal leadership profile through self assessment of leadership strengths and weaknesses. (SOEO 3; ELCC 1,2; S,V)
5. Understand the application of leadership theory in motivating, delegating, empowering and coaching others to promote personal and organizational growth. (SOEO 1,2,5; ELCC 1,2,4,5,6; R,V,P)
6. Examine moral and ethical aspects of leadership and develop a professional Code of Ethics. (SOEO 3,4; ELCC 5; R,S,V)
7. Apply the Educational Leadership Constituent Council Standards for school leaders. (SOEO 1,2,3,4,5; All ELCC Standards; R,S,V,P)
School of Education RSVP Framework
Research Research-based and experience-based teaching within a liberal arts
tradition enables the educator to act with the integrity that comes
from knowing what one is doing in the instructional setting and why one is doing it.
Self-Reflection Reflection in action and critical self-knowledge enable the
educator to articulate a point of view that is guided by informed reason rather than rhetoric, a personally appropriated value position, and attentive self-assessment.
Vocation Teaching is a vocation or “calling” in which the meaning of
professionalism gives equal weight to both competence and virtue.
Practice Teachers who exhibit visionary leadership and commitment to life-
long learning, and who apply exemplary educational practices to
enhance learning for diverse student populations, including mastery of the resources provided by technology, encourage and enable others to act with imagination, risk-taking, intention, and invention.
School of Education Objectives (SOEOs)
From the College of Notre Dame Conceptual Framework
- Demonstrate a general knowledge based in the liberal arts and in specific content appropriate for teaching.
- Demonstrate effective application of principles derived from the ongoing relationship between research-informed theory and practice.
- Exemplify the qualities of a reflective practitioner through analysis and assessment of teaching practices and behaviors, redesigning instruction to meet individual needs.
- Act and make decisions guided by a philosophy of teaching and learning rooted in a moral system that values the development and diversity of each individual.
- Create a safe and interactive environment in which students are both empowered and free to take risks, to think analytically, critically, and creatively, to make informed choices, and to act responsibility.
Educational Leadership Constituent Council Standards
Standard 1: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students
by facilitating the development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the
school community.
Standard 2: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
Standard 3: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.
Standard 4: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
Standard 5: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
Standard 6: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
Standard 7: Internship. The internship provides significant opportunities for
candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit.
IMPORTANT NOTIFICATION REGARDING e-PORTFOLIO REQUIREMENTS
All Notre Dame Education students are required to use an electronic portfolio (Chalk and Wire e-Portfolio). The cost of an account is $125. A College of Notre Dame student e-mail account is very helpful in setting up the e-Portfolio. You must know your exact e-mail address and password. Call 410-532-5200 if you have any questions about your free Notre Dame e-mail.
One of the assignments (Code of Ethics) from this class must be uploaded to the 2009 Administration and Supervision e-Portfolio if you are pursuing a certificate in Administration and Supervision or the Revised 07 e-Portfolio if you are in the Leadership in Teaching program. This required assignment is to be uploaded to your e-Portfolio and sent to “Jean DOnofrio” (without the apostrophe) for assessment by 8:00 p.m. on the Sunday night after the fifth class.
Please do not type your Code of Ethics in Vista because it is not always compatible with Chalk and Wire. You can type your Code of Ethics in Word 07 or Word 03. Typing in Word 03 may need to be converted to Word 07. Please contact Linda Abrams () if you have any questions regarding how to submit the final assignment via Chalk and Wire.
METHODS OF INSTRUCTION
Lectures, class discussions, readings, case studies, group activities, self assessments, surveys and written assignments will all be part of this course. Assigned readings are crucial to your understanding of class lectures. What you read in the texts will be applied to school situations during class discussions.
REQUIREMENTS/ASSIGNMENTS FOR THE COURSE
June 28, 2011
Course overview and explanation of assignments
Nahavandi: Chapter 1 - Definition and Significance of Leadership
Exercise 1-1: What is leadership? (page 29)
Leadership in Action: JetBlue’s David Neeleman Reinvents an Airline (pages 31-2)
[Group Activity]
Wren: #4 - Servant Leadership
#8 - What is Leadership?
Nahavandi: Chapter 2 - The Global and Cultural Contexts
Exercise 2-1: Proverbs as a Window to Leadership (page 56)
Self-Assessment 2-1: Exploring Views of Women (page 63)
June 28, 2011 (Continued)
Leadership in Action: Indra Nooyi: The Indian-Born CEO of Pepsi Sets New Standards
(pages 64-5) [Group Activity]
Wren: #14 - How Princes Should Keep Faith
#15 - Tao Te Ching
#26 - Ways Women Lead
June 30, 2011
Nahavandi: Chapter 3 - Early Theories: The Foundations of Modern Leadership
Self-Assessment 3-1: Determining Your LPC (page 101)
Self-Assessment 3-2: Assessing a Leadership Situation (page 102-5)
Self-Assessment 3-3: Identifying Your In-Group and Out-Group (pages 106-7)
Using the Normative Decision Model
You will use the Normative Decision Model to make appropriate leadership decisions
for three case studies that will be provided to you. [Think/Pair/Share Activity]
Leadership in Action: The Caring Dictator (pages 108-9) [Group Activity]
Wren: #53 - The Decision-Making Process
#54 - Decision Making and the Leadership Process
July 5, 2011 (Submit assignment described at top of next page on this date.)
Nahavandi: Chapter 4 – Individual Differences and Traits
Please complete the following self-assessments before class:
Self-Assessment 4-1: Value Systems (page 146)
Self-Assessment 4-2: Emotional Intelligence (pages 147-8)
Self-Assessment 4-3: Locus of Control (page 149)
Self-Assessment 4-4: Type A Behavior Pattern (page 150)
Self-Assessment 4-5: Self-Monitoring (page 151)
Self-Assessment 4-7: Machiavellianism (page 154)
Self-Assessment 4-8: Narcissism (pages 155-6)
Leadership in Action: Pernille Spiers-Lopez Assembles a Winning Team at IKEA
(pages 157-8) [Group Activity]
Wren: #24 - Leadership: Do Traits Matter?
#48 - The Artform of Leadership
Submit for Grade on July 5, 2011
Personal Code of Ethics - Write a Code of Ethics that guides your professional behavior.
SUBMITTING CODE OF ETHICS ASSIGNMENT VIA CHALK AND WIRE
A hard copy of the Code of Ethics should be submitted by all students during this class for grading purposes. For those students who are also required to submit the Code of Ethics via Chalk and Wire, this artifact must be sent by 8:00 p.m. on the Sunday night after the fifth class.
Students in Administration & Supervision should upload to 3.1 in the 2009 Administration and Supervision Table of Contents, whereas all students in Leadership in Teaching should upload to 3.2 in the Rev07 LDT Table of Contents.
Requirements: Three and one-half pages (Refer to template at the end of this syllabus.)
Typewritten, double spaced, font 12
Your personal code of ethics should include the following sections:
· Preamble (Almost one page minimum)
· Commitment to Students (Minimum of 6 bullets)
· Commitment to Parents (Minimum of 6 bullets)
· Commitment to the Profession (minimum of 6 bullets)
Notes: 1) Each of the commitment sections should begin with the following words:
“In fulfilling obligations to the students/parents/profession, I shall.”
2) The bulleted items should all begin with a verb followed by your ethical thoughts/actions and should be at least two typed lines in length.
3) Your values should be clearly and specifically stated in the Preamble and in all bullets.
Rubric for Personal Code of EthicsPreamble (2 pt)
Commitment to Students (6 pts)
Commitment to Parents (6 pts)
Commitment to the Profession (6 pts)
Deduction for unacceptable writing/mechanics (Up to 2 pts)
Total = 20 points
July 7, 2011
Nahavandi: Chapter 5 - Power and Leadership
Exercise 5-1: Recognizing Blocks to Empowerment (page 185)
Self-Assessment 5-1: Views of Power (page 186-7)
Leadership in Action: The Power of Dick Grasso of the New York Stock Exchange
(pp 188-9) [Group Activity]
July 7, 2011 (Continued)
Wren: #34 - Domination/Subordination
#45 - Power, Influence, and Influence Tactics
July 12, 2011 ** Code of Ethics artifact is due by 8:00 p.m. on Sunday night
via Chalk and Wire. **
Nahavandi: Chapter 6 - New Models for Leadership: Neo-charisma, Inspiration, and the
Relationship with Followers
Exercise 6-1: Do You Know a Charismatic Leader? (pages 219-20)
Self-Assessment 6-1: Authentic Leadership (page 222)
Leadership in Action: Andrea Jung Orchestrates Avon’s Makeover (pages 223-4)
[Group Activity]
Wren: #31 – In Praise of Followers
#43 - Martin Luther King, Jr.: Charismatic Leadership in a Mass Struggle
#61 - Moral Leadership
Submit for Grade on July 12, 2011
Leadership Profile – Assess your leadership skills and plan how you will enhance them.
Requirements: Three pages
Typewritten, double spaced, font 12
Complete each section of the Leadership Skills Inventory.
Record numerical scores and corresponding percents for each
leadership skill area on the first page.
First section of the paper:
· Reflect and analyze your inventory results in a paragraph for each area.
· Indicate whether or not you agree with each score.
Second section of the paper:
· Prepare a Self Improvement Plan for your 3 leadership skill areas with the lowest percent scores.
· Include at least four planned improvement activities in one long paragraph for each skill area.
· Center the heading: “Self Improvement Plan.”
Note: All students should attach the paper to the entire completed inventory instrument
and submit during class to be graded. (The rubric is on the next page.)
Rubric for Leadership ProfileCompleted Sections of the Leadership Skills Inventory:
· Planning & organizational skills (1 pt)
· Oral & written communication skills (1 pt)
· Decision making skills (1 pt)
· Financial management skills (1 pt)
· Problem solving skills (1 pt)
· Ethics and tolerance (1 pt)
· Personal balance skills (1 pt)
Sections of the paper:
Reflection and analysis of inventory results (4 pts)
Self improvement plan for 3 skills with lowest scores (4 pts)
Deduction for unacceptable writing/mechanics (Up to 2 pts)
Total = 15 pts
July 14, 2011
Nahavandi: Chapter 7 - Other Leadership Perspectives: Upper Echelon and
Leadership of Nonprofits
Exercise 7-1: Understanding Strategic Forces (pages 255-6)
Exercise 7-2: Your Organization (page 257)
Self-Assessment 7-1: What is Your Strategic Leadership Type? (pages 260-1)
Leadership in Action: A. G. Lafley Reinvents Procter and Gamble (pages 262-3) [Group Activity]
Wren: #52 – Visionary Leadership
#55 – Leadership Communication Skills
Submit for Grade on July 14, 2011
Interview with a Leader in Your Aspired Leadership Position
Conduct an interview with a person currently in the leadership position to which
you aspire. The leader should have at least 2 years of experience in this leadership
position. Begin with one sentence identifying the position of the person interviewed as
well as the number of years in the leadership position and the grade level at which