Gardner-Webb University
School of Education
Master of Arts in Executive Leadership Studies (MELS)
Syllabus
Course Number and Title
MELS 605 – 21st Century School Leadership
Instructor
Name: James M. Palermo, Ed.D.
Email:
Telephone: (919)878-9922
Office Hours: By arrangement with instructor.
Student should contact their instructor for any questions regarding this course.
Content Area Faculty (Responsible for syllabus)
Professor: Doug Eury
Office: Craig 100 B
704-406-4402
NOTE: To ensure program consistency, all sections of each course in the Gardner-Webb University School of Education MELS program, regardless of delivery format, follow the same course requirements as listed in this syllabus that is provided by the Program Professor/Lead Faculty. Instructors may modify readings, topics, or assignments in consultation with the content area faculty listed above.
Texts Pearson Custom EDUCATION: 21st Century School Leadership
ISBN 13-978-1-256-01347-1
Hersey, P., Blanchard, K., & Johnson, D. (2008). Management of
Organizational behavior: Leading human resources (10th ed.). New Jersey: Pearson
Ball, J.D., Eury, A. D., King, J. C. (2011). Rethink, rebuild, rebound: A framework for shared responsibility and accountability in Education (2nd ed.) Boston: Pearson Learning Solutions
COURSE DESCRIPTION
This module prepares executives to lead schools as they face the challenges of the 21st century. Candidates will articulate the mission, goals, and values of the school, and work to lead staff through the vehicle of a professional learning team. Provides candidates opportunity to understand and practice the teacher supervision and evaluation process used in their state and district. Candidates will learn to base their judgments on the various levels of teacher development, with attention to cognitive readiness, willingness, and past experiences.
RATIONALE
The educational administrator of the 21st century must fully understand the complexities of the educational environment and the politics influencing that environment. Therefore, it is necessary for educational administrators to understand the theoretical concepts of educational leadership in the 21st century. This will be accomplished through an integration of leadership and supervision principles.
COURSE OBJECTIVES
Upon completion of this course, candidates will:
1. Understand the historical perspectives of leadership
2. Understand current leadership theories
3. Analyze their own leadership qualities and styles
4. Distinguish between leadership and management
5. Develop skills in determining effectiveness
6. Develop skills in diagnosing the environment
7. Understand the various components of situational leadership
8. Practice building effective relationships
9. Practice effective communication skills
10. Understand team leadership
11. Practice leadership strategies for organizational transformation
12. Demonstrate knowledge necessary to develop, implement, and evaluate the instructional program of the school
13. Demonstrate skills in assessing needs and setting instructional goals and objectives
14. Demonstrate the ability to coordinate human resources in defining and implementing curriculum
15. Demonstrate knowledge and skills necessary for improvement of instructional design, techniques, and application of learning theory, ranging from individual to staff development
16. Demonstrate knowledge of and ability to use community resources to enrich the school program
17. Demonstrate the skills necessary to carry out effective performance appraisal, the development of individual improvement plans, and formative and summative evaluation of programs
ATTENDANCE AND CLASS INFORMATION
See Graduate School Handbook
KNOWLEDGE AND PRACTICE OF NEW LEADERSHIP STANDARDS
Candidates through the five semesters will address the following six evidences that must be performance related. Relative to the evaluation rubrics, candidates create evidence of practices that relate to the proficiency level:
1. POSITIVE IMPACT ON STUDENT LEARNING AND DEVELOPMENT: Evidence that demonstrates the ability to systemically impact the learning and development of ALL students.
2. TEACHER EMPOWERMENT AND LEADERSHIP: Evidence that demonstrates the ability to empower faculty and staff and support teacher leadership
3. COMMUNITY INVOLVEMENT AND ENGAGEMENT: Evidence that demonstrates the ability to involve and engage school and community stakeholders.
4. ORGANIZATIONAL MANAGEMENT: Evidence that demonstrates the ability to effectively and efficiently manage complex organizations.
5. SCHOOL CULTURE AND SAFETY: Evidence that demonstrates the ability to positively impact school safety and culture.
6. SCHOOL IMPROVEMENT: Evidence that demonstrates the ability to effect school improvement.
NOTE: The assessment rubrics found in the MELS Handbook serve as the assessment criterion for all evidences.
ASSIGNMENTS
There are two major assignments as they relate to the six artifacts. Considerable time will be spent on refining the artifacts. Candidates should attempt to have all components of artifacts including descriptor summary forms submitted for evaluation or at least in the review process by mid-semester. Six weeks before graduation, candidate progress will be assessed to determine eligibility for graduation. Specific dates will be announced through the BlackBoard site and candidate Gardner-Webb email addresses.
Artifact 5 E: Graphical Organization Chart
The candidate will develop an electronic framework to graphically display the progress of the school related to cultural advocacy and safety. This framework will have data that will demonstrate how the framework will display graphically the beginning and ending datasets that measure the progress of the school on the parameters identified in the TWCS, Needs Assessment, School Environmental Analysis, and Cultural Competence Audit. An example of this graphical organization chart could be a PERT Chart that not only demonstrates the timeline of the project, but also identifies the relationships among the elements of the CAAP.
Contingent to approval by the administration, the candidate will implement activities and processes indicated in the Graphic Organization Chart. Assessment of the proficiency of the candidate to lead and facilitate the identified activities will be accomplished by a joint evaluation of the University supervisor and the site supervisor. Results of the implementation will be included in the final portfolio assessment.
Artifact 6 F: Graphical Organizer
The candidate will produce a graphic organizer that illustrates the data collected and analyzed, the major strengths and opportunities for improvement identified by the stakeholders, and the relationships that each of these have with student achievement.
Contingent to administrative approval, the candidate will work with key leadership teams to implement and assess impact of the proposed activities aimed at overall school improvement. The candidate’s proficiency will be judged on the ability to assess the needs of the schools, the ability to communicate those needs to key leadership teams, and the ability to assess impact of the components of the plan.
Letter grades will be assigned to submitted work based on rubrics found in the MELS handbook. Grades will be assigned in this course using these rubrics along the following guidelines:
“Accomplished” work – A
“Accomplished/Proficient” work – A-/B+
“Proficient” work – B
“Proficient/Developing” work – B-
“Developing” work – C
Work that has not yet met criteria for “Developing” – F
MELS 605 – 21st Century School Leadership
Learning Tasks and Activities (Summer 2013)
Week/Module / Topic(s) / Chapters (aligned to topics) / Class Activities and AssignmentsOne and Two
May 22 & 29
Module I: Strategic Leadership / 1. The Extreme Future
2. The World is Flat
3. Management and Motivation Theory
4. What Can Schools Do
5. Supervisory Behavior Continuum
6. Motivating
7. Adult and Teacher Development / 1. Powerpoint on The extreme future
2. Powerpoints on The world is flat
3. Hersey et al. - Chapters 1 and 2
4. MELS 605 custom text – Chapter 3 (pp. 33-45)
5. MELS 605 custom text – Chapter 6 (pp. 105-118)
6. Hersey et al. – Chapter 3
7. MELS 605 custom text – Chapter 4 (pp. 45-84) / Week 1
Review of syllabus, texts, assignment schedule
Introduce collaboration and peer coaching practice for artifact review. Review artifact work schedule.
Discussion prompt: In Blackboard, write and post a brief "elevator speech" on the importance of strategic leadership in the process of school improvement. For full credit please post a response to at least one other classmate.
Week 2
In class artifact work: AAPSL
Discussion prompt: Paraphrasing Hersey, p. 56, summarizing the various theories of motivation, 'An effective leadership model must endeavor to incorporate three basic human needs for security, belongingness, and personal growth.' Explain with examples how a principal might recognize and address each of these needs in order to motivate the staff of their school. Please post a response and respond to at least one other post.
Three and Four
June 5 & 12
Module II: Cultural Leadership / 1. Organizational Transformation
2. Knowledge of Supervision
3. Systems Thinking
4. Planning and Implementing Change
5. Collaboration and Building Community
6. Leading Effective Teams / 1. Hersey et al. - Chapter 17
2. MELS 605 custom text – Chapter 1 (pp. 1-14)
3. Covey powerpoint supplement
4. Hersey et al. – Chapter 16 and MELS 605 custom text – Chapter 26 (pp. 409-434)
5. MELS custom text – Chapter 15 (pp. 169-180), Balls et al. Section II (pp. 21-118), and MELS custom text – Chapter 28 (pp. 463-484)
6. Hersey et al. – Chapter 13 / Week 3
In class artifact work: AAPTEL
Discussion prompt: Stephen Covey argues for a principle-centered leadership approach to organizational change that is based in personal integrity and leading people and organizations based on "self-evident, self-validating natural laws." The language of principle-centered leadership is sprinkled throughout the NC Standards for School Executives. Find and quote a principle-centered standard and comment on the connection. (NC Standards in Course Content)
Week 4
In class artifact work: SIP
Discussion prompt: Review the Hersey text, pp. 243-50 on Helping and Hindering Roles on Teams. Describe a real school situation (pseudonyms please) where you have observed one of the hindering (aggressive, manipulative, dependent or avoidant) behaviors or games Hersey describes. Reflect and respond to the situation. How did the leader respond at the time? What recommendation, if any, would you have for improvement?
Five
June 19
Module III: Instructional Leadership / 1. Formative Assessment
2. Curriculum Development
3. Instructional Leadership
4. Professional Development
5. Assessing and Planning
6. Observation Skills
7. Reflection on Schools, Teaching, and Supervision / 1. Supplement
2. MELS 605 custom text – Chapter 24 (pp. 361-386) and Balls et al, Section III
3. Guskey supplement
4. MELS 605 custom text – Chapter 23 (pp. 337-360)
5. MELS 605 custom text – Chapter 18 (pp. 211-240)
6. MELS 605 custom text – Chapter 19 (pp. 241-264)
7. MELS 605 custom text – (pp. 85-104). / Week 5
In class artifact work: OMA
Discussion prompt: The implementation of a new curriculum is a huge leadership challenge for a principal. After you have viewed Dr. Edney's webinar, reflect on implementation thus far of the new Common Core curriculum at your school. Use the Rose-Bud-Thorn tool, or another quality tool to think about how the implementation has rolled out at your school. If you were principal what would you repeat (Rose), explore as an opportunity (Bud), or avoid (Thorn)?
In the Forum, write especially about Roses and Buds with the thought of compiling a list of best practices.
Six
June 26
Module IV: External Leadership / 1. Good to Great in the Social Sector
2. Situational Leadership
3. Effective Communications / 1. Powerpoint on Good to great in the social sector
2. Hersey et al. - Chapters 7, 8, 9, & 10
3. Hersey et al. - Chapter 12 / Week 6
In class artifact work: CAAP
Discussion prompt: Review Balls, el.al Section III and list either from the text or your own experience, three skills necessary for a 21st Century education and three promising instructional strategies for delivering that education. For full credit please write a thoughtful paragraph with details and examples. Edit for spelling and grammar.
Seven
July 3
Module V: Managerial Leadership / 1. Functions of Supervision
2. Distributive Leadership
3. Adequacy and Equity
4. Roles and Responsibilities of Leaders
5. Leadership Styles
6. Managing People to Perform / 1. MELS 605 custom text – Chapter 21, p. 291
2. Reread Balls et al., Section II
3. Powerpoint on Adequacy and Equity
4. Powerpoint on Managing people to perform
5. Hersey et al., Chapter 11
6. Hersey et al., Chapters 14 and 15 / Week 7
In class artifact work: SIAP
Discussion prompt: As aspiring administrators who may be applying for assistant principal positions in schools this year, how do you feel about this standard? In a shift from your current job, what tasks do you think you can anticipate as an AP, and how do you feel about that? How do you feel that you can contribute to a school's overall effectiveness and high student achievement through managerial leadership?
For full credit please write a thoughtful post and reply to at least one other.
Eight
July 10
Module VI: Human Resource Leadership / 1. Organizational Capital
2. Educational Policy
3. Relationships
4. Technical Skills in Supervision / 1. Supplement
2. Powerpoints on Policy
3. Hersey et al. – Chapter 10
4. MELS 605 custom text – Ch. 13 (pp. 145-196) / Week 8
Discussion prompt: Keeping the best teachers is a human resource challenge for administrators. Please review the list of recommended retention strategies in Course Content/Module 6/ Human Resources/Activities/Retention Strategies. In your school experience you probably know of teachers who were clearly assets to the school who left your school or the profession. Describe a scenario in which a strong teacher left. Where did he/she go? What might have been done in this scenario to retain this employee?
Nine
July 17
Micro-Political Leadership / 1. Political Skills
2. Systems at a larger scale
3. Determining Effectiveness
4. Pay for Performance / 1. Supplement
2. Supplement
3. Hersey et al. -Chapter 6
4. / Week 9
Discussion prompt: Reflect on micro-political situations in your school or schools you have known. Describe a challenging leadership opportunity that illustrates your understanding of some aspect of Standard 7. If you were the principal, what would you do in this situation?
Ten
July 24
Integrating the Standards / 1. Action Research and Evaluation Skills / 1. MELS 605 custom text – Chapter 20 (pp. 265-290) / Week 10