Shaw University -- Course Outline

Leadership Seminar

(EDU 401 - 01)

Instructor: Prof. Joyce RichardsonTelephone: (919) 546-8534

Office: TOS 304Email:

Office Hours: M: 2:00-4:00; T: 1:00-4::00;Time: Tuesday 5:00-7:30

W: 1:00-4:00; Th: 9:00-11:00:

Moodles contact: , 919-546-8323
Dept. Chair: 919-546-8530

Conceptual Framework Theme:

The theme/purpose of the conceptual framework under-girding the Department of Education’s programs is:

to produce graduates who are critical thinking problem solvers with the knowledge, pedagogical, and

technological skills, and professional dispositions needed to function as effective teachers in a diverse world.

Required Text

Curriculum Leadership, 9th ed., Forrest W. Parkay, Eric J. Anctil, and Glen Hass, 2010, Boston: Allyn & Bacon

General Course Description:

The course will provide opportunities for the student to demonstrate leadership and collaboration skills and to save evidences of these skills electronically. Evidence of these leadership skills will be submitted to the North Carolina Department of Public Instruction as a part of the Department of Education’s requirements for completion of their program of study

Department of Education Mission Statement

The Shaw University Department of Education builds on the knowledge, skills, and values that students

acquire through their liberal arts and science foundations. Candidates graduating from the department will

have the specialty area knowledge, professional skills, and experiences that will enable them to function as

competent and effective teachers who think critically and demonstrate effective problem-solving skills.

Departmental majors may choose a specific concentration from four different specialty areas. Each student is

encouraged to choose one of the specialty areas listed below by the end of his/her sophomore year.

Birth through Kindergarten Education (B-K)

Elementary Education (K-6)

Graduate students may pursue a Master of Science in Curriculum and Instruction with a concentration in Early

Childhood Education.

[The Secondary English Education (9-12) and Secondary Mathematics Education (9-12) programs are housed

in the content areas. The University suspended the Special Education: General Curriculum (K-12) Program,

effective in fall 2006.]

Program Learning Outcomes (PLOs)

The goals of the Department of Education are:

  1. to align the institutional mission and goals with state, regional, national, and departmental standards and requirements;
  1. to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical,

and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;

  1. to implement an assessment system that collects and analyzes data on applicant qualifications, candidate

and graduate performance, and unit operations to evaluate and improve the unit and its programs;

  1. to collaborate with school partners to design, implement, and evaluate field experiences and clinical practice

so that teacher candidates develop and demonstrate the knowledge, skills, and dispositions necessary to help

all students learn;

  1. to design, implement, and evaluate curriculum and experiences for candidates to acquire and apply the
    knowledge, skills, and dispositions necessary to help all students learn;
  1. to maintain a qualified faculty that models best professional practices in scholarship, service, and teaching;
    and
  1. to maintain the leadership, authority, budget, personnel, facilities, and resources for the preparation of
    candidates to meet professional, state, and institutional standards.

NOTE: The mission statement and goals of the Department of Education are aligned with the mission statement and goals of each of its programs.

Student Learning Outcomes:

The stated EDU 401 Student Learning Outcomes align with the following Departmental Goals of:

Preparing teachers candidates who know and demonstrate the content, pedagogical, technological, and professional knowledge, skills, and dispositions necessary to help all P-12 students learn in the 21st Century. (Teach Teacher Candidates the Knowledge of Technology-infusion Strategies)

At the end of a successful completion of this course, students should be able to:

  1. demonstrate skill in engaging in collaborative and collegial professional learning activities. (NCDPI 1b.1)
  2. demonstrate skill in identifying the characteristics or critical elements of a school improvement plan. (NCDPI 1b.2)
  3. demonstrate the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan. (NCDPI 1b.3)
  4. demonstrate the ability to participate in professional development and growth activities.(NCDPI 1c.1)
  5. demonstrate the ability to begin to develop professional relationships and networks (NCDPI 1c.2)
  6. demonstrate the ability to communicate and collaborate with the home and community for the benefit of students. (NCDPI 2e.1)
  7. demonstrate the ability to participate in recommended activities for professional learning and development (NCDPI 5b.1)
  8. lead in their classrooms (NCDPI 1a)
  9. advocate for schools and students (NCDPI 1d)
  10. embrace diversity in the school community and in the world (NCDPI 2b)
  11. communicate effectively (NCDPI 4g)
  12. analyze student learning (NCDPI 5a)
  13. function effectively in a complex, dynamic environment (NCDPI 5c)

NCDPI Descriptors:

Student Learning Outcomes: (This section list what students are expected to know, demonstrate and value upon completion of the course). It also shows the link between the SLOs (Program Learning Outcomes) and the PLOs (Program Learning Outcomes).

Student Learning Outcomes
At the completion of this course, students will be able to: / Assessment of Student Learning Outcomes
(Assessment Tools) / Linkage to Program Learning Outcomes (Insert the PLO number(s) that corresponds to the stated SLO)
1b1.demonstrate skill in collaborative and collegial professional learning activities. / Essay, reflections / 2.0 to prepare candidates to work in schools as teachers who know and can demonstrate the content, pedagogical,
and professional knowledge, skills, and dispositions necessary to help all P-12 students learn;
1b.2.demonstrate skill in identifying the characteristics or critical elements of a school improvement plan.. / Needs Assessment; Relevant Reflections in Student’s Specialty area Digital Portfolio.as presented in the School Leadership and Collaborative Plan. / 1.1,( project reflects these requirements);
2.1 (rubric addressed the stated contexts.
4.1 (students’ research must demonstrate understanding as specified);
6.1(multiple assessment)
1b.3.demonstrate the skill to use appropriate data to identify areas of need that should be addressed in a school improvement plan.. / Needs Assessment; Relevant Reflections in Student’s Specialty area Digital Portfolio.as presented in the School Leadership and Collaborative Plan. / 1.1 (project reflectst these requirements);
2.1 (rubric addressed the stated contexts.
4.1 (students’ research must demonstrate understanding as specified);
6.1(multiple assessment); 5.1 (plan require B-K & P-12 relation).
1c.1 demonstrate skill to participate in professional development and growth activities. / Relevant Reflections in Student’s Specialty area Digital Portfolio.as presented in the School Leadership and Collaborative Plan. / 1.1 ( project reflects these requirements);
2.1 (rubric addressed the stated contexts.
4.1 (students’ research must demonstrate understanding as specified);
6.1(multiple assessment); 5.1 (plan require B-K & P-12 relation).
1c.2. demonstrate skill to begin development of professional relationships and networks. / Relevant Reflections in Student’s Specialty area Digital Portfolio.as presented in the School Leadership and Collaborative Plan. / 1.1 ( project reflects these requirements);
2.1 (rubric addressed the stated contexts.
4.1 (students’ research must demonstrate understanding as specified);
6.1(multiple assessment); 5.1 (plan require B-K & P-12 relation).
2e.1. demonstrate skill to collaborate with the home and community for the benefit of students. / Relevant Reflections in Student’s Specialty area Digital Portfolio.as presented in the School Leadership and Collaborative Plan. / 1.1 ( project reflects these requirements);
2.1 (rubric addressed the stated contexts.
4.1 (students’ research must demonstrate understanding as specified);
6.1(multiple assessment); 5.1 (plan require B-K & P-12 relation).
5b.1. demonstrate skill to participate in recommended activities for professional learning and development. / Relevant Reflections in Student’s Specialty area Digital Portfolio.as presented in the School Leadership and Collaborative Plan. / 1.1 (, project reflects these requirements);
2.1 (rubric addressed the stated contexts.
4.1 (students’ research must demonstrate understanding as specified);
6.1(multiple assessment); 5.1 (plan require B-K & P-12 relation).

Assignments:

At least 2GB.USB flash drive and/orat least one, 800MB CD-RW or DVD-RWdepending on how big your files are, to store your digital portfolio. Due to greater need for multimedia artifacts,you may need storage devices as big as 2GB. Some of my former students have used 4GB storage devices in Flash Drive forms. Remember to keep copies for your future needs.

There will be zero tolerance for cheating or helping to cheat in any case or form. Late assignments will result in loss of points.. Arranging your own class-presentation is part of your responsibility in this course as it will be your responsibility when you become a teacher or a professional. On your presentation date and time, you must be fully ready to present or else you will loose your presentation points. Please take these expectations very seriously as there will be no exceptions.

Library Component

Students must visit the library and the curriculum and material center (CMC), to read more on topics covered, while developing the School Leadership Plan/Reflections for the school project and compiling facts for the digital portfolio. Visit to the main library will also help students in getting guidance on how to search and use the Shaw University’s adopted academic databases for your class work and beyond. Please take advantage of this.

School Leadership and Collaborative Plan

September 7: Teacher Leadership (pp. 15-20: ) ; Faces of Leadership (pp. 338-344)

1b.1: Engages in collaborative and collegial professional learning activities.

Teacher Candidate will begin the six week period of developing the School Leadership and Collaborative Plan by meeting with the school principal to be assigned a teacher or member of the School Improvement Planning Committee. Ongoing reflections are required through-out the semester.

Two page essay is due discussing the purpose of school improvement plans. Include teacher leadership and input in the development of school improvement plans. Include citations with sources of information. Must be placed in Moodles by midnight.1b.1

September 21: Student Data to Improve Instruction (pp.391-398); Case Study (pp.502-508)

1b.2 Identifies the characteristics or critical elements of a school improvement plan.

Teacher Candidate reviews the plan and conducts a needs assessment to determine a critical area that needs to be addressed in his/her specialty area. Needs assessment must be submitted on Moodles by Sept. 19 at midnight.1b.2

October 5 :School Improvement (pp. 393-397); Teacher Collaboration (pp. 505-506)

1b.3 Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan.

The Teacher Candidate gathers data through interaction with the School Improvement Planning Committee, teachers and families as well as documentation from School Board meetings. The teacher candidate uses the data in the development of a plan for intervention.1b.3

October 19: Instructional Decisions Based on Data (pp.427-444)

.

1c.1 Participates in professional development and growth activities

The Teacher Candidate attends at least one professional development workshop at the cooperating school and attends a professional conference or workshop.1c.1

1c.2 Begins to develop professional relationships and networks.

The Teacher Candidate maintains a reflective journal in which he/she describes and reflects on the collaborative and professional relations that are developed during the project. A draft of the reflective journal is due on Moodles.1c.2

November 2

2e.1 Communicates and collaborates with the home and community for the benefit of students.

The Teacher Candidate attends a faculty meeting or team level meeting to gain information to assist with development of strategies to address the identified area for improvement, gathers information and makes adjustments throughout the process.2e.1

November 9

5b.1 Participates in recommended activities for professional learning and development.

The Teacher Candidate maintains a Reflective Journal and documents the professional learning and development that takes place or has taken place.5b.1

November 16

Make a PowerPoint Presentation of the entire School Leadership and Collaborative Plan,including all

November 30. :

Prepare your Digital Portfolio presentation (power point presentation) with appropriate and effective Hyperlinks to artifacts and other relevant files or programs, including the Web. 1b.1, 1b.2, 1b.3,1c, 1c.2, 2e.1, 5b.1.

Upload Digital Portfolio onto the Moodles Portfolio Template, using appropriate links. (One on the USB flash drive, and the other on the Moodles Portfolio Template.)

Final USB Flash Drive/CD-RWs of all class work and Portfolio is turned in Submission of the storage devices containing all work completed in this course – To be submitted on the day of your final Digital Portfolio presentation.

Specific directions and/or requirements for the evidence provided to teacher candidates:

  1. The Teacher Candidate (TC) will spend six weeks developing a School Leadership and Collaborative Plan (SLC) that includes on-going Reflections, related to his/her specific specialty area of study.
  2. The SLC Plan will follow the guidelines given by the student’s professor in class. The guidelines that are already developed into a rubric will be provided at the beginning of the project.
  3. TC will carry out the project in a Shaw University Cooperating School. He/she will meet with the school principal and will be assigned a teacher or member of the School Improvement Planning Committee or Team to work with.
  4. The TC will a develop and conduct a needs assessment through review of the School Improvement Plan and discussion with a member of the School Improvement Planning Committee or Team. The TC will identify a specific area related to their specialty area that needs improvement and request permission from the school to work on the area.
  5. The TC will attend at least one meeting of the School Improvement Planning Committee during the six week period.
  6. The TC will attend one of the school’s faculty meetings to assist with gathering information to be used in the development of the project area that has been identified as needing improvement.
  7. The TC will review the local board meeting minutes to get a broader vie w of issues facing the school system/LEA.
  8. The TC will attend a school sponsored professional development workshop.
  9. The TC will attend one professional conference or workshop preferably related to their project area.
  10. Based on all of the data gathered, the TC will develop a SLC Plan for intervention which addresses strategies for the school and the community.

Evaluation:

Essay10% of final grade

Needs Assessment10% of final grade

Reflective Journal30% of final grade

Digital Portfolio/Powerpoint Presentation of School Leadership/

Collaborative Plan40% of final grade

Attendance and Course Participation10% of final grade

Grading Scale:

90 -100=A (Accomplished)

80 – 89=B (Proficient)

70 - 79=C (Proficient)

60 - 69=D (Developing)

Below 70 =F(Developing)

Bibliography:

Bell-Rose, S., & Desai, V.N. (2005). Educating leaders for a global society. New York: Goldman Sachs

Foundation.

DuFour, R., & Eaker, R., &DuFour, R. (1998), Professional learning communities at work: Best practices for

enhancing student achievement, Bloomington, IN: National Education Service.

Gonzales, L. D. (2004). Sustaining teacher leadership: Beyond the boundaries of an enabling school culture.

Landham, MD: University Press of America.

Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher

leadership, Teachers College Record, 102 (4), 779-804.

Expectations:

You must produce an excellent digital compilation of all your artifacts. All your work must be stored in a PowerPoint presentation form as a major file with several hyperlinks to other sub-files in a Flash Drive or a CD-RW, as it has seen demonstrated in class. You will later upload all your work onto Moodles..

In addition to Shaw University’s Attendance Policy, class attendance is mandatory if you plan to pass this course. Missing class forums means missing vital information necessary to do well in the Assignments & Tests.

If you still miss class anyway, you should catch up by getting your notes from students that attended class. PROFESSOR IS NOT RESPONSIBLE FOR CLASSES THAT YOU MISS. IT WILL BE SOLELY YOUR RESPONSIBILITY. It is very important that you always check Blackboard for “Announcements” and/ or “

.

Disabilities Policy

In compliance with the Americans with Disabilities Act (ADA), all qualified students enrolled in this course are entitled to “reasonable accommodations.” Please notify the instructor during the first week of class of any special accommodations needed for you to function properly in this course.

Please note:

In this class, professor will not change grades after the final exam unless there is an error in recording. Attend all class forums, complete your course responsibilities and address all problematic issues before the course concludes. “Incomplete” will only be given if you are passing the course, have attended all class forums, and have brought in genuine Physician's note (phone number/s included), in case of serious illness. Thank you for your cooperation.

Student Classroom Decorum Expectations

From the Vice President for Academic Affairs

To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, headdress. Students will turn off telephones prior to entering the classroom. Students who exhibit the behaviors described above, or similar behaviors will be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the department chair. The student may appeal the decision of the department chair to the Dean of the College offering the course, and, subsequently, to the Office of the Vice President for Academic Affairs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result in termination of the appeal, and revert to the decision of the department chair.

Each behavior construed by the teacher/professor as non-conducive to learning will be recorded, properly documented, and appropriately reported to the student and to the chair of the academic department offering the course. The report will be in written form with a copy provided to both the student and the department chair. The faculty member will retain a copy for her own records. (As approved August 22, 2007)

DATES TO REMEMBER:

September 1 Last Day to Drop-Add

September 6 Labor Day Holiday

September 23 Fall Convocation (11:00 AM)

October 5-7 Mid-semester grades due

October 8-11 Fall Break

October 15 Last Day to WITHDRAW from the University and Receive a Partial Refund

October 18 – 25 Homecoming Week

October 25-29 Academic Advisement for Spring, 2011

October 30 Online Registration for Spring and Summer , 2011

November 24-28 Thanksgiving Holiday

December 2 University Holiday Celebration

December 2 Reading Day

December 10 Fall Semester Ends

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