EDA 505 Syllabus
The College of Saint Rose
EDA 505- Introduction to Educational Leadership & Administration
Instructor: Dr. Rich Hawkins
Home Address: P.O. Box 707, Moriches, NY 11955
Phone & fax: 631 909 1388; 631 909 1452
Email:
Course Description:
The purpose of this course will be to explore the organizational setting in which schools function. Students will acquire an overview of organizational theory, culture, leadership, change, conflicts, and decision-making. Through involvement in self-study, class participation activities and discussions, individual projects, research and writing, students will gain insight regarding their own potential as school leaders.
Students will be expected to begin developing their individual Professional Development Portfolios (PDP). This enables you to focus on your future developmental needs as an education leaders. The PDP will be a useful guide in your professional development throughout future EDA courses in general, and in particular will be used in conjunction with an National Council for the Accreditation of Teacher Education (NCATE) rated Reflective Essay that will be completed at the end of your internship. Your portfolio will in part focus on the National Policy Board for Educational Administration’s “Standards for Advanced Programs in Educational Leadership” and the New York State Standards. These standards called the ELCC (Educational Leadership Constituents Council) Standards and the NYS Standards form the basis for all coursework in Education Leadership at the College of Saint Rose. Part of the PDP will also include a self-evaluation instrument called the Interstate School Leaders Licensure Consortium (ISLLC) “School Leadership Self Inventory.” The *ELCC standards are also correlated to the *College of Saint Rose School of Education Standards called “College of Saint Rose Conceptual Framework” and the *New York State Standards called “Essential Knowledge and Skills for Effective School Leadership” that are appended to this course outline.
Required Texts:
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington, IN: Solution Tree.
Hawkins, R. J. (Ed.). (2011). The EDA 505 Introduction to Educational Leadership: A Custom Multi Text for College of St. Rose and Center for Integrated Teacher Education. New York. Pearson
Collins, J. (2005). Good to Great and the Social Sectors: A Monograph to Accompany Good to Great. New York: Harper.
Join the Wiki. Click on the website below and ask to join. Include your pertinent information, including email address: http://eda505introtoedleadership.wikispaces.com
Supplementary Resources:
Bolman, L. G., & Deal, T. E. (2008). Reframing Organizations: Artistry, Choice, and Leadership (4th ed.). San Francisco: Jossey Bass.
Cottrell, D. (2002). Monday Morning Leadership. Dallas, TX: Cornerstone Leadership Institute.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools That Learn - A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York, NY: Doubleday.Sergiovanni, T. J. (1994). Building Community in Schools (1999 ed.). San Francisco: Jossey-Bass.
Walton, M. (1986). The Deming Management Method. New York, NY: Putnam.
Wheatley, M. J. (2006). Leadership and the New Science. San Francisco, CA: Berrett-Koehler.
The following Power Points available from Study Guide, Part III at www.citeeducation-strose.com:
Defining Culture & Climate
Leadership Defined
Leadership Behaviors in Organizations
Cause & Effect Diagram
These power points are based on the Roland Leon Green text Practicing the Art of Leadership (2009)
New York State Teacher Certification Examinations (NYSCTE) School Leadership Assessments Study Guide www.nystce.com/NY SLA preparation.asp
Course Requirements:
The overarching requirement is that that you stop thinking like a teacher and begin to think like a leader. General requirements for this course will be participation and contribution. You will be expected to lead authentic Learning Communities and therefore, you will be expected to model authentic Learning Communities. We shall expect to learn from one another giving full recognition to the fact that the members of the class have diverse and rich experiences to share. Throughout the course, each class member will actively participate in class discussions and simulations.
To take maximum advantage of the experiences provided, and as a courtesy to colleagues, students must be present, punctual, and actively participating. Readings, projects, and writing assignments must be completed on time. Grades will be reduced for absences and for lateness in attendance and for missed or late assignments. No grades of ‘incomplete’ will be given unless there are extenuating circumstances. This must be negotiated with the instructor (good luck).
Students who miss a class must contact CITE directly. Students who miss one class for reasons other than hospitalization, immediate family bereavement or religious observance (as prescribed by law) will be required to complete a course related assignment (provided by the course instructor or program) approximating 8 hours of work due prior to course completion; receive a final half grade deduction (ex. A= A-, A- =B+) that is connected to the Participation component of the established final grade calculation for each course; and is required to submit all of the assignments due at the missed class no later than one week after the end of the course.
Course Outcomes: Upon completion of EDA 505, students will be able to:
1. Identify, develop and refine an individual vision for leadership and leadership style which embraces the tenets of servant leadership and inquiry.
2. Develop the capacity to understand their current systems deeply and initiate high leverage change initiatives.
3. Develop the capacity to understand and use systems tools for data mining.
4. Develop the capacity to understand and design authentic, sustainable, and high performing learning communities.
5. Develop the capacity to understand that “people” are the system and the vehicle for change as well as the IQ and EQ capacity to treat all stakeholders with dignity and respect.
6. Use data to influence and inform collaborative decision-making.
7. Design assessments that reflect shared vision.
8. Utilize knowledge to create a vision that improves the teaching and learning practices and environment by affecting teacher behavior
Grading
This is the 21st Century. All written assignments will be submitted electronically to the email address listed above on or before the due date. I will not accept paper copies. Make sure your papers are written in MS Word ONLY. Whatever computer you are using, the file suffix for a Word document is “.doc”. Any assignment not following this format will be returned and considered late. Don’t cause yourself a loss of grade by being late!
Remember to place your last name, date (in .00.00.00 format) and assignment #. in the file name. e.g Hawkins.01.22.11.Assign1.doc
All papers will be reviewed and returned electronically using track changes/comments available in the Tool menu. There will be a half grade reduction for any papers that are late for each week that they are late.
20 pts Weekly Reflective Journals
10 pts Group Project – Data Analysis
10 pts Quotes Assignment
10 pts Vision Assignment
5 pts On-demand writing/ Guiding Ideas
5 pts Data Analysis Assignment
10 pts Class Participation
30 pts NCATE Reflection with PDP
Grade Ranges: 100-95 = A; 94-90 = A-; 89-85 = B+, 84-80 = B
Americans with Disabilities Act (ADA)
If you have a physical, psychological, medical or learning disability that may affect your ability to carry out assigned class work, please contact, CITE as soon as possible. They will review your concerns and determine what accommodations are necessary and appropriate. All information and documentation of your disability is confidential.
Confidentiality
One purpose of the College of Saint Rose courses, in addition to teaching specific subject matter, is to improve each student's communication skills. Accordingly, each student's writing and comments, within assignments, class exercises, comprehensive projects, oral presentations, etc. shall reflect the highest level of professional excellence.
To meet this requirement, the student should treat all of their written work as if it were presented in the public forum on behalf of his/her school administrator. There are many times when the sharing of information about our schools and district are informative and educational. This adds to learning by integrating "real-life" experiences from course colleagues into the topics under discussion. There may be times, however, when you should leave out specific identifying information that would disclose your employer, work colleagues, students or sensitive work occurrences in current or former schools and districts. It is imperative that we treat any specific examples that are given by our colleagues and classmates with the utmost appropriate care and concern for privacy. Class is a safe space. As they say in Vegas, “What happens in Vegas, stays in Vegas”. The same is true of our class. Lastly, classmates are not to share any information that is protected by confidentiality laws or where sharing the data is or may be otherwise prohibited.
Readings: All readings are to be completed by the class indicated.
Class One: (in class)
Review Syllabus
Setting Context for ELLC/ISLLC Leadership:
EDA 505 Multi-Text –
Reading One: Part One; Chapters 1 (pp. 3-30) and 2 (pp. 31-52).
Class Jig Saw and Group Discussion
Reading Three: Introduction
Readings Nine and Ten: Appendix B and Ch. 7
Discuss ISLLC Self-Assessment and NCATE assignment
PLC: Ch.1.
Class Two
EDA 505 Multi-Text –
Reading One: Chapter 3 (pp. 54-74)
Reading Three: as assigned by Instructor
Reading Four: Ch.2. (pp. 701-724)
Reading Five: Ch.7. (pp. 743-777)
PLC: Chapters. 3, 4 and 12
Class Three:
EDA 505 Multi-Text –
Reading One: Chapters 4 and 5 (pp. 77-128)
Reading Two: Ch.1. (pp. 409-420)
Reading Three: as assigned by Instructor
Reading Four: Ch.3. (725-742)
Reading Six: Ch.1. (pp. 779-810)
Reading Eight: Chapters 5 and 7.
PLC: Chs. 5, 6, 7, and 14
Class Four:
EDA 505 Multi-Text –
Reading One: Chapters 6 and 8. (pp.131-156; 189-216)
Reading Two: Ch.6. (pp.422-474)
Reading Three: as assigned by Instructor
Reading Six: Ch.8. (pp. 836-859)
Reading Eight: Chapters 5 and 7.
PLC: Chs. 8, 9, 10
Class Five:
EDA 505 Multi-Text –
Reading One: Chapters 7 and 11. (pp.161-186; 278-304)
Reading Two: Ch.5. (pp. 477- 516)
Reading Three: as assigned by Instructor
Reading Eight: Chapters 5 and 7.
PLC: Chs. 2, 11, and 13 chapters
Good To Great: All; Group Discussion
Class Responsibilities/Assignments
Responsibility #1: Class Participation: Expected weekly (10 points)
All students will be expected to help the class develop into an authentic learning community. Cooperation, trust, openness, willingness to learn from one another and celebration of each class members’ gifts and special talents will be the tools to make this happen.
Assignment #1 Weekly Reflections (4 in total): (20 pts.)
a. A written reflection will be e-mailed to me (MS word Only) at the conclusion of each set of classes.
b. Each reflection will include a 1-2 page narrative (not a list) about your most “significant learning’s” or “aha’s” as well as how you will use your new learning’s and/or how they will influence your behavior as a leader.
c. Your reflection should also address each assigned reading. Anything else you wish to share is also welcome.
d. Reflections should also identify and comment upon theISLLC standards described inthe reflective text.
e. Reflections are due NO LATER than the Thursday following each set of classes.
f. Reflections are to be emailed to me as an attachment written in MS Word and only MS WORD.
Rubric for Evaluation of Reflections
Content (5 pts)
5 3 1
Demonstrates thoughtful insight Some insight shown Limited or no insight offered
regarding topic. Integrates assigned readings. Integrates Some Readings Integrates Few Readings
Assignment #1a: – Take the ISLLC self-assessment on the wiki. Use the MS Word version. Email the completed document to me no later than Wednesday after 1st class.
Assignment #2: Quotes Paper (due no later than session #2: 10 pts)
Students will research and articulate five (5) quotes in each of the domains listed below which best reflects the way you see the world. These quotations should be meaningful to you personally and professionally.
1. Vision
2. Communication
3. Leadership
4. Supervision
5. Teaching
6. Learning
Each student will write a (3-5 page double space) reflective paper that:
· Expresses why you value the selected quotes and how you see them affecting your practice as an administrator.
· Compare and contrasts the quotes you selected to the “current reality” that you observe on a daily basis.
· Compare and contrast the quotes you valued to your present behavior. Ask yourself, “How closely would an outside observer associate your behavior with those you articulated that you valued”?
· Assess your current reality (what you presently know and do) with the concepts expressed in your selected quotes. Where do you see the largest gap between what you value (per the quotes selected) and your current capacity and what more would you need to know and learn to align your espoused theories with your future reality?
Assignment #3: Vision Project (due session #3: 10 pts)
Imagine the perfect school – one with no obstacles to success with ALL children. You are the principal of the Perfect (elementary, middle, or high) School. The overarching theme or guiding idea of your school is to effectively, efficiently, ethically educate all children to mastery performance levels and embody the tenets of a professional learning community. Your task is to create a narrative description of all facets of your school for an upcoming visitation by the Malcolm Baldridge Awards Committee.
You decide to create this narrative as if you were giving a guided tour of your school. Your narration should create a vivid, Technicolor TM picture of the school you wish to lead starting at the front curb and moving through every hallway and classroom. Speak to everything from how your school looks to how it behaves. Describe the artifacts we see displayed in every space. Describe the physical structure(s) of the building and property; the purpose behind every space and how it is used; the design of specific classrooms; the equipment in the classrooms; the instruction within the various classrooms: how all stakeholders behave and interact; etc . Use your imagination.
The goal is for you to begin creating a vision (a mental picture) of the school that you will lead in the future. Try to limit the narration to no more then 5-8 double spaced pages. In addition to sending this to me electronically, print 4 copies to be shared with colleagues for discussion and use in our third class.