George Mason University
College of Education and Human Development
Graduate School of Education
Education Leadership Program CAMPUS
January 14, 2008 This syllabus is a draft until after our first class
THIS IS THE FINAL COURSE OF THE EDLE ENDORSEMENT PROGRAM. YOU SEE FROM THE ASSIGNMENTS, THIS COURSE IS FOR STUDENTS COMPLETING THEIR EDLE ENDORSEMENT PROGRAM THIS SEMESTER. ALL ASSIGNMENTS ARE BASED ON WORK DONE AND KNOWLEDGE LEARNED IN PREVIOUS ENDORSEMENT COURSES AND THROUGH THE 12-MONTH INTERNSHIP. IF YOU ARE READING THIS AND ARE NOT WORKING TOWARD THE END OF THE ENDORSEMENT PROGRAM, SERIOUSLY CONSIDER WITHDRAWING FROM THIS COURSE AND ENROLLING IN ANOTHER. STUDENTS IN THIS COURSE WILL BE EXPECTED TO USE SKILLS, THEORIES, CONCEPTS AND EXPERIENCE GAINED THROUGHOUT THEIR PROGRAM.
COURSE NUMBER AND TITLE: EDLE 610 Leading Schools and Communities Leading Schools and Communities - EDLE 610 001 CRN: 11881
Instructor: Elizabeth Henderson, Ed.D.
email: When emailing only use your GMU email address. Identify your name and course (ex: Question from T Smith EDLE 610) If I do not recognize the source of the email the message will be deleted without being read. Receiving in excess of 100 emails daily, I cannot afford time to decipher the source of a message.
Office Hours: by appointment
Home Phone: 410/257-1736
Cell Phone: 703/795-6285
Mailing Address: 7781 Dentzel Court, Chesapeake Beach MD 20732
(Do not mail items to my GMU office)
Classes: January 23 – April 30 Wednesdays 4:30-7:10
There will be no class on March 13, 2008 (GMU Spring Break)
Mandatory Leadership Conference April 26 8:30am-Noon (in lieu of Ap. 30 class)
Any class missed due to snow will be on Blackboard.
Class Location: Innovation Hall Room 207
Website: http://blackboard.gmu.edu BLACKBOARD
http://www.taskstream.com TASKSTREAM
Breaks: We will have two 5-7 minute breaks during class. This does not afford time for you to leave the vicinity of the class to purchase food. Please feel free to bring food and drink to class with you. Thank you for being prompt in returning to the classroom as it is a disruption when late arrivals wander back into the class.
TEXTBOOKS AND RESOURCES:
1. Kowalski, Theodore. Public Relations in Schools, 4th Edition. 2007. ISBN 0131747975
2. Kenneth A. Strike, Jonas F. Soltis, Emil J. Haller. 2005. Ethics of School Administration. ISBN 0807745731. Paperback
3. A series of related case studies provided by the instructor
COURSE DESCRIPTION: EDLE 610 Leading Schools and Communities
Prerequisites: admission to the program and EDLE 620, 612, 614, 616.
Corequisite: EDLE 791, 618
This course examines critical functions of leadership and organizational management, complex decision-making responsibilities of school executives, and constructive relationships between schools and communities. It incorporates historical, ethical, philosophical, and sociological foundations of American education and the impact of organizational structure on reform and student achievement. Practical and academic emphasis on leadership skill development and dispositions is interwoven throughout the course.
NATURE OF COURSE DELIVERY:
A variety of instructional methods are used in this course including: large-and small-group instructions, cooperative learning activities, media use, Internet assignments, lectures, guest practitioner presentations, group presentation, individual research, case studies, simulation, and written and verbal assignments.
STUDENT OUTCOMES
At the conclusion of this course, successful students should be able to:
A. Exhibit 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
B. Identify, assess and apply elements of a constructive relationship between a school and its community with emphasis on gaining insight into power structures and pressure groups
C. Identify leadership knowledge and skills that promote success of all students through integrity, fairness and ethical behavior.
CEHD STATEMENT OF EXPECTATIONS AND ACCOMMODATIONS
· The College of Education and Human Development (CEHD) expects that all students abide by the following:
· Students are expected to exhibit professional behavior and dispositions. See http://www.CEHD.gmu.edu for a listing of these dispositions.
· Students must follow the guidelines of the University Honor Code. See http://www.gmu.edu/catalog/apolicies/#TOC_H12 for the full honor code.
· Please read the article “How to Avoid Plagiarism.” It is on the last two pages of this syllabus. The Honor Code is taken seriously in this course. It is your responsibility to understand what plagiarism is and to avoid plagiarizing.
· Students must agree to abide by the university policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen.
· Students with disabilities who seek accommodations in a course must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. See www.gmu.edu/student/drc or call 703-993-2474 to access the DRC.
COURSE REQUIREMENTS:
The Education Leadership program faculty expects candidates to enjoy their learning opportunities and to take their graduate experiences seriously by thinking and behaving in a professional manner. This means that candidates are expected to attend each class for its entirety, except when there is a personal or family emergency; and adhere to the Leader Dispositions found at the website for the Graduate School of Education.
GRADING:
The grading scales and assigned percentages shown below are assessment guidelines only. Final grades for the semester will reflect the instructor’s judgment of the candidates’ performances as they attempt to demonstrate the leadership behaviors outlined above. In other words, candidates are expected to demonstrate, in observable behavior, written and oral communication skills and progress toward attaining the required knowledge, performances, and dispositions that are needed to accept the awesome responsibility and joy that comes with a leadership position in education. In order to earn a grade of at least “B” all of the assignment and course requirements must be accomplished satisfactorily. To earn a higher grade the student must display consistent academic work that far exceeds the basic assignment requirements
GRADING
A+ = 100 points B = 80 - 84 points
A = 95 - 99 points B - = 75 - 79 points
A - = 90 - 94 points C = 70 - 74 points
B+ = 85 - 89 points F = 69 points or below
RELATIONSHIP TO PROFESSIONAL ORGANIZATIONS PROGRAM GOALS:
Relevant ELCC Standards for Educational Leaders: 1.4 a b c, 1.5 a b, 2.1 a,3.2 b, 4.1 a-h, 4.3 a b c, 5.1, 5.2, 5.3, 6.1 f g, 6.2 a
Candidate outcomes and activities are related to the following GMU/EDLE program goals:
· Service to communities,
· Improvement of communication skills,
· Reflective practice,
· Understanding of diverse communities,
· Development of skills in bringing about change
COURSE CONTENT
In order to develop leadership savvy, students will deepen their understanding of how organizations function and how leaders influence school change and improvement. Candidates will strengthen their understanding of how organizations function within many communities and how leaders influence school change and instructional improvement. Specific content includes:
1. Reviewing and expanding on the meanings of leadership and the role leaders play in change within the school community;
2. Applying Reframing skills to address, assess, develop solutions and make appropriate decisions regarding critical instructional, personnel, community and financial issues at the local school level.
3. Investigating political, financial, legal and instructional implications of an instructional issue as it relates to the needs, strengths and opinions of the local school community and school division.
4. Exploring educators’ codes of ethics to identify, embrace and incorporate one into a personal code.
5. Clarifying which framework(s) students find most useful for informing their own leadership styles and choices;
6. Applying skills, knowledge, and dispositions gained through the Education Leadership Program to the analysis of case studies and in role-playing exercises involving leadership behavior and school change.
In addition to the content goals stated above, the following represent process goals for this course:
Learning Environment and Classroom Climate:
1. Each class will serve as a microcosm of education leadership by following these guidelines:
· Begin and conclude on time;
· Follow the syllabus agenda for each class;
· Listen first to understand, then seek to be understood; and
· Work toward common goals in a professional manner.
· Work individually and in groups to develop strategies for addressing organizational problems or challenges;
· Actively engage in a variety of learning activities, including case studies; simulations, and oral presentation of analyses and conclusions;
· Students are expected to apply previous learning in writing assignments and ongoing self-assessments of performance.
2. When we meet, we will endeavor to create a classroom climate that approximates what we know about effective leadership dispositions and the attributes of learning organization. Therefore, we are committed to creating a space that allows candidates to express new ideas and opinions without fear of ridicule or embarrassment. A hallmark of a learning organization is a balance between openness and constructive feedback; hence, everyone is expected to:
· Keep up with readings
· Demonstrate appropriate respect for one another;
· Voice concerns and opinions about class process openly;
· Recognize and celebrate each other’s ideas and accomplishments;
ASSIGNMENTS AND EXPECTATIONS
Please read this section carefully:
1. In order to earn a grade of at least “B” all of the following must be accomplished satisfactorily. To earn a higher grade the student must display consistent academic work that far exceeds the basic assignment requirements.
2. All written work must follow APA format.
3. Writing is done in third person. Refrain from using first person writing (I, me, my, or we, us, etc.) If you use first person writing, your paper will be returned and the rewrite will be the only one permitted for this course. (See #7a-c)
4. Please remember the importance of including a strong introduction, thesis statement and conclusion in any writing.
5. Each assignment is due on the posted date. Failure to submit the work on time will result in loss of one half of the maximum points designated for that assignment. The instructor is the only person who can make rare exceptions.
6. Unless otherwise instructed, submit each assignment electronically on TASKSTREAM.
7. Rewrites: You are expected to submit your best work on the date assignments are due. If you do so, rewrites should be necessary. If you must rewrite:
a. Each student may have no more than one (1) rewrite for this course.
b. Rewrite of an assignment will cost the student no less than 10% of the maximum points designated for that assignment.
c. The rewrite is due back to the instructor no later that one-week after being returned to the student. Late rewrites will not be accepted.
Specific Assignments and Expectations:
1. Participation (Class Involvement/Reflection) (15% of Course Grade)
A. Prior to class beginning, make sure to read, review and understand:
1. Dispositions for Leadership at http://www.gse.gmu.edu
2. The Honor Code of George Mason University and the “How to Avoid Plagiarism” article attached to this syllabus.
3. The entire syllabus
4. Class Involvement/Reflection and Blackboard Participation: An important component of any leader’s learning involves balancing action and reflection. However, since this is an independent study course, traditional interactions will be kept to a minimum. We will engage in a variety of learning activities including Blackboard assignments oral presentations, and analyses of cases. There should be substantial evidence in each of your assignments that you have read, analyzed and incorporated newfound knowledge from the texts and other source.
B. Each member of the class will co-present information from one of the authors (chapters) featured in Public Relations in Schools:
1. Individual presenters or teams of two will make presentations in a professional manner.
2. Content of the chapter and related literature written by the author of the chapter will be presented in no more than 15 minutes
3. The presentation will include instruction, discussion and class involvement.
4. Presenter using PowerPoint will not read from the slides. PowerPoint slides are for instructor reference – the instructor builds on what is on the screen.
5. No specific grade will be earned for this task. However, student performance will be considered in determining the overall “Participation” score.
C. Each student is to demonstrate professional conduct in class, toward class colleagues and the instructor.
1. Turn off your cell phone during class.
2. During class use you computer for current class related issues.
3. Sidebar conversations should be class related and non-disruptive.
4. Argument for the sake of arguing does not occur in this class.
5. Responses are succinct, related to the discussion at hand and should reflect your best knowledge of leadership.
6. If you feel drowsy (Yes, it has been a long day) or need to take a personal break, please quietly excuse yourself from the room.
REFER TO THE GRADING RUBRICS FOR EACH ASSIGNMENT. They will be posted on Blackboard a week before an assignment is due.
2. Building an Educators Code of Ethics (20% of the course grade) Due: Feb 13th
· Identify, read and analyze at least three well-written, existing Educators Codes of Ethics.
· After reading and analyzing the three existing Codes of Ethics for Educators, identify the codes that best complement and enhance your ethical base. You will explain the reasoning behind the choices
· Write your Educators Code of Ethics. If you should select salient points from other Codes to incorporate into your own use proper citations.
· The conclusion will focus on your code of ethics, emphasizing characteristics of the code that strengthen your leadership performance and effectiveness. Consider, how does your code measure up to the ones you have read?
· This Educators Code of Ethics should be no more than three pages in length.
3. Applying, Reflecting and Reframing it with two case studies Applying Code of Ethics to analyze two case studies (10% of the course grade) Due: Feb. 27
· http://www.tcnj.edu/~set/mw-steps.htm Procedures for Analyzing Ethical Dilemmas, The College of New Jersey. This site may be of assistance in analyzing the problems presented in the cases.
· Each candidate will incorporate reframing skills with two cases that involve leaders’ role in school and school community change. In analyzing the cases, reflect on personal learning experiences and apply understandings gained through the internship and coursework. Demonstrate your ability to apply those understandings and experiences in addressing the conflicts presented in each case study. Use reframing to strengthen your chosen course of action. In particular: