EDUC 716
School Leadership and Instructional Improvement

Summer 2017

Instructor: David Cash

Office:By Appointment 805 570 8787

E-mail:

INTRODUCTION

EDUC716 is designed to develop or strengthen the instructional leadership capability of K-12 practitioners. Students in this course will examine elements of instructional improvement and collective leadership at all levels of K-12 schooling (elementary, middle & high school) in the context of school reform, state and federal policies, and the change process.In addition, the course will address how districts can provide support and leverage for school improvement efforts. Students will apply the concepts to their own schools/districts as they propose instructional improvement plans for their respective sites, which include multiple elements (curriculum, assessment, professional development, supervision, and student/community engagement) of effective school reform

COURSE OVERVIEW

EDUC 716 is the primary course in the K-12 concentration with an explicitand singular focus on instructional leadership. This course is based on the premise that the goal of every effort put forth within a school and/or on behalf of a school–whether at the federal, the state, district, or schoollevel– must be help ensure that effective learning and teaching are taking place for every child inevery classroom. School leadership roles range from providing direct instruction as classroom teachers to creating and supporting the conditions for learning outside the classroom. Therefore, all school leaders need in-depth knowledge and a conceptual framework for what effective instruction looks like and the leadership skills to implement and sustain it. The two primary strands in the course are 1) putting into practice child development and learning theories while exploring evidence-based strategies for promoting effective learning and teaching in each classroom; and 2) organizing schools for learning in ways that include strategic budgeting, professional development, scheduling, partnering with parents and the community, building a positive school climate, and effective use of time in the school day.

Students, in developing their own theory of action, will grapple with the issues that challenge K-12 schools in the current political, economic, and social climate. The course will examine more fully issues and challenges related to teaching and learning introduced in the Ed.D. program’s corecourses. They will look at accountability from the perspective of instructional leadership, whilegrappling with the ethical issues that emerge from the practice of leadership. Students willidentify practical measures for improving learning that can ensure all students have access to a quality education amidst the complexities of serving diverse student populations.

Audience: This course is restricted to students enrolled in the Ed.D. program who want to pursue careers as instructional leaders within K-12 schools. Many of the students taking this course are already in positions of leadership. Primarily the course is designed for candidates who seek to be school or district administrators; however, through the experiences in this class, students may discover other instructional leadership roles that can advance quality instruction and equitable opportunities to learn for the diverse populations of students in today’s schools.

COURSE OBJECTIVES:

The general goals of the course are

  • To helpcandidates develop a conceptual framework and the analytic skills to organize schools for high quality learning and teaching, particularly in urban school settings.
  • To explore, critique, and develop useful strategies for assertively addressing educational issues related to teaching and learning based on evidence- and research-based pedagogy and learning theories.
  • To strengthen students’ ability to lead schools in the context of the cultural, political, economic, and structural influences on schools as well as federal, state, and district policies.
  • To understand the levels at which diversity and responses to diversity occur and their influence on learning and teaching.
  • To strengthen students’ ability to identify and develop strategies that foster distributed leadership and build professionallearning communities.
  • To learn how to build district and school cultures that regularly collect, analyze and use data to make decisions regarding instruction and support of instruction.

In addition to these general goals stated above, from the experiences provided in the class, students will be able to demonstrate knowledge and understanding of instructional leadership by conducting two mini case studies in which:

  • Each student will observe and analyze specific practices at her or his professional work site (or, for those not currently at a school, a school with which she or he will become familiar) and compare the practices to those identified as most promising in the research.
  • Each student will gain further experience in applying research to solving challenging educational problems in urban settings.
  • Students will deepen their background knowledge of key child development theories as a basis for planning and supporting developmentally appropriate instruction.
  • Students will become familiar with strategies and pedagogies for engaging their schools to identify the assets among k-12 students’differences which provide a foundation upon which to build new learning, while tackling problems related to inequities in educational outcomes and experiences.
  • Students will be able to choose or construct from the literature and class activities a model for organizing schools for high student achievement, particularly literacy.
  • Students will explore the role of principal and superintendent in leading school change using a model of distributed leadership in which multiple leaders can contribute to the overall quality of the school experience.
  • How to query data to ask the right questions for implementing and supporting teaching and learning, and getting the information they need to fully answer their questions.

GENERAL REQUIREMENTS:

  • Attendance: Each student enrolled in this course is required to attend all class meetings. If you find it absolutely necessary to be absent from class because of illness or an emergency, you are responsible to master all information discussed during your absence. Do not ask the instructor to repeat important information—identify a classmate who will help you. Any absence must be due to illness or an emergency.
  • Reading: Students enrolled in this course are required to read all current assignments and complete all other exercises and projects required for each lesson BEFORE each class meeting when the lesson will be discussed. A course “reader” containing assignments and readings will be available electronically before the course begins.
  • Class Participation: Small group discussions will occur at every class meeting and students are expected to participate fully in them. Students are also encouraged to develop and use conceptual skills, ask questions and participate in planned and impromptu discussions so long as the discussion forwards the purpose of the class.

Textbooks and other materials
Langer, G., Colton, A., and Goff, L. G. (2016) Collaborative Analysis of Student Work: Improving Teaching and Learning; ASCD ISBN 9781483358178
  • Fisher, D. & Frey, N. (2014) Better Learning through Structured Teaching: A Framework for the Gradual Release of Responsibility, 2nd edition ASCD; Alexandra, VA.
  • Dufour, et.al. (2016). Learning by Doing – A Handbook for Professional Learning Communities at Work.3rdedition, Indiana: Solution Tree
  • Marzano, R. (2007) The New Art & Science of Teaching: A Comprehensive Framework for Effective Instruction, 1st edition ASCD, Alexandria, VA.
  • Bridges, W. & Bridges, S. (2017) Managing Transitions, 25th Anniversary Edition: Making the Most of Change
Other readings:
  • ARES Reader
  • Online readings (provided via Blackboard and e-mail)

Class Participation
Small group discussions will occur at every class meeting and students are expected to participate fully. Students are also encouraged to ask questions and actively participate in both planned and impromptu class discussions so long as the discussion forwards the purpose of the class. Effort invested during class time will reduce the effort necessary outside class.
Grading
The course grading will be determined as follows:
10% Class participation
15% Class collaboration & presentations (Including Reflection and Action Plan Presentation)
15% Instructional Problem of PracticeGroup Project
25% Case Study- part I
35% Case study-part II
The following grading criteria will apply to the final course grade:
B- = 80 – 83%; B = 84 – 87%; B+ = 88 – 89%; A- = 90 – 93%; A = 94 -100%
Late papers will receive a 1/3 letter grade reduction for each daya paper is submitted (i.e., A to A-).

ACADEMIC ACCOMMODATIONS

The University of Southern California is committed to full compliance with the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA). As part of the implementation of this law, the university will continue to provide reasonable accommodation for academically qualified candidates with disabilities so that they can participate fully in the university’s educational programs and activities. Although USC is not required by law to change the “fundamental nature or essential curricular components of its programs in order to accommodate the needs of disabled candidates,” the university will provide reasonable academic accommodation. It is the specific responsibility of the university administration and all faculty serving in a teaching capacity to ensure the university’s compliance with this policy.

Any candidate requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776. The email address is: . The website for DSP has additional information regarding accommodations and requests (

Incompletes

An incomplete (IN) is given when work is not completed because of documented illness or some other emergency occurring after 80% of the course has been completed. Arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam. The University policy on Incompletes (IN) is as follows (from the USC Catalogue):

Conditions for Removing a Grade of Incomplete: If an incomplete is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form, which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date, and the weight to be assigned to work remaining to be done when computing the final grade. A student may remove the IN by completing only the work not finished as a result of illness or emergency. Previously graded work may not be repeated for credit. It is not possible to remove an IN by reregistering for the course, even within the designated time.

Time limit for removal of an incomplete: One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time limit, the course is considered “lapsed,” and the grade is changed to an IX and will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.

EMERGENCIES AND COURSE CONTINUITY

In case of emergency and travel to campus is difficult, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies. Although this course uses the 2SC LMS for online support, an emergency site for the course is also available through Blackboard (blackboard.usc.edu). For additional information about maintaining classes in an emergency please access: html.

STATEMENT ON ACADEMIC CONDUCT AND SUPPORT SYSTEMS

Academic Conduct

Plagiarism—presenting someone else’s ideas as your own, either verbatim or recast in your own words—is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standards Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct:

Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity, or to the Department of Public Safety, This is important for the safety of the whole USC community. Another member of the university community—such as a friend, classmate, advisor, or faculty member—can help initiate the report or can initiate the report on behalf of another person. The Center for Women and Men, provides 24/7 confidential support, and the Sexual Assault Resource Center web page at reporting options and other resources.

Support Systems

A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs, provides certification for students with disabilities and helps arrange the relevant accommodations. If an officiallydeclared emergency makes travel to campus infeasible, USC Emergency Information, will provide safety and other updates, including ways in which instruction will be continued by means of Blackboard, teleconferencing, and other technology.

Assignments

Bridging research, theory, and practice is crucial to your success in the Ed.D. Program. It is not enough to read about and discuss promising practices; it is necessary to think through how we can best put those practices into place at our respective sites/districts in order to maximize student learning and achievement.

For the term project, you are asked to conduct two mini case studies in which you observe and analyze the nature of specific practices at your school site (or, for those not currently at a school, a school with which you are or will become familiar) and compare those practices to those identified as most promising in the research. As a whole, this assignment will provide a tool to examine your practices, determine needed changes based on the literature and create a plan of action for improved student achievement. You will reexamine this analysis in your final concentration course (Seminar in Principalship or Superintendency).

Assignment #1: Case Study, part I

For Assignment #1, you should do the following:

  1. Provide a brief background of your school and community, including the district context, school dynamics (including staff), student population and community context.
  2. Using the elements provided in this course (or other applicable, reliable material), compare your school and district to the “best practices” found in the literature, noting areas of strength and weakness for each, especially in relation to students performing significantly below grade-level.

Length: 6-8 pages (double-spaced).

Due Date: June 1, 2017

Assignment #2: Instructional Problem of Practice Group Project

Effective leaders constantly examine the learning needs of those with whom they are working in an effort to create the conditions most likely to enable those around to move forward collectively. This involves understanding the following:

  • theories of learning – sociocultural, constructivist, social constructivist, behaviorist, etc.
  • effective pedagogy – culturally relevant and developmentally appropriate,
  • knowledge of human differences, i.e., language, culture, disabilities, gender
  • theories and strategies for differentiating instruction

Determine an initial question to examine:

  1. What are the different ways to explore the problem to answer the question?
  2. What are the different ways to solve the problem/challenge?
  3. What are the clear strategic opportunities could evolve from the challenge?
  4. What general actions should be recommended around the initial question?
  5. What current strategies exist?
  6. Develop your recommendations

Possible topics to examine:

  • Restorative Justice
  • English Learners
  • Long Term English Learners LTELS
  • Accountability Systems: Student engagement, educator engagement, access to and completion of advanced coursework, postsecondary readiness, school climate/safety
  • The Courts and Judicial impact on Education Policy
  • Protecting the rights of undocumented students

Groups: 3-4 students

Length: 6-8 PPT slides for a 10 minute presentation

Due Date: Slides to instructor by June 25th, Presentations on June 29th

Assignment #3: Case Study, Part II

Reflecting on the six elements provided, analyze your school’s practices in comparison to “best practices” found in the literature, noting areas of strength and weakness. Choose the two elements of most need from the list below that you as an instructional leader would recommend as most critical for improvement at your site. Provide the rationale/justification for selection with appropriate supporting data

Note: Make your two selections from elements identified in items 1 – 4 below; however, you may include considerations for the impact or influence items 5 & 6 may have on the two elements you select.

  1. Curriculum and instruction
  2. Research-based instructional strategies
  3. Expectations: students, teachers and school community
  4. Summative & formative data-driven decision making
  5. Administrative & teacher leadership
  6. Professional Development

For your two selected elements identify at least one best practice found in the literature which you feel is currently a challenge for your school and:

  • Describe your school’s current practice in comparison/contrast to the best practice detailed in the literature
  • Provide an analysis as to why your school’s practice is in its current state, including, as applicable:
  • Student factors
  • Teacher factors
  • Leadership factors
  • District factors
  • Community factors
  • Impediments/barriers to change and the change process
  • Use the information to identify strategies that the school leader can employ to improve the current practices, including:
  • Administrative leadership
  • Collective leadership
  • Moving toward becoming a professional learning community
  • Professional capital development
  • Working differently with parents and the community
  • Be sure to reflect on the challenges the school leader might face in attempting to implement such changes
  • Your instructor will provide a template.

End your paper with a short conclusion anticipating the ways in which your school could better serve the needs of students by putting in place best practices you have identified.