GEORGE MASON UNIVERSITY
COLLEGE OF EDUCTION AND HUMAN DEVELOPMENT
Education Leadership
ELE 634 Contemporary Issues in Education Leadership
Spring 2007
INSTRUCTOR: Jane McDonald
Phone: 703-993-3635
Fax: 703-993-3643
E-Mail:
Mailing Address: Education Leadership Program, GMU (MS 4C2), Fairfax, VA 22030
Office Hours: Before and after class, by appointment
Class Meetings: Tuesdays, 7:20 – 10:00, Enterprise Hall, Room 274
COURSE MATERIAL:
Textbook: Marx, G. (2006). Sixteen trends: Their impact on our future. Alexandria, VA:
Educational Research Service.
Additional readings assigned by professor and self-selected for specific projects.
COURSE DESCRIPTION:
This course examines current and emerging trends and major issues and explores how they impact education and educational leaders.
CANDIDATE OUTCOMES:
Candidates will
- Identify several of the major global trends and issues and explain the
implications for society at large and schools and school districts in particular.
Evidence of learning: Candidates are prepared for each class, participate and contribute to
discussions, and uses references to support verbal and written comments.
- Articulate specific actions that school leaders can take to address and manage issues.
Evidence of learning: Candidates select and state appropriate actions to take in schools when
addressing major issues. Candidates understand the difference between a crisis and managing
an issue.
- Examine how culture influences personal perspectives on issues.
Evidence of learning: Candidates articulate and support appropriate answers to cultural
scenarios that are discussed in class.
- Identify various strategies to maximize the effective use of data to improve
student achievement and effective ways to communicate results to various internal
and external stakeholders.
Evidence of learning: Based on specific issues, candidates select and discuss appropriate
activities to (a) improve instruction for students and (b) communicate results to critical
stakeholders.
- Understand some of the major social, economic, legal, and political influences on
educational issues.
Evidence of learning: Candidates state, in verbal and written comments, examples of the
impact of social, economic, legal, and political issues on education and educational leaders.
- Demonstrate the ability to make educational decisions that are supported by data rather than only by personal opinions.
Evidence of learning: Candidates provide sources and other data to support their comments
in discussions and written work and demonstrate, in verbal and written comments, that they
understand and recognize the differences among fact, opinion, and ideas.
NATURE OF COURSE DELIVERY:
A variety of instructional methods are used in this course to cover the course content and create a dynamic, interactive learning environment. These methods include large- and small-group interaction, cooperative learning, media, Internet assignments, lecture, guest practitioners, group presentations, and individual research.
RELATIONSHIP TO PROGRAM GOALS AND PROFESSIONAL ORGANIZATIONS:
This course is intended as one of two culminating courses in the Masters in Education Leadership Program. Course content focuses on key contemporary issues in public education, both current and emerging. At the conclusion of the course, candidates are expected to demonstrate knowledge and skills that increase their effectiveness when working in diverse school settings, an expected hallmark of education in the 21st century.
In relationship to professional organization competencies, candidates in this course will demonstrate proficiency in appropriate VA DOE competencies and ISLLC standards.
VA DOE—1d, 1c, 2c, 2d, 3g, 4a., 5c, 6e, 6f
ISLLC—1-k1, 1-K4, 1-K5, 2-K10, 2-P5, 2-P6, 2-P9, 2-P16, 2-P18, 3-K8, 3-P3,
3-P16, 3-P17, 4-K1, 4-K2, 4-P11, 5-K3, 5-P12, 6-K6, 6-K8, 6-P2, 6-P4, 6-P5. NCATE Curriculum Guidelines, candidates in this course will demonstrate an understanding of, and capabilities in, all four areas of education leadership: strategic leadership (1.3, 1.6, 2.1, 2.2, 2.3, 2.4); instructional leadership (3.3, 3.4); organizational leadership (7.2, 7.4, 9.3).
ELCC Standards—4.1c, 5.2a, 5.3a, 6.2a, 6.3a, 6.3b, 6.3c
COURSE REQUIREMENTS AND PROCEDURES:
Candidates are expected to attend each class for its entirety. Those who must be absent from class are expected to notify the instructor in advance by telephone or email prior to the class session. Arrival on time, and participation in the entirety of each session is expected. Also, weekly and long-range assignments are to be completed by the due date. All written assignments are to be completed using standard work processing or presentation tools.
Because this is a graduate-level course, high quality work on all assignments and meaningful class participation are expected.
GRADING SCALE:
- Class participation and contribution………………………………………..35%
- Individual issues paper……………………………………………………..25%
- Individual projects………………………………………………………….15%
- Group projects……………………………………………………………...15%
- Self-selected grading……………………………………………………….10%
A+ = 100 percent
A = 95 – 99 percent
A- = 90 – 94 percent
B+ = 87 – 89 percent
B = 83 – 86 percent
B- = 80 – 82 percent
C = 75 – 79 percent
F = 0 - 74 percent
COURSE CONTENT
The following topics, will be discussed during the course sessions. The dates for discussion may vary, due to the availability of guest speakers and the learning needs of the candidates.
Session Topics
1 Trends, Issues, Issues Management
2 Demographic Changes and Transitions
3 Information, Knowledge, Creating Entrepreneurs
4 Technology and Change
5 The Future is Here
6 Mass Individualization
7 Breakthrough Thinking
8 Continuous Improvement
9 Ethical Choices and Scientific Discoveries
10 Spaceship Earth
11 Polarization: An Either/Or Mentality
12 A Culture Beyond Cultures
13 Adjustments to the Treadmill
14 Poverty: Facing the Challenge
15 Preparation for the Future
16 Education: The Handwriting is on the Wall
The class will observe the GMU spring break in March and the spring break designated by the county school districts in April.