University of Central Missouri
College of Applied Sciences and Technology
Department of Career and Technology Education
T&OE 5150 – Introduction to Career (Education) Administration Leadership
Course Syllabus
Instructor Contact Information
Gail S. White, Ed.D., Director Adjunct UCM Faculty
Lake Career & Technical Center
P. O. Box 1409 Work: (573) 346-9272
Camdenton, MO 65020 Fax: (573) 346-9284
Office Hours for Fall 2008: Before or after in-person class and/or by phone, fax, or e-mail.
Course Specifics
Course Title: Leadership in Career (Education) Administration Leadership
Course Number: T&OE 5150
Semester Credit Hours: 3.0 Graduate Credit Hours
Class Location: Lake Career & Technical Center, Camdenton, Missouri and
via Blackboard
Class Meeting Dates: Fall 2008 – August 23; October 11; December 6; and Blackboard
Class Meeting Times: Saturday – 8:30 a.m. to 4 p.m.; and Blackboard
Conceptual Framework
Belief Statement
The Central educator is a competent, caring, reflective practitioner committed to the premise that all can learn.
Mission
As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher Education Program develops teachers and other school professionals who are well grounded in theory, display competence in content knowledge and instructional strategies, and possess the dispositions to ensure success for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-changing, culturally diverse population. Faculty and candidates provide support and service to schools in meeting their present and future challenges by developing communities that learn through research and scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the honor and worth of serving a vital profession.
Texts
Scott, J. L. & Sarkees-Wircenski, M. (2008, 2004 or 2001). Overview of career and technical
education. Homewood, Illinois: American Technical Publishers, Inc.
American Psychological Association (2001). Publication manual of the American Psychological
Association (5th ed.). Washington, D.C.
Course Description
Leadership in Career (Education) Administration Leadership is offered by the Department of Career and Technology Education, College of Applied Sciences and Technology, at the University of Central Missouri. The course provides students with an overview of the skills and expectations necessary of an administrator who supervises career and technical education programs. The course will assist the student to develop professional knowledge, attitude, and values related to the field of career and technical education (CTE). The course is designed for those interested in becoming an administrator in the field of CTE at either the secondary or post-secondary level.
Overview/Purpose of Course
Leadership in Career (Education) Administration Leadership will:
· Develop and instill a realistic philosophy for and understanding of CTE administration in Missouri secondary and post-secondary schools.
· Provide a forum for discussing the role and responsibilities of CTE administration.
· Provide an opportunity for current and future CTE administrators to develop and enhance the leadership abilities in the operation of effective schools.
· Develop an understanding of the cooperative relationship that must be established between government agencies, educators, and the business community in the administration of effective CTE programs.
· Develop an insight into the role and responsibilities that administration may play in the legislative process, regulations, and procedures involved in the operation of CTE programs.
· Develop an understanding of the purpose and function of professional organizations and the role of the administrator in promoting professionalism.
· Develop an insight into the educational and technological trends and future developments confronting CTE administrators and their impact on local, state, and national forums.
Course Objectives
This course will introduce the areas listed below. After successful completion of this course, the student will have a working knowledge regarding the following topics:
· Advisory committees, governance, and business partnerships
· Legislation, accountability, and finance
· Marketing, recruitment, and public relations
· Issues specific to secondary and post-secondary CTE
· Student discipline, classroom management, and safety
· Program and school accreditations
· Professional development and mentoring
· Career and technical student organizations
Course Requirements
· Regular attendance. Each student is expected to attend, participate, and demonstrate professional behavior and attitudes in all scheduled class sessions. Students missing (late or early departure) to class will be given the opportunity to make-up participation points (when prior notice is given).
· Assignments must be submitted using a word processing software (preferably Word). The format and references cited should follow the recommended format in the current version of the APA manual. Written work will be assessed on content, grammar, spelling, punctuation, sentence structure, formatting, and meeting deadline set.
· Students will be expected to effectively use technology as a part of this course will be on-line (utilizing the Blackboard system).
· All work must be completed before a final grade will be submitted.
Areas of Study (with ISSLC Standards identified for this course)
Although the various aspects of the course are inter-related, for organizational purposes, the course is arranged in Areas of Study around eight objectives. In addition, each Area of Study has been aligned with the Interstate School Leaders Licensure Consortium (ISLLC) standards. Standards may be found at http://dese.mo.gov/divteachqual/leadership/isllc/index.html.
Areas of Study / Reference / ISLLC Standard and IndicatorAdvisory committees, governance, and business partnerships / 3.K.2
4.K.3
4.K.5
4.P.2
4.P.6
4.P.7
4.P.8
5.P.16
6.K.3
6.K.4
6.D.1
6.P.2
6.P.6 / Operational procedures at the school and district level
Community resources
Successful models of school, family, business, community, government, and higher education partnerships
Relationships with community leaders are identified and nurtured
The school and community serve one another as resources
Available community resources are secured to help the school solve problems and achieve goals
Partnerships are established with area businesses, institutions of higher education, and community groups to strengthen programs and support school goals
Applies laws and procedures fairly, wisely, and considerately
The law as related to education and schooling
The political, social, cultural, and economic systems, and processes that impact schools
Education as a key to opportunity and social mobility
Communication occurs among the school community concerning trends, issues, and potential changes in the environment in which schools operate
Lines of communication are developed with decision makers outside the school community
Legislation, accountability, and finance / 1.P.11
4.P.14
5.P.15
6.K.7
6.D.3
6.D.4
6.P.4 / Assessment data related to student learning are used to develop the school vision and goals
Public resources and funds are used appropriately and wisely
Fulfills legal and contractual obligations
The dynamics of policy development and advocacy under our democratic political system
Importance of a continuing dialogue with other decision makers affecting education
Actively participating in the political and policy-making context in the service of education
The school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities
Marketing, recruitment, and public relations / 1.K.5
1.D.4
1.P.2
4.K.4
4.D.1
4.P.12
4.P.13 / Effective communication
The inclusion of all members of the school community
The vision and mission are communicated through the use of symbols, ceremonies, stories, and similar activities
Community relations and marketing strategies and processes
Schools operating as an integral part of the larger community
Effective media relations are developed and maintained
A comprehensive program of community relations is established
Secondary and post-secondary issues / 2.K.4
2.K.8
3.P.3
4.K.1
6.K.6
6.P.1 / Curriculum design, implementation, evaluation, and refinement
Adult learning and professional development models
Emerging trends are recognized, studied, and applied as appropriate
Emerging issues and trends that potentially impact the school community
Global issues and forces affecting teaching and learning
The environment in which schools operate is influenced on behalf of students and their families
Discipline, classroom management, safety / 2.D.2
2.D.6
2.D.7
2.P.1
2.P.8
3.K.3
3.D.7
3.P.8
3.P.9
3.P.20
5.D.8
5.P.8
6.D.2 / The proposition that all students learn
The benefits that diversity brings to the school community
A safe and supportive learning environment
All individuals are treated with fairness, dignity, and respect
There is a culture of high expectations for self, student, and staff performance
Principles and issues relating to school safety and security
A safe environment
Potential problems and opportunities are identified
Problems are confronted and resolved in a timely manner
A safe, clean, and aesthetically pleasing school environment is created and maintained
Development of a caring school community
Treats people fairly, equitably, and with dignity and respect
Recognizing a variety of ideas, values, and cultures
Program and school accreditations / 1.D.3
1.P.7
1.P.10
3.D.5 / Continuous school improvement
The school community is involved in school improvement efforts
An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated
High-quality standards, expectations, and performances
Professional development and mentoring / 1.D.7
2.D.4
2.D.5
2.P.2
2.P.7
4.P.16 / Doing the work required for high levels of personal and organization performance
Life long learning for self and others
Professional development as an integral part of school improvement
Professional development promotes a focus on student learning consistent with the school vision and goals
Life long learning is encouraged and modeled
Opportunities for staff to develop collaborative skills are provided
Career & Technical Student Organizations / 2.K.1
2.D.8
2.P.13 / Student growth and development
Preparing students to be contributing members of society
Curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined
Student Assessment
Student work will be assessed per a pre-set level o f criteria (criterion referenced). A scoring guide and written directions for each assignment will address the expectations. There will be 500 points for this course.
200 points – Research project (150 points) and presentation (50 points).
150 points – Attendance and participation for each session held “in person”. Fifty points for each class held will be awarded. Partial point deductions may be made for late arrival and/or early departure without notification. After the first session, if you cannot attend the October OR December session that are “in person”, an alternate assignment (over the topics covered) may be requested by the student. Prior notification is required.
80 points – Discussion board topics and participation – 4 sessions/20 points each.
50 points – Written assignments – 2 assignments/25 points each.
20 points – Course Reflection – 20 points.
All assignments must be completed before a final grade will be given. Assignments turned in after the due date will receive a 50% deduction. Assignments turned in more than a week after the due date will result in a full letter grade deduction for the course. If you encounter extenuating circumstances, an extension or alternate arrangement may be made on a case-by-case basis prior to the due date of the assignment/activity.
At the option of the student and depending on the instructor’s time availability, most work (unless otherwise specified by the instructor) can be submitted at least 10 days early for review (with no grade assigned). This will allow the student to review the instructor’s comments on that assignment and (at the option of the student) edit the assignment before it is submitted for a grade.
Grading Scale:
Percentage Grade Points Earned
93% - 100% A 465 to 500 points
83% - 92% B 416 to 464 points
73% - 82% C 365 to 415 points
Below 73% F 0 to 364 points
Learning Center/Writing Center Assistance
The University of Central Missouri Writing Center assists students with a wide range of academic skill development. A majority of course points will be directly related to writing ability; therefore, the student will be assessed on course content that includes their scholarly writing. The Writing Center is available to all UCM students and is located in Humphreys 116 on the UCM campus. They can be contacted at http://www.ucmo.edu/writingcenter or for short questions regarding grammar, usage, or spelling, call the Grammar Hotline at 660-543-4367.
Special Accommodations
University of Central Missouri, in compliance with the Americans with Disabilities Act, provides accommodations for the needs of persons with disabilities attending events sponsored by Central. Students with disabilities requiring academic accommodations should provide documentation of their disabilities and a request for services upon being admitted to the University and make new requests at the beginning of each semester. Timely requests are necessary in order for the University to provide appropriate academic accommodations.
Academic Honesty
Consistent with UCM policy and simply stated, every student is expected to complete his/her own work. Per the University Student Handbook, “A violation against academic honesty committed by a student is any act which would deceive, cheat, or defraud so as to promote or enhance one’s academic standing. Academic dishonesty also includes knowingly or actively assisting any person in the commission of an offense of academic dishonesty” (p. 141). Academic Dishonesty includes but is not limited to plagiarism, cheating, and breaching standards of professional ethics. For more information and clarification on the Academic Honesty policy, the student should refer to the University Student Handbook.
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