EDIL
601 – Introduction to School Leadership
INSTRUCTOR: David Barnett , Ed. D.
OFFICE: Ginger Hall 503
PHONE: (606) 783-9378
E-MAIL: edil601@pqisp.net (Send assignments to this e-mail unless otherwise requested.) If that mailbox becomes full or that e-mail address does not work, you mail use my university e-mail address: d.barnett@moreheadstate.edu.
CATALOG DESCRIPTION: The focus of this course will be a study of modern administrative theories, processes, techniques and responsibilities, with an emphasis on understanding schools as complex organizations and facilitating leadership to create a work climate supportive of excellence in teaching and learning. Accent will be given to the organization and administration of the elementary school, middle grade school, and secondary school.
COURSE OBJECTIVES:
A. To develop an understanding of the concept of educational leadership within the context of the instructional process;
B. To examine and practice selected strategies that model positive relationships in the school environment; and
C. To become familiar with the literature and research related to educational leadership.
CONCEPTUAL
FRAMEWORK FOR EDUCATOR PREPARATION PROGRAM:
“Educators
as Architects” is the conceptual framework upon which the
METHOD OF INSTRUCTION:
This course is designed to be reflective, with students taking responsibility for completing assignments in a timely manner and using the assignments for application of responsibilities facing today’s administrators. Most of the interaction between students and the instructor will be completed electronically. All modules are available on-line via MSU’s Blackboard link (http://online.moreheadstate.edu/ ). Unless otherwise requested, students are to submit their assignments, in the body of an e-mail message to the instructor at the following address: edil601@pqisp.net. Assignments must be completed and submitted by the assigned date.
METHOD OF EVALUATION:
1. Assigned Modules (20 points each) 220 points
2. In-class Final 100 points
288 – 320 A 224 – 255 C
256 – 287 B Below 224 No Credit
PLAGIARISM
Electronic media (e.g. e-mail, internet, etc.) provides students opportunity to research and read a wide variety of reference material. Additionally, this media makes it easy to copy and paste from one document to another. Including direct quotes or paraphrases of information without giving the original author credit is called plagiarism. There are several ways in which plagiarism is done. Some examples include using definitions of terms or key phrases from a source as if the definitions are your own or copying information from websites as a part of a summary without crediting the original author. Students choosing this type of unprofessional behavior will be given a zero on the assignment. Questions about plagiarism should be directed to the instructor.
Please, DO NOT copy and paste large sections of websites into your summaries. A few direct quotes and/or paraphrases are okay. If you want to call my attention to something on a particular website, put the URL in your summary and I’ll take a look. Again, if you do copy and paste, be sure to give the original author credit.
Please follow APA style when citing source
SUBMITTING
ASSIGNMENTS
When submitting assignments please note the following:
In the Subject Box of the e-mail students should put the course
number and name of the assignment being submitted.
For example, the subject box for the first assignment should read EDIL
601 – Leadership Module.
Please submit assignments for each module in ONE E-MAIL.
Submitting the assignments through multi e-mails is not an effective use
of your time (or mine).
The assignment should be in the body of the e-mail message, NOT an
attachment (unless otherwise requested). The
first four lines of the message must contain:
Student’s
Name
Course Number (e.g. EDIL 601)
Assignment Number and Name (e.g. 1 – Leadership Module)
Date Assignment is Due (e.g. Month XX, 200X)
The completed assignment should follow the information noted
above. (Again, since attachments
sometimes contain viruses, please do not send attachments unless other wise
requested.)
Sometimes messages get lost in cyberspace. Each assignment you
e-mail me should also be e-mailed to yourself. This serves two purposes. First
of all you have a copy for your files. Secondly, it will show the time and date
you sent the message to me. This will prove helpful if I e-mail you about a late
assignment and you indicate that you’ve already sent it. If you’ve sent the
message to yourself, you have the date and time sent as a part of the message
and you’ll be able to forward that to me. Also, because of the volume of
messages I receive I have to delete assignments from my e-mail folders.
Therefore, YOU SHOULD KEEP A COPY OF ALL ASSIGNMENTS UNTIL THE SEMESTER IS OVER,
YOU’VE RECEIVED YOUR GRADE, AND HAVE NO QUESTIONS.
ATTENDANCE: This is an on-line course. It is STRONGLY encouraged that students adhere to the timeline when submitting assignments. This has a two-fold purpose. First of all assignments cannot receive the maximum points possible unless they are submitted by the due date. Secondly, submitting assignments on time is a reflection of the student’s ability to adhere to deadlines (an important characteristic for leaders) and it prevents the student from being overwhelmed, trying to complete too many assignments at the last minute.
MAKE-UP WORK POLICY: Modules must be completed on time to receive consideration for the maximum number of points available. If assignments are not completed by the assigned dates, students are still encouraged to complete the assignments found with each module and submit completed work to the instructor for partial credit.
TEXT
and RELATED MATERIALS:
Cunningham,
W. G. & Cordeiro, P. A.
(2000). Educational administration:
A problem-based approach.
Snowden,
P. E. & Gorton, R. A. (2002). School Leadership and Administration:
Important Concepts, Case Studies and Simulations.
ISLLC STANDARDS: This course is designed to reflect primary alignment with the Interstate School Leaders Licensure Consortium Standards one (1), two (2), three (3), five (5) and six (6). There are elements of standard four (4) embedded in class expectations and responsibilities.
Standard One: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
The administrator has a knowledge and understanding of:
Learning foals in a pluralistic society
Systems theory
Effective communication
The administrator believes in, values, and is committed to:
The educability of all
A school vision of high standards of learning
Continuous school improvement
The inclusion of all members of the school community
A willingness to continuously examine one’s own assumptions,
beliefs, and practices
Doing the work required for high levels of personal and
organizational performance
Standard Two: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
The administrator has a knowledge and understanding of:
Applied learning theories
Applied motivational theories
Adult learning and professional development models
The change process for systems, organizations, and individuals
School cultures
The administrator believes in, values, and is committed to:
Student learning as
the fundamental purpose of schooling
The proposition that
all students can learn
Professional
development as an integral part of school improvement
The benefits that
diversity brings to the school community
A safe and
supportive learning environment
Preparing students
to be contributing members of society
The administrator facilitates processes and engages in activities ensuring that:
All individuals are treated with fairness, dignity, and respect
A variety of sources in information is used to make decisions
Standard Three: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization operations, and resources for a safe, efficient, and effective learning environment.
The administrator has knowledge and understanding of:
Theories and models of organizations and the principles of
organizational development
Operational procedures at the school and district level
Current technologies that support management functions
Standard Five: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner.
The administrator has knowledge and understanding of:
The purpose of education and the role of leadership in modern
society
Professional codes of ethics
The philosophy and history of education
The educator believes in, values, and is committed to:
The right of every student to a free, quality education
Using the influence of one’s office constructively and
productively in the service of all students and their families
Development of a caring school community
The administrator facilitates, processes, and engages in activities ensuring that:
Examines personal and professional values
Demonstrates values, beliefs, and attitudes that inspire others to
higher levels of performance
Serves as a role model
Standard Six: A school administrator is an educational leader who promotes the success of all students by understanding and responding to and influencing the larger political, social and economic, legal and cultural context.
The administrator has knowledge and understanding of:
Principles of representative governance that undergird the system
of American school
The role of public education in developing and renewing democratic
society and an economically productive nation
The political, social, cultural and economic systems and process
that impact schools
Models and strategies of change and conflict resolution as applied
to the larger political, social cultural and economic contexts of schooling
Global issues and forces affecting teaching and learning
The dynamics of policy development and advocacy under our
democratic political system
The importance of diversity and equity in a democratic society
The administrator believes in, values, and is committed to:
Education as a key
to opportunity and social mobility
Recognizing a
variety of ideas, values, and cultures
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
ADVISEMENT TIME: The instructor is available by appointment, phone (606) 783-9378 and email at edil601@pqisp.net or d.barnett@moreheadstate.edu.
AMERICAN WITH DISABILITIES ACT:
Students whose disabilities falling
within
ACADEMIC ETHICS: The MSU "Academic Honesty Policy" published in the Undergraduate Catalog 2000—2002 under “General Information” listed as “university-wide policy”, starts on page number 30 and reflects the guidelines for dealing with acts of academic dishonesty. Details on the ethical standards of reporting information can be found in the Publication Manual of the American Psychological Association.
LIBRARY RESOURCES: In addition to what is available in the campus library, students can access online information sources through the MSU Camden-Carroll Library Services homepage at http://www.morehead-st.edu/units/library. These resources include a variety of full-text databases that provide complete article texts from thousands of journals, magazines, and newspapers. Access to all databases is permitted through: At the top of the Search page, click on “Patron” and enter your Social Security number and Last Name. If your name, address or telephone number listed there are incorrect, please call Access Services at (606) 783-5490.
CALENDAR OF ASSIGNMENTS – Assignments
are due by
1.
Definition of key terms indicate student
0
1
2
3
4
understands terms &
their correlation to effective
school leadership.
2.
Websites are clearly summarized
0
1
2
3
4
with applicability to
current/future
professional
experiences noted.
3.
Reflections on other assigned
material
0
3
6
9
12
demonstrate
student’s understanding of content
and its relationship to best school practices.