College of Education

Department of Leadership and Secondary Education

EDIL 621 – Research for Instructional Leadership

Note: The syllabus on this website is designed to give students general requirements for this course.

A syllabus showing due dates for assignments, etc. is available by contacting me using the information shown below.

INSTRUCTOR: David Barnett , Ed. D.

PHONE: Office (606) 783-9378

EMAIL: d.barnett@moreheadstate.edu or dbarnett@pqisp.net

OFFICE: Ginger Hall 503

CATALOG DESCRIPTION: This course provides a general study of school leadership and administrative responsibilities, with emphases on understanding schools as complex organizations and facilitating leadership to create a work climate supportive of excellence in teaching and learning.

COURSE OBJECTIVES:

A. To develop an understanding of the concept of school leadership and administrative responsibilities within the context of the instructional process;

B. To develop an understanding of methodologies that can be used in the context of facilitating a focused, efficient, and effective teaching and learning environment; and

C. To become familiar with the literature and research perspective related to schools as complex organizations and leadership perspectives that are supportive of excellence in teaching and learning.

CONCEPTUAL FRAMEWORK FOR EDUCATOR PREPARATION PROGRAM:

“Educators as Architects – Designing Environments Where Students Construct Knowledge and Develop Skills” is the conceptual framework upon which the College of Education is built. The instructional environment for this course will provide students opportunities to encounter the processes and concepts of school leadership through active learning and collaborative problem solving. Students will be provided an opportunity to grow beyond rote learning to a functional understanding of methodologies that can be used to facilitate systemic activity that will enable a focused, efficient and effective teaching and learning environment.

METHOD OF INSTRUCTION:

This course is designed to be collaborative and reflective, with students taking responsibility for participation in and, to some extent, leading class discussions on topics that they have been assigned and/or have researched. Assigned materials, including supplemental resources, must be read prior to class sessions so that students are prepared to actively participate in class sessions.

METHOD OF EVALUATION:

The grade of "B" indicates that all requirements are met with work at an above average level for graduate students. All assignments must be completed and submitted by the final day of the course. The grade of "A" indicates that all requirements are exceeded with superior quality work. Grades will be calculated as follows:

A. Demonstrated in-class leadership 90 points

B. Exam 150 points

C. Research Project (and presentation) 150 points

351 – 390 A 312 – 350 B

273 – 311 C Below 273 No credit

MAKE-UP WORK AND ATTENDANCE POLICY: Make-up for missed classes may be done by submitting a summary of research the student has read that focuses on improved student achievement. The research may be related to the research project the student will be doing as a part of the course expectations. The paper should be three pages (maximum) and include an analysis of how this research is relevant to improved student achievement. The APA format must be followed with the last page reflecting the reference list. Unless other arrangements have been made, make-up work is due at the next scheduled class session. Please notify the professor if you know in advance that you will be absent.

RESOURCES:

Glanz, J. (1998). Action Research: An Educational Leader’s Guide to School Improvement. Norwood , MA : Christopher-Gordon Publishers, Inc.

2 Retrieve on-line from: http://www.netlibrary.com/index.asp

Burnaford, G. E., Fischer, J. & Hobson, D. (2001) Teachers Doing Research: The Power of Action Through Inquiry. Mahway , NJ : Lawrence Erlbaum Associates, Publishers.

3. Retrieve on-line from: http://www.teachers.ab.ca/publications/manuals/ActionResearch.pdf

The Alberta Teachers’ Association (2000). Action research guide for Alberta teachers. Edmonton , Alberta : Author.

4. Publication Manual of the American Psychological Association (5th ed.). 2001. Washington , DC : American Psychological Association.

5. APA – Style: A brief summary. Retrieved August 17, 2002 , from http://www.cariboo.bc.ca/ae/PSYCH/apastyle.htm

6. APA on-line. Retrieved August 17, 2002 from http://www.apastyle.org/elecsource.html

7. Glanz, J. (1999). Action Research. Retrieved August 17, 2002 , from http://ideanet.doe.state.in.us/ei/ei-profdev/pdactionres.PDF

DEMONSTRATED IN-CLASS LEADERSHIP (90 points maximum)

Student participation in in-class discussion is vital. Students will have opportunity to lead the discussion, question other students and the professor’s statements, and provide insight into best practices based on their own research and professional experiences. Students should be fully prepared for each class by completing all assignments prior to class.

EXAM (150 points maximum)

Students will complete an in-class exam that will assess the fundamentals of educational research. Assigned readings and in-class discussion will provide students the foundation on which the exam will be based.

RESEARCH PROJECT (150 points maximum)

Students will be completing a research project related to improved student achievement. The research topic must be approved by the professor and should be approved no later than the third class meeting. Students will design their study, conduct their research and present the results of their research to the class.

ISLLC STANDARDS: This course is designed to reflect primary alignment with the Interstate School Leaders Licensure Consortium Standards one (1) two (2), three (3) and five (5). There are elements of standards four (4) and six (6) 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:

·         Systems theory

·         Information sources, data collection, and data analysis strategies

·         Effective communication

·         Effective consensus-building and negotiation skills

The administrator believes in, values, and is committed to:

·         A school vision of high standards of learning

·         Continuous school improvement

·         Doing the work required for high levels of personal and organizational performance

The administrator facilitates processes and engages in activities ensuring that:

·         The vision shapes the educational programs, plans, and actions

·         An implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated

·         Assessment data related to student learning is used to develop the school vision and goals

·         Barriers to achieving the vision are identified, clarified, and addressed

·         The vision and implementation plans are regularly monitored, evaluated and revised

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:

·         Principles of effective instruction

·         Measurement, evaluation, and assessment strategies

·         Diversity and its meaning for educational programs

·         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

·         The variety of ways in which students can learn

·         Life long learning for self and others

·         Professional development as an integral part of school improvement

·         A safe and supportive learning environment

The administrator facilitates processes and engages in activities ensuring that:

· Professional development promotes a focus on student learning consistent with the school vision and goals

· Barriers to student learning are identified, clarified, and addressed

· Diversity is considered in developing learning experiences

· Life long learning is encouraged and modeled

· There is a culture of high expectations for self, student, and staff performance

· The school is organized and aligned for success

· Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies

· The school culture and climate are assessed on a regular basis

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 facilitates processes and engages in activities ensuring that:

·         Organizational systems are regularly monitored and modified as needed

·         Effective problem-framing and problem-solving skills are used

·         Effective conflict resolution skills are used

·         Effective group-process and consensus-building skills are used

·         Effective communication skills are used

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 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

ADVISEMENT TIME: The instructor will be available for advising by appointment, or by email at d.barnett@moreheadstate.edu. Due to Internet foibles, students who do not receive a response to an email request within 48 hours should repeat the inquiry.

AMERICAN WITH DISABILITIES ACT: Students whose disabilities fall within ADA can request assistance through the MSU Academic Support Services. For more information or assistance, call (606) 783-2005.

ACADEMIC ETHICS: The MSU "Academic Honesty Policy" may be found on the web at the following website: http://www.morehead-st.edu./units/undergraduate/catalog00-02/front.htmlhttp://www.morehead-st.edu./units/undergraduate/catalog00-02/front.html. 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.moreheadstate.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.

As an extended campus student, you will find that the extended campus centers and community college libraries all have computer labs. Therefore, you will be able to access Camden-Carroll Library’s online catalog that will allow you to search the library collection and databases that will assist you in finding journal articles, books, and other materials from other library resources. If extended campus users need help locating, accessing, and using information resources, they should contact the Extended Campus Librarian at j.vance@moreheadstate.edu for assistance. For convenience, please bookmark the MSU Library Services home page address above.