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WAYLAND BAPTIST UNIVERSITY
School of Education
Fairbanks Campus, Alaska
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Wayland Baptist University Mission Statement: Wayland Baptist University exists to
educate students in an academically challenging, learning focused, and distinctively
Christian environment for professional success and service to God and humankind
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3. Course Name: EDAD 5326 Instructional Leadership
4. Term and Year: Fall Semester: August 20, 2012 – November 3, 2012
5. Name of Instructor: Dr. Nick O. Ejimabo, Associate Professor of Business and Education
6. Office Phone and Email: (907) 377-4398, nick.ejimabo@wayland.wbu.edu
7. Office Hours, By appointments (TBA) Building and Location: 2623 Wabash Avenue, Suite
109, Eielson - AFB. Alaska.
8. Class Meeting Time and Location: Wednesday, Fairbanks- Room 302A, 6 to 10 pm.
9. Catalog Description: [This course focuses on an] investigation of the research pertaining to
effective schools and an examination of the patterns of organization and instruction in these
schools, which will lead to continuous improvement. Emphasis [is] on visionary thinking and
excellence. Topics include: Vision and best practice, instructional and leadership, effective
teaching and learning, documenting and using quality results, resource and support systems, as
well as commitment to continuous Improvement.
10. Prerequisite: None
11. Required Textbook and Other Resources:
Jacobs, H. H. (Ed.). (2010). Curriculum 21: Essential Education for a Changing World.
Alexandria, VA: ASCD. ISBN 978--‐1--‐4166--‐0940--‐7
www.ascd.org
Other Resources and Recommended Materials:
Publication Manual of the American Psychological Association: Sixth Edition
(2010). American Psychological Association: Washington, DC. Go to: http://www.apa.org.
WBU Learning Resources www.wbu.edu/lrc For scholarly books and journals
Advance-Ed website: http://www.advanc-ed.org/
Perrla on line software for formatting in APA style http://www.perrla.com
Downey, C.J. (2003) Leaving no child behind: Fifty ways to close the achievement gap.
Johnston, IA: Curriculum Management Systems Inc.
Lezotte, L. & McKee, K. (2002). Assembly required: A continuous school improvement
system. Okemos, MI: Effective Schools Products, Ltd.
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12. Optional Materials:
Other Requirements essential to the course
1. Textbook readings, case analysis, text assignments, group presentation, and relevant literature
review.
2. Access to and an operational knowledge of email and the worldwide web.
3. Use of the library, and worldwide web.
13. Course Outcome Competencies: Upon the conclusion of this course, students will be able to:
1. Define trends, vision, teaching and learning, as well as instructional leadership in the curriculum
and educational professionalism in school systems.
2.
Students will exhibit continuing growth in the development of their educational professionalism
through timely completion of assignments, thoughtful reflection upon (and openness to) new
ideas, and respectful interactions with the professor and other students.
3. Students will demonstrate a growing proficiency in instructional and organizational leadership
related to school improvement: vision, governance, teaching and learning, data/evidence,
resources, stakeholders, continuous improvement.
4. Students will examine content material such as related research of best practices, data sets of
research findings, future trends and examples of highly effective school organizations.
5.
Students will develop and utilize developmentally appropriate investigation experiences and
skills using both online and textual sources and share information through visual or other
appropriate support materials.
6. Students will prepare reflective summaries and create a collection of materials to utilize in future
endeavors in education.
7. Students will demonstrate proficiency using technology as demonstrated by artifacts from the
course and successful manipulation of the Internet and/or Blackboard System of instruction to
include email, digital drop box, and/or discussion board.
8. Students will apply the correlates of effective schools and the competencies for the principal-ship
to personal and hypothetical situations
9. Conduct an instructional analysis and provide plan for implementation of quality results.
10. Identify the process and skills involved in an effective performance and quality results.
Audience:
This Course (EDAD 5326 Instructional Leadership) is intended for graduates in Instructional leadership,
education and management studies, business, communication, political and health administration,
military, sciences, career development and training as well as teachers’ formation and continual
education. It provides a vital knowledge and educational learning process and its applications to the real
world situations.
Instructional Methods:
In general, people have preferred learning style, perceive and process information differently. Thus, this
class will present and process information in a variety of ways that include; lectures, discussions,
readings, presentations, reflections on concepts of Instructional leadership, curriculum development,
educational programs and activities in learning systems.
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14. Attendance Requirements: As stated in the Wayland Catalog, students enrolled at one of the
University’s external campuses should make every effort to attend all class meetings. All absences must
be explained to the instructor, who will then determine whether the omitted work may be made up. When
a student reaches that number of absences considered by the instructor to be excessive, the instructor will
so advise the student and file an unsatisfactory progress report with the campus executive director. Any
student who misses 25 percent or more of the regularly scheduled class meetings will receive a grade of F
in the course. Additional attendance policies for each course, as defined by the instructor in the course
syllabus, are considered a part of the University’s attendance policy.
Additional Attendance requirement: Excessive late arrivals or early departures will be taken into
consideration. Material will be discussed in class and included in the exams that are not in the book. It is
the student’s responsibility to obtain any material missed by not attending class for any reason. The
student must not miss any more than 25% of the class. Any more misses may result in failure of the class.
In case of TDY’s the instructor should be notified as soon as possible.
15. Disability Statement: “In compliance with the Americans with Disabilities Act of 1990 (ADA), it is
the policy of Wayland Baptist University that no otherwise qualified person with a disability be excluded
from participation in, be denied the benefits of, or be subject to discrimination under any educational
program or activity in the university. The Coordinator of Counseling Services serves as the coordinator
of students with a disability and should be contacted concerning accommodation requests at (806) 2913765. Documentation of a disability must accompany any request for accommodations.”
1. Course Requirements: Grading Assignments and Points
a. Reflection paper: Students will prepare reflective summaries and create a collection of materials to
utilize in future endeavors in education. The will be three reflective papers in this semester (TBD). Each
student will be assigned /select a special topic from the subject matter of our course. The reflection paper
will be discussed in the class. Total value of 15 points- Due date: TBA
b. Team Project Paper/presentation: A minimum 12- 15 page (content pages, excluding cover sheet,
abstract and references) on a subject directly related to Instructional Leadership and educational
curriculum and technology will be the focus of the project. The team /group project and requirements will
be discussed in the class, and would enable students demonstrate a growing proficiency in instructional
and organizational leadership that relate to school improvement: vision, governance, teaching and
learning, data/evidence, resources, stakeholders, continuous improvement. Topics must be listed on signup sheet and initialed by instructor. Proper APA format is required. Total point value of 25 points.
c. Examinations: Two examinations (Mid-Term 25% and Final 25%) will be given during the term.
Questions will be mostly multiple choices along with some essay questions. Format and areas of study
will be discussed and reviewed in the class before each exam.
Total point value of 50 points
d. Attendance Class Discussion and Participation
You are expected to attend, participate and respond to the discussions and questions in every class. It
involves answering of questions, personal experience, and suggestion on what you think about the class
discussions and topics. Class participation is a grade activity that reflects preparedness for class as well as
attendance. Arrive on time with assigned reading and papers completed on the prearranged deadline.
Total point value of 10 points. Due date: TBA
17. This course outline serves merely as the anticipated roadmap I hope to use during this 11 weeks
program. However, due to circumstances and the dynamic nature of this course, there may be some
changes in the schedule. During such situations, you will be advised and changes will be discussed and
noted accordingly. The dates and weeks listed below are the dates by which the course materials are
expected to have been read.
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WK
Dates
Topics: Activities & Discussions
Readings Assignments
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8/22/12
Introduction/Course / syllabus Overview.
 New essential curriculum for a new times
 Discussion effective schools trends for the 21st
Century.
Upgrading the curriculum:
 Assessment types and skills
 Curriculum mapping and commitment
 Effective School Organization and Improvement
Jacobs’ Book: Ch. 1
Leading to Content Upgrades
 Tenets for purposeful debate
 Examining the disciplines
 Teaching and language
New school versions & applications:
 Reinventing & reuniting school program
structures
 Curricular destiny: schedules, group patterns
and use of spaces
Five Socio-Technology Trends Social networks
 Skills & Technical Training & Technology
 Mid – Term Exam.
A classroom as wide as the world
 Trends in education
 Implications & challenges
Making learning irresistible: Extending the Mabry
Middle school
 Beyond create, connect & contribute
 Extending the vision
Ch. 3
Guest Speaker/film
Discussions/questions
The Code of Ethics and Standard Practices
Reference to literature
articles
Media literacy, digital portfolios & curriculum maps:
Linking teachers & student work
 Upload, download/remix music, photos,
videos & movies
 Communicate via social work networking web
sites
 Operate digital still & video cameras
 Edit & post online videos
Participate in virtual reality games and forum
Educating for a sustainable future
 What kind of future do we want?
Power Down or Power up
 Rethinking control in our classrooms
Ch. 8 & 9
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8/29/12
3
9/5/12
4
9/12/12
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9/19/12
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9/26/12
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10/3/12
8
9
10/10/12
10/17/12
Discussions/Review
Ch.2
Team/group formation
Select a research Topic
Reflection paper #1 due
Ch. 4
Team meeting
Reflection paper #2
due
Ch. 5
Mid-Term Exam
Seminar/Guest Speaker
Ch.6
Field work
Reflective paper due
Ch. 7
Quiz/Case
study/discussion
Team project Due.
Create blogs, podcast,
videos, digital
productions and
graphic novels
Ch. 10, 11
Quiz/Case
study/discussion
Reference to literature
articles
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10/24/12
10/31/12
Special Topics: Creating learning connections.
 Group Presentations
Ch. 12
Rethinking Curriculum for the 21st Century
 Final Exam /Course evaluations
Ch. 13
Final Exam
Group presentation
Note: We will have some discussions/seminars/ Guest speaker on the following bellow:
STATE DOMAINS/ COMPETENCIES/ INDICATORS WITHIN THE TEST FRAMEWORK FOR
THE PRINCIPAL CERTIFICATION:
 Domain I—School Community Leadership
 Domain II—Instructional Leadership
 Domain III—Administrative Leadership
18. Grading Schema/Scale:
A = 90-100%,
Cr = for Credit
B = 80-89%,
NCR = No Credit
C = 70-79%,
W = for withdrawal
D = 60-69%
X = No grade given
F = 59 and below
IP = In Progress
I = Incomplete
Note: A grade of incomplete is changed if the work required is completed prior to the date indicated in
the official University calendar of the next long term, unless the instructor designates an earlier date for
completion. If the work is not completed by the appropriate date, the I is converted to the grade of F. An
incomplete notation cannot remain on the student’s permanent record and must be replaced by the
qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.
Grading Weight (based on 100 points possible)
Assignments
Due Dates
Reflection Papers
8/29/12, 9/12/12 & 9/26/12
Possible
Points
15
Mid-Term Exam
9/19/12
25
Group project & Presentation
Final Exam
Attendance and participation
Total Points
10/10/12
10/31/12
TBD
25
25
10
100
Note: All assignments will have due dates and late penalties. Failure to submit assignments on time will
result in the reduction of your grade by 10 points per 24-hour period following the due date.
Format of Course deliverables
All course assignment must be submitted in the class. All course deliverables must be constructed in
Times New Roman, 12pt font, double spaced, and submitted in Microsoft Word format. The use of APA
format prescribed in the Publication Manual of the American Psychological Association 6th Edition is
encouraged.
CLASSROOM COURTESY: Exhibit courtesy to everyone in your class by being on time and staying
for the entire class time. Turn cell phones off and do not use them during class.
Cell phones:
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There will be NO class disruptions due to cell phones. Ringers must be turned off prior to class. If you
have an emergency, quietly leave the classroom. If disruptions occur, points may be deducted from your
final grade. If examinations or quizzes require a calculator, bring one that is NOT integrated with your
cell phone.
POLICY ON ACADEMIC INTEGRITY: The University proudly adheres to high standards of
intellectual, moral, ethical, and spiritual values. It entrusts each student with the solemn obligation of
preserving these standards. In light of revelation, reason, and custom of the Christian community from
which the University has grown, personal integrity in keeping with New Testament standards is expected
of all students. Academic dishonesty, including cheating and plagiarism, may be grounds for disciplinary
action by the University and, at minimum, will result in a grade of zero /F on that project.
STUDENT RESPONSIBILITY: Students are responsible for reading, understanding, obeying, and
respecting all academic policies, with added emphasis being placed upon academic progress policies,
appearing in the Wayland Baptist University Academic Catalog applicable to their curriculum and/or
program of study.
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