John Hopkins University
School of Education
Graduate Division of Education
Effective Leadership
851.705.9M
Fall 2007
Montgomery County
Instructor:
Dr. Gail Covington McBride
301-353-8870 (8:30-5:00)
301-253-2272 (Home)
Gail_Covington_Mcbride@mcpsmd.org
Credit Hours:
3
Class Time:
Thursdays 4:30 p.m. - 6:30 p.m.
September 5th –December 13th
Location: The Center for Skillful Teaching
Course Description: Effective Leadership
Participants review the principles and techniques required of administrators as managers
of human resources in the attainment of educational goals. Emphasis is placed on the
leader’s role in creating a shared vision/mission, a culture supportive of teaching for
learning, and an environment of diverse collaboration.
Course Objectives:
Students will know or be able to:
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



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Identify the role of the effective educational leader in instructional improvement
Demonstrate an understanding of leadership theories and their application in
school reform
Analyze educational environments and apply the leadership theories and concepts
to practical situations
Understand the role of leadership in diversity educational settings
Understand the importance of collaboration and shared decision-making in school
reform efforts
Apply knowledge gained from professional literature to educational situations for
the purpose of developing and articulating a vision, and promoting a culture
supportive of student learning.
Demonstrate an understanding of the role of school community relations and the
larger political, social context of schooling
1
The ISLLC Standards to be addressed in this course
A school administrator is an educational leader who promotes the success of all students
by:
 Facilitating the development, and articulation, of a vision of learning that is
shared and supported by the school community;
 Advocating, nurturing, and sustaining a school culture and instructional program
conducive to student learning and staff professional growth;
 Collaborating with families and community members, responding to diverse
community interests and needs, and mobilizing community resources
 Understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context.
The MILF Standards to be addressed in this course



Facilitate the Development of a School Vision
Align all Aspects of a School culture to Student and Adult Learning
Engage all Community Stakeholders in a Shared Responsibility for Student
and School Success
Classroom Accommodations for Students with Disabilities
Our school is committed to providing an effective learning environment for
students with disabilities. The School of Education (SOE) Disability Services
office is available to all students requesting accommodations during their
course of study.
If you are a student with a documented disability who requires an academic
adjustment, auxiliary aid, or other similar accommodation, please contact
Karen Salinas, coordinator for the Disability Services office at 410-516-9823 or
email ksalinas@jhu.edu. If you require any special accommodations to this
course, please bring them to my attention at the beginning of the semester.
Course notes, handouts, syllabus, lectures, and resources are available
electronically.
Statement of Diversity and Inclusion
Johns Hopkins University is a community committed to sharing values of diversity and
inclusion in order to achieve and sustain excellence. We believe excellence is best
promoted by being a diverse group of students, faculty and staff who are committed to
creating a climate of mutual respect that is supportive of one another’s success. Through
its curricula and clinical experiences, we purposefully support the University’s goal of
diversity, and in particular, work toward an ultimate outcome of best serving the needs of
students in diverse K-12 schools. Faculty and candidates are expected to demonstrate an
understanding of diversity as it relates to planning, instruction, management, and
assessment.
2
Required Texts and Other Materials
Dufour, R., Dufour, R., Eaker, R. (1998). On common ground: The power of professional
learning communities at work. Bloomington, IN: National Educational Service.
Fullan, M. (2001) The new meaning of educational change, 3rd edition, Teachers College
Press, NY.
Heifetz, R., Linsky, M. (2002). Leadership on the line, Harvard Business School Press
The Jossey-Bass reader on educational leadership, (2000). San Francisco, CA: JosseyBass.
Marzano, R., Waters, T., McNulty, B., (2005) School leadership that works,
Alexandria, Virginia: ASCD.
Schein, E. (1992). Organizational culture and leadership, 2nd edition, Jossey-Bass.
Zeleznik, A. (2007). Management and Leadership: Are they Different? Harvard Business
Review on Leadership
Wheatly, M. J. (1999) Leadership and the new science: Discovering order in a chaotic world,
Berrett-Koehler.
Evaluation and Grading
Demonstration of meeting class objectives through discussion, book talk, papers and
attendance/participation (20%)
Case Study Analysis/Assessment Part #1 (20%)
Case Study Analysis/Assessment Part #2 (20%)
Case Study Analysis/Assessment Part #3 (20%)
Case Study Analysis/Assessment Part #4 (20%)
Grading Scale
A
AB+
B
BC+
C
F
=
=
=
=
=
=
=
=
91%-100%
88%-90%
86%- 87%
81%-85%
78%-80%
76%-77%
70%-75%
0-69%
3
Course Outline
Class
Dates
9-6
9-13
9-20
Objective
Reading
Assignment/
Activity
Lecture and Discussion
Demonstrate an
understanding of
leadership theories
and their application
in school reform
Heifetz, R., Linsky, M. (2002).
Leadership on the line, Harvard
Business School Press
(Parts 1 & 2)
The Jossey-Bass reader on
educational leadership, (2000).
San Francisco, CA: Jossey-Bass.
(Chapter 1- The Nature of
Leadership)
(Chapter 6- People and
Organizations)
Zeleznik, A. (2007). Management
and Leadership: Are they
different? Harvard Business
Review on Leadership
Fullan, M. (2001) The New Meaning
of Educational Change, 3rd
Edition, Teachers College Press,
NY.
9-27
10-4
10-11
Apply knowledge
gained from
professional literature
to educational
situations for the
purpose of
developing and
articulating a vision,
and promoting a
culture supportive of
student learning.
Dufour, R., Dufour, R., Eaker, R.
Individual book talks and
Heifetz, R., Linsky, M. (2002).
discussion
Kotter, J.P., (2007) Leading Change:
Why Transformational Efforts
Fail, Harvard Business Review
Wheatly, M. J. (1999) Leadership
and the New Science
Discovering Order in a
Chaotic World, BerrettKoehler.
Marzano, R., Waters, T., McNulty,
B. (2005). School Leadership that
Works, ASCD.
(Chapter 7)
Assignment #1
Due 9/13
Without referring to any
documentation write your
understanding of School Z’s
shared vision of teaching and
learning.
In person (not via email) ask
another teacher and a student
to tell you their
understanding of the School
Z’s vision and script what
they tell you.
Find the documentation of
the school’s vision and
compare it to the 3 views you
collected. What are the
results and what are the
implications?
Examine School Z’s
leadership, both formal and
informal. What theory of
leadership is evident? Cite a
specific example of evidence
to support your assessment.
4
The Jossey-Bass Reader
(Chapter 15-Eight Symbolic
Roles of Leaders)
Book Talks 1,2
10-18
10-25
11-1
Identify the role of
the effective
educational leader in
instructional
improvement
11-8
Understand the role
of leadership in
diversity educational
settings
11-15
Understand the
importance of
collaboration and
shared decisionmaking in school
Schein, E. (1992). Organizational
Culture and Leadership, 2nd
Edition, Jossey-Bass
Dufour, R., Dufour, R., Eaker, R.
(1998). On Common Ground:
The Power of Professional
Learning Communities at Work.
Bloomington, IN: National
Educational Service
(Chapters 1& 2)
The Jossey-Bass Reader
(Chapter 9-The Unheroic Side
of Leadership: Notes from the
Swamp)
(Chapter 23, Principals, Shared
Decision Making and School
Reform)
10/18- Assessment, Part 1
& Part 2 Due
Book Talks 3, 4
The Jossey-Bass Reader
11/8-Assessment Part 3 Due
(Chapter 16- Gender and Race as Individual book talks and
Factors in Educational
discussion
Leadership)
The Jossey-Bass Reader
(Chapter 13-The Manager as
Politician)
Book Talk 5
Heifetz, R., Linsky, M. (2002).
Dufour, R., Dufour, R., Eaker, R
Panel
Individual book talks and
discussion
5
reform efforts
11-29
12-6
12-13
Demonstrate an
understanding of the
role of school
community relations
and the larger
political, social
context of schooling
Analyze educational
environments and
apply the leadership
theories and concepts
to practical situations
Book Talk 6
Book Talk 7
Individual book talks and
discussion
Dufour, R., Dufour, R., Eaker, R.
12/13-Assessment Part 4
Due
6