LIS 6730 Seminar: Leadership in the Library 2 Credit Hours – Spring 2011 Instructor: Floyd Pentlin Office: Lovinger 4200B Office Phone: (660) 543-4910 (do not leave messages on this phone) Email: fpentlin@ucmo.edu Skype: fcpen2008 The current version of the syllabus will always be the class wiki: http://6730leadership.wikispaces.com/ Class Meeting Times: This course is conducted online using the Blackboard course software. Course access is at http://courses.ucmo.edu. For online discussions, the week begins on Tuesday and ends on Monday. There are no on-campus meetings. There will be scheduled Skype sessions that will be required. During these sessions we will discuss your readings as well as take the opportunity for guest presentations. Description of the Course: Leadership can be divided into two roles, management and vision. Leadership styles that work best from the library can be affiliative, democratic, pacesetting, and/or coaching. This course will connect these styles and roles; looking at school librarians as teacher-leaders, curriculum leaders, research leaders, community leaders, technology leaders, and chief information officers in a school. 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. Purpose of the Course: The purpose of this course is to help school librarians understand, develop, and promote their leadership roles. Objectives of the Course: Upon completion of the course, the student will be able to: · Assess the leadership value inherent in library activities. · Make choices about prioritizing library activities based on how they contribute to the overall mission of the school. · List criteria and describe tools for evaluating practice in the library and in the classroom. · Identify ways to gather and evaluate data collected through action research. · Recognize and verify the value of evidence from research in matters related to school reform and innovations. · Develop plans and strategies to improve teacher leadership. · Use positive reinforcements to energy the school community. · Explain ways to use standards to improve student achievement. · Generalize components of productive practices across the curriculum. · Design roles for technology use to improve communication and teaching. · Discover, develop, describe and promote the integration of learning objects in classroom instruction. · Recognize and know how to organize the types of information available in the school. · Develop information that can be used to improve student achievement. · Develop and maintain a list of continuing professional development opportunities for the library and for the classroom. Structure of the course and student responsibilities: Students are required to participate in the current, weekly discussions in the online classroom provided in Blackboard as well as Skype discussions. Teaching strategies will include readings, lectures, student participation, demonstrations, laboratory experiences, and assignments. Assignments must be in Word, be spell-checked, and adhere to MLA guidelines. Evaluation of the course: Grades will be based on the quality (e.g. accuracy, evidence of comprehension, and writing mechanics) of all assignments, class presentations, and participation in class. Course Grades: Grades will be figured using the standard scale. 100-90% = A; 89-80% = B; 79-70% = C; 69-60% = D; 59% and below = F. Work is marked down one letter grade for each week it is late. Assignments must be submitted early if you know you will be absent on the due date. Without specific instructor permission, no credit is given for late postings to online, weekly discussion. Assignments cannot be resubmitted without instructor permission. No work will be accepted after the due date of the last assignment. Early Alert: As part of the CoE commitment to building a positive, student-centered learning community that supports the success of every student, the faculty member instructing this course participates in the UCM Early Alert Program. Academic Honesty: Honesty in all endeavors is essential to the function of society. Honesty in the classroom among students and between students and faculty is a matter that should concern everyone in the university community. Please see the Central Student Handbook for the complete policy, student responsibilities, and procedures for enforcement. Accessibility Services This course works in concert with the Office of Accessibility Services and the Office of Equity in meeting ADA requirements. Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 220, (V) (TTY) 660/543-4421 begin_of_the_skype_highlighting 660/543-4421 end_of_the_skype_highlighting (http://www.ucmo.edu/access) ULifeLine This is an anonymous, online mental health resource center. Check it out at http://www.ucmo.edu/cc (click on ULifeLine in the Self Help Box or go to http://Ulifeline.org. The Student Success Center The Student Success Center is located on the 3rd floor in the JCKL Library. You can get help online at http://www.ucmo.edu/successcenter/. The Student Success Center hours, including the Writing Center and Learning Center, will be 8 a.m. to 8 p.m. Monday through Thursday and 8 a.m. to 5 p.m. on Friday. Library Services You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s Web site at http://library.ucmo.edu. For research assistance, you may contact the Reference Desk: Phone: 660.543.5154 E-mail: reference@library.ucmo.edu AIM: JCKLReference RefChat: http://library.ucmo.edu/chat ListServs: Subscription to the LIS Discussion Group is required of all enrolled students. LIBSCI Send e-mail to: mailto:imailsrv@libsrv.ucmo.edu (subject line blank) (body) Subscribe libsci firstname lastname LM_NET To subscribe to LM_NET 1. Send an e-mail message to: LISTSERV@LISTSERV.SYR.EDU 2. In the first line of the message, type: SUBSCRIBE LM_NET Firstname Lastname Course Evaluation Procedures: Students will complete an online anonymous survey to evaluate the course and instruction. Textbooks for the course: There is no textbook for this course. Readings available through JCKL electronic, subscription databases will be used as well as the free Web. ADDITIONAL MATERIAL CONSULTED THROUGHOUT THE COURSE LM_NET archives. Retrieved 24 May 2007, from http://www.eduref.org/lm_net/archive/ MLA Style Manual and Guide to Scholarly Publishing. New York: Modern Language Association of America, 2008. Print. Missouri Department of Elementary and Secondary Education. Library Media Centers News & Updates. Standards for Missouri School Library Media Centers in “Standards.” 21 Apr. 2009. PDF. 17 May 2010. <http://dese.mo.gov/divimprove/lmc/>. Assignments and Grades (Links to MoSTEP Standards) Participation Students will be expected to participate fully in the online discussions and group projects. Group participation reflects on the disposition of candidates seeking a degree in school librarianship. Answer all discussion questions and respond to at least two posts by other students each week. Asking questions in the forums also counts toward the participation grade and students receive credit for answering each other’s questions. Assignment Course Reports on journal articles. (1.2, 2.1, 2.3, 3.2, 3.3) Assignment Case Study (1.2, 2.1, 2.3, 3.2, 3.3) Assignment Readings and Skype sessions. (1.2, 2.1, 2.3, 3.2, 3.3) Assignment Leading from the Middle Project (1.2, 2.1, 2.3, 3.2, 3.3) Assignment Librarian Interview (1.2, 2.1, 2.3, 3.2, 3.3) CALENDAR DATE 01.10-17 Introductions 01.18-24 Successful leaders? 01.25-31 Current State of the Profession 02.01-07 Perceptions? 02.08-14 Case Study preparation 02.15-21 Case Study 02.22-28 Leadership-What is it? 03.01-07 Leadership – What is it? 03.08-14 Leadership and the administrator 03.15-20 Leading from the middle 03.21-27 03.28-04.04 04.05-11 Leading in the profession 04.12-18 04.19-25 Leadership in the community 04.26-05.02 Leadership in the community ACTIVITY Log into Blackboard Set up RSS feeds Set up LM_NET subscription DUE THIS WEEK Getting started activities View videos Blackboard: Reflections and summaries Read articles Blackboard: Reflections and add two articles Read articles and take personality and leadership exercises Blackboard: Reflections on the articles and the results of the two exercises Reading and viewing for case study project Taking notes Put together your thoughts for a summary Paper and Skype session: 21 Feb., 7:00 paper p.m. Reading week Take notes on the readings Finish up the readings and write up a personal statement of leadership philosophy Blackboard: Post reflections on the readings as well as your statement of leadership Read articles Skype session: 14 March, 7:00 p.m. Read articles on digital citizenship and professional development Blackboard: Reflection on the articles and add two articles SPRING BREAK Work on project Project Reading Skype session: 11 April, 7:00 p.m. Read: Linchpin by Seth Godin and watch videos where he discusses the leadership concepts Blackboard: Discuss Godin’s ideas and how they might apply to education Readings Interview with a public librarian Summary readings Skype session: 2 May, 7:00 p.m.