La Sierra University
School of Education
Department of Administration and Leadership
Course Description
EDAD 687 Leadership in the Organization
November - April, 2015
Ed Boyatt, Ed.D
La Sierra University
School of Education
Department of Administration & Leadership
EDAD 687 Leadership in the Organization
Course Syllabus
Ed Boyatt, EdD
(951) 751-4536 Cell
E-mail: eboyatt@lasierra.edu
Fall – Spring 2015-16 for PUC Cohort
Course synopsis (Bulletin)
A survey of the leaders,’ managers’, and team members’ roles as understood historically
and presently.
Purpose
The purpose of this course is to provide a survey of the leaders’, managers’, and team
members’ roles as understood historically and presently. This course will be a critical
review of leadership theories, models, and practices with the goal of examining how these
models compare to the department focus on servant leadership. The student will complete
the course with a clearer understand of what kind of leadership is most appropriate in
educational, denominational, and non-profit organizations.
Staffing
Ed Boyatt, EdD, is the teacher responsible for the delivery of this course. Other guest
lecturers may participate in course delivery at various times.
Section 1 – General Information
1.1
1.2
Course administrative details
Name of Course
HE Award(s)
Duration
Level
EDAD 687 Leadership in the Organization
Doctoral Study
3 Qrts
5
Core, specialization or elective course
☒
☐
☐
core course (please specify below):
specialization course (please elaborate below):
elective course:
This is a foundation course in the required sequence for the Administration and
Leadership specialization in the Doctor of Education and Educational Specialist
programs. It may also with approval serve as an elective or an alternative specialization
course in the Master of Arts program.
1.3
Course weighting
3 Units
Course Weight
1.4
1.5
Student workload
No. timetabled hours*
No. personal study hours**
Total workload hours
25
65
90
*
Total time spent in class at lectures, workshops, examinations and other assessments,
placements locations, etc
**
Total expected time spent outside of class per quarter in studying, completing
assignments, etc
Mode of Delivery
☒
☐
☒
☐
☐
face to face
online
independent learning module
by a combination of modes
other mode (please specify below)
This course involves wide reading, substantial personal reflection and student interaction
with peers. Special attention is given to facilitating students in the formation of their own
perspectives on leadership. Classes will meet three times during the duration of this
course.
1.6
Pre-requisites
☐
☒
Yes
No
Section 2 – Academic Details
2.1
Student learning outcomes
Upon successful completion of this course, the student will be able to:
1.
2.
3.
4.
5.
Demonstrate an understanding of significant leadership theories and explain how they apply and utilize
them in their personal leadership and workplace contexts. (PLO 7*)
Articulate clearly and coherently elements of their own leadership philosophy and identify and evaluate
the values and assumptions on which they are based. (PLO 4)
Identify and evaluate methods for dealing with conflict, discuss their own preferred approach to conflict
resolution, analyze conflict situations and outline plans to constructively implement conflict resolution
measures. (PLO 1 & 2)
Recognize leadership styles among staff in their own workplace and among community leaders in order
to approach them in their most comfortable mode (PLO 7)
Demonstrate a knowledge of ethnic, gender and cultural differences and critically reflect on how they
may impact leadership and/or communication methods. (PLO 1 & 7)
6.
Critically discuss the ethical implications of leadership, demonstrate the acquisition of a knowledge of
various ethical models of decision making and evaluate the merits of the models that they would
themselves use in leadership decision making. (PLO 4 & 5)
Professional Certification
In the process of fulfilling the objectives of the course listed above the student will also demonstrate
competency in the following:
CACE A-1 Major theories and concepts in educational leadership
CACE A-2 Relationships between leadership theory and practice in the context of contemporary
educational issues in California
CACE A-3 Skills and strategies for facilitating the development of a shared, student-centered vision with
and across multiple constituencies
CACE A-8 The relationships between federal, state, and local educational policies and practices and the
role of specified policies and practices in ensuring equitable, democratic public education for all students
CACE A-9 Examine and respond to equity issues related to race, diversity, and access, using inclusive
practices
CACE A-10 Identify potential barriers to accomplishing the vision and effective ways to work with others
to address and overcome barriers
CACE A-13 Communicate about, model, and hold oneself and others accountable for the exhibition of
personal and professional ethics, integrity, justice, and fairness
CACE A-15 The importance of communicating information about the school on a regular and predictable
basis to all families through a variety of media, and ensuring that all constituents have ample access to
information sources
CACE A-16 Effective, professional, and interactive communication with various audiences and for
various educational purposes, including consensus building and decision making
CACE B-1 Understand how to advocate, nurture, and sustain a positive culture of learning that emphasizes
high expectations and an instructional program that promotes success for all student groups.
CACE B-20 Strategies for building staff capacity through systems of support and development,
integrating opportunities for continuous learning into the educational environment, and engaging faculty
and staff in ongoing reflection, self-assessment and self-directed change and improvement
CACE B-22 Strategies for self-improvement and planning for continuous learning in order to serve as a
role model for others
CACE B-24 Understands how to create a dynamic learning environment that appropriately integrates
technology to facilitate student learning, creativity, and collaboration
CACE B-27 Understand how to develop and implement positive and equitable behavior management
systems that promote and support a collaborative, positive culture of learning
CACE B- 29 Understand how to use the influence and power inherent in a leadership position to enhance
the educational program, promote learning for all student groups, and make fair and appropriate decisions
CACE C-1 Theories and strategies for instituting, managing, and evaluating a school change process
CACE D-1 Principles of adult learning and their use in designing, facilitating, and implementing effective,
motivating, and data-driven professional development programs and opportunities that focus on authentic
problems and on improving student learning outcomes consistent with the school growth plan
CACE D-2 Skills and strategies for providing opportunities for all staff to develop and use skills for
collaboration, distributed leadership, reflection, shared decision making, and problem solving in support of
student learning and for inspiring higher levels of performance, commitment, and motivation
CACE D-3 Model self-improvement and related professional growth activities, and demonstrating
monitoring of improvement in one’s own performance
CACE D-8 Model how to develop and implement a plan for self-improvement and continuous learning;
use various types of activities and resources to engage in effective professional development; and reflect on
personal leadership practices and their influence on others
CACE D-9 Understand how to use time and technology effectively to improve instructional leadership
and promote personal and professional growth
CACE E-10 Research-based strategies and best practices for establishing, monitoring, and evaluating
organizational structures, processes, and systems that promote a culture of collaboration and respect and
that maintain a focus on continuous improvement and enhanced achievement for all student groups
CACE E-11 Understand how to apply systems thinking to set priorities and manage organizational
complexity
CACE F-6 Skills and strategies for trust building, team building, consensus building, and conflict
resolution and for promoting a sense of shared responsibility among all members of the multicultural
educational community
CACE F-9 Public speaking, advocacy, diplomacy, writing and presentation skills necessary to advocate
for the school, its accomplishments and its needs
CACE F-10 Expository, persuasive, and narrative writing skills necessary to advocate for the school, its
accomplishments and its needs
2.2
Course content and structure
●
●
●
●
●
●
2.3
Leadership Crisis and Servant Leadership
Meaning of Leadership and Moral Leadership
Historical and Modern Views of Leadership
Leaders, Followers, and Working Together
Leadership Environments
Skills and Practices of a Leader
Teaching methods/strategies
As a student, you will be exposed to the foundational concepts of leadership in
organizations through readings, discussion groups, lectures, case studies, practical
exercises/applications and student reports and presentations. Face-to-face
presentations are intended to provide the foundation for wider reading and the
framework for student work and presentations by students. When the course is
offered in intensive summer mode, required reading assignments and written
reflection will be expected of students prior to the commencement of the intensive
session.
2.4
Student assessment
This course builds on the required competencies listed above. Students will be required to
demonstrate their competence through evidence submitted in the Comprehensive
Examinations at the close of the courses required for an Ed.D degree. See your advisor
for more information.
There may be specific guidelines for specific assignments and these will be provided
ahead of time as necessary.
Class leadership (participation
in class)
Assignments 1-4
5%
10 pts
40%
10 pts each
One question from
assignments 5-6
Position paper on the
differences between
management and leadership
Persona Model of Leadership
5%
10 pts
20%
40 pts.
25%
50 pts.
Paper Presentation
5%
10 pts
2.5
To provide the opportunity for students to
discuss issues, articulate personal perspectives
and critically reflect on input from teacher and
fellow students.
To assess outcomes: 1, 2, 3, 4, 8
To enable the student to develop the capacity
to evaluate research and to articulate a
coherent and well-sequenced presentation on
issues discussed in supporting literature.
To assess outcomes: 2, 4, 7
To provide the opportunity for students to
develop a coherent and well-sequenced
argument, which responds to a specific topic
and is based on supporting literature.
To assess outcomes: 2, 3, 4
To enable the student to learn from someone
in the field and critically reflect on issues
arising from their reading.
To assess outcomes: 1, 8
To enable the student to conceptualize
leadership in a pragmatic way as it relates to
different situations and contexts.
To assess outcomes: 1, 2, 4
To enable the student to demonstrate
knowledge through extended responses and
the ability to articulate a coherent and
sustained argument.
To assess outcomes: 3, 4, 8
Grading Scale
Grades will be computed from the weighted scores and letter grades will be assigned as
follows:
96 -100% = A
91 - 95% = A86 - 90% = B+
81 - 85% = B
76 - 80% = BPlease note that, in accordance with the policy published in the Graduate Bulletin, a grade lower
than a B- is not considered a passing grade in a graduate course that is required for one’s program.
Explanation of Letter Grades issued as the Final Grade for a Course
A. Outstanding performance in all respects. Students in the upper part of the “A” range will show
exceptional originality and penetrating insight beyond the usual parameters of the level of their
course. Their written work is coherent, clear, articulate, free of typographical and grammatical
blemishes and properly referenced. Assignment work has been handed in punctually and in the
approved format. Oral presentations evidence careful preparation and are delivered in a
compelling, persuasive and timely manner. Attendance has been consistent and participation in
class discussions has been informed, sensitive to others and indicative of a mastery of the material
being studied.
A-
Excellent grasp of course content and issues with a superior achievement on all other
assessment criteria. Their written work is mostly clear, articulate and almost completely free
of typographical and grammatical blemishes. Work is properly referenced. Assignment
work has been punctual and submitted in the approved format. Oral presentations evidence
careful preparation and are delivered in an interesting and timely manner. Attendance has
been consistent and participation in class discussions has been informed, sensitive to others
and indicative of a mastery of the material being studied.
B+
Good to very good grasp of course content and issues with good performance on other
assessment criteria. Some insight but little creativity. Assignment work exhibits extensive
background research and preparation but presentations are marred by occasional blemishes
in grammar, formal referencing and in the required formatting. Participation in discussions
exhibits gaps in preparation and some partial understanding of key issues and concepts.
A
A fairly good grasp of content and issues with reasonably sound performance in most
assessment criteria. In written work, arguments and discussions are generally coherent but
weakness in language detracts from clarity of expression in discussing ideas and arguments.
Analysis and synthesis is present but overshadowed by tendency to simply describe and
narrate. Reflection on issues and evaluation of perspectives is limited.
B-
A fair grasp of content but with only moderate ability to articulate arguments with
appropriate synthesis and evaluation. Tendency to adopt simplistic explanations with some
insight but shallow levels of reflection and creativity. Deficiencies in language and
expression mar written assignments with numerous awkwardly expressed sentences and a
lack of coherence in the linking of ideas and the sustaining of an argument. Formal aspects
of presentation are achieved erratically. Oral presentations evidence superficial preparation,
vagueness of expression and lack of competence and confidence in delivery.
C+
A fairly limited grasp of course content. Frequent faults of organization, relevance, logic
and use of language. Adoption of simplistic explanations with some insight but shallow
levels of analysis, reflection and creativity. Many deficiencies in language and expression
mar written assignments with numerous awkwardly expressed sentences and a lack of
coherence in the linking of ideas and the sustaining of an argument. Required formal aspects
of presentation are not evident. Oral presentations evidence only elementary preparation,
vagueness of expression and lack of competence and confidence in delivery.
2.6
Prescribed and recommended readings
Required text/s
● Northhouse, PG (2016). Leadership: Practice and theory, 7th ed. Thousand Oaks,
CA: SAGE Publications, Inc.
● Wren, J.T. (Ed). (1995) The Leader’s companion: Insights on leadership through the
ages. New York: The Free Press. ISBN 0-02-874091-2
Academic Articles on Leadership
●
Bell, M., & Habel, S. (2009). Coaching for a vision for leadership "Oh the places we'll go and the
thinks we can think.” International Journal of Reality Therapy, 29(1), 18-23.
●
Black, G. L. (2010). Correlational analysis of servant leadership and school climate.
●
Bogue, E. G. (2006). A breakpoint moment: leadership visions and values for trustees of
collegiate mission. Innovative Higher Education, 30(5), 309-326.
●
Cerit, Y. (2010). The effects of servant leadership on teachers' organizational commitment in
primary schools in Turkey. International Journal of Leadership in Education, 13(3), 301-317.
●
Crippen, C. (2005). Servant-leadership as an effective model for educational leadership and
management: first to serve, then to lead. Management in Education, 18(5), 11-16.
●
Dahlstrom, L., Swarts, P., & Zeichner, K. (1999). Reconstructive education and the road to social
justice: the case of post-colonial teacher education in Namibia. International Journal of
Leadership in Education, 2(3).
●
Dowdy, J. K., & Hamilton, A. (2011). Lessons from a black woman administrator: "I'm still
here". Negro Educational Review, 62/63(1-4), 189-212.
●
Eicher-Catt, D. (2005). The myth of servant-leadership: a feminist perspective. Women &
Language, 28(1), 17-25.
●
Freeman, A. W. (2004). Introduction: focus on family involvement as an extension of servant
leadership at Livingstone College. Negro Educational Review, 55(1), 7-8.
●
Garber, J. S., Madigan, E. A., Click, E. R., & Fitzpatrick, J. J. (2009). Attitudes towards
collaboration and servant leadership among nurses, physicians and residents. Journal of
Interprofessional Care, 23(4), 331-340.
●
Grothaus, T. (2004). Empowering adolescents as servant-leaders. Reclaiming Children & Youth,
12(4), 228-231.
●
Guerra, P. L., & Valverde, L. A. (2008). Latino communities and schools: tapping assets for
student success. Education Digest, 73(6), 4-8.
●
Herman, D. V., & Marlowe, M. (2005). Modeling meaning in life: the teacher as servant leader.
Reclaiming Children & Youth, 14(3), 175-178.
●
Kaptein, M., Huberts, L., Avelino, S., & Lasthuizen, K. (2005). Demonstrating ethical leadership
by measuring ethics. Public Integrity, 7(4), 299-311.
●
Karanxha, Z., Agosto, V., & Elam, D. (2011). The journey of Elam: her servant leadership
pedagogy as a public intellectual. Vitae Scholasticae, 28(2), 65-82.
●
Kezar, A. (2001). Investigating organizational fit in a participatory leadership environment.
Journal of Higher Education Policy & Management, 23(1), 85-101.
●
McKinney, L. J. (2004). Evangelical theological higher education: past commitments, present
realities, and future considerations. Christian Higher Education, 3(2), 147-169.
●
Page, O. S. (2003). Promoting diversity in academic leadership. New Directions for Higher
Education (124), 79-86.
●
Roberts, M. E. (2008). Servant leadership: Jesus and Paul. Pneuma: The Journal of the Society for
Pentecostal Studies, 30(1), 166-167.
●
Schafer, D. F. (2005). Leadership role expectations and relationships of principals and pastors in
catholic parochial elementary schools: Part 2. Catholic Education: A Journal of Inquiry &
Practice, 9(2), 230-249.
●
Stack, M. L. (2010). Spin as symbolic capital: the fields of journalism and education policymaking. International Journal of Leadership in Education, 13(2), 107-119.
●
Steele, N. A. (2010). Three characteristics of effective teachers. Applications of Research in
Music Education, 28(2), 71-78.
●
Stevulak, C., & Brown, M. P. (2011). Activating public sector ethics in transitional societies.
Public Integrity, 13(2), 97-112.
●
Strachan, J., Akao, S., Kilavanwa, B., & Warsal, D. (2010). You have to be a servant of all:
Melanesian women's educational leadership experiences. School Leadership & Management,
30(1), 65-76.
●
Tate, T. F. (2003). Servant leadership for schools and youth programs. Reclaiming Children &
Youth, 12(1), 33-39.
●
Taylor, T., Martin, B. N., Hutchinson, S., & Jinks, M. (2007). Examination of leadership
practices of principals identified as servant leaders. International Journal of Leadership in
Education, 10(4), 401-419.
●
Thorne, A. N. A. (2010). Lea E. Williams. Servants of the people: the 1960's legacy of African
American leadership. Women's Studies, 39(6), 703-705.
●
Thornton, J. L. (2006). China's leadership gap. Foreign Affairs, 85(6), 133-140.
●
Tidball, D. (2012). Leaders as servants: a resolution of the tension. Evangelical Review of
Theology, 36(1), 31-47.
●
Tomashewsky, A. (2007). Frontier leadership in Lutheran schools. Lutheran Education, 141(1),
15-31.
●
Vaughan, P. (2012). Making it happen: a short guide to influencing skills. Practice Nurse, 42(8),
35-39.
●
Warda, R. P. (2009). Know thyself. Quality Progress, 42(4), 30-36.
●
Waterman, H. (2011). Principles of 'servant leadership' and how they can enhance practice.
Nursing Management - UK, 17(9), 24-26.
●
Wenig, R. E. (2004). Leadership knowledge and skill: an enabler for success as a technology
education teacher-leader. Journal of Technology Studies, 30(1), 59-64.
●
Wis, R. M. (2002). The conductor as servant-leader. Music Educators Journal, 89(2), 17.
●
Wood, J. L., & Hilton, A. A. (2012). Five ethical paradigms for community college leaders:
toward constructing and considering alternative courses of action in ethical decision making.
Community College Review, 40(3), 196-214.
Supplementary Leadership Bibliography
●
Bolman, LG & Deal, TE (2003) Reframing organizations: Artistry, choice, and leadership.
●
San Francisco: Josey-Bass. ISBN 0-7879-6427-1
●
Carson, C & Shepard, K. eds. (2001). A Call to conscience: The landmark speeches of Dr. Martin
Luther King, Jr. New York: Warner Books, Inc. ISBN 0-446-52399-2
●
Covey, S & Merrill, R (2006). The Speed of trust. New York: Free Press. ISBN 978-0- 74329730-1
●
Covey, S. (1989). The 7 habits of highly successful people. New York: Simon and Schuster.
●
Covey, S. (1991). Principle-centered leadership. New York: Simon and Schuster.
●
Deal, T., and Peterson, K., (1998) Shaping school culture: the heart of leadership. San Francisco:
Jossey-Bass.
●
Drake, T. and Roe, W. (2003). The Principalship, 6th ed. New Jersey: Merrill.
●
Flinchbaugh, R. (1993). The 21st century board of education: Planning, leading,
transforming.Lancaster, PA: Technomic Pub. Co.
●
Gladwell, M (2005). Blink. New York: Little, Brown & Co. ISBN 0-7394-5529-X
●
Greenfield, W. (Ed). (1987). Instructional leadership: Concepts, issues, and controversies.
Boston, MA: Allyn and Bacon, Inc.
●
Goleman, R, Boyatis, R. & Mckee, A. (2002). Primal leadership: Realizing the power of
emotional intelligence. Boston, MA: Harvard Business School Press. ISBN 1-57851-486-X
●
Hanson, M. (1991). Educational administration and organizational behavior (3rd ed.). Boston,
MA: Allyn and Bacon, Inc.
●
Hackman, RJ (2002) Leading teams: Setting the stage for great performances. Boston, MA:
Harvard Business School Publishing Corp. ISBN 1-57851-33-2
●
Heifetz, RA (1994). Leadership without easy answers. Cambridge, MA: The Belknap Press of
Harvard University Press. ISBN 0-674-51858-6
●
Lambert, L., Walker, D., Zimmerman, D., Cooper, J., Lambert, M., Gardner, et. al. (1995). The
Constructivist leader. New York: Teacher’s College Press.
●
Lencioni, Patrick. (2002) The Five dysfunctions of a team. San Francisco, CA: Jossey-Bass.
ISBN 0-7879-6075-6
●
Nierenberg, GI & Calero, HH. (1971). How to read a person like a book. New York: Pocket
Books. ISBN 0-671-73557-8
●
Odden, A. (1995). Educational leadership for America’s schools. New York: McGraw-Hill.
●
Paterson, K., Grenny, J., McMillan, R., & Switzler, A. (2005). Crucial confrontations.
●
New York, NY: McGraw-Hill. ISBN 0-07-144652-4
●
Ruiz, DM (1997). The Four agreements. San Rafael, CA: Amber-Allen Publishing. ISBN 1878424-31-9
●
Sergiovanni, T. & Starratt, R. (1993). Supervision: A Redefinition. New York: McGraw- Hill,
Inc.
●
Sorensen, TC, ed. (1988). Let the word go forth: The Speeches, statements, and writings of John
F. Kennedy. New York, NY: Dell Publishing. ISBN 0-440-50406-6
●
Strike, K., Haller, E., and Soltis, J. (1998). The Ethics of school administration. New York:
Teachers College Press.
●
Townsend, R. (1970). Up the organization. New York, NY: Alfred A Knopf.
●
Townsley, MK. (2002). The Small college guide for financial health, beating the odds.
●
Washington, D.C.: NACUBO. ISBN 1-56972-023-1
●
Welch, J. (2005). Winning. New York, NY: HaperBusiness. ISBN 0-06-075394-3
Journals
●
●
●
●
●
●
●
●
●
●
●
●
●
American Secondary Education
Bulletin of NAASP
The California Journal of Secondary Education
Education
Educational Administration Quarterly
Educational Leadership
Education and Urban Society
Executive Educator
High School Journal, The
Kappan
Principal
Review of Educational Research
Secondary Education Today
2.7 Other Resources
Organization/Type of Information
Website
Interstate School Leaders Licensure
Consortium (ISLLC) Standards
http://www.ccsso.org/Resources/Publications/Educa
tional_Lea
dership_Policy_Standards_ISLLC_2008_as_Adopt
ed_by_the_
The National Council for Accreditation of
Teacher Education
(NCATE)
_
National_Policy_Board_for_Educational_Administra
tion.html
http://www.ncate.org
National Association of Secondary School
Principals (NASSP)
National Association of Elementary School
Principals (NAESP)
http://www.nassp.org
http://www.naesp.org
2.8 Guidelines for Bibliography and References
Format to Follow
Edition
Publication Manual of the American
Psychological Association
http://www.apastyle.org/manual/index.aspx
APA Online Resources
http://owl.english.purdue.edu/owl/resource/560/01/
Section 3 – Scheduling
3.1 Tentative Course Schedule
Date
Nov. 15
Nov. 16
Dec. 14
Jan. 17
Content to Discuss
Introduction and Overview
● Student and Teacher expectations of the course
● Review the course syllabus
● Review the meaning of and study of leadership
● ISLLC Standards and CCTC credentialing
requirements
Reading and
Assignments
Northouse, chapters 1-3
Assignment One due
Traits and Skills
Behavioral and Situational Approach
Northouse, chapters 4-7
Path-Goal and Leader-Member Exchange
Theories
Assignment Two due
Christian Models of Leadership
Principle-centered model
Northouse, chapters 8-10
Assignment Three due
Jan. 18
Feb. 20
The Leader and the Followers
Discuss the realms of leadership and what it means
to be a follower
Adaptive and Psychodynamic Approach to
leadership
Northouse, chapters 11-12
Assignment Four due
How do they work and why are they valuable
March 20
April 10
April 11
Ethics and Team Leadership
Identify ethical theories
Ethical dimensions of power
It is all about the team in team leadership
Gender and Culture
Why are women better than men as leaders?
Gender differences
Culture and collectivism defined
Northouse, chapters 13-14
Assignment Five due
Northouse, chapters 15-16
Assignment Six due
Practice of Leadership
Conclude with the practice of leadership and how it
ties in with servant, authentic, ethical, moral, and
transformational leadership theories.
Final Examination
* The list of topics is tentative and some variation in the schedule may be anticipated depending on circumstances or
the needs of the class or the teacher.
3.2
Detailed Assignment Requirements
Assignment One
1. Read chapters 1-3 in the textbook
2. List the presumptions that the author takes in chapter one on the topics of:
a. Relationship of leaders and followers
b. Assigned verses emergent leadership
c. Leadership and management
d. Leadership and power
e. Trait versus process leadership
A presumption is a position that the author takes for the rest of the book. The author’s
assumptions are clearly stated in most cases.
3. Analyze the evolution of leadership definitions on pages 2-7 of the textbook. When you first
begun your education career, what was your concept or definition of leadership? Describe how your
understanding may have evolved as a professional.
4. Think about the principal you currently work with. Analyze their strength as both a manager and
leader. Does he or she spend most of their time in management? How much time or energy is
involved in what we would call leadership tasks? Support your critique with some examples. For the
purpose of this question, if you are currently a principal or head teacher, use your superintendent or a
former principal you have served with as your example.
5. As you review the strengths and criticisms of the Trait Theory of leadership in chapter two, what
position do you take on this theory? From your perspective, do you believe this theory to be helpful or
hurtful in describing leadership? Give reasons for your position.
Assignment Two
1. Write a descriptive paragraph of each approach to Leadership in chapters 4-7. Attempt to capture
the essence of each approach in your four paragraphs.
2. Choose one of the four models/theories/approaches described in these four chapters and give
reasons why this one particularly makes sense and appears useful in your personal model of
leadership.
Assignment Three
1. After comparing the three approaches to leadership in chapters 8-10, one discovers many
common principles in these models of leadership. Describe three of the common principles and
choose one that you will include in your model of leadership. Explain why you chose this one.
2. Read chapter 21 of Servants and Friends by Skip Bell. What do you find in this chapter that is
similar to the approaches to leadership in our textbook thus far? How might your school be different if
it embraced biblical ideas about leadership as described in this chapter by Skip Bell?
Assignment Four
1. After reading chapter 11 on Adaptive Leadership, describe two principles that you see great value
in and explain why you chose them.
2. After reading five professional articles that includes three that your professor recommends (Kotter,
Rost and Simonet), write a four to five page essay on comparing and contrasting the concepts of
management and leadership. This assignment will be turned into Live Text.
Assignment Five
1. Read chapter 13 in Northouse. Complete the survey “Perceived Leader Integrity Scale” on page
356. Give a one page critique as to its value.
2. Read chapter 14 in the textbook. Study CASE 14.3 on page 387-88. Answer the four questions at
the end.
Assignment Six
1. After reading chapter 15 in the text, give a one to two page summary of the research of differences
in leadership effectiveness between women and men. Which research surprised you the most and
how did it go against what you previously thought.
2. Write a five to six page essay on your personal model of leadership. Give references from the
multiple approaches to leadership as described in our textbook and readings. Your model will be
assessed for clarity, persuasiveness, and your understanding of multiple approaches to leadership.
3.2.1 Critical Review of Articles
Prepare, submit, and share orally reviews of two current journal articles concerned with
topics related to this class and your paper. The review should include the following
brief parts with each labelled:
a. Claim
b. Summary
c. Analysis
d. Evaluation
e. Application
State the major claim of the writer in one sentence.
Write a one-paragraph summary of the article.
Analyze the article by identifying the strengths and weaknesses
of the position the authors have taken. What biases are
expressed?
State your degree of agreement or disagreement with the article’s
major claims and defend your reasons.
Indicate how the article’s or author’s information is applicable in
the development of your publishable paper argument or your
work environment.
3.2.2 Written Publishable Paper
Report Structure
● Must be between 2000-2500 words in length, not counting title page or references,
and formatted according to APA writing style.
● The paper should have no typos and no grammatical errors.
● The paper should be written in a very clear and very crisp manner, with short
sentences, short paragraphs, and as few words as possible.
● Must include a cover page following APA format. Also include
o Course number and name - Date submitted
● Must include an abstract page with a succinct thesis statement.
● The final page must be the reference page that is also completed according to the
APA writing style. In addition to the textbook, use adequate literature. A
minimum of ten (10) sources is required from scholarly or peer-reviewed
journals. The remainder of sources can consist of the Internet, the textbook, other
journals, books, newspapers, and/or magazines.
● Be submitted in electronic format in MS Word, PDF or other approved format (see
the instructor if you have a different format to assure it will convert for instructor
access), exactly according to the standards of APA for reports.
● Be submitted through LiveText.
Grading Criteria
The paper will be will be evaluated according to the following criteria:
▪
Content: Does the work reflect the criteria and guidelines outlined for the
assignment?
▪
Scholarship: Does the quality of the writing demonstrate a thoughtful and scholarly
effort? Are the ideas presented clearly and succinctly? Is there an appropriate use of
evidence and data? Are the conclusions reasonable? Is there good coherent flow from
one point to the next?
▪
Style: Is the paper neatly typed and professional in appearance? Is the paper free from
typographical, grammatical and spelling errors? Does the paper follow the designated
organizational guidelines? Have appropriate citations been employed?
3.2.3. Presentation of Paper
In order to begin the process of disseminating the findings and conclusions of your paper, you
will need to make a presentation of your publishable paper to the class. The format of the
presentation will follow the paper.
A Rubric Focus
What’s the point of this presentation? What primary information is the presenter trying to
convey, what argument is he/she making? How clearly does the presentation reflect the focus?
Ignore the appearance of the slides for the moment.
Organization—
Are the slides presented in an order that makes logical sense and supports the focus of the
presentation? Is the overall plan of the presentation evident and consistent? Is the information
on each slide presented in a logical manner, with clear titles, headings, paragraphs, and
bulleted or numbered lists?
Support and elaboration—
Is there enough supporting information or arguments in the presentation to make the main
point effectively? Were any of the slides (or the content on the slides) irrelevant to the
presentation’s focus? Consider not only text but images. If images accompany the text of
slides, do they support the presenter’s point, or are they merely decorative? If the presenter
summarized his/her argument with bullet points, did he/she elaborate on them orally or
merely read what was on the screen?
Style—
With respect to a multimedia presentation, style refers both to the style of the writing and to
the appearance of the slides. Do word choice, sentence fluency, and voice reflect the
presenter’s purpose and audience? Similarly, do the layout and design of the slides, the fonts,
and the images reflect the presenter’s purpose and audience? If it’s a serious presentation, for
example, fonts should carry some visual weight — go with something simple, like Times or
Verdana, rather than something cute like Chalkboard — and amateurish clip art should be
avoided in favor of images that convey meaning and thoughtfulness of purpose. The layout of
the slides — placement of headers and titles, for example — should be clear and free of
ornament that distracts from the content of the presentation. Obviously, clashing colors or
color schemes involving more than three or four colors should be avoided in almost any case.
In short, keep it simple. Certainly you want the appearance of the slides to be interesting, and
the presenter’s personal voice can still come through, but the content has to come first.
Unnecessary clip art, overly bright and distracting colors, big headers that crowd the text of
pages, and so on will only distract the audience. There’s plenty of room for embellishment in
the accompanying oral presentation.
Conventions—
For a multimedia presentation, this includes the conventions of writing (grammar, spelling,
and usage) as well as the layout of slides, legibility, and timing. Was the text free of errors in
grammar, spelling, and usage? Had the presenter edited carefully or were there sloppy errors?
Was the layout of the pages consistent and clean? Was the text easily readable, and headings
clearly distinguished from regular text?
Presentation skills—
Because PowerPoint presentations need to be accompanied by a real, live human being to be
effective (be honest now — have you ever really learned anything from one of these awful
printouts of PowerPoint slides?), you’ll need to evaluate the presenter’s skill in speaking and
in responding to the audience. Consider the following in how the oral portion of the
presentation relates to the multimedia portion: Did the presenter rely on the text on the screen,
or did he/she clearly understand and communicate information and ideas a couple of levels
deeper than mere bullet points? Did he/she read the text on the screen or speak independently,
leaving the bullet points merely for the audience’s reference? How did he/she respond to
questions from the audience — with confidence or with uncertainty? By repeating the bullet
points in the presentation or by elaborating with additional information or a new perspective?
EDAD 687 Leadership in the Organization – Presentation Scoring Matrix
Score (3-0)
Name of Presenter:
Focus
Organization
Support and
Elaboration
Style &
Conventions
Presentation Skills
Argument the presenter is trying to make
Presentation in an order that makes logical sense and supports the
focus of the presentation
Enough supporting information or arguments in the presentation
to make the main point effectively
Appearance of the slides, word choice, sentence fluency, and
voice reflect the presenter’s purpose and audience. Writing
(grammar, spelling, and usage) as well as the layout of slides,
legibility, and timing
Presenter’s skill in speaking and in responding to the audience
3.3 General Assignment Writing Guidelines
The items listed here provide a brief and incomplete overview of selected composition and style
guidelines. Please consult the American Psychological Association (APA) Style Manual (5th
edition) for more complete information on preferences not expressed here.
Margins and Line Spacing
All text should be double spaced.
Citations
Do not use footnotes
Utilize in-text citations in one of the forms of the following three examples:
A recent study (Smith, 2010) showed that…
In a recent study, Smith (2010) showed that…
In a study conducted in 2010, Smith showed that…
Headings
You are encouraged to use as many levels and headings as are helpful to you in organizing your
topical presentations.
Page Numbers
First page (centered one double space below the last typed line)*
Succeeding pages (flush right, one double space above the first typed line)
*This page numbering system is consistent with the School of Education Thesis and Dissertation
guidelines. If your word processor has difficulty with this format, format all page numbers the
same in the flush right position.
Reference List
The final list of references should be placed at the end of the body of the monograph on a new page
arranged alphabetically in the APA bibliographic style.
3.4
LiveText
An active LiveText membership is a required resource for this course because at least one
assignment must be submitted electronically using this online platform. LiveText is used by the
University to demonstrate the quality of our academic programs, improve the teaching and learning
process, and maintain accreditation. You have the opportunity to use your account for secure online
storage of all of your academic work and to create digital documents such as electronic portfolios
or reflective journals, which can be shared with prospective employers or other parties.
You can purchase your membership online through the School of Education for $100. LiveText
will be a required resource in most courses throughout your program, and you can use the same
account for any course that requires it for up to five years, so you only need to purchase the account
one time. If you already have an active LiveText membership, you do not need to purchase another
one. After five years, you can choose to extend your membership if you need it for additional
coursework or would like to maintain it for your personal use.
3.5.
.
Academic Integrity Policy
Scholarly activity is marked by honesty, fairness and rigor. A scholar does not take credit for the
work of others, does not take unfair advantage of others and does not perform acts which frustrate
the scholarly efforts of others. A scholar does not tolerate dishonesty in others. The violation of any
of these principles is academic dishonesty. Academic dishonesty includes the giving, taking or
presenting of information or material by a student with the intent of unethically or fraudulently
aiding oneself or another person on any work which is to be considered in the determination of a
grade or the completion of academic requirements. More specific definitions are set in the
Academic Integrity Policy in the University Bulletin.
To be sure that you have no misunderstandings about the definitions of academic honesty or
academic dishonesty, refer to your La Sierra University Student Handbook. The University has
significant penalties for academic dishonesty, so please take this suggestion seriously. La Sierra
University’s policy and other important information regarding academic honesty can be found at
http://www.lasierra.edu/index.php?id=2965#c4758
All members of the community of scholars at the University must agree to the following Academic
Integrity Statement.
Understand that enrolling in this course constitutes your agreement with the following:
I will act with integrity and responsibility in my activities as a La Sierra University student. I will
not participate in violations of academic integrity, including plagiarism, cheating, or fabricating
information. I will not stand by when others do these things. I will follow the academic integrity
policy.
3.6.
Mutual Respect
The work of education is both important and complex. Engaging in serious analysis, synthesis, and
evaluation of ideas, policies, research, and practices requires courage and creativity. Courage and
creativity function best in an atmosphere of trust and mutual respect. For that reason, it is important
that both the professor and each student come to class prepared, having investigated and thought
about the topic for the day so that we will not waste each other’s time. Additionally, on the
assumption that each of us has adequately prepared for class, comments, questions, observations,
and ideas need to be treated with respect and carefully considered so that each of us, professor and
students alike, can continue to learn and to enhance our ability to lead and to serve
Attendance/excused absences
Because learning at the graduate level is primarily a community activity in which students engage
in discussion and analysis of ideas as a group, it is assumed that you will only miss class in the case
of an absolutely inescapable emergency. Although it is understood that there may be unavoidable
reasons for missing a course, the professor makes no distinction in his grading system between
“excused” and “unexcused” absences.
Make-up and late work
Whether you are in class or not, you are responsible for the content. Be sure to call a classmate to
catch up on what you missed if you need to miss all or part of a class session. It is expected that
assignments will be submitted on, or before, the due date, either in person or electronically. If your
assignment is turned in after the due date, its grade will be reduced by at least 10% per day in order
to be fair to those who turned in their assignments without the benefit of extra time for refinement
of their work
3.7
Special Assistance
Students with documented physical or learning disabilities should inform the instructor of their
needs at the beginning of the quarter’s class sessions. All such requests are coordinated by the
Learning Support and Testing Center. Please refer the appropriate section of the current edition of
the Graduate Bulletin for LSU’s full policy statement on assistance.
4.0
Program Learning Outcomes (PLO) – Ed S and Ed D Programs
The graduate of the Specialist in Education and the Doctor of Education program will:
1. Address complex topics systematically and creatively, think critically, and write fluently
and persuasively in developing and supporting a sustained argument.
2. Demonstrate the ability to communicate complex ideas and issues, and explain and defend
conclusions clearly and effectively to specialist and non-specialist audiences.
3. Demonstrate a conceptual mastery of and advanced methodological competence in the
tools and processes of research.
4. Understand and demonstrate a critical mastery of the skills of critical reflection on the
moral/ethical/legal dimensions of educational leadership and management theory and
practice.
5. Identify and critique the theories, concepts and current research findings of the discipline.
6. Be critically aware of the requirements and standards of the relevant employer
organizations, government ministries, agencies and professional organizations.
7. Be critically conversant with the current literature, theory and current issues and be able to
articulate clearly and advocate for generally regarded best practices in the discipline of
administration and leadership.
8. Demonstrate the ability to frame a major research question, develop an appropriate
methodology of research enquiry, implement the enquiry and write an extended report on
the findings in a document of publishable quality. (Ed D only)