Revised May, 2011
UNIVERSITY OF SOUTH FLORIDA SARASOTA-MANATEE
COLLEGE OF EDUCATION
Learn, Lead, Inspire, Transform
EDA 6503 - The Principalship (3 credits)
Instructor:
Educational Leadership Faculty, Ph.D. or Ed.D.
(phone-office)
(phone-home)
(phone-fax)
(phone-cell)
(Office /conference hours)
Email:
Required text: Matthews, L. J. & Crow, G. M. (2003). Being and Becoming a Principal: Role
Conceptions for Contemporary Principals and Assistant Principals. Allyn & Bacon (ISBN
0321080602)
Course Description : This course immerses prospective administrators in the practice and
theory of administration as it relates to the principalship in elementary and secondary schools.
The course explores current issues, problems and opportunities in schools. Students will engage
in activities requiring inquiry and reflection. The course fulfills one elective requirement in the
Educational Leadership M. Ed. Program.
This course includes class and small group discussions, problem-solving activities, inquiry
exercises, library research, field interviews, “shadowing” activities, presentations, case analyses,
as well as traditional reading and writing assignments.

TaskStream: TaskStream is a web-based electronic portfolio required of all students in the
College of Education (COE) programs. It provides a way to submit documents, called Critical
Tasks to instructors for feedback and assessment. The COE uses these assessments to evaluate
candidate progress toward meeting standards set by the Florida Department of Education, the
faculty and professional organizations. Further, the COE analyzes data from the assessments and
uses the data for program planning in order to ensure continuous improvement. Assignments
designated as Critical Tasks must be uploaded to your electronic portfolio on TaskStream and
be rated with a mean score of 3 or higher in order for you to pass the course. Remember,
failure to upload the Critical Task may result in a failing grade.
In this course the critical tasks are:
o School Leadership Exercise
o Shadowing a Principal
Essential Assignments: These are assignments that have been aligned with one or more FLDOE
curriculum requirements.
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Course Objectives: Based on individual readings, group activities, class discussion, guest
lectures, and reflective
activities, students will:
1. Understand the changing governance patterns of elementary, middle and high school
administration and how these concepts can be used by the school principal.
2. Explore the range of the principal’s responsibilities, including that as a central figure in
determining the academic and social quality of a school.
3. Practice a problem-solving approach to the issues faced by principals.
4. Increase familiarity with the Florida Principal Leadership Standards.
5. Enhance understanding of the principal’s role as an educational leader.
6. Develop managerial skills in areas such as resource use, delegating, planning, evaluating
and decision-making.
7. Study the principal’s role in developing and sustaining a school culture that fosters a
community of learners.
8. Study the principal’s role in performing administrative tasks, including: school
community relations, curriculum and instruction, staff relations, collective
bargain/contract administration, student services, recruitment and employment of
personnel, evaluation, rating and dismissal of personnel, and physical plant and grounds.
9. Study the political influences relative to the school principalship and educational
leadership.
10. Articulate the importance of ethical conduct in the principalship.
11. Demonstrate well-developed communication skills necessary for school site leadership.
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Blackboard
This course makes use of the Blackboard learning system. The syllabus, announcements,
documents, and grades are posted on Blackboard. One or more session(s) of the course may be
conducted online, and students may be expected to participate in online class discussions
between class meetings.
Students must have a USF NetID account in order to access myUSF: https://my.usf.edu (note the
placement of a period following “my”). Information on NetID is available at
https://una.acomp.usf.edu/
Many questions about Blackboard can be answered through tutorials located on this website:
http://www.sarasota.usf.edu/academics/de/current_students.php
Blackboard 9 Overview
Elluminate Live Overview
How to Upload an Assignment
How to Upload a Safe Assignment
How to Participate in a Discussion Board
How to Load a PowerPoint in Elluminate Live
How to setup your Microphone and Speakers in Elluminate Live
Additional Blackboard assistance is available at (813) 974-1222; toll free at (866) 974-1222; or
by Email: help@usf.edu Online support is available at: http://it.usf.edu/help
COURSE ACTIVITIES AND ASSESSMENT
1. Book Review
page 8
10%
2. School Leadership Exercise
page 9
25%
3. Shadowing Activities
page 10
35%
4. Active Participation
page 11
30%
Course Attendance Policy: Regular attendance and active participation is expected. This
course is designed as a guided discussion group of which the expected outcome is for all
participants to have an increased understanding of the roles, responsibilities, and leadership skills
to be a successful School Administrator. The best learning environments and experiences are
those of mutual participation and involvement of all class members. Students who may be unable
to attend 2 or more classes should consider dropping the course and reenroll during a
subsequent semester as 2 or more absences will severely impact your attendance/participation
grade. On the second absence 5 points of the available 10 points will be deducted from you
attendance/participation grade in the course. In case of an emergency that affects your
attendance, please contact me directly prior to class at the telephone numbers provided.
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GRADING
1. Weight Of Assignments
Assignment
Book Review
School Leadership Exercise


Percent of Grade
10%
15%
10%
Written Plan
Presentation
Shadowing Activities



Transcripts (2)
Protocol
Essay
Active Participation
Total
10%
10%
15%
30%
100%
2. Grading Scale
A+ 98 – 100 4.00
A 94 – 97 4.00
A- 93 3.67
B+ 90 – 92 3.33
B 87-89 3.00
B- 86 2.67
C+ 84-85 2.33
C 79- 83 2.00
D 70-77 1.00
F Below 70
“No grade below “C” will be accepted toward a graduate degree. This includes C- grades.”
3. Expectations For Written and Oral Work
a. Evaluation of written and oral work depends on the degree to which it reflects integration of
required readings and additional sources.
b. Written and oral activities will be evaluated on: thoroughness and brevity, clarity, readability
and/or presentation, logic and consistency, organization of major ideas, quality of thinking,
sentence structure and correct use of English, and correct and adequate documentation.
c. Written activities are to be typed, 11- or 12-point font, double-spaced on 8 ½ x 11 paper, top,
left and bottom margins should be one inch. Submit all written assignments on Gradebook.
d. The Publication Manual of the American Psychological Association (APA) (2009) (6th ed.) is the style
adopted by Educational Leadership faculty. Students are expected to apply it appropriately and
consistently throughout written work. The new 6th edition is described on this website:
http://apastyle.org/ . There are several reference guides available including this one that has the new
requirements of the 6th edition even though the copyright remains 2007.
Rossiter, J. (2007). APA Pocket Handbook: APA Rules for Format & Documentation. DW Publishing
Co. (This guide is available at the USFSM Bookstore.)
e. Written assignments must be submitted by the due date in order to receive full credit for the
assignment. Oral assignments must be completed on the day scheduled in order to receive credit.
The instructor may permit exceptions. The instructor may allow additional time for individual
situations if adjustments are requested in advance of the due date.
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4. Assessment Rubric
Below is the rubric for assessing written and oral assignments with relative emphasis in
percentages:
% Element
20 Effective
Communication
15 Completeness
20 Organization &
Structure
20 Course Knowledge
25 Support & Critical
Reflection
Description
In both written and oral work, assignments demonstrate
effective command of the language.
Written work will be assessed on the degree to which it
represents effective writing required for every educator.
Oral presentations demonstrate a powerful (leadership)
presence, awareness, confidence, and enthusiasm.
All portions of assignments are included in
response/discussion. Witten work complies with APA
Style. Assignments may be returned without grades if
incomplete. Students may resubmit within one week.
Ideas are presented logically, and the meaning is clear.
Concepts and principles from class presentations, readings
and discussions are reflected in oral and written work.
Reasons for opinions, implications and conclusions are
stated. The “why” is explained. Multiple perspectives are
considered, and choices are defined.
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ASSIGNMENT 1
BOOK REVIEW
Each student will review one book for this class. Topics will relate to the role of the principal or assistant
principal in any K-12 school setting. The syllabus includes a list of books. Other books may be approved
by the instructor. Books used in other courses in the program should not be selected for this review.
INSTRUCTIONS:
1. Complete a 5-7 page written review of the book that includes the following two elements:
(a)
Adhere to Expectations for Written and Oral Work in syllabus on page 3 including APA title
page, bibliography, form and style.
(b)
Review submitted with 4 clearly identified sections:
1. Abstract- an abstract of major ideas, and author’s points of view and contentions
(100-150 words).
2. Critical evaluation - a critical evaluation of the author’s ideas, contentions and points of
view (relationships of conclusions to data, substantiation of ideas with appropriate logical
analysis, adequacy of supporting arguments and reasoning).
3. Personal Implications – an analysis of the implications the content of the book has to your
future as a school administrator (discuss the meaning of the ideas presented in relation to
administrative practice and your career goals).
4. Next Steps- what steps will you take next based on your new learning.
EVALUATION: 10% of total grade
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ASSIGNMENT 2
SCHOOL LEADERSHIP EXCERCISE
(Critical Course Task and Possible Portfolio Artifact)
Select one of the following school leadership activities:
1. Using gathered data, identify appropriate objectives and strategies for developing, implementing,
assessing, and revising a school improvement plan.
2. Identify a need at your site that involves poor student performance in a content area. Select strategies
for engaging teachers in ongoing study of current best practices to meet that need.
3. Using school data, analyze or develop a plan to address national requirements for student assessment
results.
4. Using school data, develop a presentation to interpret standardized test results for school stakeholders.
5. Using school data, develop and organize a school action plan that includes methods and approaches to
communicate the need for the plan to teachers, students, and the community.
6. Using school data, develop a plan for improving the school’s culture with a focus on building trust and
collaboration to enhance student achievement.
INSTRUCTIONS:
1. Activity will be done as an individual or in a group of no more then 3.
2. The group will prepare a written document that thoroughly addresses each component of the
assignment. Adhere to Expectations For Written and Oral Work in syllabus on page 3, including APA
title page and bibliography. Max of 6 pages exclusive of attachments.
3. There must be a minimum of 3 sources to support decisions made.
4. The group will prepare a presentation for the class that:
(a) states the activity
(b) explains issues that might arise from the activity
(c) clearly and briefly describes your plan with research-based support
(d) presentation must include technology, handouts, and be under 30 minutes
5. The group needs to be prepared to answer questions from the class. Class time will be provided for
panels to organize their presentations.
EVALUATON (Two Components)
1. Written Plan (15 points)
2. Presentation (10 points)
Evidence of planning, organization, and reflection about what was learned.
Involvement of and responses to class.
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ASSIGNMENT 3
(Critical Course Task and Possible Portfolio Artifact)
SHADOWING ASSISTANT PRINCIPAL AND PRINCIPAL (Portfolio artifact)
Students will shadow an assistant principal and principal and write a comparative essay.
INSTRUCTONS:
1. Identify and schedule shadowing activities with an assistant principal and a principal. If at all possible,
one administrator should be outside of your current school and/or district. One format for accomplishing
this is to “trade” administrators with a classmate.
2. Content of shadowing is the student’s and their administrators’ decision; however, the course instructor
should be informed of the content prior to the shadowing activity. Some focus on substantive teaching
and learning responsibilities is recommended. In addition, Leadership Standards and how they are
demonstrated should be considered. Shadowing may include attending a formal session, a series of
informal meetings, or may take other forms, such as a combination of formal and informal interchanges or
supervision and related activities.
3. You will “shadow” an assistant principal and a principal for a total of 15 hours each. Longer blocks of
time in shadowing are preferable to shorter blocks. Students are required to observe and to complete a
transcript on specific activities for which each administrator is responsible. The shadowing process is a
way to observe a school leader’s day-to-day activities and routines. Shadows are descriptive and are not
an evaluation of what a person is doing. Although some events may not be clear when you see them
happening, you should not ask for an explanation at the time of observation. (Reflective interviews will be
conducted after shadowing so you will be able to ask for clarification). In short, we want you to observe
and take notes on what a principal or assistant principal does without influencing or interrupting those
actions. When you are shadowing, you complete transcripts that you turn in to the University instructor.
These transcripts will be discussed in class.
4. After shadowing the assistant principal and principal, you should meet with them to reflect on the
experiences. You should prepare a set of questions (protocol) prior to this meeting and should record the
assistant principal’s/principal’s responses to the questions along with any reflections of your own.
Protocols will be discussed in class and should be turned in with transcripts.
5. The findings from both shadowing experiences should be summarized, compared, and synthesized in
an essay (maximum of six pages, exclusive of attachments). The essay should be structured as a
comparison of the assistant principal’s and the principal’s specific tasks and issues and how these relate to
the Leadership Standards. Each paragraph in the body of the essay must have a topic sentence identifying
the specific issue or task to be described and compared in that paragraph.
6. Shadowing may not be done as a group project.
EVALUATON
1. Shadowing Transcripts (10 %)
Notes explaining the activities and processes observed.
2. Reflective Interview Protocols (10%)
Interview questions for the assistant principal and principal.
3. Essay (15% ) (see description of writing assessment and rubric)
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Course Overview
(subject to change)
Date
1- (date)
Topic
Course intro
Syllabus review, questions
M&C Ch.1
Group assignments for
chapters and Leadership
activities – Intro to William C.
Golden Website and Resources
M&C Ch 2-4
Evolution of Principalship
Book Review due
Alternative - Online class
Assignment
Read M&C Ch 1-4
Complete Book Review
School Leadership
Shadowing
3- (date)
M&C Ch 5-7
Traditional vs.
Constructivist
Principal as a Mentor
Read M&C Ch 8-10
School Leadership
Shadow
4- (date)*
M&C Ch 8-10
Supervisor roles
Case story
Leadership roles
School Leadership
Shadow
5- (date)
Case story-leadership
standards
Politics
School Leadership Pres.
School Leadership
Shadow
6- (date)
Human Resources
School Leadership Pres.
Alternative - Webquest online
class
Shadow
7- (date)*
School Leadership Pres.
Share Shadow experience
Final reflection
All shadow documents due
2- (date)*
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Read M&C Ch 5-7
School Leadership
Shadow
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BIBLIOGRAPHY
1. Suggested journals and publications of professional associations:
Educational Leadership (Journal of the Association for Supervision & Curriculum Development)
Educational Administration Quarterly
Educational Evaluation and Policy Analysis
Journal of Educational Administration
Journal of School Leadership
Phi Delta Kappa -Kappan, Fastbacks
National School Boards Association Journals
National Journals of Elementary & Secondary Principals -The Principal and Bulletin
2. Supplemental Readings and possible book review resources :
Ackerman, R., Donaldson, G., & Van Der Bogert, R. (1996). Making sense as a school leader: Persisting
questions, creative opportunities. San Francisco: Jossey-Bass.
Barth, R. (1990). Improving schools from within. San Francisco: Jossey-Bass.
Bennis, W. (1989). On becoming a leader. Reading, MA: Perseus Books.
Bliss, T. & Mazur, J. (1998). Secondary and middle school teachers in the midst of reform: Common
thread cases. Upper Saddle River, NJ: Merrill.
Bolman, L. & Deal, T. (1995). Leading with soul: An uncommon journey of spirit. San Francisco: JosseyBass.
Bolman, L.G. & Deal, T.E. (1993). The path to school leadership: A portable mentor. Newbury Park, CA:
Corwin Press.
Combs, A.W., Miser, A.B. & Whitaker, K.S. (1999). On becoming a school leader: A person-centered
challenge. Alexandria, VA: ASCD.
Corcoran, T. (1995). Helping teachers teach well: Transformin g professional development. Policy Brief
for Consortium for Policy Research in Education. Philadelphia, PA: University of Pennsylvania.
Corderio, P.A., Reagan, T.G. & Martinez, L.P. (1994). Multiculturalism and TQE: Addressing cultural
diversity in schools. Thousand Oaks, CA: Corwin Press.
Cunningham, W.G. and Cordeiro, P.A. (2000) Educational Administration: A Problem-Based Approach.
Boston: Allyn and Bacon.
Danielson, C. (2002). Enhancing student achievement: A framework for school improvement. Alexandria,
VA: ASCD.
Doyle, M., & Straus, D. (1982). How to make meetings work. New York: Jove Books.
Drake, T.L. and Roe, W.H. (1999) The Principalship. Upper Saddle River, NJ: Merrill.
Dubrin, A. (1995). Leadership: Research findings, practice, and skills. Toronto: Houghton Mifflin.
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Fullan, M. (1997). What’s worth fighting for in the principalship? NY: Teachers College Press.
Gardner, H. (1995). Leading minds: The anatomy of leadership. New York: Basic Books.
Hartzell, G., Williams, R., & Nelson, K. (1995). New voices in the field: The work lives of first-year
assistant principals. Thousand Oaks, CA: Corwin Press.
Hoffman, C. and Ness, J. (2001). Putting sense into consensus: Solving the puzzle of making team
decisions. Alexandria, VA: ASCD.
Lambert, L. (1995). The constructivist leader. New York: Teachers College Press.
Lee, B. (1997). The power principle: Influence with honor. New York: Simon & Schuster.
Lieberman, A. (1995). The work of restructuring schools: Building from the ground up. New York:
Teachers College Press.
Lunenberg, F. C. (1995). The principalship: Concepts and applications. Englewood Cliffs, NJ: Merrill.
Lyman, L. (2000). How do they know you care? The principal’s challenge. New York: Teachers College
Press.
MacKay, L & Ralston, E.W. (1998). Creating better schools: What authentic principals do. Thousand
Oaks, CA: Corwin Press.
Marzano, R.J. (2003) What works in schools: Translating research into action. Alexandria, VA: ASCD.
Marzano, R.J., Waters, T., & McNulty, B.A. (2005) School leadership that works: From research to
results. Alexandria, VA: ASCD.
Meek, A. (2001). Communicating with the public: A guide for school leaders. Alexandria, VA: ASCD.
Murphy, J. & Seashore Louis, K. (1994). Reshaping the principalship. Newbury Park, CA: Corwin Press.
Osterman, K., & Kottkamp, R. (1993). Reflective practice for educators: Improving schooling through
professional development. Newbury Park, CA: Corwin Press.
Reeves, D.B. (2006). The learning leader. Alexandria, VA: ASCD
Schlechty, P.C. (2000). Shaking up the schoolhouse: How to support and sustaineducation innovation.
San Francisco: Jossey-Bass.
Schmoker, M. (2006). Results now.
Senge, P. (1998). Dance of change: The challenge of sustaining momentum in a learning organization.
New York: Doubleday.
Senge, P. (1990). Fifth discipline: The art and practice of the learning organization. New York:
Doubleday.
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Sergiovanni, T. J. (1997). The principal -Creative leadership for effective schools. Boston: Allyn and
Bacon.
Sergiovanni, T. J. (1995). The principalship: A reflective practice perspective. Boston: Allyn & Bacon.
Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school leadership. San Francisco:
Jossey-Bass.
Sizer, T. R. (1992). Horaces’s compromise: The dilemma of the American high school. Boston: Houghton
Mifflin.
Thorpe, R. (1995). The first year as a principal: Real world stories from America’s principals.
Portsmouth: Heinemann.
Villa, R. A. & Thousands, J. S. (eds.). (1995). Creating an inclusive school. VA: ASCD.
Ward, M., & MacPhail-Wilcox, B. (1999). Delegation and empowerment. Larchmont: NY.
Wheatley, M. J. (1994). Leadership and the new science. San Francisco: Berret-Koehler.
3. Selected Web Sites for additional books or journal articles:
http://www.naesp.org/ (National Association of Elementary School
Principals)
http://www.nassp.org/ (National Association of Secondary School
Principal)
http://www.nmsa.org/ (National Middle School Association)
http://www.ascd.org/ (Association for Supervision and Curriculum
Development)
http://www.firn.edu Florida Information Resource Network
http://www.aera.net (American Educational Research Association)
http://www.relnetwork.org/ Regional Educational Laboratory Network
http://www.serve.org/ Southeastern Regional Vision for Education
http://www.fldoe.org/profdev/fpls.asp Florida Principal Leadership Standards
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Florida Leadership Standards addressed in class:
The following Florida Leadership Standards from the William Cecil Golden School Leadership
Development Program (https://www.floridaschoolleaders.org/fpls.aspx) are addressed in this course. The
letters reference the 10 Standards within the USFSM Course Alignment Matrix:
AB–
D–
E–
FG–
HI–
J–
Instructional Leadership
Managing the Learning Environment
Decision Making Strategies
Technology
Human Resource Development
Ethical Leadership
Vision
Community and Stakeholder Partnerships
Diversity
FELE subtest standards addressed in the class:
Questions on the three F.E.L.E. Subtests are based on 40 Competencies and 91 Skills associated with the
above 10 Florida Principal Leadership Standards (http://www.fldoe.org/asp/fele/pdf/3rd-Ed-FELEC&S.pdf ). The course readings, activities, and assignments of this course address the following
Competencies and Skills. The numbers reference the Subtest, Competence and Skill as outlined in the
USFSM Course Crosswalk:

Subtest 1 - Instructional Leadership: Instructional Leadership; Managing the Learning
Environment; Learning, Accountability, and Assessment
1.1.1, 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.3.1, 1.3.2,
1.5.1, 1.5.2, 1.6.1, 1.6.2, 1.7.1, 1.7.2, 1.7.3, 1.11.2, 1.12.1, 1.13.1, 1.14.1, 1.14.2, 1.15.1, 1.15.2,
1.15.3, 1.15.4, 1.15.5

Subtest 2 - Operational Leadership: Technology; Human Resource Development; Ethical
Leadership; Decision-Making Strategies
2.3.1, 2.3.3, 2.4.1, 2.7.1, 2.8.1, 2.9.1, 2.10.1, 2.11.1, 2.11.2
 Subtest 3 - School Leadership: Community and Stakeholder Partnerships; Diversity; Vision
3.1.1, 3.2.1, 3.5.1, 3.7.1, 3.7.2, 3.7.3, 3.9.1
In the Professional Portfolio of the USFSM Educational Leadership programs, students demonstrate
understandings and skills for 7 Domains that align with the above Standards and Competencies.
Satisfactorily demonstrating knowledge and skills through the Portfolio is a requirement for the M.Ed.
degree program and recommendation for FL Principal Certification. Students are advised to retain papers,
projects and presentations from each course as they may be selected for inclusion as artifacts for each of
the Domains. The Portfolio Guidelines with descriptions of learner outcomes for each Domain are posted
on the COE Website:
http://www.sarasota.usf.edu/Academics/COE/forms/Portfolio_%20WEB%20Guidelines_Revised_32011.pdf .
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FELE Standards Addressed in EDA 6503 - The Principalship
Standards
FELE
COMPETENCIES
AND SKILLS
Standards to be Addressed
Instructional Leadership:
Instructional Leadership; Managing the Learning Environment; Learning,
Accountability, and Assessment
1.1.1 Given a scenario, assess the curriculum and school-wide professional
development needs of an instructional program.
1.1.2 Given a set of school data, identify appropriate objectives and strategies for
developing, implementing, assessing, and revising a school improvement plan.
1.1.3 Given a school data set, determine an appropriate instructional improvement
strategy.
1.1.4 Identify functions and implications of various curriculum designs.
1.1.5 Given grade-level data on reading, identify strategies to align curriculum,
instruction, and assessment.
1.2.1 Given school-based student assessment data on reading performance, identify
research-based reading instruction to improve student achievement.
1.2.2 Given school-based student assessment data on reading performance, identify
instructional strategies to facilitate students’ phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension throughout the content areas.
1.2.3 Given a scenario, which may include data, identify programs or initiatives that are
research-based to integrate reading, writing, and mathematics across all subject areas to
increase student achievement.
1.2.4 Given a description of recurring problems in student performance in a content
area, select strategies for engaging teachers in ongoing study of current best practices.
1.2.5 Identify scientifically based research applications to effective teaching and
learning methods.
1.2.6 Identify practices in teacher planning, instructional organization, and classroom
management that enhance student learning and achievement.
1.2.7 Identify instructional delivery methods that enhance student learning and
achievement.
1.3.1 Given data from a school climate survey, identify appropriate strategies for
improving student learning.
1.3.2 Given data from a school climate survey, identify factors contributing to morale
and performance.
1.5.1 Given student special needs characteristics in a specific classroom and walkthrough observation notes, identify an appropriate instructional
adaptation/modification to provide for students with special needs in that classroom.
1.5.2Given an IEP, determine whether or not provisions made are adequate to meet
student needs.
1.6.1 Given a scenario, identify the State requirements for students to participate in
interscholastic or extracurricular student activities.
1.6.2 Given a scenario, identify employee and student rights and responsibilities under
federal statutes.
1.7.1 Given a scenario, identify legal standards of negligent tort liability applicable to
school employees and districts.
1.7.2 Given a scenario, identify legal standards of intentional tort liability applicable to
school employees and districts.
1.7.3 Given a scenario, identify legal standards that are applicable to site
administrators in negotiating contracts for goods and services.
1.11.2 Given a faculty handbook, identify the duties of school administrators
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governing student discipline and school safety per Florida Statutes (e.g., zero
tolerance, discipline of exceptional students, emergency management plan, Student
Code of Conduct).
1.12.1 Given the student-parent handbook, determine compliance with Florida Statutes
governing parents’ rights and responsibilities and/or students’ rights and privacy to
access student educational records (e.g., deny, release, challenge content, FERPA).
1.13.1 Given a scenario, identify exceptional education entitlements, equal access for
students and staff with disabilities, and related rights under federal statutes.
1.14.1 Given a scenario, identify legal standards and procedures applicable to school
accountability legislation.
1.14.2 Given a scenario, identify the standards and procedures applicable to the Meta
Consent Decree.
1.15.1 Given data (e.g., national, state, district, school, classroom, individual student),
analyze student achievement.
1.15.2 Given a scenario, determine aspects of adequate progress of the lowest 25% in
reading and mathematics at the school level.
1.15.3 Given school data sets with differing accountability designations, compare and
contrast multiple measures of data to analyze school needs.
1.15.4 Given school data, analyze or develop a plan to address statewide requirements
for student assessment (e.g. science, reading, mathematics, writing).
1.15.5 Given school data, analyze or develop a plan to address national requirements
for student assessment (e.g. NCLB science, reading, mathematics, writing).
Operational Leadership:
Technology; Human Resource Development; Ethical Leadership; Decision-Making
Strategies
2.3.1 Given policies for teacher recruitment, selection, induction, professional
development, and retention, determine compliance with Florida Statutes and No Child
Left Behind legislation.
2.3.3 Given a sample of an interview, identify violations of federal and State laws that
protect an applicant from job discrimination (e.g., AIDS, civil rights, American with
Disability Act).
2.4.1 Given an instructional assessment instrument, determine compliance with Florida
Statutes and State Board regulations for employee evaluation (i.e., management of
students, maintenance of discipline, knowledge of subject matter, pay for performance,
use of technology, criteria for continuous improvement).
2.7.1 Given a collective bargaining agreement, identify the role of the administrator in
managing the contract per Florida Statutes (e.g., grievances, school policies,
enforcement, and punitive actions related to all classifications of school personnel).
2.8.1 Given school or classroom data, analyze teacher performance over time.
2.9.1 Given a scenario, identify standards and procedures applicable to State
certification, selection, evaluation, discipline, and reappointment of school district
employees.
2.10.1 Given the Code of Ethics of the Education Profession in Florida, identify
violations of ethical conduct as stated in Florida Statutes (e.g., conviction of a crime
involving moral turpitude, gross insubordination, misconduct in office, neglect of
obligations to students, public, school personnel).
2.11.1 Given a scenario, identify judicially recognized rights and responsibilities
guaranteed under the Constitution (e.g., First, Fourth, Fourteenth Amendments).
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2.11.2Given a scenario, identify the statutory powers and duties of the Florida Board of
Education, Commissioner of Education, local school boards, superintendents, and
principals.
School Leadership:
Community and Stakeholder Partnerships; Diversity; Vision
3.1.1 Select strategies to promote community cooperation and partnerships.
3.2.1 Given an audience, interpret standardized test results (e.g., percentiles, stanines,
raw scores, scale scores).
3.5.1 Given the student-parent handbook, identify rights and responsibilities of
students, parents, and guardians per Florida Statutes (i.e. notification, due process
hearings, student academic progress, school choice preference, health examinations
/immunizations, student academic improvement plan, truancy procedures, instructional
materials).
3.7.1 Identify effective strategies for communicating relevant information about State
standards, student needs, community needs, and the goals of the school to appropriate
stakeholders.
3.7.2 Identify effective strategies for communicating relevant information about the
instructional program to the community, staff, and district personnel.
3.7.3 Identify practices and implications of effective communication and interpersonal
relationships.
3.9.1 Given a scenario including data, analyze, interpret, and evaluate data for a
specific target audience.
Fieldwork
Fieldwork is accomplished through the course projects, which require district and
school site access to data and personnel for the development and practice of
leadership skills. Projects within the course are used to assess student
performance with respect to the course objectives and are verified in the Program
Portfolio. A variety of experiences introduce students to learner outcomes.
Projects: Shadowing Principal and Assistant Principal with Reflections
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Description of Educational Leadership Program Domains
Domain
Visionary &
Strategic
Leadership
Leadership for
Student
Performance
Organizational
& Resource
Management
Collaborative
Leadership
Ethical
Leadership &
Social Justice
Legal, Policy,
Political &
Socio-cultural
Contexts of
Leadership
Technology
Description
Education leaders demonstrate the ability to integrate theory, research, and practice
to envision a desired future and facilitate setting strategic directions for change
needed to develop learning- and learner-centered schools. Education leaders are
grounded in a personal philosophy of education and education leadership. They are
also the lead learners in the school community. They are change agents who use
theory, research, and theoretically grounded practices to transform schools into
collaborative, responsible learning communities.
Education leaders promote a positive school culture that develops contextappropriate strategies to improve school programs and enhance student learning and
performance. Education leaders assist school personnel to identify, understand, and
use research-based and theoretically grounded learning strategies, curriculum, and
instructional and assessment practices. Education leaders understand that wellplanned, contextually appropriate professional development is essential for teacher
reflective practice, professional growth, and enhanced student learning and
performance. Education leaders develop a school culture that understands and is
comfortable using data to assess progress toward learning goals and effectiveness of
curriculum, instruction, and professional development programs.
Education leaders manage the school organization to optimize the learning
environment for students and staff. They develop plans for effective fiscal, human,
and resource management to promote student learning and performance. They
involve staff in setting priorities based on needs assessment, research-based data,
effective problem solving, consensus building, and conflict resolution to align
resources with organizational vision and performance goals.
Education leaders know how to work collaboratively in leading schools. They know
how to engage others in reflective practice, effective communication, and reaching
consensual outcomes. Education leaders support and facilitate collaboration at all
levels of the school community by providing logistical support, developing a
strategic process, developing productive group dynamics, mobilizing community
resources, and increasing the school community’s ability to use collaboration in
change processes.
Education leaders work in school communities as advocates for learning-centered,
student-focused schools as well as advocates for all students. They are self-aware and
authentic. They develop well-reasoned beliefs based on integrity, equal educational
opportunities for all learners, and respect for the rights of others. Education leaders
engage in ethical practice, not only modeling professional conduct but also enabling
a positive, egalitarian learning environment.
Education leaders embrace diversity and know how to identify and address
implications of diversity and exceptionality for teaching and learning, and for policy
and practice. Education leaders make decisions based on moral, ethical, and legal
principles. They advocate for equity and help school communities surface and
address diversity “blind spots.”
Education leaders use and promote technology and information systems to monitor,
manage, and enrich the learning environment. They know how to assess and apply
current technology for time, task, and systems management; effective and timely
communication; information access, management, and presentation; curriculum
enrichment; and diversification of instructional strategies. Education leaders act as
informed consumers of technology, selecting technology appropriate to
organizational vision and performance goals, evaluating technology effectiveness,
and addressing issues of technology access and equity.
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USF Resources and Policies
Students with Disabilities: Students are responsible for registering with the Office of Students
with Disabilities Services (SDS) in order to receive academic accommodations. Students are
required to give reasonable notice (typically 5 working days) prior to requesting an
accommodation and must provide each instructor with a copy of the official Memo of
Accommodation. Contact Information: Pat Lakey, Coordinator, 941-359-4714;
plakey@sar.usf.edu ; www.sarasota.usf.edu/Students/Disability/
Religious Observances: Students who anticipate the necessity of being absent from class due to
the observation of a major religious observance must provide notice of the date(s) to the
instructor, in writing, by the second class meeting.
Web Portal Information: Every newly enrolled USF student receives an official USF e-mail
account. Students receive official USF correspondence and Blackboard course information via
that address.
Academic Integrity Each student is expected to earn his/her degree on the basis of personal
effort. All assignments represent the individual work of the student unless specifically designated
by the instructor to be collaborative in nature. Punishment for academic dishonesty will depend
on the seriousness of the offense and may include receipt of an “F” with a numerical value of
zero on the item submitted, and the “F” shall be used to determine the final course grade. It is the
option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty)
in the course. Disruption of the classroom or teaching environment is also unacceptable.” (USF
Graduate Catalog) Information can be found in the on line Catalogs:
http://www.sarasota.usf.edu/Academics/Catalogs/ or
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism
Plagiarism: Plagiarism is defined as literary theft and consists of unattributed quotation of the
exact words of a published text, or unattributed borrowing of original ideas by paraphrase from a
published text. On written papers for which the student employs information gathered from
books, articles, or oral sources, each direct quotation, as well as ideas and facts not generally
known to the public must be attributed to its author using the appropriate citation procedure.
Citations may be made in footnotes or in the body of the text. Plagiarism also consists of passing
off as one’s own segments or the total of another person’s work.
http://www.cte.usf.edu/plagiarism/plag.html
Detection of Plagiarism: http://www.cte.usf.edu/plagiarism/plag.html The University of South
Florida has an account with an automated plagiarism detection service which allows instructors
to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that
assignments be submitted to me as electronic files and 2) electronically submit assignments to
SafeAssignment. Assignments are compared automatically with a huge database of journal
articles, web articles, and previously submitted papers. The instructor receives a report showing
exactly how a student's paper was plagiarized. For more information, go to
http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism .
Emergency Information: In the event of an emergency, it may be necessary for USF to suspend
normal operations. During this time, USF may opt to continue delivery of instruction through
methods that include but are not limited to: Blackboard, Elluminate, Skype, e-mail messaging
and/or an alternate schedule. It is the responsibility of the student to monitor the Blackboard site
for each class for course specific communication and the main USF college websites, e-mails,
and MoBull messages.
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