EDUCATIONAL LEADERSHIP
EDUC 504
Longwood University
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Course Description: The course is designed for graduate students who seek school
administration as a career goal. The focus of the course is the development of an understanding
of the complexity and magnitude of leadership and the role of the educational leader as
fundamental changes occur in the profession and society—politically, racially, linguistically, and
culturally. The new paradigms of leadership reinforce the leader's role in managing change
effectively, efficiently, and humanely. The course emphasizes the knowledge, skills, and
dispositions the literature and experience have identified as critical for school leaders to possess
in order to improve the teaching-learning environment.
While the text is primarily theoretical in its orientation, an additional component of the
class, in keeping with ISLCC standards, contains significant pragmatic components. Using the
principles from the text and class discussions, they must identify leadership options related to
solving the problem.
Text: Richard Gorton, Judy Alston, Petra E. Snowden and, School Leadership and
Administration: Important Concepts, Case Studies, and Simulations. 7th Edition, (2007)
McGraw-Hill, 2007
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Through this course candidates are to enhance their content and skill knowledge in
Educational Leadership in response to the NCATE ISLLC Standards. Candidates will also
be expected to develop and demonstrate appropriate leadership skills according to the
Conceptual Framework Standards.
The Following ISLLC – ELCC Standards are required for all Educational Leadership
candidates:
Standard 1: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by facilitating the
development, articulation, implementation, and stewardship of a district vision of learning
supported by the school community.
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Standard 2: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a positive
district and school culture, providing effective instructional programs, applying best
practice to student learning, and designing comprehensive professional growth plans for
staff.
Standard 3: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by managing the organization,
operations, and resources of a district in a way that promotes a safe, efficient, and effective
learning environment.
Standard 4: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with families,
and other community members, responding to diverse community interests, and needs, and
mobilizing community resources.
Standard 5: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly,
and in an ethical manner.
Standard 6: Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by understanding, responding
to, and influencing the larger political, social, economic, legal, and cultural context.
It is the intent of the Educational Leadership program to prepare administrators and
supervisors to function effectively in various roles in the schools, including assisting and
empowering SCHOOL LEADERS AS REFLECTIVE LEADERS who excel in the
following areas specified in the NCATE Model. The following are the Conceptual
Framework that candidates are to develop and demonstrate.
I. Content Knowledge
II. Planning
III. Learning Climate
IV. Implementation and Management
V.
Evaluation/Assessment
VI. Communications
VII. Technology
VIII. Diversity
IX. Professional Disposition
In this course candidates should meet the following objectives in relationship to the
ISLLC/ELCC and Conceptual Framework Standards.
Knowledge Objectives:
The candidates will describe:
1. collaborative leadership techniques in gathering and analyzing data to identify needs to
develop and implement a school improvement plan that results in increased student learning.
(ELCC 1.0,2.0; CF I, II, VI)
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2. identify, analyze, and resolve problems using effective problem-solving techniques (ELCC
2.0, 3.0; CF I, II, IV V)
3. communicate a clear vision of excellence, linked to mission and core beliefs that promote
continuous improvement consistent with goals of the school division.(ELCC 1.0, 2.0, 3.0;
CF I, II, VI)
4. system theories and the change process of systems, organizations and individuals, using
appropriate and effective adult learning models. (ELCC 2.0, 3.0; CF I, III, IV, VIII)
5. align organizational practices, division mission, and core beliefs for developing and
implementing strategic plan. (ELCC 1.0, 3.0; CF I, II, IV)
6. develop principles of supervising and leading others to ensure a working and learning climate
that is safe, secure, and respective of a diverse school community (ELCC 3.0, 4.0, 5.0; CF I,
III, IV, VIII)
7. develop a change management strategy for improving student outcomes. (ELCC 2.0, 3.0;
CF II, III, IV, VIII)
8. develop empowerment strategies to create personalized learning environments for diverse
schools. (ELCC 2.0, 4.0; CF I, II. IV, VI, VIII)
9. explain the historical and philosophically grounded philosophy of education that reflects
commitment to principles of honesty, fairness, caring, and equity in day-to-day professional
behavior. (ELCC 5.0, 6.0; CF I, II, III, VI, VIII)
10. the nature and complexity of the decision making process. (ELCC 1.0, 2.0, 5.0; CF I, IV)
11. explain the theories of leadership and their application to decision making in the school
setting. (ELCC 3.0; CF I, III, IV, VIII)
12. intentionally and with purposeful effort to model continuous professional learning and to
work collegially and collaboratively with all members of the school community to support
the school’s goals and enhance its collective capacity. (ELCC 1.0, 4.0, 5.0; CF I, III, IV,
VIII)
13. explain the concepts of leadership including systems theory, change theory, learning
organizations, and current learning theory. (ELCC 1.0, 2.0, 3.0; CF I, III, IV, VIII)
14. the complexity and dynamics of the role of the effective educational leader. (ELCC 5.0, 6.0;
CF I)
15. how to identify critical elements of situations involved in administrative leadership.
(ELCC 2.0, 5.0; CF I, V)
16. how to analyze constraints and values. (ELCC 5.0, 6.0; CF I, V)
17. how to analyze personal variables. (ELCC 2.0; CF I, V)
18. how to identify levels and types of involvement. (ELCC 2.0, 3.0, 4.0; CF II, III)
19. the role of communication in educational leadership. (ELCC 1.0, 4.0; CF VI)
20. factors that must be considered in exercising administrative leadership/authority.
(ELCC 5.0, 6.0; CF IV)
21. referent, reward, and expert types of influence. (ELCC 5.0, 6.0; CF I)
22. the dynamics of group leadership. (ELCC 5.0, 6.0; CF I, IV, VIII)
23. how to develop a productive group. (ELCC 4.0, 5.0; CF I, IV, VIII)
24. the importance of cohesiveness and trust. (ELCC 5.0, 6.0; CF I, IX)
25. the administrators role in group meetings. (ELCC 1.0, 2.0; CF I, II)
26. planning, conducting, and follow-up of a meeting. (ELCC 1.0, 2.0; CF II, V, VI)
27. how to evaluate the effectiveness of a group. (ELCC 3.0; CF V, VI)
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28. the dynamics of conflict management. (ELCC 3.0; CF V, VI)
29. the dynamics of power and political struggles. (ELCC 6.0; CF V, VI, IX)
30. conflict avoidance methods. (ELCC 5.0, 6.0; CF I, VI)
31. the dynamics of organizational and community culture. (ELCC 4.0; CF IV, VI, VIII, IX)
32. the importance of monitoring the need for school improvement. (ELCC 1.0, 3.0; CF III, IV)
33. the pressures and resistance to change. (ELCC 5.0; CF III, V, VI)
34. the process facilitating a change. (ELCC 5.0, 6.0; CF I, II, IV)
35. the contribution and dangers of reform movements. (ELCC 5.0, 6.0; CF IV, V)
36. the techniques for utilizing compromise. (ELCC 5.0, 6.0; CF IV, V, VI)
37. the leadership for student problem resolution. (ELCC 2.0, 3.0; CF II, VI, IX)
38. the leadership for school-community problem resolution. (ELCC 4.0; CF II, III, V. VI, IX)
39. the leadership techniques for diversity issues. (ELCC 4.0; CF VIII, IX)
40. the leadership techniques for student and school safety issues. (ELCC 3.0; CF II, III, V. VII)
Skills
1. Demonstrate a working knowledge of the concepts of decision-making when presented
with simulated administrative problems and in classroom and on-line discussions.
(ELCC 1.0, 2.0, 5.0; CF I)
2. Demonstrate the ability to frame a problem in administrative simulation. (ELCC 5.0; CF
I, II, V)
3. Demonstrate the ability to organize a group for consensus building and problem solving
in simulated situations. (ELCC 4.0, 5.0, 6.0; CF I, V, VI, IX)
Dispositions
1. Demonstrate a commitment to leadership fundamentals that center upon pro-active
problem solving. (CF II, IX)
2. Demonstrate an attitude that everyone in a group has the potential to contribute to the
solution of a problem or goal attainment. (CF II, IX)
3. Demonstrate an attitude that educational leadership is centered upon improving the
teaching-learning function of schools within the context of school law and policy. (CF
IX)
NON-CONTENT COURSE OBJECTIVES AND COMPETENCIES:
1. Use appropriate written communication skills in terms of vocabulary, grammar, spelling
and sentence construction as well as paragraph and document organization and structure.
(CF VI, IX)
2. Use appropriate verbal communication skills in terms of focus and fluency of expression,
grammar, and appropriate active listening skills. (CF VI, IX)
3. Use appropriate social skills by monitoring their own behaviors in terms of rules for
social discourse, hygiene, dress, as well as the perceptions of others related to their
behaviors. (CF IX)
4. Use communication skills in formal and simulated presentations. (CF VI, IX)
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ASSIGNMENTS:
1. Assignment: Students are to write a hypothetical, yet realistic and optimistic school or
district vision and mission statement. Prepare both statements to reflect your own vision
and mission of a school or division. Then explain how your mission (a) ensures student
academic achievement; (b) school personnel growth; (c) ensures appropriate cultural
norms, and (d) responds to the state and national standards. Make sure your explanations
are in observable or measurable terms.
2. Assignment: Summarily describe a theory of leadership that might be used when
working with school personnel. Describe how the theory could be used when providing
leadership for developing teamwork and facilitating leadership among group members,
(faculty, or staff, or parents). Include specific examples of leadership behaviors and
systems/procedures that might be put in place to recognize, acknowledge or value group
members.
3. Assignment: Select two specific school/division based strategic goals from the School
Districts Strategic Plan and discuss, consult, or review the two goals with the principal or
central office administrator. Then write a report that: a) identifies constituencies involved
with achieving the identified school strategic goals, and b) how you would work with the
constituencies on decision-making regarding these two goals, and c) what accountability
processes would be used to verify accomplishment of the identified strategic goals. Goals
should be reviewed in relationship to their impact on gender, racial and ethnic
perspectives.
4. Assignment: Gather school data, such as student test scores, retention rates, etc., and
identify specific schools needs. Develop an improvement plan that will result in increased
student improvement. Improvement plan is to be shared with school administrator.
5. Assignment: Using a role playing scenario, conduct a faculty meeting that poses a topic,
poses a problem or conflict. The pseudo-meeting will be role played by you and the
intended audience and will incorporate challenging questions to which the audience
responds. (Use the Case Study or In-Basket frameworks for analyzing and solving the
problem/conflict.) Develop and submit a faculty meeting agenda and then write a selfanalysis of the experience.
6. Assignment: Prepare your own individual Educational Leadership Plan specifying those
components you will pledge to yourself, you will adopt mentally and behaviorally as
characteristics, traits, approaches, beliefs, attitudes you will fully embrace as an
educational leader.
CLASS ASSIGNMENTS-CASE STUDIES:
You will be assigned specific text case studies for class discussions from time to time. Your oral
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or written responses for these are required and expected to reflect thoughtful analysis. Your
contributions must be focused, free of verbal fillers and reflective of a lucid writing style; that is,
speaking the way that you write. Students should also be keenly aware of non-verbal
communication, body language, eye contact, etc. Take care not to dominate a discussion.
GRADING SCALE:
A = 90 - 100
B = 80 - 89
C = 70 - 79
F = 69 and below
COURSE GRADE:
Class Participation...................................20%
Assignment # 1-6.....................................60%
Final…………………………………….20%
Total=100%
ATTENDANCE/PARTICIPATION:
Because of the instructional format, it is imperative that students attend all classes.
The attendance policy for this course, and developed, in part, from the Longwood Faculty
Handbook. Candidates are expected to attend all classes and participate in all Blackboard
activities . Failure to attend class regularly or participate on Blackboard activities may impair
academic performance and the candidate must assume full responsibility for any loss incurred
because of absence. Since failure to attend class may impair the educational process as well as
academic performance, the instructor will reduce the final course grade by a letter grade for each
unexcused absence beyond two. Instructors may require explanations for class absences and they
will decide whether these explanations justify permitting the student to make up the work.
Class Participation and Readings: All students are expected to stay abreast of the readings
assignments and to actively participate in class discussions.
HONOR CODE:
Honorable and professional behavior is expected. Cheating, plagiarism, and misrepresentation
are verboten. All work, in or out of class, must be pledged.
ACCOMMODATIONS:
Students who require accommodations in assessment must provide appropriate documentation
and discuss specifics with the instructor at the start of the semester.
CLASS SCHEDULE:
DATE
January 12 – In Class
January 19
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TOPICS
Introduction, Chapter 1,
Leadership
NO CLASS – Holiday
ASSIGNMENTS
Read Chapter 1
Page 6
January 26 – In Class
February 2 – On- Line
February 9 – In Class
February 16 –On-Line
February 23 - In Class
March 2 – On Line
March 9
March 16 – In Class
March 23 – On Line
March 30 - On Line
April 6 – In Class
April 13 – On Line
April 20 – In Class
April 27–
Chapter 2 Decision Making,
Case Studies
Chapter 2 Decision Making,
Case Studies
Chapter 3 Authority Power
and Influence, Case Studies
Chapter 3 Authority, Case
Studies
Chapter 4 Communications,
Case Studies
Chapter 4 Communications,
Case Studies
NO CLASS – SPRING
BREAK
Chapter 5 Conflict
Management, Case Studies
Chapter 5 Conflict
Management, Case Studies
Chapter 6 Organizational
Culture, Case Studies
Chapter 6 Organizational
Culture, Case Studies
Chapter 7 School
Improvement, Case Studies
Chapter 7 School
Improvement, Case Studies,
Presentation
Final Exam
Read Chapter 2
Read Chapter 3
Assignment 1 Due
Read Chapter 4
Read Chapter 5
Assignment 2 Due
Read Chapter 6
Assignment 3 Due
Read Chapter 7
Assignment 4 (agenda) Due
Assignment 5 Due
Assignment 6 Due
Assignment 4 (Self Analysis)
Due
GRADUATE SCHOOL ENROLLMENT: No more than nine (9) Longwood non-degree
graduate hours may be counted towards a degree or licensure program. Candidates are
expected to apply to a Longwood graduate program prior to enrolling in classes. At the
latest, all application materials should be received by the Graduate and Extended Studies
Office before the completion of six hours. Candidates should submit an Application for
Graduate Admission promptly to avoid having course work in excess of the nine credit
hours not apply once admitted. Application materials are available by contacting the
Office of Graduate and Extended Studies (434-395-2707) or graduate@longwood.edu) or
on our web site www.longwood.edu/graduatestudies/apply.htm.
MASTERS DEGREE SEEKING CANDIDATES: Candidates enrolled in the Educational
Leadership Masters Degree program must complete the Application for Graduate Degree
form once they have completed 24 credit hours or by the next to last semester of completing
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their Masters Degree Program. The Application for Graduate Degree is available by
contacting the Office of Graduate and Extended Studies (434-395-2707) or
graduate@longwood.edu) or on our web site www.longwood.edu/graduatestudies/apply.htm.
References:
Hoy, K. & Miskel, d. (2005). Educational administration, theory, research, and proactice (7th ed.)
Boston: McGraw Hill.
Ivancevich, J. and Matteson. M. (1996). Organizational behavior and management 4th ed. Inwin
Publishers: Chicago.
Kouzes, J. and Posner, B. (1997). The leadership challenge. Jossey-Bass: San Francisco.
Kowalski, T. (2005). Case studies on educational administration 4th ed. Pearson: Boston.
Lambert, L. (1998). Building leadership capacity in school. Association for the Supervision and
Curriculum Development: Alexandria, Va.
Grading Rubric for Written Assignments
Dr. Gerry R. Sokol
All written work must be word-processed, include page numbers, and be stapled if there are
multiple pages. For short assignments the top of the first page must include your name, course
number, section number, assignment title and date. If the assignment is long a cover page with
the same information must be used. Papers that do not follow these guidelines will be returned
ungraded. All of your assignments are to be (a) be typed in a 12 point font – double spaced, (b)
prefaced with a cover page containing the date, assignment number and course, and (c) at the
end, a pledge on the last page: “I pledge on my honor that this paper is totally a product of my
own thinking and that I have neither borrowed, used nor incorporated any direct quote or idea
unless it is so annotated.”
For a paper to receive a grade of A+, A, or A-, the difference is a matter of degree, it must have
the following characteristics.







Topic is approached or treated in an original manner
Topic integrates personal experience where relevant
Reflection and analysis are evident in the writing
Class readings, assignments, discussions, and activities are integrated
Ideas are supported and illustrated in great depth
Writing is very well organized and structured
There are no more than two mechanical errors
For a paper to receive a grade of B+, B, or B-, the difference is a matter of degree; it must have
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the following characteristics.







Topic is approached or treated in a somewhat original manner
Topic integrates some personal experience where relevant
Some reflection and analysis is evident in the writing
Some reference is made to class readings, assignments, discussions, and activities.
Ideas are supported and illustrated
Writing is well organized and structured
There are few mechanical errors
For a paper to receive a grade of C+, C, or C-, the difference is a matter of degree; it must have
the following characteristics.







Topic is addressed
Little integration of personal experience where relevant
Little reflection and analysis are evident in the writing
Little mention of class readings, assignments, discussions, and activities
Ideas are stated but not supported and illustrated
Organization is not coherent
There are mechanical errors that detract from the meaning of the writing
For a paper to receive a grade of D or less the difference is a matter of degree, it must have the
following characteristics.







Topic is not addressed
No integration of personal experience where relevant
No reflection and analysis are evident in the writing
No mention of class readings, assignments, discussions, and activities
Few ideas are stated, no support or illustration
Disorganized
There are many mechanical errors that detract frequently from the meaning of the writing
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