State University of New York
Graduate School of Education – Summer 2014
EDUC 673 LEADERSHIP in EDUCATIONAL SETTINGS
Class Dates: Mon.* & Thurs. 4:30-8:15 pm. Twelve Classes: May 27-July 3
Tues.27th (1st class in place of *Mon. 26th/Memorial Day)
AB Rm.124
Dr. Thomas O’Brien
Office: Academic B 126B
Office Hours: After class & by appointment
Home Phone: 786-0464
Office Phone: 777-4877 (voice mail)
tobrien@binghamton.edu
Course Description: This course focuses on the professional knowledge base of theories,
principles and informed practices of transformational leadership that advance schools as
learning organizations for all stakeholders. Emphasis will be placed on leadership as a
values-/vision-driven, 360º process of influencing others to collaboratively achieve
strategic, mutually beneficial, systemic goals, rather than a form of power that is only
available to someone in a designated “position” of authority (on the Pyramid of Power).
School leader-follower-situation interactional challenges and change opportunities will be
critically examined through “four frames” (human resource, political, structural, and
symbolic) with an eye to supporting teacher-leaders in their current positions and possible
future careers as administrator-leaders. This is one of seven required courses in the
Certificate of Advanced Studies program in Educational Leadership and it may serve as an
elective in the EdD in Educational Theory & Practice program (if approved by a faculty advisor).
Course Objectives (Instructor generated): Students are expected to:
1. Become aware of, critically evaluate and reframe tacit mental models, metaphors,
beliefs & philosophies-in-practice about leadership with an eye to increased selfempowerment, sense of efficacy & strategic decision-making and initiative taking as
educational leaders regardless of title, position or formal job description.
2. Critically examine “unquestioned answers” about leadership, visioning and school
change through: (a) four “leadership lenses” or explanatory frameworks (i.e., leaderfollower-situation interactional model, 360º leadership perspective, pyramid of
power/influence and the four frames model), (b) the research literature on cognitive
(constructivist) learning theory, school cultures, learning organizations and educational
change and (c) cases drawn from both the education and business world.
3. Function as part of a collaborative learning/leadership team to critically investigate and
compare/contrast particular school &/or district cultures and specific local “situations” (i.e.,
challenges and change opportunities) through the above lenses (2 a c).
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4. To develop personalized, “next step & beyond” Individual (professional) Development
Plans (as informed by various self-assessment/reflection instruments) for your own
continued lifelong learning and growth as caring, competent educational leaders “who make
a difference in a 360º sphere of influence” with your own diverse students (“subordinates”),
peers (teacher-colleagues), and designated school and/or district leaders (“superordinates”).
5. WHAT DO YOU INTEND TO INVEST IN & GET OUT OF THIS COURSE?
The instructor realizes that most (all?) students enrolled in this 6-week (late May – early
July), intensive 4-credit course are simultaneously completing their end-of-year teacher
work obligations. BU’s provost has recently posted the following statement for inclusion on
syllabi concerning the out-of-class student work/study expectation in a typical AY course:
This course is a 4-credit course, which means that in addition to the scheduled meeting times, students are
expected to do at least 9.5 hours of course-related work outside of class each week during the semester.
This includes time spent completing assigned readings, participating in lab sessions, studying for tests and
examinations, preparing written assignments, and other course-related tasks. Full details of this policy &
syllabus statements for different types of courses are available at http://www2.binghamton.edu/facultysenate/docs/032514-motion-syllabus-statement-on%20credit-hours.pdf.
Spread across a typical AY semester of 14 weeks, this would total up to 133 hours per 4-cr
course. Or, translated into a 6-week course, this would be 22.2 hrs/week! I’m sure that this is a
higher bar, than most of you will be able to reach, BUT it is the case that the biggest predictor of
what you will take from the course is the time and energy that you put into it.
New York State Standards for Educational Leaders
This course is designed to develop building-level and district-level leadership skills, knowledge,
and qualities. It addresses NYS Content Requirements for: developing & implementing a shared
vision; collaborating & valuing diverse perspectives; communicating & working effectively with
diverse publics; leading comprehensive long-range planning; effecting change through ethical
decision-making; establishing accountability systems; modeling ethical leadership; creating
supportive learning cultures for students & staff; & maintaining a personal plan for selfimprovement & continuous learning. Of the 9 Essential Characteristics specified in NYS
regulations, this course develops the abilities to (#1) understand what it means to be a leader;
(#2) promote shared visions; (#3) communicate clearly & effectively, (#4) collaborate &
cooperate with others, (#5) take a long view, (#6) support staff, (#7) hold selves & others
responsible, (#8) continue learning & honing skills, & (#9) understand risk taking.
Required Texts and Readings
Hughes, R.L., Ginnett, R.C., & Curphy, G.J. (7th ed./2012). Leadership: Enhancing the
lessons of experience. McGraw-Hill Irwin.
The Jossey-Bass reader on educational leadership. (3rd ed. 2013). San Francisco:
Jossey-Bass. The instructor will provide pdfs of ten chapters from 2nd ed. (2007) book.
Supplemental Resources: (a source of some instructor handouts/e-mail attachments):
Berliner, David. Our Impoverished View of Educational Reform. August 2, 2005
TC Record http://www.tcrecord.org/content.asp?contentid=12106. This is an especially
compelling article about the role of poverty as it relates to educational inequities and NCLB.
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A major point is that among students living in impoverished home environments and high
poverty schools, genetic variation accounts for only a small portion of the variations in IQs
in contrast to students living in “good” environments. Simply put, impoverished
environments restrict genetic potential from being actualized. The article is based on a
Presidential Invited Speech given at the May 2005 AERA Meeting in Montreal.
Berliner, David C., Glass, Gene V., & Associates. (2014). 50 myths & lies that threaten
America’s public schools: The real crisis in education. NY: Teachers College Press. Two
highly acclaimed educational psychologists & past presidents of AERA, plus a team of 19
young scholars, use published research to debunk “popular” educational reform “solutions”
that are based on political ideology & selective anecdotal evidence.
Bolman, Lee G. & Deal, Terrence E. (2008/4th ed.). Reframing Organizations: Artistry,
Choice and Leadership. San Francisco: Jossey-Bass. [excerpts re: “four frames”].
Maxwell, John C. (2005). The 360 Degree Leader: Developing Your Influence from
Anywhere in the Organization. Nashville, TN: Thomas Nelson Publishers.
MetLife Survey of the American Teacher (2013): Challenges for School Leadership:
www.metlife.com/teachersurvey.
NY Education Reform Commission. (2013). Putting Students First. Education Action
Plan: Preliminary Recommendations: www.NYPuttingStudentsFirst.com
O’Brien, T. (e-mail): Leadership Annotated Bibliography (see also BU EdD graduate, Dr. Doug
Green’s “You don’t have time to read it, but I do” Book Summaries: http://www.drdouggreen.com/).
Rothman, Robert. (2011). Something in Common: The Common Core Standards and the Next
Chapter in American Education. Cambridge, MA: Harvard Education Press.
Senge, Peter M. (1990/revised 2006). The Fifth Discipline: The Art and Practice of the
Learning Organization. NY: Doubleday Currency. Ch.1 is included in the Jossey-Bass Reader.
See also: Senge et al., (2000). Schools that Learn: A Fifth Dimension Fieldbook for Educators,
Parents, and Everyone Who Cares about Education.
TED: Ideas Worth Spreading: Leadership talks: http://www.ted.com/search?q=Leadership
TED-Ed http://ed.ted.com/ + British equivalent: RSA: http://www.thersa.org/about-us.
Readings & Discussion Questions: see periodic course handouts & e-mails.
Websites (e-mail): Government Agencies, National Associations & Private Foundations
that promote Educational Leadership, School Reform & Renewal Efforts.
Note: E-mail/Internet & Printing Access: For this course, students are expected to have
access to & make regular, weekly, between-class use of e-mail (for instructor-student &
student-student exchanges) and the Internet. As a registered BU student, you are entitled to
print out up to 100 pages free-of-charge per week.
Supplemental Journals (for your ongoing professional development as a school leader):
Education: Administrative Sciences Quarterly, American Educational Research Association
Journal, American Educator (AFT), American School Board Journal, Education Week, Educational
Administration Quarterly, Educational Leadership (ASCD), ERS Spectrum (Educational Research
Service), Educational Researcher (AERA), Educational Research Quarterly, The Elementary School
Journal, ERIC Review, The Executive Educator, Harvard Educational Review, Journal of
Educational Administration, Journal of Educational Research, Journal of Law & Education, Journal
of Teacher Education, Instructional Science, NASSP Bulletin, New Directions for School
Leadership, Mind, Brain, and Education, Phi Delta Kappan, Review of Educational Research
(AERA), The School Administrator, School Review and Theory into Practice.
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Business: Business Horizons, Harvard Business Review, Human Resource Management,
Management Sciences, Organizational Behavior and Human Performance, Training, Training and
Development Journal, The Wall Street Journal
Psychology: American Educator (i.e., Ask the Cognitive Scientist feature online @ www.aft.org),
American Psychologist, Annual Review of Psychology, Applied Cognitive Psychology, Cognitive
Science (+ Topics in Cognitive Science), Contemporary Educational Psychology, Current Directions
in Psychological Science, Intelligence: A Multidisciplinary Journal, Journal of Applied Psychology,
Journal of Cognitive Neuroscience, Journal of Educational Psychology, Journal of Experimental
Psychology Applied, Journal of the Learning Sciences, Journal of Memory and Language, Journal
of Personality and Social Psychology, Journal of School Psychology, Memory and Cognition,
Perspectives on Psychological Science, Psychological Science, Psychological Science in the Public
Interest and Teaching of Psychology.
ASSIGNMENTS: WRITTEN AND PRESENTATION
The following assignments (in conjunction with the required reading assignments &
class discussions) are intended to assist you in attaining the course objectives; that is, to
nurture your growth as an educational leader. The primary goal is relevant, transferable
learning, not merely producing a stream of papers to earn a "grade." Your increased ability
to see and effectively respond to educational leadership “situations/opportunities” in your
current and future positions will be the ultimate "test/criterion” of your learning.
* Note: Citations & references for papers should be formatted in accordance with APA style. *
If you do not own the Publications Manual of the American Psychological Association (6th
ed./2013: http://psychology.about.com/od/apastyle/a/apageneral.htm) you may wish to consult
one of the following online sources for the basics.
https://owl.english.purdue.edu/owl/resource/560/01/
http://psychology.about.com/od/apastyle/a/apa-paper.htm
http://psychology.about.com/od/apastyle/a/apageneral.htm
1. Personal Plan for Self-Improvement and Continuous Learning
30%
Given that students enrolled in EDUC 673 may be pre-matriculated students, just beginning,
mid-program, or near completers of the CAS (&/or EdD program), the personal development
plans will reflect this diversity. CAS GSE site (http://www2.binghamton.edu/gse/educationalleadership/personal-plans.html) describes a Personal Plan that includes four components. For
purposes of EDUC 673, concentrate on components #1, 2 & 4 (i.e., you do NOT need to include
#3/artifacts). However, for this course you do need to “go beyond” the requirements listed at the
GSE site by completing a leadership self-assessment that includes:
(a) your leadership strengths, dispositions, developmental needs, concerns & challenges
as gauged against the NYS Standards for School Building & District Leaders (i.e., cite specific
standards by #/letter) – these standards can be downloaded as a pdf from the GSE website,
(b) a review of your results & analysis of “lessons learned” on all the practice test items for
the NYS assessments for School Building Leaders & School District Leaders (links to Test
Frameworks, Preparation Guides & Practice Tests:
http://www.nystce.nesinc.com/NY_preparing_forthe_test.asp
(c) your critical analysis of and reflection on a minimum of two of the most revealing
Leadership-Followership-Situation Self-Assessment “Tests” (instructor provided)
(d) a summary of the most personally compelling ideas from the course readings (cite a
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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minimum of 3 chapters from each of the two assigned books for this course) & class discussions
(i.e., ideally at least one of the leadership lenses will be included ).
(e) a brief synopsis of your experiences as an “educational leader” to-date, including at least
one of the following components: (1) any “crystallizing events” in which you played a leadership
role (visualizing & enlisting others to help actualize a vision) and/or had a mentor who left a
strong impression on you by her/his modeling exemplary leadership, (2) the quality of your
relationships with your closest “followers” (&/or co-leadership/collaborative team), and (3) the
extent to which you are utilizing your leadership potential in your current professional position
& “extra-curricular” activities, and
(f) specific “next steps” action plan (i.e., SMART goals) of personal study/research, peer
collaboration, training & development experiences including potential mentors & on-the-job
initiatives to which you are committed and “windows of opportunity” for expanded leadership
within your school/district and future aspirations (that may go beyond your school).
Length: 9-12 double-spaced pages. Due Date: Class #9/Mon. June 23
2. Individual-Team Analysis of Leadership “Situation/Challenge” in Local School/SD 60%
Build a collaborative team composed of two-three EDUC 673 classmates to complete a
comparative study of a local educational challenge, issue or problem that two-three different
schools/district are currently facing. Draw on local school district, regional, state & national
publications, websites and/or local surveys or interviews (i.e., include specific questions/forms
you use & other relevant data collection details) as data sources. Utilize diverse perspectives to
analyze the “challenge and change opportunity” in terms of a minimum of three of the following
five explanatory frameworks (as discussed in class and/or featured in course readings - include
specific chapter/page# citations):
Leader-followers-situation interactional model (HGC book: transactional vs transformational)
Four frames: Human Resource, Political, Structural, and Symbolic (Bolman & Deal)
360º Leadership (Maxwell)
Pyramid/Taxonomy of Power (French & Raven as discussed in 7th ed. HGC, pp.125-134)
Cognitive learning (& communication) theory (discussed in Class #2)
Analyses must include a clear description of: (a) the nature of the challenge/situation, issue or
problem, (b) how school/district leaders have been addressing it to-date, (c) the direction the
proposed solutions or interventions are taking and the responses of the relevant stakeholders,
(d) how the above-listed explanatory frameworks (minimum of 3 of 5) could shed new light on
the problem and suggest different leadership options, & (e) specific, explicit references/citations
to course readings. Also, consider, plan for & briefly describe ways that the results of your study
can be fed back into the school systems studied to “make a difference” in terms of helping to
inform the leadership &/or shape the process of implementing innovative solutions. Your team
presentation should reflect effective pedagogy (i.e., consider use of, creative, interactive,
multisensory strategies & multimedia) and truly be a “team” presentation (versus loosely
integrated, individual, serial “tag-team talks”). Teams should meet with the course instructor for
approval of the project & processes for its completion.
10-12 double-space paged INDIVIDUAL papers (your sub-task + brief assessment of
how team members functioned collectively) (Class #10/June 26)
[40%]
6 page JOINT paper (compare/contrast two different contexts) (Class #11/June 30 [10%]
60 minute TEAM interactive PRESENTATION (Class #11/June 30 & #12/July 3
[10%]
* See sample challenges, issue or problems at the end of syllabus for possible ideas.
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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3. Attendance and Active Participation are assumed.
10%
You are expected to attend every session, on time and prepared to participate actively. Your
active participation will not only affect what you get out of this class, but also the quality of the
learning environment that is available to your fellow classmates. Timely completion of readings
and assignments will allow for lively, interactive and productive classes. In addition to the
instructor and the required texts, a primary resource for this course is the years of collective
experience, energy and expertise of the teacher-leader/learners in the class.
Top priorities are: (a) Demonstrating you have read and digested the assigned readings,
(b) Applying authors’ ideas to what you are currently doing or will do as a 360º educational
leader, and (c) Listening actively to the contributions of others. Other constructive contributions:
Linking specific examples to ideas from readings under discussion -- Building on the comments
of others -- Voicing counterpoints in ways respectful of others’ perspectives -- Being sensitive
to your level of participation, making attempts to increase or decrease so that contributions are
balanced across class members.
SCHEDULE OF CLASSES & READING ASSIGNMENTS
The following “tentative” schedule of class topics & readings is designed with the intention
to optimally address student needs relative to the course objectives. Students are
encouraged to front-load the readings for the course so that their end-of-course (Classes
#9 - #12) written assignments are informed by the full range of course topics. Optional
supplemental readings and links to online videos will be distributed via e-mail. Schedule
modifications will be made as warranted.
Class#/Conceptual Focus
3rd ed. Jossey-Bass Reader on
Educational Leadership(Ch#)
2nd ed. Instructor-provided pdf
Leadership: Enhancing the
Lessons of Experience (Ch#)
5/Five Practices of Exemplary
Leadership (2nd ed.)
2/Nature of Leadership
25/U-Turn to Prosperity
(Creativity)
L as a Process versus Position
1/What do we mean by L?
2/Leader Development
(only pp.43-66/top)
3/Skills: Learning from
Experience (only pp.94-98)
6/Attributes (only pp.208-219)
8/Skills: Communication
(pp.283-91)/Systems View
TUES. May 27
Mon.May 26
#1. “Team” Introductions &
Leadership Theory Overview:
L-F-S Interactional Model
360º Leadership
Four “Frames” (analogies)
Pyramid of Power/Influence
RESCHEDULE
Thurs. May 29
#2. Theories of Intelligence,
Learning & Communication:
Teachers as Leaders,
Cognitive Psychology &
Constructivism
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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Mon, June 2
#3. Followers: Motivation,
Self-Empowerment & Teams
(TSs and T  T)
Thurs. June 5
#4. Principals: Transformative
Leaders in the Middle or
Transactional Boss-Managers
Mon. June 9
#5. School Situations: Context
of Internal Culture & Four
Frames: Structural, HR,
Political & Symbolic
Thurs. June 12
#6. School Situations: Context
of External Culture: “CIA”
Standards, Accountability & $
Mon. June 16
#7. Pyramid of Power/
Influence, 360º Leadership,
Diversity, Conflict & Stress
Thurs. June 19
#8. Managing/Leading
Change I
3/Unheroic Side of Leadership
6/ISLLC Standards (EdLs)
24/Transcending T Past
(profiles 2 edtech savvy TLs)
15/Reaching Hi Performance
18/Stud-Centered Leaders
19/L Role in Developing Ts
20/Managing School
Leadership Teams (optional)
12/Culture in Question
16/ Eight Roles of Symbolic L
16/Understanding the
Normative System (2nd ed.)
6/Attributes: Emotional
Intelligence (only pp.220-9)
9/Motivation
10/Groups, Teams ( p.410)
11/Skills: Teams (pp.444-456)
16/Skills: Team bldg.-optional
3/Skills: Technical
Competence (pp.98-101) +
Relationships with Superiors
& Peers (pp.101-106)
6Attributes: Personality
(pp.188-207) cont
8/Skills: Conducting Meetings
(pp.296-299)
14/L & Change (only pp.573591: Transformational &
Transactional Leadership)
12/Situation
13/only Situational L (pp.530535)
13/Transformation Leadership 15/Dark Side of Leadership:
&Transactional Policy (2nd ed)
Bad L & Managerial
nd
17/Power Standards (2 ed.)
Incompetence
11/SpEd & Social Justice Ls
21/Family-Community Energy
26/Getting Started/AKOM
4/Power & Influence
22/Gender & Supervision
8/Skills: Credibility +
7/Lessons Learned (Cultural
Assertiveness (only
Proficiency Rubric)
pp.277-82 + 291-6)
8/A New Way (Women in L)
11/Skills: Constructive
9/ G Quotient Leadership
Feedback (pp.439-44)
23/Portraits of T-Leaders (opt) 16/Skills: Punishment (pp.676-82)
9/Manager as Politician (2nd ed)
12/Understanding Change
13/Intro (Change-M.Fullan)
14/Conclusion: OutIn
17/Risk
14/Leadership & Change
(pp.556-572)
11/Skills: Setting Goals
(pp.436-9) - Delegating +
Coaching (457-469)
16/Skills: Vision (pp.657-62)
Conflict & Neg (pp.662-8)
Complete PERSONAL
PLAN for Class #9
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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Mon. June 23
#9. Managing/Leading
Change II
Thurs. June 26
#10. Moral, Shared, Caring
Leadership: Values, Ethics &
the Symbolic Frame
25/Lasting Leadership (2nd ed) 8/Skills: Stress Management,
1/Give me a Lever…
PS+Creativity (pp.299-313)
(learning organizations)
16/Skills: Diagnosing
27/Integration: Hybrid Learning
Problems (pp.669-671)
28/Resourcefulness
Complete INDIVIDUAL
PAPER/Leadership
Situation/Challenge for
Class #10
7/Educational Credo…Crisis
10/Authentic Leader
4/Trustworthy Leader cont
5/Presence (& ethics)
22/Leadership as Stewardship
5/Leadership, Ethics & Values
Complete Leadership
Situation/Challenge JOINT
PAPER (Class #11) & prep
TEAM PRESENTATION
(Classes #11-12)
Mon. June 30
Continuation of Class #10
#11. Team Presentations
Thurs. July 3
#12. Team Presentations,
Course Wrap-up, SOOTs &
Next Steps
Assignment #2: Situations, Challenges or Problems/Opportunities to Consider (examples):
a) NYSED Curriculum Standards & Assessments (& their impact on Instruction)
Compare & contrast two (or three) schools/districts with respect to: Who (if any one) is/are
proactively taking the Curriculum-Instructional-Assessment leadership initiative in the
school/district with respect to insuring that all students can meet the new “higher” standards of
the Common Cores State Standards for ELA and CCSS-Mathematics (& the Next Generation
Science Standards and/or C3-College, Career & Civic Life Framework for Social Studies State
Standards)? What (if any) “unquestioned answers” about the school’s/district’s present practices
and policies are currently being challenged by NYSED policies (select one): (1) NCLBmandated publishing of “School Report Cards” and the “Schools In Need of Improvement”
designation & regulations, (2) the Race-To-The-Top initiatives & funding, (3) mandated
changes in teacher & principal evaluations/Annual Personnel Performance Reviews? (4) past
reductions in NYS funding and current property tax cap restrictions, etc.,
To what extent do school personnel understand, concur with and feel supported in preparing
for new curriculum and assessments/accountability measures? How are resentment, conflict
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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and/or resistance being dealt with? Is there “top down support for bottom up change” within the
school/district? How would you assess the Board of Regents & Commissioner’s efforts to close
the communication gap between NYSED, teachers in schools & parents in terms of processes
used to develop and articulate a shared sense of purpose/vision? How much of this new “vision
building” can only occur at the local school/district level? To what extent is this happening?
Are there adequate local/state $ resources to meet the challenges? What are the short- and longterm plans for implementing to the CCSS-ELA & Mathematics (& NGSS & C3) standards? Given
recent history and the number of retirees projected over the next decade, it is understandable that
some NYS teachers might adopt the attitude “this too shall pass” with respect to new initiatives.
What can be/is being done in terms of professional (staff) development to “re-energize” late term
career teachers as lifelong learners? What is being done in terms of new teacher
induction/mentoring? Is support for quality professional development sufficient to meet the
need? Or are “scripted lessons” being relied on as a crutch? Sample NYSED resources include:
Race-To-The-Top, Draft Teacher and Principal Evaluation Regulations:
April 14, 2011 Memo: http://usny.nysed.gov/rttt/regs.html
State-Approved Teacher & Principal Practice Rubrics:
http://engageny.org/resource/state-approved-teacher-and-principal-practice-rubrics/
http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/
b) Fiscal Challenges: Past Reductions in NY School Funding/current “2%” Property Tax
Cap, Local Economy & Reduction of School Age Population (+ increase in Poverty Rates)
and the Impact of recent Floods on School Budget “Battles”: Compare/contrast two districts Analyze information sent out by districts & posted on their websites to inform/educate the voters
of needs, the coverage of the issues in Press & Sun Bulletin and voter turnout data. Did
collaborative, shared distributed leadership (e.g., superintendent, school board, teachers’ union
&/or PTA) or lack thereof make the key difference? Did the local school boards serve more as
advocates for quality education or as “hold the line or reduce” tax proponents (or did they
effectively balance these two conflicting agendas)? Interview the superintendent and/or assistant
superintendent + president of School Board for “lessons learned from the past” & “new
solutions.” Attend a public board meeting to pick up a sense of the community climate. Should
(& if so, how can) teachers & their unions play a positive role in this process? How are the
voices of retirees’ pension & health benefits balanced against taxpayers, both those with or
without children in the system? How will the ongoing NYS budget “crisis,” restricted funding
from NYS and local taxpayer “revolts” impacting the move to “higher standards” and graduation
rates. To what extend did the districts use any of this or last year’s “extra” state funding to
cushion school levy versus replenish reserve funds for future years. Given the variation in %
total district budget covered by the state, which district’s programming seems to be most
adversely affected by the NYS budget crisis (e.g., core curriculum vs elective programs & extracurriculars such as sports, music & arts or professional development/travel, etc.,)? Compare &
contrast how the two districts approached this year’s challenge & the aftermath of the recent vote
for the 2014-2015 budget (School budget voting was on Tuesday May 20, 2014). Also consider
the pros & cons of Governor Cuomo’s efforts to reduce school costs (see his web postings) to:
impose a Superintendent’s salary cap, property tax cap (in-place), replace “last in, first out”
layoff policy, teacher & principal performance evaluations (in-place & linked to federal RTTT
$), small school district mergers (e.g., CFSD – CVSD study) & mandate relief for schools (e.g.,
SpEd regulations in NYS exceed those of federal government).
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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c) School BoardSuperintendentTeachers’ UnionCommunity Relations
Compare & contrast two (or three) districts in terms of the nature of the relationships (on a
cooperative-collaborative versus combative continuum) that exists between the School Board,
superintendent, teachers’ union and local community. Attend & analyze the process & product of
one or more open school board meetings to pick up a sense of the community climate. Interview
the superintendent, the Board president & head of the teacher’s union. Try to assess the extent &
nature of teacher involvement in decision-making, and curriculum & staff development. Critique
(& make suggestions for improvement for the district’s website & community publications in
terms of the “image” the district is trying to present, its “vision,” organizational structures,
policies, orientation with respect to short range innovations (within the context of its long-range,
planned evolutionary change/growth/development), hiring & new staff induction processes,
differentiated staffing/career paths, etc. Background Reference: Bolman, L.G. & Deal, T.E.
(April 1992). Images of leadership. The American School Board Journal, pp.36-39 (depicts four
different metaphors for schools & how school boards view their leadership roles & ethical
responsibilities as connected to the relative weighting given to these different images).
d) Teacher Centers & Alternatives for Teacher Professional Development: Examine the
vision, goals, philosophy, operating principles, governing structures & programming for two
centers and explore how & why these have changed over time (e.g., the APPRs, requirement for
Professional Development Plans & funding cuts – go to: http://www.nysteachercenters.org/ and
click Teacher Center Locator top tab). Compare/contrast two teacher centers in terms of their
current vision/mission statements, programming (with respect to teacher input, empowerment &
leadership development) short versus long term professional development strategies, teacher
perception of effectiveness (i.e., is data collected on this or only on specific programs/
workshops offered?), district/administrative support & community involvement, etc. Interview
the directors to assess how he/she conceptualizes his/her “leadership/ service” role relative to the
center’s teacher-customers-consumers-participants & the ultimate beneficiaries (students). If
possible, attend a TC board meeting to get a feel for the leadership style, organization’s focus &
immediate challenges in terms of budget cuts & survival. Note: NYS has progressively
reduced/eliminated funding for TCs; TC of BC (http://www.teachercenter.info/) will run out of
funds this year (or next?). Will professional development be “put on the back burner” until the
NYS economy recovers? Is teacher learning an expendable expense or a necessary investment
that reaps demonstrated dividends in terms of enhanced student learning outcomes? Are there
other creative ways to “do more with less” with limited PD funds? Do online technologies
provide a way to do high quality, cost-effective PD? What are the +/- of within district versus
between district (even BOCES-wide) PD initiatives? Consider live & online NYSUT offerings.
e) Women Educational Administrators/Leaders: Collect & analyze data on #superintendents,
assistant superintendents, & building principals (by grade level & public/private) in our BOCES
versus NYS. Survey and/or interview two or more of these leaders to assess the: (a) extent and
nature of any possible discrimination and/or unique challenges they’ve faced over their career
trajectory as specifically related to their gender, (b) career training (formal coursework &
informal mentors), timeline & trajectory with an eye to “critical, transformative” experiences,
(c) their leadership style including the extent to which they actively seek to empower & develop
teacher, participatory, transformative (versus bureaucratic, managerial, transactional) leadership.
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Contextualize local situation in broader context of national research on this issue. Note: Our
local BOCES does not currently have any school leaders who are minorities, at least one nearby
district does (e.g., Ithaca’s Superintendent, Dr. Luvelle Brown is an African American - ICSD is
also one of the very few districts in NYS that just passed a budget “over the tax cap, with 62%
voter approval) .
f) NYS Master (STEM) Teacher Program: Analyze the published documents on this new
program, interview site leaders (i.e., SUNY-Cortland and BU) in terms of their visions &
strategic planning for this 4 year program, interview/survey a subset teachers who were selected
in the first or second round with an eye to impact to date and future projected “bang for the
bucks.” IF possible gather data to ascertain the impact on intra-disciplinary (w/i science or w/i
math depts) and inter-disciplinary (with non-STEM teachers/depts.) collegiality within the
schools/departments of Master Teachers (who receive $15k/year for 4 years).
http://www.suny.edu/masterteacher/
https://www.governor.ny.gov/press/04142014-nys-master-teachers
The application processes & standards can be compared to the National Board of Professional
Teaching Standards (http://www.nbpts.org/five-core-propositions) Five Core Propositions and
either the math or science certificate area standards (http://www.nbpts.org/certificate-areas
g) NYSED-mandated edTPA for all new Preservice Teachers: Critically review one of the
grade level band-specific (Early Childhood, Elementary & K-12 and Middle Childhood content
areas) or discipline-specific (grades 7-12 content area) edTPA Assessment Handbooks (~40
pages) developed by Stanford Center for Assessment, Learning & Equity, “marketed” by
Pearson. Consider these standards from the perspective of a school leader hiring new teachers
who also is responsible for the APPRs of experienced teachers: Is the “bar” set “too high, just
about right, or too low” for preservice teachers? How would the teaching performances of typical
inservice teachers rate on the edTPA rubrics? Additionally, discuss how a cooperating teacher &
host department/school could use the presence of preservice student teachers and the need for
their mentoring as a form of inservice professional development. Consider a survey of school
leaders to ascertain their awareness of & professional opinions about these new standards. See:
www.edTPA.com, the Resource Library, and Online Community, available at
http://edtpa.aacte.org and support materials, handbooks
(https://secure.aacte.org/apps/rl/resource.php?resid=268&ref=edtpa).
h) Other “Situations,” Issues &/or Controversies & Reform Initiatives in Local Schools
Compare/contrast the approach & results from two (or three) different districts &/or schools in
dealing with a particular issue and/or implementing a similar reform. Analyze the issue or reform
initiative in terms of the research base (i.e., external, published & site-specific, internal studies)
supporting the innovation literature on the change process & associated professional
development approaches; collection & use of ongoing evaluation data to inform/redirect the
initiative; and the details of a multi-year implementation plan. Interview the key school staff
who are “leading the way” on this initiative as well as some teachers &/or students who are most
involved with/impacted by the innovation. Analyze the “advertising” and professional
development “campaigns” being used to help raise “stakeholder” [teacher, student, parent &
community] awareness, ownership/support & expertise. Assess the various short & long-term
costs & benefits (including “unintended consequences”). Examples include:
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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Advanced Placement Curriculum-Instruction-Assessment redesign (impact on HS curricula;
new curricula & exam: Biology/May’13 – Chemistry/May’14 – Physics/May’15 – others/?)
&/or purely online/virtual or hybrid AP courses
Annual Personnel Performance Review for teachers & principals (link with CCSS tests &
Student Learning Objectives beginning-of-year baseline testing & budget & PD implications)
Alternative schools (BCSD’s Columbus School/Regents Academy-closed, BT BOCES full-day
High School, EverGreen, Ithaca’s Lehman Alternative, etc.,)
Budgets: “2%” property tax cap, staff layoffs (last hired/first fired: for 2013-14 RIF: BCSD/25.9
teachers, MESD/38.6 teachers… ), & program reductions (e.g., BCSD’s
reductions in music education, athletics & foreign languages + MESD’s secondary LTRC
specialists, elementary & MS math support, MS team teaching, HS business electives, & 4th
gr. music). See: Database of school spending & enrollment trends in NYS by district:
http://pressconnects.com/edspending)
Cheating/Ethics Violations of Students, Teachers & School Administrators on Hi-Stakes Tests
(NYC magnet schools - Atlanta, GA – Washington DC…)
College- and Career-Readiness initiatives (e.g., Partnership for Assessment of Readiness for
College & Careers/PARCC is a 22-state (including NYS) consortium working together to
develop next- generation K-12 assessments in English & math: http://www.parcconline.org/
Common Core State Standards-based, Hi-Stakes Testing in ELA & Mathematics in grades 3-8
(see also: NCLB & RTTT $ - implemented in April 2013 for the 1st time – link with APPRs –
loss instructional time, (in)adequate time to complete tests, inadequate time, instructional
materials & PD to implement higher standards before testing, test anxiety & parental
“revolt,” … test score results are expected in July)
Cross-District Offering of Collaborative Courses (e.g., Vestal Mandarin Chinese – UESD
French teacher) &/or Distance/Online Learning (e.g., Groton HS’s 4 AP courses via BOCES)
Curriculum-Instruction-Assessment: Integrated system or disjointed domains? (see also CCSS)
Demography (& Diversity) = Destiny? Socioeconomic status advantages/disadvantages &
educational equity (%free or reduced lunches as metric of poverty: BCSD/59%  Vestal/12%)
Dignity for All Act, anti-bullying programs (e.g., OLWEUS), zero tolerance discipline policies
Distance Education (intraBOCES) & Online courses: credit recovery or acceleration (interstate)
District Mergers/Consolidation (e.g., Spencer-Van Etten-Candor + 2nd study of CVSD-CFSD
are both currently in process)
Drugs in schools and testing of student-athletes
Early Childhood/Pre-school education & economic equity: “dueling research” & budgets
Educational Technologies = “Smart” CIA, iPods, iPads, SmartBoards, smartphones, etc.,
“Bang for buck,” funding sources for initial purchase, maintenance/replacement & PD
(e.g., BCSD/P&S Bulletin, 3/26/13, p1A+, “Book reports go digital” (podcasts);
CVSD/P&S Bulletin, 1/31/13, p1A+, “An iPad for every student” &
P&S Bulletin, 1/1/13, p1B, “Smart devices make for smart kids” (smartphones)
P&S Bulletin, 2/21/13, p3A, “Parents urged to watch kids’ social media”
Flood impacts and re-construction of two local elementary schools (BCSD/Macarthur & OASD)
Gender discrepancies in student performance (who’s at-risk M/F, equality of opportunity, etc.,)
General Education Development Exam (new, more expensive, Pearson-owned, online tests)
Interdisciplinary/Integrated Curriculum: “national” recommendations from CCSS-ELA, CCSSMathematics, NGSS & C3Framework for Social Studies
Interdisciplinary Teaming in middle schools (& its demise in light of budget constraints)
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International Baccalaureate (BCHS + Vestal HS) or other programs for gifted & talented
(e.g., Asian language courses at these two high schools)
No Child Left Behind and pros/con of Hi-Stake Testing (see also: Cheating, CCSS and RTTT)
Parental & community engagement with schools (Athletics & Music Boosters, etc.,)
Part-Time Teachers as a budget saving “solution” – pros/cons & extent of use in local BOCES
Police and/or armed school personnel for school security (in wake of Sandy Hook killings)
Preservice Teacher Evaluation (Pearson, for-profit edTPA): School-IHE collaboration
Principals’ workload & accountability in light of new APPRs
Private Profits & public education (e.g., Pearson “ownership” of texts & tests, for-profit
companies running publically funded schools, etc.,)
Professional Development: face-to-face, online, teacher centers, NYSUT-based, etc.,
Race To The Top: NYS use of federal funding vs unfunded mandates?
Response-To-Intervention initiative (National Center on RTI: http://www.rti4success.org/)
School lunch program & promotion of nutritional, healthy-choice diet & exercise vs obesity
School-to-Work, internships & experiential & service learning (College & Career Readiness)
Special Education: NYS vs federal mandates & related funding issues & educational outcomes
Science-Technology-Engineering-Mathematics/STEM initiatives (& devaluing of liberal arts
& performing arts & music in light of budget cuts – Do we really need a synergistic
S2TEAM2 that includes social studies, arts & music? Note that beyond 1-year at the MS, NYS
does NOT have any requirements for HS technology/engineering classes; all of the latter
could be eliminated for budgetary purposes – the New York State Technology and
Engineering Educators' Association is concerned.
Student Learning Objectives: Development process, beginning-of-year student assessments &
teacher & principal APPRs
Teacher Unions (NYSUT & AFT): partners for or impediments to school improvement?
Unfunded &/or only partially or temporarily funded state & federal mandates
Worker/staff satisfaction/stress ratio, burnout & cynicism (see MetLife Survey of the American
Teacher-2013)
???
Information Common to All Graduate School of Education Courses
Classroom Environment: The Faculty and Staff in the Graduate School of Education are committed
to serving all enrolled students. The intention is to create an intellectually stimulating, safe, and
respectful class atmosphere. In return it is expected that each of you will honor and respect the
opinions and feelings of others.
Accommodations: If you are a student with a disability and wish to request accommodations, please
notify the instructor by the second week of class. You are also encouraged to contact the Office of
Services for Students with Disabilities (SSD) at 777-2686. Their office is in LH-B51. The SSD
office makes formal recommendations regarding necessary and appropriate accommodations based
on specifically diagnosed disabilities. Information regarding disabilities is treated in a confidential
manner.
Academic Honesty: “All members of the university community have the responsibility to maintain and
foster a condition and an atmosphere of academic integrity. Specifically, this requires that all classroom,
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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laboratory, and written work for which a person claims credit is in fact that person’s own work.” The
annual university Student Handbook publication has detailed information on academic integrity.
- Binghamton University has obtained a license with Turnitin.com to facilitate faculty review for potential
plagiarism of papers and projects in their courses, which they are encouraged to do.
- “Students assume responsibility for the content and integrity of the academic work they submit.
Students are in violation of academic honesty if they incorporate into their written or oral reports any
unacknowledged published or unpublished or oral material from the work of another (plagiarism); or if
they use, request, or give unauthorized assistance in any academic work (cheating).” (SOE Academic
Honesty Policies)
- Neither plagiarism nor cheating will be tolerated in this class. Incidents of either will result in a failing
grade for the assignment in question, which will most likely have a negative effect on the final grade. If
you have any questions about what constitutes plagiarism or cheating, please ask me.
http://www2.binghamton.edu/gse/current-students/index.html#academic-honesty
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University/GSE
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