800891F08SyllabusPSU.doc 7/1/16
Pittsburg State University
Schools of Education
Department of Special Services and Educational Leadership
Fall 2008
Note: This syllabus
represents our plan.
However, the instructors
may make changes during
the semester if
circumstances warrant
alterations.
Class sessions:
Location:
Instructors:
Office:
FAX:
e-mail:
Office hours:
Courses:
SSLS 800 Educational Leadership I
(3 hours credit)
SSLS 891 Methods of Research
(3 hours credit)
Wednesday evenings, 5:00 – 9:00 p.m. (see attached class schedule)
PSU / Hughes Hall
Brenda Roberts, Ed.D.
Dick Lipka, Ed.D.
301 Hughes Hall, PSU
304 Hughes Hall, PSU
(620) 235-4498
(620) 235-4486
(620) 235-4520
(620) 235-4520
broberts@pittstate.edu
rplipka@pittstate.edu
M 4:00 – 5:30 @ KC
M 10:30 – 12:00
TU 10:00 – 2:30 @ PSU
TU 1:30 – 4:30
W 1:00 – 5:00 pm @ PSU
W 10:30 – 12:00
By Appointment
TH 10:30 – 11:00
2:00 – 4:00
F By Appointment
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Course Description
SSLS 800 Educational Leadership I and SSLS 891 Methods of Research lay the foundation for
the entire Educational Leadership Master’s Program and licensure as a building leader for those
students seeking it. These courses are bundled together and offered each fall and spring
semesters. “Bundled” means that these two courses are co-taught by two SSLS faculty members
on the same evening. Also, the content and course requirements for the two courses are
intertwined to provide students with a coherent and meaningful overall learning experience.
Even though we outline the specific objectives for each course, you will often find the content
and learning experiences during the semester tightly woven together.
Specifically, Educational Leadership I serves as one of the first courses in the program leading to
a Master’s Degree in Educational Leadership and/or licensure as a building leader. The course
equips students with an understanding of the role leaders play within organizations, particularly
educational institutions. Furthermore, this course lays the foundation of knowledge, skills and
values students will need to lead their organizations to success. Course topics include: leadership
roles and responsibilities, organizational theory, oral and written communication, problemsolving, decision-making, facilitating small groups, managing conflict, nurturing change within
organizations, and ethical behavior as a leader. During this class, students will also begin
compiling their Leadership Portfolios that they will submit to gain full admission to the
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Educational Leadership program. Finally, the course also serves as the prerequisite to SSLS 801
Educational Leadership II.
SSLS 891 acquaints students with the methods and techniques of research and evaluation. It
emphasizes the collection, analysis, and interpretation of data as a means of improving
educational practice. It also focuses on building the skills needed to read educational research
with a critical eye.
Course Objectives
During the SSLS 800 Educational Leadership I/SSLS 891 Methods of Research, students will:
1. become acquainted with the requirements and expectations of the Master’s Degree in
Educational Leadership program.
2. understand the roles and responsibilities of leaders.
3. apply the theory of organizations to educational institutions.
4. write with clarity, simplicity, and appropriate tone.
5. speak with clarity, enthusiasm, and a sensitivity towards their audience.
6. use various problem-solving techniques to find workable solutions.
7. understand how and when to use different modes of making decisions.
8. understand how to successfully nurture change within an organization.
9. develop skills for resolving conflict in a positive manner.
10. understand the different models of leadership and styles.
11. understand how to shape a positive culture within an organization.
12. develop a personal and professional set of ethics that comports with leadership in
a pluralistic and diverse society.
13. understand the concept of educational equity in a pluralistic and diverse society.
14. demonstrate effective leadership skills in facilitating groups.
15. understanding adult learning/development and how these concepts relate to
leadership in a changing organization.
16. apply their knowledge of school improvement and leadership to devise a plan to
address the challenges within a dysfunctional school.
17. begin compiling their Leadership Portfolio for submission to the Educational
Leadership Admission Committee after completion of 12 hours in the program. This
Leadership Portfolio will determine whether or not the student attains full admission
into the Educational Leadership Program.
18. differentiate between research and program evaluation.
19. define the various types of program evaluation.
20. come to value the contribution of research and evaluation to educational practice.
21. know how to use the 6-step evaluation process to evaluate the effectiveness of
professional interventions:
i. pose relevant and focused evaluation questions.
ii. establish judgment criteria.
iii. make a practical, suitable plan for conducting an evaluation.
iv. collect reliable and valid data by observing, asking, and reviewing documents
and artifacts.
v. organize, display, summarize, and analyze data using computer spread sheet
software.
vi. interpret the results of the evaluation.
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23. share the results of an evaluation in a written report.
24. use the program evaluation process to take stock of a school, determine if an
intervention worked, or to solve a problem.
25. successfully search the Internet and library resources to locate suitable information
to guide their evaluations and choice of interventions.
[To see a full listing of the Kansas State Licensure Standards and the Interstate School
Leader Licensing Consortium (ISLLC) Standards addressed during SSLS 800 Educational
Leadership I and SSLS 891 Methods of Research, please visit the ANGEL site supporting
this course.]
Instructional Resources
Required text for SSLS 800:
Gorton, R., Alston, J. A., & Snowden, P. (2007). School leadership and administration:
Important concepts, case studies and simulations (7th ed.). McGraw-Hill Companies, Inc.
ISBN-13: 978-0-07-301030-4 or ISBN-10: 0-07-301030-8
Required text for SSLS 891:
LeTendre, B. G. & Lipka, R. P. (2000). An elementary educator’s guide to program evaluation:
Getting answers to your questions. Norwood, MA: Christopher-Gordon Publishers, Inc.
[NOTE: The authors are providing a copy of this book at no charge but ask that you make a
$10 cash donation to the Special Services and Leadership Studies Foundation. These funds
are earmarked for students to use to defray the costs they may encounter in conducting their
practicum projects and presenting their projects and research at conferences.]
Required Case Study packet for SSLS 800 & SSLS 891:
Hallinger, P. & Habschmidt, B. L. (1994). Leadership and school culture: Problem-based
learning project (Student edition). Eugene, OR: ERIC Clearinghouse on Educational
Management. [NOTE: This packet will be provided by your instructors.]
Other resources you will need
Throughout this course we will use computer technology to support your learning
experiences. You will need access to a computer with the following capabilities:
 Internet connection
 Internet browser
 Microsoft Word
 Microsoft Excel equipped with the Data Analysis Tool Pak add-in
 Microsoft Powerpoint.
You also need an active email address that you check daily and that can handle
uploading files and downloading files.
You will also need a PSU ID number so that you can access the ANGEL site for these
courses. When you first enrolled at PSU, the University assigned this number to you.
Finally, you will need a GUS PIN (Personal Identification Number) so that you can find
out your final grades in these courses as well as enroll for future classes.
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Off Campus Library Access
You can now access from off-campus the Axe Library databases. You’ll find this especially
handy in completing your SSLS 891 Methods of Research assignments. You will need your
PSU ID# and a Gus PIN.
To use these services:
1) Go to the Axe Library home page http://library.pittstate.edu and choose the Library
Databases selection. We suggest that you look at the list by Titles so you can make your
selection.
2) If you choose a licensed database, you need to supply your PSU ID# and your Gus PIN
when requested.
3) Then proceed as normal in using the database.
If you have questions, please contact the Reference Desk at 620-235-4894.
Also the Axe Library home page has a handy connection to a wide array of search engines. You
may want to bookmark the Axe home page.
Teaching Strategies
Teaching strategies will include class discussion, brief lectures, short writing projects,
cooperative learning experiences, peer review, literature and publications review, simulations,
case studies, team projects, and written projects. Both SSLS 800 and 891 will also use ANGEL
as a tool to augment the class sessions. For convenience sake, we will use only one ANGEL site
for both courses. We have already entered you into the following site:
08WF-SSLS-800-01: Educational Leadership I
Please check that you can get into this ANGEL site. You can access ANGEL by going to
the PSU home page and clicking the ANGEL Login. Instructions are provided for
logging into ANGEL. If you have difficulties gaining access, please contact an instructor.
In addition to the 64 hours of face-to-face time that we will spend together this semester on
Wednesday evenings from 5:00 to 9:00 p.m., you can expect to devote the following amount of
time outside of class time to complete the learning activities:
15 hours minimum engaging in field experiences (observations and participation) for
Educational Leadership I
15 hours working with your small group creating the documents (school profile and
school improvement plan) for Unison School (a case study)
2-6 hours each week reading text, doing homework assignments, writing journal entries
Class Schedule
We will generally (but not always) follow the schedule below:
5:00 – 6:00 Session A
6:00 – 6:15 15–minute break
6:15 – 7:30 Session B
7:30 – 7:45 15-minute break
7:45 – 9:00 Session C
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Submitting Written Work & Going Digital!!
When we make assignments, we will announce who will grade each assignment. As you do your
written assignments, some work will be submitted as hard copy and some work will submit
digitally. When submitting work digitally, please do the following:
1. Please use Microsoft WORD as your word processor if possible. (No we don't get a
kickback from Bill Gates and crew but he does have a monopoly!) If you do not have
access to Microsoft WORD, please visit with us to determine substitute software that
you both can read.
2. Include the following heading on each of your documents:
Name
Email address
Date submitted
Assignment title
3. When you name your file, please use the following format that puts your last name first:
LastnameShortassignmenttitle.doc
Example: RobertsEthics.doc
You must always include the file extension .doc so that our machines will
recognize your file as a WORD document and we can open it. This is
particularly important as we cross platforms (from Mac to Windows).
Absences
The activities and discussions during class constitute a crucial part of the courses. Therefore, you
should make every effort to attend class and arrive on time. However, if circumstances dictate
that you must miss a class, please inform one of the instructors beforehand (even if it’s via email
the afternoon before class) and make arrangements with another student to get the handouts and
share class notes with you. We often arrange activities within the class that require knowing
who will attend. [Note: Please don’t ask your instructor “Is it OK if I miss class?” because we
never say, “Yes.” This is a decision that you need to make given your circumstances.]
Also you need to check with both of the instructors to obtain your make up assignment(s).
In some cases, you may have to complete alternative assignments from the ones we did in
class. That being said, with more than two instances of absence from classes, your final
grade may be placed in jeopardy.
Inclement Weather
On rare occasions due to inclement weather, the instructors may cancel class. The SSLS Office
will contact you via email to let you know that your class has been canceled. You should
always check the Announcements folder on the course ANGEL site. If we have to cancel a class
due to weather, we will also post on ANGEL an alternative learning activity for the evening.
Thus, make sure that you check the Announcements section to get your assignments.
Late work
You should turn in your assignments by the class time designated as the due date in the course
schedule. Even if you have to miss a class, you must turn in your assignment at the designated
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due date. On rare occasions (emergencies, etc.) the instructors may give you permission to turn
in an assignment late, but you need to personally contact the instructor who will grade the
assignment to make this arrangement. Excessive late assignments, as determined by the
instructor, may result in a reduced grade for the course.
Respect For The Integrity Of The Academic Process
In both Professional Behavior and Social and Emotional Well-being for Faculty & Students
The rights and responsibilities that accompany academic freedom are at the heart of the
intellectual purposes of the University. Our conduct as community members should protect and
promote the University’s pursuit of its academic mission. We are all, therefore, expected to
conduct ourselves with integrity in our learning, teaching and research, an in the ways in which
we support those endeavors.
Please refer to the catalog for the university policy on academic dishonesty. You are expected to
do and submit your work and not that of others. Assignments completed to fulfill requirements
in other classes may not be resubmitted to fulfill requirements in this class.
Evaluation of Student Learning
In order to successfully complete this course you will need to do your homework and come
prepared to participate in class.
Students will be assessed in relation to course objectives through multiple indicators. Graduate
level performance over the required readings, papers, presentations, and projects will account for
seventy-five percent (75%) of the final grade.
Observations by the instructor of participant’s active involvement in class will account for
twenty-five percent (25%) of the final grade. Positive participation is required. Negative
comments to other class members and rude behavior such as talking to others while the instructor
or other class members are talking will result in lowering your grade. Points will be assigned
according to the instructor’s judgment.
For assignments, we will give you feedback and if you have met the requirements of the
assignment you will receive a grade of “Meets Expectations.” We do not assign a letter grade for
individual or group projects during the semester. Instead, we expect that you will attain a level
of “meets expectations” on each assignment. In some instances this might mean that you will
need to do multiple revisions, working until the assignment “meets expectations.” At the end of
the semester, we will assign a letter grade for the entire course experience.
Before you complete a major assignment, we will provide you with a rubric showing how we
will judge the assignment.
A student who wishes to take an “Incomplete” in the course must seek permission from the
instructors. The student then has one year to complete the course. Otherwise, the course grade
reverts to “F” as specified by the policies of the University.
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SSLS 800 Educational Leadership I/SSLS 891 Methods of Research Course Requirements
1. Attend and participate in class and complete, to the level of “meets expectations,” all
individual and group class activities. [800/891]
2. Read the assigned sections in the texts, course packet, assigned articles in the
Leadership and School Culture packet, and additional materials distributed in class.
[800/891]
3. Complete, to the level of “meets expectations,” the School Culture matrix comparing
and contrasting the concepts presented by the Snowden & Gorton text, Saphier &
King, and Robey. [800]
4. Write, to the level of “meets expectations,” your leadership autobiography. [800]
5. Participate in the following GROUP activities associated with Unison School
described in the case: Something Old, Something News, and the Principal’s Blues.
Please retain a copy of all of the following since you will revisit Unison School in
subsequent courses in the program.
a. Analyze, to the level of “meets expectations,” the data provided and prepare a
Taking Stock report (as part of the overall school profile report that takes
stock of Unison School.) You will find the requirements for the Taking Stock
report’s contents along with a template for the report on ANGEL under the
Lessons menu. [800/891]
b. Prepare, to the level of “meets expectations,” a PowerPoint presentation that
gives the highlights of the Taking Stock report for your group’s section of the
Unison school profile report. You will find the requirements for the
PowerPoint contents on ANGEL under the Lessons menu. [800/891]
c. Complete, to the level of “meets expectations,” Tool 20 and all required
accompanying documents that lead up to an action plan in response to the
Unison School case. See the requirements for the plan’s contents under the
Lessons menu on the ANGEL site. [800/891]
d. Participate, to the level of “meets expectations,” in the group’s presentation to
the class of the Unison School Taking Stock report. [800/891]
e. Participate, to the level of “meets expectations,” in the group’s presentation to
the class of its action plan for Unison School. [800/891]
f. Outline, to the level of “meets expectations,” a plan for conducting a program
evaluation that will determine the effectiveness of one of the interventions
outlined in your group’s action plan for Unison School. [800/891]
6. Participate in the following INDIVIDUAL activities associated with Unison School
described in the case: Something Old, Something News, and the Principal’s Blues.
Please retain a copy of all of the following since you will revisit Unison School in
subsequent courses in the program.
a. Annotate, to the level of “meets expectations,” three bibliographic citations of
research relevant to one of the possible interventions for addressing the
Unison School priority area assigned to your group. At least 2 citations must
be a journal articles. Furthermore at least one citation must report a piece of
empirical research and provide a research analysis in writing the summary of
the study. [891]
b. Complete, to the level of “meets expectations,” the Reflective Essay as it
relates to the Taking Stock activity for the Unison School case. You will find
the guiding questions for the essay under the Lessons menu on ANGEL. [891]
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c. Complete online, to the level of “meets expectations,” the “Talk Back”
questions for the case: Something Old, Something New, and the Principal’s
Blues. [800/891]
7. Demonstrate, to the level of “meets expectations,” proficiency in using APA
(American Psychological Association) Style in citing references and creating a list of
references. [891]
8. Craft, to the level of “meets expectations,” questions for the Unison School Taking
Stock survey. [We will do this as an in-class project.] [800/891]
9. Conduct, to the level of “meets expectations,” a Sociogram for a group complete with
a written narrative interpretation. [800]
10. Read Chapters 1 - 3 in Statistics with Microsoft Excel (You will check out this text
from your instructors.) [891]
11. Read and complete, to the level of “meets expectations,” the selected exercises from
Chapters 4 & 5 in Statistics with Microsoft Excel. [891]
12. Satisfactorily complete of a minimum of 15 hours of field experience. [800]
13. Satisfactorily complete all activities on the Field Experience List. [800]
14. Complete, to the level of “meets expectations,” a Field Experience Log and a
Reflective Journal entry for each field experience. See the template under the
Lessons menu on ANGEL for the guiding questions/topics you should address in your
reflections. You will submit reflections for Field Experiences throughout the
semester; check the course schedule for the due dates. [800]
15. Write, to the level of “meets expectations,” a personal Leader’s Code of Ethics. [800]
16. Complete, to the level of “meets expectations,” Written Communication Module
(available on ANGEL under the Lessons menu). [800]
17. Complete, to the level of “meets expectations,” any make-up assignments due to
missed class sessions. [800/891]
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