Department of Special Services and Leadership Studies
School of Education
Pittsburg State University
Course No: SSLS 825
Title: Administration of Instructional Systems
Credits: 3 Semester: Spring 2010
Instructor: Dr. Sue Stidham
Work Phone: 620-235-4024 Alternate work phone: 918 533-5524
E-mail: jstidham@pittstate.edu
Standard procedure for contact—through email or by telephone. Please contact me.
I do not want you needing help and not asking for it. I am here to assist you at all
times, day or evening, including weekends.
Description: Leadership techniques and administration of programs including goals,
budgeting, staffing, operations, networking, planning and evaluation for educational
technology systems in their environments (i.e., schools higher education, and private
industry).
Purpose: The purpose of this course is to provide the knowledge and skills related to
effective administration of an educational technology program in a larger setting in order
to meet the mission of the host institution.
Required Text: Stueart, Robert D. and Moran, Barbara B. Library and Information
Center Management. 7th Ed. West Port, Conn: Libraries Unlimited, 2007.
Teaching Strategies:
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Basic readings
Research on specific problems using resources from multiple resources
Lecture, discussion, cooperative learning and other learning strategies
Practical experience in problem solving
Activities: The following activities are required for the course:
Budget: Each student will prepare a budget for the operation of an educational
technology program, based upon the emphasis of the student.
Personnel Plan: Each student will prepare position descriptions and address the search
plan and personnel evaluation based upon given information.
Policy Handbook: Each student will prepare the assigned segment from the policy
handbook.
Strategic Plan: A detailed mission statement and strategic plan will be included in the
policy handbook.
Class Presentations: One class presentation will be required of each student.
Chapter Readings: Chapter Readings as assigned.
Other Assignments: Relevant assignments will be added according to chapter readings
and class discussions.
Evaluation
Grading Scale:
A--------------------------90-100%
B--------------------------80-89%
C--------------------------70-79%
D--------------------------60-69%
F--------------------------Below 60%
Class Policies: The PSU policy on academic dishonesty is printed in the University
Catalog. Students are expected to submit their own work. Disrespect will
not be tolerated.
Late Work: As assignments are posted weekly, work submitted after the due date will
result in a 10% deduction of points each day it is overdue. After 5 days, late assignments
will not be accepted. (Special cases may be considered.)
Attendance: This is an online course. Your attendance may be required at some online
discussions, but for the most part you are to check the ANGEL system daily for any new
announcements, assignments, etc. This will not be a self paced class, and work will be
posted as the instructor assigns it.
Incompletes: If an incomplete is necessary to complete course work, the highest grade
possible will be a grade of "B," if the course work is completed within 30 days of the end
of the course.
If an incomplete is necessary to complete course work, the highest grade possible will be
a grade of "C," if the course work is completed within 31-60 days following the end of
the course.
If an incomplete is necessary to complete course work, the highest grade possible will be
a grade of "D," if the course work is completed with 61 days or more following the end
of the course up to a one-year time period.
If an incomplete is not finalized by the end of a one-year period, the "I" will
automatically change to a grade of "F" as per PSU's existing policy.
Works Cited
Brown, John L., and Cerylle A. Moffett. The Hero's Journey: How Educators Can
Transform Schools and Improve Learning. Alexandria: ASCD, 1999.
Covey, Stephen R. The 7 Habits of Highly Effective People. New York: Simon and
Schuster, l989.
DePree, Max. Leadership is an Art. New York: Dell, 1989.
Kessler, Rachael. The Soul of Education: Helping Students Find Connection,
Compassion, and Character at School. Alexandria: ASCD, 2000.
LeBaron, John F. and Catherine Collier, ed. Technology in its Place: Successful
Technology Infusion in Schools. San Francisco: Jossey-Bass, 2001.
Silver, Harvey F., et als. So Each May Learn: Integrating Learning Styles and Multiple
Intelligences. Alexandria: ASCD, 2000.
Stueart, Robert D. and Moran, Barbara B. Library and Information Center
Management. 7th Ed. West Port, Conn: Libraries Unlimited, 2007.
Pittsburg State University Graduate Knowledge Base
*This indicator has been identified as representing a disposition.
Professionalism: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which reflect a commitment to a dependable and professional demeanor.
 Acts with integrity and fairness in an ethical manner*
 Demonstrates commitment to life-long learning
 Participates in ongoing professional development
 Demonstrates professional behavior*
 Sets priorities through self-motivation and self-direction
 Maintains confidentiality at all levels*
Communication: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which promote effective communication.
 Utilizes multiple collaborative strategies necessary in developing
effective learning opportunities for all
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Demonstrates a high level of proficiency in oral and written
communication skills
Adapts to a variety of unique cultural and ethnic communication
styles*
Practices effective interpersonal skills that enhance communication*
Leadership: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which exhibit leadership competencies.
 Demonstrates the ability to make decisions based upon data and input
from stakeholders
 Adheres to ethical and professional standards
 Transforms ideas into action through effective team building
 Utilizes a variety of problem-solving strategies and possesses strong
critical thinking abilities
 Prioritizes tasks and manages time efficiently
Instruction and Assessment: The educator will demonstrate specific attitudes, values,
beliefs and behaviors which reflect advocating, nurturing and sustaining best
practices and multiple assessments.
 Possesses pedagogical knowledge relevant to specific disciplines
 Provides for instructional variation and integration with other
disciplines
 Establishes goals and expectations that lead to effective learning
 Inspires all learners to develop self confidence and competence*
 Demonstrates specialized preparation in specific area of study
 Differentiates instruction appropriately for specific needs of learners*
 Expects all candidates will achieve full potential and attain individual
success*
 Evaluates candidate knowledge and performance by using multiple
methods of assessment
 Utilizes assessment outcomes to develop instruction that meets the
needs of all candidates*
 Adheres to ethical and unbiased assessment practices*
Diversity: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which provide equitable learning opportunities for all.
 Demonstrates sensitivity to community and cultural norms*
 Values candidates and encourages them to value self and others*
 Promotes a bias free learning environment*
 Believes in and encourages the success of all learners*
 Appreciates individual variation and shows respect for the diverse
talents of all learners*
 Responds appropriately to larger political, social, economic and
cultural issues through global awareness*
Technology: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which enhance the integration of technology within the educational
environment.
 Maximizes learning by using technology
 Enhances the educational environment through technology
 Implements various instructional technology strategies
 Tailors appropriate technology strategies to a specific content area
Research: The educator will demonstrate specific attitudes, values, beliefs and
behaviors which implements effective research within the educational environment.
 Uses existing educational research to inform and guide practice
 Maintains ethical standards in both conducting and applying
educational research*
 Identifies and solves problems by making decisions based upon
accepted theory and research