SYLLABUS
for
EDU 8120
Title: Faith, Ethics, and Social Issues in
Educational Leadership
Professor: Dr. Tommye C. Henderson
Semester: Fall 2014
Credit Hours: 3 hours
Box 4009
Clinton, Mississippi 39058
601-925-7768
hender02@mc.edu
EDU 8120
Faith, Ethics, and Social Issues in Educational Leadership
COURSE DESCRIPTION:
This course is a doctoral level course intended to familiarize participants with principles, practices, and
trends of faith, ethics, and social issues related to educational leadership within a variety of organizational
settings. The orientation of the course is toward enabling individuals to reflect on their personal religious
faith and practice, to determine ethical frameworks from which their decisions are influenced, and to
analyze and critique social issues in various contexts. The theory is expected to illuminate practice and
different practical expressions are expected to inform the theory. Consequently, diverse interpretations
and applications of the readings are to be expected. Where there is an increased awareness of the ways
which social structures shape human and religious realities, the result should be an appreciation for and
tolerance of individuals embracing a religious faith and ethical standards different from their own.
PREREQUISITES:
Admission to the Graduate School Doctor of Education Program.
RATIONALE:
The purpose of the course is to assist current and aspiring leaders in developing a capacity for leading
schools in ways that are ethically efficacious. Evoking reflection by students is the major strategy and
theme of the course as the primary means of developing and sustaining capacity for ethical leadership.
The following eight statements express the linkages between the course objectives and the conceptual
framework descriptors:
(1) School leaders must be knowledgeable as decision makers as they make crucial choices as leaders
of schools, and reflection is the primary cognitive process by which understanding of decision
processes is gained.
(2) Conceptual constructs inform knowledgeable decision makers who are leaders of schools, and
understanding useful constructs requires reflection.
(3) Reflecting on professional codes of ethics helps make decision makers in schools appropriately
knowledgeable.
(4) Reflection on state and national educational policies assists decision makers in becoming
knowledgeable so that they can facilitate adaptive strategies for leading schools and serving students.
(5) Leaders must be knowledgeable of ethical principles and develop cultural sensitivity in order to be
adaptive and empathetic to the needs and expectations of students, school staff, and members of
communities in which they serve.
(6) Reflecting on one’s personal values and cumulative experience is strategic to becoming more
knowledgeable as a leader and decision maker, and such reflection is a means of sustaining lifelong
learning.
(7) Case analysis is a viable strategy for evoking reflection that can result in more knowledgeable and
adaptive leaders of school organizations.
(8) Using reflection to advance one’s knowledge as a leader has affective implications and potential for
positive and enjoyable leadership experiences.
COURSE VALUES/EXPECTATIONS:
Plagiarism: Presenting someone else’s ideas as your own. You must acknowledge the author of the
research of body of knowledge in your text and in your bibliography.
Ethical behavior: Required of every student. Class discussion will reveal ethical policies and
procedures.
Diversity: Learning to work with, appreciate, and value the differences in others. You are expected to
show an appreciation for multinational and gender differences in the classroom.
Civility: Learning to work together in a civil, tolerant, and respectful manner for each other and for the
professor. Guidelines to follow in oral and written situations include but are not limited to:
 Show respect for conflicting/differing opinions than your own.
 Pay attention when someone else is speaking. Avoid side conversations or other distracting
behaviors during lectures, class discussions, and presentations.
 Avoid offensive comments, language, or body language.
 Presenting your view of a situation is appropriate when done with respect.
MISSION:
Perhaps the most significant redemptive spiritual symbol of the Christian Church, and therefore, the
Christian College, is the cross. As a distinctly Christian university, Mississippi College is determined to
fulfill its historic mission and its contemporary mission in such a way as to apply this redemptive symbol
through practical and temporal programs. A very early stated mission for the college is still etched on the
entrance and exit portals: “Enter Here to Increase in Stature, Knowledge and Wisdom” and “Depart to
Share Your Culture with All Mankind”.
The contemporary mission statements of the university, as well as the School of Education and the
Department of Teacher Education and Leadership are much more comprehensive in nature but still adhere
to the basic purpose of ministering to society. It is our contention that “Reflective Practitioners” who are
caring and competent and who are undergirded by Christian principles are excellent examples of program
completers who can effectively personify the intersection of the institution’s historic and contemporary
missions. We believe that placing an image of the cross behind the teacher education and leadership
program model sets a suitable and coherent philosophical framework for teacher education and leadership
at Mississippi College.
The image in the foreground of the model representing the conceptual framework represents the temporal
nature of teacher educator and leadership programs at Mississippi College. The symbolic architecture
suggests that Mississippi College graduates serve mankind in time and that their ministry is meant to be a
beacon in society. The Mississippi College magazine is The Beacon. We believe that teachers and other
school leaders will become beacons in their communities when they are, in fact, “competent, caring,
Christian reflective practitioners”.
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The vision of the educational leadership faculty is to produce the best prepared educational
leaders in the history of Mississippi.
The vision of Mississippi College is to be a university recognized for academic excellence and
commitment to the cause of Christ.
ACADEMIC INTEGRITY:
The integrity of an educational leader must be beyond reproach; and, this is really all that needs to be said
about the subject to one who aspires to such a position. However, the university’s official position
follows: Mississippi College students are expected to be scrupulously honest. Dishonesty, such as
cheating or plagiarism, or furnishing false information, including forgery, alteration or misuse of
university documents, records, or identification will be regarded as a serious offense subject to severe
penalty, including, but not limited to, loss of credit and possible dismissal. See the Mississippi College
Tomahawk or Policy 2.19 for specific information regarding penalties associated with dishonest behavior
at Mississippi College. Copies of the Tomahawk are available in the Office of Student Affairs, Nelson
212. Copies of policies are available on the Mississippi College web site.
INSTRUCTIONAL PROCEDURES/ACTIVITIES:
Lecture, discussion, oral presentations, demonstrations, modeling, role-playing, cooperative groups,
observation, technology, research, individual projects, reports, reflections, case study, and assessments
may be utilized.
COURSE OBJECTIVES:
Throughout this course, students will be expected to demonstrate progress in the achievement of the
following ELLC Standards that form the basis for programs in Educational Leadership. The applicable
standards are:
Standard 5.1 – Understand and can act with integrity and fairness to ensure that schools are
accountable for every student’s academic and social success.
Standard 5.2 - Understand and can model principles of self-awareness, reflective practice,
transparency, and ethical behavior.
Standard 5.3 - Understand and can safeguard the values of democracy, equity, and diversity.
Standard 5.4 - Understand and can evaluate the potential moral and legal consequences of
decision- making in the school.
Standard 5.5 - Understand and can promote social justice within a school to ensure that individual
student needs inform all aspects of schooling.
Standard 6.1 - Understand and can advocate for school students, families, and caregivers.
Standard 6.2 - Understand and can act to influence local, district, state, and national decisions
affecting student learning in a school environment.
Students will:
1. consider processes of religious faith and practices, ethical reasoning and models of ethical decisionmaking and social issues as they apply to the practice of school leadership.
2. identify the connections of religious faith and practice to ethical and/or social issues in professional
responsibilities by articulating their own opinions and stances by defending their choices in dialogue
with other individuals.
3. consider the ethical implications of national and state public policy related to local schools and other
educational organizations.
4. develop an understanding of religious faith and practice and the ethics of dealing with schools,
families, and community relationships.
5. undertake experiences in reflection of their personal value systems and ethical frameworks and the
implications of their values and ethics for their work as school leaders.
6. develop skills and capacities for dealing with realistic ethical issues and dilemmas using case scenarios
from educational organizations.
ACTIVITIES AND ASSIGNMENTS:
Course activities and assignments may include, but are not limited to the following:
1. Presentations of models of ethical behavior, applicable concepts from organizational theory, and
behavioral sciences, and other information related to the general content and objectives of the course.
2. Written critiques of materials related to course content. Detailed descriptions of the expectations for
these assignments will be provided prior to each assignment.
3. Case analyses and discussions of scenarios describing ethical dilemmas or occasions for making moral
decisions. The scenarios, dilemmas, and occasions for moral choices will relate directly to the practice
of school leadership.
4. Written reflections on events or activities requiring moral decisions and/or the application of ethical
frameworks from the day-to-day work of class participants. Detailed descriptions of the expected form
and content of the reflections will be provided prior to the first class meeting in which these
assignments will be due.
5. Reading assignments will be made from time to time from materials to be provided in class sessions.
Critiques of the materials will be required as a part of class activities or as work to be done between
class sessions.
6. Interactive group exercises that require reflective consideration of concepts and activities of practice
related to making ethical choices in school operations and in the treatment of students, practitioners,
and stakeholders.
7. A final assessment using materials presented in class sessions, content from readings and discussions,
and information from guest speakers will be presented at the end of the course.
EVALUATIONS:
Evaluations will be objective and subjective. Subjective scoring will be based on professional judgment
and high expectations for students.
EVALUATION COMPONENTS:
1. Class Activities: (a) Reflective Writing: Reflections on assigned topics will be handed in
at appointed intervals during the course. Reflections are intended to be a summary of personal
thoughts, feelings, insights, ideas, questions, points of confusion, agreement, disagreement, wishes,
needs, concerns, issues, etc. about the course content. (b) Class Participation: Engagement in class
discussions is essential. Participants are asked to relate materials to personal experience, analyze and
evaluate concepts, make connections among various themes, models, or strategies.
2. Ethical Dilemmas: The ethical dilemma provides an opportunity to integrate theory and practice.
Students are provided a dilemma in which the ethical behavior or social issue is particularly notable in
some respect. The student will use various topics and theories about ethics, faith, and practice to
analyze the dilemma, to offer reasons for the issues, and to make prescriptive suggestions. Dilemmas
resolutions will be discussed in class.
3. Journal Article Reviews: Being aware and abreast of current issues in ethical leadership, values,
faith, and social issues related to education is essential for educational leaders. Students will
be assigned various articles to review for submission for evaluation and for class discussion.
Some article reviews will be completed during class, and some will be completed as out-of-class
assignments.
4. Social Issue Sound Off!: Being able to verbalize an opinion about an education issue is vital in this
day and time. Educators must learn to advocate for themselves and for their profession. Each student
will choose a social issue related to education that he/she is interested in an passionate about. Each
student will present a 10 minute Sound Off describing the social issue, the reason for choosing
the issue, and how the issue can be addressed/resolved. (See Sound Off description for detailed
information.)
Class members will complete anonymously complete a Peer Evaluation Form following each Sound
Off in order to provide constructive feedback.
WRITTEN ASSIGMENTS:
Students are expected to use acceptable grammar, spelling, punctuation, and to proofread all materials for
clarity before submission. All written work must be typed and double spaced, using APA 6th edition
formatting. Points will be deducted for errors.
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Assignments: Unless extenuating circumstances (as determined by the professor) dictate
otherwise, late assignments are not acceptable. Points will be deducted for each assignment which
is not submitted on time.
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Participation: Class discussion is an integral part of the learning process; therefore, student
discussion is essential.
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Preparedness: Each student is expected to be prepared for each class session by completing
outside readings or writing assignments. In class, each student is expected to take an active part in
all class discussions and activities.
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Use of Technology: Each student is required to demonstrate the use of technology in this course.
Examples may include, but are not limited to, Microsoft Word, Power Point, Search Engines,
Excel, and Microsoft Publisher.
GRADING SYSTEM:
Mississippi College uses the following grading system for graduate school work:
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A reserved for work which is definitely superior in quality
B+ intermediate grade
B work which is consistently good and which manifests sufficient interest, effort, or
originality to lift it above average work
C+ intermediate grade
C average work that shows that basic requirements in class assignments have been met
(Work at this level or lower is considered unsatisfactory for graduate students.)
D earns credit but is below the standard for graduation
F indicates failure and carries no credit
GRADING SCALE:
92% - 100%
88% - 91%
80% - 87%
78% - 79%
70 % - 77%
65% - 69%
Below 65%
of possible points
of possible points
of possible points
of possible points
of possible points
of possible points
of possible points
=
=
=
=
=
=
=
A
B+
B
C+
C
D
F
OTHER INFORMATION:
Class Attendance - Each student is expected to be in class each meeting and on time. Points will be
deducted from the final grade for absences. Any student who misses three or more classes will not
receive credit for the course. Graduate students are to be commended for pursing an advanced degree.
Before committing to take this class, carefully consider family, job, and other responsibilities which might
affect attendance.
Special Accommodations - Students needing special accommodations due to learning, physical,
psychological, or other disabilities should contact:
Dr. Morgan Bryant, Director
Student Counseling Center
Alumni Hall – Room 4A
601-925-7790
Classroom Expectations:
 Be present, on time, and prepared
 Actively participate
 Turn off cell phones and pagers
 Respect others and their right to express their opinions and feelings
 Listen and refrain from talking when others are talking
 Leave children, family, and friends at home.
Orientation Information for Graduate Students - Graduate students should read the Graduate
Orientation Manual in its entirety. This is an important part of the orientation for graduate students. A
hard copy can be obtained from the Graduate Office in Nelson Hall 202. You may also view the manual
on the web at: http://www.mc/edu/academics/graduate/graduate/orientation.pdf
Updated: 8/14