SYLLABUS
Leadership Models and Applications
EDU 7527
RUTHIE S. STEVENSON, PH.D.
FALL 2015
“Management is doing things right; leadership is doing the right thing.”
Peter F. Drucker
SYLLABUS
LEADERSHIP MODELS AND APPLICATIONS
EDU 7527
Professor: Ruthie S. Stevenson, Ph.D.
Office: 400B
Phone: 601-925-3403
Email: Rstevens@mc.edu
Office Hours:
Required Reading: The Five Dysfunctions of a Team by Patrick Lencioni
Note: Please refer to Moodle for class assignments and activities. All PowerPoints
used by the professor are available on Moodle.
Catalog Description: This course is an in-depth study of modern participative leadership
models and their applications for change in leadership roles and organizational climate as
trends for future leadership effectiveness in educational organizations.
Prerequisites: Admission to Graduate School in the Education Specialist or Doctoral
program in Educational Leadership and completion of the required prerequisites
COURSE DESCRIPTION AND RATIONALE
The emphasis of the course is centered upon effective leadership behaviors in relation to
optimizing organizational development for enabling faculty and staff to provide effective
teaching and learning practices at the school and district levels. This course is designed to
provide students the opportunity to reconsider present leadership behaviors, knowledge,
and opinions in contrast to proposed leadership models based upon changing paradigms
reflecting increased participative, shared-decision making behaviors and team
management approaches in an organization. This course is designed to provide students
with an understanding of leadership from a variety of perspectives. Students will study
how the definition and study of leadership have evolved over time.
ELCC Standards are enclosed in parentheses:
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Effective organizations expect leaders to model the acceptable organizational
behaviors expected of others by sharing their vision. (1.1)
Effective organizations practice shared-decision making. (3.3)
Educational leaders promote acceptance of cultural diversity as a natural state of
being. (2.1; 4.2;6.1)
Educational leaders possess the ability to critically evaluate educational reform
proposals against the backdrop of theory and the empirical knowledge base. (1.2)
Leaders have the ability to think reflectively about one’s own personal values and
professional behavior in relation to leadership practice. (5.0)
Educational leaders have an understanding of, and value for, collaborative work
group processes. (2.1)
Schools must be in compliance with federal, state, and local governing agencies. (6.3)
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Course Objectives: The objectives of this course are for students to:
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Explore historical and contemporary models of leadership and how individual
styles compare to such models
Examine some of the contemporary definitions of leadership
Develop and understanding of the responsibilities and privileges of leadership,
including moral and ethical decisions and use of power and authority
Examine the context of leadership, most central to which is the relationship
between the individual and the group
Increase their knowledge and understanding of systems and organizations;
Expand their knowledge and understanding of leadership models;
Explore and possess a variety of strategies for leading and changing
organizations;
Become more aware of their personal leadership strengths and challenges; and
fine-tune beliefs about education and the responsibilities of education leaders;
To study the traits and behaviors of those individuals who are perceived as great
leaders;
Communicate problem-solving techniques, decision-making skills, and practice
effective group dynamics.
The mission of the Department of Teacher Education and Leadership is to produce
teachers (leaders) that are caring, competent, reflective practitioners. The projects and
activities in this class are designed with that mission in mind.
Leadership Models and Applications will provide a theoretical understanding of
leadership models/theories coupled with several job-specific activities of beginning
school leaders. Information gained will allow students to assume the position of school
administrator confident in their ability to provide effective leadership in an educational
organization. Technology will be used by the instructors and candidates to enhance
production in research, instruction, and presentations.
EXPECTATIONS
1. As a member of a professional learning community, you will be expected to
conduct yourselves in a professional manner during class. This includes being
attentive and respectful.
2. No put downs of classmates will be tolerated.
3. You will be expected to come to class prepared with readings, papers, and all
other assignments completed as assigned.
4. It is important for you to attend EVERY class session, on time, and fully
prepared. Your failure to attend all scheduled classes will adversely affect your
grade. As a teacher or administrator, your attendance will influence how
adequately you meet the needs of your students, which is very difficult to do if
you are absent from school. Your attendance for this class should reflect your
commitment to teaching AND leading. If missing a class is unavoidable, you are
responsible for notifying the professor. It is your responsibility to check with class
colleagues for notes and to complete any missed assignments, readings, or other
work before the start of the next class. Be aware that a percentage of your grade is
earned through class participation (which includes discussions, etc.); therefore,
absences can affect your grade. Late assignments affect your grade on the
assignment and will not be accepted without making prior arrangements with the
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professor. Note that notifying me of your absence does not erase your
absence.
5. Cell phones must be placed on “off” or “silent.” If you must use your phone,
please quietly leave the classroom. If you are observed texting during class, you
will be asked to leave class for the evening and will be marked absent.
6. Please do not bring children or your dinner to class.
EVALUATION AND GRADING
This is a graduate-level course and high quality work is expected at all times, in class and
on all assignments. You will be provided with a rubric for some assignments to note the
completion of the assignment and to serve as an instrument to assess your grade for the
activity.
Your ability to communicate is essential; therefore, you will be encouraged to strengthen
your communication skills. This means you will be expected to listen attentively to
others; speak concisely and to the point; remain focused on discussion topics; ask probing
questions to gather needed information; make relevant comments that move the
conversation forward; and use tone effectively. It also means that that you will illustrate
quality written and oral expressions related to mechanics, clarity, and facility with the
English language. Grading for all written work will consider the quality of the writing as
well as the content. The 6th edition of the American Psychological Association Manual
must be used for all writing in this course. I strongly suggest you secure a copy and refer
to it when you complete written work for this course.
ASSIGNMENTS
Attendance/Discussion/Leadership/Participation
10%
Here I am interested in your attendance, being on time for class, contributions to class
discussions, and active engagement with members of your group. Points will not be
awarded for non-attendance even when I have been notified.
Interviews
Due September 17
20%
Each student will interview three leaders in different professions: a school leader, CEO of
an organization, and an entrepreneur (someone who owns or started a business, regardless
of size or profit).
Use predetermined questions about job motivation and the change process to conduct
interviews with each leader. Write a brief one-paragraph summary of each interview.
Next, write a three-paragraph summary to compare and contrast the three
interviews and to highlight your learning(s) about leadership and about yourself.
During the class session on the night the assignment is due, you and your classmates will
participate in small and large groups to (1) discuss your personal findings; (2) discover
the patterns of similarities and differences among the total responses; (3) synthesize the
total responses; and (4) reflect on the learning, if any, for educational leaders.
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Book Study
October
30%
Students will work in small groups to read an assigned book on leadership. Each group
will present a PowerPoint highlighting the key concepts of the book and lead a discussion
of the book with the class. Please submit a summary outlining the responsibilities/roles of
each group participant. A rubric will be provided for this assignment.
Philosophy of Education
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November 12
20%
Develop a written personal philosophy of education from the perspective of an
educational leader, including how your beliefs relate to practice. When writing
your philosophy, include the seven elements listed below as subtitles. A rubric
will be provided for this assignment. You may
add additional elements if you think it is important to include them.
The purpose of education
The role of education in today’s society
The responsibilities of leaders in schools
The leader’s responsibilities for student learning
The ethical responsibilities of school leaders
The major skills, knowledge and dispositions needed by successful educational
leaders
How you intend to demonstrate leadership skills, knowledge, and dispositions in
your work as an educational leader.
Final Examination
December 10
20%
ACADEMIC INTEGRITY
It is expected that a student attending Mississippi College will be scrupulously honest.
Therefore, cheating, plagiarism, or any form of dishonesty associated with this course
will be dealt with in accordance with the policies of the university. These policies are
stated in the Graduate Catalog.
SPECIAL ACCOMMODATIONS
In order for a student to receive disability accommodations under Section 504 of the
Americans with Disabilities Act, he or she must schedule an individual meeting with the
Director of Student Counseling Services immediately upon recognition of their
disability (if their disability is known they must come in before the semester begins or
make an appointment immediately upon receipt of their syllabi for the new semester).
The student must bring with them written documentation from a medical physician and/or
licensed clinician that verifies their disability. If the student has received prior
accommodations, they must bring written documentation of those accommodations
(example Individualized Education Plan from the school system). Documentation must
be current (within 3 years). The student must meet with SCS face-to face and also attend
two (2) additional follow up meetings (one mid semester before or after midterm
examinations and the last one at the end of the semester). Please note that the student may
also schedule additional meetings as needed for support through SCS as they work with
their professor throughout the semester. Note: Students must come in each semester to
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complete their Individualized Accommodation Plan (example: MC student completes fall
semester IAP plan and even if student is a continuing student for the spring semester they
must come in again to complete their spring semester IAP plan).
Student Counseling Services is located in Alumni Hall Room #4, or they may be
contacted via email at christia@mc.edu or rward@mc.edu. You may also reach them by
phone at 601-925-7790.
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