KENNESAW STATE UNIVERSITY
E-Z FORM: SIMPLE COURSE CHANGE
Cover Sheet 10-15-02 (draft)
Course Number/Program Name EDL 7100/MED Educational Leadership
Department Educational Leadership
Degree Title (if applicable) N/A
Proposed Effective Date Fall 2010
Minor Changes:
1.
Minor changes are defined as a change to one of the following
a. _____ change to the title of a course
b. __x_ simple editing changes to a course description
c. _____ course deletion
d. _____ course numbering change
e. _____ degree program name change
f. _____ credit hour change
2.
Multiple changes to any combination of title, numbering, or description DO
NOT constitute a Minor Change, and must go through the full course revision
proposal approval process.
3.
Changes that appear to be more than simple editing changes must go through
the full course proposal approval process (committee chair discretion).
4.
Proposals that meet the criteria as being minor changes, are exempt from the
two-week submission prior to the first reading rule
Submitted by:
Faculty Member
Approved
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE MINOR CHANGE FORM
I.
Current Information
Page Number in Current Catalog 147
Course Prefix and Number EDL 7100
Course Title Leadership Theory and Practice
Class Hours__3__Laboratory Hours___0___Credit Hours__3_____
Prerequisites Admitted to MED Program or permission of instructor
Description: This course is intended to be an introductory course to the
M.Ed. Program in Educational Leadership. The course provides students
with an introduction to leadership theory and practice, both generally and
specifically in the context of educational administration. Course concepts
include, but are not limited to, assessing and changing organizational
culture, identifying and cultivating effective schools practices that have a
positive impact on all students including those with learning disabilities
and those who come from linguistically and culturally diverse
backgrounds. Course concepts also include leading change in schools that
will lead to the academic success of all P-12 students.
II.
Proposed Information (Fill in the changed item)
Course Prefix and Number ___EDL
7100_____________________________
Course Title __Leadership Theory and
Practice________________________
Class Hours__3____Laboratory Hours___0___Credit Hours_3____
Prerequisites Admission to graduate study by department
Description: The course provides students with an introduction to
leadership theory and practice, both generally and specifically in the
context of school leadership. Course concepts include, but are not limited
to, assessing and changing organizational culture, identifying and
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cultivating effective schools practices that have a positive impact on all
students including those with learning disabilities and those who come
from linguistically and culturally diverse backgrounds. Course concepts
also include leading change in schools that will lead to the academic
success of all P-12 students.
III.
Justification
The changes to the course description of EDL 7100 are merited by its
inclusion in the teacher leader endorsement program. The minor changes
remove the first line of the descriptor which seemingly limit the course to
use in the MED in Educational Leadership.
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VII. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office
of the Registrar once the course changes have been approved by the Office of the
President.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
__________________________________________________
Vice President for Academic Affairs or Designee __
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EDL 7100 Leadership Theory and Practice
Department of Educational Leadership
Kennesaw State University
[Semester]
Instructor:
Text(s):
Donaldson, G. (2006). Cultivating leadership in schools: Connecting people,
purpose & practice. New York: Teachers College Press (ISBN 0807747106)
Georgia Department of Education (March 2009). Leader keys. Available FREE
online: http://www.doe.k12.ga.us
This course additionally makes extensive use of instructor-provided articles and
resources.
Catalog Description:
This course provides students with an introduction to leadership theory and
practice, both generally and specifically in the context of school leadership.
Course concepts include, but are not limited to, assessing and changing
organizational culture, identifying and cultivating effective schools practices that
have a positive impact on all students including those with learning disabilities
and those who come from linguistically and culturally diverse backgrounds.
Course concepts also include leading change in schools that will lead to the
academic success of all P-12 students.
Purpose/Rationale:
Educational leadership is undergoing a seismic transformation in the first decade
of the 21st century. Research recognizes that effective school leaders are second
only to quality of classroom instruction in improving students’ learning
opportunities and outcomes (Darling-Hammond, 2007; Kirst, Haertel & Williams,
2005; Leithwood, 1998); however, it also recognizes that “traditional” leadership
paradigms in which leadership was largely concentrated in building
administrators is insufficient to achieve and sustain educational change (Price,
2000; Spillane, 2006, 2007). To achieve professional learning communities
producing powerful teaching and leading for all students, school leadership must
become more diversified and distributed (Darling-Hammond, 2007; Peterson,
2002). School leaders must move within and beyod the classroom to varying
roles “ranging from educational visionaries and change agents to instructional
leaders, curriculum and assessment experts, budget analysts, facility managers,
special program administrators, and community builders” (Davis, DarlingHammond, LaPointe, & Meyerson, 2005).
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COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high
levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that
end, the PTEU fosters the development of candidates as they progress through stages of
growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state.
To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices
can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents
and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Use of Technology
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning
and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided
with opportunities to explore and use instructional media, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Diversity Statement
A variety of materials and instructional strategies will be employed to meet the
needs of the different learning styles of diverse learners in class. Candidates will
gain knowledge as well as an understanding of differentiated strategies and
curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of
critical multicultural issues. A second element is to cause candidates to explore
how multiple attributes of multicultural populations influence decisions in
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employing specific methods and materials for every student. Among these
attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or
the Americans with Disabilities Act of 1990. A number of services are available to
support students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student
Support Services (ext. 6443) and develop an individual assistance plan. In some
cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above.
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and field-based experiences directed at the
improvement of teaching, learning, and school leadership. Appropriate activities may
include, but are not limited to, attending and presenting at professional conferences,
actively serving on or chairing field-based committees, observing and analyzing school
board meetings, leading or presenting professional development activities at the school or
district level, and participating in education-related community events. As you continue
your educational leadership experiences, you are encouraged to explore every
opportunity to learn by doing.
You are required to complete your field experiences in diverse settings with diverse
populations. In addition, you are required to complete your field experiences at all P-12
school levels (P-2, 3-5, 6-8, and 9-12). In order to meet these requirements, you should
complete several of your field experiences in diverse settings at other schools. You are
required to document in your field-experience log the diverse settings and various P-12
school levels in which you complete your field experiences. Approximately 30% of class
assignments will involve field experiences. You are required to log your hours and reflect
on what you have learned. The field-based documentation will serve as artifacts in your
professional portfolio.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire
ePortfolio account. This web-based application will be used in multiple courses
throughout your program, but you will only need to purchase your account ONE time
since the accounts are good for five years. Accounts must be purchased through the KSU
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Bookstore. For additional information on how to purchase the account, the purpose of
Chalk and Wire, and training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to
create an organized view of themselves and their educational leadership capabilities.
Each student is expected to create an electronic portfolio demonstrating mastery of the
BOR strands and the PSC/ELCC/NCATE standards. Students are required to upload
assignments from each class in the Educational Leadership program to the Chalk and
Wire portfolio. Each assignment uploaded must be accompanied by a reflection clearly
demonstrating knowledge, application, analysis, and synthesis of the BOR strands and the
PSC/ELCC/NCATE standards.
Course Objectives:
Course objective
Course
Contents
Course
Activity/
Assignment
Class readings and
reflection.
The school leader
Organizational Culture
demonstrates the ability
to design, use, and
Change Theory
interpret multiple types
of assessment in
Effective Schools
combination with other
available data to
facilitate teachers’
design and use of varied
diagnostic and
evaluative assessment
tools to plan instruction
and measure student
learning.
The School leader
Organizational Culture
exhibits strong
interpersonal skills and Change Theory
is considered by peers
and stakeholders to
exhibit a high degree of
professionalism, ethics,
collegiality, caring and
task commitment
focused on efforts to
improve student
learning.
Leadership evaluation
School environment
assessment
Assessment
School
Performance
Assessment
PSC
Standards
(MED/TL)
5a/ 2a; 7a-e;
8a-b, e-f, h-j
PSC/ELCC
Standards
3a, 3b, 3c,
3e
Change
Project
Professional Development
Analysis
Class readings and
reflection.
5b/1a; 2b-x; 3b
School
3b-g; 7a-e;
Performance 9a-g
School improvement plan Assessment
(SIP)
Change
Project
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Course objective
Course
Contents
Course
Activity/
Assignment
Class readings and
reflection.
The School leader
Effective Schools
demonstrates the ability
to collaborate with all Change Theory
stakeholders (parents,
students, teachers, and Leadership Theory
community members) in
planning and
School Improvement
implementing actions
designed to improve
student achievement
and the instructional
process for students.
Leadership evaluation
School environment
assessment
Change project
PSC
PSC/ELCC
Standards Standards
(MED/TL)
5c/ 2 (all); 3a, 3b
Leadership 3b-g; 8a-b,
evaluation e-f, h-j; 10ag
School
environment
analysis
Assessment
Professional
development
analysis
Change
project
The school leader
School Leadership
demonstrates strong oral
and written
School Improvement
communication skills.
Effective Schools
All exercises and
presentations
The school leader
demonstrates a
comprehensive
knowledge of his/her
content discipline and
curriculum standards.
Class readings and
reflection.
School
5d/2e; 4a-k; 3d
Performance
Assessment
Change
Project
Leadership Theory
Effective Schools
School
5e/ 5a-d; 6e- 4d
Performance f; 7a-e
Assessment
Leadership evaluation
Change Theory
Change project
The school leader
Leadership Theory
facilitates the design
and implementation of Change Theory
action research based on
data analysis for
Effective Schools
individual and group
decision-making in
School Improvement
order to improve
student achievement
and instruction.
Class readings and
reflection.
Change
Project
School
5f/ 2b-h; 6e- 4a, 4b, 6a
Performance f; 8a-b, e-f,
Assessment h-j; 10a-g
Leadership evaluation
School environment
analysis
Professional development
analysis
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Change
Project
Course objective
The school leader is
knowledgeable of
research based best
practices in pedagogy
and serves as a model
for other educators.
Course
Contents
Course
Activity/
Assignment
Class readings and
reflection.
Change Leadership
Leadership Theory
Assessment
School
Performance
Assessment
PSC
PSC/ELCC
Standards Standards
(MED/TL)
7a/ 2e; 5a-d 4a, 4b, 6a
Leadership evaluation
School Improvement
Change project
Change
Project
The school leader
Leadership Theory
facilitates the design
and implementation of School Improvement
coherent, integrated,
and differentiated
Effective Schools
professional learning
based on assessed
student and teacher
needs.
Professional development
School
7b/ 2e, f; 6e- 6b
analysis
Performance f
Assessment
Change project
Change
Project
The school leader
Effective Schools
promotes the
development,
School Improvement
articulation,
implementation, and
stewardship of a shared
vision of learning
supported by the
school/system
community.
School Performance
Assessment
The school leader
School Improvement
promotes the
development of a school Effective schools
culture and environment
that promotes
School Leadership
excellence, is focused
on improvement, and
fosters a sense of
belonging and
cooperation.
School Performance
Assessment
School
7c/ 8h-j; 9a- 4c, 6b
Performance g; 10a-g
Assessment
Change project
Change
Project
School
7j/ 8a-b, e-f, 4a, 6b
Performance h-j; 9a-g;
Assessment 10a-g
Change project
Change
Project
Course Outline:
1. Why Leadership Matters
a. Transactional to Transformational: A Brief History of Leadership
i. The Leader as Facilitator
ii. The Leader as Visionary
iii. The Leader as Manager
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b. Your Authentic Leadership – Why Should I Follow YOU?
i. Recognizing Personal Strengths and Weaknesses
ii. Knowing When – and How - to Admit You’re Wrong
c. The Ethical Obligations of Leadership
d. Knowing When You’re “Part of the Problem”
e. The Role of Social and Emotional Intelligence in Leadership
2. The Importance of School Leadership
a. The School as an Organizational Unit
i. The effects of policy constraints on leadership choices
ii. The camera does add twenty pounds – leadership in a highly
regulated, highly scrutinized organization
b. Leadership Behaviors and Student Achievement
c. Neither a Shark or a Jet: The Role of School Leaders
d. Moving Beyond Management – The 21st Century School Leader
e. Leading with Heart and Head: Strategic Leadership, D3M, and Emotional
Intelligence
3. School Culture
a. Examination of Organizational Cultures
b. Cultures and Subcultures of School Communities
c. Effectively Assessing and Changing “Toxic” Cultures
4. Leadership and Diversity
a. Do Resources and Class Really “Matter?”
b. The Achievement Gap – A Historical Perspective
c. The Role of Class, Culture and Resources in Education
i. What happens to high-achieving, low-income students?
ii. The role of SES in parent/school communications
iii. Working with ESOL parents and students
d. Closing the Achievement Gap – What Research Supports
e. It Takes a Village: Working with a Community
5. The Challenge of Change
a. Change Theory
b. Why is Change “Difficult” in Schools? An Organizational and Behavioral
Perspective
c. Determining and Building Consensus
d. Leading Effective Change in Schools – An Eight-Step Approach
6. Building Teams
a. Effective Team Development and Leadership
b. Make the Horse Thirsty, and It Will Drink: Creating Culture and Structures
Supporting Effective Teams
c. Forecasting and Removing Barriers
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d. Building Teams Beyond the School Building: Organizational and Social
Challenges and Opportunities
e. Redirection Without Reprimand: Informal Peer Leadership
7. Leading Professional Learning
a. Peer Coaching – The Research Base
b. The Adult Learner
c. Handling Difficult Conversations
d. Building a Professional Action Plan Targeting Student Achievement
e. The Class Keys Evaluation – Measuring What Matters
8. Communication and Conflict
a. Effective Communication – Making Sure Everyone’s Voice is Heard (and
Understood)
b. What Does “Transparency” Mean?
c. Achieving Cultural Proficiency
d. Handling Conflict When It Occurs
Course activities:
Course activities will include, but are not limited to:
1. Lecture
5. Class and group discussions
2. Student research projects
6. Reading assignments
3. Class exercises
7. Simulations/Case studies
4. Presentations
8. School visits
9. Field experiences
Course requirements:
I.
SCHOOL PERFORMANCE ASSESSMENT: [FIELD EXPERIENCE]. The
overarching assignment for LPO 7100 is the School Assessment and
Recommendation, which consists of four (4) discrete subparts – the Leadership
Evaluation, the School Improvement Plan Analysis, the School Culture Audit
(internal and external), and the Professional Development Analysis. These four
(4) analyses are undertaken prior to the completion of the overall school
assessment, permitting students to identify attributes of their school that align (or
not) to research-based practices building student achievement. The culmination
of the activity is the preparation of a memorandum
A. LEADERSHIP EVALUATION: [FIELD EXPERIENCE] [PORTFOLIO
SUBMISION]
The Leadership Evaluation document is a very truncated version of the
Georgia Assessment of Performance on State Standards (GAPSS), the
instrument developed by the Georgia Department of Education to measure a
school’s performance, and incorporates elements of the Class Keys and
Leader Keys. The sections of the GAPSS analysis used in this course will
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assist school leaders in recognizing and analyzing “best” practices in school
leadership and professional learning. Using the Leadership Evaluation
document provided by the professor, students will interview school leaders
answering the following questions:
1. What is the mission/vision of the school? Is there a written copy? Who was
involved in the development? How often is the mission/vision reviewed?
2. How is the school improvement plan developed?
3. Is instructional time protected in your school? How?
4. Do school administrators exhibit a deep understanding of curriculum,
assessment and instruction? If so, how?
5. How often do you spend time in classrooms? Describe the purpose or
focus of your visits. How often do you attend collaborative teacher
meetings?
6. How do school administrators facilitate the development, implementation
and maintenance of a supportive learning environment? Are school
leaders visible to faculty, students and parents?
7. How do you distribute leadership in your school? Leadership teams?
School leadership?
8. Describe the purpose of the school leadership team. How were the
members selected? Describe a typical leadership team meeting.
9. How does the leadership team receive input from and communicate with
faculty and staff?
10. How do you get buy-in from your faculty and staff when a major change
must occur in the school?
11. How do you identify and manage conflict in your school?
In addition to these interview questions, complete the Leadership Evaluation
Rubric provided by the professor. After consideration of both, develop a
series of recommendations as to how to improve the leadership in your school.
Upload the completed Leadership Evaluation and the Field Experience
Log/Reflection to your electronic portfolio.
Grade: (15%)
B. SCHOOL IMPROVEMENT PLAN (SIP) ANALYSIS:
[FIELD EXPERIENCE] [PORTFOLIO SUBMISION]
Students will read and critically analyze their School Improvement Plan (SIP)
and discuss with school leaders the process used to develop the SIP.
Candidates should evaluate the degree of congruence between the stated
mission, vision, goals, and action plan and the reality of what is actually
taking place in the school. Candidates should consider the goals and
strategies, and note how the school improvement plan is monitored. Note if
policies and practices are not aligned and make recommendations for greater
alignment with the “officially” published documents. Recommendations to
improve each component of the plan should be included. Recommendations
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could also involve improving the process utilized to develop the plan.
Upload School Improvement Analysis and the Field Experience
Log/Reflection to your electronic portfolio.
Grade: (10%)
C. SCHOOL ENVIRONMENT ANALYSIS. [FIELD EXPERIENCE]
[PORTFOLIO SUBMISION]. The school environment analysis consists of an
internal and external component.
1) Internal Assessment. School culture and subculture (department-level) plays
a key role in a school’s success or failure. While structures in education
frequently change, without a recognition of “cultural” factors, those structures
seldom achieve sustainable change. Using the National Staff Development
Council’s school culture analysis, school leaders will analyze the culture of
their school or a subunit of their school (department), preparing a report on
that culture. The exercise concludes with a memorandum (2-3 pages) with
recommendations for changing the culture, with particular emphasis on the
proactive role of professional learning.
a) Students will interview and/or observe teachers and administrators
regarding the school culture focusing on three types of behavior:

Professional Collaboration – Do teachers and staff meet and work
together to solve instructional, organizational, or curricular issues?

Collegial Relationships – Do people enjoy working together,
support others, and feel valued and included?

Efficacy/Self-Determination – Are people in this school because
they want to be? Do they work to improve their skills as
professionals, or do they see themselves as victims of a large and
uncaring bureaucracy?
b) Once input has been gathered from teachers and administrators regarding
the school culture, students will complete the Self-Assessment: School
Culture Triage.
c) Students will analyze the school culture reflecting on the outcome of the
Self-Assessment School Culture Triage. In this analysis, students will also
include a series of recommendations on how to improve the school culture
in each of the three areas: Professional Collaboration, Collegial
Relationships, and Efficacy/Self-Determination.
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Upload your School Culture Analysis and the Field Experience
Log/Reflection to your electronic portfolio.
Grade: (15%)
2) External Assessment. This assignment consists of a demographic analysis of
the historically underserved groups who currently attend the educator’s school
and who research identifies as being marginalized by traditional educational
practice. This includes ethnic minorities, ESOL, low SES, students with
exceptionalities, and other groups identified by Georgia as being a “subgroup”
for purposes of ESEA. After reading research on the role of SES and culture
in education and in preparing to be culturally proficient peer leaders, students
should consider the groups (and subgroups) who attend their school. What are
the particular research-based challenges educators can expect when working
with these groups? For example, if the school has a high population of
students in transition (homeless students), educators may assume that they
will not have resources for performing computer-related assignments at home
or checking “blogs.” If a school has a high ESOL population, educators may
assume that parental notifications that are not translated into the primary
language spoken at home may not be accessible. If a school has a significant
number of students qualifying for free or reduced-cost meals, parents may
have economic barriers that prevent them from attending meetings at school.
Building on the teacher-leader’s role as a peer leader, students should reflect
on an appropriate action plan to increase cultural awareness and make
educational practice more responsive to external factors affecting learning.
Grade: (10%)
D. PROFESSIONAL DEVELOPMENT ANALYSIS:
[Field Experience] [Portfolio Submission]
Request a copy of your school’s current professional learning plan for the
year. Discuss the plan with your principal and use the discussion as a basis for
answering the following questions.
1. How are the professional learning needs identified in your school? Are
they data driven? Collaboratively identified? Are they revisited and
refined on an ongoing basis?
2. Who was involved in the development of the school’s professional
development plan? What were their roles?
3. What types of professional development are offered in the plan? Are they
effective in your opinion? Why or why not?
4. Is the professional learning aligned to the school improvement goals? If
so, how?
5. Is professional learning offered that assists teachers in working with
students and families with special needs and those who come from
culturally and linguistically diverse backgrounds? If so, describe.
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6. Have you attended any of the professional development described in the
plan? If so, how would describe the quality of the experience? What
made it a positive/negative experience? What would you retain and what
could be improved?
Students will upload their Professional Learning Current Reality/GAPSS
Review and their Field Experience Log/Reflection to their electronic
portfolios.
Grade: (15%)
II.
SCHOOL CHANGE PROJECT . [FIELD EXPERIENCE] [PORTFOLIO
SUBMISION] Students will select an area of improvement needed in their schools
and design an improvement project requiring a significant “change.” This project
should relate to the challenges a school leader would experience in attempting to
change the culture or structure of a school or department that is resisting
implementation of culturally proficient and educationally sound instructional
practices. Students should consider basing their change project on how they
would implement recommended changes stemming from their School Assessment
and Recommendations.
Students will upload the Change Project and the Field Experience Log/Reflection
to their electronic portfolio.
The change project is based on John Kotter’s (1996) model of organizational
transformation, and will be prepared in the format of a memorandum or “white
paper” to the board of education and superintendent recommending and justifying
a particular school change. It must address the following steps of Kotter’s change
model:
1. Sense of urgency propelling the change
a. Identify and discuss the “problem” – why does the status quo need
changing?
b. Identify the desired change and its projected outcomes.
c. Identify the scientifically validated research basis for your desired
change.
d. Identify the human and other resource costs of (1) maintaining the
status quo; (2) implementing your change; (3) maintaining your
change.
2. Identify the “guiding coalition”
a. Putting together a group powerful enough to lead the change –
identify who you selected and why.
3. Develop a vision and strategy for implementation
a. Identify and describe groups of stakeholders necessary to achieve
change.
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4.
5.
6.
7.
8.
III.
b. Create a vision to help direct the change effort. Describe your
vision and explain its appeal to stakeholders with disparate
interests.
Communicate the change vision
a. Identify opportunities for verbal and non-verbal communication of
the change vision.
b. Identify threats to communication and strategies for prevention.
c. Identify strategies for ensuring guiding coalition models behaviors
expected of employees.
Empower broad-based action
a. Anticipate and identify obstacles preventing implementation of
vision.
b. Identify and explain how you will change systems or structures
frustrating or preventing implementation.
c. Identify how you will encourage employee risk-taking and
nontraditional ideas.
Generate short-term wins
a. Identify opportunities for visible improvements in performance
that can be celebrated.
b. Identify resource cost of celebrating “wins.”
c. Explain how you will visibly recognize and reward people who
made wins possible.
Consolidate gains and producing more change
a. Identify how you will use increased credibility to change systems
and structures that frustrate change.
b. Identify how you will hire, promote and develop employees who
can implement the change.
c. Identify how the process can be reinvigorated with new themes and
projects.
Anchor changes in the culture
a. Identify point at which you determine change “achieved” and
strategy for grounding that change in organizational culture.
b. Develop and describe a plan to ensure leadership development and
succession that will maintain the change.
Grade: (10%)
LEADERSHIP PHILOSOPHY: [PORTFOLIO SUBMISION]
Students will develop their Leadership Philosophy and upload it to their electronic
portfolio. The portfolio should be updated throughout the program.
The philosophy must address the following areas:
a.
b.
c.
d.
e.
Vision
Facilitating Change
School Culture
Instructional Leadership – (Curriculum, Instruction, Assessment)
Technology Integration
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f.
e.
f.
g.
Professional Learning
Collaboration with the Community
Diversity
Professional Ethics
The leadership philosophy is designed to help school leaders reflect on readings
and activities in the course and their thoughts as they consider how to develop as
school leaders. While reflections should be submitted to the course instructor for
feedback and guidance, the leadership philosophy is primarily a personal
reflection, designed to elicit candor and frankness and primarily for the educator’s
personal use.
At the conclusion of the reflection, the student should submit a summary
document describing his or her leadership philosophy based upon his or her
ongoing reflections. The student does not have to submit his or her ongoing
reflective entries to the portfolio.
Grade: (10%)
IV.
PREPARATION/PARTICIPATION/ PROFESSIONALISM: Graduate study
requires students to contribute meaningfully to class discussions and activities.
This requires more than attendance. Students must complete assigned readings
and share ideas in class, participate in cooperative learning activities enabling
application of new knowledge and skills, as well as listen to and respect the ideas
of peers. Students shall be punctual and attentive to the professor and colleagues side conversations, Internet browsing, and other behavior that would be
inappropriate in P-12 classrooms is certainly inappropriate in graduate school.
Quizzes may be given to ensure readings are completed and course content is
understood and synthesized. If a student is absent or late and misses a quiz, a zero
will be awarded on the quiz. All assignments will be timely submitted, with late
assignments receiving a significant credit reduction. Attendance in class is
required. If a student misses a class, it is solely his or her responsibility to take
necessary steps to ensure he or she can continue to meaningfully participate in
class. One (1) absence due to illness, family, or work schedule will require
completion of a 5-page paper on a topic of the professor’s choice relating to the
course material covered in the missed class AND subject the student to lost class
participation points. Any additional absences will result in the student being asked
to withdraw from the course.
V.
ADDITIONAL READING/REFLECTIONS: Students will read additional
articles, reports, etc. assigned throughout the semester. They will be responsible
for posting a thoughtful, analytical response describing how the information
found in the readings can or cannot be applied to their school setting. The
response should not be a summary of the reading. In addition, the students will
read and respond to the postings of at least two of their peers.
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The Ladder of Feedback Protocol
How can we provide valuable feedback to our colleagues?
If we only offer our colleagues general and supportive comments, our colleagues may
feel good, but not learn much. It can feel risky, however, to provide specific
suggestions or less positive comments. One way to deal with this risky feeling is to
follow a process for understanding and responding to colleagues. Daniel Wilson and
Heidi Goodrich Andrade recommend a process that they call the “Ladder of Feedback”.
Here is a condensed version of their process:
1. Clarify
2. Value
3. Offer
concerns
4. Suggest
Clarify: When learners share their work, their ideas may not seem clear or some
information may be missing. It is crucial to ask questions about unclear points or absent
ideas before feedback is given. This step can help us gather relevant information and
provide more informed feedback.
Value: After gathering the proper information, expressing your appreciation for learners
and their ideas is fundamental to the process of constructive feedback. Valuing builds a
supportive culture of understanding and helps learners to identify strengths in their work
they might not have recognized otherwise. Stressing the positive points of the work,
noting strengths and offering honest compliments sets a supportive tone during a
feedback session. Such valuing honors people and their strongest ideas. It also reminds
them of the parts of their work to preserve, as they change it to make improvements.
Offer Concerns: Often there are legitimate concerns about the work being assessed.
Perhaps you see problems or don’ t agree with the ideas or actions in question. Now is
the time to raise such concerns – not as derisive accusations or abrasive criticisms, but
as honest thoughts and concerns. "Have you considered . . .", "What I wonder about is . .
.", "Perhaps you have thought about this, but . . ." are all ways of framing concerns in
non-threatening ways.
Suggest: Offering suggestions is the last vital rung in supporting learners in developing
understanding. Giving suggestions for solving the problems we identified during the last
step can help the learner use the feedback to make improvements. Of course, there is no
guarantee that the learner will use the suggestions, nor need there be one. Suggestions
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are just that--suggestions--not mandates.
Adapted from The Harvard Graduate School of Education’ s peer feedback protocol.
IV & V Collectively - Grade: (15%)
GeorgiaVIEW Vista GRADE BOOK KEY
Day 1
Grade Book Entry
Discussion Forum
Day 1 Discussion Forum
Peer Responses
Day 1 Peer Responses
Study Guide
Day 1 Study Guide
Participation
Day 1 Participation
Day 2
Discussion Forum
Day 2 Discussion Forum
Peer Responses
Day 2 Peer Responses
Study Guide
Day 2 Study Guide
Participation
Day 2 Participation
Leadership Evaluation
Leadership Evaluation
Day 3
Discussion Forum
Day 3 Discussion Forum
Peer Responses
Day 3 Peer Responses
Study Guide
Day 3 Study Guide
Participation
Day 3 Participation
School Environment Analysis (Internal)
School Environment Analysis (Internal)
Day 4
Discussion Forum
Day 4 Discussion Forum
Peer Responses
Day 4 Peer Responses
Study Guide
Day 4 Study Guide
Participation
Day 4 Participation
School Improvement Plan
School Improvement Plan
Day 5
Discussion Forum
Day 5 Discussion Forum
Peer Responses
Day 5 Peer Responses
Study Guide
Day 5 Study Guide
Professional Development Analysis
Professional Development Analysis
Day 6
20
Discussion Forum
Day 6 Discussion Forum
Peer Responses
Day 6 Peer Responses
Study Guide
Day 6 Study Guide
Participation
Day 6 Participation
School Environment Analysis (External)
School Environment Analysis (External)
Day 7
Discussion Forum
Day 7 Discussion Forum
Peer Responses
Day 7 Peer Responses
Study Guide
Day 7 Study Guide
Participation
Day 7 Participation
School Change Project
School Change Project
Day 8
Discussion Forum
Day 8 Discussion Forum
Peer Responses
Day 8 Peer Responses
Study Guide
Day 8 Study Guide
Participation
Day 8 Participation
Leadership Philosophy
Leadership Philosophy
21
Evaluation and Grading:
The student’s work will exhibit the following:








For a grade of A:
All parts of the assignments
are complete as defined by
the instructor.
Topics are fully developed.
Knowledge of subject matter
is clear and work is focused
on assigned topics.
Additional information
beyond requirements is
included if appropriate.
Work shows a clear match
between theory and practice.
Work shows evidence of
critical thinking.
Work contains few or no
errors in writing.
Citations and references are
used correctly and
consistently.





For a grade of B:
All parts of the assignments
are addressed, but one or
two may be incomplete or
unclear (i.e., perhaps
examples are not sufficient
or are not explained in
sufficient detail for the
reader to form a clear
picture.
Knowledge of subject
matter is clear.
Work shows a clear match
between theory and
practice.
Work contains several
errors in writing.
Citations and references are
used correctly and
consistently.
For a grade of C or below:
 Assignments do not
address all requirements
or do not meet some
criteria specified.
 Topics may be only
partially developed.
 No clear match between
theory and practice.
 Contains numerous errors
in writing.
 Errors in citations and
references or no citations
and references where
needed.
Grading Criteria
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
69% or below
Grade F
Academic Integrity Expectations:
Page 116 of the KSU Graduate catalog (2000-2001) states: KSU expects that graduate
students will pursue their academic programs in an ethical, professional manner. Any
work that students present in fulfillment of program or course requirements should
represent their own efforts, achieved without giving or receiving any unauthorized
assistance. Any student who is found to have violated these expectations will be
subject to disciplinary action. (from current KSU Student Handbook)
Attendance Policy:
The Educational Leadership Program has established class attendance policy as
follows:
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional makeup work.
22
3. Candidates with more than one class absence will be advised to drop the class.
Representative Readings
Rury, J. (2002). Democracy’s high school? Social change and American
secondary education in the Post-Conant era. American Educational Research
Journal (39:2), 307-336.
Barber, B. (Nov. 1993). America skips school: Why we talk so much about
education and do so little. Harper’s Magazine (287:1722), 39ff.
Putnam, R. (January 1995). Bowling alone: America’s declining social capital.
Journal of Democracy (6:1). 65-78.
Traub, J. (January 16, 2000). What no school can do. New York Times Magazine.
Gamoran, A. (2001). American schooling and educational inequality: A forecast
for the 21st century. Sociology of Education (74: Extra Issue). 135-153.
Ferguson, R. (1998). Can schools narrow the Black-White test score gap? in
Jencks, C. and Phillips, M. (eds) (1998). The Black-White test score gap.
Washington, D.C.: Brookings Institute Press.
Perna, L. (Mar-Apr. 2000). Differences in the decision to attend college among
African-Americans, Hispanics, and Whites. Journal of Higher Education (71:2).
117-141.
Lareau, A. and Horvat, E. (Jan. 1999). Moments of social inclusion and exclusion:
Race, class and cultural capital in family-school relationships. Sociology of
Education (72:1). 37-53.
Lareau, A. (2001). Linking Bourdieu’s concept of capital to the broader field: The
case of family-school relationships in Biddle, B. (ed) (2001). Social class,
poverty, and education: Policy and practice. New York: RoutledgeFalmer. 7797.
Hoover-Dempsey, K. and Sandler, H. (1997). Why do parents become involved in
their children’s education? Review of Educational Research (67:1). 3-42.
Goodenow, C., and Grady, K. (1993). The relationship of school belonging and
friends’ values to academic motivation among urban adolescent students. The
Journal of Experimental Education (62:1). 60-71.
Battle, J. (2002). Longitudinal analysis of academic achievement among a
nationwide sample of Hispanic students in one-versus dual-parent households.
Hispanic Journal of Behavioral Sciences (244:4). 430-447.
Roscigno, V. (May 2000). Family/school inequality and AfricanAmerican/Hispanic achievement. Social Problems (47:2). 266-290.
Ryabov, I. (June 2007). School segregation and academic achievement among
Hispanic children. Social Science Research (36:2). 767-788.
Carpenter, D., and Ramirez, A. (Fall 2007). More than one gap: Dropout rates
between and among Black, Hispanic and White students. Journal of Advanced
Academics (19:1). 32-64.
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DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes:
How professional learning communities respond when kids don't learn.
Bloomington, IN: Solution Tree.
Conzemius, A., & O’Neill, J. (2005). The power of smart goals: Using goals to
improve student learning. Bloomington, IN: Solution Tree.
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