Leadership for Learning, Fall 2014
EDL 830
Leadership for Learning
San Diego State University
Doctoral Program in Educational Leadership
Learn, Lead, Transform!
Joseph F. Johnson, Jr., Ph.D.
I.
CONTACTING THE INSTRUCTOR:
Name: Joseph F. Johnson, Jr.
E-mail: jjohnson@mail.sdsu.edu
Office Phone: 619-594-1424
Office Hours: By appointment
II.
Office Address: EBA 346
Dept. Coordinator: Carmen Curphy, 619-594-4063
edl@mail.sdsu.edu
CLASS SESSIONS:
Classes will be held from 9:00 a.m. to 3:30 p.m. on the following dates in NE 171:
September 20
September 27
October 18
October 25
November 15
December 13
III.
DEPARTMENT VISION:
San Diego State University’s Department of Educational Leadership endeavors to enhance public school
systems by developing exceptional leaders committed to learn, lead, and transform in ways that improve
that improve the educational attainment of all students, especially historically underachieving students.
IV.
COURSE DESCRIPTION:
Increasingly, the public expects educational leaders to improve student learning outcomes. Over
the past 40 years, researchers have amassed information about leadership practices that influence
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improvements in student learning; however, most school and district leaders remain
overwhelmed by the challenges associated with improving a broad spectrum of learning
indicators, especially for students of color, English learners, and students whose families meet
low-income criteria.
This course will familiarize students with the research on leadership practices that influence
school and district learning results. Students will use this research to inform, challenge, and
justify their own theories of action regarding the improvement of teaching and learning.
V.
LEARNER OUTCOMES
This course is designed to lead students toward the attainment of the following goals and outcomes
associated with the San Diego State University doctoral program in educational leadership. By
developing a vision of how curriculum, instruction, and relationships combine to influence learning
results and by developing a workable theory of action (informed by research) for improving learning in
elementary and secondary schools, doctoral students will be able to:
1. Organizational Strategy: Organize strategies to improve the quality of education and
promote the success of all students, while sustaining their institutional mission. The
demonstration of this outcome is based on knowledge of organization, cultures, environments,
and future trends.
Learning Indicators:
1.1 Assess, develop, implement and evaluate strategies to monitor and improve the quality of
education and long-term effectiveness of PreK-12 education.
1.2 Use data-driven evidence and proven practices from internal and external stakeholders to
solve problems, make decisions, and plan strategically.
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1.4 Develop a positive environment that supports innovation, teamwork, and successful
outcomes.
1.5 Align organizational mission, structures, and resources with institutional plans.
2. Resource Management: Equitably and ethically sustain people, processes, information, and
assets, to fulfill the mission, vision and goals of their institutions.
Learning Indicators:
2.1 Ensure accountability for student learning in all operations.
2.2 Create an organizational culture that values positive employee relations.
2.8 Manage conflict and change in ways that contribute to the long-term viability of the
organization.
3. Instructional Leadership: Apply the necessary knowledge and skills to promote the
academic success of all students by fostering a positive organizational culture. Graduates would
develop effective curricular programs, a student-centered learning environment, and ongoing
professional growth opportunities for all staff
Learning Indicators:
3.1 Obtain leadership characteristics and dispositions needed to develop learning organizations.
3.2 Identify ways to facilitate learning for the organization as a system and learning for
individuals within the system.
3.3 Develop a culture of evidence to assess educational policies, programs, and practices to
assist in closing the achievement gap
3.4 Articulate strategies for closing achievement gaps across a school, district, region, or state.
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3.5 Examine the role of local, state and/or national assessments in the improvement of student
achievement.
3.6 Participate in the evaluation of the effectiveness of comprehensive staff development
programming on professional performance and student achievement.
4. Communications: Use scrupulous listening, speaking, and writing skills to engage in honest,
open dialogue.
Learning Indicators:
4.3 Communicate clearly and appropriately to internal and external constituencies orally and in
writing.
4.4 Gain proficiency in individual, small group, and large group oral communications and
group decision-making processes.
5. Collaboration: Demonstrate the ability to develop responsive, cooperative, mutually
beneficial, and ethically sound internal and external relationships; ones that nurture diversity,
foster student success, and promote the organization’s mission.
Learning Indicators:
5.6
Manage conflict and change by building and maintaining productive relationships.
5.7
Develop, enhance, and sustain teamwork and cooperation.
5.8
Facilitate shared problem solving and decision-making.
6. Organizational Advocacy: Recognize, commit to, and advocate for the mission, vision, and
goals of the organization.
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Learning Indicators:
6.1 Value and promote diversity, inclusion, equity, and academic excellence.
6.3 Demonstrate a commitment to the organizational mission and student success through the
scholarship of teaching and learning.
6.4 Promote equity, open access, learning, teaching, student success, and innovation as primary
goals for the organization.
7. Professionalism: Set high standards for self and others, continuously improve self,
demonstrate personal accountability, and ensure the long-term growth of self and the
organization.
Learning Indicators:
7.1 Self-assess performance regularly using feedback, reflection, goal setting, and evaluation.
7.6 Promote and maintain high standards for personal and organizational integrity, honesty,
and respect for people.
Goal 9. Decision Sciences: Engage in scientific methods to assess practice, examine results and
promote sound decision-making.
Learning Indicators:
9.1 Utilize the expertise of external researchers and the results of research studies in the
literature to improve decision-making.
9.3 Evaluate research studies based on their value to an organization.
9.4 Assess validity and transferability of research findings to specific areas in an organization,
such as student learning outcomes and enrollment management.
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9.6 Foster a "culture of evidence" within an institution for policy analysis and decision making
purposes.
VI.
COURSE TEXTS/DOCUMENTS
Required texts:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Rationale: You will use this book extensively throughout this course and the entire doctoral program. It
is an essential reference tool regarding the technical aspects of writing.
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to
results. Alexandria, VA: Association for Supervision and Curriculum Development
Rationale: This book is based upon a meta-analysis of 69 studies of leadership and learning results. It
is the foundation of McREL’s balanced leadership program. The book provides helpful background
information that will be useful in this course, as well as other courses in your doctoral program.
Dufour, R. & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders
improve student achievement. Bloomington, IN: Solution Tree Press.
Rationale: This book discusses critical leadership strategies that influence the improvement of teaching
and learning. It can be particularly useful as leaders seek to accelerate implementation of more
challenging academic standards.
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Johnson, J. F., Perez, L.G., & Uline, C. L. (2012). Teaching practices from America’s best urban
schools: A guide for school and classroom leaders. Larchmont, NY: Eye on Education.
Rationale: This book describes teaching practices found in schools that achieved remarkable academic
results for diverse student populations.
Robinson, V. (2011). Student-centered leadership. San Francisco: Jossey-Bass.
Rationale: This research-based book provides a coherent framework for considering how leaders
influence student achievement. It will be particularly helpful in considering topics for the second
research synthesis assignment.
VII.
STUDENT EXPECTATIONS
Students are expected to attend all classes and actively participate in class discussions in a
manner that deepens the learning experience for all members of the class. In accordance with
University policy, by the end of the first class, students should notify the professor of any
planned absences for religious observances and the professor shall reasonably accommodate
such requests. Students are expected to complete assignments in a timely manner and with a
high level of professionalism. Assignments submitted more than 12 hours after the due date/time
will earn five points less than the same assignment would have earned if on time. Assignments
submitted more than two days after the due date/time will earn 10 points less than the same
assignment would have earned if on time.
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Students are strongly encouraged (not required) to bring laptop computers to each class. Several
class activities will require students to access information electronically. Wireless internet
access will be available in the classroom where the class will meet.
VIII. ASSESSMENT/EVALUATION
Students have the opportunity to earn a grade of A, B, C, Incomplete, or F. The professor will
establish scoring guides, which will define standards of work for grade attainment. Students will
be expected to engage in self-reflection and provide meaningful input related to their ability to
demonstrate competency in meeting course outcomes. Discussion will be a major component of
class time. All students are expected to contribute on a regular basis to class discussions. All
discussions and presentations will be conducted in a professional manner appropriate for a
graduate level class. Lack of participation due to absences may affect a student’s grade (See
Section X, subsection G.)
IX.
Grading Scale
93 % - 100 % = A
87 % - 89 % = B+
80 % - 82 % = B-
73 % - 76 % = C
90 % - 92 % = A-
83 % - 86 % = B
77 % - 79 % = C +
70 % -72 % = C-
STUDENT APPEALS
If for any reason a student feels that he/she has need for an exception to the program or any other
programmatic issue that needs to be addressed, they must adhere to the following procedures:
1. Talk to their professor of record (depending on the issue).
2. If the issue is not resolved, talk with the Program Director.
3. If still not resolved, talk to the EDL Chair.
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4. If the chair does not resolve the problem to the student’s satisfaction, the student can send a
letter of appeal to the Department of Educational Leadership’s Error and Omissions
committee.
The student also has the right to the SDSU Student appeal process delineated at the following
web site: http://www.sa.sdsu.edu/srr/index.html
X.
COURSE DELIVERABLES AND REQUIREMENTS
A. As part of a group, develop “Tips for Writers” based upon either Chapter 3, 4, 6, or 7 of the APA
Publication Manual. Your group should provide 12 tips that reinforce important issues that
graduate students may have forgotten or may have never known. Each tip should be written
clearly and concisely. As well, the tip should provide an original example that accurately
illustrates the tip and a counter-example that illustrates failure to use the tip accurately. The
groups score for this assignment constitutes 5% of the course grade. Post your group’s “Tips for
Writers” paper by Friday, September 26th at 11:59 p.m. Your group will present highlights of
your paper during class on Saturday, September 27th.
B. Create a synthesis of four to six empirical research studies that examine one teaching practice
that influences the quality and quantity of student learning. You will be given the opportunity to
choose one of eight topics associated with Chapters 2 through 9 from the book Teaching
Practices from America’s Best Urban Schools. You will be expected to read the chapter and
then identify four to six empirical research studies related to the selected topic. The synthesis
must not be more than seven double-spaced pages in length. Five points will be deducted
for each page or portion of a page in excess of seven pages. (The cover page and the
reference list are NOT counted as pages.) At least one of the studies must have utilized
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quantitative methodology. At least one of the studies must have utilized qualitative
methodology. Do not select articles or reports that are syntheses of research, meta-analyses, or
commentary. Each document selected must describe original, empirical research. Your
synthesis must be written in APA style and include the following elements:

A clear, brief description of the teaching practice that is the focus of your synthesis

A concise description of the major findings of the studies you examined

An analysis of how and why the findings differed (considering context, samples,
methodology, etc.)

A clear, practical description of what educational leaders should do (based on the findings) in
order to make a more powerful difference in their schools OR a clear explanation of why the
findings are not useful to educational leaders

An explanation of one finding (from one or more of the studies) that might be commonly
overlooked or misunderstood by practitioners

An explanation of an issue related to the design of one or more of the research studies that
might limit or enhance the confidence of leaders who consider implementing the research
findings

A description of important research questions the studies leave unanswered

Bibliographic information (in APA style) for the studies and any other citations listed in the
synthesis
Students may choose to re-write and re-submit this synthesis for a better grade (as long as the
original assignment was submitted on time.) This option is not available for the other course
assignments. If this paper is re-submitted, the professor will average the original grade with the
grade for the resubmitted paper to create a new grade for the assignment. The grade for this
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assignment constitutes 25% of the course grade. Submit this paper via the course website by
Sun., Oct. 19th, 2014, 11:59 p.m. If you choose to re-submit the paper, the resubmission must be
received by Sun., Nov. 30th, 2014, 11:59 p.m.
C. As a group, read and prepare to present to class four articles/reports concerning educational
leadership. The articles will be provided by the professor. The group presentation should
include the following:

A clear, brief description of the principal or district-level leadership practices that are the
focus of the four articles

A concise description of the major findings of the studies you examined

An analysis of how and why the findings differed (considering context, samples,
methodology, etc.)

A clear, practical description of what educational leaders should do (based on the findings) in
order to make a more powerful difference in their schools OR a clear explanation of why the
findings are not useful to educational leaders

An explanation of one finding (from one or more of the studies) that might be commonly
overlooked or misunderstood by practitioners

An explanation of an issue related to the design of one or more of the research studies that
might limit or enhance the confidence of leaders who consider implementing the research
findings

A description of important research questions the studies leave unanswered

Bibliographic information for the studies (in APA style)
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The grade for this assignment constitutes 5% of the course grade. One member of your
group should post the group’s PowerPoint presentation on the course website by Oct. 24,
2014, 11:59 p.m. Your group will present your report in class on Oct. 25, 2014.
D. Observe a classroom where the teacher generates better than typical student learning results.
Conduct at least two observations of this teacher. (Alternately, you can observe one teacher once
and another one once. You must, however, conduct a total of two observations.) Each
observation should last at least 20 minutes. Submit and post observation notes in a series of
bullets. Your observation notes should include no less than 40 bulleted statements (20 bullets
per observation) about what you observed in the classroom. In addition to submitting the
observation notes with the assignment, post the observation notes on the course website so that
all cohort members can examine all of the observation notes. It will be important for you to read
the notes posted by your cohort colleagues, note trends, and post questions and comments that
allow you to better understand similarities and differences. In posting this assignment, do not
use the real names of teachers or the school. This assignment constitutes 10% of the course
grade. Post your observation notes on the course website by Friday, Nov. 7th, 2014 at 11:59 p.m.
E. Create a synthesis of four to six empirical research studies that examine either one dimension of
student-centered leadership or one of the leadership capabilities defined by Robinson in StudentCentered Leadership. The synthesis must not be more than seven double-spaced pages in
length. Five points will be deducted for each page or portion of a page in excess of seven
pages. At least one of the studies must have utilized quantitative methodology. At least one of
the studies must have utilized qualitative methodology. At least one of the studies must be a
doctoral dissertation. No more than one of the studies can be a study your group used for
Assignment C. Do not select articles or reports that are syntheses of research, meta-analyses, or
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commentary. Each document selected must describe original, empirical research. Your
synthesis must be written in APA style and include the following elements:

A clear, brief description of the principal or district-level leadership practice that is the focus
of your synthesis

A concise description of the major findings of the studies you examined

An analysis of how and why the findings differed (considering context, samples,
methodology, etc.)

A clear, practical description of what educational leaders should do (based on the findings) in
order to make a more powerful difference in their schools OR a clear explanation of why the
findings are not useful to educational leaders

An explanation of one finding (from one or more of the studies) that might be commonly
overlooked or misunderstood by practitioners

An explanation of an issue related to the design of one or more of the research studies that
might limit or enhance the confidence of leaders who consider implementing the findings

A description of important research questions the studies leave unanswered

Bibliographic information (in APA style) for the studies and any other citations listed in the
synthesis
The grade for this assignment constitutes 30% of the course grade. Submit this assignment via
the course website by Sun., Nov. 16th, 2014, 11:59 p.m.
This signature assignment will give evidence of your ability to:

Communicate clearly and appropriately to various constituencies in writing

Understand the leadership characteristics, dispositions, and actions needed to develop
learning organizations
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F. Develop a graphic representation of your theory of action that explains how school or district
leaders influence constructive changes in student learning. In two to four double-spaced pages,
explain the graphic representation with reference to studies that support elements of your theory.
As well, indicate which elements of your theory have not been empirically tested. The grade for
this assignment constitutes 15% of the course grade. You will present your theory of action to
the class on Saturday, December 13th, 2014. You must also submit this assignment via the
course website by Sun., December 7th, 2014, 11:59 p.m.
This signature assignment will give evidence of your ability to do the following:

Improve learning results and ensure accountability for the academic success of all
students

Use evidence and proven practices to solve problems, make decisions, and plan
strategically
 Identify ways to facilitate the organization’s learning and growth
 Effectively utilize local, state, or national assessments in ways that improve student learning
 Develop a culture of evidence for assessing policies, programs, and practices,
 Articulate strategies for closing achievement gaps
 Catalyze the involvement and commitment of educators and other stakeholders
G. Actively engage in class discussions and activities. Students will earn 100 points for each class
session they attend, in full, and actively participate. (600 possible points in total.) The score for
active engagement constitutes 10% of the course grade. The professor will deduct points for
full-session or partial-session absences or for a lack of participation. The professor will notify
students via e-mail if points are deducted for absences or a lack of participation.
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XI.
UNIVERSITY EXPECTATIONS
SDSU rules and regulations concerning graduate students can be found in the Bulletin of the
Graduate Division that you received in class. This Bulletin can also be found on line at:
http://coursecat.sdsu.edu/bulletin/index.html
Disability
Students with special needs (as specified in the Americans with Disabilities Act) should notify the
instructor immediately so that special accommodations may be made.
Field Trips and Liability Coverage:
Should this course require students to participate in field trips, research or studies that include course
work that will be performed off-campus, it is important to note that participation in such activities
may result in accidents or personal injury. Student participating in the event are aware of these risks,
and agree to hold harmless San Diego State University, the State of California, the Trustees of the
California State University and Colleges and its officers, employees, and agents against all claims,
demands, suits, judgments, expenses, and costs of any kind on account of their participation in the
activities. Students using their own vehicles to transport other students to such activities should have
current automobile insurance.
Plagiarism:
Students may be suspended, placed on probation or given a lesser sanction for one or more of the
following causes which must be campus related: (a) Cheating or plagiarism in connection with an
academic program at a campus. (b) Forgery, alteration or misuse of campus documents, records, or
identification. http://gra.sdsu.edu/dra/integrity_research_scholarship.htm
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XII.
TENTATIVE SCHEDULE FOR EDL 830
Class
Session
Prior to
Session 1
Topic/Activity
Major Session Outcomes
Assignments
Due
Read chapters 3, 4, 6, and 7 of the
APA Publication Manual.
Read chapters 1 and 2 of Leaders of
Learning.
Read the introduction and first chapter
of Teaching Practices from America’s
Best Urban Schools
Session 1
Sat., Sept.
20, 2014,
9:00 –
3:30
Discussion of class/group norms
and doctoral program purposes/goals
Review of syllabus and Blackboard.
Discussion of expectations for
assignments, including a review of the
scoring guides to be used to evaluate
assignments
Select groups that will work on “Tips
for Writers” to highlight key points in
Chapters 3, 4, 6, and 7 of the APA
Publication Manual and discuss the
scoring guide for Assignment A
Discussion: Types of research and
research articles
Select topics for the first research
synthesis based on chapters of the
book, Teaching Practices from
America’s Best Urban Schools: A
Guide for School and Classroom
Leaders. Use electronic library
resources to identify articles in support
of the first research synthesis.
Discussion: Scoring guide for
Assignment B
September 6, 2014
By the end of the session:
Students will understand the
course expectations and
know how to access
information about the course
through the syllabus or
Blackboard.
Students will be able to
differentiate types of
research and describe their
purposes, primary
characteristics, strengths,
and weaknesses. (Key
Concepts: epistemology,
empirical, qualitative,
quantitative, reliability,
validity, meta-analysis)
Students will use electronic
library search engines to
identify research articles that
address specific educational
topics. Students will have
tentatively identified their
topic and at least two of the
articles they will include in
their first research synthesis
assignment.(Key Concepts:
Journal Databases, Key
Words)
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Leadership for Learning, Fall 2014
Between
Sessions 1
&2
(Approx.
3 hours of
group
work)
Work with your group to highlight key
points from one assigned chapter
(either Chapter 3, 4, 6, and 7) of the
APA Publication Manual. Develop
and post a “Tips for Writers” page
with at least 20 useful tips associated
with your chapter.
Session 2
Sat., Sept.
27, 2014,
9:00 –
3:30
Assignment A: Group presentations
on “Tips for Writers”
Discussion: Academic writing
Discussion: The dissertation
In-depth group discussions of articles
for the first research synthesis with
particular attention to the quantitative
and qualitative research
methodologies employed, samples,
and findings
Lecture & discussion: Theories of
action and instructional effectiveness
(especially related to the teaching of
Common Core State Standards and
Next Generation Science Standards to
diverse populations of students)
Assign articles to groups for
leadership presentation (Assignment
C) and discuss scoring guide
Assignment
A: Post your
group’s “Tips
for Writers”
paper by
Friday,
September 26th
at 11:59 p.m.
By the end of the session:
Come to class
with copies of
Students will be able to
the articles you
articulate major issues that
plan to include
influence writing
in your first
effectiveness. (Key Concepts: synthesis. You
clarity, coherence, concision, should have
and precision)
read all of the
articles and be
Students will be able to
prepared to
describe the major parts of a discuss your
dissertation and discuss the
thoughts,
rationale for each part.
questions, and
Furthermore, they will be
concerns. You
able to describe how
should have
Assignment B includes
also completed
elements that are similar to
reading
elements of Chapter 2 of a
Teaching
dissertation. (Key Concepts: Practices from
introduction, review of
America’s Best
literature, methodology,
Urban Schools.
findings, conclusions)
Students will be able to
articulate the major issues
they will address when they
write their first research
synthesis, Assignment B.
(Key Concepts:
methodology, sample,
instruments, findings,
implications, limitations)
Students will begin to
articulate a vision of
outstanding teaching and
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Leadership for Learning, Fall 2014
learning that, if enacted,
could lead to excellent
learning results for all
students.
Between
Sessions 2
&3
(Approx.
4 hours of
group
work)
Assignment C: Your group is
responsible for reading and presenting
four articles provided by the professor.
Your group will develop a PowerPoint
presentation to share with the class on
October 25th.
Assignment
C: Post your
group’s
PowerPoint
presentation on
the course
website by
Friday, Oct.
24, 2014,
11:59 p.m.
Read Chapters 3-5 of Leaders of
Learning.
Read Chapters 1-6 of School
Leadership that Works.
Read Student-Centered Leadership
Session 3
Sat., Oct.
18, 2014,
9:00 –
3:30
Detailed discussion regarding
classroom observation assignment
(Assignment D) and scoring guide
Identify topics and begin identifying
articles for second research synthesis,
Assignment E. Discuss scoring guide
for Assignment E.
Lecture: The role of school leaders in
improving teaching and learning
Discussion: Integrating concepts from
leadership articles, course texts, and
personal experiences/beliefs into
theories of action
Conduct two classroom observations
Between of a teacher who obtains better than
Sessions 3 typical learning results. Complete
&5
Assignment D. Post the bullets from
Approx. 2 your observations. Analyze the data
hours on posted from classmates and post
your own questions and comments.
September 6, 2014
By the end of the session:
Assignment
B: Submit first
research
Students will understand the synthesis via
concept of “theory of action” website by
and will begin to articulate
Sun., Oct.
theories of action related to
19th, 2014,
how leaders influence
11:59 p.m.
learning results.(Key
Concept: theory of action)
Prior to class,
finish reading
Students will articulate
Studentmajor issues that influence
Centered
the effectiveness of school
Leadership,
leaders as they endeavor to
Chapters 3-5 of
improve instruction. (Key
Leaders of
Concepts: effect size,
Learning, and
correlation, construct)
Chapters 1-6 of
School
Leadership
that Works
Assignment D
Post your obs.
notes on the
course website
by Friday,
Nov. 7, 2014 at
11:59 p.m.
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Session 4
Sat., Oct.
25, 2014,
9:00 –
3:30
Assignment C Presentations: Groups
will make their presentations on
leadership articles
By the end of the session:
Students will explain
research in clear oral
Preliminary feedback regarding first
presentations that highlight
research synthesis. Detailed discussion salient findings and
of writing issues. Use of the “track
implications, while helping
changes” feature in word processing
the audience understand
programs
limitations. (Key Concepts:
methodology, sample,
Identification and discussion of
instruments, findings,
themes emerging from classroom
implications, limitations)
observations
Students will experience the
In-depth group discussions of articles
process of examining
for the second research synthesis
qualitative data to identify
(Assignment E) with particular
patterns, categories, and
attention to the quantitative and
themes. (Key concepts:
qualitative research methodologies
saturation, triangulation,
employed, samples, and findings
counter-examples, analysis)
Discussion of first- and second-order
change
Students will be able to
articulate the major issues
they will address when they
write their second synthesis,
Assignment E. (Key
Concepts: methodology,
sample, findings,
implications, limitations)
Come to class
with copies of
the articles you
plan to include
in your second
synthesis. You
should have
read all of the
articles and be
prepared to
discuss your
thoughts,
questions, and
concerns.
Also, prior to
class, finish
reading
Leaders of
Learning.
Assignment
C: Group
presentations
of leadership
articles during
class on 10/25
Students will be able to
articulate major issues that
influence the effectiveness of
leaders as they endeavor to
generate first- and secondorder changes in schools.
(Key concepts: first-order
and second-order change)
Session 5
Sat., Nov.
15, 2014,
9:00 –
3:30
Lecture/discussion The role of district
leaders in improving teaching and
learning
Discussion: Integrating concepts
related to district leadership into
September 6, 2014
By the end of the class
session:
Students will be able to
describe how their vision of
effective instruction should
Assignment
E: Submit
second
research
synthesis
review via
xvi. 19
Leadership for Learning, Fall 2014
theories of action
Detailed discussion of theory of action
assignment (Assignment F) and
scoring guide
inform their work as school
and district leaders. (Key
Concepts: systemic change,
proactive redundancies,
board/superintendent
relationships, leadership
continuity/stability)
course website
by Sun., Nov.
16, 2014,
11:59 p.m.
.
Students will be able to
describe how issues related
to district leadership
influences their theories of
action regarding the
improvement of learning
results. (Key Concepts:
systemic change, proactive
redundancies,
board/superintendent
relationships, leadership
continuity/stability)
Session 6
Sat., Dec.
13, 2014,
9:00 –
3:30
Presentations of theories of action
Application of course learning to
dissertations
Application of course learning to
school and district leadership practices
NCUST visits to finalist schools
Course evaluations
September 6, 2014
By the end of the class
session:
Students will demonstrate
their ability to integrate their
learning about instructional
effectiveness and the role of
principals and district
leaders into 1) their
professional practice as
educational leaders and 2)
their academic inquiry and
research.
Resubmission
of Assign. B:
Resubmit
Assignment B
(if desired) by
Sun., Nov. 30,
2014, 11:59
p.m.
Assignment F:
Submit via
course website
by Sun., Dec.
7, 2014, 11:59
xvi. 20
Leadership for Learning, Fall 2014
XIII. Overview Time Line
Before September 20
September 20
Read chapters 3, 4, 6, and 7 of the APA Publication Manual.
Read chapters 1 and 2 of Leaders of Learning.
Read the introduction and first chapter of Teaching Practices from
America’s Best Urban Schools
First session: 9:00 – 3:30 in NE-171
Between 9/20 & 9/27
Meet with your “Tips for Writers” group.
Identify articles for the first research synthesis (Assignment B).
Between 9/20 & 10/18
Read Chapters 3-5 of Leaders of Learning. Read Chapters 1-6 of School
Leadership that Works. Read Student-Centered Leadership.
September 26
Post your group’s “Tips for Writers” (Assignment A) before midnight.
September 27
Second session: 9:00 – 3:30 in NE-171
Present “Tips for Writers” (group presentation).
Between 9/27 & 10/25
Develop group presentation on leadership articles (Assignment C).
October 18
Third session: 9:00 – 3:30 in NE-171
October 19
Post first research synthesis (Assignment B) before midnight.
Between 10/19 & 10/25
Select and read the articles you plan to include in your second synthesis.
Bring copies of the articles to class on October 25.
Finish reading Leaders of Learning.
October 25
Fourth session: 9:00 – 3:30 in NE-171
Present to class (as a group) on leadership articles (Assignment C).
Between 10/18 & 11/9
Conduct two classroom observations (Assignment D).
November 9
Post observation notes (Assignment D).
Identify articles for second research synthesis (Assignment E).
November 15
Fifth session: 9:00 – 3:30 in NE-171
November 16
Post second research synthesis (Assignment E) before midnight.
November 30
Resubmit Assignment B (if desired).
December 7
Submit Assignment F before midnight.
December 13
Sixth session: 9:00 – 3:30 in NE-171
September 6, 2014
xvi. 21