Oliver Hall, Room 2106
(804) 828-8724 whsherman@vcu.edu
Oliver Hall, Room 3070
(804) 827-2626 mahermann@vcu.edu
General Information:
Office Hours: Before and after class; By appointment
Location: Meadowbrook High School (Library); VCU Engineering Building (Mattauch)
Dates/Time:
Block 1 (face-to-face)
Saturdays 9:00 – 5:00 May 9 ( Mattauch) , May 30 (4084B)
Thursdays 4:00 – 8:00 May 14, 21, 28, June 4, 11 (Meadowbrook)
Block 2 (online)
June 12 – July 12
Block 3 (face-to-face)
Thursday and Friday 9:00 – 5:00 July 16 Mattauch) , July 17 ( Mattauch)
ELDP 7XX – Leadership Presence Catalog Description:
Semester course; 3 lecture hours. 3 credits. Selected topics for fostering effective leadership with particular attention placed on leadership presence, crisis response, and public relations. The course will focus on facilitating leadership skills through better understanding of enhancing time management skills, fostering communication skills and leadership presence, and planning for crisis.
EDLP 7XX – Equity and Leadership Catalog Description:
Semester course; 3 lecture hours. 3 credits. Selected topics for fostering effective leadership with particular attention placed on equity and leadership. The course will focus on enhancing leadership skills through better understanding of equity issues and student psychosocial development.
Instructional Objectives:
1.
To describe the impact social, cultural, racial, ethnic, gender, sexual orientation, and disability factors have on the educational process.
2.
To understand the effect of leadership on social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the educational process.
3.
To demonstrate multicultural competencies.

4.
To understand individuals’ developmental issues and transitions (e.g., psychosocial stages of development, moral development, intellectual development) and strategies for facilitating optimal development.
5.
To identify crisis response strategies and resources.
6.
To apply lessons learned from effective and ineffective leadership examples to current leadership challenges.
7.
To understand the multiple facets of leadership presence, including self-knowledge and authenticity.
8.
To demonstrate the ability to effectively manage difficult situations with confidence and flexibility.
9.
To identify strategies to enhance collaboration.
10.
To foster positive public relations within work settings and the community.
11.
To identify strategies to effectively manage time.
Required Texts:
Breitman, P., & Hatch, C. (2000). How to say no without feeling guilty and yes to more time, more joy, and what
matters most to you. New York: Broadway Books.
ISBN: 7679-0379-X
Canfield, J. (2005). The success principles. New York.: Harper Collins Publishers.
ISBN: 0-06-059488-8
Covey, S. R.. (1989, 2004). The 7 habits of highly effective people: Powerful lessons in personal change. New
York: Free Press.
ISBN: 13: 978-0-7432-6951-3
ISBN: 10: 0-7432-6951-9
Halpern, B. L., & Lubar, K. (2004). Leadership presence: Dramatic techniques to reach out, motivate, and
inspire. New York: Gotham Books.
ISBN: 1-592-40086-8
Palmisano, D. J. (2008). On leadership: Essential principles for success. New York: Skyhorse Publishing.
ISBN: 978-1-60239-321-9
Literature Circle Text:
Choose ONE book to read from the following list for literature circle participation:
(Must wait to purchase until after first class.)
Sadker, D., & Zittleman, K. (2009). Still failing at fairness: How gender bias cheats girls and boys in school and
what we can do about it. Simon & Schuster.
Anyon, J. (1997). Ghetto schooling. A political economy of urban educational reform.
New York: Teachers College Press.
Lipman, P. Race, class, and power in school restructuring.

hooks, b. (2000). Where we stand: Class matters. Taylor & Francis, Inc.
Author (2001). Hatred in the hallways: Violence and discrimination against lesbian, gay, bisexual, and transgender
students in U.S. schools. Human Rights Watch.
Methods of Instruction:
The instructors will serve as facilitators in this course and will use a variety of instructional techniques including small group activities, large group discussions, problem-solving modules, case studies, projects, literature circles, and topical lectures, videos, and student presentations. Your participation and contribution will determine the success of this course and your experience in it.
Our classroom is an environment where you are free to share your views and opinions with other members of this class. However, at all times, we must be respectful to one another.
Use of Course Wiki Site:
The course syllabus, PowerPoint slides, and other course documents can be found on the course
Wiki site. Announcements related to the course will also be posted on the site. Students are expected to check the site regularly.
Course Requirements:
1.
Class attendance and participation.
2.
Time Management Project. a.
Identify personal and professional goals. b.
Analyze school and district mission statements. c.
Mini literature review of articles on time management (student choice). d.
Analyze Schools and Staffing Survey – students will develop their teacher survey based on this information. e.
Interviews of Practicing Administrators. f.
Conduct survey of teachers – What percentage of time do you (teachers) think I
(leader) spend on the following tasks? g.
Time Management Journal (or use telephone reminders) – For one week, keep a record of how you spend your time at work and home. Two weeks later, repeat this activity. h.
Analyze discrepancies and make comparisons among a. through g. i.
Plan of Improvement – Include a plan to enhance your time management skills. j.
Presentation to class.
3.
Crisis Response Project a.
Critique of crisis plan at work site, using the Virginia Department of Education
Crisis Management Plan in your evaluation. b.
Studio Crisis Scenarios. c.
Written self-evaluation of videotaped response to crisis hypothetical. d.
Presentation.
4.
Psychosocial Development/Equity Project a.
Students will work in groups to research the following areas: i.
Gender disparities ii.
Sexual orientation iii.
Poverty iv.
Ethnicity b.
Formal literature review on research findings.

5.
Culminating Reflection a.
Students will write a reflection paper on how the course material has informed/will inform their practice as a school leader.
Note: Spelling, grammar, and writing style are important components of professional reports; therefore, all written assignments will be evaluated for content, clarity, format, thoroughness, and cohesiveness. Points will be deducted for spelling and grammatical errors. Use the Publication
Manual of the American Psychological Association (APA, 2001) for guidance regarding written format
(including grammar, citations in text, and references).
Evaluation:
Class Attendance/Participation 10 pts
Time Management Project 25 pts
Crisis Response Project
Pyschosocial Development/Equity Literature Review & Literature Circle
Culminating Reflection
Grading Scale:
20 pts
25 pts
20 pts
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69
F = below 60
All assignments are to be turned in and examinations are to be taken on the designated date unless an extension is requested prior to the due date or date of the exam. Late work without prior approval will result in a deduction of two points per day.
Incompletes are given only under extraordinary circumstances.
Students who have a documented learning disability requiring special accommodations are expected to discuss these accommodations with the professor at the beginning of the semester. If you have questions about available services, you may contact the Office of Disability Support Services at (804)
828-2253 (voice/TDD).
Students are responsible for acting in accordance with and for reporting violations of the VCU
Honor System. A complete copy of the VCU Honor System document may be found in the VCU
Insider – Student Handbook and Resource Guide at http://www.students.vcu.edu/rg/.
Students are responsible for knowing the drop/withdraw procedures and dates. Information on this topic can be found in the VCU Insider – Student Handbook and Resource Guide at http://www.students.vcu.edu/rg/ .

It is the policy of Virginia Commonwealth University to accord students, on an individual basis, the opportunity to observe their traditional religious holidays. Students desiring to observe a religious holiday of special importance must provide advance written notification to the instructor by the end of the second week of classes.
It is the policy of Virginia Commonwealth University for courses on campus to meet in inclement weather unless specifically cancelled by the Provost/Vice-President of Academic Affairs. The VCU
Inclement Weather Hotline, VCU-OPEN (828-6736), and hyperlink, http://www.vcu.edu/weather , provide information on VCU operations.
** Please put all pagers and cellular phones on vibrate during class time and refrain from reading and sending text messages during class.
Proposed Course Outline (subject to change and modification as needed):
FIRST BLOCK (face-to-face)
Saturday, May 9 th 9:00-5:00
Readings:
 Leadership Presence
Topics:
 Syllabus Overview
 Leadership Presence
 Team Building and Expectations for Attendance and Participation
 Discussion of Qualifying Exam
Thursday, May 14 th 4:00-8:00
Readings:
 Leadership Presence
Topics:
 Leadership Presence
 Public Speaking
Thursday, May 21 st 4:00-8:00
Readings:
 Leadership Presence
Topics:
 Group work
 Leadership Presence
Thursday, May 28 th 4:00-8:00
Readings:
 7 Habits
Topics:
 Effective Leadership
 Crisis Management

 Guest Speaker – Tim Bullis, Director of Community Relations, Chesterfield (4:30-6:30)
Saturday, May 30 th 9:00-5:00
Readings:
 On Leadership
 The Success Principles
Topics:
 Crisis Management
 Studying Leadership Examples in Times of Crisis
 Video – Breaking the Levee
Thursday, June 4 th 4:00-8:00
Readings:
 How to Say No
 The Success Principles
Topics:
 Time Management
 Prioritizing
 Work/home balance
Thursday, June 11 th 4:00-8:00
Topics:
 Psychosocial Development, Moral Development and Equity Issues
SECOND BLOCK (online)
June 12-July 12
Studio Crisis Simulations
Psychosocial Development and Equity Research in Small Groups
Online Discussions and Reflections
Literature Circle Readings and Discussions in Small Groups
Thursday, July 16 th 9:00-5:00
Presentations
THIRD BLOCK (face-to-face)
Friday, July 17 th
Presentations
9:00-5:00
What to Know and Do To Be Prepared for Emergencies at VCU:
1.
Know the safe evacuation route from each of your classrooms. Emergency evacuation routes are posted in on-campus classrooms.
2.
You can be notified immediately about emergencies and closings/delays for inclement weather by signing up for the FREE text messaging service at www.vcu.edu/alert/notify.
3.
Digital screens installed in buildings and residence halls will provide audio and visual alerts

4.
Desktop alert messages will be sent to desktops on the VCU wired and wireless network
5.
Email will be used to send information to everyone with a VCU email account. Parents of students can sign up for email alerts at the above website
6.
Flashing yellow lights continue to mark emergency response telephones on campus. VCU police emergency number is 828-1234.
7.
Sirens have been installed on both the Monroe Park and MCV campuses when it may be necessary to get everyone’s attention at once. When the siren sounds, a.
Remain in the building and seek additional information about what is happening and what you should do. b.
If outside a building but on campus, go to the nearest University building and seek additional information about what is happening and what you should do. c.
If off campus, do not come to campus and seek additional information about what is happening and what you should do.