MINNESOTA STATE UNIVERSITY, MANKATO
College of Education
Department of Educational Leadership
Course Syllabus
COURSE:
EdLd 644 21st Century Leadership
CREDITS:
3 graduate per semester
INSTRUCTOR:
Dr. Candace F. Raskin
115 Armstrong Hall
Minnesota State University
Mankato, MN 56001
Office: (507) 389-2041
Cell: (507) 279-0162
E-Mail: candace.raskin@mnsu.edu
OFFICE HOURS:
By Appointment
Office Hours: Mondays 1:00 P.M. to 3:30 P.M.
Tuesdays 1:00 P.M. to 5:30 P.M.
Fridays 11:00 A.M. to 2:00 P.M.
CLASS LOCATION:
Training Room of St. Paul Schools District Training Center
MEETING DATES:
Friday, September 19
Saturday, September 20
Friday, October 10
Saturday, October 11
Friday, October 24
Saturday, October 25
Friday, November 7
Saturday, November 8
*Friday classes – 5:00 – 9:00 P.M.
*Saturday classes – 8:00 A.M. – Noon
SPECIAL ACCOMMODATIONS:
Every attempt will be made to accommodate qualified students with disabilities. If you are a student
with a documented disability, please see me as early in the semester as possible to discuss the necessary
accommodations, and/or contact the Disability Service Office at (507) 389-2825 (Voice) or 1-800-6273529 (MRS/TTY).
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EDLD 644:
EDLD 644:
21st Century
2 Leadership
Feedback
Assessment
Ideal and
Beliefs
Planning
Vision and
Mission
Student Learning
Reflection
NSDC
Curriculum
&
Instruction
Setting
Direction
Continuous
Improvement
Developing
People
Evaluation
Redesigning the
Organization
Change
Agent
Communication
Evaluation
Stakeholders
Mentoring
Instruction
Culture
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COURSE DESCRIPTION:
The purpose of this course is to study and identify what effective educational leadership looks
like in the 21st Century and how educational leadership has evolved throughout history.
Throughout this course we will explore how leadership impacts student leading and conduct an
in-depth study of the basics of successful leadership; setting direction, developing people and
redesigning organizations.
COURSE GOAL:
The course will provide students with an opportunity to
 understand past and current beliefs about leadership.
 gain a historical understanding of the theories and theorists on leadership.
 explore the nature of school leadership.
 engage in personal reflection relative to student’s individual leadership skills and the key
responsibilities of a school leader.
LEADERSHIP COMPETENCIES:
The following competencies will be emphasized throughout this course of study:
Principals:
#1 Leadership, #3 Problem Analysis, #8 Instruction and Learning Environment, #11 Staff
Development, #14 Motivation, #16 Oral Communication, #17 Written Communication
Superintendents:
#1 Leadership, #3 Communication and Community Relations, #4 Organizational
Management, #7 Human Resource Management, #8 Values and Ethics of Leadership
Special Education Directors:
#4 Understand the principles of personnel management, including determining
personnel needs, recruitment, assignment, supervision and evaluation, #5 Understand
the models of professional development and staff preparation, #9 Know and understand
different management models and its effect on instructional programs
Directors of Community Education:
#3 Public relations and communications, #4 Coordination and cooperation, #5 Program
management
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BOOKS:
Reeves, D. B. (2007). The daily disciplines of leadership: How to improve student achievement,
staff motivation, and personal organization. California: Jossey-Bass.
Web link: http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787987670.html
Marzano, R. J., Waters, T., & McNulty B. A. (2005). School Leadership that works: From
research to results. Colorado: McREL.
Web link: http://shop.ascd.org/productdisplay.cfm?productid=105125
GUEST EDUCATORS:
? practicing educational leaders will join us during the course, serving as guest speakers.
Names and affiliations of our guests are provided with the respective class sessions listed in this
syllabus.
ASSIGNMENTS:
Attendance: Attend all seminars or make special arrangements with instructor. A student with
an excused absence will need to work with the instructor and complete an additional written
assignment.
Readings: Readings are assigned to be read prior to each session. The assigned readings are
from the two assigned books and articles that will be distributed in class. The readings will
provide a foundation for our work together. It is essential that you come to class prepared and
ready to engage in conversations about what you have read. Reading assignments are outlined
in this syllabus.
Reflection Papers (30 points: 3 papers 10 points per paper): You are required to write a class
reflection paper for three of our four weekend sessions. The reflection paper should capture
the main ideas and concepts that were the most relevant for you. You should also take one of
the ideas or concepts from the class session and discuss how it applies to your current work.
Each reflection paper should be one to one and a half pages long, double spaced and be
between 800-1000 words. Papers should be handed in the class session immediately following
the class session reflected upon. If you choose to reflect on the Friday, November 7 and
Saturday, November 8, this final reflection paper is due by Friday, November 21 and may be email to the instructor. All other reflection papers need to be submitted in hard copy.
Please note your reflection papers are to focus on the key concepts discussed in class/readings
and provide you with a forum to reflect on this information and how it pertains to your
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development as a leader. It is not an opinion paper. The concept is to help you gain the skill
and understanding of the importance of reflection as an educational leader.
Case Studies (20 points: 2 case studies, 10 points per study): During this course we will
examine leadership by reviewing and discussing two case studies in educational administration.
Each case is based on a real experience in educational administration and the cases we will
study focus on leadership. The cases are designed as a basis for classroom discussion, allowing
us the opportunity to explore difficult issues surrounding leadership in education.
Analysis of District Planning Process (30 point): In a four to six page double spaced paper
compare your district/school’s planning process with “Reeve’s Daily Disciplines of Leadership
Model”.
The following are some questions and ideas that may help you in the development of your
paper:
1. What is the mission statement of the district/school?
2. What is the vision for the district/school?
 Does the mission and vision for the district/school have meaning?
3. Define the steps/cycle, your district/school uses in the planning process and compare
this to “Reeve’s Daily Disciplines of Leadership Model”
4. Take one district/school, goal/objective/initiative and identify the standards of actions,
accountability system and the vehicle for continuous feedback.
5. What role does development of staff play in your district/school’s plan of continuous
improvement?
6. Conclude your paper with a summary of the major strengths of your district/school’s
planning process and areas for improvement.
This paper is due Friday, October 24, 2008.
Also prepare a one page “share back” – “What did I learn” paper that will be shared with the
class at the Friday, October 24 session
Leading Change Paper and Presentation (Paper 40 points, Presentation 30): Prepare a paper
six to eight pages in length that provides an overview of the steps you would take to lead a
change in your district, school or classroom. It does not have to be a change that you have the
authority to implement, but you do need to have the data to document why the change needs
to occur.
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Areas for consideration:
1.
2.
3.
4.
Identify a change that needs to occur in your district, school, classroom.
How do you know this change needs to occur. What is your data?
Outline the steps you would take as a leader in implementing this change.
Use the information from your readings to ensure that you address all of the necessary
areas; stakeholders, staff development, resources, communication, etc.
5. Show how this change relates to student learning.
6. Identify needed resources to implement this change. Resources being knowledge, time,
people and funds.
7. Identify how you will know if this change occurs. If it impacts student learning.
Each student will give an oral presentation of their change plan to the class on either Friday,
November 7 or Saturday November 8. Students can sign up for a time during session 3,
October 24 and October 25. Presentations are limited to 15 minutes plus questions.
Leading Change Papers are due Friday, November 7, 2008.
Leading Change Presentations will be scheduled for Friday, November 7 and Saturday,
November 8
One Page Share Back Papers (30 points: 3 papers, 10 points per study): You will be asked to
prepare three one page “share back” papers. The purpose of these papers is twofold; first this
process increases your exposure to the literature surrounding leadership while reducing
reading time and secondly this process provides a format for you to engage around the material
in meaningful discussions with your classmates. The one page “share back” papers can be
charts, graphs, text or any type of visual that you believe will help you share with your
classmates the essentials elements of your reading assignment.
Grades for this Course:
20 points Attendance and Participation
30 points Reflection Papers (3 papers 10 points per paper)
20 points Case Studies (2 case studies, 10 points per study)
30 points District Planning Analysis
40 points Leading Change Paper
30 points Leading Change Presentation
30 points Share Back Papers (3 papers 10 points per paper)
Total Points = 200
Minnesota State University, Mankato has adopted the following new grading scale to be
implemented fall 2008 at the discretion of the professor:
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A+ = 4.00
B+ = 3.33
C+ = 2.33
D+ = 1.33
F=0
A = 4.00
B = 3.00
C = 2.00
D = 1.00
P =0
A- = 3.67
B+ =2.67
C+ =1.67
D- = 0.67
NC = 0
The following point distribution will be used for assigning grades for this course:
A
AB+
B
BC+
C
CD+
D
DF
200 – 190
189 – 182
181 – 178
177 – 169
168 – 165
164 – 161
160 – 152
151 – 148
147 – 144
143 – 135
134 – 131
Below 131 points
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Course Outline, Topics and Assignments
Friday, September 19 Saturday, September 20
Grounding
Grounding
COURSE OVERVIEW
GAINING DIRECTION
Collaborative Work
Norms
21st
Activity: The
Century Leader
Presentation: The
Research Base
 Theories
 Theorists
Activity : Group
presentation,
prominent theories,
prominent theorists
Presentation: How
Leadership Influences
Student Learning
 Setting Direction
 Developing People
 Redesigning the
Organization
SETTING DIRECTION
STRATEGIC LEADERHIP
Case Study: “Ottawa
High School”
Friday, October 10
Grounding
Saturday, October 11
Grounding
DEVELOPING PEOPLE
DEVELOPING PEOPLE
Introduction: “Rich
Text Protocol”
Presentation: The
Framework for Teaching
– Charlotte Danielson
Activity: Rating
teacher performance
Activity: The Daily
Disciplines of Leadership,
Part 2, Strategic
Activity: Rating
Leadership
teacher performance
using the “Rich Text
Presentation: “How to
Protocol”
Make the Leap: From
District Data, to Building Presentation: Richard
Level Planning, to
Elmore, “Have I got
Impacting Classroom
things to say about the
Instruction”
American High
Schools!”
Guest Educator: Pending
- Jerry Williams, Former
Discussion: Examine
Superintendent of
the role leadership
Rochester Public
plays in staff
Schools- Continuous
evaluation and
Improvement
professional
development
Activity: Jim Collins:
“Going good to great!”
Presentation: National
Staff Development
Council and Standards
for Staff Development
Activity – Each group
develops a share back
lesson on the article
read
Presentation: The Daily
Disciplines of
Leadership, Chapter 10,
Building the Next
Generation of Leaders
Prior to the Friday, September 19 class you will need to have completed the following
assignment:
1. Read Part 1, Chapters 1-3 in School Leadership That Works: From Research to Results
2. Read Part 2, Chapters 5-7 in The Daily Disciplines of Leadership
Prior to the Saturday, September 20th class you will need to have completed the following
assignments:
3. Read Case Study, “Ottawa High School”
4. Complete “Ottawa High School” case preparation questions found on page 174 of Case
Studies in Educational Administration by Kaye Merseth
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Session 1: Friday, September 19, 5:00-9:00 p.m.
COURSE OVERVIEW
THE RESEARCH BASE
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introductions and grounding
Overview of syllabus, course design and expectations
Collaborative Work Norms
Review assignments
Activity : The 21st Century Leadership
 What does a 21st Century Leadership “look like”
 Create a picture of a 21st century leader “act like”
 What does a 21st century leader need to know and do?
Overview of The Research Base: School Leadership That Works: From Research to Results,
Part I, Chapters 1-3, The Research Base
Activity: Two Groups
 Group one – Prominent Theories
 Group two – Prominent Theorists
 Each group should create a visual that provides an overview of your group’s assigned
area.
Presentation: “How Leadership Influences Student Learning – The Basics”
 Setting Direction
 Developing People
 Redesigning the Organization
Closing
Session 1 Continued: Saturday, September 20, 8:00 A.M. to 12:00 Noon
SETTING DIRECTION
STRATEGIC LEADERSHIP
1. Grounding: Something you gained from Friday’s session
2. Case Study: “Ottawa High School”
3. Strategic Leadership Activity: Chapters 5-7 in The Daily Disciplines of Leadership
 Divide into groups and review assigned Chapter
 Develop a short lesson that reflects the key elements of your groups’ chapter
 Each group will present their lesson to the entire group
4. Presentation: “How to Make the Leap: From District Data, to Building Level Planning, to
Impacting Classroom Instruction”.
5. Pending Guest Educator: Jerry Williams, Former Superintendent of Rochester Public
Schools: Baldrich Continuous Improvement Model
6. Closing: Review Assignments for Session #2
Learning activities to prepare for the NEXT session, Friday, October 10 & Saturday, October 11
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1. Read “September interview with Jim Collins: Going from good to great!”
2. Read The Daily Disciplines of Leadership, Chapters 10 & 11, pages 159-180
3. Read assigned article:
 “Making the Most of Professional Learning Communities” by Jay McTighe
 “Teaching Teachers: Professional Development To Improve Student
Achievement” published by the American Educational Research Association
 “Teacher Talk That Makes a Difference” by Robert Garmston and Bruce Wellman
Session 2: Friday, October 10, 5:00-8:00 p.m.
COTINUATION OF SETTING DIRECTION
1. Grounding – How are you feeling this afternoon?
2. Recap Session 1
DEVELOPING PEOPLE
3. Introduction: “Rich Text Protocol”
McDonald, J.P, Mohr, N., Dichter, & A., McDonald, E.D. (2007). The power of protocols (2nd
ed.). New York & London: Teachers College Press.
4. Activity: Rating teacher performance – using the “Rich Text Protocol”
5. Presentation: Richard Elmore
 “Have I got things to say about the American High Schools!”
6. Discussion: Leadership/staff evaluation/professional development
7. Closing: Overview of Saturday’s session
Session 2: Saturday, October 11, 8:00 a.m. – 12:00 noon
DEVELOPING PEOPLE
1. Grounding: Something you learned from Friday’s session.
2. Presentation: The Framework for Teaching – Charlotte Danielson
3. Activity: “September interview with Jim Collins: Going from good to great!”
 Pair/share – Identify major concepts you gained from this interview
 Share with whole group
 Reflections
4. Presentation: National Staff Development Council and Standards for Staff Development
5. Activity : Each group develops a share back lesson on the article read
6. Presentation: The Daily Disciplines of Leadership, Chapters 10 & 11
7. Closing: Review activities for Session 3, October 24 & 25
Learning activities to prepare for the NEXT session, Friday, October 24 & Saturday, October 25
1. Read case study, “What’s Your Plan, Mr. Sommers?”
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2. Complete “What’s Your Plan, Mr. Sommers?” case preparation questions found on page
149 of Case Studies in Educational Administration by Kaye Merseth
3. Jigsaw The Daily Disciplines of Leadership, Chapters 1-4, pages 378 – Create a one page
share back of your chapter
4. Read School Leadership that Works, Chapter 5, pages 65-75
5. Analysis of District Planning Process paper due on Friday, October 24, 2008
6. One page – “What did I learn” regarding the District Planning Process paper is due and
will be shared with the class at the Friday, October 24 session
Course Outline, Topics and Assignments Continued
Friday, October 24
Saturday, October 25
Friday, November 7
Grounding
Grounding
Grounding
Saturday, November 8
Grounding
CONCLUSION:
SETTING DIRECTION
REDESIGNING THE
ORGANIZATION
REDESIGNING THE
ORGANIZATION
PULLING IT ALL
TOGETHER
Share Back: One page
district planning paper
Guest Educator: Sheri
Allen, Director of
Elementary and
Secondary Education,
Rochester. Presentation
of the steps and actions
taken in an actual
organizational change
Guest Educator:
Mary Kleis, School
Board Member’s
perspective on
organizational
change
Oral Presentations:
Leading a Change
Activity: What did we
learn about setting
direction?
REDESIGNING THE
ORGANIZATION
Case Study: “What’s Your Pair/Share: Recap
Organizational Change
Plan, Mr. Sommers?”
Presentation
Activity: Using
information from “share Presentation: School
back” assignment create Leadership that Works,
a visual of The Daily
Chapter 5, pages 65-75
Disciplines of Leadership
Chapters 1-4, Leadership Presentation: A Model
Essentials and share
for Systemic Change
visual with class
Sign Up: Leading Change
Presentation
Oral Presentations:
Leading Change
Jigsaw: The Daily
Disciplines of
Leadership, Chapters
5-7, pages 81 - 138
Case Studies: “What Kind
of Leader Are you?” The
Leader’s Window by John
Beck & Neil Yeager
Presentation: 21
Responsibilities of the
School Leader & Effective
School Leadership
Closing Activity: The 21st
Century Leader
Class Evaluation
Learning activities to prepare for the NEXT session, Friday, October 24 & Saturday, October 25
1. Read case study, “What’s Your Plan, Mr. Sommers?”
2. Complete “What’s Your Plan, Mr. Sommers?” case preparation questions found on page
149 of Case Studies in Educational Administration by Kaye Merseth
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3. Jigsaw The Daily Disciplines of Leadership, Chapters 1-4, pages 3-78. Create a one page
share back for your chapter
4. Read School Leadership that Works, Chapter 5, pages 65-75
Session 3: Friday, October 24, 5:00-9:00 p.m.
SETTING DIRECTION
REDSIGNING THE ORGANIZATION
1. Grounding: Share a leadership experience you were involved in since our last class
session.
2. Presentation: Students will orally present their one page district planning share back
papers
3. Discussion: As a group we will recap what we have learned about leadership and setting
direction
4. Case Study: “What’s Your Plan, Mr. Sommers?” Case study involving organizational
change.
5. Activity: Using information from “share back” assignment create a visual of The Daily
Disciplines of Leadership Chapters 1-4, Leadership Essentials and share visual with class.
Session 3 Continued: Saturday, October 25, 8:00 a.m. – 12:00 noon
SETTING DIRECTION
REDSIGNING THE ORGANIZATION
1. Grounding: Share something you gained from yesterday.
2. Guest Educator: Sheri Allen, Director of Elementary and Secondary Education,
Rochester. Presentation of the steps and actions taken in an actual organizational
change
3. Pair/Share: Recap Organizational Change Presentation
4. Presentation: School Leadership that Works, Chapter 5, pages 65-75
5. Presentation: A Model for Systemic Change
6. Sign Up: Leading Change Presentation
7. Closing: Review agenda for November 7th & 8th
Learning activities to prepare for the NEXT session, Friday, November 7 & Saturday,
November 8
1.
2.
3.
4.
Leading Change assignment due.
Prepare Leading Change presentation
Read The Daily Disciplines of Leadership, Chapters 5-7, pages 81 – 138
Read School Leadership that Works, Chapter 4, pages 41-64
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Session 4: Friday, November 7, 5:00-9:00 p.m.
REDESIGNING THE ORGANIZATION
1. Grounding:
2. Guest Educator: Mary Kleis, School Board Member’s perspective on organizational
change
3. Oral Presentations: Leading Change
4. Activity: The Daily Disciplines of Leadership, Chapters 5-7, pages 81 - 138. In chapter
groups students will identify the major components of their assigned chapter. As a
whole group we will identify major concepts from these chapters.
Session 4 Continued: Saturday, November 8, 8:00 a.m. – 12:00 noon
PULLING IT ALL TOGETHER
1. Grounding
2. Oral Presentations: Leading a Change
3. Case Studies: “What Kind of Leader Are you?” The Leader’s Window by John Beck &
Neil Yeager
4. Presentation: 21 Responsibilities of the School Leader & Effective School Leadership
5. Closing Activity: The 21st Century Leader – Compare leadership characteristics identified
from session one with leadership characteristics identified at the end of the course.
6. Complete Course Evaluation
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