Connie L. Lurie College of Education
The Doctor of Education (Ed.D.) in Educational
Leadership
EDD 510 Education Leadership: Theory and Practice,
Summer 2014
CTC, ELLC & ISSLC Standards Addressed in this course:
CTC:
10(a-f); 12(a-f)
ELLC:
1 ELLC: 3.1-3.2; 5.1-5.2
ISSLC:
3(a-d); 5(a-c)
Contact Information
Instructor:
Dr. Arnold Danzig
Office Location:
SH 402
Telephone:
(408) 924-3722
Email:
Arnold.Danzig@sjsu.edu
Office Hours:
TBD
Class Days/Time:
TBD
Classroom:
SH 412
Faculty Web Page and MYSJSU Messaging
Course materials such as syllabus, handouts, notes, assignment instructions, etc. can be
found on my faculty web page at http://www.sjsu.edu/people/firstname.lastname. You are
responsible for regularly checking with the messaging system through MySJSU (or other
communication system as indicated by the instructor) to learn any updates.
Course Description
Education Leadership: Theory and Practice is a doctoral level course in leadership of
educational organizations and personnel. The course presents an overview of the major
Theory and Practice, EDD 510, Summer 2014
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concepts and theories that constitute the knowledge base in the leadership of education,
including an examination of leadership theories from early models of hierarchical
control to contemporary models of shared leadership and organizational
transformation. Critical dimensions of leadership are explored, including strategic
planning, organizational culture building, change management, whole systems thinking
and collaboration with external institutions. Fundamentally, leadership involves the
interactions of individuals and groups with different values in competition over scarce
resources. Topics covered in class include the analysis of leadership, strategic planning,
communication, conflict, motivational theory, community leadership and democratic
decision-making—all of which impact the outcome of education. The applications of
these concepts and ideas for prospective school administrators will be emphasized.
Course Goals and Learning Objectives
Course Learning Outcomes (CLO)
The purpose of this course is to introduce doctoral students to concepts, theories, and
perspectives in educational leadership for use in their practice and scholarship.
Moreover, this course offers students the opportunity to explore, synthesize, and develop
a critical understanding of the leadership and its influence on educational outcomes.
Students will be asked to demonstrate a thorough understanding of those conditions and
competencies through study, critique, development, and exploration of learning
experiences in authentic settings.
Upon successful completion of this course, students will be able to:
CLO 1 Demonstrate an awareness of major approaches to administrative thought and of
the major theories regarding leadership, motivation, decision-making, and
communication
CLO 2 Demonstrate the capability to assess situations and determine the probability of
success based on various leadership styles;
CLO 3 Provide, in writing and orally, an understanding and familiarity with the use of
leadership theories in organizational problem-solving;
CLO 4 Demonstrate an understanding of the role of conflict and importance of ethics in
administrative decision-making;
CLO 5 Identify the roles, purposes, and decision-making authority of educational
stakeholders, including governmental agencies, policy issue networks, and
interest groups that affect democratic leadership.
CLO 6 Demonstrate an understanding of the fundamental components of leading through
conflict and developing capacities for turning conflicts into opportunities for
collaboration and change.
Required Course Readings
Texts
Kouzes, J. M., & Posner, B. Z. (2012). The Leadership Challenge (5th Ed.). Jossey-Bass
Theory and Practice, EDD 510, Summer 2014
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Northouse, P. G. (2013). Leadership theory and practice (6th Ed.). Sage Publications.
Gerzon, M. (2006). Leading Through Conflict. (2006). Boston: Harvard Business
School Press.
Other Readings
Antonakis, J., Cianciolop, A., & Sternberg, R. (2004). The Nature of Leadership.
Thousand Oaks, CA: Sage.
Blasé, J. & Blasé, J. (2000). Empowering teachers: What successful principals do.
Thousand Oaks, CA: Corwin Press.
Clark, D. C., & Clark, S. (1996). Better preparation of educational leaders. Educational
Researcher, 25(8), 18-20.
DuFour, R. & Eaker, R. (1998). Professional learning communities at work. Indiana:
National Educational Service.
Gardner, H. (1995). Leading minds. New York, NY: HarperCollins.
Gardner, H. (2004). Changing minds. Bost, MA: Harvard Business School.
Gordon, S. P. (2004). Professional development for school improvement: Empowering
learning communities. Boston: Allyn & Bacon.
Hohepa, M. K. (2013). Educational Leadership and indigeneity: Doing things the same,
differently. American Journal of Education, 119 (4), 617-631
Heifetz, R. (1994). Leadership without easy answers. Cambridge, MA: Harvard
University Press.
Institute for Educational Leadership (April, 2001). Leadership for student learning:
Redefining the teacher as leader. Washington, D.C.: IEL.
Keen, P. G., & Sol, H.G. (2008). Visual Thinking: If you can’t see it, you can’t get it. Pp.
101-118 in Decision enhancement services: rehearsing the future for decisions
that matter. Amsterdam, NLD: IOS Press. (Available online from Hayden
Library).
Keen, P. G., & Sol, H.G. (2008). Vignette 6: “Grokking the Infoviz. Pp. 119-123 in
Decision enhancement services: rehearsing the future for decisions that matter.
Amsterdam, NLD: IOS Press. (Available online from Hayden Library).
Management Advisory Committee (2004). Australians Working Together. Pp 149-157
in Connecting Government: Whole of government responses to Australia’s
priority challenges. Australian Public Service: Commonwealth of Australia.
Available at http://www.apsc.gov.au/mac/connectinggovernment.htm
Mitchell, D. (1996). Institutional theory and the social structure of education. Pp. 167188 in The politics of education and the new institutionalism. Washington, DC:
Falmer Press.
Monin, N., & Monin, J. (2003). Re-navigating management theory. Pp. 57-74 in
Narratives we organize by edited B. Czarniawska & P. Gagliardi. Philadelphia,
PA: John Benjamins Publishing.
Mosle, S. (August 21, 2011). Report Card. Review of Class warfare: Inside the fight to
fix America’s schools by Steven Brill. New York Times Book Review, pp. 1, 18-19.
Murillo, E. G., Villenas,S., Galvan,R.T., Munoz, J.S., Machado-Casas, M. (eds)
(2010). Handbook of Latinos and Education: Theory and Practice. New
York: Routledge Press/Taylor and Francis.
Theory and Practice, EDD 510, Summer 2014
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Portes, P. & Salas, S. (Eds) ( in press). U.S. Latinos in K-12 education: Seminal
research-based directions for change we can believe in. New York: Routledge
Press/Taylor & Francis.
Purinton, T. (2013). Is instructional leadership possible What leadership in other
knowledge professions tells us about contemporary constructs of school
leadership. International Journal of Leadership in Education, 16(3), 279-300
Putnam, R. (2007). E Pluribus Unum: Diversity and Community in the Twenty-first
Century, The 2006 Johan Skytte Prize Lecture. Scandinavian Political Studies,
Volume 30 (2), 137-174.
Tillman, L. and Scheurich, J. (2013) Handbook of Research on Educational Leadership
for Diversity and Equity. New York: Routledge Press/Taylor & Francis.
Williams, H. & Johnson, T. (2013). Strategic leadership in schools. Education, 133(3),
350-355.
Other equipment / material requirements
Students are required to have database search access for electronic messages (e-mail),
Canvas, resources, readings, on-line journals and other information offered in
conjunction with the SJSU Library [On-Line]. Students are also required to have and
use some form of portable data storage (e.g., thumb drive) for the use in the development
of an electronic portfolio
Library Liaison
Susan Kendall, Collection Development Coordinator & Education Leadership Liaison
408-808-2039, Susan.Kendall@sjsu.edu
Course Requirements and Assignments
SJSU classes are designed such that in order to be successful, it is expected that students
will spend a minimum of forty-five hours for each unit of credit (normally three hours per
unit per week), including preparing for class, participating in course activities,
completing assignments, and so on. More details about student workload can be found in
University Policy S12-3 at http://www.sjsu.edu/senate/docs/S12-3.pdf.
1. Book Review (maximum 20 points)
You are required to read and write a 5-7 page typed written summary and analysis of
Mark Gerzon’s book, Leading Through Conflict. Your book review should summarize
key issues in the book and explain how the case studies described in the text raise
fundamental questions about educational leadership.
Theory and Practice, EDD 510, Summer 2014
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Rubric for Evaluation of Book Review
Maximum
Points
Leadership Principles from Book Described
8
Application to Understanding Conflict – Contrasts,
Comparisons, and Adequacy of
Recommendations/Resolutions
8
Quality of Writing
4
2. Group Case Study of an Organization and Leadership (maximum of 25 points)
You will spend time investigating the style and substance of leadership exhibited by
someone of your choosing who is in a position of leadership within an organization. You
may learn about this person through observations, interviews, review of relevant
documents (memorandums, speeches, etc.), and ratings of your own choosing. Your
findings will be presented at the last class but will be used in each class for discussion.
The written case study should address the following:
Part I. DESCRIPTION OF THE ORGANIZATION
Discuss organizational chart, personnel, rules and regulations, current
level of organizational effectiveness, and any relevant past history.
Part II. DESCRIPTION OF THE LEADER
Based on your observations, etc., relate findings to leadership from the
class and class text and other theories of leadership discussed by
speakers and your readings.
Part III. ANALYSIS OF IMPACT OF LEADER ON THE ORGANIZATION
Analyze the effect of the leader on the organization.
You must use APA 6th Ed. Manual of Style Edition in formatting the paper . You are
strongly encouraged to include an extensive discussion of the three parts (above). This
“oral report” and “written paper” are due on xxxx. Since your findings about these
leaders will be part of the class discussion, you must select this individual and conduct
some initial observations immediately following the first class.
Theory and Practice, EDD 510, Summer 2014
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Rubric for Evaluation of Group Case Study
Maximum
Points
Analysis of Major Issues
5
Adequacy of Recommendations
5
Clarity of Class Presentation
5
Quality of Writing
5
3. Individual Paper on Leadership and Conflict (maximum of 40 points)
Examine in greater detail one of the case studies presented in Mark Gerzon’as book,
Leading Through Conflict. Consider the case based on the following criteria, presented
in greater detail in the book.








Acknowledging all sides of the conflict
Understanding the relationships among factors contributing to the conflict
Applying mental and emotional resources to grasping nature of the conflict
Asking questions to elicit information for addressing the conflict
Awareness of how persons involved speak and listen during the conflict
Communicating in ways that encourage participants to work through conflict
Building partnerships and alliances that cross borders dividing your organization
and community
Fostering breakthrough solutions
Rubric for Your Case Study Analysis
Vision
Systems Thinking
Presence
Inquiry
Communication Awareness
Dialogue
Building Bridges
Innovation
Maximum
Possible Points
5
5
5
5
5
5
5
5
All written assignments must be typed, double-spaced, and follow the guidelines
established in the Publication Manual of the American Psychological Association, 5th
edition, including use of a font size of 12 and margins of 1” all around. Please include
the title of the assignment on the cover page. The minimum page number on all written
assignments excludes title page and appendices. Do not feel unduly constrained by upper
page limits—feel free to exceed expectations!
4. Leading Class Discussion (maximum of 10 points)
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In pairs, students will be responsible for leading class discussion of the weekly
readings. Please create talking points and discussion questions to facilitate discussion of
the readings. In addition, please create a 1-2 page handout of key ideas drawn from the
readings and distribute copies to the entire class (including the instructor). Feel free to
lead class in any way you think best, including creating activities appropriate for the
week’s topic. Feel free to go beyond the information contained in the week’s readings.
You will have a maximum of 20 minutes for your presentation (excluding class
discussion). At the instructor’s discretion, points may be deducted in instances where
students exceed this limit.
Rubric for Leading Class
Discussion/Presentation
Quality of Handout (detailed, accurate, clear,
well written)
Maximum
Possible Points
4
Quality of Presentation (engaging, on topic, tied
to readings)
4
Quality of Discussion Questions
2
5. Participation (maximum of 5 points)
Student contributes to class discussion by offering ideas and instights and asking questions
related to session readings. Student did not monopolize discussion.
Student listened to their colleagues. For this course, active listening involves: (a) focusing
attention on the speaker (as demonstrated by body language, eye contact, laughter, silence,
etc.), (b) incorporating or building off of the ideas of others, and (c) not engaging in body
language, eye contact, laughter, silence, etc.), (b) incorporating or building off of the ideas
of others, and (c) not engaging in behavior that diverts classmates’ attention from the
speaker (e.g., talking to another person).
Student was prepared for class having read assignments and required class materials
Grading Policy
Academic Policy S12-3 at http://www.sjsu.edu/senate/S12-3.htm has defined expected
student workload as follows:
“Success in this course is based on the expectation that students will spend, for each unit
of credit, a minimum of forty-five hours over the length of the course (normally 3 hours
per unit per week with 1 of the hours used for lecture) for instruction or preparation/
studying or course related activities including but not limited to internships, labs, clinical
practica. Other course structures will have equivalent workload expectations as
described in the syllabus.”
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Students with a sound grasp of the materials and a demonstrated ability to analyze those
materials at a satisfactory to above average level for graduate students can expect to receive
a grade of "B". Grades below "B" only will be assigned for performance that is less than
satisfactory. The grade of "A" will be reserved to designate excellence. This will require
not only a sound grasp of the materials and the demonstration of an ability to analyze them
at a graduate level, but also a clear capacity to synthesize and evaluate the materials and
apply principles contained for purposes of effective problem solving. There is not a
preconceived designation of the number of students to receive each grade, nor any ceiling on
the number of "A's" to be assigned if all students exhibit the high standard of performance
expected for that grade. Incomplete grades will be granted only for extenuating
circumstances, as per the graduate bulletin.
A total of 100 points are available through the assignments. The points required to earn
a grade are listed below:
A = 100-96; A- = 95-90; B+= 89 – 85; B = 84 –80; B- = 79 – 77; C+ = 76 – 74; C
= 70-73
These points are distributed among the assignments as follows:





Book Review - 20 points
Group Case Study of an Organization and Leadership - 25 points
Individual Case Study of Leadership & Conflict - 40 points
Leading Class Discussion - 10 points
Class Attendance & Participation - 5 points
Classroom Protocol
The meeting dates are listed in the syllabus and in the schedule of activities and assignments
section of this syllabus. The class is organized as a seminar and, as such, you should be
prepared to actively participate in every class session. Class sessions will be highly
interactive and incorporate a variety of learning activities that include lecture, text focused
and seminar style discussion, collaborative learning, team and individual projects. Learning
activities will be designed and organized to facilitate examination of major issues and
questions associated with the assigned readings and topics. You are expected to have
completed the assigned readings in preparation for full and meaningful participation in
class discussions, collaborative assignments and individual projects.
University Policies
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop,
grade forgiveness, etc. Refer to the current semester’s Catalog Policies section at
http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the
current academic year calendars document on the Academic Calendars webpage at
Theory and Practice, EDD 510, Summer 2014
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http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is
available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware
of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at
http://www.sjsu.edu/advising/.
Academic integrity
Your commitment as a student to learning is evidenced by your enrollment at San Jose
State University. The University Academic Integrity Policy S07-2 at
http://www.sjsu.edu/senate/docs/S07-2.pdf requires you to be honest in all your academic
course work. Faculty members are required to report all infractions to the office of
Student Conduct and Ethical Development. The Student Conduct and Ethical
Development website is available at http://www.sjsu.edu/studentconduct/.
Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism
(presenting the work of another as your own, or the use of another person’s ideas without
giving proper credit) will result in a failing grade and sanctions by the University. For
this class, all assignments are to be completed by the individual student unless otherwise
specified. If you would like to include your assignment or any material you have
submitted, or plan to submit for another class, please note that SJSU’s Academic
Integrity Policy S07-2 requires approval of instructors.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need
to make special arrangements in case the building must be evacuated, please make an
appointment with me as soon as possible, or see me during office hours. Presidential
Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf
requires that students with disabilities requesting accommodations must register with the
Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of
their disability.
Student Technology Resources (Optional)
Computer labs for student use are available in the Academic Success Center at
http://www.sjsu.edu/at/asc/ located on the 1st floor of Clark Hall and in the Associated
Students Lab on the 2nd floor of the Student Union. Additional computer labs may be
available in your department/college. Computers are also available in the Martin Luther
King Library.
A wide variety of audio-visual equipment is available for student checkout from Media
Services located in IRC 112. These items include DV and HD digital camcorders; digital
still cameras; video, slide and overhead projectors; DVD, CD, and audiotape players;
sound systems, wireless microphones, projection screens and monitors.
Theory and Practice, EDD 510, Summer 2014
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SJSU Peer Connections (Optional)
Peer Connections, a campus-wide resource for mentoring and tutoring, strives to inspire
students to develop their potential as independent learners while they learn to
successfully navigate through their university experience. You are encouraged to take
advantage of their services which include course-content based tutoring, enhanced study
and time management skills, more effective critical thinking strategies, decision making
and problem-solving abilities, and campus resource referrals.
In addition to offering small group, individual, and drop-in tutoring for a number of
undergraduate courses, consultation with mentors is available on a drop-in or by
appointment basis. Workshops are offered on a wide variety of topics including
preparing for the Writing Skills Test (WST), improving your learning and memory,
alleviating procrastination, surviving your first semester at SJSU, and other related topics.
A computer lab and study space are also available for student use in Room 600 of Student
Services Center (SSC).
Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on
the corner of 10th and San Fernando Street), at the 1st floor entrance of Clark Hall, and in
the Living Learning Center (LLC) in Campus Village Housing Building B. Visit Peer
Connections website at http://peerconnections.sjsu.edu for more information.
SJSU Writing Center (Optional)
The SJSU Writing Center is located in Clark Hall, Suite 126. All Writing Specialists have
gone through a rigorous hiring process, and they are well trained to assist all students at
all levels within all disciplines to become better writers. In addition to one-on-one
tutoring services, the Writing Center also offers workshops every semester on a variety of
writing topics. To make an appointment or to refer to the numerous online resources
offered through the Writing Center, visit the Writing Center website at
http://www.sjsu.edu/writingcenter. For additional resources and updated information,
follow the Writing Center on Twitter and become a fan of the SJSU Writing Center on
Facebook. (Note: You need to have a QR Reader to scan this code.)
Theory and Practice, EDD 510, Summer 2014
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EDD 510 / Education Leadership: Theory and Practice,
Summer 2014, Course Schedule
Course Schedule (subject to change with fair notice)
Week
1
2
3
4
5
Date
Topics, Readings, Assignments, Deadlines
Class Activities
 Welcome
 Course introductions and expectations
 Overview of readings & assignments - organizational learning
and change
Discussion of pre-course reading
Leadership vs. Management; Theory vs. Practice; Evaluating Theory
“ Five Practices of Exemplary Leaders”
Readings:
Kouzes, & Posner – Chapter 1 & 2
Northouse – Chapter 1
Class Activities
 Case Analysis
Discussion of readings
“The Trait Approach & Managerial Work”
Readings:
Northouse – Chapter 2
Clark & Clark (1996)
Class Activities
 Case Analysis
Discussion of readings
“Leadership as a Skills, Values and Ideologies”
Readings:
Kouzes, & Posner – Chapter 3
Northouse – Chapter 3
Portes & Salas (in press) article
Class Activities
 Case Analysis
Discussion of readings
“Leadership and and Conflict”
Readings: Gerzon - Chapter 1, 2, 3
Kouzes, & Posner – Chapter 4 & 6
Northouse – Chapter 4
Theory and Practice, EDD 510, Summer 2014
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Week
6
Date
Topics, Readings, Assignments, Deadlines
Class Activities
 Leadership Issue Analysis Guide (due)
Discussion of readings
“Situational Leadership & Contingency Theory
Readings:
Northouse – Chapter 6 & 8
7
Class Activities
 Guest Panel (Guest Panel)
Discussion of Readings
“Transformational & Charismatic Leadership”
Readings:
Kouzes, & Posner – Chapter 9 & 10
Northouse – Chapter 9
8
Class Activities
 Leadership Issue Analysis Guide (Due)
Guest Speaker (Elected Official/Superintendent)
“Power and Influence”
Readings:
Kouzes, & Posner – Chapter 7 & 8
Gerzon – Chapter 8
Blasé & Blasé
9
Class Activities
 Group #1 Present Case Study
Discussion of Readings
“Perspectives on Leadership Effectiveness”
Readings:
Gordon article (2004)
Purinton article (2013)
10
Class Activities
 Group #2 Present Case Study
Discussion of Readings
“Strategic Leadership”
Readings:
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Week
Date
Topics, Readings, Assignments, Deadlines
Gerzon – Chapter 5 & 6
Institute for Educational Leadership (IEL)
Williams & Johnson article on Strategic Leadership
11
Class Activities
 Group #3 Present Case Study
Discussion of Readings
“Culture and Leadership”
Readings:
Northouse – Chapter 13
Portes & Salas article
Hohepa article
12
Class Activities
 Group #4 Present Case Study
Discussion of Readings
“Emerging Issues in Leadership – Ethics”
Readings:
Kouzes, & Posner – Chapter 13
Northouse – Chapter 14
Gerzon – Chapter 9 & 10
Heifetz ―
13
Class Activity:
 Groups Case Study Analysis (Due)
Research Proposal (Due)
“Leadership and Ethics (continued)”
14
Readings:
Selections from Robert Terry’s Authentic Leadership
Starrett article
Tillman & Scheurich article
Bennis, W. “The Crucible of Authentic Leadership”
“Emerging Issues in Leadership – Culture and Gender”
Readings:
Gerzon – Chapter 11
Antonakis et al., chapters 11-12
15
“Leadership and Decision-Making ”
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Week
Date
Topics, Readings, Assignments, Deadlines
Readings:
Gerzon – Chapter 11
Selections from H. Gardner’s Leading Minds and Changing Minds
Final
Exam
16
Class Activities
 Class wrap-up and summary
Complete instructor evaluations
Presentations of Final Project
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