Johns Hopkins University
School of Education
Effective Leadership
851.705.9T
Fall 2011
July 12, 2011 – September 5, 2011
Online Course
Instructor:
Online Delivery Support:
Dr. Jim Polzin, polzinconsulting@comcast.net
Amanda Lovelace - amandacrow20@hotmail.com
Credit Hours:
3
Class Time:
Weekly and online through the Electronic Learning
Community (ELC)
Course Description
Students review the principles and techniques required of principals, assistant principals, and
teacher leaders. The course emphasizes diagnosis of the school climate, principles of
distributed leadership, motivation of faculty teams, and the dynamics of working in and with
groups to accomplish school improvement goals. Emphasis is placed on the leader’s role in
creating a collaborative vision/mission for a school and in establishing meaningful working
relationships with the larger community.
Course Objectives/Standards
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To acquire a greater understanding of basic leadership strategies and tenets which promote
continuous improvement
To demonstrate knowledge about leadership principles, models, concepts, and theories, and
their application for addressing problems
To integrate the knowledge gained from professional literature with educational situations
To diagnose organizational climate, staff motivation, and staff readiness/ability, and to take
appropriate actions in the pursuit of excellence
To analyze educational environments and apply the concepts to practical situations
To become knowledgeable about and to demonstrate performances in concert with
concepts inherent in the course standards
The Administration and Supervision program aligns with the standards of the Educational
Leadership Constituent Council (ELCC) and the Interstate School Leaders Licensure
Consortium (ISLLC). This program’s content broadens to include technology standards from the
International Society for Technology in Education’s (ISTE) National Educational Technology
Standards for School Administrators (NETS-A).
ELCC/ISLLC Standard 1: A school administrator is an educational leader who promotes the
success of all students by facilitating the development, articulation, implementation, and
stewardship of a vision of learning that is shared and supported by the school community.
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ELCC/ISLLC Standard 2: A school administrator is an educational leader who promotes the
success of all students by advocating, nurturing, and sustaining a school culture and
instructional program conducive to student learning and staff professional growth.
ELCC/ISLLC Standard 5: A school administrator is an educational leader who promotes the
success of all students by acting with integrity, fairness, and in an ethical manner.
ELCC/ISLLC Standard 6: A school administrator is an educational leader who promotes the
success of all students by understanding, responding to, and influencing the larger political,
social, economic, legal, and cultural context.
NETS-A1: Visionary Leadership - Educational Administrators inspire and lead development and
implementation of a shared vision for comprehensive integration of technology to promote
excellence and support transformation throughout the organization.
NETS-A2: Digital Age Learning Culture - Educational Administrators create, promote, and
sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging
education for all students.
NETS-A3: Excellence in Professional Practice - Educational Administrators promote an
environment of professional learning and innovation that empowers educators to enhance
student learning through the infusion of contemporary technologies and digital resources.
NETS-A4: Systemic Improvement - Educational Administrators provide digital-age leadership
and management to continuously improve the organization through the effective use of
information and technology resources.
NETS-A5: Digital Citizenship - Educational Administrators model and facilitate understanding of
social, ethical and legal issues and responsibilities related to an evolving digital culture.
Required Text and Other Materials
Marzano, R., Waters, T., McNulty, B. (2005). School leadership that works: from research
to results. San Francisco: Alexandria, ASCD.
The Jossey-Bass Reader on Educational Leadership, Second edition with an Introduction
by Michael Fullan (2007).
Additional readings such as multimedia presentations, web-based articles, and chapter outlines
are also required.
Optional Text
Dufour, R., & Eaker, R. E. (2008). Revisiting professional learning communities at work: New
insights for improving schools.
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Assignments
(1) Effective Leadership Assessment: Using a template, complete this four-part assessment
based on a case study of a school. (Introduced in week 1, various parts due in Weeks 6,7
and 8)
(2) Interview Reaction Paper: Interview a school principal about leadership and write a
reaction paper. (Introduced in week 1, due in week 4)
(3) Individual Reflections Log: Complete four entries of a reflection log at specified times
through the course based on prompts provided. (Log entries due in weeks 2,3 6,8).
(4) Course Engagement: Have an active presence in course discussions, and complete
course activities as noted in the activity directions to maximize your learning. Proactively
work with your team to complete team activities to promote trust, camaraderie, and
interdependence. (Work throughout the course).
All written assignments must follow standard APA guidelines.
Graded Elements
Point Value
70
20
60
50
200
Effective Leadership Assessment (four parts)
Interview Reaction Paper
Course Engagement
Individual Reflections Log
TOTAL
Grade Earned
Points will be totaled and a percentage will be calculated to determine a grade.
Grading Scale
Points will be totaled and a percentage will be calculated to determine a final grade.
A
=
95-100
A=
90-94%
B+
=
86-89%
B
=
80-85%
B=
77-79%
C+
=
73-76%
C
=
70-72%
F
=
69% or below
The grades of D+, D, and D- are not awarded at the graduate level.
Attendance Policy
You are expected to log into the ELC at least three times a week, however a daily check-in is
ideal. It is your responsibility to read all announcements and discussion postings within your
assigned forums. Submit your first posting to a discussion by Friday and revisit the discussion
multiple times over the week to contribute to the dialogue.
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You are also expected to work equitably within teams to complete activities. At the end of the
course, you will have opportunities to privately rate your own participation and that of your
teammates.
Course Outline
Weekly Dates
Week 1
July 12 – July 18
Week 2
July 19 – July 25
Week 3
July 26 – August 1
Week 4
Aug 2 – Aug 8
Week 5
Aug 9 – Aug 15
Week 6
Aug 16 – Aug 22
Main Individual
Assignments Due
End of Week
Topic
Leadership: Overview
Individual Reflection Log #1
Leadership Theories
Leadership Characteristics
Mission and Vision Statements
Week 8
Aug 30 – Sept 5
Interview Reaction Paper
Educational Reform and
Continuous Improvement
Individual Reflection Log #3
School Culture and Change
Week 7
Aug 23 – Aug 29
Individual Reflection Log #2
Data-Driven Decision Making
Effective Leadership
Assessment – Parts I & II
Effective Leadership
Assessment – Part IiI
Effective Leadership
Assessment – Part IV
Family and Community
Partnerships
Individual Reflection Log #4
Religious Observance Accommodation Policy
Religious holidays are valid reasons to be excused from class. Students who must miss a class
or examination because of a religious holiday must inform the instructor as early in the semester
as possible in order to be excused from class and to make arrangements to make up any work
that is missed.
Statement of Academic Continuity
Please note that in the event of serious consequences arising from the H1N1 flu pandemic
and/or in other extraordinary circumstances, the School of Education may change the normal
academic schedule and/or make appropriate changes to course structure, format, and delivery.
In the event such changes become necessary, information will be posted on the School of
Education web site.
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Classroom Accommodations for Students with Disabilities
If you are a student with a documented disability who requires an academic adjustment,
auxiliary aid or other similar accommodations, please contact Karen Salinas in the Disability
Services Office at 410-516-9823 or via email at ksalinas@jhu.edu.
Statement of Diversity and Inclusion
Johns Hopkins University is a community committed to sharing values of diversity and inclusion
in order to achieve and sustain excellence. We believe excellence is best promoted by being a
diverse group of students, faculty, and staff who are committed to creating a climate of mutual
respect that is supportive of one another’s success. Through its curricula and clinical
experiences, the School of Education purposefully supports the University’s goal of diversity,
and, in particular, works toward an ultimate outcome of best serving the needs of all students in
K-12 schools and/or the community. Faculty and candidates are expected to demonstrate a
commitment to diversity as it relates to planning, instruction, management, and assessment.
IDEA Course Evaluation
Please remember to complete the IDEA course evaluation for this course. These evaluations
are an important tool in the School of Education’s ongoing efforts to improve instructional quality
and strengthen its programs. The results of the IDEA course evaluations are kept anonymous—
your instructor will only receive aggregated data and comments for the entire class. Typically,
an email with a link to the online course evaluation form will be sent to your JHU email address
approximately 85% of the way through the course. Thereafter, you will be sent periodic email
reminders until you complete the evaluation. The deadline for completing the evaluation is
normally one week after the last meeting of class. Please remember to activate your JHU email
account and to check it regularly. (Please note that it is the School of Education’s policy to send
all faculty, staff, and student email communications to a JHU email address, rather than to
personal or alternative work email addresses.) If you are unsure how to activate your JHU email
account, if you’re having difficulty accessing the course evaluations or you haven’t received an
email reminder by the day of the last class, or if you have any questions in general about the
IDEA course evaluation process, please contact Rhodri Evans (410-516-0741; idea@jhu.edu).
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