University of South Carolina
College of Education
Department of Educational Leadership & Policies
EDLP J701
SCHOOL LEADERSHIP
Spring Semester, 2010
COURSE SYLLABUS
I. Descriptive Information:
A. Course number and title: EDLP J701
School Leadership
B. Bulletin description: “The study of school leadership, particularly the interpersonal
relations and communication within an educational organization and between the school
and community.”
C. Course credit: 3 semester hours.
D. Admission to the Graduate School.
E. Intended audience: Graduate students preparing for leadership roles in educational
organizations.
F. Instructor: Dr. Julie Rotholz, 305 Wardlaw College, phone number (803) 777-2831.
E-mail address: jrotholz@mailbox.sc.edu
II. Statement of Learning Outcomes: The purpose of this course is to develop and
foster skills, attitudes and practices, as outlined in the existing knowledge base on
educational administration, that are essential to providing leadership within the school
community. Upon successful completion of this course, as assessed by performance on
assignments, students will be able to:
a) Distinguish between leadership and management;
b) Identify and model the characteristics, traits, and qualities of effective
leaders;
c) Apply leadership theories and constructs in the resolution of community
and school-based problems . (NCATE 6.1
d) Identify leadership practices that foster or inhibit student learning,
including the articulation of a vision of learning for all students (NCATE
1.1, 1.2);
e) Assess school culture with the goal of improving staff performance, the
communication between various stakeholders, and the academic
performance of all students (NCATE 2.1, 4.2);
f) Identify and model effective management and communication strategies to
promote student learning (NCATE 1.3, 2.3);
g) Assess personal leadership skills and deficits, and develop and implement
plans to address individual weaknesses (NCATE 2.4);
h) Formulate appropriate responses to educational problem situations via
case studies (NCATE 1.3, 2.1, 3.2);
i) Develop a plan to improve the relationships between the school and the
community it serves (NCATE 4.3, 6.2, 6.3).
j) Contribute to the intellectual growth of class peers by working
collaboratively with other students and by responding with intellectual
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rigor, integrity and honesty to postings on the class’s electronic discussion
board (NCATE 5.1).
III. Required Textbook: Hoy, W.K. & Miskel, C.G. (2008). Educational
administration: Theory, research, and
practice. (8th ed.). Boston: McGraw-Hill.
ISBN# 978-0-07-340374-8.
IV. Academic Course Requirements and Assessments:
1. Vision statement. Compose your own vision statement that reflects your values
and beliefs about, and your goals and purposes of, your profession. Include the vision
statement of your school and/or your school district. Document your process for
obtaining this.
2. Self assessments and reflections on leadership. For your first self-assessment, in
no more than three pages, describe your personal and professional strengths and
weaknesses. Include your relevant beliefs, skills and experiences regarding
leadership. The second paper should be a scholarly and sophisticated “re-write” of
the first; it should reflect your mastery of the content of this course.
3. Case study responses. Via a wide variety of problem scenarios, each student will
apply appropriate theoretical constructs and solutions to the resolution of two
complex problems in educational organizations. Problem areas include, but are not
limited to, supervision; diversity dilemmas, including sexuality, race and gender
issues; student conduct; political and interpersonal dilemmas that are common in
school settings; and problems with ethical, motivational, managerial, developmental,
and/or leadership dimensions.
4. Community Relations Plan. The intent of this assignment is four-fold: a) to
propose strategies to involve all stakeholders in the creation of a school culture that
promotes learning; b) to foster parental involvement in their children’s educational
progress and success; c) to address community educational concerns, particularly
student achievement and school reform; and d) to manage the political climate that
surrounds contemporary schooling. This is a collaborative project of no more than
six pages.
5. Analysis: “Leadership and the Work Group.” Using whatever rubrics, theories,
and/or analytical tools you desire, analyze the functioning, problems and processes of
your small group. Describe and analyze the role of each individual in your small
group, including yourself, in behavioral terms. Include a discussion of what you’ve
learned about leadership based on your Work Group experience.
6. Quizzes. At mid-semester and toward the end of the semester, you will take a quiz
on BlackBoard. A fake ‘practice quiz’ will be available to help you get acquainted
with BlackBoard’s test-taking features.
V. Administrative Course Requirements:
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1. “Attendance”. The face-to-face meeting in Columbia on Saturday, January 9 is
required. Although this is a web-based course, you should schedule time to view class
every week.
2. Participation in small and large group activities. Many of the activities we will engage
in are on-line. You are required to be a full and equal partner in these activities. To gain
entrance into one of the small work groups, you must complete the Student Information
Form handed out in our face-to-face meeting. Failure to complete and submit this form
will result in no assignment to a work group OR delayed placement in a group. In
addition, you should check our BlackBoard site AT LEAST twice a week to keep abreast
of announcements, information, and contributions by peers.
3. Submission of all assignments via the ‘assignment’ feature on BlackBoard by the time
noted in this syllabus. There are no exceptions to this without the prior consent of the
instructor (who reserves the right to reject late work). I will grade assignments and post
your scores in the BlackBoard grade book. Please note: Failure to post assignments as
required may result in no grade given for that assignment. The only assignment for
which a ‘paper copy’ is required is the ‘in-class assignments’, which you will write by
hand and mail to my office at the end of the semester.
4. Meticulous adherence to the Carolinian Creed, widely acknowledged norms of ethical
behavior, and standards of professional and personal integrity. Evidence of academic
dishonesty, or collusion in another’s dishonesty, may well result in your administrative
removal from this course and this degree program. Please note that plagiarism detection
software, as well as the myriad features of BlackBoard, may be used to monitor
assignments.
5. Adherence to the Publication Manual of the American Psychological Association (6th
ed.) guidelines regarding the conventions of scholarly citations in manuscript
presentation. Helpful hints regarding APA style may be found on the APA website. The
best advice I can give you is to say, “Buy a copy of the new 6th Edition of the Publication
Manual. You’ll need it throughout your degree program.”
6. Use of the electronic resources vital to the successful completion of this course. This
class is delivered on-line. As such, it is imperative that you be able to access your
account on the University’s mainframe; log onto the BlackBoard program; send and
receive e-mails; and download, open, and send files and documents. Resources will be
made available to you to help you master such skills if you don’t already have them; it is
YOUR responsibility to take advantage of these resources.
VI. Evaluation and Grading:
Each component of the course is weighted as follows:
Class contributions:
Self-assessments (5 pts for 1st; , 25 for 2nd):
Community relations plan (group project):
Vision, group analysis, “in-class” activities, two case
studies submitted by group; 5 pts. each:
Quizzes, 10 points each:
Grading scale:
94 – 100 A
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10 points
30 points
15 points
25 points
20 points
100 points possible
89 – 93 B+
83 – 88 B
78 – 82 C+
70 – 77 C
65 – 69 D
below 65 Failing
Please note that four or more grades of C or lower make you ineligible for a graduate
degree.
VII. Major Topics of this Course:
Class 1 Overview, assignments, and expectations.
Class 2 “Vision and the School as a Social System”
Class 3 “The Technical Core: Teaching and Learning”
Class 4 “Structure in Schools”
Class 5 “Motivation and Individuals in Schools”
Class 6 “Climate and Culture”
Class 7 “Power and Politics in Schools”
Class 8
“The External Environment of Schools”
Class 9
“Quality and Effectiveness”
Class 10
“Decision-making in Schools”
Class 11 “Communication and Interpersonal Skills”
Class 12 “Leadership in Schools’
Class 13 More about Leadership.
Class 14 Overview, review, summary, final comments.
VIII. Modes of Instruction:
This is a web-based where weekly course topics are delivered via lecture on the
University’s Breeze program which is accessible through a URL that is posted weekly.
In addition to instructor lectures, students are required to do a series of ‘in class
exercises’. Additional modes of instruction include small group work in which students
address case studies and develop a community relations plan. Large group discussions
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occur on the course’s ‘discussion board’ where topics relevant to educational
administration are discussed.
IX. Bibliography:
Carter, S.C. (2000). No excuses: Lessons from 21 high-performing, high-poverty
schools. Washington, D.C.: The Heritage Foundation.
Donaldson, G.A. (2001). Cultivating leadership in schools: Connecting people, purpose,
and practice. New York: Teachers College Press.
Gutherie, J.W. and Schuermann, P.J. (2010). Successful school leadership: Planning,
politics, performance, and power. New York: Allyn and Bacon.
(Publisher). The Jossey-Bass reader on educational leadership. (2000). San Francisco:
Jossey-Bass Publishers.
Klimek, K.J., Ritzenhein, E., & Sullivean, K.D. (2008). Generative leadership: Shaping
new futures for today’s schools. Thousand Oaks, CA: Corwin Press.
Northhouse, P.G. (2007). Leadership: Theory and practice (4th ed.). Thousand Oaks,
Ca: Sage Publications.
Sergiovanni, T.J., Keller, P., McCarthy, M.M. and Fowler, F.C. (2009). Educational
governance and administration (6th ed.). New York: Pearson.
Schmoker, M. (2000). Results: The key to continuous school improvement (2nd ed.)
Alexandria, VA: ASCD.
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