ELS 600
Principal Orientation and Instructional Leadership
3.0 Credit Hours
Spring, 2004
Instructor: Dr. William A. Owings
Education Building, 168-4
757.683.4954
wowings@odu.edu
Text:
Cunningham, W.G. and Cordeiro, P.A. (2003). Educational Leadership: A
Problem-Based Approach. Boston: Allyn and Bacon.
Reference: William G. Cunningham and Donn Gresso. (1993) Cultural
Leadership: The Culture of Excellence in Education. Boston: Allyn and Bacon.
Gene R. Carter and William Cunningham (1997), The American School
Superintendent: Leading in an Age of Pressure. San Francisco: Jossey-Bass, Inc.
Murphy, J. and Seashore Louis, K. (1999). Handbook of Research on
Educational Administration.
San Francisco: Jossey-Bass, Inc.
Owens, R.G. (1995) Organizational Behavior in Education. Boston: Allyn &
Bacon.
PURPOSE: ELS 600 is designed to give students entering the ODU Principal
Preparation program an understanding of the complex roles and challenges of a school
principal, while focusing on the constantly changing nature of administrative
responsibility. Students develop an integrated view of the knowledge base, research
and practice of administration within a context of multiple perspectives and a wide range
of thinking. The purpose of the course is to increase understanding of education, the roll
of educational administration, the forces that are moving education into a new era, the
transitions that are occurring, and the use of the latest, best practices to improve the
education of all children.
DESCRIPTION: An introduction to educational leadership to develop a capacity for
reflective practice which unifies theory and knowledge for the improvement of
instruction. Students will begin to understand their leadership potential through
reflection, self-analysis, and instructor feedback via diagnostic assessment and case
studies for principals. Students develop an administrative portfolio skills assessment.
Required for entry level course.
-1-
The student demonstrates orally, in writing and/or by class participation an
understanding of:
a.
b.
c.
d.
How leadership theory can be used to facilitate educational
administration
The governance of American education with special emphasis on
the responsibility of local, state, and federal governance.
The major roles of principals in the educational system.
Pressing issues in the field of education and how these issues are
influencing current administration and leadership practices.
COURSE REQUIREMENTS: The content of the objectives, as discussed above, will be
reviewed in class. The student will be expected to direct reading and study, outside of
the classroom activities, in order to reach the goal expectations in terms of both quality
and quantity. Case studies will be used to determine the extent of content completion.
Students are expected to explore major leadership responsibilities related to curriculum,
instruction and program development; pupil personnel; human resource management;
and, finance and stewardship.
COURSE OBJECTIVES/OUTCOMES: Through acquired knowledge of the history and
principles of educational leadership and strengthened understanding and skills,
students will
acquire a basic understanding of educational leadership as a field of study and
understanding the roles, challenges, and language of educational leadership
including its theories, models, and metaphors;
use multiple perspectives to analyze their beliefs about the purpose of public
education and its role in developing democracy in a diverse and pluralistic
society;
comprehend and appreciate school reform as a complex systemic process of
organizational change;
recognize how schools can be responsive to political, social, cultural, and
economic impacts and their role in facilitating how community resources and
partnerships of school, family, business, government, and higher education
institutions can contribute to teaching and learning in the school; and
-2-
have a basic understanding of the leadership roles and functions of district and
school level administrators including organizational, cultural, instructional, legal,
and management roles.
Through interactive strategies, i.e., case study analysis, enactments, small and large
group discussions, and reflective writing, students will
generate philosophies of education and leadership and understand their need to
continuously reflect on the ethics of their actions in relation to their beliefs and
the changing challenges to education;
understand how to develop a strategic plan for improving teaching and learning
in
safe and orderly schools;
apply their understanding of leadership to various educational situations including
organizational, cultural, instructional, legal, and managerial problems and
challenges.
COURSE COMPETENCIES: This course serves the duel purpose of allowing the
student to: (a) examine key issues in public education-both current and future, and (b)
assess his/her strengths in several areas of school leadership. To be well prepared for
school leadership, you should be guided by the Interstate School Leader Licensure
Consortium (ISLLC) and the Virginia Department of Education (VDOE) standards. The
ISLLC standards are as follows:
ISLLC Standards Summary
Summary statements for the six ISLLC Standards are presented below. Note that each
standard starts with the same phrase: “A school administrator is an educational leader
who promotes the success of all students by.....” This phrase highlights the Standards’
emphasis on the vision of a school leader as an educational leader who strives to
promote the success of all students.
You do not need to memorize the six standards. Instead, you should read each
standard carefully, and the knowledge, disposition, and performance associated with
each. In doing so, you should think about the type of school leader identified by the
standards, and should know the appropriate knowledge base that will enable you to be
a good decision maker when you assume administrative positions. The stronger the
knowledge base, the better these standards can be carried out.
Standard 1
-3-
1.3
A school administrator is an educational leader who promotes the success of all
students by
1.4
facilitating the development, articulation, implementation, and stewardship of a vision of
learning 1.5 that is shared and supported by the school community.
Standard 2
2.1
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.
Standard 3
3.1
A school administrator is an educational leader who promotes the success of all
students by ensuring 3.2 management of the organization, operations, and resources for a
safe, efficient, and effective learning
environment.
Standard 4
A school administrator is an educational leader who promotes the success of all
students by
4.2
collaborating with families and community members, responding to diverse community
interests and
needs, and mobilizing community resources.
Standard 5
5.3
A school administrator is an educational leader who promotes the success of all
students by acting with integrity, fairness, and in an ethical manner.
Standard 6
6.1
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.
The full standards are defined by a combination of knowledge, disposition, and
performance indicators. Copies of the complete standards can be ordered from
Council of Chief State School Officers
One Massachusetts Avenue, NW
Suite 700
-4-
Washington, DC 20001-1431
Phone: 202-336-7016
•
•
•
•
•
•
•
•
The course competencies are:
•
ISLLC Standard 1.3: Implement a vision. Use case studies to
formulate the initiatives necessary to motivate staff, students, and families
to achieve the school’s vision and develop a processes for implementing
the vision.
ISLLC Standard 1.4: Standard 1.4: Steward a Vision. Use a problembased learning activity to build a shared commitment to the vision and design or
adopt a system for using data-based research strategies to regularly monitor,
evaluate, and revise the vision, and to assume stewardship of the vision.
ISLLC Standard 1.5: Promote Community Involvement in the Vision.
Use case studies and problem-based learning activities to demonstrate the skills
needed to communicate effectively with all stakeholders about implementation of
the vision.
ISLLC Standard 2.1: Promote Positive School Culture. Use case
studies, research, and problem-based learning activities to assess school culture
and implement context-appropriate strategies that capitalize on the diversity of
the school community to improve the work culture.
ISLLC Standard 2.2: Provide Effective Instructional Program. Use
book-reports and oral presentations to gain understanding of best practices for
student learning, human development theory, proven learning and motivational
theories, and/or concerns for diversity.
ISLLC Standard 3.1: Manage the Organization. Use research, written
reports, philosophy of leadership, case studies and problem-based learning
activities to apply appropriate models and principles of organizational
development and management, focusing on effective organization and
management of fiscal, human and material resources, giving priority to student
learning, safety, curriculum, and instruction.
ISLLC Standard 3.2: Manage Operations. Use professional endeavors,
case studies, and problem-based learning activities to create plans for involving
staff in conducting operations and setting priorities using appropriate and
effective needs assessment. Research based data and/or group process skills to
build consensus, communicate, and resolve conflicts in order to align resources
with the organizational vision.
ISLLC Standard 4.2: Respond to Community Interests and Needs.
Use case studies to develop plans for maintaining high visibility and active
involvement within the community, including interactions with individuals and
groups to capitalize on the diversity (cultural, ethnic, racial, economic, and
special interest groups) of the school community to improve school programs and
meet the diverse needs of all students.
ISLLC Standard 5.3: Acts Ethically. Uses statement of ethics, case
studies, and problem-based projects to make and explain decisions based upon
ethical and legal principles.
-5-
4.2
•
ISLLC Standard 6.1: Understand the Larger Context. Uses case
studies and problem based learning activities to act as informed consumers of
educational theory, theories of change, conflict resolution, and the appropriate
application of those models to specific communities with an understanding of the
policies, laws, and regulations enacted by local, state, and federal authorities that
affect schools, especially those that might improve educational and social
opportunities.
COURSE CONTENT:
A.
B.
C.
D.
E.
The context of American education
The structural framework and administrative hierarchy
The process and theory of leadership
Operational and functional responsibilities
Case studies/vignettes/problem-based analysis
Approximate Schedule of Class Activities
8/25
Orientation and overview of the knowledge base and context for educational
administration and course content and assignments. (Read Chapters 1 &
2)
4.2
9/8
Discuss Portfolio Development; Review of the federal, state and local role
in
5.3
education and the American school reform movement. (Read Chapters 2
& 3); Class 6.1
discussion: Leadership Differences in Flem Snopes School
District). Develop an
understanding of the local, state and federal context
in which education is embedded
and how those conditions and dynamics
influence, laws, policies, regulations and
practices and the schools ability
to meet the needs of a diverse student population.
9/15
Development of local school district organization and leadership. (Read
Chapter 5; Class discussion: Challenging Old Behaviors at Ophelia High
School)
1.3
1.4
NOTE:
In completing vignettes, think about how you would go about implementing
a new
1.5
or revised vision for a school, developing a shared commitment to the
vision, and how
you would monitor, evaluate, and revise the vision.
Your
efforts should also focus
on obtaining needed support from parents,
community, and the external power
structure.
2.1
9/22
3.1
Chapter 6)
Practicing successful school leadership and discussing diagnostic
inventories. (Read
Chapter 6; Complete and discuss Leadership Diagnostic Inventories in
Analyze your diagnostic inventories to determine your views about staff,
leadership,
-6-
style, planning approach, decision-making, handling conflict and managing
time.
3.1
9/29
2.1
10/6
Practicing successful school leadership and discussing diagnostic
inventories, contd. (Read Chapter 6; Handout and discuss case studies
“Electives” and “Scheduling Problem.”)
Developing the cultural, moral and ethical dimensions of leadership.
(Read Chapter
5.3
6 & 7; discuss vignette Cuyamaca High deals with value collision) [MIDTERM
TAKE HOME EXAM: Complete vignette Failing Health at Atlas
Shug High School
and hand in the following week] Your response should focus
on creating a positive
and supportive work culture including assessing the
culture, developing strategies to
improve the culture, and focusing on how
leadership strategy influences the school
culture.
Focus on how your
statement of ethics, that appears in your administrative
portfolio, has an
effect on your decisions and leadership as they influence others.
10/20
Hand in and discuss Mid-Term Examination entitled Failing Health at
Atlas Shrug
2.1
High School; continue to discuss cultural, moral and ethical leadership.
(Skim book 5.3
entitled, Cultural Leadership: The Culture of Excellence in
Education by William
G. Cunningham and Donn Gresso and discuss
cultural leadership).
10/27
Principal and supervisor panel: Discuss operational and functional
responsibilities.
11/3
Apply leadership skills to program development, delivery and assessment
(Read
2.2
Chapter 8; Complete Vignette:
Program Improvement at Linton
Elementary School
for classroom discussion). Explain what you would do to
address concerns related to
the curriculum, to improve the curriculum and
related instructional practices, to
promote the use of technology and to evaluate
the effectiveness of needed changes.
(Portfolio Due)
11/10
Hand in and discuss vignette Program Improvement A Linton Elementary
School;
Apply leadership skills to pupil personnel services and staff personnel
1.5
services.
4.2
Focus your attention on how pupil personnel services address needs of a
diverse
student population with a focus on programs to serve students with
special and
exceptional needs.
(Read Chapters 9 & 10; discuss in class
vignettes: Challenges
from Thurber Middle School and Staffing Problems at
Lincoln Elementary School)
2.1
11/17
Seminar on school leadership: Students oral presentations and written
reports due
-7-
2.2
(provide enough written copies for all students in the class). Your book
and oral
3.1
presentation should focus on leadership, positive school culture,
organizational
development, decision-making, communication as they
relate to school effectiveness
and efficiency. Hand out final examination
questions for Discouraging SOLTest
Scores at Madison High School.
12/1
Discuss resource allocation and management and course review (Read
Chapter 12;
1.3
discuss vignette: Identifying Funding Sources for Meadows High in class.
Turn 1.4
in completed Final Examination: Problem-based Learning project
entitled
1.5
Discouraging SOL Test Scores at Madison High School.
Vignettes and case studies may be assigned, for classroom discussion, throughout the
semester.
Course Grading:
(three
result in
Mid-term Exam
3/8
participation
Final Exam
3/8
Case study discussion and Oral presentation and written
handout (Book review)
1/8
Class participation and Portfolio
1/8
absences
will
an “F” in class
and Portfolio)
Oral Presentation and Written Report . (Due: 11/17/03) You should read a current
book on
leadership, school culture, pedagogy, ethical practice and/or related educational
issues and be pre2.1
pared to discuss your book in a seminar type discussion group as well as complete a 4
page written 2.2
handout on your reading. Your report should focus on “golden nuggets of
knowledge” that you 3.1 gleaned from the book as they relate
to
leadership,
management, organizational development, 5.3 planning and decision making giving priority to
student learning and safety, curriculum and
instruction.
You need to get your book
approved by the class instructor prior to developing your
oral and written report.
You
should select an author who is a recognized current expert who can be
related
to
educational administration, and leadership, and who interests you. Your selected expert
can be in a field related to an administrative
topic like leadership, decision making,
planning or a
current issue like block scheduling, constructivist curriculum, or technology
in education.
2.1
Each student is asked to read his or her book on educational leadership, school culture,
pedagogy, 2.2
ethical practice and/or the principalship during this semester. The student
will be expected to
3.1
provide input based on this outside reading during the classes and to use the book’s
content as a
5.3
partial foundation for addressing vignettes and problem based learning. A list of
possible books is included with this syllabi. Another source of books on educational
administration is the professional library for your school district. The professional library often
-8-
contains books that the school system has selected as important for future administrators.
The textbook for this course also provides a list
of “suggested readings” from which you
can select a book. The professor must approve the book that
you select. It is beneficial
when class members select different books, because it provides many
different
perspectives on the topics being discussed in class.
Portfolio Development. (Due: 11/3/03) Each student will be required to complete a
professional portfolio on themselves as a prospective school administrator. A portfolio is a
collection of experiences and accomplishments that document his other potential for school
leadership. The
portfolio is a record of learning and experience that focuses on the
student’s work and his/her reflection on that work. Artifacts are collected to demonstrate that
the student has developed the
needed background to become an effective principal. It tells
the story of a students efforts, progress and achievement in his/her professional field. The
portfolio is a systemized and organized collection
of evidence to monitor student
knowledge, skill, and experience. (A “Handbook on Portfolio Development” is available at the
Monarch Copy Center.)
This course, ELS 600 helps students begin these portfolios. The purpose of the
portfolio is to serve as a tool for students to develop and synthesize their educational
leadership preparation program with
personal experiences and achievements. The
portfolio is a record of learning and experience that focuses on the student’s work
and his/her reflection on that work. It tells the story of a student’s efforts,
progress,
and achievement in his/her professional field. The portfolio also serves to validate
acquisition of competencies for school principals required by the state of Virginia.
Throughout enrollment in the Educational Leadership Program at Old Dominion
University, each student is expected to continue to develop their professional portfolio
begun in ELS 600. Course instructors will guide students in selecting items to be
placed in the portfolio. It is the responsibility of each student to place selected items
into the body of the portfolio and write reflective statements for each subsection in which
they describe how these items demonstrate their preparedness on each specific
standard. Products from this course have been designed to serve as evidence that
students have acquired the skills to meet competencies for educational administration
as required by the Commonwealth of Virginia as well as the ISLLC Standards.
Each student will be required to complete a professional administrative portfolio as a
prospective school administrator.
A portfolio is a collection of academic and work
experiences and
accomplishments that document his or her potential for school
leadership. The portfolio is a record
of learning and experience that focuses on the
student’s work and reflection on that work. Artifacts are collected to demonstrate that the
student has developed the needed background to become an
effective principal. It tells
the story of a students efforts, progress, and achievement in the
professional field.
The
portfolio is a systemized and organized collection of evidence to monitor student knowledge,
skill, and experience. (A “Handbook on Portfolio Development” is available
from
the
Monarch Copy Center under the ELS 600 course.) The following portfolio artifacts will be
developed and placed into the administrative portfolio as part of the ELS 600 class:
Introduction
!
resume
-9-
!
!
!
!
professional goals and objectives
philosophy of education
philosophy of leadership
2.1, 3.1
statement of ethics
5.3
Appendix
!
!
!
!
!
!
!
!
!
!
and
professional development 2.1, 2.2
professional involvement 2.2
leadership development 2.2
school involvement (plans & processes you used to
implement a vision) 1.3, 2.2
community involvement
1.5
professional endeavors
3.2
honors/awards
5.3
performance evaluations
commendations
reflections
Two-page book report
Problem-based learning project: Marveling at the Results: Power, Roles, Relationships
School Reform
Vignette: Failing Health at Atlas Shug High School
Case Studies: The discussion and documentation of vignettes and problem-based
learning activities 1.3
should help the professor and student to understand and evaluate
how the student uses contextual, 5.3
ethical, legal, curricular, instructional, technological,
and analytical knowledge in handling a specific
educational challenge. The purpose of
these vignettes and problem-based learning activities are to 3.1
determine how well the
student can apply the course competencies (VDOE, ISLLC and ELCC
3.2
standards) to the case study and translate them into a plan of action. There are many
possible
solutions to any situation, however, the quality increases by taking account of
crucial information, developing needed knowledge and skill related to the situation, and
supporting work with references that were examined as sources of information to support an
excellent solution. In solving each
4.2
vignette diagnose the diversity of the community and students and develop plans which
focus on
4.6
improving services, safety, curriculum and/or instruction received.
Classes are used to discuss foundational material related to educational administration.
The concepts
developed in these classes will help the student in addressing vignettes
and problem-based learning 1.3 activities and other class topics covered during the
semester. The candidate is expected to formulate 1.4
a plan which will help the school
to achieve it’s described vision and goals. Your response should also describe the type of
data needed to monitor, evaluate and revise the vision.
Examinations: The mid-term examination (due: 10/20/03) is based upon the vignette:
Failing 1.3 Health at Atlas Shug High School. The final examination (due: 12/1/03) is the
problem-based
-10-
3.1
learning project entitled “Discouraging SOL Test Scores at Madison High School.” Both
examina3.2
tions are open book and notes, take home examinations in which you must follow the
honor code. 5.3
You should use no more than three consecutive hours on each
examination and give or receive
6.1
no assistance to/from others. In completing the problem-based learning activity,
address issues like gaining shared ownership of the vision, values, ethics, and goals;
encouraging team effort; building 1.4
a strong work culture; supporting excellence; securing
resources; assessing results, and so on in order 1.5 to improve instructional practices and
the curriculum. Focus on the importance of integrating
2.1
technology into the curriculum and the analysis of data in order to improve programs.
2.2
Accommodating Students with Special Learning Needs: All learners have different
learning
styles. If you have a particular handicapping condition that I should know about
in evaluating your course work, please notify me so that appropriate accommodations can be
made.
Honor Pledge: “I pledge to support the honor system of Old Dominion University. I will
refrain
from any form of academic dishonesty or deception such as cheating and
plagiarism. I am aware that
as a member of the academic community, it is my
responsibility to turn in all suspected violators of
the honor system. I will report to Honor
Council hearings if summoned.” By attending Old
Dominion University you have accepted
the responsibility to abide by this code. This is an
institutional policy, approved by the
Board of Visitors.
Books on the Principalship
Raniki, Taher, A. and Swanson, Austin, D. (1995), Fundamental Concepts of
Educational Leadership
and Management. Englewood Cliffs, N.J.: Prentice Hall.
CA:
Lunenburg, Fred C. ad Ornstein Allan C. (2003) Educational Administration. Belmont,
Wadsworth Publishing Company.
Drake, T.L. and Roe, W.H. (1999) The Principalship. Upper Saddle River, M.G.: Merrill
Hughes Larry W. (1999) The Principal as Leader.
Company.
Kimbrough, Ralph B. and Burkett C.W. (1990).
Practices.
Englewood Cliffs, N.J.: Prentice-Hall.
New York: Merrill: Publishing
The Principalship: Concepts and
Sergiovanni, Thomas. (2001). The Principal: A Reflective Practitioner. Boston: Allyn &
Bacon.
Speck, Marsha. (1999). The Principalship: Building a Learning Community. Upper
Saddle River,
NJ: Merill.
-11-
This course, ELS 600 helps students begin these portfolios. The purpose of the portfolio is to
serve as a tool for students to develop and synthesize their educational leadership preparation
program with personal experiences and achievements. The portfolio is a record of learning
and experience that focuses on the student’s work and his/her reflection on that work. It tells
the story of a student’s efforts, progress, and achievement in his/her professional field. The
portfolio also serves to validate acquisition of competencies for school principals required by
state of Virginia. Throughout enrollment in the Educational Leadership Program at Old
Dominion University, each student is expected to continue to develop their professional
portfolio begun in ELS 600. Course instructors will guide students in selecting items to be
placed in the portfolio. It is the responsibility of each student to place selected items into the
body of the portfolio and write reflective statements for each subsection in which they describe
how these items demonstrate their preparedness on each specific standard. Products from
this course have been designed to serve as evidence that students have acquired the skills to
meet competencies for educational administration as required by the Commonwealth of
Virginia as well as the ISLLC Standards. In developing their Professional Administrative
Portfolios, ELS 600 students will include the following.
-12-
Documentation completed in ELS 626
Addressed
Philosophy of Education
Philosophy of Leadership
Statement of Ethics
Appendix of Experiences
Primary State Competencies
#1 Knowledge and understanding of the
purpose of education and its role in a
modern society, the philosophy and history
of education, specifically #1a.-philosophy of
education; #1b-professional ethics; and #1dthe role of leadership.
ELS 600 serves as a vehicle for early development and pre-program evaluation of progress on
the portfolio. Pre-program expectations are described in the Handbook for the Professional
Administrative Portfolio which is available from the Department of Educational Leadership and
Counseling (Education Building - Room 110) and at http://web.odu.edu/doyle. Expectations
include a

Philosophy of Education

Philosophy of Leadership

Statement of Ethics

Resume

Statement of Professional Goals and Objectives

Appropriate Presentation Format, i.e., binder with table of contents,
subdivisions, and introductory statement page

Appendix
Professional development
Professional involvement
Leadership development
School involvement
Community involvement
Professional endeavors
Honors/awards
Performance Evaluations
Commendations
Reflections
and
Two-page book report
Problem-based learning project: Marveling at the Results: Power, Roles, Relationships
School Reform
Vignette: Failing Health at Atlas Shug High School
-13-
COURSE OBJECTIVES/OUTCOMES:
Through acquired knowledge of the history and
principles of educational leadership and strengthened understanding and skills, students will
acquire a basic understanding of educational leadership as a field of study and
understanding the roles, challenges, and language of educational leadership
including its theories, models, and metaphors;
use multiple perspectives to analyze their beliefs about the purpose of public
education and its role in developing democracy in a diverse and pluralistic
society;
comprehend and appreciate school reform as a complex systemic process of
organizational change;
recognize how schools can be responsive to political, social, cultural, and
economic impacts and their role in facilitating how community resources and
partnerships of school, family, business, government, and higher education
institutions can contribute to teaching and learning in the school; and
have a basic understanding of the leadership roles and functions of district and
school level administrators including organizational , cultural, instructional, legal
and management roles.
Through interactive strategies, i.e., case study analysis, enactments, small and large group
discussions, and reflective writing, students will
generate philosophies of education and leadership and understand their need to
continuously reflect on the ethics of their actions in relation to their beliefs and
the changing challenges to education;
understand how to develop a strategic plan for improving teaching and learning
in safe and orderly schools;
apply their understanding of leadership to various educational situations including
organizational, cultural, instructional, legal, and managerial problems and
challenges.
-14-