State University of New York
School of Education –Summer 2011
EDUC 673 LEADERSHIP IN EDUCATIONAL SETTINGS
Class Dates: Tuesdays & Thursdays 4:30-8:00 pm May 17-June 30 in Academic B Rm.124
Dr. Thomas O’Brien
Office: Academic B 126B
Office Hours: After class & by appointment
Home Phone: 786-0464
Office Phone: 777-4877 (voice mail)
tobrien@binghamton.edu
Course Description: This course focuses on the professional knowledge base of theories,
principles and informed practices of transformational leadership that advance schools as
learning organizations for all stakeholders. Emphasis will be placed on leadership as a
values-driven, 360º process of influencing others to collaboratively achieve strategic,
mutually beneficial goals, rather than a form of power that is only available to someone in a
designated “position” of authority (on the Pyramid of Power). School leader-followersituation interactional challenges and change opportunities will be critically examined
through “four frames” (human resource, political, structural, and symbolic) with an eye to
supporting teacher-leaders in their current positions and possible future careers as
administrator-leaders. This is one of seven required courses in the Certificate of Advanced
Studies program in Educational Leadership and may serve as an elective in the EdD in
Educational Theory & Practice (if approved by a faculty advisor).
Course Objectives (Instructor generated): Students are expected to:
1. Become aware of and reconsider tacit beliefs (metaphors & philosophies-in-practice)
about leadership with an eye to increased self-empowerment, sense of efficacy and strategic
decision-making & initiative taking as educational leaders regardless of title, position or
formal job description.
2. Critically examine “unquestioned answers” about leadership, visioning and school
change through: (a) four “leadership lenses” or explanatory frameworks (i.e., leaderfollower-situation interactional model, 360º leadership perspective, pyramid of
power/influence and the “four frames,” (b) the research literature on cognitive
(constructivist) learning theory, school cultures, and educational change and (c) cases drawn
from both the education and business world.
3. Function as part of a collaborative learning/leadership team to critically investigate and
compare particular school &/or district cultures and specific local challenges and change
opportunities through the above lenses (2 a c).
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University
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4. To develop personalized, “next step & beyond” Individual (professional) Development
Plans (as informed by various self-assessment/reflection instruments) for your own
continued lifelong learning and growth as caring, competent educational leaders “who make
a difference in a 360º sphere of influence” with your own diverse students (“subordinates”),
peers (teacher-colleagues), and designated school and/or district leaders (“superordinates”).
5. WHAT DO YOU INTEND TO INVEST IN & GET OUT OF THIS COURSE?
New York State Standards for Educational Leaders
This course is designed to develop building-level and district-level leadership skills, knowledge,
and qualities. It addresses NYS Content Requirements for: developing & implementing a shared
vision; collaborating & valuing diverse perspectives; communicating & working effectively with
diverse publics; leading comprehensive long-range planning; effecting change through ethical
decision-making; establishing accountability systems; modeling ethical leadership; creating
supportive learning cultures for students & staff; & maintaining a personal plan for selfimprovement & continuous learning. Of the 9 Essential Characteristics specified in NYS
regulations, this course develops the abilities to (#1) understand what it means to be a leader;
(#2) promote shared visions; (#3) communicate clearly & effectively, (#4) collaborate &
cooperate with others, (#5) take a long view, (#6) support staff, (#7) hold selves & others
responsible, (#8) continue learning & honing skills, & (#9) understand risk taking.
Required Texts and Readings
Hughes, R.L., Ginnett, R.C., & Curphy, G.J. (6th ed./2009). Leadership: Enhancing
the lessons of experience. ISBN 0-07-244529-7.
The Jossey-Bass reader on educational leadership. (2nd ed. 2007). San Francisco:
Jossey-Bass. ISBN 0-7879-5281-8.
Supplemental Books: (a source of some instructor handouts/e-mail attachments):
Bolman, Lee G. & Deal, Terrence E. (2008/4th ed.). Reframing Organizations: Artistry,
Choice and Leadership. San Francisco: Jossey-Bass. [excerpts re: “four frames”].
Maxwell, John C. (2005). The 360 Degree Leader: Developing Your Influence from
Anywhere in the Organization. Nashville, TN: Thomas Nelson Publishers.
O’Brien, T. (e-mail): Leadership Annotated Bibliography (see also BU EdD graduate, Dr. Doug
Green’s “You don’t have time to read it, but I do” Book Summaries: http://www.drdouggreen.com/)
Readings & Discussion Questions: see periodic course handouts & e-mails.
Websites (e-mail): Government Agencies, National Associations & Private Foundations
that promote Educational Leadership, School Reform & Renewal Efforts.
Note: E-mail/Internet Access: For this course, students are expected to have access to &
make regular, weekly, between-class use of e-mail (for instructor-student & student-student
exchanges) and the Internet. If you do not currently have such access at home (or work),
you may use any of the university’s free computer pods (including those on the 1st floor of
Academic B). Alternatively, the BU Computer Help Desk will provide you a CD for free
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University
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Internet access (either Windows or Mac platforms) through the BU server that allows you
dial in from home for no additional charge (unless the call to BU is long-distance). As a
registered BU student, you are entitled to print out up to 100 pages free-of-charge per week.
Supplemental Journals (for your ongoing professional development as a school leader):
Education: Administrative Sciences Quarterly, American Educational Research Association
Journal, American Educator (AFT), American School Board Journal, Education Week, Educational
Administration Quarterly, Educational Leadership, ERS Spectrum (Educational Research Service),
Educational Researcher (AERA), Educational Research Quarterly, The Elementary School Journal,
ERIC Review, The Executive Educator, Harvard Educational Review, Journal of Educational
Administration, Journal of Educational Research, Journal of Law & Education, Journal of Teacher
Education, NASSP Bulletin, New Directions for School Leadership, Phi Delta Kappan, Review of
Educational Research (AERA), The School Administrator, School Review and Theory into Practice.
Business: Business Horizons, Harvard Business Review, Human Resource Management,
Management Sciences, Organizational Behavior and Human Performance, Training, Training and
Development Journal, The Wall Street Journal
Psychology: American Educator (i.e., Ask the Cognitive Scientist feature online @ www.aft.org)
American Psychologist, Annual Review of Psychology, Current Directions in Psychological Science,
Journal of Applied Psychology, Journal of Educational Psychology, Journal of Personal & Social
Psychology, Journal of School Psychology.
ASSIGNMENTS: WRITTEN AND PRESENTATION
The following assignments (in conjunction with the required reading assignments &
class discussions) are intended to assist you in attaining the course objectives; that is, to
nurture your growth as an educational leader. The primary goal is relevant, transferable
learning, not merely producing a stream of papers to earn a "grade." Your increased ability
to see and effectively respond to educational leadership “situations/opportunities” in your
current and future positions will be the ultimate "test/criterion” of your learning.
1. Personal Plan for Self-Improvement and Continuous Learning
30%
Given that students enrolled in EDUC 673 may be pre-matriculated students, just beginning,
mid-program or near completers of the CAS, the personal/professional development plans will
reflect this diversity. CAS SOE site (http://soe.binghamton.edu/academics/personalplans.html)
describes a Personal Plan that includes four components. For purposes of EDUC 673,
concentrate on components #1, 2 & 4 (i.e., you do NOT need to include #3/artifacts). However,
for this course you do need to “go beyond” the requirements listed at the COE site by:
(a) a careful review of the current New York State Standards for Building and District Leaders
(i.e., self assess your status with respect to specific standards by #/letter/written std) – these
standards can be downloaded as a pdf file directly from the COE website;
(b) working through all practice test items for the NYS assessments for School Building Leaders
& School District Leaders (links to Test Frameworks, Preparation Guides & Practice Tests):
http://www.nystce.nesinc.com/NY_preparing_forthe_test.asp and
(c) your critical analysis of and reflection on a minimum of two of the most revealing Leadership/
Followership/Situation Self Assessment “Tests” (provided by the instructor).
(d) the most personally compelling ideas from the course readings (cite a minimum of 3 chapters
from each of the two assigned books for this course) and class discussions.
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University
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While the exact content of your development plan is uniquely personal, you should include
one or more of the following: (1) your experiences as an “educational leader” to-date, including
any “crystallizing events” (in which you played a leadership role and/or had a mentor who
modeled exemplary leadership), (2) a self-assessment of your leadership strengths,
developmental needs, concerns & challenges, (3) the quality of your relationships with your
closest “followers” (&/or co-leadership/collaborative team), (4) the extent to which you are
utilizing your leadership potential in your current professional position, (5) specific “next steps”
action plan of personal study/research, peer collaboration, training & development experiences
including potential mentors & on-the-job initiatives to which you are committed and “windows
of opportunity” for expanded leadership within your school/district, and (6) future aspirations.
Length: 9-12 double-spaced pages. Due Date: Class #11 (if not presenting) or #12 (if
presenting in Class #11).
2. Team Analysis of a Leadership “Situation or Challenge” in Local Schools/Districts 65%
Build a collaborative team composed of two-three EDUC 673 classmates to complete a
comparative study of a local educational challenge or problem that two-three different
schools/district are currently facing. Draw on local school district, state, & national publications,
websites, local survey &/or interviews with local school leaders that offer diverse perspectives to
analyze the “challenge and change opportunity” in terms of a minimum of three of the following
five explanatory frameworks (as discussed in class and/or featured in course readings):
Leader-followers-situation interactional model
Four frames (i.e., human resource, political, structural, and symbolic)
360º Leadership
Pyramid of Power
Cognitive learning (& communication) theory
Analyses must include a clear description of: (a) the nature of the challenge or problem; (b) how
school/district leaders have been addressing it to-date; (c) the direction the proposed solutions or
interventions are taking and the responses of the relevant stakeholders; (d) how the above-listed
explanatory frameworks could shed new light on the problem and suggest different leadership
options and (e) specific, explicit references to course readings. Also, consider/plan for/describe
ways that the results of your study can be fed back into the systems studied to “make a
difference” in terms of helping to inform the leadership &/or shape the process of implementing
innovative solutions. Your team presentation should reflect effective pedagogy (i.e., consider use
of, creative, interactive multisensory strategies & multimedia) and truly be a “team” presentation
(versus loosely integrated, individual, serial “tag-team talks”). Teams should meet with the
course instructor for approval of the project & processes for its completion.
10-12 double-space paged INDIVIDUAL papers (your sub-task + brief assessment of
how team members functioned collectively)
[40%]
6 page JOINT paper (compare & contrast two different contexts)
[10%]
60 minute TEAM interactive PRESENTATION (Class #11 & 12)
[15%]
* See sample challenges or problems at the end of the syllabus for possible ideas.
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University
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3. Attendance and Active Participation is assumed.
5%
You are expected to attend every session, on time and prepared to participate actively. Your
active participation will not only affect what you get out of this class, but also the quality of the
learning environment that is available to your fellow classmates. Timely completion of readings
and assignments will allow for lively, interactive and productive classes. In addition to the
instructor and the required texts, a primary resource for this course is the years of collective
experience and expertise of the teacher-leader/learners in the class. Top priorities are:
(a) Demonstrating you have read and digested the assigned readings, (b) Applying authors’ ideas
to what you are currently or will do as a 360º educational leader, and (c) Listening actively to the
contributions of others. Other constructive contributions: Linking specific examples to ideas
from readings under discussion -- Building on the comments of others -- Voicing counterpoints
in ways respectful of others’ perspectives -- Being sensitive to your level of participation,
making attempts to increase or decrease so that contributions are balanced across class members.
Note: Though this rarely happens, I reserve the right to lower your semester grade (beyond the
5% component) if attendance or participation becomes problematic.
SCHEDULE OF CLASSES & READING ASSIGNMENTS
The following “tentative” schedule of class topics & readings is designed with the intention
to optimally address student needs relative to the course objectives. Optional supplemental
readings will be distributed via e-mail. Schedule modifications will be made as warranted.
Class#/Conceptual Focus
Tues. May 17
#1. “Team” Introductions &
Leadership Theory Overview:
L-F-S Interactional Model
360º Leadership
Four “Frames” (analogies)
Pyramid of Power/Influence
Thurs. May 19
#2. Theories of Intelligence,
Learning & Communication:
Teachers as Leaders,
Cognitive Psychology &
Constructivism
Tues. May 24
Wed 25 or Fri 27?
#3. Followers: Motivation,
Self-Empowerment & Teams
(TSs and T  T)
Thurs. May 26
#4. Principals: Transformative
Leaders in the Middle or
Transactional Boss-Managers
RESCHEDULE
Jossey-Bass Reader on
Educational Leadership(Ch#)
Leadership: Enhancing the
Lessons of Experience (Ch#)
2/Nature or Leadership
5/Five Practices of Exemplary
L as a Process versus Position
1/L is Everyone’s Business
2/Interaction of L-F-Situation
3/Education & Experience
Part Two Leadership Skills
(only pp.320-333)
7/Intelligence (pp.223-239)
7/Emotional Intelligence
(pp,239-246)
9/Motivation
10/Groups, Teams ( p.457)
4/Unheroic Side of Leadership
18/Standards for School L
23/Work of Principals
7/Personality (pp.203-223)
13/Transformational &
Transactional L (pp.628-49)
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University
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Class#/Conceptual Focus
Tues. May 31
#5. School Situations: Context
of Internal Culture & Four
Frames: Structural, HR,
Political & Symbolic
Jossey-Bass Reader on
Leadership: Enhancing the
Educational Leadership(Ch#) Lessons of Experience (Ch#)
11/Culture in Question
11/Informal Organization only
14/ Eight Roles of Symbolic L
(only pp.558-569)
16/Understanding the
12/Situational L (pp.585-590)
Normative System
Part Three Leadership Skills
(pp.481-530)
Thurs. June 2
#6. School Situations: Context
of External Culture: “CIA”
Standards, Accountability & $
13/Transformation Leadership
Transactional Policy
17/Power Standards: NYSED
20/Teaching All Students
Tues. June 7
#7. Pyramid of Power/
Influence, 360º Leadership,
Diversity, Conflict & Stress
21/Gender & Race
22/Gender & Supervision
5/Power & Influence
Part Two Leadership Skills
(only pp.333-361)
Thurs. June 9
#8. Managing/Leading
Change I
9/Manager as Politician
12/Understanding Change
15/Risk
13/Leadership & Change
(pp.610-627)
Fig.4.1 (p.90)
Tues. June 14
#9. Managing/Leading
Change II
1/Give me a Lever…
(learning organizations)
25/Lasting Leadership
26/Resourcefulness
Part Four Leadership Skills
Thurs. June 16
#10. Moral, Shared, Caring
Leadership: Values, Ethics &
the Symbolic Frame
6/Leadership as Stewardship
7/Educational Credo…Crisis
8/Trustworthy Leader
10/Authentic Leader
6/Leadership & Values
NO Required Class BUT
highly recommended
CHANGE Game will be
played on one of two days as
led by Dr. Rainforth.
(based on CBAM)
Prepare
PRESENTATION + PAPERS
Tues. June 21 + Thurs. 23
Tues. June 28
#11. Team Presentations
Thurs. June 30
#12. Team Presentations,
Course Wrap-up & Next Steps
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Assignment #2 Situations, Challenges or Problems to Consider (examples only):
a) NYSED Curriculum Standards & Assessments (& their impact on Instruction)
Compare & contrast two schools/districts with respect to: Who (if any one) is/are proactively
taking the instructional leadership initiative in the school/district with respect to insuring that
“all” students can meet the new “higher” standards? What (if any)“unquestioned answers”
about the school’s/district’s present practices and policies are currently being challenged by
NYSED policies (e.g., NCLB-mandated publishing of “School Report Cards” and the “Schools
In Need of Improvement”/SINI designation & regulations and the new Race-To-The-Top
initiatives)? To what extent do school personnel understand, concur with and feel supported in
preparing for the accountability measures? How are resentment, conflict and/or resistance being
dealt with? Is there “top down support for bottom up change within the school/district?” How
would you assess the Board of Regents & Commissioner’s efforts to close the communication
gap between NYSED, teachers in schools & parents in terms of processes used to develop and
articulate a shared sense of purpose/vision? How much of this new “vision building” can only
occur at the local school/district level? To what extent is this happening? Are there adequate
local/state $ resources to meet the challenges? Is there any advance planning relative to the
potential impact of the national Common Core initiative? Given recent history and the number
of retirees projected over the next decade, it is understandable that some NYS teachers might
adopt the attitude “this too shall pass” with respect to new initiatives. What can be/is being done
in terms of professional (staff) development to “re-energize” late term career teachers as lifelong
learners? What is being done in terms of new teacher induction/mentoring?
b) Specific Innovative Reform Initiative (and/or Controversy) in Local Schools
Compare/contrast the approach & results from two different districts &/or schools implementing
a similar reform. Analyze a particular reform initiative (or controversy) in terms of the research
base (external, published & site-specific, internal studies) supporting the innovation; the extent
of teacher involvement, empowerment & leadership; the research literature on the change
process & associated professional development approaches; collection & use of ongoing
evaluation data to inform/redirect the initiative; and the details of a multi-year implementation
plan. Interview the key school staff who are “leading the way on this one” as well as some
teachers & students who are most involved with/impacted by the innovation. Analyze the
“advertising” and professional development “campaigns” being used to help raise “stakeholder”
[teacher, student & community] awareness, ownership/support & expertise. Assess the various
short & long-term costs & benefits (including “unintended consequences”). Examples include:
(1) MultiAge Teams/Classes
(2) Copernican Plan/Block Scheduling:
(3) International Baccalaureate (in competition with AP?): BCHS + Vestal HS
(4) Interdisciplinary Teaming in middle schools
(5) Distance Learning/Luminet (for low enrollment, “advanced” classes offered across districts):
(6) Cross-District Offering of Courses w/o Distance Learning (e.g., Vestal – UESD)
(7) Use of Educational Technologies: Multimedia & Internet and/or “Smart Boards” in teaching:
(8) School-to-Work, internships & experiential learning & service programs:
(9) Development/implementation/modification of cross-grade level Curriculum Maps
(10) Efforts to improve MS math performance & be taken off “SINI” listing
(11) Gear Up Program: BCSD + Binghamton University collaboration
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(12) Drug testing for athletes
(13) Restriction on student driving and/or Off-Campus Lunches (BCSD, UESD & Vestal have
open campuses, others in our region do not – see P&SB 4/10/11 for starting point)
(14) Cramer Center (violence prevention) &/or Academic Intervention Center (BCHS)
(15) Reading (across the disciplines) Apprenticeship Program (BCHS)
(16) Knowledge Emporium (student academic help center at UEHS)
(17) Full-day BOCES High School
(18) Mastery Learning  Outcomes-Based Education (JCSD):
(19) Development of Asian language courses at the high school level (BCSD & Vestal)
(20) Charter School: proposal to develop one as an alternative to BCHS (P&S Bulletin, 5/14/10)
(21) New (effective next AY), Race-To-The-Top, Draft Teacher and Principal Evaluation
Regulations & April 14, 2011 Memo: http://usny.nysed.gov/rttt/regs.html
Other -- what is a local school/district doing that is innovative and/or problematic?
c) Women Educational Administrators/Leaders: Collect & analyze data on
#superintendents, assistant superintendents, & building principals (by grade level &
public/private) in our BOCES versus NYS. Survey and/or interview two or more of these
leaders to assess the: (a) extent and nature of any possible discrimination and/or unique
challenges they’ve faced as specifically related to their gender, (b) career training (formal
coursework & informal mentors), timeline & trajectory with an eye to “critical, transformative”
experiences, (c) their leadership style including the extent to which they actively seek to
empower & develop teacher, participatory, transformative (versus bureaucratic, managerial,
transactional) leadership. Contextualize local situation in broader context of national research on
this issue.
d) School Budget “Battles”: Compare/contrast two districts, one that has had its budget
recently pass to one that has had one or more budget plans fail in the current or recent years.
Analyze information sent out by districts to inform/educate the voters of needs, the coverage of
the issues in Press & Sun Bulletin and voter turnout data. Did leadership (e.g., superintendent,
school board, teachers union &/or PTA) make the key difference? Did the local school boards
serve more as advocates for quality education or “hold the line or reduce” tax proponents (or did
they effectively balance these two conflicting agendas)? Interview superintendent and/or
assistant superintendent + president of School Board for “lessons learned from the past” & “new
solutions.” Attend a public board meeting to pick up a sense of the climate. Should (& if so,
how can) teachers & their unions play a positive role in this process? How are the voices of
retirees’ pension & health benefits balanced against taxpayers who still have children in the
system? How will the ongoing NYS budget “crisis,” restricted funding from NYS and local
taxpayer “revolts” impacting the move to “higher standards” (e.g. mandated tests + all Regents
high school diplomas) and graduation rates. Given the variation in % total district budget
covered by the state, which district’s programming seems to be most adversely affected by the
NYS budget crisis (e.g., core curriculum vs extracurriculars such as sports, music & arts or
professional development/travel, etc.,)? Compare & contrast how the two districts approached
this year’s challenge & respond to the vote for the 2011-2012 budget (School budget voting is on
Tuesday May 17, 2010). Also consider the pros & cons of Governor Cuomo’s efforts to: impose
a Superintendent’s salary cap, property tax cap, replacement of “last in, first out” with teacher
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performance evaluations, small school district mergers (CFSD – CFSD) & mandate relief for
schools (e.g., SpEd regulations in NYS exceed the federal governments).
e) School Board  Superintendent Teachers’ Union  Community Relations
Compare & contrast two districts in terms of the nature of the relationships (on a cooperative
versus combative continuum) that exists between the School Board, superintendent, teachers’
union and local community. Attend & analyze the process & product of one or more open school
board meetings to pick up a sense of the community climate. Interview the superintendent, the
Board president & head of the teacher’s union. Try to assess the extent & nature of teacher
involvement in decision-making, and curriculum & staff development. Critique (& make
suggestions for improvement for the district’s website & community publications in terms of the
“image” the district is trying to present, its “vision,” organizational structures, policies,
orientation with respect to short range innovations (within the context of its long-range, planned
evolutionary change/growth/development), hiring & new staff induction processes, differentiated
staffing/career paths, etc. Background Reference: Bolman, L.G. & Deal, T.E. (April 1992).
Images of leadership. The American School Board Journal, pp.36-39 (depicts four different
metaphors for schools & how school boards view their leadership roles & ethical responsibilities
as connected to the relative weighting given to these different images).
f) Teacher Centers & Alternatives for Teacher Professional Development: Examine the
vision, goals, philosophy, operating principles, governing structures & programming for two
centers and explore how & why these have changed over time (e.g., the requirement for
Professional Development Plans). Compare/contrast two teacher centers in terms of their current
vision/mission statements, programming (with respect to teacher input, empowerment &
leadership development) short versus long term professional development strategies, teacher
perception of effectiveness (i.e., is data collected on this or only on specific programs/
workshops offered?), district/administrative support & community involvement, etc. Interview
the directors to assess how he/she conceptualizes his/her “leadership/ service” role relative to the
center’s teacher-customers-consumers-participants & the ultimate beneficiaries (students). If
possible, attend a TC board meeting to get a feel for the leadership style, organization’s focus &
immediate challenges in terms of budget cuts & survival. Note: NYS funding for TCs was
eliminated; locally the EERC closed last summer and the TC of BC will run out of funds this
year (or next?). Will professional development be “put on the back burner” until the NYS
economy recovers? Is teacher learning an expendable expense or a necessary investment that
reaps demonstrated dividends in terms of enhanced student learning outcomes? Are there other
creative ways to “do more with less” with limited PD funds? What are the +/- of within district
versus between district PD initiatives?
Important Information Common to All School of Education (SOE) Courses
Classroom Environment
The Faculty and Staff in the School of Education are committed to serving all enrolled
students. The intention is to create an intellectually stimulating, safe, and respectful class
atmosphere. In return it is expected that each of you will honor and respect the opinions and
feelings of others.
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University
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Accommodations
If you are a student with a disability and wish to request accommodations, please notify the
instructor by the second week of class. You are also encouraged to contact the Office of
Services for Students with Disabilities (SSD) at 777-2686. Their office is in LH-B51. The
SSD office makes formal recommendations regarding necessary and appropriate
accommodations based on specifically diagnosed disabilities. Information regarding
disabilities is treated in a confidential manner.
Academic Honesty:
“All members of the university community have the responsibility to maintain and foster a
condition and an atmosphere of academic integrity. Specifically, this requires that all classroom,
laboratory, and written work for which a person claims credit is in fact that person’s own work.”
The annual university Student Handbook publication has detailed information on academic
integrity.
Binghamton University has obtained a license with Turnitin.com to facilitate faculty review for
potential plagiarism of papers and projects in their courses, which they are encouraged to do.
“Students assume responsibility for the content and integrity of the academic work they submit.
Students are in violation of academic honesty if they incorporate into their written or oral reports
any unacknowledged published or unpublished or oral material from the work of another
(plagiarism); or if they use, request, or give unauthorized assistance in any academic work
(cheating).” (SOE Academic Honesty Policies)
Neither plagiarism nor cheating will be tolerated in this class. Incidents of either will result in a
failing grade for the assignment in question, which will most likely have a negative effect on the
final grade. If you have any questions about what constitutes plagiarism or cheating, please ask
me.
http://soe.binghamton.edu/academics/acadhonesty.html
EDUC 673 Leadership in Educational Settings/Dr. Tom O’Brien/Binghamton University
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