Cabrini College
EDG 644: Instructional Leadership
Course Description: Instructional Leadership
Leadership and effective instructional processes are the focus of this class. A framework for
effective instructional leadership will be studied as well as a model of effective teaching.
Research related to effective schools will be reviewed.
Goal:
The students will develop an understanding of what constitutes effective instructional leadership
at all levels of current school settings and educational environments. The students will
understand the linkages between educational leadership, standards and productive schools.
Learning Outcomes:
The students will acquire the knowledge base and dispositions necessary to become an
effective school administrator.
The student will develop an understanding of the proficiencies and performances required
for effective instructional leadership.
The student will identify the major roles and responsibilities of a principal that support
effective instructional leadership in various school situations.
Instructional Approach/Format:
The primary modes of instruction will be lecture, class discussion, sharing sessions, small group
work, presentations and reports. Students will be expected to read textbook assignments and
other supplemental materials about various topics in the course.
Course Materials:
Required Text: Glickman, Carl D., Gordon, Stephen P., and Ross-Gordon, Jovita M.
SuperVision and Instructional Leadership A Developmental Approach. Seventh Edition, Allyn
and Bacon, 2007.
Supplemental: Additional readings may be assigned to support the course objectives, class
learning activities and assignments, and the following daily class plan may be changed by the
professor at his discretion.
Weekly Topical/Outline Learning Activities: THINGS TO ELIMINATE IN RED
Week 1(Jan.,7 2010):Introduction, review of syllabus, discussion of democratizing school
leadership and small group in class assignment.
Week 2:(1/14) Instructional Leadership and Vision
Readings:
Prior to class please read Chapters 1,2
Assignment: Acquire your school’s or school district’s vision statement
and bring a copy to class to discuss.
Week 3:(1/21) Effective Schools, Using Data, and Alignment of Standards-Based
Instructional Systems
Readings:
Prior to class please read Chapters 3,4 &5
Assignment: Acquire your school’s PSSA data for the past year as well
as a copy of your school improvement plan.
Week 4:(1/28) Instructional Models and Best Practices
Reaction Paper #1 Due.
Readings:
Prior to class please read Chapters 8,9 10 & 11
Assignment: Acquire your school’s instrument for teacher evaluation.
Acquire a set of lesson plans from common teachers, also
bring a copy of artifacts from the lesson.
Week 5:(2/4) Supervision and Evaluation: Interpersonal and Technical Skills
Readings:
Prior to class please read Chapters: 12, 13, 14 & 15
Assignment: Bring in a copy of your school district’s supervision plan.
Week 6:(2/11) Supervision and Evaluation: Improving Teaching and Learning
Reaction Paper #2 Due.
Readings:
Prior to Class please read Chapters 6, 7 & 16
Assignment: Bring your observation notes to class.
.
Week 7:(2/18) Curriculum Development
Presentations
Research Paper Due.
Readings:
Prior to class please read Chapters 17, 18 & 19
Assignment: Bring in a copy of your school’s curriculum guide for any
one area of study.
Week 8:(2/25) Professional Development
READ CHAPTERS 20 & 21
Reflective Journal and Philosophy of Instructional Leadership Due.
Presentations
Written Assignments:
Research Paper – Prepare a research paper, with a class partner, on one of the major or related
topics listed in the syllabus with the approval of the instructor. The focus of the research paper
should be on improving the knowledge base and leadership skills of the aspiring school
principal. A brief description of the relevant research and a summary of findings and
implications will be presented to the class as a formal presentation. This presentation should be
no less than 20 minutes and should include a power point presentation with handouts. This joint
paper should be typed with a minimum of 5-7 pages and 7-10 sources. (Use APA Format)
Reaction Papers – Write a reaction to, or critique of, 2 articles from professional journals or
periodicals reflecting current trends in the topics listed in the syllabus. Papers should be limited
to 2 typed pages with: a) a short summary of the content or main ideas of the article, b) your
reaction to the topic or critique of the author’s viewpoints, c) an interpretation of how the
information provided will influence your thinking as an educational leader, d) how you will
extend the data provided to your current position or that of a school principal, and e) a listing of
the source article. The reaction papers will be shared in class and a copy of the article submitted
to the instructor.
Reflective Journal:
Reflective Journal – Maintain an informal journal or notebook, with dated entries representing
written summaries of the major subjects, concepts, ideas, and opinions read in your primary text
and discussed in class. The notations should also document individual conclusions made
regarding the course topics, reports, papers and presentations to chronicle the primary roles and
responsibilities of school administrators.
Philosophy of Instructional Leadership – Write a succinct summary of your personal beliefs as to
what constitutes the relevant research and prominent characteristics or dispositions of effective
and efficient school administrators or principals.
Mini-Lectures- Each student will be responsible for preparing a 10-15 minute presentation
on a chapter of the textbook we will be covering during the course. This chapter will be
selected at the beginning of the course. This presentation should include the major topics
presented in the chapter and any relevant research
Assessment and Grading Policy
The course grade will be determined by assigning the following percents to each of the following
assessment categories:
Weekly Assignments, Class Participation, & Attendance 25%
(Note deductions up to 10% will be taken from the participation grade if
students distract their colleagues using electronic devices in class).
Research Paper
25%
Presentation
25%
Reaction Papers
10%
Informal Reflective Journal
5%
Philosophy of Instructional Leadership
5%
Mini-Lecture
5%
Total
100%
The College and Graduate Center grading system is as follows:
Grade
A
AB+
B
BC+
Quality Points Per Credit
4.0
3.67
3.33
3.0
2.67
2.33
C
CD+
D
F
2.0
1.67
1.33
1.0
0.0
Other grades without quality points may be given for special situations; consult the graduate catalog for these
grades. If the student warrants an incomplete (I) grade, it is the student’s responsibility to make sure he/she meets
the College and Instructor criteria and deadlines for requesting this grade and ensuring the change of grade in a
timely manner.
Sale for Grades: The following scale will be utilized in calculating the final grade for this course:
A = 93-100 A- = 90-92 B+ = 87-89 B = 83-86 B- = 80-82 C+ = 77-79 C = 73-76
C - = 70-72 D+ = 67-69 D = 60-66 F = 0 – 59
Americans with Disabilities Act:
Persons with documented learning disabilities who need course accommodations, have emergency medical
information, or require special arrangements for building evacuation should contact the instructor within the first
week of class. Verification of any special arrangements needs to be made through the Coordinator of Disability
Services. Call 610-902-8572 to make an appointment to request accommodations. Such disclosures is voluntary
and is kept in strict confidence.
Drop/Add/Withdrawal Policy:
Once a student is registered, it is his/her responsibility to attend the course, drop the course, or withdraw from the
course. Dropping and withdrawing are distinct actions that impact your course enrollment status. In either case, a
form from the Registrar’s Office, with signatures, is required to change course enrollment status. There are billing
consequences and academic record impacts during this process; therefore, the student must attend to the proper
procedure when dropping or withdrawing from a course. Please refer to the College’s drop/add/withdrawal policy.
Class Attendance:
Attendance and full class participation is important for our collaborative learning group in this graduate level course.
Students are expected to attend all classes unless a reasonable absence is warranted. All absences are to be
communicated to the instructor immediately upon the student realizing that he/she will not attend a class.
Academic Honesty Policy:
Cabrini College is committed to a learning environment that embraces academic honesty. Faculty, students, and
administrators share responsibility for maintaining this environment of academic honesty and integrity, accepting
individual responsibility for all actions, personal and academic. Each member of our community is expected to
read, understand, and uphold the values identified and described in our “Academic Policies, Procedures, and
Regulations.”
Financial Obligations:
Students who do not satisfy financial obligations to Cabrini College are not entitled to a grade by the instructor or
the College.
The student acknowledges receipt of this syllabus and the information herein contained by signing the
attendance sheet circulated by the instructor or continuing to attend classes. The instructor reserves the right to
make changes to this syllabus if circumstances warrant such change. All changes will be provided to students in
writing.