Course Prefix / Number: EDA 5191
Course Title: Leadership - Theory to Practice
Course Credit Hours: 3
Instructor Name and Contact Information:
Dr. Christopher Amos
Building 86/Office 175
Main Campus
850-474-3289- Office 702-767-7937-Cell
Available by cell phone: 8am to 8pm, 7 Days a week
Office Hours: Tuesday and Thursday: 10:00am- 2:00pm
Virtual Office Hours: Monday and Wednesday 10-12
Email: camos1@uwf.edu
Prerequisites or Co-Requisites: None
Course Description:
This course will examine a variety of leadership theories and planning models that have been
developed through studies in education, business and the military. Application of these will be
made to educational practices with a focus on continual improvement and on the leadership
development and school improvement processes.
Purpose of the Course
The empowered person and professional taking action and making a difference is the theme of
the University of West Forida Professional Education Unit conceptual framework. This theme
fosuses learning experiences or activities that permit the candidate to examine their own abilities
and allow them to take an active role in the instructional process. The subject matter, class
activities and skills development of this course were selected to assist your personal growth in
one or more of the following Empowered Personal and Professional Taking Action and Making a
Difference Characteristics: critical thinker, lifelong learner, mentor, decision maker, problem
solver and ethical professional.
The State of Florida has responded to national and state initiatives in education reform and
accountability by creating legislative policies relative to the preparation of educators, Florida's
Uniform Core Curriculum outlines the knowledge, skills and dispositions that candidates require
to be successful in Florida's educational system.
The success of educational leaders is conditioned largely by their ability to lead faculty, staff and
other constituencies through appropriate human relationships and leadership techniques. This
course will focus upon leadership knowledge and competencies necessary for continuous school
improvement.
Course Goals
This course will provide the knowledge, skills and dispositions required by future school leaders
to gain knowledge and develop competencies in the following topics and to be aware of the
implications of these for educational leadership theory and practice in the areas of educational
accountability and continuous school improvement:





theories of leadership
preferred style of leadership
power motivation
leading the process of change
instructional leadership
Student Learning Outcomes
Upon completion of the course, students will be able to:
1. Describe a proactive leadership orientation and its relationship to continuous school
improvement
2. Relate concepts of leadership to the development of a personal leadership style
3. Relate concepts of leadership to leading the change process
4. Relate concepts of leadership to engaging faculty
5. Use critical thinking and problem solving techniques to define problems and identify solutions
6. Relate concepts of leadership to empower others and distribute leadership in appropriate
situations
7. Describe leadership concepts that identify and cultivate potential emerging leaders and plans
for succession
8. Provide evidence of understanding as it pertains to delegation and trust in subordinate leaders
Assessment of Student Learning Outcomes
Educational leadership students will acquire the skills needed to be school
administrators. Students demonstrate what they have learned through classroom assignments,
examinations, research and creative activities. Final certification is achieved through obtaining a
passing score on the Florida Educational Leadership Exam (FELE). Passing this exam is a
requirement for graduation.
Course Alignment by Standard, Outcome and Assessment
Project
Conceptual
Name/Assessment Framework
Tool
Program
SLOs
Course
SLOs
NCATE
Educational Florida Principal
Leadership Standa
Leadership
Constituent
Key Assignment:
Critical Thinker
2.1
1,2,3
1,2,4
Council
2
Leadership
Lifelong Learner
Development Plan
Mentor
Threaded
Discussion
"Leadership"
Domain 1, Standar
Decision Maker
Domain 2, Standar
Problem Solver
Domain 3, Standar
Ethical Professional
Domain 3, Standar
Critical Thinker
2.1
1,2
1,2,4
2
Ethical Professional
Critical Thinker
2.1
1,2
1,2,4
2
1,3
1,2,4
2
Lifelong Learner
Mentor
Decision Maker
Problem Solver
Threaded
Discussion "My
Beliefs"
Lifelong Learner
Mentor
Decision Maker
Problem Solver
Threaded
Discussion
"Change"
Ethical Professional
Critical Thinker
2.1
Lifelong Learner
Mentor
Decision Maker
Problem Solver
Dropbox
"Platform"
Ethical Professional
Critical Thinker
2.1
1,2
1,2,4
2
1,2
1,2,4
2
2
1,2,4
2
1,2,3
1,2,4
2
Lifelong Learner
Mentor
Decision Maker
Problem Solver
Ethical Professional
Dropbox "Beliefs" Critical Thinker
2.1
Lifelong Learner
Mentor
Decision Maker
Problem Solver
Dropbox "Style"
Ethical Professional
Critical Thinker
2.1
Lifelong Learner
Mentor
Decision Maker
Problem Solver
Book Review
Ethical Professional
Critical Thinker
2.1
Lifelong Learner
Mentor
Decision Maker
Problem Solver
Ethical Professional
Program Learning Outcomes
http://uwf.edu/CUTLA/ALP/Ed_Ldrshp_Cert_MEd_ALP.pdf
Florida Principal Leadership Standards
https://floridaschoolleaders.org/fpls.aspx
Educational Leadership Constituent Council (ELCC) Standards
http://npbea.org/ELCC/ELCCStandards%20_5-02.pdf
Topics
o
o
o
o
o
o
Theories of Leadership
Preferred Theory of Leadership
Power Motivation
The Process of Change
Instructional Leadership
Linking Theory to Practice
Key Assignment - TK20 Leadership Development Plan
This assignment will allow you to reflect upon and synthesize the information gained from the
course readings and more specifically the self-assessments completed in each course
module. Please follow the directions for this assignment carefully. Assignments designated as
TK20 must be submitted to that system in order to receive credit for the
assignment. Students must receive a passing grade on the Key Assignment TK20
Leadership Development Plan in order to meet DOE and program standards and receive a
passing grade in the course.
This assignment consists of several parts. I would recommend completing each section as we
complete the corresponding course material and then submitting the completed document by the
due date. This document will be 8-12 pages in length.
*Use headings and clearly label each section within the assignment using the same titles as
listed below:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction (1-2 page)
Principals Leadership Style Survey (1-2 pages)
Myers Briggs Type Indicator (2-3 pages)
Teachers Occupational Preference Inventory (1-2 pages)
Principals Influence Questionnaire (2-3 pages)
Change Approach Inventory (2-3 pages)
Principals Interpersonal Confidence Index (1-2 pages)
Summary (1-2 pages)
The Plan (2-3 pages)
As in any paper, the introduction should provide the gateway to the topics addressed in the paper.
Each of the six sections dealing with individual self-assessments should include not only your
results but also eveidence of self-reflection and inferences about what this means for you as a
potential instructional leader. The summary is a synthesis of all the information you've gained,
including patterns or themes that emerged in multiple assessments, and the interplay of these
qualities. The last section is the plan - how you will use this information to further develop your
strengths and overcome areas of weakness in your leadership style to become an effective
instructional leader. Be specific in all sections, give examples. Also be reflective - we get better
only by being aware, objective, learning from and about ourselves and others.
Quality is more important than quantity.
EDA 5191 Leadership: Theories and Practice
Competency Rubric
Key Assignment: Leadership Development Plan (120 points)
Program SLOs: Found at - http://uwf.edu/cutla/alp/cfm
NCATE Standard 1 Component: Found at Download Unit Standards in Effect 2008
Conceptual Framework Outcomes: Professional Education Unit (PEU) Conceptual
Framework Outcomes
Competency Rubric
Exceeds Expectations Meets Expectations Does Not Florida Principal
Leadership
Meet
Standard
Expectations
3, 6, d
3, 7, a
Course SLO
1
3, 7, b
Describe a proactive leadership orientation and its
relationship to continuous school improvement
3, 7, c
See
alignment below
Criteria
Introduction (Total of 10)
Purpose (2)
Assignment Grading Rubric
Performance Descriptors
Exceeds Expe Meets Expect Does Not
ctations
ations
Meet
Expectations
Introduction c Introduction a Introduction
learly identifies ttempts to
does not
the purpose of identify the
identify the
the leadership purpose of the purpose of
plan. All
leadership
the
components of plan. Five or leadership
the leadership more
plan. Four
plan
components of or
are introduced the
fewer comp
and explained. leadership pla onents of the
Effective use of n are
leadership
transitions to introduced and plan
ensure clarity explained.
are introdu
of ideas.
Attempt to
ced and
make effective explained.
use
Little to no
of transitions attempt to
to ensure
make
clarity of ideas. effective use
of transitio
ns to ensure
clarity of
ideas.
Delegates authority (2)
3. 6. d
Identifies potential leaders (2)
3.7. a
Delegates to Subordinate leaders (2)
3.7.b
Success Management Plan (2)
3.7.c
The plan
The
The plan
clearly articul plan indicates does little
ates ways to
some method to empower
empower
of empowering others or
others and
others and
distributes
distributes
distributes
leadership
leadership
leadership
when
when appropri when appropr appropriate.
ate.
iate.
Student
Student
Student
identifies and identifies and identifies a
cultivates
cultivates
nd cultivates
potential and potential and potential and
emerging
emerging
emerging
leaders.
leaders in some leaders in
instances.
few or no
instances.
Student
Student
Student
provides evide provides som provides lit
nce of
e evidence of tle to no
delegation and delegation and evidence of
trust in
trust in
delegation
subordinate
subordinate
and trust in
leaders in the leaders in
subordinate
leadership pla the leadership leaders in
n.
plan.
the leaders
hip plan.
Student plans Student plans Student
for succession for succession plans
management in management in for successi
key positions in key positions on
the leadership in the
management
plan
leadership plan in key
in
positions in
some instance the
s.
leadership
plan in few
or
no instance
s.
Competency Rubric
Florida
Exceeds Expe Meets Expec Does N
Principal
ctations
tations
ot Meet
Expecta Leadership
Standard
tions
3, 6, b
Course Relate concepts of leadership to the
SLO 2 development of a personal leadership
style
See
alignment be
low
Assignment Grading Rubric
Performance Descriptors
Exceeds Expectatio Meets Expectations Does Not Meet
Criteria
ns
Expectations
9-10
11-12
1-8
Individual selfIndividual selfPrincipal's Leadership Style Individual selfassessment
includes
assessment
includes
assessment does not
Survey (10)
not only your results some of the results. include either the
but also evidence
There is some
results or little to no
3.6.b
of self-reflection and evidence
evidence of selfinferences about what of moderate selfreflection or
this information
reflection and
inferences about
means for
inferences about what what this
Uses critical thinking
the student as a
this information
information means
and
potential instructional means for the
for the student as a
leader. Student uses student as a potential potential
problem
critical thinking and instructional leader. instructional leader.
solving techniques
problem solving
Some evidence of
Little or no evidence
to define problems
and
identify solutions.
techniques to define critical thinking and
problems and identify problem solving
solutions
techniques to define
problems and
identify solutions
are evident.
of critical thinking
and problem solving
techniques to define
problems
and identify
solutions
Submission includes Submission includes Submission include
characteristics of each most of the
s some of the
of the four letters of characteristics of at characteristics of at
student’s
least three of the four fewer than three
Identifies type and uses
critical thinking and problem leadership type. A letters of student’s letters of student’s
thorough and
leadership type. A
leadership type. A
solving techniques to
discussion of the
understand the implications complete discussion discussion of the
of the ramifications of ramifications of a
ramifications of a
for leadership.
each type
minimum of three fewer than types of
of leadership as it
types of leadership as leadership as they
relates to the student they relate to the
relate to the student
is included. Student student is included. is included. Student
uses critical thinking Student shows some shows little to no
and problem solving critical thinking
critical thinking and
techniques to define and problem solving problem solving
problems and identify techniques to define techniques to
solutions relative
problems and identify define problems
to understanding the solutions relative to and identify
role of leadership
understanding the
solutions relative to
characteristics.
role of leadership
understanding the
characteristics.
role of leadership
characteristics.
Myers Briggs Type
Indicator (20)
Submission includes Submission includes Submission include
Teacher's Occupational
Preference Inventory (10) answer(s) to question an attempt to answer s little to no
about student’s scores assignment question attempts to answer
Identifies level on Maslow’s on Maslow’s scale. about student’s scores assignment question
on Maslow’s scale. about
scale and uses critical thinking A thorough and
complete discussion There is some
student’s scores on
and problem solving
Maslow’s scale.
techniques to understand the of the ramifications of discussion of the
ramifications of
There is little to no
implications for leadership. location on
Maslow’s scale, in location
discussion of the
addition to indicators on Maslow’s scale, ramifications of
of feelings about scale in addition to some location on
scores, and a plan for indicators of feelings Maslow’s scale, in
making changes to
about scale scores, addition to little to
achieve desired goals and an attempt to
no discussion
for leadership.
create a plan for
Student uses critical making changes to
thinking and problem achieve
solving techniques to desired goals for
define problems
leadership. Student
and identify
uses some critical
solutions relative to thinking and problem
understanding the role solving techniques
of
to define problems
occupational prefere and identify solutions
nce for teachers.
relative
to understanding the
role of occupational
preference for
teachers.
Principal's Influence
Questionnaire (10)
Identifies power style and
motivation and uses critical
thinking and problem
solving techniques to
understand the implications
for leadership.
of feelings about
scale scores, and
little to no attempt
to create a plan
for making
changes to achieve
desired goals for
leadership. Student
uses little to no
critical thinking and
problem solving
techniques to define
problems
and identify
solutions relative to
understanding the
role of
occupational prefer
ence for teachers.
Comprehensive disc Some
Little to
ussion that includes discussion that
no discussion that
personal reflection on includes personal
includes personal
the power style and reflection on the
reflection on the
power motivation as power style and
power style and
determined by the
power motivation
power motivation
assigned
as determined by the as determined by the
questionnaire. Student assigned
assigned
provides a strong
questionnaire.
questionnaire.
rationale for why the Student provides
Student
scores may reflect the some rationale
provides little to no
student’s power style for why the scores rationale for why the
and power
may reflect the
scores may reflect
motivation. Giving
student’s power style the student’s
consideration to
and power
power style and
scores on other
motivation. Giving power motivation.
assigned assessments consideration to
Giving
, student provides an scores on other
consideration to
in depth discussion of assigned assessments, scores on other
patterns and
student makes some assigned assessmen
trends in the
attempt to provide
ts, student makes no
assessment results.
discussion of patterns attempt to provide
Student uses critical and trends in the
discussion of
thinking and problem assessment results. patterns and trends
solving techniques to Student uses
in the assessment
define problems
some critical
and identify
thinking and problem
solutions relative to solving techniques to
understanding the role define problems
of styles of power
and identify
and motivation in
solutions relative to
educational
understanding the
leaders.
role of styles of
power
and motivation in
educational
leaders.
results
Student uses little
to no critical
thinking and
problem solving
techniques to
define problems
and identify
solutions relative to
understanding the
role of styles of
power and
motivation in
educational
leaders.
Comprehensive disc Discussion
Vague or
ussion that includes in that includes some unclear discussion
depth reflection of the reflection of the
that includes little to
arena, blind
arena, blind spot,
no reflection of the
Identifies type and uses
spot,
facade,
and
facade,
and
arena, blind
critical thinking and problem
unknown results as
unknown results as spot, facade, and
solving techniques to
determined by the
unknown results as
understand the implications determined by the
assigned
assigned
determined by the
for leadership.
questionnaire. Stude questionnaire.
assigned
nt provides a strong Student provides
questionnaire. Stud
rationale for how an some rationale for ent provides little to
understanding of
how an understanding no rationale for how
these interpersonal of these interpersonal an understanding of
confidence concepts confidence
these interpersonal
may influence their concepts may
confidence concepts
ability to be
influence their ability may influence their
an instructional
to be an instructional ability to be
leader. Giving
leader.
an instructional
consideration to
Giving consideratio leader. Giving
scores on other
n to scores on other consideration to
assigned assessments assigned assessments, scores on other
, student provides an student makes
assigned assessmen
in depth discussion of some attempt to
ts, student makes
patterns and trends
provide a discussion little to no attempt
in the assessment
of patterns and trends to provide a
results. Student uses in the
discussion
critical thinking and assessment results. of patterns and
problem
Student uses some
trends in the
solving. techniques critical thinking and assessment results.
Principal's Interpersonal
Confidence Index (10)
to define problems
and identify solutions
relative
to understanding the
role of interpersonal
confidence in
educational
leaders.
problem solving
Student uses little to
techniques to define no critical thinking
problems and identify and problem solving
solutions relative to techniques to define
understanding the
problems
role of interpersonal and identify
confidence in
solutions relative to
educational
understanding the
leaders.
role of
interpersonal confi
dence in educational
leaders.
The final summary is The final
The final
Summary (10)
a comprehensive
summary synthesize summary lacks
s some of the
evidence of a
Synthesizes and summarizes synthesis of all the
information gained
information gained comprehensive
information about multiple
synthesis of the
assessment and uses critical about the student as about oneself as a
a potential
potential instruction information gained
thinking and problem
instructional leader, al leader, including about the student
solving to understand the
implications for leadership. including noting any noting any patterns or as a potential
patterns or
themes that emerged instructional leader.
themes that emerged in multiple
There is little to
in multiple
assessments, in
no evidence of
assessments, in
addition to the
inclusion of a
addition to the
interplay of these
discussion of any
interplay of
qualities. Student
patterns or themes
these qualities.
uses some critical
that emerged in
thinking and
multiple
assessments, in
Student uses critical problem solving
thinking and problem techniques to define addition to the
solving techniques to problems and identify interplay of these
solutions relative to qualities. Student
define problems
a comprehensive
uses little to no
and identify
solutions relative to a synthesis of factors critical thinking
important to
and problem solving
comprehensive
synthesis of factors effective educational techniques to define
leaders.
problems and
important to
identify solutions
effective educational
relative to a
leaders.
comprehensive
synthesis of factors
important
to effective
educational
leaders.
The plan is a clear, The plan
The plan
detailed, and cohesive has evidence of
has evidence of
explanation of how some clarity and
little to no clarity
Uses critical thinking and
problem solving techniques to the student will use cohesiveness. Some and cohesiveness.
the information from details are provided Little to no details
create a plan for personal
the six assessments to in an explanation of are provided in an
and professional
further develop
how the student will explanation of how
development.
strengths
use the information the student will use
and overcome areas from the
the information
of weakness in the
six assessments to from the six
student’s leadership further develop
assessments to
style to become
strengths and
further develop
an effective
overcome areas of
strengths and
instructional
weakness in the
overcome areas
leader. All six
student’s leadership of weakness in the
assessments are
style to become an
student’s leadership
addressed. Answers effective instructional style to become an
are very specific and leader. Five or more effective instructio
include evidence of assessments are
nal leader. Fewer
personal reflection
addressed. Answers than four
and self-awareness. show some evidence assessments are
Student uses critical of personal
addressed. Answer
thinking and problem reflection and self- s show little to no
solving techniques to awareness. Student evidence of personal
define problems and uses some critical
reflection and selfidentify solutions
thinking and
awareness. Student
using the six effective problem solving
uses little to no
leadership assessmen techniques to define critical thinking and
ts.
problems and identify problem solving
solutions using the techniques
six effective
to define problems
leadership
and identify
assessments.
solutions using the
six effective
leadership assessm
ents.
The Plan (20)
The paper is clearly The majority of the
written and organized, paper is written
using complete
correctly, with no
Uses writing techniques
more than three
appropriate for graduate level sentences and
correct grammar;
grammar errors. Sp
coursework.
fewer than two errors elling, punctuation,
are noted. Spelling, and capitalization
Expression and Style (10)
The majority of the
paper is not written
correctly, and
includes more than
five grammar
errors. Spelling,
punctuation, and
punctuation, and
are generally
capitalization are
capitalization are all correct. Most
not generally
correct. All important important points are correct. Important
points are stated
covered, using at least points are generally
clearly, concisely
moderate depth
not covered. Few
and cohesively but
and breadth of
arguments
with adequate depth discussion. Most
and presentation of
and breadth. All
arguments and
facts are presented
arguments and
presentation of facts in a logical manner.
presentation of
are
Submission
information is
generally presented follows APA
logically presented
in a logical manner. format with no
and easy to
Submission follows fewer than five
follow. Submission APA format with no formatting or style
follows APA format fewer than four
errors. Student uses
with no fewer than
formatting or style
little to no critical
two formatting or
errors. Student uses thinking and
style errors. Student some critical thinking problem solving
uses critical thinking and problem solving techniques to define
and problem solving techniques to define problems and
techniques to define problems and
identify solutions
problems and
identify solutions as as they relative to
identify solutions as they relative to
effectively
they relative to
effectively
communicating in a
effectively
communicating in
written format.
communicating in a a written format.
written format.
Competency Rubric
Exceeds Expectations Meets Expectations Does Not Florida Principal
Leadership
Meet
Standard
Expectations
2,5,d
3, 6, b
Course SLO Relate concepts of leadership to leading the change
process
3
3, 6, d
3, 7, a
3, 7, c
See
alignment below
Assignment Grading Rubric
Performance Descriptors
Exceeds Expectations
Meets Expectations
Criteria
Comprehensive discussion
that includes in depth
reflection on the student’s
typography as determined
by the assigned
questionnaire. Student
Change Approach provides a strong
Inventory (Total of rationale for how the
typographies are similar and
10)
different. Giving
consideration to scores on
other assigned assessments,
provides an in depth
Identification
discussion of patterns and
of Patterns and
trends in the assessment
Trends (2)
results.
Discussion
that includes some
reflection on the
student’s typography
as determined by
the assigned
questionnaire. Student
provides some
rationale for how
the typographies are
similar and different.
Giving consideration
to scores on other
assigned assessments,
student makes some
attempt to provide
a discussion of
patterns and trends in
the assessment results
Does Not Meet
Expectations
Vague or
unclear discussion
that includes little to
no reflection on the
student’s
typography as
determined by the
assigned
questionnaire. Student
provides little to
no rationale for how
the typographies are
similar and different.
Student gives little to
no consideration to
scores on other
assigned assessments,
and makes little to no
attempt to provide a
discussion of patterns
and trends in
the assessment
results
Monitoring
Student provides recurring Student
Student
and Feedback (2) monitoring and feedback on provides some
provides little to no
the quality of the learning
evidence of recurring evidence of recurring
environment.
monitoring and
feedback on the
quality of
1.5.d
the learning
environment.
2.5.d
Critical
Student uses critical
Student uses
Thinking and
thinking and problem solving some critical
Problem Solving (2) techniques to define
thinking and problem
problems and identify
solving techniques to
solutions.
define problems
and identify
solutions.
3.6.b
Empowers
Student empowers others Student shows some
others (2)
and distributes leadership
evidence for
when appropriate in
empowering others
discussions of typographies. and distributes
leadership
when appropriate, in
3.6.d
discussions of
typographies.
Identifies
Student identifies and
Student
emerging leaders cultivates potential and
identifies and
(2)
emerging leaders in
cultivates potential
discussions of
and emerging leaders
typographies. Student plans in some instance,
for succession management in discussions of
in key positions in discussion typographies. Student
3.7.a
of typographies.
plans for succession
management in key
3.7 c
positions in some
instances of
discussing the
typographies.
monitoring and
feedback on the
quality of the
learning environment.
Student uses little to
no critical thinking
and problem solving
techniques to
define problems and
identify solutions.
Student shows little
to no evidence for
empowering others
and distributes
leadership
when appropriate in
discussions of
typographies.
Student identifies and
cultivates potential
and emerging leaders
in few or no instances,
in discussions of
typographies. Student
plans for succession
management in key
positions in few or no
instances
in discussion of the
typographies.
Texts / Materials
Required texts:




One of the following Texts to be assigned by instructor (Do not buy one until you get
approval from the instructor):
The Influencer By Kerry Patterson et al ISBN-10: 007148499X ISBN-13: 978-0071484992
Leadership By Rudolph Giuliani ISBN-10: 1401359280 ISBN-13: 978-1401359287
The Five Dysfunctions of a Team By Patrick Lencioni ISBN-10: 0787960756 ISBN-13: 9780787960759

On Becoming a Leader By Warren Bennis ISBN13: 978-0465014088 ISBN10: 0465014089
Required Materials:









Myers-Briggs Type Indicator (may be purchased from the UWF campus bookstore)
Internet Access (broadband is recommended)
Activated UWF ArgoNet E-mail Account
TK20 subscription available directly at http://uwf.tk20.com or through the UWF campus
bookstore. Student access kits ISBN 0-9774408-1-8.
One of the following Texts to be assigned by instructor (Do not buy one until you get
approval from the instructor):
The Influencer By Kerry Patterson et al ISBN-10: 007148499X ISBN-13: 978-0071484992
Leadership By Rudolph Giuliani ISBN-10: 1401359280 ISBN-13: 978-1401359287
The Five Dysfunctions of a Team By Patrick Lencioni ISBN-10: 0787960756 ISBN-13: 9780787960759
On Becoming a Leader By Warren Bennis ISBN13: 978-0465014088 ISBN10: 0465014089
Grading / Evaluation
Listed below are the course requirements:
1 Final Project TK20 Key Assignment "Leadership Development Plan" @ 120 points
3 Dropbox Assignments @ 50 points each (150 points)
3 Threaded Discussions @ 20 points each (60 points)
1 Book Review Presentation @ 90 points
4 Book Review Evaluations @ 20 points each (80 points)
Important Class Information
Modules will open on Mondays and assignments for any given week will be due on
either Wednesday of Sunday of that week unless otherwide stated. Assignment due dates are
listed on the course assignment sheet. Although the Final Project TK20 Key Assessment for the
course "Leadership Development Plan" is not due until the end of the course, you should be
completing each of the sections as they are covered in the course material. You will need to be
self-motivated by working on these assignments as the semester progresses.
Always use APA guidelines when writing. You do not have to include an abstract for
assignments for this course. When using Word documents, submit all assignments in either
docx or rtf format.
I prefer that for Threaded Discussion assignments you do not submit a Word document but type
your post or response directly into the discussions. This makes it easier for me and your
classmates to read your submissions.
Good writing skills, the correct use of grammar and punctuation, etc. are important at the
graduate level. Always proof read your assignments - don't let these types of errors result in a
deduction of points.
Follow directions carefully. As an example: On the Final Project TK20 Key Assessment
"Leadership Development Plan" make sure you fully develop each section. This document will
likely be 8-12 pages in length.
I will correspond with you and provide feedback either in the feedback section for assignments
or through your uwf email account. Check it frequently. If I have updates, questions or you
have a missing assignment this is the venue I'll use to contact you. Continue to check your uwf
email for messages for at least two weeks after the course ends. Email is my preferred method of
contact and will result in the quickest response. I will usually respond to emails within 24 hours
(often within an hour or two) although it may be longer on weekends. I am not in my office
everyday so leaving a message on my office phone may result in a delay.
Students should have no expectation that late assignments will be accepted or graded to receive
credit.
All course assignments must be completed to receive a grade for the course. If any assignments
are not submitted, the student will receive either a failing grade or an incomplete.
Students must receive a passing score on the Final Project TK20 Key Assessment "Leadership
Development Plan" in order to pass the course.
TK20 Assignments
As you may already know, TK20 is the data collection system used by UWF to create an
electronic portfolio documenting that each of you has fulfilled the requirements mandated by the
State of Florida for administrative certification. Thus, your TK20 assignment must be present in
that system for me to certify that you have met the requirements for both the course and for
elegibility for certification.
A detailed description of how to use the TK20 system is included in this course. If you have a
problem uploading your documents into TK20 please contact the system administrator, Dr.
Richard Faessel at rfaessel@uwf.edu for assistance. I have limited ability and acces to
manipulate the system in any way. Also, please do not email me your TK20 assignment to show
me you have completed it. I can only accept and grade the assignment within the TK20
system. It is either there or it is not. When I grade the assignments, I will contact you via your
uwf email account if I can't access your assignment because it has not been loaded correctly.
There is one TK20 assignment for this course. The Leadership Development Plan assignment
has multiple parts and will be completed in stages as we move through the semester. You will
begin this week but not submit the final document until the final week of the course. When you
submit the assignments to TK20, they should be submitted as one document (one file), not
multiple files.
These suggestions are offered to help you. I want you to be successful! Let's get to work and
have a great class.
Grading Scale
Letter grades will be assigned as follows:
500-480
479-450
449-400
399-375
374 and below
A
AB
C
F
Attendance Policy: This course is delivered completely online using the Desire to Learn (D2L) system.
Minimum Technical Skills and Special Technology Utilized by Students
This course is totally online. All instructional content and interaction takes place over the WWW. In
addition to baseline word processing skills and sending/receiving email with attachments, students will
be expected to search the internet and upload / download files. In addition, students may need one or
more of the following plug-ins:








Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html
PowerPoint Viewer: http://www.microsoft.com/downloads/details.aspx?FamilyID=048DC84014E1-467D-8DCA-19D2A8FD7485&displaylang=en
Windows Media Player: http://www.microsoft.com/windows/windowsmedia/download/
QuickTime Player: http://www.apple.com/quicktime/download/
Real Player: http://www.real.com/realplayer/search
Adobe Flash Player: http://get.adobe.com/flashplayer/
For students' using Screen Readers: Download Elluminate's Java Bridge:
http://www.oracle.com/technetwork/java/javase/tech/jab-previous-releases-354403.html
eLearning's Accessibilty Resource Guides for users:
http://www.desire2learn.com/access/resources/
Expectations for Academic Conduct / Plagiarism Policy
Academic Conduct Policy: (Web Site) | (PDF Format) |
Plagiarism Policy: (WORD Format) | UWF Library Online Tutorial: Plagiarism |
Student Handbook: (PDF Format)
Assistance for Students with Disabilities
The Student Disability Resource Center (SDRC) at the University of West Florida supports an
inclusive learning environment for all students. If there are aspects of the instruction or design of
this course that hinder your full participation, such as time-limited exams, inaccessible web
content, or the use of non-captioned videos and podcasts, please notify the instructor or the
SDRC as soon as possible. You may contact the SDRC office by e-mail at sdrc@uwf.edu or by
phone at (850) 474-2387. Appropriate academic accommodations will be determined based on
the documented needs of the individual.
TurnItIn
UWF maintains a university license agreement for an online text matching service called
TurnItIn. At my discretion, I will use the TurnItIn service to determine the originality of student
papers. If I submit your paper to TurnItIn, it will be stored in a TurnItIn database for as long as
the service remains in existence. If you object to this storage of your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of appropriate
authorship practices.
Weather Emergency Information
In the case of severe weather or other emergency, the campus might be closed and classes
cancelled. Official closures and delays are announced on the UWF website and broadcast on
WUWF-FM. In most cases the weather will not impact the delivery of this course.


WUWF-FM (88.1MHz) is the official information source for the university. Any pertinent
information regarding closings, cancellations, and the re-opening of campus will be broadcast.
In the event that hurricane preparation procedures are initiated, the UWF Home Web Page and
Argus will both provide current information regarding hurricane preparation procedures, the
status of classes and the closing of the university.
Emergency plans for the University of West Florida related to weather or other emergencies are
available on the following UWF web pages:


Information about hurricane preparedness plans is available on the UWF web site:
http://uwfemergency.org/hurricaneprep.cfm
Information about other emergency procedures is available on the UWF web site:
http://uwfemergency.org/