EDUC 620 Human Resources and Labor Relations Term: Fall Time: Location:

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1 EDUC 620 Human Resources and Labor Relations Term: Fall Time: Location: Professor Contact Information Name: School of Education Graduate Studies Adjunct Instructor Phone: Office Hours: Preferred Method of Contact: Course Description An examination of the human resources concepts and practices associated with developing and managing an effective education team. Different approaches to management, motivation, professional development, and performances are addressed, along with some obstacles to effective labor relations. (3 credit hours) Prerequisite Studies None Diversity in the Oakland City School of Education The School of Education is committed to a core set of values that are reflected in a culture that promotes development of personal and professional integrity and engagement for the benefit of our society. As an academic community, the faculty and staff of the School of Education values: Diversity in all of its manifests Respect for the individual and deviating perspectives that challenge us Collaboration Creativity in thought and action To further the mission of diversity in the School of Education, SOE has a primary goal that: Encourages and supports an environment which presents and values diversity defined in accordance with NCATE Professional Standard 4 as differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographic area. Page 1

2 Course Objectives The course is designed to examine the human resources concepts and practices associated with developing and managing an effective education team. Upon successful completion of this course students should be able to: 1. Evaluate the strategic importance of HR to organizational effectiveness. 2. Synthesize the trends facing the field of human resource administration. 3. Explain the need for a diverse talent acquisition program. 4. Evaluate the scope of work to ensure clear expectations are set forth for affected employees. 5. Assess best practices of HR leadership. 6. Discuss how to best synthesize the techniques of developing and managing workforce development and employee relations programs within an organization. 7. Explain the laws and regulations applicable to the administration of HR. 8. Evaluate methods for developing and managing employee compensation programs. 9. Analyze the development and management of employee benefit programs. 10. Explain the steps needed to meet challenges to employee health and welfare. 11. Assess the proper use of performance modification and employee discipline. 12. Discuss the components of union/management relations through class discussion, class presentations, written assignments and/or projects. THE INDIANA CONTENT STANDARDS FOR SCHOOL LEADER-BUILDING LEVEL ADDRESSED: The Indiana Content for School Leader Building Level consists of "core" and "supplementary" content and skills. It should be noted that all of Standard 6 is supplementary, including both the standard and the essential elements of knowledge within the standard. Standard 1: Human Capital Management School building leaders use their role as human capital manager to drive improvements in teacher effectiveness and student achievement. (Sub-set 1.1) Page 2

3 Standard 6: Organizational, Operational, and Resource Management School building leaders leverage organizational, operational, and resource management skills to support school improvement and achieve desired educational outcomes. (Sub-set 6.4 & 6.5) THE INDIANA DEVELOPMENTAL STANDARDS FOR BUILDING LEVEL ADMINISTRATORS ADDRESSED: (None Applicable) Educational Leadership Constituents Council (ELCC) for Advanced Programs in Educational Leadership Standard 3: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of every student by ensuring the management of the school organization, operation, and resources through monitoring and evaluating the school management and operational systems; efficiently using human, fiscal, and technological resources in a school environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and student learning. (Sub-set 3.1, 3.2, & 3.3) Standard 5: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of every student by acting with integrity, fairness, and in an ethical manner to ensure a school system of accountability for every student s academic and social success by modeling school principles of self-awareness, reflective practice, transparency, and ethical behavior as related to their roles within the school; safeguarding the values of democracy, equity, and diversity within the school; evaluating the potential moral and legal consequences of decision making in the school; and promoting social justice within the school to ensure that individual student needs Instructional Design Students will explore human resources and labor relations through course readings, lectures and presentations, group discussions, independent research, and small group projects. Barger-Richardson Learning Resource Center The Barger-Richardson Learning Resource Center is the student gateway to library resources at Oakland City University through or coming to campus (605 W. Columbia Street, Oakland City, IN 47660). To ask questions or make comments about library services please call (812) or visit Page 3

4 Required Course Materials The following resources are required in the completion of course learning activities. Textbooks Oakland City University Rebore, Ronald W., Human Resources Administration in Education: A management approach. (2011). 9th edition. Pearson. Upper Saddle River ISBN: 13: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. ISBN-10: Resources Other materials as assigned by the instructor. Suggested Reading In addition to the required text, the student is encouraged to explore other scholarly works in the course subject area (e.g., monographs, journals, theses, dissertations, etc.). Many of these types of works can be found online and provide the most current snapshot of the state of the art in the course subject matter. Tentative Course Outline The topics in this course will be explored according to the following learning schedule. (ADJUST THIS SECTION ACCORDING TO THE NUMBER OF MEETINGS OR WEEKS. MASTERS COURSEWORK = 6 UNITS, DOCTORATE COURSEWORK = 8 UNITS. SUMMER TERM: 5 UNITS Unit Lesson Title and s Learning Activities Schedule 1 Title 2 Title 3 Title 4 Title 5 Title 00/00 Readings 00/00 Assignment 00/00 Assessment 00/00 Readings 00/00 Assignment 00/00 Assessment 00/00 Readings 00/00 Assignment 00/00 Assessment 00/00 Readings 00/00 Assignment 00/00 Assessment 00/00 Readings 00/00 Assignment 00/00 Assessment Page 4

5 Unit Lesson Title and s Learning Activities Schedule 6 Title 7 Title 8 Title 00/00 Readings 00/00 Assignment 00/00 Assessment 00/00 Readings 00/00 Assignment 00/00 Assessment 00/00 Readings 00/00 Assignment 00/00 Assessment Course Assignments and Assessments The following assignments and assessments must be completed to pass the course. Assignments and Assessments Discussion and Attendance Article Critiques (2) Case Study Response Final paper Grade Value ## points ## points ## points ## points Participation and Attendance Regular attendance and discussion participation is expected. Learning Outcome: Upon successful completion of this learning activity students should be able to: 1. Demonstrate the knowledge and understanding of principles and issues relating to fiscal, human, and material resources necessary to function effectively. 2. Demonstrate the ability to manage time effectively in deploying financial and human resources in a way that promotes student achievement. 3. Demonstrate the knowledge and understanding necessary to creatively seek new resources to facilitate learning. 4. Demonstrate the knowledge and understanding of school district finance structures and models necessary to ensure that adequate financial resources are allocated equitably for the district. 5. Capability to take a leadership role in addressing financial issues, problems, and trends. Page 5

6 Assignments Assignment 1- Article Critiques (2) School building leader candidates demonstrate leveraging organizational, operational, and resource management skills to support school improvement and achieve desired educational outcomes. The candidate will read and report in written form to 2 educational journal articles related to HRM and Labor Relations and be prepared to lead a class discussion on at least one of the Articles. The purpose of an article critique is to develop critical thinking, analytical, and writing skills using legal reasoning. Do not simply reiterate what the author has to say, but rather, analyze the bias, the direction, and the purpose. Take three key points made in the article and either support or attack the assertions. Your position must be supported by evidence from other research, text-readings, or field observations. This assignment relates to ICS 6.4 & 6.5; and IDS 3.1, 3.2, & 3.3 Assignment 2- Case Study Response: School building leader candidates demonstrate their role as human capital manager to drive improvements in teacher effectiveness and student achievement by reading and analyzing incidents and out of context events. These case study analyses are an integral part of understanding the application of educational law and how decisions of courts impact schools. To assure students have mastered this skill, the students will summarize a number of cases using the Hanson Case Analysis Framework. These summaries will take the form of a case brief (1-2 pages). As part of the assignment, when the corresponding instructional material is being discussed, the students will follow the following steps: 1. Summarize the case. 2. Identify the problem in a single sentence. 3. Select specific information from the case and categorize it according to people, place, or program 4. Review and prioritize the information Refer to the data in each category to solve the problem in the case and to respond to the case study questions. This assignment relates to ICS 1.1; and IDS 5.2 & 5.3 Assignment 3- Final paper: School building leader candidates demonstrate their understanding of human resource management in education by writing a course research final paper written on a subject related to human resources administration constitutes a major artifact for your portfolio. The topic will be Page 6

7 chosen the first day of class, based on your pre-course reading and Study Guide, and the particular Standard the candidate wishes to address. You should follow accepted research approaches, citations (APA), and discussion processes. The final product should be a wellorganized report of 5-7 pages ( words), plus an abstract (executive summary) of no more than one page (250 words). This assignment relates to ICS 1 or 6; and IDS 3 or 5. Learning Outcome: Upon successful completion of these learning activities students should be able to: 1. Demonstrate the knowledge and understanding of principles and issues relating to fiscal, human, and material resources necessary to function effectively. 2. Demonstrate the ability to manage time effectively in deploying financial and human resources in a way that promotes student achievement. 3. Demonstrate the knowledge and understanding necessary to creatively seek new resources to facilitate learning. 4. Demonstrate the knowledge and understanding of school district finance structures and models necessary to ensure that adequate financial resources are allocated equitably for the district. 5. Capability to take a leadership role in addressing financial issues, problems, and trends. Grading Scale The University grading system consists of letter grades and grade points. The grading system for undergraduate and graduate programs is as follows: Graduate Grading System Points Grade Value Definition 00+ A 4.0 Superior A- 3.7 Excellent B+ 3.3 High Average B 3.0 Average B- 2.7 Low Average C+ 2.3 Below Average, Counting as Graduate Credit C 2.0 Below Average, Counting as Graduate Credit F 0.0 Failure I Incomplete Page 7

8 Graduate Grading System Points Grade Value Definition WE AU EC GP W Instructor Withdrawal Excessive Absences Audit Education Continuing, Ed. D Graduate in Progress 3-years limit, Ed. D Withdrawal Official Approval Objectives and Outcomes Matrix and Assignment Rubrics Rubric for Article Critique Assignments-The School building leader candidates demonstrate their understanding of the role of the human capital manager by writing Article Critiques on managing and supervising compliance with laws and regulations governing building management and reporting on human resource management or 0 Criterion Exceptional Acceptable Marginal Unacceptable Score Completeness Complete in all respects; reflects all requirements and standards. Complete in most respects; reflects most requirements and standards. Incomplete in many respects; reflects few requirements and standards. Incomplete in most respects; does not reflect requirements and standards. Understanding Demonstrates a sophisticated understanding of the topic(s) and reflected Demonstrates an accomplished understanding of the topic(s) and reflected Demonstrates an acceptable understanding of the topic(s) and reflected Demonstrates an inadequate understanding of the topic(s) and reflected Documentation Contains welldocumented statements and appropriate references to the readings and other sources of information based on the standard reflected Contains adequately documented statements and references to the readings and other sources of information based on the standard reflected Contains limited support for statements or references to the readings and other sources of information based on the standard reflected Contains no documentation or references to the readings or other sources of information based on the standard reflected Page 8

9 Writing mechanics Writing demonstrates a sophisticated clarity, conciseness, and correctness Writing is accomplished in terms of clarity and conciseness and contains only a few errors Writing lacks clarity or conciseness and contains numerous errors Writing is unfocused, rambling, or contains serious errors APA format Uses APA format accurately and consistently Uses APA format with minor violations Reflects incomplete knowledge of APA format Does not use APA format Total: Total Possible: 20 Percent to Total Rubric for Scenario Assessment (Case Studies) Paper- Assignment 2- School building leader candidates demonstrate their role as human capital manager to drive improvements in teacher effectiveness and student achievement by reading and analyzing incidents and out of context events. Criterion Understanding of issue(s) Research Highly Effective 4 A-level qualities (90 100) Identifies and demonstrates a clear and deep understanding of all pertinent issues and problems concerning Supplements case assessment with relevant and extensive research into the case situation; clearly and thoroughly documents all sources of information concerning Effective 3 B-level qualities (80 89) Identifies and demonstrates a deep understanding of most pertinent issues and problems concerning Supplements case assessment with relevant research into the case situation; documents all sources of information concerning Improvement Needed 2 C-level qualities (70 79) Identifies and demonstrates a limited understanding of issues and problems concerning Supplements case assessment with limited research into the case situation; provides limited documentation of sources consulted concerning Ineffective 1 or 0 D- or F-level qualities (60 69 or below 60) Identifies and demonstrates a superficial understanding of issues and problems concerning Supplements case assessment, if at all, with incomplete research and documentation concerning Score Page 9

10 Analysis and evaluation Recommendations (action plan) Overall presentation Presents an insightful and thorough analysis of all issues concerning Makes appropriate and powerful connections between the issues and the concepts studied concerning Supports diagnosis and opinions with logical arguments and evidence; presents a balanced and critical view drawn from multiple sources of knowledge; interpretation is both reasonable and objective Presents detailed, realistic, and appropriate recommendations clearly supported by the information presented and concepts from the texts; recommendations address all issues and problems and analyzed and follow logically from the analysis Well-written and insightful (writing demonstrates a sophisticated clarity, conciseness, and correctness); includes thorough Presents a thorough analysis of most issues concerning Makes appropriate connections between the issues and the concepts studied concerning Supports diagnosis and opinions with reasons and evidence; presents a fairly balanced view drawn from multiple sources of knowledge; interpretation is both reasonable and objective Presents specific, realistic, and appropriate recommendations adequately supported by the information presented and concepts from the texts; recommendations address most issues and problems and analyzed and follow logically from the analysis Well-written (writing is accomplished in terms of clarity and conciseness and contains only a few errors); includes sufficient Presents a superficial analysis of some of the issues concerning Makes appropriate but somewhat vague connections between the issues and the concepts studied concerning Supports diagnosis and opinions with limited reasons and evidence; presents a somewhat onesided argument Presents realistic or appropriate recommendations supported by the information presented and concepts from the texts; recommendations address some of the issues and problems and analyzed Carelessly written (writing lacks clarity or conciseness and contains numerous errors); gives insufficient detail and relevant Presents an incomplete analysis of the issues concerning Makes little or no connection between the issues and the concepts studied concerning Supports diagnosis and opinions with few reasons and little evidence; argument is one-sided and not objective Presents realistic or appropriate recommendations with little, if any, support from the information presented and concepts from the texts Poorly written (writing is unfocused, rambling, or contains serious errors); lacks detail and relevant data and information; poorly organized Page 10

11 details and relevant data and information; extremely wellorganized details and relevant data and information; wellorganized data and information; lacks organization APA guidelines Uses APA guidelines accurately and consistently to cite sources and format report Uses APA guidelines with minor violations to cite sources and format report Reflects incomplete knowledge of APA guidelines Does not use APA guidelines Appropriately represents the IDOE Standard Total Obtained: Total Possible 28 Percent to Total Rubric for Course Research Paper- Assignment 3- School building leader candidates demonstrate their understanding of human resource management in education by writing a course research final paper written on a subject related to human resources administration. The topic will be chosen based on the particular Standard the candidate wishes to address. Criterion Purpose Development and content 4 A-level qualities (90 100) Introduces and presents topic effectively and clearly; central argument is readily apparent to the reader Develops topic with effective supportive examples; provides a balanced presentation of relevant information and shows a thoughtful, in-depth 3 B-level qualities (80 89) Introduces and presents topic adequately; central argument is not consistently clear throughout the paper Develops topic with adequate supportive examples; information displays evidence of a basic analysis of a significant topic; reader gains 2 C-level qualities (70 79) Introduces and presents topic somewhat effectively; writing has a clear argument but may sometimes digress from it Does not fully develop topic and lacks proper supportive examples; analysis is basic or general; reader gains few insights 1 or 0 D- or F-level qualities (60 69 or below 60) Introduces and presents topic poorly; argument is generally unclear is undeveloped or has no supportive examples; analysis is vague or not evident; reader is confused or may be misinformed Score Page 11

12 Documentation and support Organization Writing mechanics APA format Appropriately represents the IDOE Standard analysis of a significant topic; reader gains insights is supported effectively with legitimate sources that are clearly attributed Arranges ideas clearly and logically to support the purpose or argument; ideas flow smoothly and are effectively linked; reader can follow the line of reasoning Writing demonstrates a sophisticated clarity, conciseness, and correctness Uses APA format accurately and consistently some insights is generally supported with legitimate sources; attribution is mainly clear Arranges ideas adequately to support the purpose or argument; links between ideas are generally clear; reader can follow the line of reasoning for the most part Writing is accomplished in terms of clarity and conciseness and contains only a few errors Uses APA format with minor violations Although attribution is present and many sources seem to be legitimate, some statements are unsubstantiated and the source of some ideas is unclear Arranges ideas adequately, in general, although ideas sometimes fail to make sense together; reader remains fairly clear about what writer intends Writing lacks clarity or conciseness and contains numerous errors Reflects incomplete knowledge of APA format Attribution is missing, or sources given are poorly chosen Arranges ideas illogically; ideas frequently fail to make sense together; reader cannot identify a line of reasoning and becomes frustrated or loses interest Writing is unfocused, rambling, or contains serious errors Does not use APA format Total: Total Possible 28 Percent to Total Bibliography Students wishing to explore the course content further may wish to consider the following sources. Several of these readings are historic standards in understanding key principles and best practices in the course subject matter. Page 12

13 Age Discrimination in Employment Act of (as of 2009). American Association of School Administrator (AASA). (as of 2009). American Association of School Personnel Administrators (AASPA). (as of 2009). Dana, Nancy Fichtman, and Diane Yendol-Hoppey. The Reflective Educator s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry, 2nd ed. Thousand Oaks, CA: Corwin Press, Dutton, March. A Good Contract Only Starts with the Signing. School Administrator 64, no. 6 (June 2007). (as of 2009). Equal Employment Opportunity Commission. Sexual Harassment. (as of 2009). Equal Pay Act of (as of 2009). Family and Medial Leave Act of (as of 2009). Ferris, Gerald R. Ethical Issues in Human Resources Systems. Humans Resources Management Review 11 (2001): (as of 2009). Gullickson, Arlen R. The Personnel Evaluation : How to Assess Systems for Evaluating Educations. 2nd ed. Thousand Oaks, CA: Corwin Press, Hall, Susan L. Implementing Response to Intervention: A Principal s Guide. Thousand Oaks, CA: Corwin Press, 2008 Hezlett, Sarah A., and Sharon K. Gibson. Linking Mentoring and Social Capital: Implications for Career and Organization Development. Advances in Developing Human Resources 9, no. 3 (August 2007): Human Resource Planning Society (HRPS). (as of 2009). Human Rights Campaign. Statewide Anti-discrimination Laws and Policies. (as of 2009). Hursh, David. High-Stakes Testing and the Decline of Teaching and Learning; The Real Crisis in Education. Lanham, MD: Rowman & Littlefield, Ivancevich, J. M. (2010), Human Resource Management. 11th Ed. McGraw-Hill/Irwin. ISBN: Page 13

14 Kerchner, Charles Taylor, Julia E. Koppich. Negotiating What Matters Most; Collective Bargaining and Student Achievement. American Journal of Education 113 (electronically published March 2007). (as of 2009). Lahey, Joanna N. Age, Women, and Hiring: An Experimental Study. Journal of Human Resources 43, no. 1 (2008): Love, Nancy, ed. Using Data to Improve Learning for All: A Collaborative Inquiry Approach, Thousand Oaks, CA: Corwin Press, 2009 Martinez-Pecino, Roberto, Lourdes Munduate, Francisco J. Medina, and Martin C. Euwema. Efefctiveness of Mediation Strategies in Collective Bargaining. Industrial Relations 47, no.3 (July 2008): Miller, Paul. Strategy and the Ethical Management of Human Resources. ProQuest LLC (2008). (as of 2009). National Center for education Statistics. Digest of Educational Statistics, Nces.ed.gov/pubs2002/digest2001. (as of 2009). Ordanini, Andreas, and Silvestri Giacomo. Recruitment and Selection Services: Efficiency and Competitive Reasons in the Outsourcing of HR Practices. International Journal of Human Resource Management 19, no. 2 (February 2008): Raisch, C. Daniel, and Charles J. Russo. How to Succeed at Collective Bargaining. School Business Affairs (December 2005). (as of 2009). Russo, Charles J. Reutter s The Law of Public Education. 6th ed. New York: Foundation Press, Sullivan, Sherry E., and Lisa Maniero, Using the Kaleidoscope Career Model to Understand the Changing Patterns of Women s Careers: Designing HRD Programs that Attract and Retain Women. Advances in Developing Human Resources 10, no. 1 (February 2008): Tobias, Sigmund, and Thomas M. Duffy, eds. Constructivist Theory Applied to Instruction: Success or Failure. New York: Routledge, Wang, Jian, Sandra J. Odell, and Sharon A. Schwille. Effects of Teacher Induction on Beginning Teachers Teaching: A Critical Review of the Literature. Journal of Teacher Education 59, no. 2 (March/April 2008): Course Policies The following polices apply to anyone participating in this course. Page 14

15 Academic Honesty Students are expected to respect and uphold accepted standards of honesty in writing examinations or submitting written work to instructors. Plagiarism, though occurring in many forms, in essence involves the presentation of another person s work as if it were the work of the presenter. The results of research must be properly documented, and quoted material must be so designated. Students guilty of plagiarism or cheating may be suspended from the course and receive a failing grade. Accommodations for Students with Special Needs Oakland City University actively supports the Americans with Disabilities Act which protects qualified individuals with disabilities from discrimination. Oakland City University will work with students and other associates to provide reasonable accommodations as provided in the Act. If a student or another associate believes he/she needs accommodations for class he/she should contact the Office for Campus Life at (812) or visit Bad Weather Policy Oakland City University uses the Nixle Emergency Notification System to contact staff, students, and members of the community about upcoming events, class cancelations due to severe weather, and on-campus emergencies. Students are encouraged to register for Nixle (www.nixle.com) to receive notifications about campus emergencies. The latest alerts also can be followed on Twitter Students may also check the following radio stations: WBIW AM, WQRK FM, or WPHZ FM. Document Formatting Assignments must be formatted according to the current edition of the style manual used in the program of study. Basic formatting protocols that should be followed include: Use correct spelling and grammar. Some assignments require a specific form or format use as directed. Font size should be 12 point utilizing one of the following fonts: Arial, Calibri (body text), Georgia, or Times New Roman or equivalent. Do not use report covers or notebooks unless directed to do so staple or binder clip assignment pages together as necessary or as required when submitted hardcopy. Use your name, course number, and assignment name as the file name of a document when submitted electronically. Be sure to include your name, course number, and contact information in your document as required by formatting guidelines (e.g., on the title page or at the end of the document) or as directed by the instructor. Page 15

16 Respect for Divergent Viewpoints and Diversity Students and faculty are to show appropriate respect for each other, and for divergent viewpoints expressed in the classroom. Such respect does not require agreement with or acceptance of divergent viewpoints. for Student Behavior As a denomination- affiliated university, the policies and guidelines of Oakland City University mandate student behavior to be consistent with Christian principles. Some behavior that is acceptable by the general public may not be acceptable on the Oakland City University campus. Students at Oakland City University are expected to conduct themselves in an appropriate adult manner on and off campus and to conform to standards of propriety at all times. They should act with consideration for the rights of other students and for the reputation of the school and the community. Inappropriate actions or activities occurring on or off-campus which may reflect upon the integrity or character of Oakland City University will be addressed based on the guidelines and policies of disciplinary action found in this handbook. The University reserves the right to dismiss a student whose conduct is detrimental to the general welfare of the school or community. For a further explanation concerning the Christian principles which Oakland City University follows as well as the General Baptist Concepts of Morality, a copy of the General Baptist Social Principles Handbook may be obtained through the University Bookstore, or you may ask for the desk copy from any Resident Hall Director, Resident Assistant, or the Office for Campus Life. Use of Inclusive Language Students are expected to use non-sexist inclusive language as appropriate in the completion of course assignments and participation in classroom discussions. The use of male gender terms to describe individuals, groups, titles, or roles that can include the female gender should be rewritten to more accurately reflect that both genders are being addressed. In cases where only one gender is clearly intended, language should be used that reflects that gender. Targeted of Course Learning The following mission statements and attached document, for Reference, are to be applied in the teaching of the course as appropriate to the school and degree program enrolled in taking the course. OCU Mission Statement Oakland City University is a Christian faith-based learning community dedicated to the enhancement of intellectual, spiritual, physical and social development for positive leadership. Page 16

17 OCU School of Education Mission Statement The School of Education at OCU is a collaborative learning community dedicated to: Oakland City University Academic knowledge, technological skills, pedagogical proficiency, and lifelong learning The preparation for gainful employment through academic excellence The promotion of Christian ethical and moral values The enhancement of each student practitioner s intellectual, physical, spiritual, and social development Community service through positive leadership School of Education Graduate Programs Conceptual Framework and Objectives The purpose of the Conceptual Framework (CF) as it relates to graduate studies in the School of Education (SOE) is to provide a foundation and organizational system through which candidates accomplish the primary objective of the program. This objective is to advance the knowledge, skills, and disposition of those serving in leadership positions in the educational and business communities. The OCU School of Education promotes development of effective educators who master knowledge, skills, and dispositions which enable servant leaders to positively impact the next generation of learners. The learning outcomes that flow out of the primary objective are to develop a student that: has advanced skills in one s specialized content area(s) and has the knowledge of and uses the tools of inquiry as part of the on-going educational process while demonstrating ethical leadership in creating positive working or learning environments for employers and students; has advanced knowledge of human development and uses the information to support the advancement of humankind s intellectual, social, and personal development within a business or educational community environment; has an in-depth understanding of diversity issues in life and their inherent value; models a variety of current leadership skills that assist employees/students to become critical thinkers and analytical problem solvers; guides, facilitates, and supports the success of all learners by providing leadership in curriculum development learning assessment, instructional supervision, and program evaluation conducive to student learning, personnel professional growth, and district and organizational accountability; uses collaboration within a positive organizational or learning environment with his or her employees, students, and work community; effectively uses a variety of communication techniques that foster inquiry and collaboration within the work environment; develops a leadership style that incorporates technological delivery systems with colleagues that enhance business and educational communication and community support; Page 17

18 reflects on his or her leadership techniques and styles and experiences and adapts them to meet business, education, or community needs as he or she flourishes professionally through active participation in professional organizations, community organizations, and community service activities; and serves the community and assists as a community resource person in the community in which he or she is employed. Conceptual Framework OCU School of Education Advanced Programs SOE Conceptual Framework Components 1. Skills 1.1 Technological Skills 1.2 Pedagogical proficiency 2. Disposition 2.1 Promotion of ethical and moral values 2.2 Community service through positive leadership 2.3 Lifelong learning and Collaboration 3. Knowledge 3.1 Knowledge of Student 3.2 Knowledge of Content Visionary Concep The OCU School of Education promotes development of effective educators who master Dispositions: Embrace moral integrity and iit ld l tf Ethical Leader Page 18

19 Courseware Usage This syllabus is intended to reflect accurately all aspects of the course learning experience. However, Oakland City University or the professor reserves the right to modify any portion of this syllabus as necessary because of events and circumstances that occur during the course. No part of this course, including the syllabus, lessons, handouts, presentations, web pages, audio or video media, etc., may be reproduced or transmitted in any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of Oakland City University, except when used for instructional purposes during which Oakland City University and the professor is acknowledged as the source of the material. Copyright Copyright Oakland City University 138 North Lucretia Street Oakland City, Indiana (800) Page 19

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