Educational Administration, Curriculum and Supervision (EACS)

Transcription

1 Educational Administration, Curriculum and Supervision (EACS) Course Title: Visionary Leadership Course Number: EACS 6103 (Fall, 2008) Course Description: Organizational school effectiveness is grounded in educational leaders who have vision, continuously learn, take risks, are decisive and ethical, understand and care about people in the organization, empower the organization s workforce to be creative, and take ownership of their jobs. There is not one style of leadership, though, nor is one type of leadership right for every school situation. In this course, particular attention will be given to the vital role that innovative vision and an understanding of how organizational culture play in a leader s success in working with teams, responding to organizational changes, and in enabling others to reach common organizational (i.e., educational) goals. Class Dates: August 28 & 30; October 9 & 11 and November 6 & 8, 2008 Meeting Times: Meeting Room: Course Professors: Thursdays 4:30pm to 9:30pm and Saturdays 9:00am to 6:00pm Schusterman Center #1, LC224 (new building) Gaetane Jean-Marie, Ph.D. Associate Professor and Program Coordinator Office: Fax Number: [email protected] Diane Bosworth, Ed.D. Former Assistant Superintendent, Jenks Public School [email protected] Mailing Address: The University of Oklahoma - College of Education Schusterman Center 4502 E. 41st Street Tulsa, OK College of Education Mission: The mission of the college of education is to promote inquiry that fosters democratic life and is fundamental to productive activity in the interrelated areas of teaching, research and service in a multicultural society. EACS Mission: The course is aligned with the Educational Administration, Curriculum and Supervision (EACS) area beliefs that PK-12 schools are complex organizations that need leaders who understand: 1) the theoretical and conceptual aspects of schools, their people, and programs for both children and adults who are constantly learning from the context of the organization; 2) the technical 1

2 knowledge of the content areas and areas of specialization found within the EACS knowledge bases; 3) the integration of theory, research, and practice as a means of grounding new best practices. The EACS curriculum is under-girded by a dynamic knowledge base that reflects current and recommended practices as examined through basic and applied research. The EACS graduate should be able to transfer theory and research into practice and to analyze practice through theory and research. To this end, theory, research, and practice are viewed as reciprocal and equal in developing and refining program area offerings. The curriculum is vertically and horizontally articulated, allowing students the opportunity to study both the broader area of leadership and an area of emphasis as they become proficient in understanding, applying, and conducting research - both formally, as scholar leaders, and informally, as informed practitioners through action research. The curriculum provides the conceptual and philosophical bases of continuing education as students develop specified competencies. The EACS faculty recognizes the unique learning needs of our adult students. Accordingly, the faculty encourages learning through the utilization of a variety of instructional approaches (e.g., lecture, discussion, large and small group work, computer and non-computer simulation, site visitations, and interactions with practitioners in order to properly engage students in learning. Further, the faculty of EACS recognizes that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as ELCC, NPBEA, and UCEA Within these accepted but evolving knowledge bases there are competencies and skills that may also be applied in regulated field experiences such as internships and practica. The competencies and skills evolve (broadly) around the following: developing, articulating, implementing, stewarding, and promoting community involvement in developing a vision; promoting positive school culture; providing effective instructional program, applying best practices to student learning, and designing comprehensive professional growth programs; managing the operations and resources in the organization; collaborating with families and other community groups, responding to community interests and needs; mobilizing community resources; acting with integrity and ethically; understanding and responding to and influencing the larger political, social, economic, legal, and cultural context. Textbook(s) and Supplemental Materials: Deal, T. & Peterson, K. (1999). Shaping school culture: The heart of leadership. San Francisco: Jossey Bass. Donaldson, G. A. (2006). Cultivating leadership in schools: Connecting people, purpose and action. New York: Teachers College. Nanus, B. (1992). Visionary leadership. San Francisco: Jossey Bass Supplemental Readings and cases (handouts) Recommended Readings: Phillips, D. (1992). Lincoln on leadership: Executive strategies for tough times. New York: Warner Books. 2

3 Course Objectives: This course is designed to provide aspiring and in-service school leaders with the opportunity to link the theoretical issues discussed in class and presented in readings with the practical aspects of educational administration: Critically examine the notions of leadership and management, understanding their similarities and differences. Analyze various leadership styles, discerning their strengths and limitations, and their particular application in the daily operation of organizations. Articulate the core characteristics and skills associated with visionary, innovative leaders, and develop their own perspective on the traits of an effective leader. Develop the ability to assess what types of leadership approaches are effective in particular situations, and explain why. Clearly summarize personal leadership profile and chart a leadership development plan suited for personal educational goals (i.e., teacher, school and/or district leader). To facilitate linkages among the theoretical issues explored in class, students are expected to: 1) read assigned readings; 2) engage in dialogue with class members on questions and topics generated by the professor and students; and 3) complete writing assignments, prompt, and assigned case studies, etc. I. Attendance and Participation: 20 points Class participation is critical because much of the learning takes place during our regularly scheduled sessions together. "Participation" and "attendance" are not synonymous. In this course, participating is key to learning. Perfect attendance is an important goal because of the team structure and process built into the course. Your participation includes the following activities in addition to regular class attendance: carefully preparing readings for each class session, actively contributing to team efforts and activities, analyzing case simulations, participating in critiques and debates of assigned readings, and either verbal communications (with me and each other) during class sessions. Regarding in-class discussions, some of the characteristics of effective class participation are as follows: (1) Do your comments show evidence of a thorough reading and analysis of the materials? (2) Are your points relevant to the discussion in terms of increasing everyone's understanding, or are they merely a regurgitation of the readings? (3) Do you exercise care in distinguishing among different kinds of data; that is, do you clarify whether you are stating facts, opinions, assumptions, or inferences? (4) Do your comments take into consideration the ideas offered by others earlier in the class, or are the points isolated and disjointed? (The best class contributions following the lead-off tend to be those which reflect not only excellent preparation, but also good listening, and interpretative and integrative skills as well). (5) Do you show a willingness to test new ideas or are all comments cautious and "safe"? (6) Are you willing to interact with other class members by asking questions or challenging conclusions? 3

4 Clearly, you must participate if you are going to share your ideas with others; but excellent participation does not necessarily entail contributing in every class. Some of the best contributors in past classes have been those who participated in only some sessions. Their contributions, however, were truly insightful and persuasive. The issue is one of quality, not simply quantity. Finally, assigned readings must be completed prior to class meeting. At any given class meeting, class members will be expected to lead a discussion on the assigned readings on an individual or group basis (more details in class). II. Personal Leadership Profile 20 points Leadership development is self-development and learning to lead is about discovering what you care about and value (Posner, 2006). Students will develop a personal leadership profile in light of the course material. In particular, students will examine personal areas of strength and limitations of their leadership style that they wish to expand or improve upon. For this project, students are asked to respond to the following guiding prompts: 1) How certain am I of my own conviction about the vision and values I have to be an effective leader? 2) What s my burning passion? 3) What does my ideal organization look like? 4) What gives me the courage to continue in the face of uncertainty and adversity? 5) How do I handle disappointments, mistakes and setbacks? 6) How can I keep myself motivated and encouraged? 7) What is my ideal work community? What do I personally aspire to create? 8) How would I like to change the world for myself and our organization? Deadline: October 9 th a and November 8 th (more details to follow). IV. Group Case Study Analysis 20 points In assigned groups, students will be responsible for the preparation and presentation of one of the case studies (see below). You are expected to draw on the readings and relevant literature to substantiate case study analysis. Each group will be allocated thirty minutes for a PowerPoint presentation What is Case Study Method? Case study method provides an opportunity for aspiring and practicing administrators to build a repertoire of skills in dealing with open-ended problems that characterize administration today. Case studies provide leaders with a framework in which to examine their own values and to test these values within the organizational setting and the larger community setting (i.e., school). Shulman (1996) describes case methods where students focus on real problems, developing a repertoire to guide their thinking and reflections on their own actions. Their own experiences become lenses for thinking about their work (p. 199), since analyzing the how and why of experiences is critical to effective, substantive, and enduring learning (Shulman, 1996). Adopted from Lowery, S. & Harris, S (2003). Standards-based leadership. Pp, xiv-xvi. New York: Rowman & Littlefied Education. Case Studies Changes at Honey Grove High Joe F. Donaldson, Gerardo R. López, and Jay Paredes Scribner Journal of Cases in Educational Leadership, Mar 2003; vol. 6: pp

5 Lester B. Pearson Elementary School: First Year on a Journey with the Change Process Anthony H. Normore Journal of Cases in Educational Leadership, Sep 2004; vol. 7: pp The Lincoln Middle School Paradigm Shift: A Case Study Robert M. Maninger and Dan Powell Journal of Cases in Educational Leadership, Mar 2007; vol. 10: pp Case Analysis Rubric: Briefly describe the nature of the problem. Evaluate the problem. Determine the action(s) needed to resolve the problem (i.e., critically discuss what leadership qualities and skills would be needed to address or resolve the issue). Identify and assess the various alternative courses of action. Decide on a particular course of action. Develop a plan to implement the action (i.e., outline a strategy to address the issue). Be sure to reference/cite appropriate text to support ideas. This assignment will be graded on the overall aesthetic of the PowerPoint presentation. Presentation Date: October 11 and November 6 IV. Final Project: Leading (Organizational/Schoolwide) Change 40 points A premise of this course is that leadership is everyone s business and that visionary leaders have the capacity to impact change in organizations. According to Fiske-Rusciano and Cyrus (2000), at one time or another, we all want to change something our looks, our behavior, what happens to us or to others. When we understand the way to approach change logically, we are better able to initiate and effect change ourselves (p ). In the context of educational organizations (i.e. schools), the purpose of making change is to improve student learning and change must be continuous; it is endorsing a new way of professional learning (Moller & Pankake, 2006). For this final project, students will identify an educational issue that has an impact on students, teachers, parents, or community. 1) Identify the problem We must learn about the specific issues that underlie the larger problem. This information will help identify and define a specific concrete issue to work on. What research has been conducted in this area of inquiry? 2) Identify the Desired Outcome Define what specific change you would like to implement. How will it improve the organizational culture? 3) Develop Strategies for realizing the change. Brainstorm to generate as many different ideas as possible. Be imaginative and creative as possible because what might at first seem an unrealistic strategy can sometimes trigger an original, workable solution. 4) Develop a Plan Action Select the most appropriate strategies from your brainstorming and figure how to implement them. Be realistic. Incorporate relevant literature to support the implementation process. 5) Consider the Implications what are the implications for the change proposed? Deadline: Wednesday, November 21st by 4:30 pm. No submission. Students will provide an overview of their final project on November 8 th. 5

6 V. Miscellaneous Information Special Needs Students: Any student requiring special accommodation in the class due to disability is advised to inform the instructor of his/her special needs. Every effort will be made to ensure that the proper accommodations are made to enhance the learning environment for every student. Style Guide: All written assignments should be typed and prepared according to the Publication Manual of the American Psychological Association, 5 th edition. Grading: This is a letter-graded course: A, B, C, D, or F. Attendance & Participation 20% Group Case Study Analysis 20% Personal Leadership Profile 20% Final Project 40% 100% points = A points = B points = C Course Outline Part I: Envisioning Visionary Leadership Pre-Reading Assignment (two weeks prior to class): Donaldson s book Chapters 1-3 Class Assignment: Think about your past /Envisioning Your Future Lifeline exercise (Sheppard & Hawley, 1974). Look backward in your past and record significant events in your life turning points that have influence the direction you have taken. Start as far back as you can remember and stop at the present time. Briefly record key events in your life that represent turning points or significant learning experiences. Many people find it useful to draw this as a lifeline a graph that maps both the peaks and valleys, the highs and lows. Others prefer to just list events. Next to each event, write a word or two identifying the experience. Now go back and review each peak event, making a few notes on why each has a high point for you. Analyze your notes. What dominant themes emerge? What patterns are revealed? What important personal strengths? What do these themes and patterns tell you about what you re likely to find personally compelling in the future? Creativity is highly encouraged. Presentation Deadline: Saturday, August 30th August 28 Introductions and Overview of Course Readings: Donald s Chapter 4 Deal & Peterson s Chapters 1-2 Supplementary Reading 6

7 August 30 Readings: Nanus Chapters 1-2 Deal & Peterson s Chapters 3-5 Supplementary Reading Lifeline exercise presentation Part II: Challenges & Opportunities for Visionary Leadership October 9 Readings: Donaldson s Chapter 5-7 Deal & Peterson s Chapter 6 Nanus Chapter 3 Paper Deadline: Personal Leadership Profile October 11 Readings: Deal & Peterson s Chapters 9-11 Nanus Chapters 4-6 Donaldson s Chapter 9 Case Analysis Part III: From Theory to Practice: It s about Leadership November 6 Readings: Donaldson s Chapters 8, 10 Deal & Peterson s Chapter 12 Supplementary Reading Invited Panel: Visionary School Leaders Case Analysis November 8 Readings: Nanus Chapters 7-9 Donaldson s Chapter 11 Final Project Presentation* Personal Leadership Profile Final Paper: Due November 21, 2008 by 4:30 pm). Late papers are not accepted and submission is not permissible. 7

8 Recommended Research/Professional Journals Advancing Women in Leadership Online Journal American Educational Research Journal American School Board Journal Catalyst for Change Change Magazine Clearing House Educational Administration Quarterly Educational Evaluation and Policy Analysis Educational Forum, The Educational Leadership, ASCD Educational Researcher Educational Policy Education and Urban Society Equity and Excellent in Education Harvard Educational Review International Studies in Educational Administration Journal of Educational Administration Journal of Educational and Behavioral Statistics Journal of Education Finance Journal of Curriculum and Supervision Journal of Research and Education Journal of Research on Leadership in Education Journal of Educational Policy Journal of School Leadership Journal of Research in School Administration Journal of Research in Rural Education Journal of Education for Business Journal of Occupational and Organizational Psychology Journal of Staff Development Journal of Teacher Education Journal of Women in Educational Leadership Leadership and Organization Development Journal Middle School Journal National Forum of Education Administration and Supervision Planning and Changing School Administrator Theory in Practice Urban Education Values and Ethics in Educational Administration Women in Management Review 8