EP , Collaborative Leadership Course Reference Number (CRN): Winter Term 2013/2014

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1 EP , Collaborative Leadership Course Reference Number (CRN): Winter Term 2013/2014 Instructor: Class Meeting Schedule Christie Sweeney, Ed.D. Monday, 5:00-8:00 pm Assistant Professor and 1/13, 1/27, 2/3, 2/10, 2/24 Co-Coordinator for Educational Leadership Jan. sessions in Hyde Hall 318 CoGS rm. # 208 Feb. sessions in Lamson Library (w) (c) clsweeney@plymouth.edu Catalog Description In this course, students will explore major concepts related to developing partnerships and communities of learners. Course topics include the change process, forms of school and community governance, school culture, the concept of collaboration, and agencies and organizations involved in community programs and initiatives. Special attention is focused on planning and implementing system-wide and building-level networks. Students will develop and evaluate a framework for collaboration and demonstrate systems thinking. This is typically the first course completed in the CAGS program. Textbooks and Recommended Reading Required Textbooks: Glanz, J. (2002), Finding your leadership style: A guide for educators. Alexandria VA: ASCD. ISBN-13: * *Important instructions for this book-please do the surveys in appendix A & B before you read the book. Goleman, D., Boyatzis, R., & McKee, A. (2004). Primal leadership. Boston, MA: Harvard Business School Press. ISBN # X Wheatley, M. J. and Freize, D. (2009). Walk out, walk on: A learning journey into communities daring to live the future now. San Francisco: Berrett-Koehler Publishers, Inc. ISBN-10: Recommended Reading: C. Sweeney, EP

2 Johnson, D. & Johnson, F. (2006). Joining together: Group theory and group skills. Boston: Pearson Education, Inc. Senge, P., Scharmer, C. O., Jaworski, J., & Flowers, B. S. (2004). Presence. New York: Doubleday Publishing Senge, P. (1990). The fifth discipline. New York: Doubleday Publishing. Senge, P. (2000). Schools that learn. New York: Doubleday Publishing. Wheatley, M. (2007). Finding our way: Leadership for an uncertain time. San Francisco, CA: Berrett-Koehler Publishers, Inc. Course Overview Essential Questions: 1. What is collaborative 2. How do we make collaboration work? 3. What are my natural leadership styles and how can I use them to lead collaborative change efforts in my organization? 4. What knowledge, skills, attributes, and dispositions are necessary to be an effective collaborative leader? 5. How does Systems Thinking inform/impact collaborative leadership and continuous improvement efforts? Course Objectives: Students will be able to: Describe their leadership style, its impact on their current role as a leader, and its implications for their future role as collaborative leaders Define emotional intelligence and discuss its role in collaborative leadership Explain the contributions of vision, affiliation, shared decision making, and coaching in facilitating and enhancing collaborative improvement efforts. Develop knowledge and skills fundamental to providing effective visionary, affiliative, democratic, and coaching leadership as components of collaborative leadership. Examine a specific site-based problem or issue and design a collaborative process for addressing it. Course Methods: Activities are planned to allow students to engage in collaborative experiences and discussions. Class sessions will be delivered through small and large group instructional techniques. Students will have the opportunity to develop their individual collaborative skills through participation in and practice with specific cooperative learning techniques, strategies for successful group facilitation, and organizational approaches to system s thinking. Course Requirements & Grading Class Preparation & Participation: Class will begin promptly at 5:00 pm. Arriving on time and being prepared when class begins will allow you to: participate in whole class and C. Sweeney, EP

3 cooperative group discussions using prior knowledge; explore, analyze, apply, connect and share knowledge related to our educational topic(s); and transfer your learning to personal understanding. You are expected to attend all classes, complete all assignments, and actively participate in class activities. Except in an emergency, you must telephone or the instructor prior to class if an absence is necessary. It is your responsibility to get copies of notes, handouts, and/or assignments if you miss a class. Multiple absences and/or tardiness will have an adverse effect on your grade, and failure to complete and hand in assignments on time will result in grade reductions. (10 pts.) *Reflection Papers: to describe essential learning on assigned readings no more than one or two double spaced, type written pages. (10 pts. each) 1. Reflection #1: Prompt Question Goleman, Boyatzis, & McKee (2002) believe that Great leadership works through the emotions (p. 3). They stress that what a leader does is important, but it is how he or she does it that really matters. What do you think it means to work through the emotions? Why would how a person does something matter? 2. Reflection # 2: Prompt Question Based upon the Glanz Leadership Typology what are your natural leadership qualities? What are your natural leadership virtues? To what extent did the results match/not match your perception of yourself? (Any Ah Ha s or surprises?) What examples of these styles/virtues do you see in your life? How do you/might you use your natural leadership qualities and virtues (as identified through the Glanz inventory) to be an effective collaborative leader in your organization? 3. Reflection # 3: Prompt Question According to Deborah Frieze we must act consciously, because we never know what difference our contribution might make (Wheatley & Frieze, pp. 233, 234). She goes on to explain that our work is to see what s right in front of us and then to keep seeing, to keep paying attention, to stay with the hard places, the uncomfortable relationships, the unanswerable questions (p. 234). What do you think she means by this? Feedback Folder: This journal activity will be used to promote individual communication regarding activities, assignments, questions, and information. Students will submit feedback folders at the conclusion of each class session, and they will be returned in the beginning of each class session. (10 pts.) On-line discussion (see course outline/calendar for dates) Participate in a brief on-line discussion with your classmates about your reactions to some of the readings. Comment on anything that resonates with you, thoughts/ideas that were stimulated by what you read, questions/responses you have as a result of class sessions, examples you have seen in your own life, or anything else you wish to discuss. (10 pts.) Systems Modification Project Paper* and Presentation*: Select an issue/problem/situation within your professional organization to address. Utilizing information gained through your readings and class work, analyze the issue/problem/situation from a system s perspective and C. Sweeney, EP

4 develop a plan that details how you would use collaborative leadership to address it. Write a paper that describes your issue, problem, and/or situation and the organizational system (context) in which it is occurring. Explain why this is an issue, problem or concern and provide evidence to support your explanation (the system s current reality). State your vision for the future (what you want to make happen or be different in regard to this issue, problem, or concern) and describe strategies you would employ to achieve that vision. You will submit your paper to the instructor and prepare a PowerPoint, or other media presentation, to summarize and describe your project to your classmates. (60 pt. total; paper = 30 pts.; and presentation = 30 pts.) *specific assessment rubrics (to be handed out in class) will be provided for these assignments. This course is part of a professional preparation program for leaders. Therefore, you are expected to: adhere to the highest ethical and professional standards; cooperate with one another and with the instructor; contribute to group discussions and projects; and represent your own work fairly and honestly. Assignments will be evaluated for effort, accuracy, and adherence to the style requirements outlined in the American Psychological Association (APA) publication manual. Final Grade Calculations Grade Averages: Class Participation, Online Discussions, and Feedback Folder 30 A C Reflection Papers 30 A C Systems Modification Project 30 B C Presentation B Below C- is Systems Modification Project 30 B unacceptable Paper Educational Leadership Consortium Council (ELCC) Standards met in EP 7020 Standard Outcome Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school vision of learning supported by the school community. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. 1.1 Develop a Vision of Learning. 1.2 Articulate a Vision of Learning. 1.3 Implement a Vision of Learning. 3.1 Manage the Organization. 3.2 Manage the Operations. 3.3 Manage the Resources. 4.1 Collaborate with Families and Other Community Members. C. Sweeney, EP

5 Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. 5.1 Act with Integrity. 5.2 Act Fairly. Standards Assignment Assessment Tool 1.1 Develop a Vision of Learning. 1.2 Articulate a Vision of Learning. 1.3 Implement a Vision of Learning. Modification Project Paper and Presentation Rubrics 3.1 Manage the Organization. 3.2 Manage the Operations. 3.3 Manage the Resources. 4.1 Collaborate with Families and Other Community Members. 5.1 Act with Integrity. 5.2 Act Fairly. Conceptual Framework Modification Project Paper and Presentation Class Participation, Online Discussions, and Feedback Folder Reflection Papers Class Participation, Online Discussions, and Feedback Folder Rubrics College of Graduate Studies (CoGS) Program Hallmarks Reflection paper Plymouth State University graduate programs foster inquiry and critical thinking through a commitment to five hallmarks: Leadership and Advocacy Leaders influence others to stay on course and keep moving toward their goal. Leadership is the practice of being a leader. Leadership describes how a leader carries out, or does, his/her leadership. To advocate is to encourage others and promote activism. Leadership requires a capacity to lead as well as a willingness to inspire action. As a student in the collaborative leadership course, your system s modification project will give evidence of leadership and advocacy. Scholarship and Application Scholarship refers to the qualities of a scholar, or learned individual. The purpose of graduate study is to contribute to the knowledge base of professionals, but gaining knowledge is not enough; it is the application of knowledge, the act of putting it to practical use, which makes the difference. As a student in the collaborative leadership course, you will have the opportunity to apply your knowledge of system s thinking in your learning organization. Reflection and Innovation Reflection is the practice of looking back to contemplate the journey one has taken. Reflective practitioners consider where they were, where they are, and where they re going; they learn from their experiences. The act of reflecting allows for innovative thinking so that new ideas can be born. In the collaborative leadership course, reflection and innovation are evident in the process you will take to develop a system s modification project. C. Sweeney, EP

6 Professionalism and Service Professionalism refers to the way trained specialists (professionals) conduct themselves. At Plymouth State University the purpose of graduate study is to master the skills necessary to become a qualified professional and to apply those skills in service to others. These hallmarks are addressed in the collaborative leadership course as you expand your knowledge of emotional intelligence and practice those skills in the service of one another. Global Awareness and Social Responsibility Global awareness requires students to remain conscious of their connection to the worldwide community. Graduate study promotes an understanding of the social systems in which people, organizations, and communities thrive. As they gain knowledge in their fields, students must become conscientious citizens who are willing and able to fulfill their obligations to human society. In this class, you will analyze the social system in which you work. Based on that analysis, you will develop a plan to use your collaborative leadership skills to positively impact part of that system. University Policies and Procedures Policy: PSU has a specific policy related to correspondence: The University has a responsibility to protect students and staff rights as well as ensure the accuracy of its business processes based on correspondence. Therefore, containing official business of the University shall be addressed to the person s official University address and should not be addressed to alternative addresses. In order to comply with this policy, CoGS staff members use only PSU addresses. We ask that you please use your Plymouth address for all correspondence. ADA Policy: Plymouth State University is committed to providing students with documented disabilities equal access to all university programs and facilities. If you think you have a disability requiring accommodations, you should contact the PASS office in Lamson library ( ) to determine whether you are eligible for such accommodations. Academic accommodations will only be considered for students who have registered with the PASS Office. If you have a Letter of Academic Accommodation for this course from the PASS office, please provide the instructor with that information privately so that adaptations can be made to meet your needs. Course materials online comply with the Web-based Intranet and Internet Information and Applications Standards in accordance with ADA Section 508. Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge. All members of the academic community are expected to be dedicated to the pursuit of knowledge in an honest, responsible, respectful, and ethical manner. Every violation of academic integrity is an affront to the academic community. Violations of academic integrity make fair evaluation impossible and cast doubt upon the seriousness with which students accept the responsibility of acquiring an education. Members of the academic community are expected to report all instances of those violations of academic integrity C. Sweeney, EP

7 that come to their attention. Both faculty and administration consider it their duty, as guardians of academic standards and intellectual honesty, to enforce the academic integrity policy by prosecuting all cases of violation of academic integrity to the fullest extent. Students are urged to consider that it is the toleration of violations of academic integrity, and not the reporting of it, that is dishonorable. Please refer to the Graduate Catalog for more information and the entire policy. Sensitive Materials: Material in this course, in some instances, may be sensitive or emotionally provocative. As you review the syllabus, or at any time during the course, please let your instructor know if you anticipate, or are having, a problem with any assignment or classroom activity. We can then discuss how this assignment or activity is necessary for meeting course competencies and whether an alternative assignment or activity can be considered. We can also discuss campus resources that you may find helpful in dealing with your concerns. Plymouth State University Curtailed Operations Information: Plymouth State University normally remains open through inclement weather. Because most students live within minutes of the campus, every effort is made to avoid an official closing. There may be times, however, when an emergency or extreme weather conditions necessitate a general closing of the University. Please sign up for PSU Alert Emergency Text Messaging at: plymouth.edu/alerts Following are the PSU curtailed operations and/or class cancellation notification procedures: In the event of severe weather or an emergency, the University Administration will do all it can to decide on and post notifications of class/event cancellations and/or facility closures by 6:00 a.m. for classes running during the day. For canceling evening classes, the decision is usually made and communicated no later than 3:00 p.m. Every effort will be made to make the decision as early as possible. If you are wondering, call the storm line ( ) or check the PSU website. Use your own judgment about travel during inclement weather; the best choice is the one that keeps you safe. Notify your instructor(s) if you have to miss a class. Lamson Library and Learning Commons Access to the IT Help Desk is available at Log in to MyPlymouth to access all of the Lamson Library and Learning Common resources and services. The Wrting Center and the PASS office are located in the lower level of Lamson; the Help Desk in on the Main Floor. C. Sweeney, EP

8 Tentative Agenda Date Monday, January 13 Quotes: Dr. Sweeney (Christie) If you think you can or think you can t, you re right. Henry Ford Getting started: who we are, where we come from, where we re going, and how we ll get there. On or before Monday, January 20 Monday, January 27 Quotes: Monday, February 3 Quotes: Topic, Content, and Activities: Check-in (announcements, questions, comments, concerns) & Quotes Introductions: Four Corners KWALA Concept: A Purposeful Planning Tool (KWA) What is collaborative What do we know about collaboration and What is resonant What does resonance have to do with collaborative General information (syllabus, etc.) Reflection Paper #1 to (clsweeney@plymouth.edu) Check-in & Quotes What is visionary What role does vision play in collaborative How can/does a leader build a shared vision? What is affiliative Dialogue, discussion, and debate: same or different? Check-in & Quotes What is democratic What is coaching Who am I as a leader? What is my leadership style and how does it Assignments The following should be read in preparation for this class session 1. Goleman, Boyatzis, & McKee: Part 1 (Chapters 1-5); 2. Glanz: Do Appendix A & B before you read the book, then read the complete book. DUE: Reflection paper #1 The following should be read in preparation for this class session: 1. Goleman, et al.; Parts 2 & 3 (Chapters 6-11) 2. Wheatley & Frieze: Part I, Leaving Home & Part II, Journeying DUE: Reflection paper #2 C. Sweeney, EP

9 Monday, February 10 Quotes: On or before Monday, February 17 Monday, February 24 Quotes: So what is collaborative leadership, and how do we (I) make it work? manifest in my work life? Learning Journeys Systems Modification Project Check-in & Quotes What is systems thinking? What are pacesetting and commanding styles of Systems Modification Project Reflection Paper #1 to Check-in & Quotes What is professional learning and how do I make it happen? What are professional learning communities and how do I create them? How can/will I apply what I have learned? The following should be read in preparation for this class session: Wheatley & Frieze: Part III, Returning Home & Part IV, Reflection DUE: Reflection paper #3 DUE: Systems Modification Project Paper & Presentation C. Sweeney, EP