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EDLEAD 6245 Leadership for Effective Schools Section 61 Summer 2012 Instructor: Nicholas J. Pace, Ed. D.

Office: 510 Schindler Education Center Phone: (319)273-6564 Fax: (319)273-5175 Email: nick.pace@uni.edu (Use the Messages tool within eLearning for course content-related communications)

UNI Educational Leadership Mission Statement


The Educational Leadership Faculty at the University of Northern Iowa develop and nurture reflective Leaders of Learning, Service, and Change who positively impact student achievement and school improvement.

Rationale & Purpose of the Course Experience


This course experience offers an intensive study of contemporary leadership theory and practice in education and other contexts. As the role of the principal continues to shift from traditional management to explicit leadership responsibilities, effective school leadership requires creative individuals with broad-based skills who are able to draw upon leadership lessons from a number of sources.

Major Goals of the Course



To develop deep understanding and familiarity with components of leadership and their practice To apply leadership lessons from education and other settings to practice

Essential Outcomes
Students will demonstrate the understanding of:

Multiple styles of leadership and how they apply to the principalship How local context and setting influences school needs and leadership style, and actions aimed at student learning, teacher growth, and social justice and equality.

Required Materials
Bolman, L.G. & Deal, T.E. (2010). Reframing the path to school leadership: A guide for teachers and principals (2nd ed.). Thousand Oaks, CA: Corwin Press. Book selection on biography of leader; however, the book NEED NOT BE PURCHASED! Note: Due to the Memorial Day Holiday, class will meet on Tuesday, May 29, 2012

Evaluation & Assessment


Participants will be expected to read the required articles, books, and electronic materials.

Written work will be scored for content, organization, spelling, grammar, style, syntax, and thoughtful applicable analysis. The Department of Educational Leadership and Postsecondary Education has designated the American Psychological Association Publication Manual as the guide for writing style. In addition to particular written assignments, projects, and presentations, active and thoughtful participation in all course activities, including eLearning, is required. Assignments that are submitted past due dates will not be accepted. Students must notify the instructor in advance regarding any absences. If more than one class must be missed, students are advised to take the course at another time. Absences will impact students' ability to interact and understand course material, and ultimately, the course grade. Students should consult the specific rubrics for grading criteria for particular assignments. Grading Scale A AB+ B B95-100% 91-94% 86-90% 81-85% 80%

Any grade below a B- indicates the student has not met the standards for the course. Students are expected to improve the quality of their work until course standards are met. If standards for the course are not met by the end of the semester, student will receive an incomplete grade. If the standard is not met during the time provided by the University for students to submit incomplete work, the student's grade will become an F and the student will fail the course.

ODS Statement
The Americans with Disabilities Act of 1990 provides protection from discrimination for qualified individuals with disabilities. Students with a disability, who require assistance, should contact the Office of Student Disability Services (SDS) for coordination of academic accommodations. The ODS is located at 103 Student Health Center, 319-273-2677.

Technical Support
If you experience any technical problem do not contact the instructor. Please contact the Office of Continuing and Distance Education at 319-273-7740 or cesp-consult@uni.edu. Support hours are available Monday Thursday 8am 9pm and Friday 8am 5pm.

This hybrid course consists of eLearning with electronic/face-to-face communication and extensive engagement outside of class time.

May 7
Introduction and review of syllabus Guest Speaker Discussion of Parts I & II from Book Team Study Guide (Bolman & Deal book)

Assign:

Read and partner-discuss Parts III & IV from Book Team Study Guide Schedule movie viewings/consider presentation format Begin Reading Chosen Biography

May 14
Guest Speaker Discussion of Parts III & IV from Book Team Study Guide Case Study Assign:

Read and partner-discuss Parts V & VI from Book Team Study Guide Schedule movie viewings/prepare for presentations Continue Reading Chosen Biography

May 21
Discussion of Parts V & VI from Book Team Study Guide Presentations on Leadership in Film assignment Assign:

Read and partner-discuss Part VII from Book Team Study Guide Prepare for film presentations Continue Reading Chosen Biography

May 29
Discussion of Part VII from Book Team Study Guide Presentations on Biography of a Leader assignment Assign:

Biography of Leader Reflection - Submit to the appropriate link in the Course Assignments by June 1.

Reframing School Leadership (20 total points 20 hours)


This module draws upon the Four Frames of Leadership work by Bolman and Deal. After reading each assigned part of the text, students will partner up and prepare themselves for the upcoming class discussion by reflecting with their partner on the questions and leadership lessons found in the Book Team Study Guide. There is no written assignment for this portion of the class, but students will be expected to contribute in class discussions with evidence of a thorough understanding of the contents of the book. For this reason, participation points (10) will be assigned as a portion of the final grade.

Reframing School Leadership Discussion Rubric: Well Developed Content Points raised in discussion present a thorough and vivid description of the issues at hand & provide ample material for interpretation and discussion. A clear connection to ISSL and practice is present Presentation Issues are raised in a highly professional, well organized, clear, and engaging manner. This experience aligns with the following: ISSL McREL Principal Responsibilities UNI Educational Leadership Conceptual Framework MentorLink All ISSL Varies according to case Leader of Service, Leader of Learning, Leader of Change; varies according to case May include mentor engagement Developed Points raised in discussion present sufficient description of the issues at hand and allows for interpretation and discussion. Some connection to ISSL is present. Emerging Points raised in discussion do not present sufficient information of the issues at hand and do not allow for thoughtful interpretation

Issues are raised in a professional manner and are generally well organized and concise.

Material does not yet meet professional standards and needs tighter organization & focus.

Leadership in Film (30 points 10 hours)


This assignment provides students the opportunity to analyze leadership as portrayed in a film. In groups no larger than three, students will pick one film from the list provided and view. Following the focused, purposeful viewing, groups will produce a presentation that facilitates their analysis of leadership styles and behaviors portrayed in the film. Prior to presenting, all members of the group should submit their presentation to the Leadership in Film link in the Course Assignment folder. The presentation may take on one of four styles: Power point, outline, summary or graphic organizer While preparing for this assignment, students should ask themselves: What if you led a school, adhering to the same leadership attributes or styles portrayed in the film? The presentation should:

Explain how the leaders actions in the film can be interpreted through an identified leadership style present in current literature on leadership (i.e. transformational, transactional, inspirational, etc.) Offer implications for potential outcomes if a principal were to use similar leadership styles and behaviors Identify relevant connections to ISSL and McREL Develop a moral of the story statement that is applicable to principals

Other concepts as developed by the student

Note: Because of the length of the May term, students should select groups and film soon after the course begins and start making arrangements to secure the films for viewing through video rental, their local library, Netflix or other commercial sources. In the Course Assignment page, select your group first through the Sign Up Sheet, and then post your group's film choice to the Group Film Selection Announcement discussion board. Instructions for the Sign UP Sheet for Group Selection: 1- Sign up in the group you want to be in under "Sign UP Sheet for Group Selection" link in the Course Assignment folder. 2- Decide what film you would like to view as a group (Once in a group, you will have a private discussion board to communicate with your group members). 3- Select a representative within your group. 4- The representative then should go to the provided Discussion Board in this Course Assignment folder called "Groups Film Selection Announcement" and inform others of the film of your choice. Instructions for Group Film Selection Announcement: Step 1: Join a group in the Course Assignment folder as instructed above Step 2: As a group decide which film you would like to present Step 3: Choose a group representative to post to the Discussion Board "Group Film Selection Announcement" the name of the film the group has selected. Note: No two groups can have the same film. The film selection is first-come, first-serve. So, once you see a film chosen by a group in this discussion board, you must choose a different film. Leadership in Film Rubric: Well Developed The presentation provides a thorough examination of leadership styles and behaviors observed in the film, offers insightful potential outcomes if a principal employed similar actions, makes a thoughtful connection to ISSL and McREL, and a keen moral of the story. Presentation Material is presented in a highly professional, well organized, clear, engaging manner & is free of errors. Content Developed The presentation addresses the leadership styles and behaviors observed in the film, offers some potential outcomes if a principal employed similar actions, makes an acceptable connection to ISSL and McREL. The film project offers a plausible moral of the story. Emerging The presentation does not thoroughly and thoughtfully address the leadership styles and behaviors observed in the film, offers limited or incomplete potential outcomes if a principal employed similar actions, makes an incomplete or superficial connection to ISSL and McREL, and offers a shallow or ill-conceived moral of the story. Material does not yet meet professional standards and needs tighter organization & focus. Errors are present & presentation requires greater attention to detail.

Material is presented in a professional manner and is generally well organized and concise. Could be strengthened by additional attention to presentation & may contain minor errors.

This experience aligns with the following: ISSL McREL Principal Responsibilities All ISSL, varies according to film & student All, varies according to case

UNI Educational Leadership Conceptual Framework MentorLink

Leader of Service, Leader of Learning, Leader of Change; varies according to case May include mentor engagement

Biography of a Leader (30 points 20 hours)


Students will select and read a biography of a leader. While students will determine the most memorable points and lessons from the leaders life, of particular interest are issues such as:

The pathway to becoming a leader (Did person always aspire to lead or was s/he thrust into the position by chance or circumstance? How does their path to leadership compare to your own? Obstacles and challenges?) The particular mission the leader faced (Did s/he find her/himself acting in times of crisis or controversy? Was her/his mission to maintain the status quo or push forward?) How would you characterize the leaders style (transactional, transformational, servant, etc.) What parallels can you draw related to: o Leading a school with a style similar to the leader o The condition and context of the leaders organization (was it in great condition, crisi s, in the midst of 1st or 2nd order change, etc.? How does the condition of the leaders organization compare to your current building?) o What are the main takeaways from the biography? (What if you led a school using the same style, etc.?)

Students should email the instructor through the Messages tool, in eLearning, with the title and author of their proposed biography. Upon approval, students will then post the APA citation on the Biography of a Leader book choice in the Discussion Board provided in the Course Assignment page called "Biography of a Leader - Selected Books". Biography of a Leader Rubric: Well Developed The reflection provides a thorough examination of leadership styles and behaviors discussed in the book, thoroughly responds to prompts provided in assignment bullets, offers insightful potential outcomes if a principal employed similar actions, and makes a thoughtful connection to ISSL and McREL. Reflection is presented in a highly professional, well organized, clear, engaging manner & is free of errors. Maximum of 4 pages, double spaced. Developed The reflection addresses the leadership styles and behaviors discussed in the book, responds adequately to prompts provided in assignment bullets, offers some potential outcomes if a principal employed similar actions, and makes an acceptable connection to ISSL and McREL. Emerging The reflection does not thoroughly and thoughtfully address the leadership styles and behaviors discussed in the book, provides incomplete responses to prompts provided in assignment bullets, offers limited or incomplete potential outcomes if a principal employed similar actions, and makes an incomplete or superficial connection to ISSL and McREL. Reflection does not yet meet professional standards and needs tighter organization & focus. Errors are present & formatting requires greater attention to detail.

Content

Reflective write up

Reflection is presented in a professional manner and is generally well organized and concise. Could be strengthened by additional attention to formatting & may contain minor errors.

This experience aligns with the following: ISSL McREL Principal Responsibilities UNI Educational Leadership Conceptual Framework MentorLink All ISSL; may vary according to chosen biography All, varies according to chosen biography Leader of Service, Leader of Learning, Leader of Change; varies according to chosen biography May include mentor engagement