Syllabus

** School of Education ** ** EDL 271: Leadership and the Profession ** Instructor: Trent Grundmeyer Ph.D. Address: 3206 University Ave. Des Moines, IA 50311 Email: trent.grundmeyer@drake.edu Phone: (515) 271-3719 Office (515) 205-9987 Cell (515) 271-2233 Fax Office Hours: By appointment
 * DRAKE UNIVERSITY **

Times: Saturdays 8:30 am-4:30 pm: Sundays 8:30 am-1:30 pm
 * __ Meeting Information __**

This course will explore the concepts of leadership as they apply to schools. Concepts will be examined in their historical and contemporary contexts. This content will address current views of leadership with an emphasis on the role expectations for school leaders.
 * __ Course Description: __**

Each student will take the Miller Analogies Emotional Intelligence Assessment during class. There will be a $14.00 fee for this assessment. A check should be made to Drake University School of Education to cover this extra cost. Student’s will allowed keeping their assessment after analyzing and discussing it.
 * __ Emotional Intelligence Assessment __**

This course will include brief instructor presentation of content topics, student participation in small group activities (case studies, application exercises), discussion of outside readings and connecting the course to today’s schools through field-based learning experiences. Web-assisted instruction and support will be a central element of the course. There will be considerable class time devoted to student reflection and interaction.
 * __ Teaching Methodology: __**

Historical and Philosophical Leadership Approaches Current Models and Approaches of leadership Issues and Forces Facing School Leadership Administrator as “Lead Learner” Leading Change or major Initiatives Leading for Student Achievement Developing School Culture Introduction to Building Learning Communities Vision Stewardship
 * __ Topics-Academic Content: __**

DuFour, R. & Marzano, R. (2011). Leaders of learning: //How district, school, and classroom leaders improve student achievement.// Bloomington, IN: Solution Tree Students are not required to read the following selections: however, they are good resources for discussion, research writing, and increasing the knowledge level of perspective administrators.
 * __ Required Text: __**
 * __ Recommended Readings: __**

Collins, J. (2001). //Good to great.// New York: Harper Business.

Covey, S. (1990). //Principle-centered leadership.// New York: Simon and Schuster.

Deal, T. & Peterson, K. (1990). //Shaping school culture.// San Francisco: Jossey-Bass.

DuFour, R. & Eaker, R. (1998). //Professional learning communities at work: Best practices for enhancing student achievement.// Bloomington, IN: NES and Alexandria, VA: ASCD.

Friedman, T. (2005) //The world is flat//. New York: Farrar, Straus and Giroux.

Fullan, M. (2010). //All systems go.// Thousand Oaks, CA: Corwin.

Fullan, M. (2001). //Leading in a culture of change.// San Francisco: Jossey-Bass.

Gladwell, M. (2008). //Outliers: The story of success//. New York: Little, Brown and Company.

Glasser, W. (1998). //The quality school.// New York: HarperCollins.

Goleman, D. Boyatzis, R., & McKee, A. (2002). //Primal leadership: Realizing the power of emotional intelligence.// Boston: Harvard University Press.

Greenleaf, R. (2002). //Servant leadership.// The Robert K. Greenleaf Center.

Heifetz, R.A. (1999). //Leadership without easy answers.// Cambridge, Massachusetts: The Belknap Press of Harvard University Press.

Hessel, K. & Holloway, J. (2002). //A framework for school leaders: Linking ISSLC standards to practice.// Princeton, New Jersey: Educational Testing Service.

Kouzes, J. & Posner, B. (2007). //The leadership challenge.// San Francisco: Jossey-Bass

Scott, S. (2002). //Fierce conversations.// New York: Berkley Books.

Sergiovanni, T. (2002). //The principalship: Reflective practice perspective//. Boston: Allyn/Bacon.

Wheatley, M. (1999). //Leadership and the new science//. San Francisco: Berrett-Koehler

Educational Administration Quarterly [] Phi Delta Kappan [] Principal (K-8) [] NASSP Bulletin [] Educational Leadership []
 * __ Journals and Websites: __**


 * __ Pre-Class Assignment __**
 * 1) Read the Introduction and Chapter 1-3 of the DuFour and Marzano book.


 * __ Class Assignments __**
 * 1) Read an autobiography or biography of a prominent leader outside the field of education. Prepare a 2-3 page (12pt. font—APA style) summary focusing on the person’s leadership style, highlighting key indicators of their success and ties to the administrative standards (due Nov. 16). The cohort will synthesize the key indicators from the collective summaries and analyze traits of effective leaders.
 * 2) Participation in class assignments, discussions and activities. These assignments include flipped assignments in which reading or viewing is required before class, in class readings, in class discussions, completion of the Emotional Intelligence Inventory, and in class activities regarding awareness of APA formatting for to promote quality graduate writing throughout the Drake EDL Program.
 * 3) FBLA, outlined below:

The purpose of this assignment is to immerse students in the many facets of change. Strong leaders must possess skills to initiate/manage the change process. Each cohort member will develop a change initiative to enact in his/her district. The initiative should be detailed and formal in design so it could be presented to district/building decision makers. The proposal, which students will present to colleagues on one of the last two weekends, should consider: Included in the final product should be a 1-2 page paper (using correct APA citation) where you provide an overview of the leadership or change theorist(s) whose ideas you consulted before beginning your work, and why you felt his/her/their concepts were relevant to your project. The presentation to the cohort should be __engaging and meaningful.__
 * __ Field Based Learning Assignment (FBLA): __**
 * A rationale for why it is needed (any data to back it up)
 * Information from one or more leadership or change theorists
 * Personnel required
 * Budget items (materials, etc.)
 * Timeline
 * Facility requirements
 * If necessary, planned staff development or in-service
 * Communication (internal and external)











The professor will evaluate class participation, exercises, and assignments A—high quality graduate work of near professional quality B—good quality graduate work approaching professional level C—acceptable graduate student work that lacks professional quality D—unacceptable graduate work F—incomplete or missing work
 * __ Grading Procedure: __**

50% FBLA project 25% Leadership Biography 25% Class/on-line participation, in class writing
 * __ Weighting: __**

Students will be able to:
 * __ Course Objectives: __**
 * 1) Discuss school leadership from a historical/philosophical perspective and identify current theories and models of leadership.
 * 2) Describe various crucial roles school administrators assume and explain key issues and forces affecting leadership.
 * 3) Develop and articulate a realistic, comprehensive change initiative for a school or district that includes the critical stages to foster success.
 * 4) Articulate what is involved in developing a learning community and assessing school culture.
 * 5) Describe the importance visioning plays in improvement of an organization, and why a vision requires continued refinement and communication.

While the content of this course will address all of the Iowa Standards for School Administrators, the following standards will receive particular focus in this class:
 * Standards Addressed: **
 * 1) A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.
 * 2) A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
 * 3) A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Students must have access to and be able to use a personal computer with Microsoft Word, have access to the Web, and have a Drake e-mail account.
 * __ Technology Required: __**

Students with documented disabilities that affect their ability to participate fully in the course or who are required special accommodations are encouraged to speak with the instructor so appropriate accommodations can be arranged.
 * __ Special needs Considerations: __**

Due to the collaborative, weekend class structure, full attendance is mandatory for all sessions. Students are expected to plan their schedules accordingly. In the case of emergency, and only with approval of the instructor, alternative work may be assigned. Absence from class may result in a grade reduction.
 * __ Participation and Attendance Policy: __**

Academic Dishonesty: Academic dishonesty encompasses any activity that seeks to gain credit for work one has not done, provide assistance to others seeking to gain such credit, or deliberately damage or destroy the work of others. Academic dishonesty includes, but is not limited to, (1) Plagiarism – misrepresenting another’s ideas, phrases, discourse, or works as one’s own; (2) Cheating – the act, or attempted act, of giving or obtaining aid and or information by illicit means in meeting any academic requirements, including examinations.
 * __ Academic Dishonesty: __**

The penalty for plagiarism,. Cheating, and other forms of academic dishonesty will vary from incident to incident, depending upon the scope and magnitude of the offense and the circumstances in which it occurred. Possible penalties may include any of the following: reprimand, dismissal from the course with a failing grade, probation, suspension, and/or dismissal from the University.

Students will complete individual assessments of their accomplishments of the course objectives (utilizing the program rubric) and submit a reflection describing their growth in understanding and application of the standards most directly related to this course.
 * __ Course Evaluation/Assessment Program: __**

The instructor will complete an assessment of student accomplishment of the course objectives and submit to the program faculty for inclusion in the program assessment database. Students will evaluate the course and instructor at the last seminar weekend session, utilizing the School of Education feedback template.

__**Tips for School Leaders and using Twitter**__

@http://gettingsmart.com/2013/10/25-smart-socialmedia-tips-edleaders/