Table 5.1. Course Matrix for PASC Educational ... · Program Design and Rationale The administrative services preparation program prepares instructional leaders to serve effectively

Table 5.1. Course Matrix for PASC Educational Administration Required Competencies by Course

California Administrator Performance Expectations

(CAPE)

Vis

ion

ary

Lead

ersh

ip (

EDA

D 6

10

0)

Inst

ruct

ion

al L

ead

ersh

ip (

EDA

D 6

200

)

Man

agem

ent

& L

ear

nin

g En

viro

nm

ent

(ED

AD

63

00)

Fam

ily &

Co

mm

un

ity

Enga

gem

ent

(ED

AD

64

00)

Eth

ics

& In

tegr

ity

(ED

AD

65

00

)

Exte

rnal

Co

nte

xt &

Po

licy

(ED

AD

66

00)

Fiel

dw

ork

I (E

DA

D 6

81

0)

Fiel

dw

ork

II (

EDA

D 6

82

0)

Lead

ersh

ip D

evel

op

men

t I (

EDA

D 6

71

0)

Lead

ersh

ip D

evel

op

men

t II

(ED

AD

67

20

)

1A: Developing a Student-Centered Vision of Teaching and Learning

I, P, A P P, A

1B: Developing a Shared Vision and Community Commitment

I, P, A P P, A

1C: Implementing the Vision I, P A

2A: Personal and Professional Learning I, P P P P, A P, A

2B: Promoting Effective Curriculum, Instruction, and Assessment

I, P, A P P, A

2C: Supporting Teachers to Improve Practice I, P, A P P, A

3A: Operations and Resource Management I, P

3B: Managing Organizational Systems and Human I, P, A

Resources

3C: Managing the School Budget I, P, A

4A: Parent and Family Engagement I, P, A

4B: Community Involvement I, P, A

5A: Reflective Practice I P P, A P, A P, A

5B: Ethical Decision-Making I, P, A

5C: Ethical Action I, P

6A: Understanding and Communicating Policy I, P, A

6B: Representing and Promoting the School I, P

I = Introduced, P = Practiced, A = Assessed

1

California State University, Bakersfield

School of Social Sciences and Education

Department of Advanced Educational Studies

EDAD 6100

Visionary Leadership

3 Semester Units

Fall 2016

Mondays, 4:15 p.m. to 9:45 p.m.

Room TBD

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and

schedule of this course. It is based upon the most recent information available on the date of its

issuance and is as accurate and complete as possible. I reserve the right to make any changes I

deem necessary and/or appropriate. I will make my best effort to communicate any changes in

the syllabus in a timely manner. Students are responsible for being aware of these changes.

Instructor: Danny Whetton, Ed.D

Office: Education 232

Office Hours: T Th 5:00 – 7:00 or by appointment

E-mail: [email protected]

Phone: 661 654-2482 Office 661 379-5258 Cell

Course Description

This course prepares Candidates to facilitate the development, articulation, implementation and

stewardship of a vision of teaching and learning that is shared and supported by the diverse urban

school community. Coursework and fieldwork focus on the development of strategic capacity

and vision through collecting data, constructing profiles, aligning resources to support the vision,

developing a strategic plan to implement the vision in a multicultural setting. Students will be

able to apply research findings to address diverse learning styles.

Student Learning Outcomes

Upon completion of this course, students will demonstrate proficiency in the application of the

theories and concepts outlined in the California Professional Standards for Educational Leaders

(CPSEL), Standard 1: Development and Implementation of a Shared Vision.

STANDARD 1 :

CPSEL STANDARD 1:

DEVELOPMENT AND

IMPLEMENTATION OF A

SHARED VISION

Education leaders facilitate

the development and

implementation of a shared

vision of learning and growth

of all students.

Element 1A: Student–Centered Vision

Leaders shape a collective vision that uses multiple

measures of data and focuses on equitable access,

opportunities, and outcomes for all students.

Element 1B: Developing Shared Vision

Leaders engage others in a collaborative process to develop

a vision of teaching and learning that is shared and

supported by all stakeholders.

Element 1C: Vision Planning and Implementation

Leaders guide and monitor decisions, actions, and outcomes

using the shared vision and goals..

2

This course also applies standards from the National Council for Accreditation in Teacher

Education (NCATE) and the California Professional Standards for Educational Leaders Content

Expectations (CACEs).

NCATE Standard 1 Students 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 or district

vision of learning supported by the school community.

Program Standard 1:

Program Design and Rationale

The administrative services preparation program prepares

instructional leaders to serve effectively in a variety of public

schools and school districts. The design of the program is

based on a sound rationale informed by theory and research

and aligned with the California Administrator Performance

Expectations and principles of adult learning theory. The

program includes a coherent, developmental, integrated, and

interrelated set of theoretical and practical learning

experiences designed to provide extensive opportunities to

engage candidates in developing knowledge, skills, and

dispositions to advance teaching and learning. The program

includes both formative and summative assessments based

on the California Administrator Performance Expectations

(CAPE).

California Professional Standards for Educational Leaders Content Expectations

(CACEs)

A-1. Major theories and concepts in educational leadership

A-2. Relationships between leadership theory and practice in the context of contemporary educational issues in California

A-3. Skills and strategies for facilitating the development of a shared, student- centered

vision with and across multiple constituencies

A-4. Components and characteristics of a sound and sustainable school vision, including

applying data from multiple measures of student learning to developing a vision of

teaching and learning for all students

A-5. Skills and strategies for facilitating the alignment of the school’s vision with the

LEA’s vision and goals

A-6. Identify and understand the political, social, economic, and cultural contexts of

education at the local, regional, state, and federal levels that affect California

public schools and how to respond to and influence these contexts

A-7. Public school governance in California, including the structure and organization of

public schooling and the roles and responsibilities of various individuals and system

components

A-8. The relationships between federal, state, and local educational policies and

practices and the role of specified policies and practices in ensuring equitable, democratic public education for all students

A-9. Examine and respond to equity issues related to race, diversity, and access, using

inclusive practices

3

A-10. Identify potential barriers to accomplishing the vision and effective ways to work

with others to address and overcome barriers

A-11. Shape school programs, plans, and activities to ensure that they are integrated,articulated through the grades, and consistent with the vision

A-12. Facilitate the comprehensive integration of technology to support achievement of

the vision

A-13. Communicate about, model, and hold oneself and others accountable for the

exhibition of personal and professional ethics, integrity, justice, and fairness

A-14. Skills and strategies for leveraging and marshaling sufficient resources to implement

and attain the vision for all student groups

A-15. The importance of communicating information about the school on a regular and

predictable basis to all families through a variety of media, and ensuring that all

constituents have ample access to information sources

A-16. Effective, professional, and interactive communication with various audiences and

for various educational purposes, including consensus building and decision

making

A-17. Network with other professionals to improve personal knowledge and skills

necessary for the job of a school administrator

In addition, the educational administration program learning outcomes are based on the

California Professional Standards for Educational Leaders Performance Expectations (CAPES)

(edited for teacher-leaders).

Performance Expectations Development & Implementation of a Shared Vision

CAPE 1: Developing a

Student-Centered Vision of

Teaching and Learning

The preliminary candidate understands that the school’s

purpose centers on increasing students’ learning and well-

being. S/he uses available student and school data from

multiple sources and considers political, social, economic

and cultural contexts when developing a site-specific

vision and mission consistent with the district’s overall

goals. The candidate emphasizes equitable access and

outcomes for all students by articulating how school plans,

programs, and activities support the school’s vision to

advance the academic, linguistic, cultural, social-

emotional, behavioral, and physical development of each

learner. S/he can describe the student centered vision of

teaching and learning to staff and stakeholders.

CAPE 2: Developing a

Shared Vision and

Community Commitment

The preliminary candidate understands school governance,

roles, responsibilities, and relationships of the individual

and entities within the California education system that

shape staff and community involvement. S/he knows how

to facilitate collaborative processes, including consensus

building and decision-making. The candidate engages staff

and diverse community stakeholders in expressing

expectations for students and the school that develop into a

shared vision and goals. S/he knows effective strategies for

communicating with varied audiences and uses these to

promote a collective sense of responsibility for enacting the

school mission and vision.

4

CAPE 3: Implementing the

Vision

The preliminary candidate recognizes and can explain to

staff and other stakeholders how the school vision guides

planning, decision-making, and the change processes

required to continuously improve teaching and learning.

S/he engages others in sharing data to assess instructional

strengths and needs that lead to student, staff, and

community goals. The candidate uses the goals in

developing a plan aligned with the school’s shared vision

of equitable schooling for all students. S/he collects,

analyzes, and uses multiple sources of data for ongoing

monitoring to determine whether the plan is helping staff

and stakeholders move toward the site vision. The

candidate shares results with staff and stakeholders and

uses this information to guide updates, revisions, and

allocate resources.

Required Texts and Materials

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: Author.

Blankstein, A. M. (2010). Failure is not an option. Thousand Oaks, CA: Corwin Press. (ISBN:

978-1412979238)

Kowalski, T. J. (Ed.). (2012). Case Studies in Educational Leadership (6th ed.). Upper Saddle

River, NJ: Pearson Education, Inc.

*In groups, students will also choose one book from the list on page 10 of this syllabus to

present in class.

Grading Criteria

There are a total of 100 possible points for this course, broken down as follows:

Case Study A 15 pts.

Professional Reading Review (Book Group) 15 pts.

Week five activity Signature Assignment 10 pts.

Reflections on Failure is not an Option 15 pts.

Vision Leadership Paper 20 pts.

Participation, Engagement, & Attendance (incl. punctuality) 15 pts.

End-of-Course Survey 10 pts.

TOTAL

Note: Please review assignment guidelines at the end of this syllabus.

5

Course Evaluation

Course Grade Course Average

A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

Week 1 September 26 (Monday)

Have read before

class:

• Failure is not an

option – Blankstein

(Chapters 1 & 2 )

•Developing a Vision

and a Mission (optional

-

Due by September 26th

Week one activity

Week 2 October 3 (Monday) (Monday) Oct. 10

Have read before

class:

• Case Study A

Failure is not an option

– Blankstein

( Chapters 3 & 4)

Due in class:

• Draft of Case Study A

Book Group 1 – Drive

Book Group 2 - Transforming

School Culture

Due by 4 p.m.:

• Final draft of Case

Study A

• Quick Write 1

Failure is not an option –

Blankstein

Week 3 October 10 (Monday) (Monday) Oct.17

Have read before

class:



( Chapters 5, 6 & 7)

Due in class:

• Book Group #3 – Mindset

Part 1

• Book Group #4 – Mindset

Part 2

Due by 4 p.m.:

• Quick Write 2


Blankstein

Week 4 October 17 (Monday) (Monday) Oct.24

Have read before

class:



( Chapters 8, 9 & 10)

Due in class: Presentation

Book Group #5 – The Six

Secrets of Change

Due by 4 p.m.:

• Quick Write 3


Blankstein

Week 5 October 24 (Monday) (Monday) Oct. 31

Due online:

On line Activity

Signature Assessment

Due by 4:00 p.m.

Research Paper

Organization Vision

Reflection

6

Assignment Submission

All assignments must be submitted via the Blackboard web site for this course.

Late Work

No late work is accepted for this course. Inability to connect with your site mentor and

technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,

etc.) are not valid excuses for late or missing assignments. In the case of extreme

emergency requiring late submission of an assignment, students should contact the

instructor prior to the assignment due date to determine an alternate arrangement.

Written Assignments

All written assignments must be submitted following the APA (6th edition) format.

Computer Literacy Expectations

Students in this course are expected to:

access the university e-mail system as their primary source of contact,

regularly access Blackboard,

use a word processing program for written assignments (e.g., Microsoft Word),

access assigned web sites through the Internet,

access the CSUB library databases to find peer-reviewed journal articles and other

scholarly literature,

scan documents that can be submitted via Blackboard,

create PowerPoint presentations,

download, install, and run programs and updates as requested, and

join online video conferencing with video and sound.

Accommodations for Students with Disabilities (for Bakersfield campus)

To request academic accommodations due to a disability, please contact the Office of Services

for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and

they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an

accommodations letter from the SSD Office documenting that you have a disability, please

present the letter to me during my office hours as soon as possible so we can discuss the specific

accommodations that you might need in this class.

Accommodations for Students with Disabilities (for AV campus)


for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and

they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an

accommodation letter from the SSD Office documenting that you have a disability, please

present the letter to me during my office hours so we can discuss the specific accommodations

that you might need in this class.

Academic Honesty

There are certain forms of conduct that violate the university’s policy of academic integrity.

Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception

to improve a grade or obtain course credit. Academic dishonesty (cheating) is not

limited to examination situations alone, but arises whenever students attempt to gain an unearned

academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which

consists of the misuse of published or unpublished works of another by claiming them as one’s

7

own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or

purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,

phrases, words or ideas written by another without giving appropriate citation, or using data

and/or statistics compiled by another without giving appropriate citation. Another example of

academic dishonesty (cheating) is the submission of the same, or essentially the same paper or

other assignment for credit in two different courses without receiving prior approval from the

instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78

EDAD 6100 ASSIGNMENT INSTRUCTIONS

Case Study A – 15 points

You will read Case Study A (Chapter 2 in Kowalski [2012]) and write a 2-3 page paper

answering the following questions related to the case:

1. Assume you are Susan. First determine the main issue (problem) in this case. Then

describe the current state and the desired state of this issue.

2. Based on evidence provided in the case, describe the difficulty associated with

eliminating the gap between the present state and the desired state.

3. Do you believe that too much emphasis is being placed on the development of a vision

statement prior to the school opening? Why or why not?

This assignment will be graded as follows:

Clearly and fully answers each question posed in the case study 10 pts.

Includes references to specifics in the case 2 pts.

2 - 3 pages in length 1 pt.

Spelling and grammar 1 pt.

Use of APA format 1 pt.

TOTAL 15 pts.

Vision Leadership Paper

You will write one 5-page paper on why it is important to create a “Vision or Shared Vision”

within a school. The paper will include required and optional reading sources from class and

should also include outside sources. The paper must include a title page and follow the standards

established by the American Psychological Association (APA). 20 points

Quick Writes

Three Quick Writes prompts will be posted on Blackboard after the first week of class. The

prompts are designed to have you reflect on the assigned chapters from Failure is Not an Option

textbook to your own experiences. The quick write should be one to two pages that concisely

relates the content to your experiences. 15 points

8

Signature Assignment

Each student will complete one summative assessment activity in the last class. The assessment will present a hypothetical situation that an administrator might encounter in his/her role as leader. The grade will be based on insight and rigorous analysis into the scenario, thought processes for solutions, application of the content from the current class, and the proposed course of immediate and long-term action. In order to demonstrate mastery of the course CACEs, CAPEs, CPSEL, and dispositions, the response will include reference to artifacts selected from coursework, i.e., textbooks, Internet, professional readings, policy briefs, education code, applicable laws, on-line work, and fieldwork activities. This assignment is completed in the last class 10 points

Professional Reading Review – 15 points

(Book Group Presentation)

In a group, you will select a book from the following list and prepare and give a presentation on

the most important ideas from the reading.

Addison, P. & Warger, C. (2011). Building your school’s capacity to implement RTi. ASCD. (ISBN 978-1-466-1168-4)

Alvy, H. & Robbins, P. (2010). Learning from Lincoln: leadership practices for school success. ASCD. (ISBN 978-1-4166-1023-6)

Covey, S. (2006). The speed of trust: the one thing that changes everything. New York, NY: Free Press. (ISBN 978-0-7432-9730-1)

Dweck, C. (2006). Mindset: the new psychology of success. New York, NY: Random House. (ISBN 978-1-4000-6275-1)

DuFour, R. & Marzano, R.J. (2011). Leaders of learning: how district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press. (ISBN 978-1-935542-66-7)

Fullan, M. (2011). The six secrets of change: what the best leaders do to help their organizations survive and thrive. San Francisco, CA: Jossey-Bass. (ISBN 978-1-1181-5260-7)

Fullan, M (2014). The Principal: Three keys to maximizing impact. San Francisco, CA: Jossey-Bass. (ISBN 978-1-118-57523-9)

Heath, C. & Heath, D. (2008). Made to stick: why some ideas survive and others die. New York, NY: Random House Publishing. (978-1-4000-6428-1)

Heath, C. & Heath, D. (2010). Switch: how to change things when change is hard. New York, NY: Random House Publishing. (978-0-385-52875-7)

Heath, C. & Heath, D. (2013). Decisive: how to make better choices in life and work. New York, NY: Random House Publishing. (978-0-307-95639-2)

Heifetz, R. & Linsky, M. (2002). Leadership on the line: staying alive through the dangers of leading. Boston, MA: Harvard Business School Publishing (ISBN 978-1-57851-437-3)

Kanold, T. (2011). The five disciplines of plc leaders. Bloomington, IN: Solution Tree Press. (ISBN 978-1-935543-42-8)

Kouzes, J. & Posner, B. (2012). The leadership challenge: how to make extraordinary things happen in organizations 5th edition. San Francisco, CA: Wiley Brand. (ISBN 978-0-470-65172-8

9

Hollingsworth, J. R. & Ybarra, S. E. (2008). Explicit direct instruction (EDI): the power of the well-crafted, well-taught lesson. Thousand Oaks, CA: Corwin Press. (ISBN 978-1412955744)

Jackson, Y. & McDermott, V. (2012). Aim high, achieve more: how to transform urban schools through fearless leadership. ASCD. (ISBN 978-1-4166-1467-8)

Kegan, R. & Lahey, L.L. (2001). How the way we talk can change the way we work: Seven languages for transformation. San Francisco, CA: Jossey-Bass. (ISBN 0-7879-6378-X)

Lencioni, P. (2002). The five dysfunctions of a team: a leadership fable. San Francisco, CA: Jossey-Bass. (ISBN 978-0-7879-6075-9)

Lencioni, P. (2012). The advantage: why organizational health trumps everything else in business. San Francisco, Ca: Jossey-Bass. (ISBN 978-0-470-94152-2)

Lezotte, L. & Snyder, K. (2011). What effective schools do: re-envisioning the correlates. Bloomington, IN: Solution Tree Press. (ISBN 978-1-935249-51-1) Muhammad, A. (2009). Transforming school culture: how to overcome staff division.

Bloomington, IN: Solution Tree Press. (ISBN 978-19935249-05-4) Pink, D. (2009). Drive: the surprising truth about what motivates us. New York, NY:

Penguin Books. (ISBN 978-1101355473) Reeves, D. (2006). The learning leader: how to focus school improvement for better

results. ASCD. (ISBN 978-1-4166-0332-0) Schmoker, M. (2011). Focus: elevating the essentials to radically improve student

learning. Alexandria, VA (ISBN 978-1-4166-1130-1) Sinek, S. (2009). Why: how great leaders inspire everyone to take action. New York,

NY: Penguin Books. (ISBN 978-1-59184-280-4)


Clearly and fully presents the most important ideas from the reading 10 pts.

Incorporates a teaching activity 2 pts.

30-40 minutes in length, leaving time for questions 2 pts.

Professional presentation (e.g., good presentation skills, orderly

PowerPoint, all group members participate, audience engagement)

1 pt.

TOTAL 10 pts.

End-of-Course Survey

An invitation to take this survey will come to your CSUB e-mail. After completing the survey,

take a screenshot of the page that says, “Thank you for your cooperation. Your results have been

sent,” and submit the screenshot on Blackboard. 10 points

If you submit a screenshot showing that you completed the end-of-course survey by the due date,

you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.

Participation, Engagement, & Attendance (incl. punctuality) Instructors assigned points are intended to reinforce active class participation and reflect

candidate engagement in classroom activities. Students must participate in all interactive aspects

of the course and online collaborations to fulfill their academic obligation to themselves and to

the rest of the class. 15 points

1




EDAD 6200

Instructional Leadership

3 Semester Units

Fall 2016

Mondays, 4:15 p.m. to 9:45 p.m.

DDH 100F

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this

course. It is based upon the most recent information available on the date of its issuance and is as accurate and

complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my

best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware

of these changes.

Instructor: Dr. Amanda Taggart

Office: EDUC 233

Office Hours: Mondays, 3:15 – 4:15 p.m.

Tuesdays, 5:30 – 7:30 p.m.

Wednesdays, 5:30 – 7:30 p.m.

or by appointment


Phone: 661-654-3080

Mission of the School of Social Sciences and Education

The mission of the School of Social Sciences and Education is to address local, regional, and

state needs by providing high quality undergraduate and graduate programs in the social sciences

and education. We are committed to advancing human development knowledge, encouraging

healthy and productive lifestyles, and enhancing the quality of life for all people, particularly

those with emotional, learning, and physical disabilities. We pledge to prepare future leaders,

professionals, and community advocates. Together, we will work toward increasing the

community’s understanding and acceptance of complex social, racial, and gender issues and

toward creating positive social change. We will provide students with excellent classroom

instruction, faculty-guided research experiences, and experiential learning opportunities to

prepare them for career success and for lifelong learning to meet the changing demands of

society. The faculty and staff of the School of Social Sciences and Education are committed to

supporting quality measures identified in the CSUB vision statement featuring faculty academic

excellence and diversity, the student experience, community engagement, staff excellence and

diversity, and organizational “best practices.”

Candidate Dispositions

Candidates preparing to work in schools as administrators or other professional school

personnel know and demonstrate the content, pedagogical, and professional knowledge, skills,

mailto:[email protected]

2

and dispositions necessary to help all students learn.

Professional Collaboration: Candidates will participate in action-oriented collaboration

that will enable them to learn from others and provide leadership in partnerships with all

stakeholders.

Reflective Practitioner: Candidates are reflective, life-long learners who apply

problem solving and critical thinking strategies and the respectful appreciation of

differing points of view.

Ethical Professional: Candidates’ actions are based on accepted professional

standards of conduct and reflect insight and awareness with respect to diverse

perspectives, opinions, obligations, and ethical responsibilities of the profession.

Student/Client Centered: Candidates, throughout their programs, will prioritize the

needs of the students/clients they serve by maintaining trusting relationships built upon

caring, nurturing (respectful), and meaningful interactions.

Professional Leader: Candidates, throughout their programs, will be strong, determined,

professional leaders with a clear instructional focus using effective communication skills

and a willingness to take risks to ensure the advancement, safety, and welfare of all

students in our communities.

Professional Competence: Candidates will maintain high programmatic outcomes that

reflect research-based practices, principles of learning differentiation, and standards

based instruction.

Course Description

This course addresses the candidate’s knowledge of California student academic content and

curriculum standards, research-based instructional and assessment practices, and the candidate’s

ability to assess classroom instruction and provide focused, instructive feedback to teachers. The

program develops candidates’ knowledge of how to integrate creativity, collaboration,

communication, and critical thinking skills with the content standards. This course provides

multiple opportunities for each candidate to learn, practice, and reflect on instructional leadership

as further defined in the course materials and the adopted Content Expectations and Performance

Expectations.




(CPSEL), Standard 2: Instructional Leadership.

STANDARD 2: INSTRUCTIONAL LEADERSHIP Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth.

Element 2A: Professional Learning Culture Leaders promote a culture in which staff engages in individual and collective professional learning that results in their continuous improvement and high performance.

Element 2B: Curriculum and Instruction Leaders guide and support the implementation of standards-based curriculum, instruction, and assessments that address student expectations and outcomes.

Element 2C: Assessment and Accountability

3

Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes, and student learning.




NCATE STANDARD 2 Students who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

Program Standard 1: Program Design and Rationale

The administrative services preparation program prepares instructional leaders to serve effectively in a variety of public schools and school districts. The design of the program is based on a sound rationale informed by theory and research and aligned with the California Administrator Performance Expectations and principles of adult learning theory. The program includes a coherent, developmental, integrated, and interrelated set of theoretical and practical learning experiences designed to provide extensive opportunities to engage candidates in developing knowledge, skills, and dispositions to advance teaching and learning. The program includes both formative and summative assessments based on the California Administrator Performance Expectations (CAPE).

California Professional Standards for Educational Leaders Content Expectations (CACEs)

B-1. Understand how to advocate, nurture, and sustain a positive culture of learning that emphasizes high expectations and an instructional program that promotes success for all student groups

B-2. Recognize and identify mental health conditions that support or hinder student achievement

B-3. California’s K-12 student academic content standards and state-adopted assessment systems for measuring student performance

B-4. K-12 standards-based curricula and adopted/articulated instructional programs and materials throughout the grades and/or content areas, including instructional uses and applications of technology within the educational program for all teachers and students

B-5. Teacher observation and evaluation systems grounded in standards-based teaching and learning

B-6. Appropriate and “best” instructional practices for all learners, including English learners, students with special needs, and students who are gifted/talented

B-7. Types of evidence need to support making evidence-based decisions regarding instructional improvement, including changes in practice

B-8. Data Analysis and Use techniques for identifying, collecting, analyzing, evaluating, and

4

using various types of data to engage staff in looking at their instructional effectiveness and making data-based instructional and programmatic decisions

B-9. Methods/approaches to providing constructive feedback to teachers based on classroom observations and analysis of student work and/or assessments

B-10. Promote student engagement in understanding learning objectives, students’ understanding of how they will be able to achieve the learning objectives, and multiple ways for students to access the curriculum

B-11. Valid processes for developing appropriate and effective classroom assessments as one source of multiple data about teacher effectiveness and student learning

B-12. Understand the purpose, role, and use of multiple assessments to continuously evaluate student learning

B-13. Barriers to learning such as discriminatory practices, personal and institutional bias and steps to minimize or eliminate these barriers

B-14. Knowledge of appropriate, effective college and career readiness and co-curricular activities

B-15. Skills and strategies for engaging all parents/guardians in the instructional program and in behavior management systems in ways that support high expectations

B-16. Principles of adult learning and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional development programs and opportunities that focus on authentic problems and student outcomes

B-17. Induction programs for beginning teachers, including BTSA

B-18. Support methods such as mentoring, coaching, observation, and feedback to promote effective teaching and improve performance for all faculty and staff

B-19. Effective uses of data to assess and diagnose instructional needs, define staff goals for continuous improvement, and collaboratively design differentiated professional development to meet needs and achieve goals

B-20. Strategies for building staff capacity through systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection, self-assessment, and self-directed change and improvement

B-21. Effective uses of staff time for purposes of professional development for both individual and school purposes and goals

B-22. Strategies for self-improvement and planning for continuous learning in order to serve as a role model for others

B-23. Classroom structures, schedules, instructional materials, and grouping practices that support teaching and learning goals and that facilitate active learning and promote student reflection and inquiry

B-24. Understand how to create a dynamic learning environment that appropriately integrates technology to facilitate student learning, creativity, and collaboration

B-25. Policies and practices for determining student learning needs, placing students in appropriate learning contexts, and ensuring full access to the curriculum for all students

B-26. Understand and maximize the relationships between student behavior management systems and student success

B-27. Understand how to develop and implement positive and equitable behavior management systems that promote and support a collaborative, positive culture of learning

B-28. Understand how to establish a culture of individual and collective accountability among students, teachers, and other staff by developing and implementing an accountability

5

system grounded in standards-based teaching and learning

B-29. Understand how to use the influence and power inherent in a leadership position to enhance the educational program, promote learning for all student groups, and make fair and appropriate decisions

B-30. Strategies for creating a positive, safe, and supportive learning environment for all student groups by promoting equity and respect among all members of the school community

B-31. Principles of educational equity and diversity and how to provide equitable access to the school, the curriculum, and available programmatic supports to all groups of students and their parents/guardians

B-32. Identify and recognize discriminatory practices in education and how to identify, analyze, minimize, and eliminate potential personal and institutional bias

In addition, the educational administration program learning outcomes are based on the CAPES.

CATEGORY B Instructional Leadership CAPE 5: Promoting implementation of K-12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction

The principal is knowledgeable about all of the K-12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K-12 students. As the instructional leader of the school, the principal promotes the use of the state-adopted K-12 standards as the primary basis for classroom instruction and for student assessments. The principal helps teachers, students, parents, and community members understand the K-12 standards and their relationship to accomplishing the school’s vision and goals. The principal understands and can articulate principles of effective instruction and appropriate student assessment processes. The principal is also knowledgeable about the state’s student assessment program and can explain the assessment program and its intended outcomes to staff, students, parents and the community. The principal identifies and takes action to mitigate potential and actual barriers to student learning.

CAPE 6: Evaluating, analyzing, and providing feedback on the effectiveness of classroom instruction to promote student learning and teacher professional growth

The principal uses his/her knowledge of the K-12 student academic content standards and appropriate instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA policy and practices. As part of the evaluation process, the principal analyzes evidence of teacher effectiveness based on student work and student learning outcomes. The principal communicates evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices. The principal models self-reflection and use of evidence to help teachers develop these skills and practices as part of their daily planning, instruction, and assessment activities with students. The principal uses his/her knowledge of available instructional resources and technologies to help provide support for improvements in teaching and learning based on teacher and student needs. The principal is knowledgeable about valid student assessment processes and the

6

development and use of appropriate classroom assessment measures within a multiple measures, data-driven decision making process.

CAPE 7: Demonstrating understanding of the school and community context, including the instructional implications of cultural/linguistic, socioeconomic, and political factors

The principal understands the demographics of the school community, including socioeconomic context, students and family characteristics, cultural and linguistic diversity, and political issues and uses this knowledge to help improve teaching and learning. The principal is knowledgeable about both culturally-relevant instructional practices and instructional practices grounded in first and second language acquisition theories to support effective instruction for English learners, economically, culturally, and/or linguistically diverse students, and students with special needs, and others. The principal helps teachers and staff access community resources, including parents and other community members, to promote learning about students and families, and to promote culturally and linguistically inclusive instructional practices. The principal helps teachers, staff, and others understand the political factors within the community that may affect the school’s instructional program, and is proactive in providing information about the schools, its needs and accomplishments, within the larger political environment. The principal understands how classroom structures, school and class scheduling, and grouping practices affect student learning.

CAPE 8: Communicating with the school community about school-wide outcomes data and improvement goals

The principal communicates the school’s improvement goals to students, teachers, parents, and the community and engages in ongoing dialogue with all members of the school community about progress towards meeting the goals. The principal identifies, collects, analyzes, and uses multiple sources of data to provide information for decision making in a variety of contexts, including but not limited to student achievement, teacher professional learning, the school climate, and the school’s progress in achieving its goals. The principal organizes data relating to achieving school-wide goals and outcomes in a manner understandable to students, teachers, parents and the community, and analyzes the data to indicate the degree of progress being made towards the school’s goals. The principal presents and discusses these data, including but not limited to standardized achievement data, classroom and other local assessments, with all members of the school community. The principal helps all members of the school community articulate revised school improvement goals based on continuous data analysis and reporting.

7

Required Text and Materials



Grogan, M. (Ed.). (2013). The Jossey-Bass reader on educational leadership (3rd ed.). San

Francisco, CA: Jossey-Bass.

Kowalski, T. J. (Ed.). (2012). Case studies on educational administration. Upper Saddle River,

NJ: Pearson Education, Inc.

Grading Criteria


Adobe Protocol 5 pts.


Case Study B 10 pts.

Case Study C 10 pts.


Curriculum Alignment Activity 5 pts.

Observation Technique Presentation 10 pts.

Cultural Autobiography 5 pts.

Final Assessment 20 pts.



TOTAL


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%



Late Work






8

Written Assignments




























Academic Honesty














9

Professional Liability Insurance

As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students in various fields to purchase Professional Liability Insurance. This fee may be paid at the

Cashier’s window or online.

Tentative Course Schedule

Week 1 August 22 (Monday)

Have read before class: • Marzano, Frontier, & Livingston (2011)

Week 2 August 29 (Monday) August 29 (Monday)

Have read before class: • Case Study A • Assigned Observation Technique

Due in class: • Adobe Protocol • Draft of Case Study A • Book Group #1 Presentation • Curriculum alignment materials (Standards and textbook) • Mini presentation of assigned observation technique

Due by 7 a.m.: • Post overview of your assigned observation technique under the Discussion Board on Blackboard

Week 3 *September 6 (TUESDAY)* Meet in Science III, Room 213

September 6 (TUESDAY)

Have read before class: • Case Study B • City (2011)

Due in class: • Adobe Protocol • Draft of Case Study B • Book Group #2 Presentation

Due by 7 a.m.: • Final draft of Case Study A

Week 4 September 12 (Monday) September 12 (Monday)

Have read before class: • Case Study C • Guinier (2005)

Due in class: • Adobe Protocol • Draft of Case Study C • Book Group #3 Presentation Be ready to complete in class: • Cultural Autobiography

Due by 7 a.m.: • Final draft of Case Study B


Due in class: • Adobe Protocol • Book Group #4 Presentation Be ready to complete in class: • Final Assessment

Due by 7 a.m.: • Final draft of Case Study C

10

End of Semester

December 2 (Friday)

Due by midnight: • End-of-Course Survey


Adobe Protocol – 5 points

You will come to class prepared to discuss a professional challenge you are facing, using the

Adobe Mentoring Protocol sheet as a guide. If you come prepared to discuss your challenge, you

will receive full credit. If you do not come prepared to discuss your challenge, you will receive

zero points.


You will read Case Study A (found on Blackboard) and write a 3-5 page paper answering the

following questions related to the case:

1. What is Ms. Geary doing right at this point? How could you focus on what is already

working to build toward improvement?

2. Which issues rose to a higher level of concern for you—the classroom

management/disciplinary issues or the instructional issues? Why did you prioritize one

over the other? How do you see these issues as intersecting?

3. What strategies and resources might school leaders draw on to develop teachers’

professional capacity in implementing curricular change, such as CCSSM?

4. Take stock of the resources in your current context; that is, what strategies and resources

might you draw on to develop teachers’ professional capacity in implementing curricular

change, such as CCSSM?

5. In reflecting on your prior knowledge and experiences, what are your strengths and

weaknesses in implementing curricular change and ongoing professional development to

build instructional faculty’s professional capacity? In what areas might you need to

engage in professional growth? What resources might you pursue or where could you

find information on available resources?




3-5 pages in length 1 pt.



TOTAL 10 pts.

11

Case Study A Citation:

Fuentes, S. Q., Switzer, J. M., & Jimerson, J. B. (2015). Catching up to the CCSS: A principal

navigates out-of-subject instructional leadership. Journal of Cases in Educational

Leadership, 18(3), 195-214. doi: 10.1177/1555458915593978

Case Study B – 10 points

You will read Case Study B (found on Blackboard) and write a 3-5 page paper answering the

following questions related to the case:

1. Consider the steps that Tanya and Mike took regarding time, school leadership, teacher

leadership, and professional development. Do these steps effectively encourage teacher

leadership? What other steps might have been taken?

2. Birky et al. (2006) note that administrators can encourage teacher leaders “not only by

affirming their work but by truly collaborating with them” (p. 94). In what other ways

might the administrators in this case better collaborate with the Jefferson Middle School

teachers?

3. How can school leaders better understand the perceptions and attitudes of their teachers

and staff before an annual (or biennial) survey occurs?

4. How might teacher leadership play a role when it comes to the culture and climate of a

school?







TOTAL 10 pts.

Case Study B Citation:

Sterrett, W., & Irizarry, E. (2015). Beyond “autopsy data”: Bolstering teacher leadership, morale,

and school improvement. Journal of Cases in Educational Leadership, 18(1), 3-13. doi:

10.1177/1555458914551828

12

Case Study C – 10 points

You will read Case Study C (Chapter 8 of Kowalski [2012]) and write a 3-5 page paper


1. Assume you are principal Johnson. First, determine the main issue (problem) in this case.

Then describe the current state and the desired state of this issue.

2. Based on evidence provided in the case, describe the difficulty associated with

eliminating the gap between the present state and desired state.

3. Do you believe that the minimum grading policy proposed by the principal is fair? Why

or why not?

4. What are the advantages and disadvantages of mandating the proposed concept regardless

of teacher support?

5. Do you agree or disagree with the contention that there is a discernible nexus between

academic success and student behavior? What evidence do you have to support your

position?







TOTAL 10 pts.



In a group, you will select a chapter from the course reading list and prepare and give a

presentation on the most important ideas from the reading.




30-40 minutes in length, leaving time within that span for questions 2 pts.


PowerPoint, all group members participate)

1 pt.

TOTAL 10 pts.

13

Curriculum Alignment Activity – 5 points

CPSEL Standard 2B under Instructional Leadership states:

Leaders guide and support the implementation of standards-based curriculum, instruction,

and assessments that address student expectations and outcomes.

Example indicators of this standard include:

Develop a shared understanding of adopted standards-based curriculum that reflects

student content and performance expectations.

Promote and monitor the use of state frameworks and guides that offer evidence-based

instructional and support strategies to increase learning for diverse student assets and

needs.

Provide access to a variety of resource that are needed for the effective instruction and

differentiated support of all students.

Guide and monitor the alignment of curriculum, instruction, assessment, and professional

practice.

In order to meet this standard, we will engage in a curriculum alignment activity. In order to

participate, you must bring to class the district and/or state standards for a class/subject that you

teach or supervise and for which you are held accountable. You are also to bring the textbook

you use for that class/subject. If no textbook is used, bring instructional materials utilized with

students.


Brought district and/or state standards to class 1 pts.

Brought accompanying textbook and/or instructional materials to class 1 pts.

Participated in the curriculum alignment activity in class 3 pts.

TOTAL 5 pts.

14

Observation Technique Mini Presentation – 10 pts.

A primary purpose of this course is to ground education leaders in the most current thinking and

research in the field of curriculum, instruction, assessment, teaching and learning, professional

development, and leading in this arena.

As an introduction to this work, you will select and read about a particular observation technique

and write a 1 - 2 page overview of it. If you feel that a graphic representation of your assigned

observation technique will help your audience understand it, you may provide an illustration on

the second page (or attach a third page for the graphic representation, if needed). Post your

overview to the Discussion Board in Blackboard.

You will begin to educate your colleagues about this observation technique by introducing your

assigned technique in class. When you present your observation technique, be prepared to share:

a description/summary of the observation technique,

the procedure for employing the observation technique, and

the process for analyzing the collected data.


Clearly and fully explains:

- a description/summary of the observation technique 3 pts.

- the procedure for employing the observation technique 3 pts.

- the process for analyzing the collected data 2 pts.

Presentation no longer than 10 minutes 1 pt.

Overview posted to Blackboard 1 pt.

TOTAL 10 pts.

Cultural Autobiography – 5 pts.

You will complete this assignment in class. You do not need to prepare beforehand. If you do the

assignment, you will receive full credit. If you do not do the assignment, you will receive zero

points.

End-of-Course Survey – 10 points



sent,” and submit the screenshot on Blackboard.



1




EDAD 6300

Management and Learning Environment

3 Semester Units

Syllabus Disclaimer





of these changes.

Instructor: Dr. Matt Torres

Office: NA

Office Hours: By Appointment Only


Phone: 661-487-8074

Course Description This course provides an opportunity for the candidate to learn how to ensure the management of the

organization, operations, and resources for a safe, efficient, and effective learning environment. Included

is the study and application of organizational theory that reflects effective leadership and management

concepts and strategies that contribute to student achievement and the professional participation of all

adults in the school community. More specifically, this course is designed to prepare students to

administer and manage public school’s fiscal and personnel resources in the urban setting. Students will

study management principles and philosophies regarding resource management, including technological

services, personnel, transportation, facilities, budgeting, maintenance, and legal mandates and constraints.

Additionally, students will study the interconnecting influences of federal, state, county, city, and district

governance to develop the ability to understand, respond to, and influence the larger managerial and

operational problems of urban schools and leadership that can positively affect academic achievement.

The candidate will also practice both team leadership and team membership so that the candidate can

effectively generate and participate in communication with key decision-makers in the diverse urban

school community. Finally, the candidate will learn how to view himself or herself as a leader of a team

and as a member of a team by engaging in course work and activities that provide opportunities to find

solutions for the fiscal realities facing urban public schools.


2




(CPSEL), Standard 3: Management and Learning Environment.

STANDARD 3: MANAGEMENT AND LEARNING ENVIRONMENT Education leaders manage the organization to cultivate a safe and productive learning and working environment.

Element 3A: Operations and Facilities Leaders provide and oversee a functional, safe, and clean learning environment.

Element 3B: Plans and Procedures Leaders establish structures and employ policies and processes that support students to graduate ready for college and career.

Element 3C: Climate Leaders facilitate safe, fair, and respectful environments that meet the intellectual, linguistic, cultural, social-emotional, and physical needs of each learner.

Element 3C: Fiscal and Human Resources Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.




NCATE STANDARD 3 Students 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.



3


C-1. Theories and strategies for instituting, managing, and evaluating a school change process

C-2. Theories and strategies for communicating with and involving multiple constituencies in identifying student and school needs and in working with others to improve student learning opportunities and outcomes for all students, including English learners and students with special needs

C-3. Culturally responsive, research-based, student centered classroom management and school-wide positive discipline intervention and prevention strategies that address the social and mental health needs of the child with the goal of keeping all students in school and on course toward graduation

C-4. Strategies for involving multiple constituencies in sharing and using data to assess and diagnose instructional needs, define student, staff, and community goals for continuous improvement, problem solve, and collaboratively design a school growth plan consistent with the school’s vision and goals

C-5. Strategies for building staff capacity to bring about school improvement through implementing systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection and self-assessment relative to student outcomes

C-6. Strategies for building community capacity to bring about school improvement through involving the community in school improvement activities and engaging with the community in ongoing reflection relative to student outcomes

C-7. Use time and technology effectively to help manage the school improvement process

C-8. Understand how to coordinate the identification, acquisition, development and use of internal and external resources, including human, fiscal, and material resources to provide support for implementing the school growth plan

C-9. Strategies for continuous progress monitoring of the school’s growth plan and outcomes, and for using those data for updating the school growth plan as needed

E-8. Understand, develop, and monitor the school’s budget and expenditures, including involving stakeholders in budgeting processes and procedures for communicating and reporting accurate financial information to a variety of audiences (e.g., school boards, community members)

E-9. Prioritize use of school resources, including the budget, to support the school’s vision, goals, and growth plan

E-10. Research-based strategies and best practices for establishing, monitoring, and evaluating organizational structures, processes, and systems that promote a culture of collaboration and respect and that maintain a focus on continuous improvement and enhanced achievement for all student groups

E-11. Understand how to apply systems thinking to set priorities and manage organizational complexity

E-12. Principles and procedures for evaluating and using technology to facilitate effective and timely communication, manage information, enhance collaboration, and support effective management of the organization

4




CATEGORY D School Improvement Leadership CAPE 9: Working with others to identify student and school needs and developing a data-based school growth plan

The teacher-leader understands and implements strategies to institute, manage, and evaluate a school change process, including facilitating the development of a data-based school growth plan. The teacher-leader involves, encourages and supports multiple constituencies in sharing and using data to assess and diagnose instructional needs, define student, staff and community goals for continuous improvement, and collaboratively design the school growth plan consistent with the school’s vision and goals. The teacher-leader uses technology effectively to help support and manage the school growth and improvement processes.

CAPE 10: Implementing change strategies based on current, relevant theories and best practices in school improvement

The teacher-leader is knowledgeable about theories and strategies as well as best practices related to school improvement and the management of change to accomplish the school growth plan. The teacher-leader determines an appropriate evaluation process to document progress towards achieving the school growth plan and is able to work collaboratively with others to identify and make needed changes based on multiple sources of data, including student outcomes.

CAPE 11: Identifying and using available human, fiscal, and material resources to implement the school growth plan

The teacher-leader is knowledgeable about a wide range of resources to help implement the school growth plan, including but not limited to human, fiscal, and material resources. The teacher-leader identifies and seeks additional resources as needed from a variety of sources both within and outside of the local community to support the implementation of the school growth plan.

CAPE 12: Instituting a collaborative, ongoing process of monitoring and revising the growth plan based on student outcomes

The teacher-leader uses strategies for continuous progress monitoring of the school’s growth plan and outcomes, and collaboratively engages others in the school community in using those data for updating the school growth plan as needed. The teacher-leader engages all members of the school community on an ongoing basis in reflecting about student outcomes.

5



Association (6th

ed.). Washington, DC: Author.

Kowalski, T. J. (Ed.). (2012). Case studies in educational leadership (6th

ed.). Upper Saddle


In groups, students will be assigned an article or chapter to present in class for the

Professional Reading Review assignment. These readings will be assigned during the first

meeting.

6

Grading Criteria





Professional Reading Review (Group Presentation) 10 pts.

Final Project 20 pts.




TOTAL 100 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

7


Week 1 October 31 (Monday)

Introductions

Overview of Syllabus and Assignments

History of California School Finance

Introduction to the LCFF and LCAP

Assignment of Professional Reading Reviews

Due on Nov. 7

-Case Study A

Week 2 November 7 (Monday)

Review Meeting 1

Budget Analysis

School Site Councils

ELACs

Student Body Funds

Due on Nov. 14

-Case Study B


Special Education

K-3 Grade Span Adjustment

Every Student Succeeds Acts (ESSA)

LCAP Review

Due on Nov. 28

-Case Study C

-Group Presentation


Professional Reading Review Presentations

Collective Bargaining

Due on Dec. 5

-Final Project Presentation

Week 5 December 5 (Monday)

Final Project Presentations

Final Assessment

Due by midnight (Dec 5):

-End-of-Course Survey



Late Work






Written Assignments

All written assignments must be submitted following the APA (6th

edition) format.

8



























Academic Honesty














9



You will read Case Study A (Chapter 6 in Kowalski [2012]) and write a 3-5 page paper

answering the following questions on page 39 (1-2) and the questions on page 40 (2 – 8).







TOTAL 10 pts.


You will read Case Study B (Chapter 23 in Kowalski [2012]) and write a 3-5 page paper

answering the “Problem Framing” questions on page 165 and the “Questions and Suggested

Activities” (questions 2, 6 – 10) also on page 165 related to the case.







TOTAL 10 pts.

10


You will read Case Study C (found on Blackboard) then answer the questions listed on the Case

Study. Write a 2-page (minimum) response using the ASB Manual (found on Blackboard) as a

reference.




2 pages in length (minimum) 1 pt.



TOTAL 10 pts.


(Group Presentation)

In a group, you will be an assigned a reading to review and prepare a presentation on the most

important ideas based on your analysis.




20 minutes in length (minimum), leaving time for questions 2 pts.



1 pt.

TOTAL 10 pts.

11







Final Project – 20 points

Students will analyze goals within their District’s Local Control and Accountability Plan (LCAP)

and their school’s Single Plan for Student Achievement (SPSA). A PowerPoint presentation will

be made to the class on December 5 describing the goals of each plan, and identifying any

commonalities, if any, between the two documents.


Clearly and fully presents the goals from each plan 10 pts.

Identifies any connection between the goals of each plan 3 pts.

Includes opinions, conclusions, reflections, etc. from your analysis of

the plans

3 pts.

20 minutes in length (minimum), leaving time for questions 2 pts.



2 pts.

TOTAL 20 pts.

Final Assessment – 20 points

Each student will complete one summative assessment activity during the last class meeting. The

assessment will present a hypothetical situation that an administrator might encounter in his/her

role as leader. The grade will be based on insight and rigorous analysis into the scenario,

thought processes for solutions, and application of the content from the current class.




EDAD 6400: CRN 31747

Family & Community Engagement

3 Semester Units

Spring 2016

4:15- 9:45 p.m. in DDH 103G

(and additional online and fieldwork activities totaling 14.2 hours)

Instructor: Becky MacQuarrie, Ed.D Email: [email protected]

[email protected]

Office: 661-942-2754 Telephone: 661-942-2754 (text best)

Classroom SCI 3 RM 120

Office

Hours:

After Class

(And by appointment.) Meeting

Dates

Mondays: 1/23, 1/30, **2/6, 2/13,

2/20

**At a different venue:

Rio Bravo-Greeley School District.

6601 Enos Lane, Bakersfield, CA

93316

Course Description:

This course prepares students to work effectively as collaborative and responsive leaders with diverse

families, caregivers and community members; recognize the goals and aspirations of diverse families;

respond to multicultural community interests and needs; and mobilize community resources in the service

of student achievement. In this regard, through coursework and fieldwork, students will examine and

evaluate issues of equity and attitudes toward people of different races, cultures, sexual-orientation and

ethnic backgrounds. Students will be able to be effective instructional leaders of all diverse students in

multicultural settings. Coursework and fieldwork will focus on improving student achievement regardless

of family structures, religions, races, cultures, socio-economic status and ethnic backgrounds. Concurrent

enrollment in EDAD 6720 and 6820 is required.

Course Standards:

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT

Education leaders collaborate with families and other stakeholders to address diverse student and

community interests and mobilize community resources.



Element 4A: Parent and Family Engagement

Leaders meaningfully involve all parents and families, including underrepresented communities, in

student learning and support programs.

Element 4B: Community Partnerships

Leaders establish community partnerships that promote and support students to meet performance

and content expectations and graduate ready for college and career.

Element 4C: Community Resources and Services

Leaders leverage and integrate community resources and services to meet the varied needs of all

students.

NCATE Standard 4.0: Students 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.


The administrative services preparation program prepares instructional leaders to serve effectively in

a variety of public schools and school districts. The design of the program is based on a sound

rationale informed by theory and research and aligned with the California Administrator Performance

Expectations and principles of adult learning theory. The program includes a coherent, developmental,

integrated, and interrelated set of theoretical and practical learning experiences designed to provide

extensive opportunities to engage candidates in developing knowledge, skills, and dispositions to

advance teaching and learning. The program includes both formative and summative assessments

based on the California Administrator Performance Expectations (CAPE).

California Professional Standards for Educational Leaders Content Expectations (CACES)

F-1. Defining an inclusive “school community”

F-2. Understand the multiple connections between school, families, and the community

F-3. Skills and strategies for effectively communicating the shared vision, helping all

stakeholders understand the vision, and encouraging the entire school community to work

toward achieving the vision

F-4. Strategies for developing, nurturing, mobilizing and leveraging community support for the

school, its programs and activities to promote equity and success for all student groups

F-5. How to learn about and address the diverse expectations, needs, goals, and aspirations of

family and community groups and incorporate this knowledge as a basis for planning and

decision making

F-6. Skills and strategies for trust building, team building, consensus building, and conflict

resolution and for promoting a sense of shared responsibility among all members of the

multicultural educational community

F-7. Strategies for addressing the concerns of stakeholders who may find change threatening

and to overcome barriers to change

F-8. Strategies for reaching out to the broader community, including families, agencies, and

community organizations, to promote the health, safety, and well-being of all students

F-9. Public speaking, advocacy, diplomacy, writing and presentation skills necessary to

advocate for the school, its accomplishments and its needs

F-10. Expository, persuasive, and narrative writing skills necessary to advocate for the school,

its accomplishments and its needs

The Educational Administration Program Learning Outcomes are based on the


(Edited for teacher-leaders)

Category F: Community Leadership

CAPE 19: Representing and Promoting the School’s Accomplishments and Needs to the LEA and

the Public

The teacher-leader serves as the spokesperson for the school, its accomplishments and its needs, and

advocates for the school within the school community as well as to the external community and the

public. The teacher-leader demonstrates public speaking, presentation, diplomacy, writing and advocacy

skills necessary to represent and promote the school, its accomplishments and its needs to a wide variety

of audiences and contexts

CAPE 20: Involving the Community in Helping Achieve the School’s Vision and Goals

The teacher-leader understands the multiple connections between the school, families and the community.

The teacher-leader encourages the involvement of the entire school community in working towards

achieving the school’s mission, vision and goals. The teacher-leader understands and addresses the

diverse expectations, needs, aspirations, and goals of family and community groups and uses this

knowledge as a basis for planning and decision making. The teacher-leader understands and uses

communication strategies effectively to reach out to the broader community, including families, agencies,

and community organizations, to promote educational and organizational improvement. The teacher-

leader demonstrates skills and strategies for trust building, team building, consensus building, and conflict

resolution and for promoting a sense of shared responsibility among all members of the educational

community.

Resources:

Interstate School Leaders Licensure Consortium (ISLLC).

Available[online]: http://www.ccsso.org/Resources.html

California Commission on Teacher Credentialing (CCTC). California Professional Standards for

Educational Leaders, 2014

Available[online]: http://www.ctc.ca.gov/educator-prep/standards/CPSEL-booklet-2014.pdf

http://www.ccsso.org/Resources.html

http://www.ctc.ca.gov/educator-prep/standards/CPSEL-booklet-2014.pdf

Standards for Advanced Programs in Educational Leadership for Teacher-leaders, Superintendents,

Curriculum Directors, and Supervisors. National Policy Board for Educational Administration, (NCATE,

2002). Available[online]: http://www.ncate.org/LinkClick.aspx?fileticket=jz0BsFs7A80%3d&tabid=676

Course Textbooks:

American Psychological Association (2010). Publication manual of the American Psychological


Kowalski, T. J. (Ed.). (2012). Case Studies in Educational Leadership (6th ed.). Upper Saddle river, NJ:

Pearson Education, Inc.

Payne, R.K., (2013) A framework for understanding poverty: A cognitive approach.

Highlands, TX: aha! Process, Inc. (ISBN: 978-1-938248-01-6).

Textbooks used throughout the content courses:

Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L.

(2002). School, family, and community partnerships: Your handbook for action (2nd ed.).

Thousand Oaks, CA: Corwin.

Course Materials

Given the wide range of the objectives assigned to this course based on CCTC, ISLLC and NCATE

standards, Students will use the textbooks assigned for the six core courses. Additional instructional

materials may be placed in the Course Documents folder in this course’s Blackboard site.

Tentative Course Schedule:

Bring laptop, ipad, etc… each session in order to access and download assignments

Week 1 January 23 (Monday)

Guest Speaker

#1 (Family &

Community

Engagement)

Epstein

Assignment

Begin Professional

Reading Matrix (Epstein

Framework)

Week 2 January 30 (Monday) January 30 (Monday)

Have read before

class:

Case Study A

(Kowalski)

Due in class:

Draft of Case Study A

Professional Reading

Review Presentation #1

& 2

Final draft of

Case Study A by 7AM

Upload Presentation by 7AM

http://www.ncate.org/LinkClick.aspx?fileticket=jz0BsFs7A80%3d&tabid=676

Guest Speaker

#2 ( Education

Foundation

Representative/

ELAC/DLAC)

Week 3 **February 6 (Monday) **February 6 (Monday)

Class will be

held at Rio

Bravo-Greeley

School District

Have read before

class:

Case Study B

(Chenowith)

Due in class:

Draft of Case Study B

Bring copy of LCAP &

Single Plan for Student

Achievement

Final draft of

Case Study B by 7AM


Week 4 February 13 (Monday) February 14 (Monday)

Have read before

class: Case

Study C

(Rodriguez)

Guest Speaker

#4 (Migrant

County

Specialist)

Due in class:

Draft of Case Study C

Professional Reading

Review Presentation #3 &

4

Final draft of

Case Study C by 7AM


Week 5 February 20 (Monday) February 20 (Monday)

Due in class:

Professional Reading Review Presentation #5 & 6

Environmental Scan

Professional Reading Review Matrix

Final Assessment completed in class


End of course survey as soon

as you complete it,

Environmental Scan,

Professional Reading Review

Matrix, and final assessment

due by end of class

Course Assignments:

1. Case Study A: Kowalski 10 pts.

You will read Case Study A (found on Blackboard) and write a 3-5 page paper answering the following

questions related to the case:

1. Assume you are a superintendent. First determine the main sissue (problem) in the case. Then

describe the current state and the desired state of the issue.

2. Based on evidence provided in the case, describe the difficulty associated with eliminating the gap

between the present state and the desired state.

3. Identify and discuss the advantages and disadvantages of zero tolerance policy.

4. In the aftermath of this incident, identify actions you would recommend with regard to unifying

various stakeholders within the school district and community (e.g. students, teachers, school and

district administrators, politicians, and other community members/groups).

The assignment will be graded as follows:



Unique /Innovative thinking 1 pt.


Graduate level writing 1 pt.

TOTAL 10pts.

This assignment is due in the second week of class.

2. Case Study B: Chenowith 10 pts.

You will read Case Study B (found on Blackboard). After identifying the 25 key characteristics of

turnaround schools (found on pages 216-227 you will create a chart to write a brief description of the

match between each key characteristic and the case study school (include page numbers. Finally respond

to the following writing prompt:

1. Identify ways in which the school has involved community members/groups as educational

partners.

EXAMPLE

Turnaround Characteristic Description of Match to Case Study School

20. Collaboration Time Instructors are given regular allotments of time to

develop subject specific lessons for the following month

of instruction. For example, the school has what is

known as a ‘Science Day’ where all educators across

specific grade levels come together and plan lessons with

carefully choreographed scheduling to ensure that the

teachers have enough time to collaborate and, therefore,

ensure effective instructional planning (pgs. 69-70).

The assignment will be graded as follows:

Clearly and fully matches each key characteristic to the case study school 5 pts.

Includes references to specifics incase 3 pts.

Includes page numbers 1 pt.


TOTAL 10 pts.

This assignment is due in the third week of class.

3. Case Study C: Rodriguez 10 pts.

You will read Case Study C (found on Blackboard) and write a 3-5 page paper answering the following

questions related to the reading:

1. Identify three areas of the teacher professional development that would be a priority at the campus

level in relation to this case. Include objectives for what teachers should learn and how

instructional leaders would support teachers in meeting these objectives.

2. Outside of formal professional development, what are other ways that school administrators can

combat negative perceptions and low exspectations for underrepresented students among their

teachers?

The assignment will be grades as follows:


Includes references to specifics incase 3 pts.



TOTAL 10 pts.

This assignment is due in the fourth week of class.

4. Professional Reading Reviews 10 pts.

In reading groups within the cohort, candidates will teach the class reading selections associated with the

leadership standard. This assignment requires online collaborations outside of class time to prepare the

lesson. A Power Point presentation will be created and the most important ideas from the reading will be

presented. Students will be in groups of 3-4 and review a chapter in the book: Payne, R.K., (2013) A

framework for understanding poverty: A cognitive approach. Highlands, TX: aha! Process, Inc. (ISBN:

978-1-938248-01-6).



Incorporates a teaching activity 2pts.

30-40 minutes in length, leaving time for questions 2pt.

Professional presentation (e.g. good presentation skills, orderly PowerPoint, all group

members participate, last name of the creator on the bottom right of each slide).

1 pt.

TOTAL 10 pts.

This assignment is presented in the second through fifth classes.

5. Professional Reading Matrix 10 pts.

Students maintain a matrix of key ideas from their research, professional reading assignments, in class

activities, and speakers. Each key idea must have a corresponding student response/reflection(2-3

sentences), and connections to course readings if applicable. Students will synthesize current research,

trends, and themes in educational leadership as it pertains to the ISLLC standard for the course (1-2 page

summation after all notes taken from classes 1-4).

Example

Speaker/Activity/Reading Notes/Key Take Aways

Speaker #1 idea 1

idea 2

idea 3

Reflection(1-2 sentences)

Reading: Epstien idea 1

idea 2

idea 3

Reflection(1-2 sentences)

Final Reflection (1-2 pages)


Clearly captures the gist of each speaker/activity/reading 5 pts.

Includes a reflection for each activity 2pts.

1-2 page summary at the end 2pt.


TOTAL 10 pts.

This assignment is due in the last week of class

6. Environmental Scan 10 pts

Candidates will be using their own schools as a laboratory to gather data related to course content and

focus. Candidates will also be gathering data for their Action Research Projects.

Instructions for Environmental Scan

1. Utilizing as references the information from Epstein’s Framework of Six Types of Involvement,

complete the blank Framework pages with information gathered from your school site or district.

Remember that schools must individualize these practices to meet the needs of their families and

students.

2. List at least four sample practices and at least three challenges and three subsequent results for

students, parents, and teachers. Redefine at least two of the practices that would enable the school

to reach out in new ways to many more families.


All 6 Types of Involvements are completed as they relate to your

own specific school site

3 pts.

At least 4 samples practices given for each 2pts.

At least3 challenges given for each 2pt.

At least 3 results for each stakeholder (students, parents, teachers) 3 pt.

TOTAL 10 pts.

This assignment is due in the fifth week of class

7. Final Assessment 20 pts.



Grading & Assessment Policy for Course Assignments:

Multiple modes of assessment are used in this class; instructor reserves the right to require alternative

forms and/or locations of assessments (e.g., proctoring). All outside-of-class assignments must be word-

processed, double-spaced, with 1-inch margins. In addition they will be evaluated for spelling,

punctuation, sentence structure, paragraph indentation, use of headings, and grammar per APA 5th Edition

Writing Style.

Students must participate in ALL class sessions if they are to receive maximum credit for the class

given. Missed assignments will receive a score of “0.”

Grade Distribution:

93 – 100……………………………….. A

90 – 92 ………………………………...A-

88 – 89 …………………………………B+

78 – 79………………………………...C +

73 – 77………………………………...C

70 – 72………………………………...C-

Each student will complete one summative assessment activity in the last class. The assessment will

present a hypothetical situation that an administrator might encounter in his/her role as leader. The grade

will be based on insight and rigorous analysis into the scenario, thought processes for solutions,

application of the content from the current class, and the proposed course of immediate and long-term

action. In order to demonstrate mastery of the course CACEs, CAPEs, CPSEL, and dispositions, the

response will include reference to artifacts selected from coursework, i.e., textbooks, Internet, professional

readings, policy briefs, education code, applicable laws, on-line work, and fieldwork activities.

This assignment is completed in the last class

NCATE Signature Assignment. Uploaded to Blackboard

8. End of Course Survey 10 pts.

An invitation to take this survey will come to your CSUB e-mail. After completing the survey, take a

screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and

submit the screenshot to Blackboard.

The End of Course Survey provides an opportunity for students to provide input on how well the course

prepared them for mastery of the CACEs and CAPEs presented in the course. This input provides valuable

and meaningful feedback for program improvement.

This assignment is due within one week of the last class meeting.

9. Participation, Engagement and Attendance 10 pts.

Instructors assigned points are intended to reinforce active class participation and reflect candidate

engagement in classroom activities. Students must participate in all interactive aspects of the course and

online collaborations to fulfill their academic obligation to themselves and to the rest of the class.

83 – 87………………………………….B

80 – 82 …………………………………B-

67 – 69………………………………...D+

60 – 66………………………………...D

59 – 0………………………………….F

Grading Rubric for Written Work:

Students are in the

“A range” in the course if their work products score at least a 90 on a 100 point scale; they attend class

regularly, participate actively in class discussions and complete all weekly assignments on time. In

addition, an “A” indicates a high level of performance demonstrated by the depth and complex thinking

involved in the evidence used to meet course goals. Student’s thought, planning, and originality of final

products will be considered. The work should meet standards for above average achievement and:

reflect the interest of the candidate,

demonstrate exemplary creative or analytic approaches and,

demonstrate it is the result of inquiry, in depth study, or sustained effort,

use APA style, follow grammatical standards of English usage, and

are received in a timely manner.

“B range” in the course if their work products score at least an 80 on a 100 point scale; they attend class

regularly; participate occasionally; in class discussions; and complete most of the assignments on

time. In addition, a “B” indicates above average achievement demonstrated through final work product.

The work should be:

well organized, clear and accurate,

substantive in nature and show educational value, and

received in a timely manner, as well as follow the required format for class assignments.

“C range” in the course if their work products score at least 70 on a 100 point scale, or they attend class

irregularly, rarely participate in discussions, and rarely complete the assignments on time. In addition, a

“C” indicates average achievement demonstrated through final work product. The work should:

be acceptable,

contain basic information required,

communicate the information clearly and legibly,

follow grammatical standards for good English usage,

be received in a timely manner, and

communicate at least a basic understanding of the major concepts of the assignments.

“D range” in the course if their work products score below 70 on a 100 point scale. A grade of “D”

indicates below average work and reflects a lack of basic understanding of the major concepts of the

assignments.

“F range” in the course if their work products score below 60 on a 100 point scale. A grade of “F”

indicates unacceptable work and failure to attain course goals.

Policy on Due Dates, Classroom Participation, and Make-Up Work:

All assigned work is to be posted on Blackboard.

Assignments will be completed and submitted on time by the due date (late assignments will lose

points).

Blackboard and Internet access issues are not acceptable excuses for incomplete participation or

late assignments.

In order to receive full credit, all written forms and materials are to be completed satisfactorily,

turned in on time and be of high quality.

All assignments that are less than proficient must be resubmitted (The PASC program uses a

mastery model, work is expected to be re-done as directed by instructors).

APA writing protocol is required in all work.

Cell phones will disrupt classes.

Children may attend class only with instructor’s permission.

Students will arrive on time and stay until class is finished.

University Statement Regarding Academic Integrity and Plagiarism

The principles of truth and integrity are recognized as fundamental to a community of teachers and

scholars. The University expects that both faculty and students will honor these principles and in so doing

will protect the integrity of all academic work and student grades. Students are expected to do all work

assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty

have the responsibility of exercising care in the planning and supervision of academic work so that honest

effort will be encouraged and positively reinforced.

For this course, you are expected to submit an original instructional unit. You may incorporate materials

and resources developed by other individuals, but you must cite the authors or developers of these

materials and resources. All materials covering Academic Integrity are available online at the following

website: http://www.csub.edu/osrr./_files/Academic%20Integrity%20Policy.pdf

University Statement Regarding the Americans with Disabilities Act

CSUB adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to

providing reasonable accommodations for students with temporary and permanent disabilities. For

students with a disability that may adversely affect their work in class, it is recommended that they

register with Disabled Student Services (DSS). All disclosures of disabilities are kept strictly

confidential. http://www.csub.edu/UnivServices/SSD/CampusAccessPolicy.pdf

Statement Regarding Computer Literacy Expectations & Hardware Requirements

Students in this class are expected to: 1) use the university email system , 2) use Blackboard, 3) use a

word processing program for writing assignments (e.g., Microsoft Word), 4) be able to access assigned

websites through the Internet, 5) use the Library databases to find peer-reviewed journals and literature,

6) be able to create a power point presentation, 7) be able to paraphrase concepts without plagiarizing 8)

http://www.csub.edu/osrr./_files/Academic%20Integrity%20Policy.pdf

http://www.csub.edu/UnivServices/SSD/CampusAccessPolicy.pdf

be able to download, install, and run programs and updates as requested 9) be able to join online video

conferencing with video & sound

For additional information about computing on campus, including tutorials, students should go

to:

http://www.csub.edu/its/infrastructure%20and%20support/client%20services/accessible%20technology/

Web%20Accessibility%20Training/

Hardware requirements: Multimedia capable webcam required for some class activities is recommended.

Access to a fast Internet connection such as broadband Internet (DSL, cable modem, etc.) is required [it is

recommended you are able to access this connection from home].

Minimum recommendations:

Windows: Windows XP, Vista, or Windows 7; Microsoft .NET Framework 3.0; 3.0GHz, Pentium 4

processor; 1GB RAM or more

Mac: Mac OS X 10.4.11, or 10.5.5 or later; QuickTime 7.5.5 or later; 2GHz Intel Core 2 Duo processor;

2GB RAM or more

Software requirements

Adobe Acrobat Reader (free, PC, MAC, Linux): Flash (free; PC, MAC, Linux) RealPlayer (free; PC,

MAC, Linux), Web browsing software (e.g., Internet explorer, Google Chrome, Firefox/Mozilla); Word

processing, data analysis, & presentation software (student's choice)

Regarding Online/Hybrid Course Model

This course uses a hybrid content delivery model (online/on-site) that makes extensive use of Blackboard,

other online content delivery tools and email communication. Students must check for announcements, on

a daily basis, by logging into Blackboard and by checking their student email . Students must plan for the

rare occasion when their primary point of connecting is unavailable by identifying a second Internet

access point.. Blackboard and Internet access issues are not an acceptable excuse for incomplete

participation or late assignments.

Verification of Student identity (for hybrid/online courses only) will be achieved through: (i) on-site

meetings that include written assessments (ex. Boot camp, weekend meetings) (ii) online video-

conferencing and (iii) on-demand on-site writing samples (case studies and in-baskets during onsite

meetings)

Regarding Coordinator/Mentor Communication

Communication between the student’s Cohort Coordinator and Site Mentor will be on-going and

conducted through visitation, email and cell phone. Visitation can be conducted via video conference.

Educational Equity and Cultural Diversity

http://www.csub.edu/its/infrastructure%20and%20support/client%20services/accessible%20technology/Web%20Accessibility%20Training/

http://www.csub.edu/its/infrastructure%20and%20support/client%20services/accessible%20technology/Web%20Accessibility%20Training/

This course is designed for the professional who is a practicing administrator or is preparing for such a

career. In addition, the course emphasizes the work of the urban, suburban, and/or rural school

administrator in culturally diverse communities.

Philosophy Statement

We value knowledge that leads to effective teaching performance and professional practice in

urban and diverse communities.

We value the creation of educational programs that meet the needs of our students.

We value the development of students with a commitment to high professional standards.

We value university teaching that models best instructional practices.

We value collaboration as an integral process for program planning, assessment and evaluation,

and collegial interactions.

Knowledge Base

The knowledge base consists of commonly agreed upon principles and practices which address diverse

ways of knowing and theoretical, empirical approaches to the educational processes which inform our

theory and practice. This knowledge base pervades our curricula and is built upon:

Skill in realizing educational equity for all students.

Sensitivity toward and effectiveness with people from diverse cultural and linguistic

backgrounds.

Appropriate and creative use of independent and collaborative experiential learning.

Multicultural and global perspectives in thinking and practice.

Personal growth through reflection and self-evaluation.

The ability to critically analyze theory and research that inform effective practice and

authentically assess student performance and progress.

Multimedia technology literacy.

The ability to facilitate student learning in performance-based and standards-based environments.

California State University, Bakersfield School of Social Sciences and Education


EDAD 6500

Ethics and Integrity 3 Semester Units

Syllabus Disclaimer This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware of these changes. Instructor: Dr. Valerie Park, Ed.D. Office: 6614873967 Office Hours: By appointment

Email: [email protected] ; [email protected] Phone: 6614873967 Course Description This course prepares candidates to practice and model a personal code of ethics that models personal and professional growth and renewal. Students will practice professional leadership capacity and build on human capacity, including shared data gathering, decision making, problem solving, and conflict management that fosters these skills in others. Candidates will examine site and district responsibilities with regard to students with special needs as well as gifted and talented students. Students will learn to effectively act as a spokesperson for the school to the extended school community. Through coursework and fieldwork, candidates will have multiple opportunities to model personal and professional ethics, integrity, justice, and fairness. Candidates will receive feedback from the program and their peers; reflect on personal leadership beliefs and practices; and recognize their influence on the performance of others. Candidates will begin to develop mechanisms for sustaining personal motivation, commitment, energy, and health by learning to balance professional and personal responsibilities. Student Learning Outcomes Upon completion of this course, students will demonstrate proficiency in the application of the theories and concepts outlined in the California Professional Standards for Educational Leaders (CPSEL), Standard 5: Ethics and Integrity.

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STANDARD 5 : ETHICS AND INTEGRITY Educa on leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, jus ce, and equity and hold staff to the same standard.

Element 5A: Reflective Practice Leaders act upon a personal code of ethics that requires con nuous reflec on and learning. Element 5B: Ethical DecisionMaking Leaders guide and support personal and collec ve ac ons that use relevant evidence and available research to make fair and ethical decisions. Element 5C : Ethical Action Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest communica on necessary to consistently make fair and equitable decisions on behalf of all students.

This course also applies standards from the National Council for Accreditation in Teacher Education (NCATE) and the California Professional Standards for Educational Leaders Content Expectations (CACEs). NCATE STANDARD 5 Students who complete the program are educa onal leaders who

have the knowledge and ability to promote the success of all students by ac ng with integrity, fairly, and in an ethical manner.

Program Standard 1: Program Design and Ra onale

The administra ve services prepara on program prepares instruc onal leaders to serve effec vely in a variety of public schools and school districts. The design of the program is based on a sound ra onale informed by theory and research and aligned with the California Administrator Performance Expecta ons and principles of adult learning theory. The program includes a coherent, developmental, integrated, and interrelated set of theore cal and prac cal learning experiences designed to provide extensive opportuni es to engage candidates in developing knowledge, skills, and disposi ons to advance teaching and learning. The program includes both forma ve and summa ve assessments based on the California Administrator Performance Expecta ons (CAPE).


D1. Principles of adult learning and their use in designing, facilita ng, and implemen ng effec ve, mo va ng, and data‐driven professional development programs and opportuni es that focus on authen c problems and on improving student learning outcomes consistent with the school growth plan

D2. Skills and strategies for providing opportuni es for all staff to develop and use skills for collabora on, distributed leadership, reflec on, shared decision making, and problem solving in support of student learning and for inspiring higher levels of performance, commitment, and mo va on

D3. Model self‐improvement and related professional growth ac vi es, and demonstra ng monitoring of improvement in one’s own performance

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D4. Understand how to use professional development for faculty, staff, and self to promote lifelong learning and the success of all student groups

D5. Understand how to implement effec ve induc on plans for new teachers and use a variety of methods, such as mentoring, coaching, observa on, and feedback, to promote effec ve teaching and improve performance for all faculty and staff

D6. Understand how to use data to assess and diagnose instruc onal needs, define staff goals for con nuous improvement, and collabora vely design differen ated professional development to meet needs and achieve goals

D7. Strategies for building individual staff capacity through systems of support and development, integra ng opportuni es for con nuous learning into the educa onal environment, and engaging faculty and staff in ongoing reflec on and self‐assessment

D8. Model how to develop and implement a plan for self‐improvement and con nuous learning; use various types of ac vi es and resources to engage in effec ve professional development; and reflect on personal leadership prac ces and their influence on others

D9. Understand how to use me and technology effec vely to improve instruc onal leadership and promote personal and professional growth

D10. Understand how to support, mo vate, and provide recogni on to staff at various stages in career development

D11. Strategies and opportuni es to involve parents and the community in iden fying and providing targeted professional and personal growth ac vi es to support student achievement as well as increase adults’ knowledge and skills

In addition, the educational administration program learning outcomes are based on the California Professional Standards for Educational Leaders Performance Expectations (CAPES) (edited for teacherleaders). CATEGORY D Professional Learning and Growth Leadership CAPE 13 : Modeling lifelong learning and jobrelated professional growth

The teacher‐leader models his/her own self‐improvement and professional learning and growth ac vi es and demonstrates monitoring of improvement in his/her own performance over me. The teacher‐leader uses mul ple sources of data to help inform his/her own job‐related professional growth plan. The teacher‐leader understands how to support, mo vate, and provide recogni on to staff at various stages in their professional careers.

CAPE 14 : Helping teachers improves their individual professional practice through personal growth activities

The teacher‐leader is knowledgeable about adult learning principles and their use in designing, facilita ng, and implemen ng effec ve, mo va ng, and data‐driven professional growth ac vi es for teachers. Professional growth ac vi es are focused on authen c situa ons and problems and on improving student learning outcomes consistent with the school growth plan. The teacher‐leader is knowledgeable about induc on programs and support systems for beginning teachers and about individualized teacher support processes such as mentoring and coaching. The teacher‐leader uses data effec vely to collabora vely design differen ated professional development to

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meet the needs of individual teachers as well as overall school improvement goals.

CAPE 15 : Identifying and facilitating a variety of professional and personal growth opportunities for faculty, staff, parents, and other members of the school community in support of the educational program

The teacher‐leader involves all members of the school community in iden fying and providing targeted professional and personal growth ac vi es to support student achievement as well as increase adults’ knowledge and skills. The teacher‐leader is knowledgeable about and ac vely seeks resources for accessing and providing a variety of professional and personal growth opportuni es for all members of the school community.

Required Texts and Materials American Psychological Association. (2010). Publication manual of the American Psychological

Association (6 th ed.). Washington, DC: Author. Kowalski, T. J. (Ed.). (2012). Case studies in educational leadership (6 th ed.). Upper Saddle

River, NJ: Pearson Education, Inc. Andelson, S. J. (2001). FRISK: Fundamentals for evaluators in addressing belowstandard

employee performance. Cerritos, CA: FRISK Books. Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education:

Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY: Routledge/Taylor & Francis.

In groups, students will also choose one book from the following list to present in class for the Professional Reading Review assignment: Abrashoff, D. M. (2002). It's your ship: Management techniques from the best damn ship in the

navy . New York, NY: Warner Books. Buckingham, M., & Coffman, C. (1999). First, break all the rules: What the world’s greatest

managers do differently . New York, NY: Simon and Schuster. Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. New

York, NY: Harper Collins Publishers, Inc. DeWitt, P. M. (2017). Collaborative leadership: Six influences that matter most . Thousand Oaks,

CA: Corwin, a SAGE Company. DuFour, R., & Fullan, M. (2013). Cultures built to last: Systemic PLCs at work. Bloomington,

IN: Solution Tree Press. DuFour, R., & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom

leaders improve student achievement. Bloomington, IN: Solution Tree Press. Dweck, C. S. (2006). Mindset: The new psychology of success . New York: Random House. Fullan, M. (2011). Change leader: Learning to do what matters most . San Francisco:

JosseyBass/Wiley.

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Fullan, M. (2014). The principal: Three keys to maximizing impact . San Francisco, CA: JosseyBass.

Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin, a SAGE Company. *

Gordon, J. (2007). The energy bus: 10 rules to fuel your life, work, and team with positive energy . Hoboken, NJ: John Wiley & Sons, Inc.

Hattie, J. (2014). Visible learning: A synthesis of over 800 metaanalyses relating to achievement. Thousand Oaks, CA: Corwin Press.

Heath, C., & Heath, D. (2013). Decisive: How to make better choices in life and work. New York, NY: Random House Publishing.

Heath, C., & Heath, D. (2010). Switch: How to change things when change is hard. New York, NY: Random House Publishing.

Heath, C., & Heath, D. (2008). Made to stick: Why some ideas survive and others die. New York, NY: Random House Publishing.

Lencioni, P. (2012). The advantage: Why organizational health trumps everything else in business. San Francisco, CA: JosseyBass.

Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press.

Pink, D. (2009). Drive: The surprising truth about what motivates us. New York, NY: Penguin Books.

Rath, T. (2007). Strengths finder 2.0 . New York, NY: Gallup Press. Scott, Susan. (2002). Fierce Conversations: Achieving success at work & in life, one

conversation at a time . New York, NY: Penguin Books. Sinek, S. (2009). Why: How great leaders inspire everyone to take action. New York, NY:

Penguin Books. * Watkins, M.D. (2013). The first 90 days: Proven strategies for getting up to speed faster and

smarter. Boston, MA: Harvard Business Review Press. *Denotes texts that will be covered in class and not allowable for the book presentation piece.

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Grading Criteria There are a total of 100 possible points for this course, broken down as follows:

Case Study A 10 pts. Case Study B 10 pts. Case Study C 10 pts. Professional Reading Review (Book Group) 10 pts. Final Assessment 20 pts. Participation, Engagement, & Attendance (incl. punctuality)

5 pts.

EndofCourse Survey 10 pts. TOTAL 75 pts Note: Please review assignment guidelines at the end of this syllabus .

Course Evaluation

Course Grade Course Average A 90% 100% B 80% 89% C 70% 79% D 60% 69% F Average below 60%

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Week 1 February 27 (Monday) Have read before class:

• Case Study A

Week 2 March 6 (Monday) March 6(Monday) Guest Speaker: Michael Figueroa

Have read before class: • Case Study B

Due in class: Final Dra of Case Study A

Due by 7 a.m.: Discussion Blog Final dra of Case Study A

Week 3 March 13 (Monday) March 13(Monday) Guest Speakers: Jason Hodgson, Heather Richter, and Charles Wilson

Have read before class: • Case Study C

Due in class: Final Dra of Case Study B Book Group #1

Presenta on Book Group #2


Presenta on

Due by 7 a.m.: Discussion Blog Final dra of Case Study B

Week 4 March 20 (Monday) March 27 (Monday) Guest Speaker: Joost DeMoes

Due in class: Dra of Case Study C Book Group #4


Presenta on

Due by 7 a.m.: Discussion Blog Final dra of Case Study C

Week 5 March 27 (Monday) March 31 (Friday) Guest Speaker: Stuart Packard

Due in class: Book Group #6


Presenta on Be ready to complete in class:

Final Assessment

Due by midnight: End‐of‐Course Survey

Assignment Submission All assignments must be submitted via the Blackboard web site for this course. Late Work No late work is accepted for this course. Inability to connect with your site mentor and technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid excuses for late or missing assignments. In the case of extreme emergency requiring late submission of an assignment, students should contact the instructor prior to the assignment due date to determine an alternate arrangement. Written Assignments All written assignments must be submitted following the APA (6 th edition) format.

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Computer Literacy Expectations Students in this course are expected to:

access the university email system as their primary source of contact, regularly access Blackboard, use a word processing program for written assignments (e.g., Microsoft Word), access assigned web sites through the Internet, access the CSUB library databases to find peerreviewed journal articles and other

scholarly literature, scan documents that can be submitted via Blackboard, create PowerPoint presentations, download, install, and run programs and updates as requested, and join online video conferencing with video and sound.

Accommodations for Students with Disabilities (for Bakersfield campus) To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 6616543360 (voice), or 6616546288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class. Accommodations for Students with Disabilities (for AV campus) To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at 6619525061 (voice) or 6619525120 (tdd). If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours so we can discuss the specific accommodations that you might need in this class. Academic Honesty There are certain forms of conduct that violate the university’s policy of academic integrity. Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or purchasing a prewritten composition and claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the same paper or other assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses. Source: 20112013 CSUB Catalog, p.78

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You will read Case Study A (Chapter 13 in Kowalski [2012]) and write a 35 page paper answering the following questions related to the case:

1. Assume you are Raymond. First determine the main issue (problem) in the case. Then describe the current state and the desired state of the issue.

2. Based on evidence provided in the case, describe the difficulty associated with eliminating the gap between the present and desired state.

3. Discuss the ethical dimensions of an administrator’s employment contract. What do you consider to be the most ethical decision Raymond could have made in determining whether or not to violate his employment contract for the next school year?

4. Did Raymond err in not telling Principal McCammick that he would be interviewing for another position? Why or why not?

5. Should school and district employers (such as employers in rural districts) weigh an individual’s cultural background in making hiring decisions? Why or why not?


Clearly and fully answers each question posed in the case study 5 pts. Includes references to specifics in the case 2 pts. 35 pages in length 1 pt. Spelling and grammar 1 pt. Use of APA format 1 pt. TOTAL 10 pts.


You will read Case Study B (found on Blackboard) then follow the instructions below: Assume you are the district Director of Secondary Education. Using FRISK, write a written reprimand to Richard based on his actions in this case. This assignment will be graded as follows:


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Case Study B Citation: Hightower, B.B., & Klinker, J. F. (2012). Journal of Cases in Educational Leadership, 15 (2),

103111. doi: 10.1177/1555458911413888


You will read Case Study C (Chapter 9 in Kowalski [2012]) and write a 35 page paper answering the following questions related to the case:

1. Assume you are the principal. First determine the main issue (problem) in this case. Then describe the current state and the desired state of this issue.

2. Based on evidence provided in the case, describe the difficulty associated with eliminating the gap between the present state and desired state.

3. Do you believe that the principal has the primary responsibility to resolve the conflict between Sally and other firstgrade teachers? Why or why not?

4. Why are teachers and administrators pressured to conform to existing school culture? 5. Reflecting on your own experiences as an educator, identify and describe at least one

incident you experienced that tested your ethics.





In a group, you will select a book from the course reading list and prepare and give a presentation on the most important ideas from the reading. This assignment will be graded as follows:

Clearly and fully presents the most important ideas from the reading 5 pts. Incorporates a teaching activity 2 pts. 3040 minutes in length, leaving time for questions 2 pts. Professional presentation (e.g., good presentation skills, orderly PowerPoint, all group members participate)

1 pt.

TOTAL 10 pts.

10

Final Assessment 20 points

On the last day of class, you will write a 1 3 page paper explaining how administrators have an ethical obligation to become change agents and how you will become a change agent in your school system. Please refer to this class as well as the entire admin program coursework as evidence.

EndofCourse Survey – 10 points

An invitation to take this survey will come to your CSUB email. After completing the survey, take a screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit the screenshot on Blackboard. If you submit a screenshot showing that you completed the endofcourse survey by the due date, you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.

References

Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin, a SAGE Company.

Fullan, M. (2014). The principal: Three keys to maximizing impact . San Francisco: JosseyBass. Sinek, S. (2009). Why: How great leaders inspire everyone to take action. New York, NY:

Penguin Books. *

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1




EDAD 6600

External Context and Policy

3 Semester Units

Syllabus Disclaimer





of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:

Course Description

This Preliminary Administrative Services Credential course is designed to prepare candidates to

administer political, societal, economic, legal and cultural influences on urban and diverse

schools. Through these interconnections, the candidate will develop the ability to understand,

respond to, and influence the larger political, social, economic, legal and cultural context of

urban schools and leadership. The candidate will practice both team leadership and team

membership so that the candidate can effectively generate and participate in communication with

key decision-makers in the diverse urban school community. The candidate will also learn how

to view himself or herself as a leader of a team and as a member of a team by engaging in course

work and activities that provide opportunities to both lead and work collaboratively by

interconnecting the political, societal, economic, legal and cultural influences on urban schools.




(CPSEL), Standard 6: External Context and Policy.

2

STANDARD 5: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal, and cultural contexts affecting education to improve education policies and practices.

Element 6A: Understanding and Communicating Policy Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment by operating consistently within the parameters of federal, state, and local laws, policies, regulations, and statutory requirements.

Element 6B: Professional Influence Leaders use their understanding of social, cultural, economic, legal, and political contexts to shape policies that lead to all students to graduate ready for college and career.

Element 6C: Policy Engagement Leaders engage with policymakers and stakeholders to collaborate on education policies focused on improving education for all students.




NCATE STANDARD 6 Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context..




E-1. Understand federal, state, and local laws, regulations, and guidelines relating to public schools and the educational process

E-2. School finance in California, including relevant laws and regulations (e.g., state and local revenue sources, capital and operational funding, federal funding)

E-3. Understand constitutional rights and protections for students and staff (e.g., due process, equal access, free speech, harassment) in various educational contexts and the role of the educational administrator in monitoring and ensuring compliance with these rights and protections

3

E-4. Understand and apply principles of conflict resolution, student discipline, school disciplinary procedures, including manifestation determination for serious offenses and overall management of the school climate to promote a school culture that is safe and welcoming for all students

E-5. Understand school-wide intervention strategies

E-6. Understand legal issues and responsibilities related to an evolving technological culture (e.g., ensuring equitable access to digital tools and resources to meet all students’ needs, implementing policies for the safe and appropriate use of information technology, promoting responsible use of technology)

E-7. Understand how district policies and specific laws (e.g., related to students with disabilities, English learners, parents/guardians, mandated reporting, confidentiality, liability) at the federal, state, and local levels affect individuals and schools, and how to ensure that the school operates consistently within the parameters of applicable laws, policies, regulations, and requirements

E-13. Effective, legal, equitable, and ethical procedures for recruiting, selecting, hiring, inducting, developing, and retaining staff

E-14. Effective, legal, equitable, and ethical procedures for evaluating, supervising, disciplining, and dismissing staff

E-15. Skills and strategies for coordinating and aligning human resources, including making appropriate staffing and teacher placement decisions, to support organizational goals and promote equitable learning opportunities for all student groups

E-16. Understand processes of labor relations and collective bargaining as they relate to education in California, and contract implementation and management within the local setting

E-17. Understand how to manage legal and contractual agreements and records in ways that foster a professional work environment and ensure privacy and confidentiality for all students and staff, including using appropriate technological tools

E-18. Practices and procedures (e.g., record keeping, repair and maintenance, custodial services) and legal requirements (e.g., fire safety codes, OSHA regulations, Civic Center Act) for sustaining a safe, efficient, clean, well- maintained, and productive school environment

E-19. Legal and policy requirements related to school safety and how to develop and implement district and school plans and procedures for ensuring student and staff safety and building security, including principles and practices related to crisis planning and emergency management

E-20. Effective and equitably applied student behavior management principles and practices, including tiered disciplinary measures, that promote a safe and productive learning environment for all students

E-21. Understand the effective use of outside support organizations for student health, safety, and well-being

E-22. Space to meet instructional needs and accommodate extended learning programs (e.g., intervention programs, before/after-school programs, summer school programs, volunteer programs)

E-23. Use of technological systems and tools to support the management of school operations

E-24. Procedures, practices, and legal requirements for managing auxiliary services (e.g., federal and state regulations related to food services, health services, student transportation, free and reduced-price meals)

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E-25. Understand how to use planning and problem solving to allocate fiscal and material resources effectively, legally, equitably, ethically, and in ways that align with teaching and learning goals for all student groups

E-26. Types of financial records, procedures for accurate record keeping and reporting, including legal requirements, and the use of current technologies for financial management and business procedures


California Professional Standards for Educational Leaders Performance Expectations (CAPES).

CATEGORY E Organizational and Systems Leadership CAPE 16: Implementing California school laws, guidelines, and other relevant federal, state, and local requirements and regulations

The principal understands how to apply systems thinking to set priorities and manage organizational complexity. The principal applies research-based strategies and best practices for establishing, monitoring, and evaluating organizational structures, processes and systems that promote a culture of collaboration and respect, and that maintain a focus on continuous improvement and enhanced achievement for all student groups. The principal understands how to use technology effectively to facilitate communication, manage information, enhance collaboration, and support effective management of the organization. The principal has the skills and strategies to coordinate and align human resources within the school context, including making appropriate staffing and teacher placement decisions to support organizational goals and promote equitable learning opportunities for all student groups. The principal understands strategies for allocating and using space to meet instructional needs and accommodate a variety of learning programs as well as co-curricular programs. The principal recognizes and addresses potential personal biases as well as potential and actual inequities within the educational system and the school site that can negatively impact student achievement, such as, the effect of class scheduling on student achievement and on equitable access to learning opportunities for all students, including English Learners and students with special needs.

CAPE 17: Developing, implementing, and monitoring the school’s budget

The principal understands school finance in California, including relevant laws and regulations. The principal works collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and the school community. The principal prioritizes the use of school resources, including the budget, to support the school’s vision, goals, and growth plan. The principal understands financial recordkeeping and accounting processes, and the use of current technologies for financial management and business procedures.

CAPE 18: Understanding and managing the complex interaction of all of the school’s

The principal understands and implements federal, state, and local laws, regulations and guidelines relating to public schools

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systems to promote teaching and learning

and the educational process. The principal understands constitutional and related legal rights and protections for students and staff and the administrator’s role in monitoring and ensuring compliance with these rights and protections. The principal understands legal issues and responsibilities related to evolving technologies and the use of technology within the instructional system. The principal implements legal, equitable, and ethical procedures for evaluating, supervising, disciplining, and dismissing staff. Where applicable, the principal establishes legal, equitable, and ethical procedures for recruiting, selecting, hiring, inducting, developing, and retaining staff. The principal understands processes of labor relations and collective bargaining in California, and contract implementation and management in the local setting. The principal ensures that school practices and procedures meet legal maintenance, health and safety requirements, including ensuring student and staff safety, building security, crisis planning, and emergency management. Where applicable, the principal understands and implements legal requirements relating to procedures and practices for managing auxiliary services such as food service and student transportation. The principal understands strategies for responding effectively to unpredictable circumstances or unintended consequences of decisions and/or school events.




Kowalski, T. J. (Ed.). (2012). Case studies in educational leadership (6th ed.). Upper Saddle


In groups, students will also choose one book from the following list to present in class for

the Professional Reading Review assignment:

6

Grading Criteria









TOTAL


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%

7


Week 1 August 29 (Monday)

Week 2 August 29 (Monday) August 29 (Monday)

Have read before class: • Case Study A

Due in class: • Draft of Case Study A

Due by 7 a.m.: • Final draft of Case Study A

Week 3 *September 6 (TUESDAY)* September 6 (TUESDAY)

Have read before class: • Case Study B

Due in class: • Draft of Case Study B • Book Group #1 Presentation

Due by 7 a.m.: • Final draft of Case Study B


Have read before class: • Case Study C

Due in class: • Draft of Case Study C • Book Group #2 Presentation

Due by 7 a.m.: • Final draft of Case Study C

Week 5 September 19 (Monday) December 2 (Friday)

Due in class: • Book Group #3 Presentation Be ready to complete in class: • Final Assessment

Due by midnight: • End-of-Course Survey



Late Work






Written Assignments


8



























Academic Honesty














9



You will read Case Study A (Chapter # in Kowalski [2012]) and write a 3-5 page paper








TOTAL 10 pts.


You will read Case Study B (found on Blackboard) then follow the instructions below:







TOTAL 10 pts.

10

Case Study B Citation:


You will read Case Study C (Chapter # in Kowalski [2012]) and write a 3-5 page paper








TOTAL 10 pts.



In a group, you will select a book from the course reading list and prepare and give a

presentation on the most important ideas from the reading.




30-40 minutes in length, leaving time for questions 2 pts.



1 pt.

TOTAL 10 pts.

11







1




EDAD 6710

Leadership Development I

3 Semester Units

Fall 2016

Independent Study

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is

based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve

the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the

syllabus in a timely manner. Students are responsible for being aware of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:


The mission of the School of Social Sciences and Education is to address local, regional, and state needs by

providing high quality undergraduate and graduate programs in the social sciences and education. We are

committed to advancing human development knowledge, encouraging healthy and productive lifestyles, and

enhancing the quality of life for all people, particularly those with emotional, learning, and physical

disabilities. We pledge to prepare future leaders, professionals, and community advocates. Together, we will

work toward increasing the community’s understanding and acceptance of complex social, racial, and gender

issues and toward creating positive social change. We will provide students with excellent classroom

instruction, faculty-guided research experiences, and experiential learning opportunities to prepare them for

career success and for lifelong learning to meet the changing demands of society. The faculty and staff of the

School of Social Sciences and Education are committed to supporting quality measures identified in the

CSUB vision statement featuring faculty academic excellence and diversity, the student experience,

community engagement, staff excellence and diversity, and organizational “best practices.”

Candidate Dispositions

Candidates preparing to work in schools as administrators or other professional school personnel know and

demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to

help all students learn.

Professional Collaboration: Candidates will participate in action-oriented collaboration that will

enable them to learn from others and provide leadership in partnerships with all stakeholders.

Reflective Practitioner: Candidates are reflective, life-long learners who apply problem solving

and critical thinking strategies and the respectful appreciation of differing points of view.

Ethical Professional: Candidates’ actions are based on accepted professional standards of

conduct and reflect insight and awareness with respect to diverse perspectives, opinions,

obligations, and ethical responsibilities of the profession.

2

Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the

students/clients they serve by maintaining trusting relationships built upon caring, nurturing

(respectful), and meaningful interactions.


professional leaders with a clear instructional focus using effective communication skills and a

willingness to take risks to ensure the advancement, safety, and welfare of all students in our

communities.

Professional Competence: Candidates will maintain high programmatic outcomes that reflect

research-based practices, principles of learning differentiation, and standards based instruction.

Course Description

Candidates will demonstrate proficiency in the application of theories and concepts to organizational

structures and processes that lead to school environments conducive to student success and staff satisfaction.

Candidates will assess and evaluate the multiple school sites as to their promotion and/or exercise of vision

and mission, climate, power and voice, motivation, and governance and decision-making. Candidates will

also participate in fieldwork experiences which help them to understand the different challenges faced by

school leaders in their daily work and how administrative duties relate to the California Professional

Standards for Educational Leaders (CPSEL).


Student learning outcomes come from the CPSEL Content Expectations (CACEs) standards and are as

follows:

A-17. Network with other professionals to improve personal knowledge and skills necessary for the job of a school administrator

A-20. Understand how to identify and access resources to help address difficult or complex problems and issues that may arise


D-3. Model self-improvement and related professional growth activities, and demonstrate monitoring of improvement in one’s own performance

D-7. Understand strategies for building individual staff capacity through systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection and self-assessment

D-8. Model how to develop and implement a plan for self-improvement and continuous learning; use various types of activities and resources to engage in effective professional development; and reflect on personal leadership practices and their influence on others.

In addition, the educational administration program learning outcomes are based on the California

Professional Standards for Educational Leaders Performance Expectations (CAPEs) (edited for teacher-

leaders).

CAPE 1: Developing and articulating a vision of teaching and learning for the school consistent with the Local Education Agency’s (LEA) overall vision and goals

The school-leader is able to facilitate the development of a vision of teaching and learning specific to the school and its political, social, economic, and cultural context that is consistent with the local education agency’s vision and goals. The vision is student-centered and based in data from multiple sources. The school-leader facilitates the development of a mission statement to help guide the school community towards implementation of the

3

vision. School program, plans and activities are integrated, articulated through the school, and consistent with the vision.

CAPE 2: Developing a shared commitment to the vision among all members of the school community

The teacher-leader works collaboratively with all members of the school community to develop a shared commitment to the achievement of the school or project vision. The teacher-leader understands the nature of school governance in California, including the roles, responsibilities, and relationships of the individual and organizational entities within the California educational system. The teacher-leader communicates effectively with various audiences and for various educational purposes, including consensus-building and decision-making, to help promote a shared sense of responsibility for the school mission and vision.

CAPE 3: Leading by example to promote implementation of the vision

The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers. The teacher-leader holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.

CAPE 4: Sharing leadership with others in the school community

The teacher-leader builds trust and provides opportunities for shared and distributed leadership among all members of the school community or project, and promotes opportunities for all members of the school community to engage in shared decision making and problem solving in support of the school’s vision and student learning.

CAPE 5: promoting implementation of K-12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction

The school-leader is knowledgeable about all of the K-12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K-12 students. As the instructional leader of the school, the school-leader promotes the use of the state-adopted K-12 standards as the primary basis for classroom instruction and for student assessments. The school-leader helps teachers, students, parents, and community members understand the K-12 standards and their relationship to accomplishing the school’s vision and goals. The school-leader understands and can articulate principles of effective instruction and appropriate student assessment processes. The school-leader is also knowledgeable about the state’s student assessment program and can explain the assessment program and its intended outcomes to staff, students, parents and the community. The school-leader identifies and takes action to mitigate potential and actual barriers to student learning.


The school-leader uses his/her knowledge of the K-12 student academic content standards and appropriate instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA policy and practices. As part of the evaluation process, the school-leader analyzes evidence of teacher effectiveness based on student work and student learning outcomes. The school-leader communicates evaluative

4

feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices. The school-leader models self-reflection and use of evidence to help teachers develop these skills and practices as part of their daily planning, instruction, and assessment activities with students. The school-leader uses his/her knowledge of available instructional resources and technologies to help provide support for improvements in teaching and learning based on teacher and student needs. The school-leader is knowledgeable about valid student assessment processes and the development and use of appropriate classroom assessment measures within a multiple measures, data- driven decision making process.


The school leader understands the demographic of the school community, including socioeconomic context, students and family characteristics, cultural and linguistic diversity, and political issues and uses this knowledge to help improve teaching and learning. The school leader is knowledgeable about both culturally-relevant instructional practices and instructional practices grounded in first- and second-language acquisition theories to support effective instruction for English learners, economically, culturally, and/or linguistically diverse students, students with special needs, and others. The school leader helps teachers and staff access community resources, including parents and other community members, to promote learning about students and families, and to promote culturally and linguistically inclusive instructional practices. The school leader helps teachers, staff, and others understand that political factors within the community that may affect the school’s instructional program, and is proactive in providing information about the schools, its needs, and its accomplishments within the larger political environment. The school leader understands how classroom structures, school and class scheduling, and grouping practices affect student learning.


The school-leader communicates the school’s improvement goals to students, teachers, parents, and the community and engages in ongoing dialogue with all members of the school community about progress towards meeting the goals. The school-leader identifies, collects, analyzes, and uses multiple sources of data to provide information for decision making in a variety of contexts, including but not limited to student achievement, teacher professional learning, the school climate, and the school’s progress in achieving its goals. The school-leader organizes data relating to achieving school-wide goals and outcomes in a manner understandable to students, teachers, parents and the community, and analyzes the data to indicate the degree of progress being made towards the school’s goals. The school-leader presents and discusses these data, including but not limited to standardized achievement data, classroom and other local assessments, with all members of the school community. The school-leader helps all members of the school community

5

articulate revised school improvement goals based on continuous data analysis and reporting.

CAPE 9: Working with others to identify student and school needs and developing a data-based school growth plan





The teacher-leader is knowledgeable about a wide range of resources to help implement the school growth plan, including but not limited to human, fiscal, and material resources. The teacher-leader identifies and seeks additional resources as needed from a variety of sources, both within and outside of the local community, to support the implementation of the school growth plan.


The teacher-leader uses strategies for continuous progress monitoring of the school’s growth plan and outcomes and collaboratively engages others in the school community in using those data for updating the school growth plan as needed. The teacher-leader engages all members of the school community on an ongoing basis in reflecting about student outcomes.

CAPE 13: Modeling life-long learning and job-related professional growth

The teacher-leader models his/her own self-improvement and professional learning and growth activities, and demonstrates monitoring of improvement in his/her own performance over time. The teacher-leader uses multiple sources of data to help inform his/her own job-related professional growth plan. The teacher-leader understands how to support, motivate, and provide recognition to staff at various stages in their professional careers.

CAPE 14: Helping teachers improve their individual professional practice through professional growth activities

The teacher-leader is knowledgeable about adult learning principles and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional growth activities for teachers. Professional growth activities are focused on authentic situations and problems and on improving student learning outcomes consistent with the school growth plan. The teacher-leader is knowledgeable about induction programs and support systems for beginning teachers, and about individualized teacher support processes such as mentoring and coaching. The teacher-leader uses data effectively to collaboratively design differentiated professional development to

6

meet the needs of individual teachers as well as overall school improvement goals.

CAPE 16: Understanding and managing the complex interaction of all of the school’s systems to promote teaching and learning

The teacher-leader understands how to apply systems thinking to set priorities and manage organizational complexity. The principal applies research-based practices for establishing, monitoring, and evaluating organizational structures, processes, and systems that promote a culture of collaboration and respect.


The teacher-leader understands school finance in California, including relevant laws and regulations. The teacher-leader works collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and the school community.

CAPE 19: Representing and promoting the school’s accomplishments and needs to the LEA and the public

The teacher-leader serves as the spokesperson for the school, its accomplishments and its needs, and advocates for the school within the school community as well as to the external community and the public. The teacher-leader demonstrates public speaking, presentation, diplomacy, writing and advocacy skills necessary to represent and promote the school, its accomplishments and its needs to a wide variety of audiences and contexts.

CAPE 20: Involving the community in helping achieve the school’s vision and goals

The teacher-leader understands the multiple connections between the school, families and the community. The teacher-leader encourages the involvement of the entire school community in working towards achieving the school’s mission, vision and goals. The teacher-leader understands and addresses the diverse expectations, needs, aspirations, and goals of family and community groups and uses this knowledge as a basis for planning and decision making. The teacher-leader understands and uses communication strategies effectively to reach out to the broader community, including families, agencies, and community organizations, to promote educational and organizational improvement. The teacher-leader demonstrates skills and strategies for trust building, team building, consensus building, and conflict resolution and for promoting a sense of shared responsibility among all members of the educational community.




Grogan, M. (Ed.). (2013). The Jossey-Bass Reader on Educational Leadership (3rd ed.). San Francisco, CA:

Jossey-Bass.

7

Grading Criteria


Reading Reflections 2 @ 50 pts. each

Shadowing Log 40 pts.

Organizational Scan – Part I 50 pts.


TOTAL 200 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%



Late Work

No late work is accepted for this course. Inability to connect with your site mentor and technology

problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid

excuses for late or missing assignments. In the case of extreme emergency requiring late submission

of an assignment, students should contact the instructor prior to the assignment due date to determine

an alternate arrangement.

Written Assignments








access the CSUB library databases to find peer-reviewed journal articles and other scholarly

literature,






To request academic accommodations due to a disability, please contact the Office of Services for Students

with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at

661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office

8

documenting that you have a disability, please present the letter to me during my office hours as soon as

possible so we can discuss the specific accommodations that you might need in this class.



with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at

661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office

documenting that you have a disability, please present the letter to me during my office hours so we can

discuss the specific accommodations that you might need in this class.

Academic Honesty

There are certain forms of conduct that violate the university’s policy of academic integrity. Academic

dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or

obtain course credit. Academic dishonesty (cheating) is not


academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the

misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist

of handing in someone else’s work as one’s own, copying or purchasing a pre-written composition and

claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without

giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate

citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the

same paper or other assignment for credit in two different courses without receiving prior approval from the






EDAD 6710 – Leadership Development I

October 3 (Monday)

Due by 7 a.m.:

Reading Reflection #1 (Part Four of the Jossey-Bass Reader)

November 14 (Monday)

Due by 7 a.m.:

Reading Reflection #2 (Part One of the Jossey-Bass Reader)


Due by 7 a.m.:

Organizational Scan – Part I

December 2 (Friday)

Due by midnight:


December 5 (Monday)

Due by 7 a.m.:

Shadowing Log

9


Reading Reflections – 2 @ 50 points each

The purpose of the reading reflections is to keep track of the important ideas you glean from your course

readings in order to use them later to complete the Organizational Scan. Use the template found on

Blackboard to record and reflect on what you have read. The course text is divided into parts that are further

divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester.

You will complete one reading reflection template for each of the parts of the book, and you should have a

minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for

observations as needed.

The first reading reflection will include all of the chapters in Part Four: Leadership for Learning of The

Jossey-Bass Reader on Educational Leadership.

Chapter 18: Three Capabilities for Student-Centered Leadership, Robinson, V.

Chapter 19: The Leader’s Role in Developing Teacher Expertise, Fink, S., & Markholt, A.

Chapter 20: Managing School Leadership Teams, Bambrick-Santoyo, P.

Chapter 21: How to Harness Family and Community Energy, Gordon, M. F., & Seashore Louis, K.

Chapter 22: Leadership as Stewardship, Sergiovanni, T. J.

The second reading reflection will include all of the chapters in Part One: The Principles of Leadership of

The Jossey-Bass Reader on Educational Leadership.

Chapter 1: “Give Me a Lever Long Enough…and Single-Handed I Can Move the World,”

Senge, P. M.

Chapter 2: The Nature of Leadership, Gardner, J. W.

Chapter 3: The Unheroic Side of Leadership, Murphy, J. T.

Chapter 4: Becoming a Trustworthy Leader, Tschannen-Moran, M.

Chapter 5: Presence, Starratt, R. J.

Chapter 6: Educational Leadership Policy Standards: ISLLC 2008 (Please read this chapter but you

do not have to write a reading reflection for it, just for the other five chapters.)


Completes template for each chapter in the assigned part of the book 5

Includes a minimum of 5 important ideas from each chapter 5 pts.

Provides thoughtful analysis of each important idea 15 pts.

Relates each important idea to at least 1 school included in the Organizational Scan 15 pt.



TOTAL 50 pts.

10

Shadowing Log – 40 points

The purpose of the shadowing experience is to gain a broad understanding of the different challenges in the

daily life of a school leader and to help you collect data for your Organizational Scan. You will shadow two

different credentialed administrators for 5 hours each (for a total of 10 shadowing hours) at two different

school-level sites (e.g., one elementary site, one secondary site, or a district office). One of the administrators

you shadow may be your own site mentor or another administrator at your site.

You will record your shadowing experiences with the administrators you are shadowing in the Shadowing

Log, which is available on Blackboard. In the Shadowing Log, you will describe the activities you witnessed

or participated in during your shadowing experiences and how they relate to the CPSEL. When you have

finished each shadowing experience, make sure to get the respective administrator’s signature in the

Shadowing Log. Then scan the signed log and submit it on Blackboard.


Completion of 5 hours of shadowing at Site #1 10

Description of shadowing activities at Site #1 5 pts.

Relation of shadowing activities to CPSEL at Site #1 5 pts.

Completion of 5 hours of shadowing at Site #2 10

Description of shadowing activities at Site #2 5 pts.

Relation of shadowing activities to CPSEL at Site #2 5 pts.

TOTAL 40 pts.

11

Organizational Scan, Part I – 50 points

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual

organizational structures and processes of schools. Your final product will be a written analysis of

“comparative data” collected from four different schools. A highly proficient analysis will link important

course concepts and literature to the observations and data. You are required to compare data from four (4)

school settings—your own school, a school where you have shadowed the administrator, and two other

schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all

times. You will also attach photos and artifacts to your paper that make your narrative more vivid.

Part I of you Organizational Scan should include:

Context/School Data: Describe the local school neighborhood. Look for all the things you would

want to know about this site if you were the newly assigned administrator. Examine the

demographics of students, teachers, and parents; compare the neighborhood demographics with the

school’s demographics. Your data might include gender, race, educational and economic level, parent

employment, and mobility factors. You will find good information on the school, district, and state

web sites. Do not include all the data you see—be selective and consider developing charts and

graphs of the important factors you want to discuss. Any chart should have a narrative explanation

that tells the reader why the information is interesting.

School Climate: Enter each school as a “stranger.” How would you describe the personality of the

school? What do people notice first? Talk about the physical structure—how do children and their

parents experience the building itself? What are your first impressions when you walk in the door, the

main office, the principal’s office, the corridors, the teacher’s workroom/lounge? Think about the

experience of being in the school for the first time as a new teacher, a new student, or new parents.

Talk about the relationships among various groups connected to the school and the overall morale of

those groups.

Vision & Mission: What is the vision and mission of the school? How was the mission developed?

To what degree is the school’s vision and mission part of regular discussions among faculty? How is

the vision/mission communicated to the various stakeholders of the school? In what ways do school

goals connect to the vision/mission? What evidence can you find (symbolic or actual) of the vision

and mission in action?

All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have

one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages

devoted to each topic outlined above), not including cover page and references. All aspects of the paper must

adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the

points made in your paper.

The Organizational Scan will be graded as follows:

(A) 90 – 100 pts.

Clearly demonstrates all expected student outcomes.

Substantive data collected from each site for all categories.

Observations are connected to appropriate literature.

Literature connections show reading beyond required course literature.

12

Attention to producing the highest quality product is evident—carefully edited, quality layout, APA

standards followed, etc.

(B) 80 – 89 pts.

Clearly demonstrates most expected student outcomes.

Data are presented for each category, but not for all sites.

Syntheses and analyses meet/exceed standards.

Appropriate application of course literature.

Attention to quality evident.

(C) 70 – 79 pts.

Expected student outcomes are somewhat evident, but not as clearly demonstrated.

Data are presented but not adequately synthesized or analyzed.

Literature connections are missing or questionable.

Quality may be less evident.



screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit

the screenshot on Blackboard.

If you submit a screenshot showing that you completed the end-of-course survey by the due date, you will

earn 10 points. If you do not meet these requirements, you will be awarded zero points.

13

READING REFLECTIONS

The purpose of the reading reflections is to keep track of the important ideas you glean from your course readings in order to use them later to complete the Organizational Scan. Use this template to record and reflect on what you have read. The course text is divided into parts that are further divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester. You will complete one reading reflection template for each of the parts of the book, and you should have a minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for observations as needed.

EXAMPLE ENTRY

Source in APA Format

Sergiovanni, T. J. (2013). Leadership as stewardship: “Who’s serving who?”. In M. Grogan (Ed.), The Jossey-Bass Reader on Educational Leadership (pp. 372-389). San Francisco, CA: Jossey-Bass.

Page

#

Quote or Important Idea

Analysis and Significant Learning: How does this relate to your Organizational Scan?

383 Power over and power to:

Power over emphasizes controlling what people do, when they do it, and how they do it.

Power to views power as a source of energy for achieving shared goals and purposes.

Indeed, when empowerment is successfully practiced, administrators exchange power over for power to.

This is a way of describing leaders who work as micro-managing dictators versus leaders who believe in employees’ abilities to contribute their own ideas and ways of doing things. A power to leader is much more likely to get buy-in from her or his teachers. At the second school I studied for my organizational scan (School B), the principal mandates a dictated curriculum, so teachers feel that the administration does not trust their skills and judgment in their own classrooms. The teachers at this school do not feel empowered because they are not free to do what makes sense to them. Their principal is definitely a power over kind of leader, to the detriment of his faculty and, therefore, the school.


Page

#



14

SHADOWING LOG

The purpose of the shadowing experience is to gain a broad understanding of the different challenges in the daily life of a school leader. Use this form to plan and record your shadowing experiences with the administrators you are shadowing. This form will be used to list the activities you witnessed or participated in during your shadowing experiences. You may add or delete rows as needed. When you have finished each shadowing experience, make sure to get the respective administrator’s signature on this form. Then scan the signed form and submit it on Blackboard. You will shadow two different credentialed administrators for 5 hours each (for a total of 10 shadowing hours) at two different school-level sites (e.g., one elementary site, one secondary site, or a district office). One of the administrators you shadow may be your own site mentor or another administrator at your site.

EXAMPLE LOG

Name of Candidate: Olivia Shaw

Shadowing Site #1 (Name of school/district): McCloud Middle School Northwest School District

Date Completed: November 20, 2016

Name and Title of Shadowed Administrator: Michelle Ornales, Vice Principal

Administrator Phone Number: 661-837-6660

Administrator E-mail Address: [email protected]

Signature of Administrator Shadowed:

SHADOWING LOG

Activity

Date

Hours

Reflection on Activities: (Relate your learning to the CPSEL)

Program planning (Technology in education integration)

10/23/15 1.5 VP met with district technology coordinator to discuss computer-based intervention subscriptions. VP questioned subscription requisition process and possibility of switching to shorter subscriptions to save money with the intention to expand the program for more students. The principal was exemplifying CPSEL 3 (Management and Learning Environment), in which she showed that she was fiscally managing the programs offered at MMS while also looking to increase programs for all students who could benefit from them.

Observed VP running a 504 planning meeting for a student with a health condition

10/30/15 1 VP reviewed the process for writing a 504 medical plan. The VP, school nurse, parent, and general education teacher were all present. Reviewed medical reasons, discussed the modifications, and created a plan. This process exemplified CPSEL 4A-5 (facilitate a reciprocal relationship with families that encourages them to assist the school and to participate in opportunities that extend their capacity to support students), as the VP was engaging the parent in the process of helping the school set up a procedure to help the student function in the learning environment.

15

Name of Candidate:

Shadowing Site #1 (Name of school/district):

Date Completed:

Name of Shadowed Administrator:

Administrator Phone Number:

Administrator E-mail Address: Signature of Administrator Shadowed:

SHADOWING LOG

Activity

Date

Hours

Reflection on Activities: (Relate your learning to the CPSEL)

Name of Candidate:

Shadowing Site #2 (Name of school/district):

Date Completed:

Name of Shadowed Administrator:

Administrator Phone Number:

Administrator E-mail Address: Signature of Administrator Shadowed:

SHADOWING LOG

Activity Date Hours Reflection on Activities: (Relate your learning to the CPSEL)

16

ORGANIZATIONAL SCAN

Studying Educational Organizations for Leadership Development

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual organizational structures and processes of schools. Your final product will be a written analysis of “comparative data” collected from four different schools. A highly proficient analysis will link important course concepts and literature to the observations and data. You are required to compare data from four (4) school settings—your own school, a school where you have shadowed the administrator, and two other schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all times. You will also attach photos and artifacts to your paper that make your narrative more vivid. Note: The assignment requires you to shadow an administrator from a school site other than your own for one day, find data from web sites, and practice skills of observation, deep listening, provocative questioning, and sleuthing. Suggestion: Ask lots of unexpected questions in informal settings to gain insights. Do everything you can to protect the identity of people and schools at all times. Performance Outcome: Students will demonstrate proficiency in the application of theories and concepts to organizational structures and processes that lead to school environments conducive to student success and staff satisfaction. PART I (Draft due: Monday, November 28th, by 7 a.m.) Context/School Data: Describe the local school neighborhood. Look for all the things you would want to know about this site if you were the newly assigned administrator. Examine the demographics of students, teachers, and parents; compare the neighborhood demographics with the school’s demographics. Your data might include gender, race, educational and economic level, parent employment, and mobility factors. You will find good information on the school, district, and state web sites. Do not include all the data you see—be selective and consider developing charts and graphs of the important factors you want to discuss. Any chart should have a narrative explanation that tells the reader why the information is interesting. School Climate: Enter each school as a “stranger.” How would you describe the personality of the school? What do people notice first? Talk about the physical structure—how do children and their parents experience the building itself? What are your first impressions when you walk in the door, the main office, the principal’s office, the corridors, the teacher’s workroom/lounge? Think about the experience of being in the school for the first time as a new teacher, a new student, or new parents. Talk about the relationships among various groups connected to the school and the overall morale of those groups. Vision & Mission: What is the vision and mission of the school? How was the mission developed? To what degree is the school’s vision and mission part of regular discussions among faculty? How is the vision/mission communicated to the various stakeholders of the school? In what ways do school goals connect to the vision/mission? What evidence can you find (symbolic or actual) of the vision and mission in action? PART II (Draft due: Monday, April 17, by 7 a.m.) Power & Voice: How does “power” work at each site? For example, do administrators practice “power-over or power-with?” Are there individuals or subgroups that have informal power in the school? How does it show? Is there evidence of individuals or groups who try to have a voice but are ignored? What kind of access and inclusion do parents and community members have?

17

Motivation: How would you describe the motivation/efficacy of the individuals at each site? To what degree do you perceive commitment as opposed to compliance? Can you discern how the principal’s view of motivation is demonstrated in her/his relationship with the faculty? School Governance/Decision-Making Processes: How are important educational decisions made at each site? What evidence can you find of hierarchies, empowerment, shared decision-making, or teacher leadership? How do students and parents get involved? PART III (Due: Monday, May 1, by 7 a.m.) After completing Parts I and II of the Organizational Scan, make any revisions suggested by your instructor(s) to both parts. Then answer the questions below and add them to your paper. After completing both of the above tasks, post the entire assignment (Parts I and II [revised] and Part III) as a single paper on Blackboard. Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would you describe the leadership opportunities and challenges in each of these school settings? If you were assigned to be the principal of either setting, what would you value, what would you want to change, and why? Be sure to support your explanations with course literature and concepts. Instructions for the Written Assignment: All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages devoted to each topic outlined above), not including cover paper and references. All aspects of the paper must adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the points made in your paper. The Organizational Scan will be graded as follows:

(A) 90 – 100 pts. Clearly demonstrates all expected student outcomes. Substantive data collected from each site for all categories. Observations are connected to appropriate literature. Literature connections show reading beyond required course literature. Attention to producing the highest quality product is evident—carefully edited, quality layout, APA standards followed, etc.

(B) 80 – 89 pts. Clearly demonstrates most expected student outcomes. Data are presented for each category, but not for all sites. Syntheses and analyses meet/exceed standards. Appropriate application of course literature. Attention to quality evident.

(C) 70 – 79 pts. Expected student outcomes are somewhat evident, but not as clearly demonstrated. Data are presented but not adequately synthesized or analyzed. Literature connections are missing or questionable. Quality may be less evident.




EDAD 6720

Leadership Development II

3 Semester Units

Spring 2017

Independent Study

Syllabus Disclaimer

This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is

based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve

the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the

syllabus in a timely manner. Students are responsible for being aware of these changes.

Instructor:

Office:

Office Hours:

or by appointment

E-mail:

Phone:

Course Description

Candidates will assess, create, implement, and evaluate an induction plan designed to meet their needs as

instructional leaders. The induction plan includes assessment of the candidate’s professional development

needs, interests, job responsibilities, learning and management styles, leadership dispositions, and career

goals. Students will determine their progress in relationship to the California Professional Standards for

Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL Performance

Expectations (CAPEs). Using the pre-assessments and analysis of standards, students will design their

individual plans, which include fieldwork components, to become school leaders. Students will participate in

seminars, case study analysis, and other types of activities that will help them implement their induction

plan’s goals. A post-assessment and reflection will evaluate the growth of each individual.


Student learning outcomes come from the CPSEL Content Expectations (CACEs) standards and are as

follows:

A-17. Network with other professionals to improve personal knowledge and skills necessary for the job of a school administrator

A-20. Understand how to identify and access resources to help address difficult or complex problems and issues that may arise


D-3. Model self-improvement and related professional growth activities, and demonstrate monitoring of improvement in one’s own performance

D-7. Understand strategies for building individual staff capacity through systems of support and development, integrating opportunities for continuous learning into the educational environment, and engaging faculty and staff in ongoing reflection and self-assessment

D-8. Model how to develop and implement a plan for self-improvement and continuous learning; use various types of activities and resources to engage in effective professional development; and reflect on personal leadership practices and their influence on others.

In addition, the educational administration program learning outcomes are based on the California

Professional Standards for Educational Leaders Performance Expectations (CAPEs) (edited for teacher-

leaders).

CAPE 1: Developing and articulating a vision of teaching and learning for the school consistent with the Local Education Agency’s (LEA) overall vision and goals

The school-leader is able to facilitate the development of a vision of teaching and learning specific to the school and its political, social, economic, and cultural context that is consistent with the local education agency’s vision and goals. The vision is student-centered and based in data from multiple sources. The school-leader facilitates the development of a mission statement to help guide the school community towards implementation of the vision. School program, plans and activities are integrated, articulated through the school, and consistent with the vision.




The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome barriers. The teacher-leader holds him/herself and others

accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.

CAPE 4: Sharing leadership with others in the school community

The teacher-leader builds trust and provides opportunities for shared and distributed leadership among all members of the school community or project, and promotes opportunities for all members of the school community to engage in shared decision making and problem solving in support of the school’s vision and student learning.

CAPE 5: promoting implementation of K-12 standards, pedagogical skills, effective instructional practices, and student assessments for content instruction

The school-leader is knowledgeable about all of the K-12 student academic content standards and the appropriate pedagogical skills for teaching the content of the standards to K-12 students. As the instructional leader of the school, the school-leader promotes the use of the state-adopted K-12 standards as the primary basis for classroom instruction and for student assessments. The school-leader helps teachers, students, parents, and community members understand the K-12 standards and their relationship to accomplishing the school’s vision and goals. The school-leader understands and can articulate principles of effective instruction and appropriate student assessment processes. The school-leader is also knowledgeable about the state’s student assessment program and can explain the assessment program and its intended outcomes to staff, students, parents and the community. The school-leader identifies and takes action to mitigate potential and actual barriers to student learning.


The school-leader uses his/her knowledge of the K-12 student academic content standards and appropriate instructional practices to observe and evaluate classroom planning and instruction in accordance with LEA policy and practices. As part of the evaluation process, the school-leader analyzes evidence of teacher effectiveness based on student work and student learning outcomes. The school-leader communicates evaluative feedback effectively, equitably, and on a timely basis to help teachers improve instructional practices. The school-leader models self-reflection and use of evidence to help teachers develop these skills and practices as part of their daily planning, instruction, and assessment activities with students. The school-leader uses his/her knowledge of available instructional resources and technologies to help provide support for improvements in teaching and learning based on teacher and student needs. The school-leader is knowledgeable about valid student assessment processes and the development and use of appropriate classroom assessment measures within a multiple measures, data- driven decision making process.


The school leader understands the demographic of the school community, including socioeconomic context, students and family characteristics, cultural and linguistic diversity, and political issues and uses this knowledge to help improve teaching and learning. The school leader is knowledgeable about both culturally-relevant instructional practices and instructional practices grounded in first- and second-language acquisition

theories to support effective instruction for English learners, economically, culturally, and/or linguistically diverse students, students with special needs, and others. The school leader helps teachers and staff access community resources, including parents and other community members, to promote learning about students and families, and to promote culturally and linguistically inclusive instructional practices. The school leader helps teachers, staff, and others understand that political factors within the community that may affect the school’s instructional program, and is proactive in providing information about the schools, its needs, and its accomplishments within the larger political environment. The school leader understands how classroom structures, school and class scheduling, and grouping practices affect student learning.


The school-leader communicates the school’s improvement goals to students, teachers, parents, and the community and engages in ongoing dialogue with all members of the school community about progress towards meeting the goals. The school-leader identifies, collects, analyzes, and uses multiple sources of data to provide information for decision making in a variety of contexts, including but not limited to student achievement, teacher professional learning, the school climate, and the school’s progress in achieving its goals. The school-leader organizes data relating to achieving school-wide goals and outcomes in a manner understandable to students, teachers, parents and the community, and analyzes the data to indicate the degree of progress being made towards the school’s goals. The school-leader presents and discusses these data, including but not limited to standardized achievement data, classroom and other local assessments, with all members of the school community. The school-leader helps all members of the school community articulate revised school improvement goals based on continuous data analysis and reporting.

CAPE 9: Working with others to identify student and school needs and developing a data-based school growth plan




CAPE 11: Identifying and using available human, fiscal, and

The teacher-leader is knowledgeable about a wide range of resources to help implement the school growth plan, including

material resources to implement the school growth plan

but not limited to human, fiscal, and material resources. The teacher-leader identifies and seeks additional resources as needed from a variety of sources, both within and outside of the local community, to support the implementation of the school growth plan.



CAPE 13: Modeling life-long learning and job-related professional growth

The teacher-leader models his/her own self-improvement and professional learning and growth activities, and demonstrates monitoring of improvement in his/her own performance over time. The teacher-leader uses multiple sources of data to help inform his/her own job-related professional growth plan. The teacher-leader understands how to support, motivate, and provide recognition to staff at various stages in their professional careers.

CAPE 14: Helping teachers improve their individual professional practice through professional growth activities

The teacher-leader is knowledgeable about adult learning principles and their use in designing, facilitating, and implementing effective, motivating, and data-driven professional growth activities for teachers. Professional growth activities are focused on authentic situations and problems and on improving student learning outcomes consistent with the school growth plan. The teacher-leader is knowledgeable about induction programs and support systems for beginning teachers, and about individualized teacher support processes such as mentoring and coaching. The teacher-leader uses data effectively to collaboratively design differentiated professional development to meet the needs of individual teachers as well as overall school improvement goals.

CAPE 16: Understanding and managing the complex interaction of all of the school’s systems to promote teaching and learning

The teacher-leader understands how to apply systems thinking to set priorities and manage organizational complexity. The principal applies research-based practices for establishing, monitoring, and evaluating organizational structures, processes, and systems that promote a culture of collaboration and respect.


The teacher-leader understands school finance in California, including relevant laws and regulations. The teacher-leader works collaboratively with others in the school community to develop, implement and monitor the school’s budget and expenditures, and reports accurate and timely fiscal information to the LEA and the school community.

CAPE 19: Representing and promoting the school’s accomplishments and needs to the LEA and the public

The teacher-leader serves as the spokesperson for the school, its accomplishments and its needs, and advocates for the school within the school community as well as to the external community and the public. The teacher-leader demonstrates public speaking, presentation, diplomacy, writing and advocacy skills necessary to represent and promote the school, its accomplishments and its needs to a wide variety of audiences and contexts.

CAPE 20: Involving the community in helping achieve the school’s vision and goals

The teacher-leader understands the multiple connections between the school, families and the community. The teacher-leader encourages the involvement of the entire school community in working towards achieving the school’s mission, vision and goals. The teacher-leader understands and addresses the diverse expectations, needs, aspirations, and goals of family and community groups and uses this knowledge as a basis for planning and decision making. The teacher-leader understands and uses communication strategies effectively to reach out to the broader community, including families, agencies, and community organizations, to promote educational and organizational improvement. The teacher-leader demonstrates skills and strategies for trust building, team building, consensus building, and conflict resolution and for promoting a sense of shared responsibility among all members of the educational community.


Grogan, M. (Ed.). (2013). The Jossey-Bass Reader on Educational Leadership (3rd ed.). San Francisco, CA:

Jossey-Bass.



Grading Criteria


Reading Reflections 2 @ 50 pts. each

Organizational Scan – Part II 50 pts.

Organizational Scan – Part III 40 pts.


TOTAL 200 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%


EDAD 6720 – Leadership Development II

February 27 (Monday)

Due by 7 a.m.:

Reading Reflection #1 (Part Three of the Jossey-Bass Reader)

April 3 (Monday)

Due by 7 a.m.:

Reading Reflection #2 (Part Two of the Jossey-Bass Reader)

April 17 (Monday)

Due by 7 a.m.:

Organizational Scan – Part II

May 1 (Monday)

Due by 7 a.m.:

Organizational Scan – Part III

May 5 (Friday)

Due by midnight:




Late Work

No late work is accepted for this course. Inability to connect with your site mentor and technology

problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid

excuses for late or missing assignments. In the case of extreme emergency requiring late submission

of an assignment, students should contact the instructor prior to the assignment due date to determine

an alternate arrangement.

Written Assignments








access the CSUB library databases to find peer-reviewed journal articles and other scholarly

literature,







with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at

661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office

documenting that you have a disability, please present the letter to me during my office hours as soon as

possible so we can discuss the specific accommodations that you might need in this class.



with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at

661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office

documenting that you have a disability, please present the letter to me during my office hours so we can

discuss the specific accommodations that you might need in this class.

Academic Honesty

There are certain forms of conduct that violate the university’s policy of academic integrity. Academic

dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or

obtain course credit. Academic dishonesty (cheating) is not


academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the

misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist

of handing in someone else’s work as one’s own, copying or purchasing a pre-written composition and

claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without

giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate

citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the

same paper or other assignment for credit in two different courses without receiving prior approval from the



Reading Reflections – 2 @ 50 points each

The purpose of the reading reflections is to keep track of the important ideas you glean from your course

readings in order to use them later to complete the Organizational Scan. Use the template found on

Blackboard to record and reflect on what you have read. The course text is divided into parts that are further

divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester.

You will complete one reading reflection template for each of the parts of the book, and you should have a

minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for

observations as needed.

Reading Reflection #1 will include all of the chapters in Part Three: Culture and Change of The Jossey-Bass

Reader on Educational Leadership.

Chapter 12: Culture in Question, Barth, R. S.

Chapter 13: Introduction, Fullan, M.

Chapter 14: Conclusion, Wagner, T., & Kegan, R.

Chapter 15: How to Reach High Performance, Leithwood, K., Harris, A., & Strauss, T.

Chapter 16: Eight Roles of Symbolic Leaders, Deal, T. E., & Peterson, K. D.

Chapter 17: Risk, Barth, R. S.

Reading Reflection #2 will include all of the chapters in Part Two: Leadership for Social Justice of The

Jossey-Bass Reader on Educational Leadership.

Chapter 7: Lessons Learned (Franco, C. S., Guiterrez Ott, M., & Robles, D. P.

Chapter 8: A New Way, Grogan, M., & Shakeshaft, C.

Chapter 9: Why G Quotient Leadership Works, Snyder, K.

Chapter 10: Engaging in Educational Leadership, Benham, M., & Murakami, E. T.

Chapter 11: The Role of Special Education Training in the Development of Socially Just Leaders,

Pazey, B. L., & Cole, H. A.


Completes template for each chapter in the assigned part of the book 5

Includes a minimum of 5 important ideas from each chapter 5 pts.

Provides thoughtful analysis of each important idea 15 pts.

Relates each important idea to at least 1 school included in the Organizational Scan 15 pt.



TOTAL 50 pts.

Organizational Scan Part II – 50 points

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual

organizational structures and processes of schools. Your final product will be a written analysis of

“comparative data” collected from four different schools. A highly proficient analysis will link important

course concepts and literature to the observations and data. You are required to compare data from four (4)

school settings—your own school, a school where you have shadowed the administrator, and two other

schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all

times. You will also attach photos and artifacts to your paper that make your narrative more vivid.

Part II of you Organizational Scan should include:

Power & Voice: How does “power” work at each site? For example, do administrators practice

“power-over or power-with?” Are there individuals or subgroups that have informal power in the

school? How does it show? Is there evidence of individuals or groups who try to have a voice but are

ignored? What kind of access and inclusion do parents and community members have?

Motivation: How would you describe the motivation/efficacy of the individuals at each site? To

what degree do you perceive commitment as opposed to compliance? Can you discern how the

principal’s view of motivation is demonstrated in her/his relationship with the faculty?

School Governance/Decision-Making Processes: How are important educational decisions made at

each site? What evidence can you find of hierarchies, empowerment, shared decision-making, or

teacher leadership? How do students and parents get involved?



devoted to each topic outlined above), not including cover page and references. All aspects of the paper must

adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the

points made in your paper.


(A) 90 – 100 pts.







(B) 80 – 89 pts.






(C) 70 – 79 pts.





Organizational Scan Part III – 40 points

After completing Parts I and II of the Organizational Scan, make any revisions suggested by your

instructor(s) to both parts. Then answer the questions below and add them to your paper. After completing

both of the above tasks, post the entire assignment (Parts I and II [revised] and Part III) as a single

paper on Blackboard.

Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would

you describe the leadership opportunities and challenges in each of these school settings? If you were

assigned to be the principal of either setting, what would you value, what would you want to change,

and why? Be sure to support your explanations with course literature and concepts.

Instructions for the Written Assignment:



devoted to each topic outlined above), not including cover paper and references. All aspects of the paper

must adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence

for the points made in your paper.


(A) 90 – 100 pts.







(B) 80 – 89 pts.






(C) 70 – 79 pts.







screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit

the screenshot on Blackboard.

If you submit a screenshot showing that you completed the end-of-course survey by the due date, you will

earn 10 points. If you do not meet these requirements, you will be awarded zero points.

READING REFLECTIONS

The purpose of the reading reflections is to keep track of the important ideas you glean from your course readings in order to use them later to complete the Organizational Scan. Use this template to record and reflect on what you have read. The course text is divided into parts that are further divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester. You will complete one reading reflection template for each of the parts of the book, and you should have a minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for observations as needed.

EXAMPLE ENTRY


Sergiovanni, T. J. (2013). Leadership as stewardship: “Who’s serving who?”. In M. Grogan (Ed.), The Jossey-Bass Reader on Educational Leadership (pp. 372-389). San Francisco, CA: Jossey-Bass.

Page

#



383 Power over and power to:

Power over emphasizes controlling what people do, when they do it, and how they do it.

Power to views power as a source of energy for achieving shared goals and purposes.

Indeed, when empowerment is successfully practiced, administrators exchange power over for power to.

This is a way of describing leaders who work as micro-managing dictators versus leaders who believe in employees’ abilities to contribute their own ideas and ways of doing things. A power to leader is much more likely to get buy-in from her or his teachers. At the second school I studied for my organizational scan (School B), the principal mandates a dictated curriculum, so teachers feel that the administration does not trust their skills and judgment in their own classrooms. The teachers at this school do not feel empowered because they are not free to do what makes sense to them. Their principal is definitely a power over kind of leader, to the detriment of his faculty and, therefore, the school.


Page

#



ORGANIZATIONAL SCAN

Studying Educational Organizations for Leadership Development

The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual organizational structures and processes of schools. Your final product will be a written analysis of “comparative data” collected from four different schools. A highly proficient analysis will link important course concepts and literature to the observations and data. You are required to compare data from four (4) school settings—your own school, a school where you have shadowed the administrator, and two other schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all times. You will also attach photos and artifacts to your paper that make your narrative more vivid. Note: The assignment requires you to shadow an administrator from a school site other than your own for one day, find data from web sites, and practice skills of observation, deep listening, provocative questioning, and sleuthing. Suggestion: Ask lots of unexpected questions in informal settings to gain insights. Do everything you can to protect the identity of people and schools at all times. Performance Outcome: Students will demonstrate proficiency in the application of theories and concepts to organizational structures and processes that lead to school environments conducive to student success and staff satisfaction. PART I (Draft due: Monday, November 28, by 7 a.m.) Context/School Data: Describe the local school neighborhood. Look for all the things you would want to know about this site if you were the newly assigned administrator. Examine the demographics of students, teachers, and parents; compare the neighborhood demographics with the school’s demographics. Your data might include gender, race, educational and economic level, parent employment, and mobility factors. You will find good information on the school, district, and state web sites. Do not include all the data you see—be selective and consider developing charts and graphs of the important factors you want to discuss. Any chart should have a narrative explanation that tells the reader why the information is interesting. School Climate: Enter each school as a “stranger.” How would you describe the personality of the school? What do people notice first? Talk about the physical structure—how do children and their parents experience the building itself? What are your first impressions when you walk in the door, the main office, the principal’s office, the corridors, the teacher’s workroom/lounge? Think about the experience of being in the school for the first time as a new teacher, a new student, or new parents. Talk about the relationships among various groups connected to the school and the overall morale of those groups. Vision & Mission: What is the vision and mission of the school? How was the mission developed? To what degree is the school’s vision and mission part of regular discussions among faculty? How is the vision/mission communicated to the various stakeholders of the school? In what ways do school goals connect to the vision/mission? What evidence can you find (symbolic or actual) of the vision and mission in action? PART II (Draft due: Monday, April 17, by 7 a.m.) Power & Voice: How does “power” work at each site? For example, do administrators practice “power-over or power-with?” Are there individuals or subgroups that have informal power in the school? How does it show? Is there evidence of individuals or groups who try to have a voice but are ignored? What kind of access and inclusion do parents and community members have?

Motivation: How would you describe the motivation/efficacy of the individuals at each site? To what degree do you perceive commitment as opposed to compliance? Can you discern how the principal’s view of motivation is demonstrated in her/his relationship with the faculty? School Governance/Decision-Making Processes: How are important educational decisions made at each site? What evidence can you find of hierarchies, empowerment, shared decision-making, or teacher leadership? How do students and parents get involved? PART III (Due: Monday, May 1, by 7 a.m.) After completing Parts I and II of the Organizational Scan, make any revisions suggested by your instructor(s) to both parts. Then answer the questions below and add them to your paper. After completing both of the above tasks, post the entire assignment (Parts I and II [revised] and Part III) as a single paper on Blackboard. Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would you describe the leadership opportunities and challenges in each of these school settings? If you were assigned to be the principal of either setting, what would you value, what would you want to change, and why? Be sure to support your explanations with course literature and concepts. Instructions for the Written Assignment: All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages devoted to each topic outlined above), not including cover paper and references. All aspects of the paper must adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the points made in your paper. The Organizational Scan will be graded as follows:

(D) 90 – 100 pts. Clearly demonstrates all expected student outcomes. Substantive data collected from each site for all categories. Observations are connected to appropriate literature. Literature connections show reading beyond required course literature. Attention to producing the highest quality product is evident—carefully edited, quality layout, APA standards followed, etc.

(E) 80 – 89 pts. Clearly demonstrates most expected student outcomes. Data are presented for each category, but not for all sites. Syntheses and analyses meet/exceed standards. Appropriate application of course literature. Attention to quality evident.

(F) 70 – 79 pts. Expected student outcomes are somewhat evident, but not as clearly demonstrated. Data are presented but not adequately synthesized or analyzed. Literature connections are missing or questionable. Quality may be less evident.

1




EDAD 6810

Fieldwork I

3 Semester Units

Fall 2016

Independent Study

Syllabus Disclaimer





of these changes.


Office: EDUC 233

Office Hours: Mondays, 3:15 – 4:15 p.m.

Tuesdays, 5:30 – 7:30 p.m.

Wednesdays, 5:30 – 7:30 p.m.

or by appointment


Phone: 661-654-3080


The mission of the School of Social Sciences and Education is to address local, regional, and

state needs by providing high quality undergraduate and graduate programs in the social sciences

and education. We are committed to advancing human development knowledge, encouraging

healthy and productive lifestyles, and enhancing the quality of life for all people, particularly

those with emotional, learning, and physical disabilities. We pledge to prepare future leaders,

professionals, and community advocates. Together, we will work toward increasing the

community’s understanding and acceptance of complex social, racial, and gender issues and

toward creating positive social change. We will provide students with excellent classroom

instruction, faculty-guided research experiences, and experiential learning opportunities to

prepare them for career success and for lifelong learning to meet the changing demands of

society. The faculty and staff of the School of Social Sciences and Education are committed to

supporting quality measures identified in the CSUB vision statement featuring faculty academic

excellence and diversity, the student experience, community engagement, staff excellence and

diversity, and organizational “best practices.” Candidate Dispositions

Candidates preparing to work in schools as administrators or other professional school

personnel know and demonstrate the content, pedagogical, and professional knowledge, skills,

and dispositions necessary to help all students learn.


2

Professional Collaboration: Candidates will participate in action-oriented collaboration

that will enable them to learn from others and provide leadership in partnerships with all

stakeholders.

Reflective Practitioner: Candidates are reflective, life-long learners who apply

problem solving and critical thinking strategies and the respectful appreciation of

differing points of view.

Ethical Professional: Candidates’ actions are based on accepted professional

standards of conduct and reflect insight and awareness with respect to diverse

perspectives, opinions, obligations, and ethical responsibilities of the profession.

Student/Client Centered: Candidates, throughout their programs, will prioritize the

needs of the students/clients they serve by maintaining trusting relationships built upon

caring, nurturing (respectful), and meaningful interactions.


professional leaders with a clear instructional focus using effective communication skills

and a willingness to take risks to ensure the advancement, safety, and welfare of all

students in our communities.

Professional Competence: Candidates will maintain high programmatic outcomes that

reflect research-based practices, principles of learning differentiation, and standards

based instruction.

Course Description

This course prepares candidates at the school level for actual job performance in both

supervision and administrative work. Students will have exposure to the essential themes,

concepts, and skills related to the performance of administrative services. Each student will

develop a professional perspective by examining contemporary administrative practices and

schooling policies in relation to fundamental issues, theories, and research in education. Students

will determine their progress in relationship to the California Professional Standards for

Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL

Performance Expectations (CAPEs) as they research, plan, implement, and evaluate their action

research project and other fieldwork activities. Fieldwork activities will be conducted with an

instructional leadership focus. Field experiences include intensive experiences both in the day-to-

day functions of school leaders or administrators and in longer-term policy design and

implementation that address state and national policy standards for educational leaders.



theories and concepts outlined in the following six CPSEL.

3

STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.

Element 1A: Student-Centered Vision Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.

Element 1B: Developing Shared Vision Leaders engage others in a collaborative process to develop a vision of teaching and learning that is shared and supported by all stakeholders.

Element 1C: Vision Planning and Implementation Leaders guide and monitor decisions, actions, and outcomes using the shared vision and goals.




Element 2C: Assessment and Accountability Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes, and student learning.





Element 3D: Fiscal and Human Resources Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.

Element 4A: Parent and Family Engagement Leaders meaningfully involve all parents and families, including underrepresented communities, in student learning and support programs.

Element 4B: Community Partnerships Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready for college and career.


4

Leaders leverage and integrate community resources and services to meet the varied needs of all students.

STANDARD 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.

Element 5A: Reflective Practice Leaders act upon a personal code of ethics that requires continuous reflection and learning.

Element 5B: Ethical Decision-Making Leaders guide and support personal and collective actions that use relevant evidence and available research to make fair and ethical decisions.

Element 5C: Ethical Action Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decision on behalf of all students.

STANDARD 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal, and cultural contexts affecting education policies and practices.

Element 6A: Understanding and Communicating Policy Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment.

Element 6B: Professional Influence Leaders use their understanding of social, cultural, economic, legal, and political contexts to shape policies that lead all students to graduate ready for college and career.



California Professional Standards for Educational Leaders Performance Expectations (CAPEs)





The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome

5

barriers. The teacher-leader holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.







6




Grading Criteria


Site Mentor Agreement 10 pts.

Site Visit 30 pts.

Action Research Project Proposal 40 pts.

Communication Log 10 pts.


TOTAL 100 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%



Late Work






Written Assignments











7


















Academic Honesty

















8


EDAD 6810 – Fieldwork I

September 6 (Tuesday)

Due by 7 a.m.:

Site Mentor Agreement


Due by 7 a.m.:

Action Research Project Proposal


Due by 7 a.m.:

Communication Log

December 2 (Friday)

Due by midnight:


SITE VISIT

Arrange a date and time to meet with the instructor and your site

mentor, at your school site, within the first two weeks of October.

9


Site Mentor Agreement – 10 points

You will select a mentor at your school site who holds a valid California Administrative License.

You must complete the Site Mentor Information Form found on Blackboard and have your site

mentor sign it. You will scan the signed form and submit it on Blackboard.

If you submit the signed, completed form by the due date, you will earn 10 points. If you do not

meet these requirements, you will be awarded zero points.

Site Visit – 30 points

You will arrange a time for your instructor to meet with you at your school site to discuss your

Action Research Project. This meeting should occur with your site mentor. Please arrange to

hold this visit within the first two weeks of October.

If you arrange to meet with the instructor and your site mentor by the due date, you will earn 30

points. If you do not meet these requirements, you will be awarded zero points.

Action Research Project Proposal – 40 points

Action Research Project Proposal

You will submit an action research project proposal specifying how the need for your project

emerged from school data, how the project is focused on leading adults to improve student

learning, and which evaluations are in place in order to monitor teaching processes and student

outcomes.

Your plan should include:

a statement of the problem which highlights the need for your project (this should emerge

from an examination of school data),

the purpose of the project,

the site where your project will take place and the participants in your project,

the action steps of your project (what you will do for your project), and

the evaluation instruments you will use to measure outcomes for adults and for students

(e.g., survey, focus group or interview questions).


4 3 2 1

Organization Information presented is complete and in logical order. Includes all required components of the project. Easy to follow.

Information presented is nearly complete and presented in logical sequence. Includes all required components.

Some information presented out of sequence or illogically. Missing some required components.

Poor sequence or illogical presentation of information. Missing some or all required components.

10

Planning for Instructional Leadership

Articulates a clear and solid approach in organizing and planning the leadership of adults in a way that impacts student learning. Illustrates how standards and guidelines will be used to drive instruction based on the unique needs of learners. Includes supporting data and complete description of intervention to be used.

Articulates a general and basic approach in organizing and planning the leadership of adults in a way that impacts student learning. Some illustration of how standards and guidelines will be used to drive instruction based on the unique needs of learners. Includes few examples of supporting data and a description of intervention to be used.

States a vague approach in organizing and planning the leadership of adults in a way that impacts student learning. Includes little illustration of how standards and guidelines will be used to drive instruction based on the unique needs of learners. Limited use of supporting data and limited description of intervention to be used.

Lacks an approach in organizing and planning leadership of adults in a way that impacts student learning. Illustration of how standards and guidelines will be used to drive instruction based on the unique needs of learners is missing. Lacks supporting data and provides an incomplete description of the intervention to be used.

Linking Assessment

to Instruction

Reflects a deep understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Proposed assessments are to be used for formative and summative purposes such as screening, diagnosis, placement, and progress monitoring. Provides examples of methods to be used that use grade level or school-wide data to implement and revise instructional programs.

Reflects a general understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Some proposed assessments to be used for formative and summative purposes. Provides few examples of methods to be used that use grade level or school-wide data to implement and revise instructional programs.

Reflects a limited understanding of how assessment drives instructions, including the place of informal and curriculum-embedded assessments. Proposes few assessments to be used for either formative or summative purposes. Hardly provides any examples of methods to be used that use grade level or school-wide planning data to implement and revise instructional programs.

Reflects lack of understanding of how assessment drives instruction, including informal and curriculum-based assessments. Proposed assessments are to be used for either formal or summative purposes, but not both. No examples of methods to be used that use grade level or school-wide assessment data to implement and revise instructional programs.

Evaluating Instructional Interventions

Clearly and effectively proposes how to collect data and analyze results of the instructional intervention. Provides complete examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Clearly proposes how to collect data and analyze results of the instructional intervention. Provides partial examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Vaguely proposes how to collect data and analyze results of the instructional intervention. Provides unclear examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Lacks proposal of how to use data and analyze results of instructional intervention. Provides no or unclear examples of methods and data to be used to evaluate professional development regarding instructional interventions.

Form and Mechanics

Abides consistently by the basic principles of effective writing and APA documentation guidelines.

Abides generally by the basic principles of effective writing and APA documentation guidelines, with low level errors.

Does not abide generally by the basic principles of effective writing and APA documentation guidelines, with several low and high level errors.

Does not adhere by the basic principles of effective writing and APA documentation guidelines, with serious low and high level errors.

11

Communication Log – 10 points

You will keep a comprehensive log of the communication you had, the meetings you conducted

or attended, and the time you spent this semester on your action research project. The form to

complete this assignment can be found on Blackboard. Please have your site mentor sign the

form in order to verify your communication and work, then scan the signed document and submit

it on Blackboard.









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SITE MENTOR AGREEMENT Thank you for your willingness to assist our candidate with her or his fieldwork. Your guidance and support will be essential to the candidate’s success in the CSUB educational administration program and in the quality of his or her action research. Name of CSUB Fieldwork Candidate: Site Mentor Name: Site Mentor Position: Site Mentor E-mail Address: Site Mentor Phone Number: Name of School Site: Address of School Site: (please include city and zip code) Phone Number of School Site: I have discussed the CSUB Action Research Project requirements with the fieldwork candidate, whom I have committed to support and mentor. I verify that I hold a valid California Administrative Services Credential. I agree to meet with this candidate when needed, submit input on this candidate’s competencies in each of the CPSEL standards throughout the program, and help to evaluate the candidate’s action research project upon its completion. Site Mentor Signature: ____________________________________________ Date: _______________

13

ACTION RESEARCH PROJECT

The Action Research Project simulates the role of the administrator to influence adult behavior in order to improve student outcomes. It is the same process a leader might use to make decisions in order to change student achievement outcomes. Steps in this process include identifying a problem, determining a strategy to deal with the problem, collecting and analyzing data, setting measurable outcomes, training adults, and monitoring student achievement. The Action Research Project also affords candidates the opportunity to practice behaviors consistent with the leadership dispositions of successful school leaders. All students will present their Action Research Project to colleagues and a panel of sitting school leaders in May. Project Requirements Your final Action Research Project must include the following criteria:

1. You must choose a project that will showcase how you exhibited leadership of adults in a way that influenced student learning.

2. You must discuss each of the following elements of your project:

Statement of the Problem

Purpose of the Project

Review of the Literature

Site and Participants

Project Action Steps

Evaluation Instruments

Outcomes/Findings of the Project

Implications for CPSEL

3. You must demonstrate effective presentation skills. Your final paper and presentation are worth 100 points and will be graded as follows:

4 3 2 1

Organization Information presented was complete and in logical order. Included all required components of the project. Easy to follow. Very well-timed and well-paced.

Information presented was nearly complete and presented in logical sequence. Included all required components. Pace and timing appropriate.

Some information presented out of sequence or illogically. Missing some required components. Some pacing and timing problems.

Poor sequence or illogical presentation of information. Missing some or all required components. Presentation not well timed.

Planning for instructional leadership

Articulates a clear and solid approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a research-

Articulates a general and basic approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a rationale for

States a vague approach in organizing and planning the leadership of adults in a way that impacts student learning. Reflects a general rationale for

Lacks an approach in organizing and planning leadership of adults in a way that impacts student learning. Vague rationale for

14

based rationale for instructional choices and decisions. Illustrates how standards and guidelines drive instruction based on the unique needs of learners. Includes supporting data and complete description of intervention.

instructional decisions. Some illustration of how standards and guidelines drive instruction based on the unique needs of learners. Includes few examples of supporting data and a description of intervention.

instructional decisions. Includes little illustration of how standards and guidelines drive instruction based on the unique needs of learners. Limited use of supporting data and limited description of intervention.

instructional decisions. Missing illustration of how standards and guidelines drive instruction based on the unique needs of learners. Lacks supporting data and provides an incomplete description of the intervention.

Linking assessment

to instruction

Reflects a deep understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Assessments are used for formative and summative purposes such as screening, diagnosis, placement, and progress monitoring. Provides examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a general understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Some assessments are used for formative and summative purposes. Provides few examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a limited understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Few assessments are used for either formative or summative purposes. Hardly provides examples of methods that use grade level or school-wide planning data to implement and revise instructional programs.

Reflects lack of understanding of how assessment drives instruction, including informal and curriculum-based assessments. Assessments are used for either formal or summative purposes, but not both. No examples of methods that use grade level or school-wide assessment data to implement and revise instructional programs.

Evaluating instructional interventions

Clearly and effectively presents data and results of the instructional intervention. Provides complete examples of methods and data used to evaluate professional development regarding instructional interventions.

Clearly presents data and results of the instructional intervention. Provides partial examples of methods and data used to evaluate professional development regarding instructional interventions.

Vaguely presents data and results of the instructional intervention. Provides unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Lacks data and results of instructional intervention. Provides no or unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Delivery Expresses ideas fluently, in own words, with little reliance on notes. Genuinely interested and enthusiastic. Exceptional voice mannerisms, body language, and communication skills. Exceptional quality of presentation materials.

Relied little on notes. Displayed interest and enthusiasm. Good voice mannerisms, body language, and communication skills. Good quality of presentation materials.

Read small parts of material. Occasionally struggled to find words. Displayed interest and enthusiasm. Sometimes used inappropriate voice mannerisms, body language, and communication skills. Moderate quality of presentation materials.

Relied extensively on notes. Unenthused and monotonous. Poor voice mannerisms, body language, and communication skills. Poor quality of presentation materials.

Total Score:

15

Part I – Needs Assessment – to be collected Fall Semester Objective: To collect data about your school in order to determine which needs your project might address.

Steps:

Collect relevant school data (e.g., demographic data, assessment data, etc.). Be sure to disaggregate the data and be as specific as possible.

Analyze the data you collected and begin to identify patterns and/or trends in order to determine a problem or an area of need on which you can concentrate for your ARP.

Meet with your site mentor and your course instructor and present your findings and your idea for a project.

Part II – Project Plan – due Fall Semester Objective: To identify the outcomes, measurement instruments, and steps to meet your project goal.

Steps:

Determine who will participate in your project (i.e., which adults and which students).

Identify what the targeted adults will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for adults (e.g., survey, observation, etc.).

As a result of the changes the adults made, student outcomes should also change positively.

Identify what the targeted students will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for students (e.g., district benchmark, text assessment, teacher-made assessment, etc.).

Identify what impact you believe your ARP will have on the state assessment.

Write an Action Research Project Proposal for your project based on the information you gathered in Parts I and II and submit it on Blackboard.

Part III – Project Implementation – due Spring Semester Objective: To collect the post-data and reflect on the changes in the adults and students who participated in the project.

Steps:

Complete an Action Research Project Goal Report and submit it on Blackboard.

Implement each of the steps in your plan.

Deploy your measurement instruments to discover how the project influenced student learning, as well as how it influenced changes in practice in the adults you led.

Have your site mentor review the activities you have completed to accomplish your project and sign the Site Mentor Verification form. Scan the form with your mentor’s signature and submit it on Blackboard.

Part IV – Written and Visual Presentation of Results – due Spring Semester Prepare a written report and visual presentation describing your project and its results, then present them.

COMMUNICATION LOG The purpose of the communication log is to capture your communication with your mentor, your field-based project group, your course instructor, or anyone else who helps you to implement your Action Research Project. Log relevant communication such as meetings, phone calls, e-mail messages, etc. You may insert additional rows as needed. After completing the communication log, have it verified and signed by your site mentor. Then scan the signed document and submit it on Blackboard. Name of Candidate: Semester: Fall/Spring

Date Person/Group Title Communication Summary

Site Mentor Signature _______________________________________________________________________________ Date ______________________

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EDAD 6820

Fieldwork II

3 Semester Units

Spring 2017

Independent Study

Syllabus Disclaimer





of these changes.


Office: EDUC 233

Office Hours: Tuesday, 10:30 a.m. to 12 p.m.

Wednesday, 10 a.m. to 12 p.m.

Thursday, 10:30 a.m. to 12 p.m.

or by appointment


Phone: 661-654-3080

Course Description

This course prepares candidates at the school level for actual job performance in both

supervision and administrative work. Students will have exposure to the essential themes,

concepts, and skills related to the performance of administrative services. Each student will

develop a professional perspective by examining contemporary administrative practices and

schooling policies in relation to fundamental issues, theories, and research in education. Students

will determine their progress in relationship to the California Professional Standards for

Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL

Performance Expectations (CAPEs) as they research, plan, implement, and evaluate their action

research project and other fieldwork activities. Fieldwork activities will be conducted with an

instructional leadership focus. Field experiences include intensive experiences both in the day-to-

day functions of school leaders or administrators and in longer-term policy design and

implementation that address state and national policy standards for educational leaders.



theories and concepts outlined in the following six CPSEL.


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STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students.

Element 1A: Student-Centered Vision Leaders shape a collective vision that uses multiple measures of data and focuses on equitable access, opportunities, and outcomes for all students.

Element 1B: Developing Shared Vision Leaders engage others in a collaborative process to develop a vision of teaching and learning that is shared and supported by all stakeholders.

Element 1C: Vision Planning and Implementation Leaders guide and monitor decisions, actions, and outcomes using the shared vision and goals.




Element 2C: Assessment and Accountability Leaders develop and use assessment and accountability systems to monitor, improve, and extend educator practice, program outcomes, and student learning.





Element 3D: Fiscal and Human Resources Leaders align fiscal and human resources and manage policies and contractual agreements that build a productive learning environment.

STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT Education leaders collaborate with families and other stakeholders to address diverse student and community interests and mobilize community resources.

Element 4A: Parent and Family Engagement Leaders meaningfully involve all parents and families, including underrepresented communities, in student learning and support programs.

Element 4B: Community Partnerships Leaders establish community partnerships that promote and support students to meet performance and content expectations and graduate ready for college and career.


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Leaders leverage and integrate community resources and services to meet the varied needs of all students.

STANDARD 5: ETHICS AND INTEGRITY Education leaders make decisions, model, and behave in ways that demonstrate professionalism, ethics, integrity, justice, and equity and hold staff to the same standard.

Element 5A: Reflective Practice Leaders act upon a personal code of ethics that requires continuous reflection and learning.

Element 5B: Ethical Decision-Making Leaders guide and support personal and collective actions that use relevant evidence and available research to make fair and ethical decisions.

Element 5C: Ethical Action Leaders recognize and use their professional influence with staff and the community to develop a climate of trust, mutual respect, and honest communication necessary to consistently make fair and equitable decision on behalf of all students.

STANDARD 6: EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal, and cultural contexts affecting education policies and practices.

Element 6A: Understanding and Communicating Policy Leaders actively structure and participate in opportunities that develop greater public understanding of the education policy environment.

Element 6B: Professional Influence Leaders use their understanding of social, cultural, economic, legal, and political contexts to shape policies that lead all students to graduate ready for college and career.



California Professional Standards for Educational Leaders Performance Expectations (CAPEs)





The teacher-leader examines and responds to equity issues related to race, diversity, poverty, and access in order to help the school or project achieve the mission and vision. The teacher-leader identifies potential barriers to accomplishing the vision and effective ways to work with others to address and overcome

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barriers. The teacher-leader holds him/herself and others accountable for exhibiting personal and professional ethics, integrity, justice, and fairness.







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Grading Criteria


Action Research Goal Report 10 pts.

Site Visit 20 pts.

Action Research Project Paper and Presentation 100 pts.

Communication Log 10 pts.


TOTAL 150 pts.


Course Evaluation


A 90% - 100%

B 80% - 89%

C 70% - 79%

D 60% - 69%

F Average below 60%


EDAD 6820 – Fieldwork II

January 30 (Monday)

Due by 7 a.m.:

Action Research Goal Report

May 5 (Friday)

Due by midnight:


*May 6 (SATURDAY)*

Presentations will begin at 9 a.m.

Action Research Project Paper and Presentation

May 8 (Monday)

Due by 7 a.m.:

Communication Log

SITE VISIT

Arrange a date and time to meet with the instructor and your site

mentor, at your school site, within the last two weeks of March.

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Late Work






Written Assignments




























Academic Honesty




7











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Action Research Goal Report – 10 points

In order to keep on track with the completion of your Action Research Project, you will submit

the goals you want to accomplish this semester in relation to your project, as well as the dates

when you would like to have them accomplished. Using the template located under Course

Documents on the EDAD 6820 Blackboard site, you will:

List the goals you plan to accomplish this quarter in relation to your Action Research

Project (at least 3 for adults and 2 for students).

Describe the processes you will undertake to complete each goal.

List the dates you plan to implement and complete each goal.

List the data you plan to collect and when you plan to collect it.

Describe how you will involve other adults in your project, such as your mentor or the

teachers you are leading as part of your project.


Includes 3 goals for adults 6 pts.

Includes 2 goals for students 2 pts.

Includes all other required information on template 2

TOTAL 10 pts.

Site Visit – 20 points

You will arrange a time for your instructor to meet with you at your school site to discuss your

Action Research Project. This meeting should occur with your site mentor. Please arrange to

hold this visit within the first two weeks of March.

If you arrange to meet with the instructor and your site mentor by the due date, you will earn 20

pints. If you do not meet these requirements, you will be awarded zero points.

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Action Research Project Paper and Presentation – 100 points

You will submit a paper detailing your Action Research Project and present your completed

project, showcasing how you exhibited leadership of adults in a way that influenced student

learning.

Your paper and presentation should include:



Review of the Literature (abbreviated, approximately 2-3 pages)






A rubric showing how this assignment will be graded can be found on pages 10-11 of this

syllabus.

Communication Log – 10 points

You will keep a comprehensive log of the communication you had, the meetings you conducted

or attended, and the time you spent this quarter on your action research project. The form to

complete this assignment can be found on Blackboard. Please have your site mentor sign the

form in order to verify your communication and work, then scan the signed document and submit

it on Blackboard.









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ACTION RESEARCH PROJECT

The Action Research Project simulates the role of the administrator to influence adult behavior in order to improve student outcomes. It is the same process a leader might use to make decisions in order to change student achievement outcomes. Steps in this process include identifying a problem, determining a strategy to deal with the problem, collecting and analyzing data, setting measurable outcomes, training adults, and monitoring student achievement. The Action Research Project also affords candidates the opportunity to practice behaviors consistent with the leadership dispositions of successful school leaders. All students will present their Action Research Project to colleagues and a panel of sitting school leaders in May. Project Requirements Your final Action Research Project must include the following criteria:

1. You must choose a project that will showcase how you exhibited leadership of adults in a way that influenced student learning.

2. You must discuss each of the following elements of your project:



Review of the Literature






3. You must demonstrate effective presentation skills. Your final paper and presentation are worth 100 points and will be graded as follows:

4 3 2 1

Organization Information presented was complete and in logical order. Included all required components of the project. Easy to follow. Very well-timed and well-paced.

Information presented was nearly complete and presented in logical sequence. Included all required components. Pace and timing appropriate.

Some information presented out of sequence or illogically. Missing some required components. Some pacing and timing problems.

Poor sequence or illogical presentation of information. Missing some or all required components. Presentation not well timed.

Planning for instructional leadership

Articulates a clear and solid approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a research-

Articulates a general and basic approach in organizing and planning the leadership of adults in a way that impacts student learning. Articulates a rationale for

States a vague approach in organizing and planning the leadership of adults in a way that impacts student learning. Reflects a general rationale for

Lacks an approach in organizing and planning leadership of adults in a way that impacts student learning. Vague rationale for

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based rationale for instructional choices and decisions. Illustrates how standards and guidelines drive instruction based on the unique needs of learners. Includes supporting data and complete description of intervention.

instructional decisions. Some illustration of how standards and guidelines drive instruction based on the unique needs of learners. Includes few examples of supporting data and a description of intervention.

instructional decisions. Includes little illustration of how standards and guidelines drive instruction based on the unique needs of learners. Limited use of supporting data and limited description of intervention.

instructional decisions. Missing illustration of how standards and guidelines drive instruction based on the unique needs of learners. Lacks supporting data and provides an incomplete description of the intervention.

Linking assessment

to instruction

Reflects a deep understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Assessments are used for formative and summative purposes such as screening, diagnosis, placement, and progress monitoring. Provides examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a general understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Some assessments are used for formative and summative purposes. Provides few examples of methods that use grade level or school-wide data to implement and revise instructional programs.

Reflects a limited understanding of how assessment drives instruction, including the place of informal and curriculum-embedded assessments. Few assessments are used for either formative or summative purposes. Hardly provides examples of methods that use grade level or school-wide planning data to implement and revise instructional programs.

Reflects lack of understanding of how assessment drives instruction, including informal and curriculum-based assessments. Assessments are used for either formal or summative purposes, but not both. No examples of methods that use grade level or school-wide assessment data to implement and revise instructional programs.

Evaluating instructional interventions

Clearly and effectively presents data and results of the instructional intervention. Provides complete examples of methods and data used to evaluate professional development regarding instructional interventions.

Clearly presents data and results of the instructional intervention. Provides partial examples of methods and data used to evaluate professional development regarding instructional interventions.

Vaguely presents data and results of the instructional intervention. Provides unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Lacks data and results of instructional intervention. Provides no or unclear examples of methods and data used to evaluate professional development regarding instructional interventions.

Delivery Expresses ideas fluently, in own words, with little reliance on notes. Genuinely interested and enthusiastic. Exceptional voice mannerisms, body language, and communication skills. Exceptional quality of presentation materials.

Relied little on notes. Displayed interest and enthusiasm. Good voice mannerisms, body language, and communication skills. Good quality of presentation materials.

Read small parts of material. Occasionally struggled to find words. Displayed interest and enthusiasm. Sometimes used inappropriate voice mannerisms, body language, and communication skills. Moderate quality of presentation materials.

Relied extensively on notes. Unenthused and monotonous. Poor voice mannerisms, body language, and communication skills. Poor quality of presentation materials.

Total Score:

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Part I – Needs Assessment – to be collected Fall Semester Objective: To collect data about your school in order to determine which needs your project might address.

Steps:

Collect relevant school data (e.g., demographic data, assessment data, etc.). Be sure to disaggregate the data and be as specific as possible.

Analyze the data you collected and begin to identify patterns and/or trends in order to determine a problem or an area of need on which you can concentrate for your ARP.

Meet with your site mentor and your course instructor and present your findings and your idea for a project.

Part II – Project Plan – due Fall Semester Objective: To identify the outcomes, measurement instruments, and steps to meet your project goal.

Steps:

Determine who will participate in your project (i.e., which adults and which students).

Identify what the targeted adults will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for adults (e.g., survey, observation, etc.).

As a result of the changes the adults made, student outcomes should also change positively.

Identify what the targeted students will do differently as a result of this project.

Identify the instrument(s) you will use to measure the degree to which your project met your stated outcomes for students (e.g., district benchmark, text assessment, teacher-made assessment, etc.).

Identify what impact you believe your ARP will have on the state assessment.

Write an Action Research Project Proposal for your project based on the information you gathered in Parts I and II and submit it on Blackboard.

Part III – Project Implementation – due Spring Semester Objective: To collect the post-data and reflect on the changes in the adults and students who participated in the project.

Steps:

Complete an Action Research Project Goal Report and submit it on Blackboard.

Implement each of the steps in your plan.

Deploy your measurement instruments to discover how the project influenced student learning, as well as how it influenced changes in practice in the adults you led.

Have your site mentor review the activities you have completed to accomplish your project and sign the Site Mentor Verification form. Scan the form with your mentor’s signature and submit it on Blackboard.

Part IV – Written and Visual Presentation of Results – due Spring Semester Prepare a written report and visual presentation describing your project and its results, then present them.

ACTION RESEARCH GOAL REPORT

Instructions:

List the goals you plan to accomplish this quarter in relation to your Action Research Project (at least 3 for adults and 2 for students). Add lines to the template as necessary.

Describe the processes you will undertake to complete each goal.

List the dates you plan to implement and complete each goal.

List the data you plan to collect and when you plan to collect it.

Describe how you will involve other adults in your project, such as your mentor or the teachers you are leading as part of your project.

Adult Goals

Goal

Processes to Undertake

Implementation & Completion Dates

Data to Collect

How can I involve

other adults?

Student Goals

Goal

Processes to Undertake

Implementation & Completion Dates

Data to Collect

How can I involve

other adults?

COMMUNICATION LOG The purpose of the communication log is to capture your communication with your mentor, your field-based project group, your course instructor, or anyone else who helps you to implement your Action Research Project. Log relevant communication such as meetings, phone calls, e-mail messages, etc. You may insert additional rows as needed. After completing the communication log, have it verified and signed by your site mentor. Then scan the signed document and submit it on Blackboard. Name of Candidate: Semester: Fall/Spring

Date Person/Group Title Communication Summary

Site Mentor Signature _______________________________________________________________________________ Date ______________________