The Professional School Leader Abilene Paradox · concentrations: Instructional Leadership, TESOL, Gifted Education, Special Education, and Reading and Literacy program concentrations

STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may NOT be the one that your individual instructor uses for a course that has not yet

started. If you need to verify course textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material of APUS.

Education EDU 509

The Professional School Leader Credit Hours = 3

Length of Course = 16 weeks Prerequisites: None

FIRST COURSE in the Program

This course will serve as the pre-requisite for all courses in the M.Ed. Teaching program concentrations: Instructional Leadership, TESOL, Gifted Education, Special Education, and Reading and Literacy program concentrations.

Instructor Information APUS Faculty

Course Description (Catalog) Introduction The overarching philosophy of The Professional School Leader will be to examine the requisite skills one needs to acquire in becoming an effective leader. The activities that are listed below will go a long way in having the potential leader examine the qualities of effective leadership. Warren Bennis provides the classic definition of Leadership, and Kotter presents the effective approach to leading change. William Bridges presents the concept of the importance of transitions when one is attempting to lead change. Interpersonal skills are very important with regard to defusing difficult situations and building good will with staff and parents. Covey’s Emotional Bank Account metaphor as well as the Abilene Paradox will be presented and students will be expected to respond. Both of these metaphors illustrate the need for effective communication. The concept of the Professional Leaning Community by DuFour parallels the need for creating effective communication. Students will be expected to construct an administrative philosophy that will function as a hybrid between an evaluation of the school community and the administrative approach they would wish to take if given the opportunity to lead. (No prerequisite; this is required as the FIRST COURSE in the program but may be taken concurrently with another course.)

Course Scope This course will lay the foundation for the entire degree program, providing familiarity with on-line learning and an understanding of the requirements for being successful in the APUS program. Students will analyze the concept of “the professional educator,” what that implies, and how one develops an advanced level of professional competency and expertise. Students will interact with their instructors and other practicing teachers to discuss and gain a better understanding of various K-12 educational issues and how these impact their classrooms. STANDARDS FOR All

State and national standards underpin this course and are listed below. The standards for each concentration in the M.Ed. program are supported by the following organizations:

• All Master of Education concentrations – National Board of Professional Teaching Standards • Special Education – Council for Exceptional Children • English Language Learners – Teachers of English for Speakers of Other Languages • Elementary Reading – International Reading Association • Curriculum and Instruction for Elementary Teachers – WV Professional Teaching Standards

Course Objectives After successfully completing this course, students will be able to:

1. Use the on-line platform for effective communication and learning. 2. Use the APUS on-line library for research and information. 3. Be able to consume and understand the various research techniques used in K-12

education, with a special emphasis on Action Research. 4. Demonstrate effective use of media and technology for writing, learning, teaching, and

professional development. 5. Understand the various past and present issues, ideas, and trends that shape education in

leadership. 6. Demonstrate an understanding of one’s classroom experiences as it relates to the

formation of an educational philosophy and student achievement. 7. Begin to develop a vision for growth as a professional leader who creates and sustains

active learning environments.

Course Delivery Method This course, delivered via distance learning, will enable students to complete academic work in a flexible manner, completely online. Course materials and access to an online learning management system will be made available to each student. Online assignments are due by Sunday evening (11:29 PM Eastern Time) of the week as noted and include Discussion Board questions (accomplished in groups through a threaded discussion board), and individual assignments (submitted for review to the Faculty Member). Assigned faculty will support the students throughout this 16-week course.

Course Materials Required Course Textbooks: Bennis, W. (1999).On becoming a leader. Wilmington, MA: Perseus.

Bridges, W. (2009). Managing transitions making the most of change (3rd.ed.). Philadelphia, PA: Da Capo Press.

Covey, S. (1989).Seven Habits of Highly Successful People. New York, NY: Free Press. Dufour, R. & Eaker, W. (1998).Professional learning communities at work. Bloomington, Ind. Solution Tree. Fisher, R. & Eury, W. (1999) Getting to yes: negotiating agreement without giving in (2nd ed.). New York, N.Y.: Penguin Books Kotter, J. (1996). Leading change (3rd ed.). Cambridge, MA: Harvard Business Press. References Haller, E. J. & Kleine, P.F. (2001). Using Educational Research: A School Administrator’s Guide. New York: Allyn & Bacon. Publication Manual of the American Psychological Association (5th ed.). (2001). Washington,

D.C.: American Psychological Association. Additional Web Resources: In addition to the required course text, the following public domain Websites are useful. Please abide by the university’s academic honesty policy when using Internet sources. Note that Web site addresses are subject to change. American Association of School Administrators (AASA) http://www.aasa.org/ APA Format (6th edition) http://www.apa.org Education Week http://www.edweek.org/ew/index.html Educational Leadership Constituent Council (ELCC) Standards http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf International Society for Technology in Education (ISTE) http://www.iste.org/ Interstate School Leaders Licensure Consortium (ISLLC) Standards http://www.ccsso.org/content/pdfs/isllcstd.pdf National Association of Elementary School Principals (NAESP) http://www.naesp.org/ National Association of Secondary School Principals (NASSP) http://www.nassp.org/s_nassp/index.asp?TRACKID=

http://www.aasa.org/

http://www.apa.org/

http://www.edweek.org/ew/index.html

http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf

http://www.iste.org/

http://www.iste.org/

http://www.ccsso.org/content/pdfs/isllcstd.pdf

http://www.naesp.org/

http://www.nassp.org/s_nassp/index.asp?TRACKID

National Board for Professional Teaching Standards (NBPTS) http://www.nbpts.org/ National Community Education Association http://ncea.com/ National Council for Accreditation of Teacher Education (NCATE) http://www.ncate.org/ National Policy Board for Education Administration (NPBEA) http://www.npbea.org/ Weekly Discussion Board Weekly Discussion Board Activities Throughout the semester you will write responses to questions in each module (weeks 1 –16). These responses, also called Posts, will involve analyzing readings, comparing and contrasting the views of authors, and critiquing arguments presented by the readings or the class. Posts will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Posts should be a minimum of 300 words in length, while responses should be about 100 words in length. Developing conversations with at least two of your classmates is required as part of your grade for each question. Initial posts should be made by Thursday of each week and conversational responses should be initiated by Sunday of each week. Documentation is required when referencing assigned research and additional research.

Discussion Board Topics include the following areas of study: Week 1: Introduction: Tell us about yourself Week 2: Resources for your Master’s Program/Online Library Visit Weeks 3-4: Stephen Covey and Pedro Noquera Lecture Weeks 5-6: “Abilene Paradox”, Warren Bennis and John Kotter Week 7: Action Research Week 9: History and Personal Philosophy of Education Week 11 Diffusing Difficult Situations and “Getting to Yes” Weeks 13 Professional Learning Communities Week 15: No Child Left Behind Week 16: Final Reflection

Responses and discussion should abide by the University Netiquette policy. The purpose of the discussion board activities is to expand your learning opportunities by engaging in academic and thought-provoking asynchronous conversation with your classmates and instructor. The instructor’s role is to facilitate the learning process by participating in the discussions and moving conversations by promoting an advanced level of inquiry. In general, unless otherwise noted, you are expected to respond to the discussion board(S) for that week with your own post by the end of Thursday and then respond to at least two other classmates by the end of Sunday.

Points = Grade 16 points = 100% = A 15 points = 94% = A 14 points = 88% = B 13 points = 81% = B-

http://www.nbpts.org/

http://ncea.com/

http://www.ncate.org/

http://www.npbea.org/

12 points = 75% = C 11 points = 69% = F

Discussion Board Rubric

APUS GRADUATE DISCUSSION BOARD

RUBRIC

EXEMPLARY LEVEL 4

ACCOMPLISHED LEVEL 3

DEVELOPING LEVEL 2

BEGINNING LEVEL1

SYNTHESIS OF KNOWLEDGE

(FOCUS/THESIS)

Learner exhibits a defined and clear understanding of the discussion questions. Response is well constructed to help guide the reader throughout the assignment. Learner builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements. In addition, the learner generates discussion with at least 2 classmates.

Establishes a good comprehension of topic and in the building of the thesis. Learner demonstrates an effective presentation of thesis, with most support statements helping to strengthen the key focus of assignment.

Learner exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While a thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While learner has included a few supporting facts and statements, this has limited the quality of the assignment.

Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Learner’s writing is weak in the inclusion of supporting facts or statements. Learner does not engage in class discussion.

FOUNDATION OF KNOWLEDGE

Learner demonstrates proficient command of the subject matter in the discussion. Post shows an impressive level of depth of learner’s ability to relate course content to practical examples and applications. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Learner exhibits above average usage of subject matter in discussion. Learner provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of learner’s current level of subject matter knowledge.

Learner’s discussion has a general, fundamental understanding of the course material. Whereas, there are areas of some concern in the linkages provided between facts and supporting statements. Learner generally explains concepts, but only meets the minimum requirements in this area.

Learner tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Learner presents concepts in isolation, and does not have a logical sequencing of ideas.

APPLICATION OF KNOWLEDGE

(CRITICAL THINKING SKILLS)

Learner demonstrates a higher-level of critical thinking necessary for graduate level work.

Learner exhibits a good command of critical thinking skills in the presentation of material and

Learner takes a common, conventional approach in guiding the reader through

Learner demonstrates beginning understanding of key concepts, but overlooks critical

Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Learner provides well-supported ideas and reflection with a variety of current and/or world views in the assignment. Learner presents a genuine intellectual development of ideas throughout assignment.

supporting statements. Discussion demonstrates the learner’s above average use of relating concepts by using a variety of factors.

various linkages and connections presented in assignment. However, learner presents a limited perspective on key concepts throughout assignment. Learner appears to have problems applying information in a problem-solving manner.

details. Learner is unable to apply information in a problem-solving fashion. Learner presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills.

RESEARCH SKILL

Learner provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by learner contributes significantly to the development of the overall thesis. Learner incorporates a variety of research resources and methodology in the preparation of discussion.

Learner achieves an above average synthesis of research, but interpretation is narrow in scope and description within assignment.

Post provides a basic perspective of learner’s research abilities.

Learner fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the learner’s need for additional help or training in this area. The discussion post is not of acceptable quality for graduate-level work.

Administrative Vision Plan Developing Your Administrative Vision Plan

In this assignment you will should develop and write a comprehensive leadership vision plan. In a sense this is a role-play where you have been hired to be principal of a school, and you are in the process of planning for the transition. This assignment should detail your personal philosophy of leadership, and should serve as a reflective document, which gives a sense of direction and actions that will meet the needs of the students within your school. You will need to prepare an outline for feedback from the instructor as part one of the assignment. Additionally, your platform must reflect the culture of your current school. In preparation for writing the platform, you should be well versed with the works of Covey, Bennis and DuFour. Your platform should be 8-10 pages and will include:

1. A school profile: Describe the culture of your school (e.g., student and staff population, language, disability, gender, race, socio-economic status, parent/community demographics, academic achievement). Include the current vision and goals of your school system, and how you might change them under your stewardship.

2. An administrative vision plan: Write an administrative vision plan, including the following:

a. Your personal philosophy of leadership - values, beliefs, and philosophies based on the theorists we have studied.

b. Your plan for:

i. Exercising your influence and authority

ii. Demonstrating moral and ethical leadership

iii. Sharing your influence in leadership – in other words, how will you work with others to create an effective learning environment.

c. An explanation of how your administrative vision plan is compatible with the stated vision and goals of your school system. If your platform is incompatible, please explain the justification for your choice.

3. A presentation to a group of any one or a combination of the following people: staff/ parents/ students/ community members detailing your administrative platform. You should include a reflection on this experience in the write-up that you submit at the end of the course. Your reflection should answer the following question:

a. Does the group feel that your administrative platform addresses the individual and collective needs of the school community?

b. Who are the members of your group? Please identify by role or position.

c. Do the members of your group see the need for a leader to have an administrative platform?

d. What challenges would you as a leader face in implementing the vision plan?

“It helps to know the rules of the game before you play the game; and it helps to know the rules before you try to change them to your advantage. Either way, a keen understanding of the industry is the starting point for any school district” (Michaels, 2007). Each of you has entered into a unique educational program here at American Public University System. In order to fully understand and appreciate the nature of your district’s school-community relationship, you are to create a School-Community Profile that you will build on you throughout your courses here at APUS... In addition, much of your program relies on observation and hands-on training in the school environment. The primary goal of this project for this beginning class is to develop a rapport with your learning community and provide a Point of Contact (POC) from your school community for APUS personnel. A copy of your POC form will be kept on file with APUS and is to remain as part of your e-portfolio. The POC form is in the classroom under “Course Materials.” Save your files in the following format: YourName_SCProfile. All files should be saved as .doc, .docx. or .rtf (Rich Text Format) so that I can edit the documents and return them to you. The Administrative Vision Plan is due week 15 to the instructor. The profile should be between 12 – 15 pages not including the: title page, abstract, table of contents, references, according to APA documentation.

.

Administrative Vision Plan

EXEMPLARY LEVEL

4

ACCOMPLISHED LEVEL

3

DEVELOPING LEVEL

2

BEGINNING LEVEL

1

KNOWLEDGE AND COMPREHENSION

(Introduction)

Learner exhibits a defined and clear comprehension of the project goals. The introduction is clearly defined and well constructed to help guide the reader through the assignment establishing a picture of the learner’s community. Learner builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

Learner establishes a good comprehension of topic and in the building of the thesis. Learner demonstrates an effective presentation of thesis, with most support statements helping to strengthen the key focus of assignment.

Learner exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While the thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While Learner has included a few supporting facts and statements, this has limited the quality of the assignment.

Learner exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes. Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Learner’s writing is weak in the inclusion of supporting facts or statements.

http://www.apa.org/

APPLICATION OF KNOWLEDGE

(Critical Thinking Skills)

Learner demonstrates a higher-level of critical thinking necessary for graduate level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Learner provides well-supported ideas and reflection with a variety of current views. Learner presents a genuine intellectual development of ideas throughout project.

Learner exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Discussion demonstrates the learner’s above average use of relating concepts by using a variety of factors.

Learner takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, learner presents a limited perspective on key concepts throughout assignment. Learner appears to have problems applying information in a problem-solving manner.

Learner demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Learner presents confusing statements and facts in assignment. Learner’s writing lacks evidence or critical thinking skills.

ANALYSIS OF KNOWLEDGE

(Interpretation of Environment)

Learner explains and identifies important components of the school-community relationship. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence. Analysis includes recognizing patterns or concepts that affect the school-community and the discussion is representative of graduate level research.

Learner exhibits above average analysis of the school-community. Details and facts presented provide an adequate presentation of learner’s current level of the school community. Some inner-workings of the school-community relationship are identified.

Learner explains limited concepts important to the school community. Learner may fail to recognize patterns, events, or philosophies that influence the school-community relationship. Learner generally explains concepts, but only meets the minimum requirements in this area

Learner tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Learner presents concepts in isolation, and does not perceive to have a logical sequencing of ideas.

RESEARCH SKILL

Learner provides sophisticated synthesis of complex body of information in the preparation of the assignment. Research provided by learner contributes significantly to the development of the overall thesis. Learner incorporates a variety of research resources in the preparation of the project.


Assignment provides a basic perspective of learner’s research abilities.

Learner fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the Learner’s need for additional help or training in this area.

Points = Grade 16 points = 100% = A 15 points = 94% = A 14 points = 88% = B 13 points = 81% = B- 12 points = 75% = C 11 points = 69% = F

The Administrator Essay As a potential administrator, you will responsible for the students’ safety, welfare, and learning in the schools. In addition, you are accountable for additional administrative duties that reflect your position. Throughout this course you have learned the leadership theories of a number of important thought leaders. Using this knowledge, imagine that you are a principal of a school and have been summoned to appear at a board of education meeting to explain your next year’s achievement goals based on poor 4th grade reading scores from the current year. Use your knowledge of action research and prepare a brief overview for the board that outlines the research literature on student achievement and propose an intervention that will allow you to raise those scores. Use the following 3-5 page APA-formatted essay (title page, abstract, introduction, body, conclusion, and references). Save your files in the following format: YourName_AssignmentTitle. Consider the following questions as you explore your position: Outline of the board of education brief:

1. Introduction 2. Identification of the problem 3. Brief overview of the literature on student achievement 4. Provide any existing programs that address the issue of student achievement. 5. Recommendations 6. References

The Educator Essay is due Week 11

Points = Grade 24 points = 100% = A 23 points = 96% = A 22 points = 92% = A- 21 points = 88% = B+ 20 points = 83% = B- 19 points = 79% = C+ 18 points = 75% = C 17 points = 71% = F

Administrator Essay Rubric

EXEMPLARY

LEVEL 4 ACCOMPLISHED

LEVEL 3 DEVELOPING

LEVEL 2 BEGINNING

LEVEL1

IDENTIFIES PROFESSIONAL

GOAL (FOCUS/THESIS)

Learner exhibits a defined and clear understanding of the purpose of the assignment. Response is clearly identified and well constructed to help guide the reader throughout the assignment. Learner builds

Learner establishes a good comprehension of topic and in the building of the thesis. Learner demonstrates an effective presentation of thesis, with most support statements helping to

Learner exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While the thesis helps to guide the development of the assignment, the

Learner exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the thesis and development of key themes.

upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.

strengthen the key focus of assignment.

reader may have some difficulty in seeing linkages between thoughts. While the learner has included a few supporting facts and statements, this has limited the quality of the assignment.

Introduction of thesis is not clearly evident, and reader must look deeper to discover the focus of the writer. Learner’s writing is weak in the inclusion of supporting facts or statements.

PHILOSOPHY OF EDUCATION

Learner demonstrates proficient command of educational philosophy in the discussion. Essay shows an impressive level of depth of student’s ability to relate course content to personal, practical examples and applications. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Learner exhibits above average usage of educational philosophy in essay. Learner provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of learner’s current level of subject matter knowledge.

The discussion reveals that the learner has a general, fundamental understanding of the educational philosophy. Whereas, there are areas of some concern in the linkages provided between facts and supporting statements. Learner generally explains concepts, but only meets the minimum requirements in this area.


EVALUATES ETHICS

Learner demonstrates proficient command of ethics in education in the discussion. Essay shows an impressive level of depth of student’s ability to relate course content to personal, practical examples and applications. Learner provides comprehensive analysis of details, facts, and concepts in a logical sequence.

Learner exhibits above average usage of ethics in education in the essay. Learner provides above average ability to relate course content to examples given. Details and facts presented provide an adequate presentation of learner’s current level of subject matter knowledge.

The discussion reveals that the learner has a general, fundamental understanding of ethics in education. Whereas, there are areas of some concern in the linkages provided between facts and supporting statements. Learner generally explains concepts, but only meets the minimum requirements in this area.


SYNTHESIZES GOALS,

PHILOSOPHY, ETHICS, AND

COMMITMENT TO EDUCATION

Learner demonstrates a higher level of critical thinking necessary for graduate work. Learner provides a strategic approach for presenting examples problem solving or critical thinking while drawing conclusions which are not immediately obvious. Learner provides well-supported ideas and reflection with a variety current and/or world views in the assignment. Learner presents a genuine intellectual development of ideas throughout the assignment.

Learner exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, the leaner provides adequate conclusions with few errors.

Learner takes a common, conventional approach to guiding the reader through various linkages and connections presented in the assignment. However, learner presents a limited perspective on key concepts throughout the assignment. Learner appears to have problems applying information in a problem-solving manner.

Learner demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Learner presents confusing statements and facts in assignment. The assignment contains no evidence or little semblance of critical thinking skills.

ORGANIZATION OF

IDEAS/FORMAT

Learner thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Overall format of assignment includes appropriate abstract introduction, well-developed paragraphs and conclusion. Finished assignment demonstrates learner’s ability to plan and organize in a logical sequence.

Learner explains the majority of points and concepts in the assignment. Learner demonstrates good skill level for organizing and formatting material in the assignment. Learner presents above average level of preparedness, with few formatting errors.

Learner applies some points and concepts incorrectly. Learner uses a variety of formatting styles with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.

Assignment reveals formatting errors and lack of organization. Learner presents an incomplete attempt to link or explain key points.

WRITING SKILL

Learner provides sophisticated synthesis of complex body of information in the preparation of assignment. Research provided by learner contributes significantly to the development of the overall thesis. Learner incorporates a variety of research resources and methodology in the preparation of discussion.


Assignment provides a basic, but borderline perspective of learner’s research abilities.

Learner fails to provide an adequate synthesis of research collected for assignment. The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. The discussion post is not of acceptable quality for graduate-level work.

APA Quiz A chance to get to know APA, if you’re not already familiar with it! Grading Grading Components

Grade Instruments % of Final Grade Module Discussion Boards 44% Module Assignments 45% APA Quiz 1% Administrative Vision Plan 10% TOTAL 100%

The success of this course relies on quality participation based on thorough presentations of readings, research, and experience. It is necessary to bring to the classroom a high level of inquiry that promotes critical and analytical thinking for everyone. Through academic posts and engaging conversations, a learning community will emerge. In all participation and assignments, the instructor is looking for evidence of:

• demonstration of substantial knowledge, higher order thinking, analytic skills, and application of facts, concepts, terms, and processes learned/read/discussed;

• in-depth exploration of topic based upon research, theory, and observation; • critical contemplation, i.e., "grappling" with issues and topics; • appropriate use of knowledge learned; • imaginative thinking and responses to challenges/problems/issues; • exploring underlying assumptions about education and schooling; • clarity of expression and logical connection among ideas expressed; • writing that reflects precise and concise thinking; • materials that are exceptionally well presented in a professional manner (proofread,

readable, organized); • excellent grammar, syntax, and spelling • reference to assigned readings, external research, and proper APA documentation.

http://www.apa.org/

Week Topic Objectives Assignments Readings

1 Introduction and Thoughts on Education

1. Students will be able to understand the importance of listening in the process of leading. 2. Explore the APUS library and resources. Collect important details from SOE Student Handbook. 3. Understand the use of APA format. 4. Understand the term plagiarism as described in the student handbook 5. Students will be able to recognize true leadership models.

Week 1: Introduction and Thoughts on Education W1D1: Introduce yourself in the classroom. Share your program concentration, where you work or plan to work after completing your program, your family, and any hobbies or special interests. Create a "new" message in the db for your initial post. Then "reply" and "sub thread" your classmates in order to generate discussion. You are required to respond to at least 2 initial posts in the classroom. Refer back frequently during the week in order to respond to questions and comments made by classmates.

Visit the APUS library (link in the top right hand corner) and browse all of the available resources - including SmartThinking and ebraries. Name three resources that caught your attention during your tour. Briefly tell your colleagues why they caught your attention and how you can use each of them in your Master’s program at APUS.

Your initial post should be made no later than Thursday. Revisit the discussion board after Thursday and respond to a minimum of two peers.

W1A1: POC: Print out a copy of the POC form and take it to your site schools' administrator and HR office. A copy will be emailed to the Director of Internships and Certification at [email protected]. Please post in assignments when completed. Acknowledge that you have sent POC to Director of Internship and Certification at this e-mail: [email protected]

Covey video on “Indian Talking Stick”

2 Leadership and Communication

2. Develop an understanding of the need for effective communication as a

Week Two; Assignment One (W2A1): Stephen Covey and the Talking Stick. Discuss how the “Talking Stick” metaphor might be useful in either your life or

1. Stephen Covey – Seven Habits of Highly Effective People.

2. Video on Emotional Bank Account metaphor.

mailto:[email protected]

leader.

professional venue.

W2A2: Submit an outline of Administrative Vision Plan to your instructor. . W2Q1: Quiz: Complete the quiz on APA format.

3

The Emotional Bank Account and Servant Leadership

1. Students will understand the concepts of Servant Leadership and the Emotional Bank Account 2. Noguera lecture on minority student achievement in schools.

Title: W3D1: Dr. Pedro Noguera Video Due Date: Week 3

Discuss the Noguera videos with your classmates on the discussion board. Which video did you like better and why?

Use examples and include references in APA format. Your initial post should be made no later than Thursday. Be sure to revisit the discussion board and respond to a minimum of 2 peers. Engage your peers with relevant questions and points to encourage more discussion on the board.

4 Administrative

Vision Plan Part I

1.Students will understand the power of metaphor and paradox in describing human behavior

Title: W4A1: Administrative Vision Plan: School Profile Due Date: Week 4

Submit your administrative vision plan school profile to your instructor.

1. A school profile: Describe the culture of your school (e.g., student and staff population, language, disability, gender, race, socio-economic status, parent/community demographics, academic achievement). Include the current vision and goals of your school system, and how you might change them under your stewardship. Be sure all assignments are written in APA format and include a title and reference page.

Title: W4A2: Robert Greenleaf and Servant Leadership. Due Date: Week 4 Read the article (link provided) on Robert Greenleaf’s theory on Servant Leadership and provide commentary with your colleagues.

http://www.carolsmith.us/downloads/640greenleaf.pdf

5

Leadership and Leading Change in Education

1. Students will understand the importance of change and how one approaches this construct. 2. Students will understand that one must observe their environment prior to initiating change. .

Title: W5D1: Ethics and Education: Discuss the current state of education in terms of student rights and responsibilities. What rights do they have under the U.S. Constitution? For instance, do they have free speech in the school newspaper? What about locker searches; is that a violation of their rights? What is the student is 18 years old? What are some of the stories/issues you see in regards to this issue? Look up one of the educational lawsuits found at the Cornell site and discuss how it might still be used today. Title: W5A1: John Kotter and Warren Bennis on “Leading Change” After reading the works of Kotter and Bennis, describe when a leader would consider change. Bennis would probably agree that good leaders do not assume positions and immediately affect change. They tend to evaluate prior to acting. At what point would a leader decide to change?

1. Warren Bennis – On Becoming a Leader.

2. John Kotter – Leading Change

3. Jerry Harvey – The Abilene Paradox:The Management of Agreement.

http://www.carolsmith.us/downloads/640greenleaf.pdf

6

Ethics and in Education Philosophy of Education

1. Introduction to Ethics in leadership

Title: W6D1: Abilene Paradox Due Date: Week 5 . The Abilene Paradox is described in detail in the following article by Professor Jerry Harvey of George Washington University. After reading the article comment on the effect it might have on your approach to managing staff in a school. http://www.xecu.net/schaller/management/abilene.pdf Title: W6A1: Ethics and Case Studies Due Date: Week 6

W6A1: Gary Marx (2006) suggests that every course should have an ethics component and that “the ethical dimension should be addressed at all levels of education” (p. 209). Select a case from this module that you feel most strongly about. What would your response be to the specific case? What educational issues are of particular important from an ethical perspective? Please construct a 3-5 page essay in APA format. Be sure to include outside resources to support your points and a reference and title page. Reference: Marx, G. (2006). Future-focused leadership: Preparing schools, students, and communities for tomorrow's realities. Alexandria, VA: Association for Supervision and Curriculum Development.

1. Internet based reading

7 Action Research

1. Describe the importance of Action Research in education. 2. Apply Action Research

Title: W7D1: Action Research and Online Resources Due Date: Week 7

Review the George Mason University website and discuss your impressions of the information that has been provided.

Title: W7A1: Action Research

1. Internet based reading

Methodology to a problem in your setting.

Due Date: Week 7 Action research is a process for providing meaningful interventions for real achievement problems in schools. The overarching goal of the researcher is to bridge the gap between what is and what ought to be. Summarize, analyze and evaluate and Action Research/Research Study report of your choosing.

8 Mid-Term Reflection

1. Reflect on learned material. 2. Apply knowledge to case study 3. Evaluate strengths, weaknesses, and areas of concern.

Title: W8D1: Action Research Due Date: Week 8

What is action research and why is it important in education? An overview and several research links related to action research are included in module nine. Consider a scenario in your school district that could be evaluated through action research. Explain this scenario and how you would go about accomplishing your action research.

Title: W8A1: Mid-Term Reflection Due Date: Week 8 Reflective practice is an integral part of instructional leadership. One should always reflect daily on work performance and evaluate how one can improve. Reflect and evaluate what you have learned so far in the db, post your responses to the following questions: 1 How do you rate your participation and course involvement to date? 2 Do you have any questions or comments that you would like to make? 3 Identify one important learning moment so far in the course.

Discussion Board (DB) Rubric

Internet based reading.

https://online.apus.edu/educator/common/EDUC503/Rubric_DiscussionBoard.doc

9 History of Education

1 Understand the Servant Leader model. 2. Understand the historical role of education in society. 3. Explore various events in American history that impacted educational history.

. Title: W9D2: John Dewey and Modern Education Thought Due Date: Week 9 Read about Dewey and his contributions to education. Briefly explain Dewey’s philosophical perspective. Develop a basic understanding of Idealism, Realism, Pragmatism, Existentialism, and Constructivism. How might one or more of these philosophies/theories be demonstrated in your work school community? Select and apply another philosophy that also suits your school community? http://plato.stanford.edu/entries/dewey-aesthetics

Read articles on Greenleaf and Dewey

10 Section Two of Administrative Vision Plan

Title: W10D1: Mortimer Adler Due Date: Week 10

Discuss Mortimer Adler’s contribution to the philosophy of education.

Assignments

Subject: W10A1Philosophy of Education

Read about Dewey and his contributions to education. Briefly explain Dewey’s philosophical perspective. Develop a basic understanding of Idealism, Realism, Pragmatism, Existentialism, and Constructivism. How might one or more of these philosophies/theories be demonstrated in your work school community? Is there another philosophy that better suits your school community?

1. Continued research into Action Research

http://plato.stanford.edu/entries/dewey-aesthetics

11 William Bridges and Transitions

1. Apply education theory to personal goals in education 2. Understand the role of staff transitions in change theory.

Subject: 11D1John Kotter and "Leading Change"

Discuss the 8 steps of change as outlined by Kotter in his book. Which step is the most critical?

Assignments Title: W11A1: Administrative Vision Plan Philosophy of Leadership Due Date: Midnight Week 11

2. An administrative vision plan: Write an administrative vision plan, including the following: a. Your personal philosophy of leadership - values, beliefs, and philosophies based on the theorists we have studied. b. Your plan for: i. Exercising your influence and authority ii. Demonstrating moral and ethical leadership iii. Sharing your influence in leadership – in other words, how will you work with others to create an effective learning environment? c. An explanation of how your administrative vision plan is compatible with the stated vision and goals of your school system. If your platform is incompatible, please explain the justification for your choice.

Internet based reading

12

Section Three of Administrative Vision Plan

Communicating a vision.

Title: W12A1: William Bridges and Transitions Due Date: Week 12

Discuss the three phases of transition and provide an example of where you might have viewed these phases in action.

Title: W12A1: Section Three of Administrative Vision plan Due Date: Sunday week 12


Read William Bridges – Managing Transitions




d. What challenges would you as a leader face in implementing the vision plan?

13 Professional Learning Communities

Understand the role of leadership in creating functional learning environments.

Title: W13A1: Professional Learning Communities Due Date: Week 14

The servant leader and the proponent of learning communities must be willing to share power with staff. Do you agree that this is a true statement? Support your position.

Title: W13D1: Professional Learning Communities Due Date: Week 13

W13D1: Review the findings of the 1983 presidential report A Nation At Risk: The Imperative For Educational Reform, and comment on at least one major point. This report is addressed in module seven.

1. Read: Richard DuFour and Robert Eaker – Professional Learning Communities at Work.

14 Administrator Essay

1. Apply personal leadership philosophy to board of education memo. 2. Apply knowledge of current action research to support administrative position. 3. Describe ethical

Subject: W14D1Being a Leader and Getting to Yes

In their well known book on the art of negotiation, Fisher and Ury (1991) indicate that one always needs to separate people from the problem, and focus on interests not positions. Share with your colleagues how one might use this technique when dealing with an irate parent or staff member. Fisher, R., & Ury, W. (1991).Getting to YES Negotiating Agreement without Giving In (2nd. Ed... New York, NY: Penguin Books

Title: W14A1: Administrator Essay Due Date: Week 14 The Administrator Essay

Read Fisher and Ury.

considerations in education.

As a potential administrator, you will responsible for the students’ safety, welfare, and learning in the schools. In addition, you are accountable for additional administrative duties that reflect your position. Throughout this course you have learned the leadership theories of a number of important thought leaders.

Using this knowledge, imagine that you are a principal of a school and have been summoned to appear at a board of education meeting to explain your next year’s achievement goals based on poor 4th grade reading scores from the current year.

Use your knowledge of action research and prepare a brief overview for the board that outlines the research literature on student achievement and propose an intervention that will allow you to raise those scores. Use the following 3-5 page APA-formatted essay (title page, abstract, introduction, body, conclusion, and references). Save your files in the following format: YourName_AssignmentTitle. Consider the following questions as you explore your position:

Outline of the board of education brief:

1. Introduction

2. Identification of the problem

3. Brief overview of the literature on student achievement

4. Provide any existing programs that address the issue of student achievement.

5. Recommendations

6. References

15

No Child Left Behind and School Community Profile

1. Explore the history of the formation of NCLB. 2. Describe accountability in education

Subject: W15D1Fact Sheet on “No Child Left Behind” .Follow the link below to view a "fact sheet" on the major provisions of the No Child Left Behind Act. Identify areas of concern that you have as it relates to the provisions that are noted.

Title: W15A1: School Community Profile Due Date: Week 15 Administrative Vision Plan Developing Your Administrative Vision Plan

In this assignment you will should develop and write a comprehensive leadership vision plan. In a sense this is a role-play where you have been hired to be principal of a school, and you are in the process of planning for the transition. This assignment should detail your personal philosophy of leadership, and should serve as a reflective document, which gives a sense of direction and actions that will meet the needs of the students within your school. You will need to prepare an outline for feedback from the instructor as part one of the assignment. Additionally, your platform must reflect the culture of your current school. In preparation for writing the platform, you should be well versed with the works of Covey, Bennis and DuFour. Your platform should be 8-10 pages and will include:

1. A school profile: Describe the culture of your school (e.g., student and staff population, language, disability, gender, race, socio-economic status, parent/community demographics, academic achievement). Include the current vision and goals of your school system, and how you might change them under your stewardship.

2. An administrative vision plan: Write an administrative vision plan, including the following:

a. Your personal philosophy of leadership - values, beliefs, and philosophies based on the theorists we have studied.

b. Your plan for:

i. Exercising your influence and authority

1. No Child Left Behind research

ii. Demonstrating moral and ethical leadership

iii. Sharing your influence in leadership – in other words, how will you work with others to create an effective learning environment.

c. An explanation of how your administrative vision plan is compatible with the stated vision and goals of your school system. If your platform is incompatible, please explain the justification for your choice.





d. What challenges would you as a leader face in implementing the vision plan.

“It helps to know the rules of the game before you play the game; and it helps to know the rules before you try to change them to your advantage. Either way, a keen understanding of the industry is the starting point for any school district” (Michaels, 2007). Each of you has entered into a unique educational program here at American Public University System. In order to fully understand and appreciate the nature of your district’s school-community relationship, you are to create a School-Community Profile that you will build on you throughout your courses here at APUS. In addition, much of your program relies on observation and hands-on training in the school environment. The primary goal of this project for this beginning class is to develop a rapport with your learning

community and provide a Point of Contact (POC) from your school community for APUS personnel. A copy of your POC form will be kept on file with APUS and is to remain as part of your e-portfolio. The POC form is in the classroom under “Course Materials.” Save your files in the following format: YourName_SCProfile. All files should be saved as .doc, .docx. or .rtf (Rich Text Format) so that I can edit the documents and return them to you. The Administrative Vision Plan is due week 15 to the instructor. The profile should be between 12 – 15 pages not including the: title page, abstract, table of contents, references, according to APA documentation. Title Page: Abstract: Table of Content: School Community/District Demographics:

16 The Future of Education

1. Reflect on the status of education and what it may look like in the future 2. Reflect on learning for semester.

Title: W16D1: Final Reflection Due Date: Sunday Midnight Week 16

I hope you feel this has been a successful 16 weeks. You have completed the first course in your program. What is the most interesting/rewarding/enlightening point in the course? Explain. Have you developed a new perspective for education based on any of the activities in this course? Explain. Do you have suggestions for improving the course? What should be added or dropped for the course? Is there a subject that warrants more time for completion? Include any other comments you wish to share. Responding to classmates is optional.

1. Read 21st Century schools article

http://www.apa.org/

Selected Bibliography

Bennis, W.(1999).On becoming a leader. Wilmington, MA: Perseus.

Bridges, W. (2009). Managing transitions making the most of change (3rd.ed.). Philadelphia, PA: Da Capo Press.

Covey, S. (1989).Seven Habits of Highly Successful People. New York, NY: Free Press. Haller, E. J. & Kleine, P.F. (2001). Using Educational Research: A School Administrator’s Guide. New York: Allyn & Bacon. Dufour, R. & Eaker, W. (1998).Professional learning communities at work. Bloomington, Ind. Solution Tree. Fisher, R. & Eury, W. (1999) Getting to yes: negotiating agreement without giving in (2nd ed.). New York, N.Y.: Penguin Books Kotter, J. (1996). Leading change (3rd ed.). Cambridge, MA: Harvard Business Press.

Acronyms and Initializations for Educators ADA American with Disabilities Act LEA Local Education Agency ADD Attention Deficit Disorder LEP Limited English Proficient ADHD Attention Deficit Hyperactivity Disorder LRE Least Restrictive Environment AFT American Federation of Teachers MI Mentally Impaired APA American Psychological Association MMI Mild Mentally Impaired ASCA American School Counselor Association NAESP National Association of Elementary School Principals ASCD Association for Supervision and Curriculum Development NAME National Association for Multicultural Education AYP Adequate Yearly Progress NASSP National Association of Secondary School Principals BD Behavior Disorder NBPTS National Board of Professional Teaching Standards

BOE Board of Education NCATE National Counsel for Accreditation of Teacher Education

CE Continuing Education NEA National Education Association CPD Center for Professional Development (West Virginia) NETS National Education Technology Plan CSO Content Standards and Objectives for WV OSEP Office of Special Education Programs CWS Child Welfare Services OT Occupational Therapy DCIS Division of Curriculum and Instructional Services PBL Problem Based Learning DDS Disability Determination Services PD Professional Development DI Direct Instruction PDK Phi Delta Kappa DOC Department of Corrections PT Physical Therapy DRS Division of Rehabilitation Services PTO/PTA Parent Teacher Organization/Association DSSS Division of Student Support Services S&P Severe & Profound ED Emotionally Disturbed SAT Standard Assessment Test ESL English as a Second Language SEMS Substitute Employee Management System G&T Gifted and Talented SIP School Improvement Plan HI Hearing Impaired TBI Traumatic Brain Injury

ID Indirect Instruction UNESCO United Nations Education, Scientific, and Cultural Organization

IDEA Individuals with Disabilities Act VI Visually Impaired IEP Individual Educational Plan VLE Virtual Learning Environment IS Instructional Support WBL Work Based Learning ISTE International Society for Technology in Education WVBE West Virginia Board of Education KDP Kappa Delta Pi - International Honor Society in Education WVDE West Virginia Department of Education LD Learning Disability/Disabled WVEA West Virginia Education Association

Documents

The Professional School Leader Abilene Paradox · concentrations: Instructional Leadership, TESOL, Gifted Education, Special Education, and Reading and Literacy program concentrations