The University of Montana

Department of Educational Leadership

EDLD 550: Foundations of Educational Leadership

AUTUMN 2012

SYLLABUS

CLASS: ONLINE

Phyllis J. Washington College of Education and Human Sciences

Dr. Frances L. O’Reilly

PJW College of Education and Human Science

The University of Montana

32 Campus Drive

Missoula, MT 59812

Office: School of Education 204

Office Hours: By Appointment

(O) 406-243-5608

(P) e-mail: frances.oreilly@umontana.edu

REQUIRED READINGS:

Northouse, P.(2013). Leadership-Theory and Practice (6th

Ed). Los Angeles, CA: Sage

ISBN 978-1-4522-0340-9

.

Not required Resource -Supplemental Material: There will be additional readings throughout

the course.

Nahavandi, A., (2012). The art and science of leadership (6th Ed.). Upper Saddle River,

NJ: Prentice-Hall.

COURSE DESCRIPTION:

Utilizing class lecture slides, group discussions, individual written assignments, reflective

journaling, and fieldwork experiences, students in this course will be exposed to the field

of organizational behavior by examining foundational theories and practices of leadership

and management as they explore the Inner Life and Leadership juxtaposed with what it

means to be an educational leader in the twenty-first century. The evolution of leadership

will be investigated.

Utilizing group discussions, individual written assignments, case studies, and past

experiences, students in this course will be exposed to leadership considerations,

management skills, and components of instructional leadership as they examine the roles,

responsibilities, and relationships of educational leaders particularly pK-12 leaders and

higher education leaders. .

Missions

The University of Montana Mission Statement The University of Montana-Missoula pursues academic excellence as demonstrated by the

quality of curriculum and instruction, student performance, and faculty professional

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accomplishments. The University accomplishes this mission, in part, by providing unique

educational experiences through the integration of the liberal arts, graduate study, and

professional training with international and interdisciplinary emphases. The University also

educates competent and humane professionals and informed, ethical, and engaged citizens of

local and global communities; and provides basic and applied research, technology transfer,

cultural outreach, and service benefiting the local community, region, State, nation and the

world.

School of Education Mission Statement

The School of Education shapes professional practices that contribute to the development

of human potential. We are individuals in a community of lifelong learners, guided by

respect for knowledge, human dignity, and ethical behavior. We work together

producing and disseminating knowledge to advance the physical, emotional, and

intellectual health of a diverse society.

Educational Leadership Mission Statement

The mission of Educational Leadership at The University of Montana is to develop

leaders for learning organizations who are guided by respect for knowledge, human

dignity, and ethical behavior. This is accomplished by providing high quality academic

and professional opportunities. We subscribe to a definition of leadership wherein

individuals assume evolving roles within influence relationships requiring their

contributions in order to achieve mutual purposes.

CONCEPTUAL FRAMEWORK

The Professional Leadership Education Unit has adopted a conceptual framework that

places central value on learning as a collaborative endeavor. The faculty in the

Professional Leadership Education Unit believes that an educational orientation is

insufficient and outmoded if it is based on isolated content, is teacher-dominated, and

directed primarily toward passive students learning alone. Thus, it is the Unit’s intent

that education candidates at The University of Montana-Missoula will experience a

cohesive learning community during their own preparation, with the goal that they will be

disposed and equipped to create communities of learners in their own future educational

settings.

The faculty has identified three essential elements of learning communities which form

organizing themes or strands that permeate all the programs and drive the candidate

proficiency outcomes:

Integration of Ideas

Members of a learning community look beyond the traditionally segmented curriculum

and think creatively about the interrelationships among subject areas. They work with a

variety of fields of study and search for unifying themes that cross disciplinary lines.

There is an emphasis on explaining realities and dealing with actual problems in

contextual learning situations. Students will utilize previous subject knowledge and

address actual educational problems in their development of their understanding of

leadership in many circumstances and application of these in the benchmark project.

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Cooperative Endeavors

In a learning community, knowing and learning are viewed as communal acts, and all

members can learn from each other. There is a commitment to engage all learners

cognitively and emotionally in acquiring and sharing knowledge that is personally

meaningful. In the process, members create a culture that encourages personal

responsibility and active commitment to the group and its learning goals. Students will

participate in a variety of collaborative discussions and be assessed in ability to be a

contributing member to Moodle discussions and supporting their classmates.

Respect for Diversity and Individual Worth

By definition, a learning community embraces diversity, requiring and valuing the input

of all voices present. The ethics of care and mutual respect are viewed as essential for

supportive learning environments that enhance each member’s self-esteem and foster

risk-taking, creative conflict, and excellence. Students are required to adhere to the

Department of Educational Leadership’s Professional Standards for Student

Performance (Appendix A). They are also expected to participate in all tasks and

discussions in a manner that promotes a scholarly environment where diverse ideas are

tolerated and discussion is supported by informed opinion.

MASTERS OF EDUCATION CULMINATING PORTFOLIO FOR M. ED SUDENTS: Educational

Leadership requires a culminating portfolio. As part of this portfolio, students will submit a

benchmark assignment from each of the required M.Ed. courses.

The benchmark assignment for this course is the Theory Based and Personal Educational

Leadership Philosophy Case Study Response paper. Those of you in the M.Ed. Program

or licensure program please refer to Appendix G for Field Experience.

This Class is developed in accordance with the Montana PEPPS Standards

Montana Professional Educator Preparation Program Standards (PEPPS)

10.58.705 School Principals, Superintendents, Supervisors, and Curriculum Directors

(1) The program requires that successful candidates:

a) Facilitate the development, articulation, implementation, and stewardship of a school or

district vision of learning supported by the school community in order to promote the

success of all students;

b) Promote a positive school culture, provide an effective instructional program, apply best

practice to student learning, and design comprehensive professional growth plans for staff

in order to promote the success of all students;

c) Manage the organization, operations, and resources in a way that promotes a safe,

efficient, and effective learning environment in order to promote the success of all

students;

d) Collaborate with families and other community members, respond to diverse community

interests and needs, including Montana American Indian communities, and mobilize

community resources in order to promote the success of all students;

e) Act with integrity, fairness, and in an ethical manner in order to promote the success of

all students;

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f) Understand, respond to, and influence the larger political, social, economic, legal, and

cultural context in order to promote the success of all students; and

g) Complete an internship/field experience that provides at least 216 hours of significant

opportunities to synthesize and apply the knowledge and practice and develop the skills

identified in this rule through substantial, sustained, standards-based work in real settings,

planned and guided cooperatively by the institution and properly administratively

endorsed school district personnel for graduate credit.

(History: 20-2-110, MCA; IMP, 20-1-501, 20-2-121, MCA; NEW, 2007 MAR p. 190, Eff.

2./9/07.

COURSE OUTCOMES AND STANDARDS FOR SCHOOL LEADERS: The Department of Educational Leadership (EDLD) has adopted the Interstate School

Leaders Licensure Consortium (ISLLC) Standards for School Leaders. The ISLLC

Standards were developed by the Council of Chief State School Officers and member

states in 1996. The ISLLC Standards are used to guide courses in educational leadership.

Each standard is briefly summarized below. For a more detailed explanation of the

ISLLC Standards and specific information in the areas of Knowledge, Dispositions, and

Performances for each standard, visit the web site for the Council of Chief State School

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

The following Standards and their areas of knowledge will be used as outcomes in this

course:

Standard 1: An education leader promotes the success of every student by facilitating

the development, articulation, implementation, and stewardship of a vision of

learning that is shared and supported by all stakeholders.

Functions

A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, organizational effectiveness, and

promote organizational learning

C. Create and implement plans to achieve goals

D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans

Standard 2: An education leader promotes the success of every student by advocating

nurturing, and sustaining a school culture and instructional program

conducive to student learning and staff professional growth. Functions

A. Nurture and sustain a culture of collaboration, trust, learning, and

high expectations B. Create and comprehensive, rigorous, and coherent curricular program

C. Create a personalized and motivating learning environment for students

D. Supervise instruction

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E. Develop assessment and accountability systems to monitor student

progress

F. Develop the instructional leadership capacity of staff

G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to

support teaching and learning

I. Monitor and evaluate the impact of the instructional program

Standard 3: An education leader promotes the success of every student by ensuring

management of the operation of the organization, operation, and resources

for a safe, efficient, and effective learning environment.

Functions

A. Monitor and evaluate the management and operational systems

B. Obtain, allocate, align, and efficiently utilize human, fiscal, and

technological resources

C. Promote and protect the welfare and safety of students and staff

D. Develop the capacity for distributed leadership

E. Ensure teacher and organizational time is focused to support quality

instruction and student learning

Standard 4: An education leader promotes the success of every student by collaborating

with faculty and community members, responding to diverse community

interests and needs, and mobilizing community resources.

Functions

A. Collect and analyze data and information pertinent to the educational

environment

B. Promote understanding, appreciation, and use of the community’s

diverse cultural, social, and intellectual resources

C. Build and sustain positive relationships with families and caregivers

D. Build and sustain positive relationships with community partners

Standard 5: An education leader promotes the success of every student by acting with

integrity, fairness, and in an ethical manner.

Functions

A. Ensure a system of accountability for every student’s academic and

social success

B. Model principles of self-awareness, reflective practice, transparency,

and ethical behavior

C. Safeguard the values of democracy, equity, and diversity

D. Consider and evaluate the potential moral and legal consequences of

decision making

E. Promote social justice and ensure that individual student needs

inform all aspects of schooling

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Standard 6: An education leader promotes the success of every student by

understanding, responding to, and influencing the political, social, economic,

legal, and cultural context.

Functions

A. Advocate for children, families, and caregivers

B. Act to influence local, district, state, and national decisions affecting

student learning

C. Access, analyze, and anticipate emerging trends and initiatives in

order to adapt leadership strategies

Students are encouraged to reference the ISLLC standards in their Culminating

Presentation to the exam committee.

EXPECTATIONS:

Students enrolled in this online course are expected to demonstrate regular and consistent

class attendance by entering in the Moodle Discussions at a minimum of three times in

each Moodle forum per week, be current in the assigned readings, participate in all

activities and discussions in a manner that promotes a scholarly environment where

diverse ideas are tolerated and discussion is supported by informed opinion (refer to

Professional Standards for Student Performance Appendix A). Assignments should be

submitted in a timely manner.

Written assignments will reflect the individual’s original work and, when appropriate,

follow the style articulated in the Publication Manual of the American Psychological

Association (APA). All references to works by other authors must be properly cited. All

written assignments must (a) include a title page (Appendix B), (b) be double spaced, (c)

use 12 point font, (d) utilize indented paragraphs rather than business block format, (e) be

left justified rather than full justification (f) numbered in the top right hand corner. And

emailed to the professor at: frances.oreilly@umontana.edu

Each written assignment must contain a cover page (see Appendix B).

Class Lectures (Required):

Each of the 10 weeks we will have forum(s). Class lectures (PowerPoints),

PDFs, or notes will be opened (available to students) a few days before the

week begins. The lectures will be presented through MS PowerPoint slides

or PDFs or notes. You can download a free “view only” version of

PowerPoint from Microsoft. The download can be located at

http://office.microsoft.com/en-

us/downloads/results.aspx?qu=powerpoint&av=DCT000.

Weekly Moodle Class Discussion (Required)

Moodle Discussions:

Class participation points will be awarded for each forum from these Moodle

discussions. You will need to (a) post your original thread in each Moodle

forum and (b) respond to your at least 2 of your classmate’s original

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discussion threads during the week: Beginning Tuesday and ending Monday

midnight. Discussion posts in each forum will be graded each week. No

points will be earned for postings occurring after the midnight Sunday unless

additional time has been afforded the student by the instructor.

Each class discussions forum will be monitored for student participation.

For each class students will receive one of the following scores for their

participation:

o 3 points for thorough contributions that stimulate discussion

including interacting with other students in the group, citing

references to support your answer, and substantive information is

included.

o 1 point for contributing only in a cursory manner ( “I agree with

Mary is not sufficient for a substantive answer”).

o 0 points for not participating

Since this is a graduate level course, discussion posts should utilize

correct punctuation, grammar, and spelling. I sometimes have typos too,

so I know it is easy to do but be thoughtful when you write your answers

and when you write your assignments.

There are five Discussion Areas for your use and attention.

1. General Course Questions (Optional)

2. General Class Discussion (Optional)

3. Discussion Questions to Dr. O’Reilly (Optional)

4. Weekly Class Discussion in all forums for that week (Required)

General Course Questions (Optional)

This is an optional discussion area where students can post general course

questions (rather than student specific questions) for Dr. O’Reilly to answer.

To ensure a timely response, please e-mail Dr. O’Reilly at

frances.oreilly@umontana.edu ) that you have posted a general course question

otherwise these questions will be answered each Tuesday.

General Class Discussion (Optional)

This is an optional discussion area where students can post questions or

prompts to further the discussion and interaction among classmates. It is

suggested that anyone posting in this area send an e-mail message to the entire

class so that everyone has the opportunity to participate in the discussion.

Discussion Questions to Dr. O’Reilly (Optional)

This is an optional discussion area where students can pose questions (specific

to the weekly topics) to the instructor in much the same way that a question

might be posed during a face-to-face class session. To ensure a timely

response, please e-mail Dr. O’Reilly (frances.oreilly@umontana.edu) that you

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have posted a discussion question for her response otherwise these questions

will be answered within the week.

Submitting Assignments:

Assignments will be submitted electronically by e-mailing them to Dr.

O’Reilly (frances.oreilly@umontana.edu). Save your documents using the

format and assignment names listed below. Please follow the provided format

and spell each assignment as it is in the example. The subject line should

clarify the three components:1) the student name 2) course and name and

number 3) semester taken , 4) name and number of the assignment. Your

saved assignment should contain the following information in the order

provided in the example (including spaces).

[Your Last Name] [Your First Initial] EDLD 559 Su 12 Assignment

Example for Judy Jones:

Jones J- EDLD 550-Au12 -Name of Assignment and # of Assignment

Jones J- EDLD 550-Au 12 - Name of Assignment and # of Assignment

Jones J- EDLD 550- Au 12 - Name of Assignment and # of Assignment

Using Your umconnect e-mail Account:

Correspondence to you regarding this course will utilize your umconnect account.

While it is recommended that you check your umconnect account regularly, there

is a way that you can have messages sent to your umconnect account forwarded to

another e-mail account. While doable, there are drawbacks to having your

messages forwarded.*

Forwarding your umconnect messages to another e-mail account*

1. Log in to your umconnect account

2. Click on “rules”

3. Create new rule

4. Name new rule

5. Keep everything blank until the bottom of the page where it says “enter new

e-mail”

6. At this point you enter the e-mail address where you want your umconnect

forwarded

7. YOU MUST THEN CLICK SAVE or all your efforts will be in vain.

* One negative side effect of this procedure is the problem of replying to the

original message. When your umconnect has been forwarded to another email

account there is a problem with replying. In order to reply to the original e-

mail, you must insert the e-mail address where you want your message to go. If

you just hit “reply” your reply will be sent only to your umconnect account and

NOT to the intended recipient!

Needing Help:

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If you encounter problems regarding this Moodle Course please contact

UMOnline at http://umonline.umt.edu/ContactUs/default.htm. There is also a

Tech Support area within the menu of the course shell.

For questions regarding your NetID (formerly SCAUID), changing NetID

passwords, email accounts, and general computer assistance:

IT Central Help Desk: (406) 243-4999, itcentral@umontana.edu

Moodle technical support: (406) 243-4999,

courseware-support@umontana.edu

General registration information:

Registration Help Desk (Griz Central), (406) 243-6077

Academic Honesty:

All students must practice academic honesty. Academic misconduct is subject to

academic penalty by the course instructor and/or disciplinary sanction by the University.

You are required to be familiar with the Student Conduct Code. The Student Conduct

Code is available for review online at

http://www.umt.edu/SA/VPSA/index.cfm/page/1321

ASSIGNMENTS: In addition to the assigned readings, expectations of class participation and adherence to

the Professional Standards for Student Performance, each student will be required to

complete the following assignments:

1. Leadership Code of Ethics: Rubric Appendix C due Oct. 1

2. Leadership Definition: Posted for discussion in Moodle week of Oct. 22; Due

in to professor by Nov. 5 Rubric Appendix D.

3. Theory Based and Personal Educational Leadership Philosophy Case Study

Response. Due Nov. 19; Rubric Appendix E

4. Reflective Journaling . Final copy Appendix F (minimum of 12 pages due

November 12).

5. Fieldwork Experience Documentation (Student needs to keep up on this

individually and can use the hours tracker on the EDLD website for the field

work experience. Due at end of program M. Ed. Remember to keep track.

NOTE: All assignments should use a cover page (see Appendix B)

LEADERSHIP DEFINITION: ( Due Nov. 5, Definition emailed to professor )

Leadership scholars have not been able to agree on a single encompassing definition of

leadership. Therefore, this assignment requires students to develop a leadership

definition of their own (or accept a leadership definition from the literature, properly

citing its author) and then utilizing the course content and outside readings, analyze the

definition. (5 page maximum without cover page or references)

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Definitions will be posted and discussed in the course Moodle Week of Oct. 22.

The assessment criteria for the Leadership Definition are in Appendix D.

THEORY BASED AND PERSONAL EDUCATIONAL LEADERSHIP PHILOSOPHY

CASE STUDY RESPONSE: (Due November 19, 2012)

The Theory Based and Personal Educational Philosophy Case Study(selected by the

student) Response is a culminating paper that will explain the case (selected by the

student)and its parts. Then the student will synthesize and apply the course content to a

leadership case study of the student’s choosing. In this assignment, you will bring

together the critical elements of organizational behavior, leadership theory, and your

personal leadership philosophy in addressing an educational case study that required

leadership action. The first element is the understanding of organizational behavior and

application of leadership theory. The second element will be bringing to this theoretical

base your personal leadership philosophy as engaged, deepened, and discovered during

your reflection of the course material. That is, your leadership philosophy should provide

the framework for your response to the case study and the synthesis and application of

course content should be couched in your belief system and show evidence of your

personal leadership code of ethics aligning with your leadership definition.

The paper should include a clear and concise summary of the case study context (2 page

maximum), an overview of specific educational leadership theoretical application, and an

integration of “who you are as a leader” in clearly explaining how you would, as an

educational leader, respond to the situation. This paper should address your personal

attitudes and beliefs concerning any and all issues provoked by the case study and

then cite theorists and research that support your understanding and position. The

paper should be narrative in form, written in the first person, using full paragraphs. Your

positions on these educational issues should also be supported with scholarly citations

which form the basis of the informed opinion and follow the style articulated in the

Publication Manual of the American Psychological Association (APA 6th

Edition). The

length of this paper will vary considerably from person to person but should not exceed

10 pages without the title page and references.

The assessment criteria for the Theory Based and Personal Educational Philosophy Case

Study Response are in Appendix E.

INNER LIFE AND LEADERSHIP REFLECTIVE JOURNALING DATE FINAL DUE TO PROFESSOR

BY NOVEMBER 12

Each class will contain activities amplifying leadership application and theory based

discussions dictated by the assigned readings for that week as well as

activities/assignments to engage the students in the Inner Life and Leadership. The Inner

Life and Leadership activities will conclude with a prompt for the reflective journaling

exercises. The Inner Life and Leadership activities, including the journaling is for

students to engage in a process of exploring their inner life and how it relates to their

leadership.

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The reflective journal is an opportunity for students to explore their thoughts and feelings

through the act of writing in a journaling format. Personal responses should encompass

the course content, especially to the Inner Life and Leadership material, and be

summarized in a 1-2 page journal entry for each class. These summaries will then be

accumulated and turned in to the instructor as one document at the end of the 10 week

online class. (The journal should be at least 12 pages without the title page.)

Some notes about the journal.

The journaling experience is an informal and free flowing activity so there is no

expectation for APA style, grammatical, or mechanical correctness.

I do not want to limit someone who feels the need to journal more than the 1-2

pages per class. If you find yourself needing to journal beyond the 1-2 pages,

please do!

Some of the content in the journal may be too personal to share. In this case,

please delete the material from the journal before turning it in and in the deleted

materials place make a journal comment within brackets [ ] that information was

removed in that portion of your journal. I want the journaling experience to be

meaningful for you and you should not have to worry about sharing anything you

write!

The assessment criteria for the Journal are in Appendix F

GRADING:

Grading for this course is explained below. Specific assessment rubrics for each

assignment can be found in the Appendices.

Unacceptable projects/papers are those that do not meet the requirements of the

class assignment. They are often papers or parts of papers from other classes or

consist of research that that the writer finds more interesting than the class

assignment. Papers that are plagiarized, both by direct copying or a lack of

adequate citation, are unacceptable and will be graded accordingly.

Grades will be determined by the following weighted formula:

Class Participation and Attendance 15%

Leadership Code of Ethics 15%

Leadership Definition 15%

Theory Based and Personal Educational Leadership

Philosophy Case Study Response 40%

Reflective Journal 15%

Fieldwork Experience Documentation: a reminder to the student to keep track and

documentation for your hours of field experience that will be turned in at the end

of you M. Ed. Program with your culminating portfolio and will be 216 hours

completed. Refer to the section in this syllabus articulating the requirements for

the field work. Pass/No Pass

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Course grades will be based upon a percentage of the total possible course points:

100-90% = A; 89-80% = B; 79-70% = C; 69-60% = D; 59% and below = F

TENTATIVE CLASS TOPICS AND READINGS:

.

Required: Northouse, P. (2013). Leadership-Theory and Practice (6th

ed). Sage: California

Supplemental: Nahavandi, A. (2012). The art and science of leadership. (6th ed.). New Jersey:

Prentice Hall.

.

Date Topics Readings

September 10-17 Introductions and Course Overview: Syllabus.

Required Powerpoints on the History and Overview of Leadership

Read Northouse Chapter 1 pp.1-16 Introduction

Prompt for Reflection: Self Examination and Leadership (Henderson)

Read Northouse Chapter 2 Trait Approach pp. 19-41

September 18-24 Read Northouse Chapter 3 Skills Approach pp. 43-72

Prompt for Reflection: Leadership and Heart (Henderson)

Prompt for Reflection: The Woodcarver

Read Northouse Chapter 4 Style Approach pp. 75-96

Prompt for Reflection: Leading from Within (Palmer)

Sept. 25-Oct. 1 Read Northouse Chapter 5 Situational Approach pp. 99-120

and Powerpoint on Hersey and Blanchard

Prompt for Reflection: Personal Identity, Authenticity, and Integrity

(Henderson)

Prompt for Reflection: Divided No More (Palmer)

Read Northouse Chapter 6 Contingency Approach pp. 123-

136.and Fiedler Attachment

Prompt for Reflection: The Triad of the Self:

Identity-Authenticity-Integrity (Henderson)

Leadership Code of Ethics: Rubric Appendix C Due Oct 1 to

Frances.oreilly@umontana.edu

October 2-8 Read Northouse Chapter 7 Path Goal Theory pp. 137-158.

Read Northouse Chapter 8 Leader-Member Exchange pp. 161-183.

For Reflection: Silver Star

October 9-15 Read Northouse Chapter 9 Transformational Leadership pp. 185-215

Prompt for Reflection To be of Use (Percy)

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Read Northouse Chapter 10 Servant Leadership pp. 219-249.

October 16-22 Northouse Chapter 11 Authentic Leadership pp. 253-283.

Northouse Chapter 12 Team Leadership pp. 287-315.

. Prompt for Reflection: Required Parker Palmer Podcast Divided Life

Prompt for Reflection: The Ferryman (Hesse)

Leadership Definition: Appendix D posted by October 22 to share with class.

October 23-29 Northouse Chapter 13 Psychodynamic Leadership pp. 319-348.

Northouse Chapter 14 Women and Leadership pp. 349-375.

Prompt for Reflection: Standing in the Tragic Gap (Palmer) Podcast

Required Gender and Leadership Attachment

Oct. 30-Nov. 5 Northouse Chapter 15 Culture and Leadership pp. 383-422.

Prompt for Reflection: This is the Hour . . .

Leadership Definition: Appendix D Due by Nov. 5 to

Frances.oreilly@umontana.edu

Northouse Chapter 16 Ethic and Leadership pp. 423-499.

Take Ethics Quiz attached to discuss in Moodle. It is a self evaluation.

Role of the School Board

Prompt for Reflection:The Wounded Leader (Ackerman & Maslin Ostrowski)

November 6-12 Role of the School Board

Prompt for Reflection:Readings from The Wounded Leader (Ackerman &

Maslin Ostrowski)

Reflective Journal Rubric F Due November 12 to

Frances.oreilly@umontana.edu

November 6 Election Day

November 12 Veterans Day

November 13-19 Prompt for Reflection: Lost . . . (David Whyte)

Required Leadership 701 Attached

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Theory Based and Personal Educational Leadership Philosophy Case Study Response Rubric E

Due November 19

15

FAILURE TO DEMONSTRATE THE AFOREMENTIONED QUALITIES ON A CONSISTENT BASIS MAY

RESULT IN REMOVAL FROM CLASSES AND/OR THE EDUCATIONAL LEADERSHIP PROGRAM.

APPENDIX A

PROFESSIONAL STANDARDS FOR STUDENT PERFORMANCE

Graduate students in the Department of Educational Leadership at

The University of Montana are expected to:

Demonstrate professional vision in the practice of educational administration

Accept responsibility and accountability for class assignments in their role as

members of the class

Demonstrate growth during the period of their graduate career

Demonstrate good decision making and an awareness of organizational issues from a

variety of perspectives

Demonstrate imagination and originality in the discussion of educational leadership

issues

Understand the relationship between theory and practice and the value of reflective

leadership

Demonstrate a moral, humanistic, ethical and caring attitude toward others

Demonstrate an ability to build trust and positive relationships with others

Demonstrate a tolerance for diversity and a warm acceptance of others regardless of

their backgrounds or opinions

Demonstrate emotional stability and an ability to work well with other members of

the class, including the instructor

Demonstrate an ability to express himself/herself well in speech and writing, and

Demonstrate mastery of fundamental knowledge of course content and an

understanding of its application

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APPENDIX B

Assignment

Paper Title

by

Your Name

790# _______________________

Submitted to

Dr. Frances L. O’Reilly

In Partial Fulfillment of the Requirements of

EDLD 550: Foundations of Educational Leadership

The University of Montana

Autumn 2012

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APPENDIX C

EDLD 550 Leadership Code of Ethics

5-4 Points 3-1 Points 15 PTS

Ethics Articulated The student’s ethics are

clearly articulated.

The student’s ethics are

noted but are not clearly

stated.

Ethics encompass the

breadth of leadership

Stated ethics encompass the

vast spectrum and

responsibilities of an

educational leader.

Stated ethics are briefly

noted and do not

encompass the vast

spectrum and

responsibilities of an

educational leader.

Mechanics and

Writing Quality

APA format is followed

with detail and mechanical

and grammatical errors do

not detract from the paper.

APA format is only

partially followed

and/or there are

numerous mechanical

and/or grammatical

errors that detract from

the paper.

Total

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APPENDIX D

EDLD 550 Leadership Definition Assessment Rubric-

16 PTS

Leadership

Definition

4-3 POINTS

The leadership definition is

clearly articulated and

encompasses the vast

spectrum and

responsibilities of an

educational leader.

0-2 POINTS

The leadership definition is

not clear and fails to take

into consideration the vast

spectrum and

responsibilities of an

educational leader.

Analysis of the

definition

4-3 POINTS

The analysis of the

definition is complete and

utilizes course content

and/or outside information

for the basis of the analysis.

0-2 POINTS

The analysis of the

definition is not complete

and only addresses the

course content in a cursory

manner.

Mechanics and

Writing

Quality

4-3 POINTS

APA format is followed

with detail and mechanical

and grammatical errors do

not detract from the paper.

0-2 POINTS

APA format is only

partially followed and/or

there are numerous

mechanical and/or

grammatical errors that

detract from the paper.

Discussion 4-3 POINTS

The students participate in

critiquing at least three

other student’s leadership

definition. Critiques help

the author reflect on their

definition.

0-2 POINTS

The student critiques less

than three other leaderships

definitions or their

critiques are cursory and

do not assist the

definition’s author to

reflect upon the definition.

Total

19

APPENDIX E

EDLD 550 Theory Based and Personal Educational Philosophy Case Study Response

Assessment Rubric

EXEMPLARY ADEQUATE NOT ADEQUATE UNACCEPTABLE 40 PTS

Case Study

Described

5 POINTS

The case is

described in a

manner that

allows for the

complete

understanding

of the

incident.

4 POINTS

The case is

not fully

described

and leaves

the reader

wanting

more

information.

3 POINTS

The case

description is

poorly described

and does not

allow for a

complete

understanding of

the incident.

0-2 POINTS

The case

description

does not allow

for any

understanding

of the incident.

5 PTS

Leadership

Action

Analyzed

15-14 POINTS

Leadership

action and

event are

analyzed

using

leadership

theory and

course

content.

13-12 POINTS

Leadership

action is

analyzed

with some

evidence of

course

content.

11 POINTS

Leadership action

described rather

than analyzed or

analyzed in a

cursory manner.

0-10 POINTS

Paper fails to

analyze the

leadership

action or does

so only in a

cursory

manner.

15 PTS

WHO you

are as a

leader

15-14 POINTS

Personal

attitudes and

beliefs are

evident and

the reader

gets a sense

of the “who”

of the author.

13-12 POINTS

Personal

attitudes and

beliefs are

only

somewhat

evident

and/or the

“who” of the

author is not

apparent.

11 POINTS

Personal attitudes

and beliefs are

minimally evident

and the paper is

missing the

“who” of the

author.

0-10 POINTS

Personal

attitudes and

beliefs are not

evident.

15 PTS

Mechanics

and Writing

Quality

5 POINTS

APA format

is followed

with detail

and

mechanical

and

grammatical

errors do not

detract from

the paper.

4 POINTS

APA format

is somewhat

followed

and/or

mechanical

and/or

grammatical

errors are

minimal.

3 POINTS

APA format is

only partially

followed and/or

there are

numerous

mechanical

and/or

grammatical

errors that detract

from the paper.

0-2 POINTS

The paper has

numerous

mechanical

and/or

grammatical

and/or spelling

errors and does

not follow

APA.

5 PTS

20

APPENDIX F

EDLD 550 Journal Assessment Rubric

EXEMPLARY

15-13 POINTS

ACCEPTABLE

12-1 POINTS

NOT ACCEPTABLE

0 POINTS

15

POINTS

Journal The journal is

submitted and has a

minimum of 12 pages

and evidence of

reflection for each

inner life prompt.

The journal is less

than 12 pages

and/or does not

provide evidence of

reflection for each

inner life prompt.

The journal is not

submitted or is less than

12 pages and/or does not

provide evidence of

reflection for each inner

life prompt.

Total

21

Appendix G

Please refer to the EDLD Website for further information on Field Experience

Field Experience Requirements for the Department of Educational Leadership –

Established Fall 2011

M.Ed. Program Leading to Principal Licensure

Students who were accepted into the program beginning Fall 2011:

Each student will be required to perform and document a minimum of 216 hours of field

experience. These field experiences must be aligned with the six Montana PEPP standards with

a minimum of 20 hours being performed and documented relating to each standard.

Under each standard there are recommended and required activities for each of the six standards.

This list appears on the department website. All students must participate in the required

activities. Activities that do not appear on the list may be performed as well. There is a

spreadsheet on the department website that should be used as a guide and as a form of

documentation. This form should be submitted to with the portfolio at least 2 weeks prior to the

culminating presentation.

Students who were accepted into the program prior to Fall 2011:

Each student will need to continue with the requirement of 18 hours of field experience per class

as previously established. There is a spreadsheet on the department website that should be used

as a guide and as a form of documentation. This form for must be turned in with the portfolio at

least two weeks prior to the culminating presentation.

Licensure/Endorsement Program

Students who were accepted into the program beginning Fall 2011:

Each student will be required to perform and document a minimum of 27 hours of field

experience per course taken. These field experiences must be aligned with the six Montana

PEPP standards with a minimum of 20 hours being performed relating to each standard.

Under each standard there are recommended activities and required activities for each of the six

standards. This list appears on the department website. All students must perform the required

activities. Activities that do not appear on the list may be performed as well. There is a

spreadsheet on the department website that should be used as a guide and as a form of

documentation. This form should be submitted to the department prior to recommendation for

licensure.

Students who were accepted into the program prior to Fall 2011:

Each student will need to continue with the requirement of 18 hours of field experience per class

as previously established. Documentation of this field experience must be turned in to the

department at least two weeks prior to the recommendation for licensure.

Then for M.Ed. Program Leading to Principal Licensure

Students who were accepted into the program beginning Fall 2011:

Each student will be required to perform and document a minimum of 216 hours of field

experience. These field experiences must be aligned with the six Montana PEPP standards with

a minimum of 20 hours being performed and documented relating to each standard.

Under each standard there are recommended and required* activities for each of the six

standards. This list appears on the department website. All students must participate in the

22

required activities. Activities that do not appear on the list may be performed as well. There is a

spreadsheet on the department website that should be used as a guide and as a form of

documentation. This form should be submitted to with the portfolio at least 2 weeks prior to the

culminating presentation.

Students who were accepted into the program prior to Fall 2011:

Each student will need to continue with the requirement of 18 hours of field experience per class

as previously established. There is a spreadsheet on the department website that should be used

as a guide and as a form of documentation. This form for must be turned in with the portfolio at

least two weeks prior to the culminating presentation.

Those required activities in red below the student must do and keep artifacts for the field

work and are part of the 216 minimum required hours. .

The recommended activities are in black print below and the students also must keep

artifacts for these activities if they are part of the 216 minimum required hours.

A. Facilitate the development, articulation, implementation, and stewardship of a school or

district vision of learning supported by the school community in order to promote the success

of all students;

1. Participate on a building or district committee to create a vision for a district, building or

program.

2. Interview internal and external publics and ask what the vision of the district means

to them.

3. Attend a school board meeting and summarize the role vision has played in

decisions.

4. Investigate the historical process of how a school district or school arrived at their current

vision.

5. Interview administrators on how they utilize the vision in their decision making.

6. Review school district communication documents to see how the district vision is

disseminated

through symbols, stories, ceremonies and other activities.

B. Promote a positive school culture, provide an effective instructional program, apply best

practice to student learning, and design comprehensive professional growth plans for staff in

order to promote the success of all students;

1. Work with the person in your school or local district to learn the process for inputting

AIMs data (or comparable student data system) or attend an AIMs training.

2. Investigate the historical process of how a school district or school arrived at their current

school culture.

3. Interview an individual within the institution who is responsible for professional

development.

4. Determine how best practice is identified and transferred.

23

5. Participate on a professional development committee.

6. Interview the curriculum specialist in your district about a specific curriculum or part of a

curriculum about the development of, criteria for selection, criteria for changing

curriculum.

7. Short interviews with teachers who use the curriculum regarding the implementation and

the selection process. How well does the curriculum address the state standards?

8. Interview a minimum of three parents regarding school curriculum.

9. Conduct a clinical supervision cycle with a faculty member (this can be an actual

evaluation or for practice purposes only).

C. Manage the organization, operations, and resources in a way that promotes a safe, efficient,

and effective learning environment in order to promote the success of all students;

1. Meet with a district business manager, or other individual who has budget development

and oversight responsibility, regarding the relationship between budget decisions and the

district’s vision and mission.

2. Attend, or participate in, a district budget meeting.

3. Interview an administrator regarding the development of the district’s crisis plan.

4. Interview a building safety coordinator about the building safety plan (risk management).

5. Investigate how your district ensures that playground equipment is safe.

6. Attend or participate in a collective bargaining meeting.

7. Tour the school’s physical plant including boiler and mechanics.

8. Discuss school records with the district or building clerk.

9. Locate the building’s MSDS sheets and read the policies on their use.

10. Review the districts insurance checklists.

11. Locate the comprehensive 5 year plan and interview a committee member about its

development.

D. Collaborate with families and other community members, respond to diverse community

interests and needs, including Montana American Indian communities, and mobilize

community resources in order to promote the success of all students;

1. Investigate how the school or district addresses students, within different populations,

including Montana American Indians, differ in their approaches to learning and create

instructional opportunities that are adapted to diverse learners.

2. Investigate the implementation of Indian Education for All in your school or a local

district. This investigation should include curriculum, curriculum resources, and

professional development.

3. Participate in the organization and/or facilitation of Indian Education for All activities.

4. Review the previous year Office of Civil Rights report for a school district.

24

5. Review the demographics of the community and discuss the sociological implications of

the demographics with a school district leader.

6. Participating in community and/or school-community meetings or events. Assist in

planning events.

7. Investigate through interviews with administrative leaders how they collaborate with

families and community members.

8. Present at community service organization meetings regarding the school district.

9. Review school district communication documents to see how the Indian Education for

All information is disseminated through symbols, stories, ceremonies and other activities.

E. Act with integrity, fairness, and in an ethical manner in order to promote the success of all

students;

1. Interview an administrator regarding an ethical dilemma that he/she has faced.

2. Interview a minimum of 5 educators regarding their concept of integrity, fairness and

ethics.

3. Locate the Code of Ethics for teachers and interview a teacher or teachers about the

implications of the code.

4. Review the board policies on ethics and interview a board member on the implications of

the policies.

F. Understand, respond to, and influence the larger political, social, economic, legal, and

cultural context in order to promote the success of all students; and

1. Examine how your district responds to, and influences the larger political context in order

to promote the success of all students.

2. Examine how your district responds to, and influences the larger social context in order

to promote the success of all students.

3. Examine how your district responds to, and influences the larger economic context in

order to promote the success of all students.

4. Examine how your district responds to, and influences the larger legal context in order to

promote the success of all students.

5. Examine how your district responds to, and influences the larger cultural context in order

to promote the success of all students.

6. Review board policy for the hierarchy of communication in a school district and

interview an administrator about its implications.

7. Attend a community organization meeting (i.e. Rotary, City Council, Elks, Chamber of

Commerce, County Commissioners, Fair Board).

25

Log Please see EDLD website for schemata to keep track of hours.

Artifacts (by standard)

Documentation for experience can consist of a one page summary log noting the type of

leadership activity, duration of the activity (# of hours) and signature of the mentor or person

in the activity.

26

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