School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.
School For Education Vision StatementTThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.
Park University School for Education Conceptual Framework
ED 514 Foundations of Educational Admin
F1P 2007 EDI
Assistant Professor of Education
Specialist in Education AdministrationMasters in Education Administration
Watson LIteracy Center, Located near the Park Bookstore
Available before and after class
August 20th - October 14th, 2007
5:00 - 9:30 PM
Green, R. (2005). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (2nd ed.). Upper Saddle River: NJ. Pearson Education Inc.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
My educational philosophy as an instructor of education is based upon my past and current experiences as an educator, administrator, parent, current board of education member, doctorial student, and community person. Therefore, it is my belief that learners must be engaged in their learning with a focus on class discussions, presentations, projects, lectures, research, and writings. It is critical that the learner explore ideas and issues surrounding today’s education institution.
Learning Outcomes: Core Learning Outcomes
Core Assessment - Individual Report/Presentations - The student will write a 8-10 page paper related to an educational leadership issue of his/her choice. The student will also present the paper orally to the class (15 - 20 minutes). The paper, including a References page with a minimum of 5 sources, will be due at the end of the class period following the oral presentation (weeks six through eight). The paper, in addition to reference information, should include a discussion of the issue and the student’s personal reactions. An outline of the presentation should be provided to other course participants. (150 points)
· Outline of Topic (Organization, Development, Structure) – 5 points
· Discussion of the Issue (Identification of the issue; the reason for its importance; pros, cons, opposing viewpoints; historical perspectives and related policies; democratic principles involved; political, social, cultural, and economic relationships; equity and diversity issues, organizational concerns and issues, etc.) – 65 points (Outcomes 1-6)
· Delivery Quality (Clarity of ideas; presentation techniques, i.e. eye contact, interactivity with the audience; posture; voice projection/clarity; reliance on written sources; etc.) – 20 points (Outcome 9)
· Personal Reaction/Reflection - 30 points (Outcomes 7 and 9)
· References (Should be from recognized journals or publications) – 10 points
Link to Class RubricClass Assessment:
Participation and Attendance:
Student attendance and participation are essential in achieving maximum learning. It is expected that all students attend each session, contribute to discussion, and listen attentively to others. However, it is recognized that occasions do arise that necessitate being absent from class. Students are responsible for making prior arrangements regarding necessary absence and for completing any required alternative assignments. (60)
Philosophy of Leadership:
The student will develop a personal philosophy statement related to his/her beliefs regarding educational leadership and the ISLLC Standards. The philosophy will be based on course readings, dicsussions, activities, and presentations, as well as the student's personal experiences. (70)
Weekly Personal Reflection (Journal):
Starting with week 2 (through 7) each student will submit a personal weekly reflection. The reflection will be turned in weekly. They should include the student's reaction to course readings, discussions, presentations, etc. that occurred the prior week. Each journal should be approximately one double spaced type written page. These are personal reflections and beliefs, and will be assessed on how they relate to the previous week's work, rather than on the positions taken. (50)
Each student will submit a weekly response to a real or hypothetical educational leadership situation. The weekly application should be should be 1-2 pages in length, and should include theoretical support for actions and/or positions taken. (50)
The student will write a 5-7 page paper related to an educational leadership issue of his/her choice. The student will present the paper to the class (15-20 minutes). The paper should include a resource section with at least 5 current references. The paper should include reference information AND the student's perspective of the topic. An outline of the paper should be given to the class at the time of the presentation. (120)
Outline of Topic - organization, development, structure (10)
Discussion of the Issue - identification of the issue, reason for its importance, pros, cons (30)
Delivery quality - clarity, presentation techniques, eye contact, interactivity with audience, posture,
voice projection, clarity, reliance on written sources (20)
Personal Reaction - (30)
References - recognized journals and publications - (10)
Writing mechanics/adherence to APA guidelines - (20)
Each student will spend 10 hours in the field. Students might shadow an administrator, lead a meeting or committee, and attend a Board of Education meeting. Students will keep a log of activities and hours. The activities will be shared weekly with the class. Students will discuss activities with the instructor prior to engagement in order to discuss appropriateness to class topics. (50)
Final Exam/Core Assessment:
The final exam will be written responses to reflective questions relating to administrative scenarios contained in Chapters5-7 of the text. A sampling of four scenarious will be taken. Each response will be worth 25 points. (100)
The exam is the Core Assessment for this course.
Field Work 50
F=less than 300
Late Submission of Course Materials:
Coursework is due as listed in the syllabus. In extreme cases when a student needs to be absent from class, work due that day should be delivered to class by another student or as arranged earlier with the instructor.
Points may be taken for late work.
Classroom Rules of Conduct:
Arrived to class on time prepared to participate and listen to others. Arrive knowing you will learn and enjoy the session.
Please turn off all phones, unless arranged with the instructor.
Remain in class for the entire class period unless otherwise arranged in advance with the instructor.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2007-2008 Graduate Catalog Page 24-26
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2007-2008 Graduate Catalog Page 24-26
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:8/1/2007 12:06:20 PM