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Education Major Version

ED 514 Foundations of Educational Admin
Otto, Michael


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The 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.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
TThe 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


Course

ED 514 Foundations of Educational Admin

Semester

F1P 2007 EDI

Faculty

Otto, Michael

Title

Assistant Professor of Education

Degrees/Certificates

Specialist in Education Administration
Masters in Education Administration

Office Location

Watson LIteracy Center, Located near the Park Bookstore

Office Hours

Available before and after class

Daytime Phone

816-584-6723

Other Phone

Cell: 816-808-2315

E-Mail

michael.otto@park.edu

Semester Dates

August 20th - October 14th, 2007

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:

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

Additional Resources:

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 helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
Designed to give the prospective school leader a historical perspective of the evolution of educational systems and governance and the role of the principal in guiding schools through the political, social, cultural and economic processes which impact American education. (A 10 hour field experience component is required.)

Educational Philosophy:

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

  1. Demonstrate an understanding of the historical perspective of education in the United States and its role in developing and preserving a democratic society.
  2. Demonstrate knowledge of the historical laws, statues, and policies and their effects on education.
  3. Demonstrate an understanding of the various political, social, cultural, and economic systems as they affect public education.
  4. Demonstrate knowledge of local, state, national, and global issues in the educational systems and their application to the process of teaching and learning.
  5. Demonstrate an understanding of the importance of education for all people in a democratic society and the significance of diversity, equity, and access to a free public education.
  6. Analyze models of organizational structure, including the classical, bureaucratic, and participatory management, and explain how the social systems model can be applied to educational organizations.
  7. Analyze different leadership styles; evaluate their own leadership skills, abilities and attributes; and articulate a personal leadership style.
  8. Demonstrate an effective decision making process.
  9. Demonstrate effective communication practices.


Core Assessment:

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

Writing Mechanics/Adherence to APA Guidelines – 20 points (Outcome 9)

Link to Class Rubric

Class 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)

 

Weekly Applications:

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)

 

Individual Presentation:

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)

 

Field Assignment:

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.

 

Grading:

Participation                60

Journal                        50

Philosophy                  70

Paper                         120

Application                   50

Field Work                    50

Exam                          100

 

A=450+

B=400+

C=350+

D=300+

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.

Course Topic/Dates/Assignments:

WEEK DATE TOPICS AND ASSIGNMENTS
1 Aug 21 Introduction, Activities, ISSLC Standards, Chapter 1 Text
2 Aug 28 Journals, Ed Application, Chapter 2 Text, ISLLC Standard 1, Dr. Ewing 5:00
3 Sept 4 Journals, Ed Application, Chapter 3, Oral Reports, ISLLC #2
4 Sept 11 Journals, Ed Application, Chapter 4, Oral Reports, ISLLC #3
5 Sept 18 Journals, Ed Application, Chapter 5, Oral Reports, ISLLC #4
6 Sept 25 Journals, Ed Application, Chapter 6, Oral Reports, ISLLC #5
7 Oct 2 Journals and Ed App end, Chapter 7, Oral Reports, ISLLC #6, Philosophy Due
8 Oct 9 Final Exam (Core Assessment), Oral Reports, Summary of 10 Field Hours Due

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:

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


Attendance Policy:

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Cognitive Skills  1.Content 2.Analysis 3.Synthesis 4.Evaluation 5.Application 6.Interpretation                                                                                                                                                             
Outcomes
1-6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
The student will write an 8-10 page paper related to an educational leadership issue of his/her choice.  An outline of the presentation should be provided to other course participants.

Exceeds expectations – The paper will include at a minimum a clear and concise statement identifying 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 involved; related equity and diversity issues; and organizational concerns and issues. 
The student will write an 8-10 page paper related to an educational leadership issue of his/her choice.  An outline of the presentation should be provided to other course participants.

Meets expectations – The paper includes from five to seven of the issues described under exceeds expectation. 
The student will write an 8-10 page paper related to an educational leadership issue of his/her choice.  An outline of the presentation should be provided to other course participants.

Does not meet expectations The paper includes three of four of  the issues described under exceeds expectation. 
The student will write an 8-10 page paper related to an educational leadership issue of his/her choice.  An outline of the presentation should be provided to other course participants.

Shows no evidence of meeting expectations – The paper includes less than three of the issues described under exceeds expectations or the issues are not discusses thoroughly and in depth. 
Technical/ Professional Skills 1.Research skills                                                                                                                                                                                                           
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper, as described above, includes a References page with a minimum of 5 reputable sources.

Exceeds expectations – More than five references from recognized and reputable sources are included. 
The paper, as described above, includes a References page with a minimum of 5 reputable sources.

Meets expectations - Five references from recognized and reputable sources are included. 
The paper, as described above, includes a References page with a minimum of 5 reputable sources.

Does not meet expectations – From 1 to four references from recognized and reputable sources are included. 
The paper, as described above, includes a References page with a minimum of 5 reputable sources.

0. Shows no evidence of meeting expectations – Uses no references or the references used are not from recognized and reputable sources. 
Technical/ Professional Skills 2. Professional writing skills                                                                                                                                                                                              
Outcomes
9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper, as described above, will adhere to APA guidelines related to writing mechanics and format

Exceeds expectations – Zero errors. 
The paper, as described above, will adhere to APA guidelines related to writing mechanics and format

Meets expectations One to five errors 
The paper, as described above, will adhere to APA guidelines related to writing mechanics and format

Does not meet expectations – Six to ten errors. 
The paper, as described above, will adhere to APA guidelines related to writing mechanics and format

Shows no evidence of meeting expectations – More than ten errors. 
Technical/ Professional Skills 3.Oral Communication skills                                                                                                                                                                                                 
Outcomes
9                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The student will present the paper orally to the class (15 - 20 minutes).

Exceeds expectation – The presentation includes clarity of ideas and sound presentation techniques, i.e. eye contact, interactivity with the audience, posture, voice projection/clarity. 
The student will present the paper orally to the class (15 - 20 minutes).

Meets expectation - The presentation includes clarity of ideas and some, but not all, sound presentation techniques, i.e. eye contact, interactivity with the audience, posture, voice projection/clarity. 
The student will present the paper orally to the class (15 - 20 minutes).

Does not meet expectation - The presentation includes clarity of ideas or sound presentation techniques, i.e. eye contact, interactivity with the audience, posture, voice projection/clarity, but not both. 
The student will present the paper orally to the class (15 - 20 minutes).

Shows no evidence of meeting expectation  -The presentation includes neither clarity of ideas nor sound presentation techniques, i.e. eye contact, interactivity with the audience, posture, voice projection/clarity. 
Professional Disposition 1.Ability to reflect on personal strengths, weaknesses, and professional dispositions                                                                                                                                             
Outcomes
7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The paper, as described above, will include a personal reflection and analysis section

Exceeds expectations – The paper includes an analysis of leadership styles in relation to the students own leadership skills, abilities, and dispositions.  An analysis of individual strengths and weakness is included. 
The paper, as described above, will include a personal reflection and analysis section

Meets expectations - The paper includes an analysis of leadership styles in relation to the students own leadership skills, abilities, and dispositions.  An analysis of individual strengths and weakness is not included. 
The paper, as described above, will include a personal reflection and analysis section

Does not meet expectations - The paper includes an analysis of leadership styles but fails to reflect on his/her own leadership skills, abilities, and dispositions.  An analysis of individual strengths and weakness is not included. 
The paper, as described above, will include a personal reflection and analysis section

Shows no evidence of meeting expectations – The paper fails to include any of the criteria identified under exceeds expectation. 

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Last Updated:8/1/2007 12:06:20 PM