ED612 School and Community Leadership

for U1P 2010

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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
The 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 612 School and Community Leadership


U1P 2010 EDX


Singer, James D.


Director of Graduate Programs, Associate Professor


PhD--Administration and Foundations--Kansas State University
MEd--Administration--Washburn University
BEd--Education--Washburn University

Office Location

911 Maine, Suite 900, Kansas City, Missouri

Office Hours

By Appointment

Daytime Phone


Other Phone





Semester Dates

June 7-July 30, 2010

Class Days


Class Time


Credit Hours


An Evidence-Based Approach to the Practice of Educational Leadership, Ronald W. Rebore and Angela L.E. Walmsley,  Allyn & Bacon, 2007, ISBN 0-205-44197-1

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Foliotek Portfolio--purchase subscription through Carol Williams at the School for Education
Missouri ISSLC Standards

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:
ED612 School and Community Leadership: Designed to provide the prospective school leader with an understanding of the role of schools in the larger community and how to involve stakeholders, partners, families and others in the development of a school where all children can learn. The balance between internal and external communication and approaches to initiating school reform are addressed (a ten hour field experience component is required.)

Educational Philosophy:
      We are all lifelong learners.  Effective principals assure that all of their constituencies:  students, teachers, administration, and teachers develop and maintain that pattern, in order to lead productive and satisfying lives.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze the affects on student learning of current and emerging trends related to various political, social, cultural, and economic systems.
  2. Demonstrate recognition of the importance of relationships with the various school communities on student achievement.
  3. Develop procedures to ensure that schools, families, businesses, community and governmental bodies work together to provide a productive school setting.
  4. Analyze processes necessary for accessing community resources and incorporating them into school programs.
  5. Develop, synthesize, and evaluate processes necessary for a systematic public relations program.
  6. Demonstrate the ability to communicate effectively with individuals and with various school communities.

Core Assessment:

All Park University courses must include a core assessment that measures the relevant Program Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities. The core assessment for this course is development of a Public Relations Plan. Students will be required to develop a public relations plan for a hypothetical school. Students should identify the various contexts affecting student learning that should be addressed by the plan and should include an identification of individual responsibilities for plan implementation along with the primary communications processes utilized. Additionally, the plan should include a description of for whom the public relations effort is intended and it primary purpose. Finally, the plan should be submitted electronically using Microsoft Word. (100 points) (Core Assessment – Required -- While this activity is required, it weight related to the grade computation may be modified as long as it is at least 20% of the total grade for the course. Rubric Attached) {Assesses outcomes 1, 3, 4, 5, 6, 7}

Link to Class Rubric

Class Assessment:
       Assessment will be based on comprehensive written reviews of assigned reading materials and reflections of same.  Please note that many of these might be considered for inclusion in the portfolio.  The analysis of the cooperating principal for the 10 hour field experience will also be considered.


12 summaries and reflective pieces--each worth 10 points, field experience will be worth 30 points=150 total points

Late Submission of Course Materials:

This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances

Classroom Rules of Conduct:
A student whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University.  Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences.

Course Topic/Dates/Assignments:

Week 1--Review of ISSLC Standards
               Evidence-Based Leadership in School Governance and School and School District Administration (Ch. 1,2),
               ISLLC 4,6
Week 2--Pluralism and Cultural Analysis in Evidence-Based Leadership and The Learning Community and an Evidence-
               Based Approach (Ch. 3,4), ISLLC 1,2,3,4,5,6
Week 3--Developing Best Practice Through Research and Assessment and Interpreting Evidence (Ch. 5,6), ISLLC 1,2,3,
Week 4--Leading the Learning-Instructional Program and Leading the Pupil Services Program (Ch 7,8), ISLLC 1,2,3,4,5,6
Week 5--School District Financial Considerations in Evidence-Based Leadership (Ch 9), ISLLC 3,4,6
Week 6--Human Resources and Supervision Considerations in Evidence-Based Leadership (Ch 10), ISLLC 2,3,4,6
Week 7--Ethical Consideration in Evidence-Based Leadership (Ch 11)
Week 8--Legal Considerations in Evidence-Based Leadership (Ch 12)

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31


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 2009-2010 Graduate Catalog Page 31-32

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 for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

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 .

Additional Information:
Many of the weekly summaries/reflections may be intergrated into one's portfolio work.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Analysis - The artifact demonstrates the student's ability to effectively analyze data from contexts relevant to community relations efforts and their affects on student learning.                                                                        
. Exceeds expectations –More than three contexts are included
Meets expectations – Two to three contexts are included 1. Does not meet expectations – Less than two contexts are included 0. Shows no evidence of meeting expectations – Does not recognize the need for data analysis. 
Synthesis - The artifact demonstrates the student's ability to synthesize information related to contexts affecting student learning in formulating a comprehensive community relations plan.                                                              
. Exceeds expectations –More than three contexts are included Meets expectations – Two to three contexts are included Does not meet expectations – Less than two contexts are included Shows no evidence of meeting expectations – Does not demonstrate the ability to synthesize information 
Evaluation - The artifact demonstrates the student's ability to develop evaluation procedures relevant to community relations efforts and provides evidence that the results of these efforts will be used to strengthen student learning.                 
Exceeds expectations –More than three evaluation procedures are used Meets expectations – Two to three evaluation procedures are used . Does not meet expectations – Less than two evaluation procedures are used Shows no evidence of meeting expectations – Does not recognize the need for evaluating community relations efforts 
Application - The artifact demonstrates the student's ability to effectively apply community relation principles through development of a comprehensive community relations plan and specifies responsibilities for implementation of the plan.            
. Exceeds expectations –More than five principles are demonstrated . Meets expectations – Four to five principles are demonstrated Does not meet expectations – Two to three principles are demonstrated Shows no evidence of meeting expectations – Less than two principles are demonstrated 
Professiona Disposition - The artifact demonstrates an understanding of the ethical considerations involved in developing and implementing a community relations plan.                                                                                     
Exceeds expectations – Articulates all four basic NSPRA ethical principles . Meets expectations - Articulates three basic NSPRA ethical principles Does not meet expectations - Articulates from one to two NSPRA ethical principles Shows no evidence of meeting expectations – Does not articulate the need for ethical principles 
Collaboration - The artifact demonstrates an understanding of the importance for collaborating with all stakeholders and school communities.                                                                                                               
. Exceeds expectations – Demonstrates collaboration with at least four school communities Meets expectations - Demonstrates collaboration with two to three school communities Does not meet expectations - Demonstrates collaboration with one or fewer school communities Shows no evidence of   meeting expectations – Does not recognize the need for collaboration 


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Last Updated:6/28/2010 1:38:04 PM