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 StatementThe 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 2010 EDI
Brown, Michael S.
Doctorate - Educational Leadership
Plaza Middle School - Park Hill School District
August 16 - October 4
5:00 - 9:30 PM
Green, R. (2009). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (3rd ed.). Pearson Education Inc. ISBN:13:978-0-13-159973-4
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The instructor’s role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including- writings, activities, dialogues, readings, examinations, and presentations.
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
· Writing Mechanics/Adherence to APA Guidelines – 20 points (Outcome 9)
Link to Class RubricClass Assessment:
Class Assignments/Activities - Each student will be assigned three reflective assignments/activities that involve reflective thought, reading, writing, and discussion.
"Good" Principal Project / Paper / Presentation – Each student will survey a specified number of elementary, middle school, and high school students; elementary, middle school, and high school teachers; elementary, middle school, and high school principals; classified staff at any levels; and parents at any levels on what they think is an "good" principal. The students will collect their results and write a 2-3 page (typed double-spaced) reflective paper on their results. Each student will share highlights of their reflections in a 5-10 minute presentation to the class.
Personal Vision Statement – Each student will create a personal vision statement reflecting their beliefs with regard to educational leadership. The paper will be your personal statement concerning student outcomes, instructional climate, teaching and learning, leadership and governance. The personal statement should also have an introduction and conclusion. Each student will share highlights of their statement in a 5-10 minute presentation to the class.
21st Century "Quality" Leader Final Paper - Each student will write a 5-7 page paper (typed double-spaced) in answering the questions... What are the challenges a educational leader faces in the 21st century and What is a 21st century "quality" leader? The student will be expected to utilize the experiences and knowledge gained throughout the course to use in support of what he/she believes to be a "quality" leader.
Field Experience and Reflection – Each student is required to arrange 10 hours of field experience with a school. Their experience must be relevant to the course outcomes and ISLCC Standards. At the end of the class, each student will be expected to write a description and a reflection regarding their 10 hours of field experience. This reflection will be due on the last class. (Requirement for the course)
Class Assignments/Activities 15
“Good’ Principal Project, Paper, and Presentation 25
Personal Vision Statement 25
21st Century Quality Leader 35
Total 100 Pts.
100 - 90 – A
89 - 80 – B
79 - 70– C
69 - 60 – D
59 - 0 – F
Late Submission of Course Materials: 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.
Session (1) – August 16
· Introductions – Mapping our career paths
· Warm Up Traits Activity
· Review of course syllabus
· ISSLC standards
· Historical and modern thoughts related to leadership and education
· No Child Left Behind Implications
· Leadership Spectrum
· Leadership Traits and Characteristics
· Transformational Leadership
· Situational Leadership Theories
Assignment – Assigned Scenario Reflections (textbook p.46-55)
Read Chapter 3
Session (2) – August 23
· Group Discussion – Scenario Reflections
· Developing a Collaborative Culture
· Professional Learning Communities
· Professional Norms for Learning Communities
· Principles of Learning and Implications for Leadership
· Highly Effective Teams
Assignment – Practical Application
Read Chapter 4 and 5
Session (3) – August 30
Assignment – Educational Article Reflection
Read Chapter 6
Session (4) – September 6
· Educational Article Reflection Presentations and Discussion
· Conflict in Schools
· Developing a Personal Vision Statement (Due Sept 27)
Assignment – “Good” Principal Project and Paper (Due Sept 20)
Session 5 – September 13
· Independent Research Work – “Good” Principal Project &
Personal Vision Statement
Session 6 – September 20
· “Good” Principal Project Presentations
· Characteristics of highly effective schools
· Quality 21st Century School Challenges
· Personal Vision Statement Thoughts
Assignment – Personal Vision Statement
Read Chapter 7
Session 7 – September 27
· Personal Vision Statement Presentations
· Instructional Leadership
· 21st Century Quality Leader
Assignment – Core Assessment – 21st Century Quality Leader Paper
Session 8 – October 4
· Field Experience Reflection and Documentation
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 2010-2011 Graduate Catalog Page 20
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 2010-2011 Graduate Catalog Page 20
Instructors 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 2010-2011 Graduate Catalog Page 24
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:8/7/2010 6:10:15 PM