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Education Major Version

ED 514 Foundations of Educational Admin
Singer, James D.


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


Course

ED 514 Foundations of Educational Admin

Semester

F1P 2010 EDX

Faculty

Singer, James D.

Title

Director of Graduate Programs, Associate Professor

Degrees/Certificates

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

Office Location

911 Maine, Suite 900, Kansas City, Missouri

Office Hours

10:00-3:00, M-Th

Daytime Phone

816-559-5626

Other Phone

816-213-9385

E-Mail

jsinger@park.edu

jsinger@kc.rr.com

Semester Dates

August 16-October 9, 2010

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

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

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Electronic Portfolio (Foliotek www.foliotek.com)

Students must purchase a license to use the Foliotek electronic portfolio for their School for Education (SFE) portfolio, a graduation requirement; a license may be purchased for 3 yrs. - $87.00, 2 yrs. - $59.00, or 1 yr - $30.00. To make arrangements to purchase a Foliotek license, you must contact Carol Williams via email at Carol.Williams@park.edu and provide your full name, student ID number, program (i.e., MAT Program), # of years you wish to purchase the Foliotek license, and an email address where you wish to be contacted. Within a few days, you will receive an email from Foliotek with online purchasing information. Upon receipt of this email, purchase your Foliotek contract. Upon receipt of your payment, you will receive your login information from Foliotek. You must then send a final email to Carol Williams (Carol.Williams@park.edu) requesting she provide your current education professors and academic advisor - list them - access to view your portfolio. It is imperative you complete this final step!!

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:
ED 514 Foundations of Educational Administration: 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:

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

  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:

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 ReflectionEach 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

Grading:

Class Assignments/Activities                                                 15                                                                          

“Good’ Principal Project, Paper, and Presentation             25                                                              

Personal Vision Statement                                                     25

21st Century Quality Leader                                                   35

Total     100 Pts.

Scale

100 - 90 – A

89 - 80 – B

79 - 70– C

69 - 60 – D

59 - 0 – F

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:

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

  • Group Discussion – Practical Application Scenario
  • Creating and effective Learning Organization for Teaching and Learning
  • Effective Communication
  • Barriers for Communication
  • Approaches for Decision Making

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

·         Change

·         21st Century Quality Leader

Assignment – Core Assessment – 21st Century Quality Leader Paper

 

Session 8 – October 4

·         21st Century Quality Leader

·         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:

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


Attendance Policy:

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 .



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:8/10/2010 2:09:09 PM