Course Syllabus

E D U C   7 1 0 0                        

Leadership in Education
(Summer 2013)

Instructor         

          Connie L. Fulmer, Ph.D.
          The Pennsylvania State University
          Work: (303) 315-4962
          Home: (303) 816-0780
          Cell: (303) 895-1831
          Email: connie.fulmer@ucdenver.edu

          Office Hours: By Appointment - Send an email requesting a visit 
          and we can set up a Web Conference in CANVAS at an appropriate time.

Course Goals 

The primary goal for this course is to create a community of scholar-practitioners working to investigate a variety of constructs, principles, and models of leadership and to apply that learning to past, current, and future leadership experiences and opportunities. The course combines a scholar-practitioner treatment of these experiences/opportunities with focused application to academic and professional goals of EDD students. Students are expected to draw on learning from prior life experiences and new learning acquired in this course to complete the course activities and produce products that focus on context-based problems in urban educational organizations (or others) and demonstrate evidenced-based leadership strategies for leveraging change. By the end of the course, students are expected to accomplish the following course goals. 

1.  To explore the idea of leadership through the world of music videos and to use that understanding to write two arguments (using APA and M.E.A.L. writing conventions): (a) Rationale Paragraph and (b) Synthesis Statement (LEADERSHIP ROCKS). 

2.  To develop an understanding of the assumptions, beliefs, constructs, principles, values, and philosophies that form the underpinnings of the applied field of leadership and from that understanding construct a definition of leadership and make an argument about leadership that could guide a professional leadership practice from a variety of professional roles (LEADERSHIP DEFINED PAPER).    

3.  To critically read scholar-practitioner literature on leadership and identify key elements for leading change in challenging urban environments and synthesize that leadership literature into the follow areas: (a) potential leverage points for change, (b) evidence-based leadership practices for influencing those leverage points, (c) strategies for engaging others (who) in the change process (from within the organization and externally from the community, local, state, and federal levels), and (d) the evaluation of the impact of leadership efforts (content and process) on others and organizational goals (LEADERSHIP PRACTICE PAPER).

4.  To take what you’ve learned in this course and make an argument or claim for applying a specific and particularized LEADERSHIP PRACTICE (an appropriate plan for leading based on knowledge of the leadership capacity of self and others within an organizational context) to a selected problem of practice. Use evidence-based literature and research to support your claim or argument for leading change (LEADERSHIP PRACTICE PAPER).

5.  To contribute to, be supported by, and enjoy learning about leadership in our online-learning community!

Course Argument

Leadership exists everywhere. The plan is to see what we can learn about leadership from music videos through the LEADERSHIP ROCKS assignment. We can also learn much about leadership by  (a) looking at the philosophical underpinnings, (b) exploring the three broad periods of administrative science and remnants of those periods in organizations today, and (c) surveying many of the types of designer (or adjectival) types of leadership through the LEADERSHIP DEFINED PAPER. Finally, building on that work and the readings for this course, you will write a LEADERSHIP PRACTICE PAPER to provide evidence of how you can apply what you have learned in this course for leading change related to a specific problem of practice in an organization.  
 

 

EDUC 7100 is designed for students to become immersed in the topic of leadership in urban educational environments and the reality and context of (a) failing schools in urban centers around the country or (b) other higher-education, private, community or other organizations. All Cohort 4 students will read both common and differentiated readings. 

K-12 Focus

Students interested in leadership for learning and turnaround research will read not only the latest evidence-based literature on the impact of leadership on student achievement but also the literature on the reality and the context of those most distressed schools in urban centers, as described in the Turnaround Challenge literature. 

Your goal in reviewing this literature is to identify key elements that promise to direct leadership efforts capable of igniting significant and substantial change: (a) key leverage points, (b) evidence-based leadership strategies (or action plan), (c) who to engage in the leadership process, and (d) how to evaluate (both content and process) the impact of that leadership. 

Higher Education or Other Organizations

Students interested in higher education or other non-K-12 organizations can focus on selected chapters from several texts: (a) The Innovative University: Changing the DNA of Higher Education from the Inside Out, (b) Turnaround Leadership for Higher Education, and (c) Engines of innovation: The Entrepreneurial University in the Twenty-First Century.

Your goal in reviewing this literature is to identify key elements that promise to direct leadership efforts capable of igniting significant and substantial change in an organization: (a) key leverage points, (b) evidence-based leadership strategies (or action plan), (c) who to engage in the leadership process, and (d) how to evaluate (both content and process) the impact of that leadership.

We will do all of this work both collaboratively and individually through the use of online technology (e.g., Voice Thread, Google Docs, Skype Video Conference) and the CANVAS EDUC 7100 learning environment. 

 Course Products and Points         

% of Course Grade	Evaluation Elements	Points
20%	A.  Leadership Rocks (1 – 5)         1.  Listen to Do It Anyway Video         2.  Practice Do It Anyway Voice Thread          3.  Embed Code and Listen to Other Videos         4.  Rationale Statement          5.  Synthesis Statement	200
35%	B.  Leadership Defined Paper          APA Style & M.E.A.L.         Leadership Defined Paper Template         Leadership Defined Scoring Rubric	350
45%	C.  Leadership Practice Paper         APA Style & M.E.A.L.)         Leadership Practice Paper Template         and Rubric Refurbished         (not required for EDS or PHD students - see         assignments below).	450
Differentiated Assignments for EDS and PHD Students
EDS 45%	EDUC 7100 for your EDS COMPS PAPER    C.  Use the definition of a leadership practice    and other learning from this course and write in    your EDS COMPS paper how this course --    EDUC 7100 -- contributes to your learning    about leadership.	450
PHD 45%	C.  Argument for Leadership Practices Research          Paper (Use APA Style formatting and         M.E.A.L. writing conventions)	450
100%		1000

 

Differentiated Course Products by Student Program  

Education Specialist Students (EDS)

Compete all designated course readings, learning activities, online posting requirements and assignments A and B by the due date on syllabus. Additionally, take learning from this course and add it to your EDS requirement for COMPS (15 page paper to be turned in to your ALPS Advisor - Cohort Leader of the your particular Principal Licensure Program).

Doctorate of Philosophy Students (PHD)

Compete all designated course readings, learning activities, online posting requirements and assignments (A and B) by due date on syllabus for EDUC 7100. For the final paper (worth 450 points, write an Argument based on the requirements of the Leadership Practice Paper by identifying a body of evidence (research studies, theories, models, and/or evaluation research) that focuses on the impact of promising leadership practices within an organization. Critically read this literature to evaluate the research with an eye to what research questions have been asked, the appropriateness of the methodologies used in this work, and additional research questions/studies that would advance both knowledge and practice of using leadership practices to lead change in an organization. Be sure to coordinate this additional work for EDUC 7100 with your PHD Program Advisor.

Required Readings 
Nearly all readings are in PDF form here in CANVAS (see links below).
Purchase references marked with the  ***  designation. 

Anderson-Butcher, D., Lawson, H. A., Iachini,  A., Wade-Mdivanian, R. Bean, J. (2008).  The Ohio community collaboration model for school improvement: Lessons learned from school and district pilots. Retrieved from
https://ckm.osu.edu/sitetool/sites/caycipublic/documents/OCCMSI/OCCMSIPublicReport_pressquality_reducedfilesize.pdf

Cashman, K. (2008). Leadership from the inside out (pp. 21-29). San Francisco, CA: Berrett-Koehler.        

Northouse, P. G. (2009). Leadership: Theory and practice (pp. 1-11).  Thousand Oaks, CA: Sage Publications. 

Kaiser, R. B., Hogan, R., & Craig, S. B. (2008). Leadership and the fate of organizations. American Psychologist, 63(2), 96-110.  

Leithwood, K. (2001). School leadership in the context of accountability policies. Leadership in Education, 4(3), 217-235.

Meadows, D. (1999). Leverage points: The places to intervene in a system (pp. 1-19).   Heartland, VT: The Sustainability Institute. 

Bass, B. M. (1999). Two decades of research and development in transformational leadership. European Journal of Work and Organizational Psychology, 8(1),  9-32.   

Powell, W.  (n.d.). Chapter 5: Collaboration. U.S. Department of State. Retrieved from http://www.state.gov/m/a/os/43980.htm.

Ryan, J. (2006). Inclusive leadership and social justice. Leadership and Policy in Schools, 5(1),  3-17.  

Spillane, J. P., Halverson, R., & Diamond J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34. 

Fulmer, C. L., & Basile, C. (2006). Investigating distributed leadership in professional development schools: Implications for principals, schools and school districts. In J. E Neapolitan & T. R. Berkeley (Eds.), Issues in the sustainability of professional development school partnerships (pp. 127-148). New York: Peter Wang.  

 *** American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. 

 
Resource Literature for Learning Centered Leadership and Turnaround Literature  

Bryk, A. S. (2010). Organizing schools for improvement. Phi Delta Kappan, 91(7), 23-30.  

Calkins, A., Guenther, W., Belfiore, G., & Lash, D. (2007a). Executive summary.  Boston, MA: Mass Insight Education and Research Institute. Retrieved from http://www.massinsight.org/stg/research/challenge/.

Calkins, A., Guenther, W., Belfiore, G., & Lash, D. (2007b). The turnaround challenge. Boston, MA: Mass Insight Education and Research Institute.  Retrieved from http://www.massinsight.org/stg/research/challenge/.
     Report - 1st Half 
     Report - 2nd Half 

Calkins, A., Guenther, W., Belfiore, G., & Lash, D. (2007c). The turnaround challenge: Supplement to the main report. Boston, MA: Mass Insight Education and Research Institute. Retrieved from http://www.massinsight.org/stg/research/challenge/.
     Report - 1st Third
     Report - 2nd Third
     Report - 3rd Third

Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., & Portin, B. S. (2010). Learning focused leadership and leadership support. Meaning and practice in urban systems.  Seattle, WA: Center for the Study of Teaching and Policy. Retrieved from http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/EducationLeadership/Pages/default.aspx.

Kutash, J., Nico, E., Gorin, E., Rahmatullah, S., & Tallant, K. (2010). The school turnaround field guide. Retreived from http://www.fsg.org/.
    Part One
    Part Two

Seashore-Louis, K., Leithwood, K., Wahlstom, K. L., & Anderson S. E. (2010). Investigating the links to improved student learning. St. Paul, MN: The Center for Applied Research and Educational Improvement. Retrieved from  http://www.wallacefoundation.org/KnowledgeCenter/KnowledgeTopics/CurrentAreasofFocus/EducationLeadership/Pages/default.aspx.

Sebring, P. B., Allensworth, E., Easton, J. Q., & Luppescu, S. (2006). The essential supports for school improvement.  Chicago: Consortium on Chicago School Research at the University of Chicago. Retrieved from http://www.ccsr.uchicago.edu/content/publications.php.

Resources Literature for Leadership in Higher Education

Christensen, C. M., & Eyring, H. J. (2011). The innovative university: Changing the DNA of higher education from the inside out. San Francisco, CA: Jossey-Bass.

  CH 1: The educational innovator's dilemma: Threat of danger, reasons for hope (pp. 3-30) 
  CH 20:  New models (pp. 325-346)
  CH 21:  Students and subjects (pp. 347-357) 
  CH 22:  Scholarship (pp. 358-378) 
  CH 23:  New DNA (pp. 379-395)
  CH 24:  Change and the indispensable university (pp. 396-401)

Fullan, M., & Scott, G. (2009). Turnaround leadership for higher education. San Francisco, CA: Jossey-Bass. 

  CH   1:  Universities and the challenges of the twenty-first century (pp. 1-24)  
  CH   2:  Failed strategies ( pp. 25-42)   
  CH   5:  Leadership capacity for turnaround (pp. 97-128) 

Thorp, H., & Goldstein, B. (2010). Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill, NC: The University of North Carolina Press.  

  CH   1:  The entrepreneurial opportunity (pp. 9-21) 
  CH   4:  Social entrepreneurship (pp. 53-68)
  CH   6:  Leadership (pp. 85-96)
  CH   8:  Culture and structure (pp. 106-117)
  CH 10:  Accountability (pp. 133-140)

Descriptions of Major Assignments
 (Please read about all assignments below so you can see how they are related and and for you to plan for your work at the very start of this semester). 

Grading Scale

Final grades will be assigned on the following scale (based on points achieved divided by total possible points).

Grades	Percentage	Points
A	94–100 %	940 – 1000
A-	90–92 %	900 – 939
B+	87–89 %	870 – 899
B	84–86 %	840 – 869
B-	80–83 %	800 – 839
C+	77 – 79 %	770 – 799
C	74 – 76 %	740 – 769
D	60 – 73 %	600 – 739
F	< 59 %	599 or below

Grades

All students are expected to earn an “A” grade in the seminar by -

1.  Preparing for, attending, and participating actively in online activities.

2.  Locating specifics for all weekly activities at the start of each week in the CANVAS course shell, and completing course assignments in accordance with the Publication Manual of the American Psychological Association (APA), Sixth Edition.

3.  All student work must be submitted by the due date.

4.  Students are expected to revise products if necessary until it meets the level of performance required for a B+, A-, or an A grade.

5.  Incomplete grades may be given if work is not complete before the end of the semester, but all work must be completed by December 1, 2013 in order to obtain a passing grade for the seminar.

6.  Students requesting an “Incomplete” for the semester must do so by completing the appropriate form.        

SEHD Incomplete Policy 

Incomplete grades (“I”) are not given to replace low grades. To be eligible for an incomplete grade, students must (a) have successfully completed 75% of the course requirements, (b) have special circumstances (verification required) that preclude the student from attending classes and/or completing graded assignments, and (c) make arrangements to complete missing assignments with the original instructor before more than one year has elapsed since the end of the semester in which the course was taken. 

For Instructors -- SEHD Incomplete Process

Faculty may assign students an incomplete grade of “I” to signify that special circumstances beyond the student’s control prevented the student from completing a small portion of the course and that a final grade cannot yet be assigned. Upon completion of the missing course work, a Change of Record Form is completed by the original instructor to change the “I” to a letter grade. Faculty should work with the CPE office to complete the Change of Record Form.

The instructor who assigned an “I” sets the conditions under which the course work can be completed and the time limit for completion. The student is expected to complete the requirements within the established deadline. If the missing assignments are not completed within the allotted time, the “I” converts to an F on the student’s transcript. Students making up an incomplete should not re-register for the course.

Frequently Encountered Situations

1. Student asks for an incomplete grade to satisfy financial aid requirements.

Financial aid requires students to successfully complete certain semester hours by the end of the semester. Grades of I, W, NC and F do not satisfy financial aid requirements.

2. Student asks for an incomplete grade to allow time to complete a course assignment.

In the absence of special circumstances, extending the semester for a student is a form of extra credit not allowed by school policies.

Academic Honesty

“Plagiarism is the use of another person’s words or ideas without crediting that person. Plagiarism and cheating will not be tolerated and may lead to failure on an assignment, in the class, and dismissal from the University.” (Refer to School/College guidelines.)

“You are responsible for being attentive to or observant of campus policies about academic honesty as stated in the University’s Student Conduct Code.” (http://thunder1.cudenver.edu/studentlife/studentlife/discipline.html)

Access, Disability, Communication

“The University of Colorado Denver is committed to providing reasonable accommodation and access to programs and services to persons with disabilities. Students with disabilities who want academic accommodations must register with Disability Resources and Services (DRS), North Classroom 2514, phone: 303 556-3450, TTY: 303 556-4766. I will be happy to provide approved accommodations, once you provide me with a copy of DRS’s letter.”

[DRS requires students to provide current and adequate documentation of their disabilities. Once a student has registered with DRS, DRS will review the documentation and assess the student’s request for academic accommodations in light of the documentation. DRS will then provide the student with a letter indicating which academic accommodations have been approved.]  

Forwarding Your Official E-mail
 
The university does not recommend the use of outside providers for university-related e-mail correspondence nor does it recommend forwarding e-mail from your official student e-mail account to outside providers. If a student chooses to forward e-mail from their university-assigned account to an outside provider, they do so at their own risk. UC Denver is not responsible for problems in the handling and security of e-mail forwarded to outside providers.

Forwarding to an Outside Provider

To forward e-mail from your official university account to an outside provider, visit  https://maroon.ucdenver.edu/omfwd/ You will need to login using the Username and password you use to log in to UCD Access. Once logged in you will be asked for the email address you wish to have your UCD student emails forwarded to, then click “Change”. On this page you will receive a confirmation that the request was successful and that you need to verify your account.

You will be sent an email to the account that you requested the emails be forwarded to that will confirm your request, click the link in the email to begin the forwarding.

Please remember forwarding your email from your official university account does not bypass or delete mail from your university email account. You will need to log in to your official university email account occasionally (at least once a month is recommended) to delete unwanted mail to make room for new messages as storage space is limited and if your mail box is full, important messages may not be forwarded.