Course Syllabus - Lead 553
Lead 553 Instructional Leadership and Supervision
Spring 2017 - Two Units
Instructor: Donna Campbell
619 218 7607 (c)
Class Meeting Dates
January 18 (Kroc 214) February 15 (Hahn 108)
January 25 (TBD) February 22 (Hahn 108)
February 1 (Hahn 108) March 1 (Hahn 108)
February 8 (Hahn 108)
Each class session is scheduled from 4:40pm until 8:40pm. This is the first semester of a two-semester course series (LEAD 553 and 554).
Course Description
This course is designed to provide the knowledge and skills required of effective school leaders. Our focus will be on the school leader as a coach; as a developer of an ethical, responsive school culture, and as a leader of learning. These roles are all vital in ensuring strong instructional practice and consistent student achievement.
Course Objectives
- To develop a coaching philosophy and process that involves:
- collaborative reflection on teaching practices;
- analysis and discussion of student outcomes;
- true conversations that involve authentic listening;
- relevant and focused observations;
- honest and helpful feedback to improve instruction;
- commitment to continuous improvement of teaching practice. (CAPE 2D)
2. To recognize the need for ethical school leadership that is characterized by honesty, empathy, respect and a keen focus on the success and safety of students. These characteristics impact relationships with students, staff, community, and colleagues and thus the success of the school and the leader. (CAPE 5C)
Text Books/ Readings
Gawande, Atul. (October 3, 2011) Personal Best. New Yorker.
Knight, Jim. (2007) Instructional Coaching: A Partnership Approach to Improving Instruction.
Thousand Oaks, California. Corwin Press
Sanfelippo, J. and Sinansis, T. (2016). Hacking Leadership. Cleveland, Ohio. Times 10
Tschannen-Moran, Megan. (August, 2014) Trust Matters: Leadership for Successful Schools.
San Francisco, California. Jossey Bass.
Course Requirements/ Activities
Blog
All supplemental readings, class notes, video presentations or links may be found on the instructor’s blog at: ELDA16.blogspot.com
Class Discussion
The core of this class is learning through discussion, experience, and reflection. We will complete readings, listen to guest speakers, see videos, react to scenario us and then talk about the impact of the experiences from one’s personal and professional viewpoint. Discussions will be honest and respectful but with the purpose of furthering one’s understanding of his or her role as a school leader.
Coaching Cycle
The major activity for LEAD 553 involves coaching teachers to improve their practice and thus student outcomes. School administrators have the obligation to ensure that students access high-quality instruction in each classroom of their school. One important strategy to meet this obligation is instructional coaching. The analysis, development, and implementation of the coaching process will be a key activity of this course. Each student will be responsible for two cycles of a coaching process. Each cycle will include:
- Pre-conference with the individual being coached
- Observation of a classroom activity
- Post-conference
- In-class presentation
Each student will videotape every step of the cycle except the class presentation. The class presentations will involve uploading the videos for viewing by class members, discussing your experience in the cycle with the class and receiving feedback from colleagues. Each class member will be responsible for reviewing the uploaded videos prior to class and for being prepared to coach one’s peer on his or her coaching technique.
Reading Responses/ Reflections
On occasions, students will complete a reflective piece on what they read in the texts or heard during class discussion and how such information pertains to their development as school leaders. Each response/reflection should be at least one page in length. Prompts may be given by the instructor to guide the writing.
In-box Activities
The “in-box” activities are designed to provide the students an opportunity to react to real-life situations that one may encounter as a school administrator. Some activities will require the student to work with a team and others may require the individual to act alone. These simulation activities will be followed by class discussions that reflect on the nature and effectiveness of the leader’s response.
Grading Scale
The following scale will be used to determine final letter grades:
95 - 100% = A 87-89% = B+ 77 - 79% = C+ 67 - 69% = D+ Less than 60% = F
90 - 94% = A- 83 -86% = B 73 - 76% = C 63 - 66% = D
80 - 82% = B- 70 - 72% = C- 60 - 62% = D-
The University will place end-of-semester scores of 79% and below on academic probation.
Grade of Incomplete
Incomplete grades are not recommended. However, if an extreme circumstance should occur the grade of incomplete may be recorded to indicate that the requirements of a course have been substantially completed but, for a legitimate reason a small fraction of the work remains to be completed, and that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the “I” grade will become a permanent failing grade (F).
Course Expectations
Participation in class discussions: 30%
Written reflections/ responses 20%
Presentation of coaching cycles 30%
Mid-Term/ Final Writing 20%
Course Outline
The activities describe in this course outline indicate what should transpire at each class session. However, the ebb and flow of the class may require adjustments to the scheduling of the activities or the activities themselves.
Prior to our first class meeting, students are to read Atul Gawande’s article, Personal Best from the New Yorker, Oct 3, 2011.
Date Activity Assignment
1/18 - Introductions For 1/25 - Knight, Chapters 1-5
- Review of Syllabus
- Intro to Coaching Project
- Discussion of Gwande
- Intro. to Knight's book
- In-box Activity
1/25 - Discussion of reading For 2/1 - Knight, Chapters 6-9
- Discussion of Partnership Principles
- Video of Knight Coaching
- In-box Activity
2/1 - In-class response to Knight's work For 2/8 Tschannen-Moran, Chapters 1-5
- Discussion of Ch. 6-9
- Coaching videos
- Susan Scott on Conversations
- In-box Activity
2/8 - Presentation of First Cycle Videos For 2/15 Tschannen-Moran, Chapters 6-10
and subsequent discussions and reflection
- Susan Scott video
- Discussion of Reading
2/15 - Tom Crane on Coaching For 2/22 Sanfelippo-Sinansis, Chapters 1-5
- EQ
- Discussion of Reading
- Simon Sinek video
2/22 - Presentation of Cycle 2 videos For 3/1 Sanfelippo-Sinansis, Chapters 6-10
and subsequent discussion and reflection
- Discussion of Reading
3/1 Discussion of Reading
Final
ELDA Attendance Policy
Since participation is integral to the learning process for all students, it is imperative that students attend every class. If a student is late to class or needs to leave a class early, she or he must inform the instructor in advance. If a student misses a class, he or she has the obligation to make up any work that was missed and to ask a colleague to collect any materials that were distributed in the class they missed. Student missing more than one class will no longer be eligible for a grade of A due to the impact of class discussion on the learning. If a student’s absences or late arrivals and early departures exceed 25% of the total class time, the student will fail the class (if a letter grade is given) or receive NC (if the class is a credit/no credit class).
Academic Integrity
Although the structure of this course relies primarily on reporting and reflection, it is still important for students to accept academic honesty as a priority. Neither the instructor nor the university tolerates such actions as plagiarism, cheating, fabrication or participating in academic dishonesty.
Statement on Plagiarism
Students are responsible for knowing what plagiarism is and avoiding it. Students who commit plagiarism are subject to penalties that may include suspension or expulsion from the university. Plagiarism occurs when individuals present the words and/or ideas of others as if they are their own. To avoid plagiarism, you must give credit to your source whenever you use:
· another person’s idea, opinion, or theory;
· any facts, statistics, graphs, drawings – any pieces of information from another source – that are not common knowledge;
· quotations of another person’s actual spoken or written words; or
· a paraphrase of another person’s spoken or written words.
Bulleted information from:
Requests for Accommodation
Reasonable accommodations in accordance with the Americans with Disabilities Act (ADA) will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619-260-4655, www.sandieg.edu/disability) before the beginning of the course. Every effort will be made to accommodate students’ needs; however, performance standards will not be modified in considering specific accommodations.
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