Course Syllabus - Lead 554
Lead 554 Instructional Leadership and Supervision
Spring 2017 - Two Units
Instructor: Donna Campbell
619 218 7607 (c)
Class Meeting Dates
March 22 (Hahn 106) April 19 (Hahn 106)
March 29 (Hahn 106) May 3 (Hahn 106)
April 5 (Hahn 106) May 10 (Hahn 106)
April 12 (Hahn 106)
Each class session is scheduled from 4:40pm until 8:40pm. This is the second 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 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
1. To investigate systems and practices of teacher/ staff evaluations to ensure that strong instruction is provided to every student and that the total staff is focused on the values and mission of the school. (CAPE 2D)
2. To review current effective practices in staff development and on-going professional learning and to develop a relevant and workable system of professional growth for a school staff. (CAPE 2A, 2C)
3. To participate in simulations that address essential school operational components. (CAPE 3A)
Text Books/ Readings
Marshall, Kim. Rethinking Teacher Supervision and Evaluation. 2009. San Francisco, CA. Jossey-Bass
Merrow, John. The Influence of Teachers. 2011. New York, NY. LM Books.
Whitaker, Todd. What Good Principals Do Differently. 2012. New York. NY. Routledge.
Articles may be added during the semester.
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 u 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.
Professional Development System
Effective professional development(PD) results in improved instructional practice and thus, student success. During the course of the class, we will be reviewing the characteristics of effective teacher development programs. Students will develop a PD program specific for their school site. The written response to complete this activity will include: the specifics of the program including topics and delivery system, the process and findings used to development the program, individuals involved in building the program, and the rationale for the program’s projected success.
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/Simulations
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.
Current Trends
Each class session will involve discussion, analysis, resolution, and reflection on current issues in education. During the course of the semester, each student will be responsible for presenting one article to the class. A complete guideline to this requirement will be available at the first class session These presentations are developed and presented by individuals not by a group.
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+
90 - 94 % = A- 83 - 86% = B 73 - 76% = C 63 - 66% = D Less than 60% = F
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%
Simulations/ Written responses 25%
PD Program Development Activity 25%
Presentation of Article 20%
Course Outline
The activities described 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 the first class session, students are to read Ende’s, Professional Development That Sticks.
Date Activity Reading
March 22 - Review of Syllabus For March 29 - Marshall - Chapters 1 -4
- Article Presentations
- Review of theories on
Adult Learning
- Current practice in PD
Adult Learning
- Current practice in PD
March 29 - Article Presentations For April 5 - Marshall - Chapters 5-9
- Discussion of Reading
- Intro. to Teacher Evaluation
April 5 - Article Presentations
- Continuation of Teacher Evaluation
April 12 - Article Presentations For April 19 Merrow - Section 1
Master Schedule Simulation
April 19 - Article Presentations For May 3 Merrow - Section 2
- Master Schedule Simulation
May 3 - Article Presentations For May 10 Whitaker's "What Good Principals Do Differently"
- Discussion of Merrow's Work
- Completion of Master Schedule
May 10 - Article Presentations
- Review of PD Projects
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.
No comments:
Post a Comment