Department of Educational LeadershipEDLD 671: Introduction to School Administration

andEDLD 672: Policy in Administration

Semester: Fall 2016Location: MNSU at Edina Rm. 316 Dates/Time: Saturdays: 9/10, 10/1, 10/22, 11/5, and 12/3 9:00 am – 4:00 pm.Instructors: Dr. Bernadeia Johnson and Dr. Timothy BerryAddress: MNSU at Edina, 7700 France, Edina, MNOffice: Dr. Berry - 507-389-1260, Dr. Johnson – 952-818- 8883Cell: Dr. Berry 612-327-7476Email: timothy.berry@mnsu.edubernadeia.johnson@mnsu.edu

Special Accommodations:Every attempt will be made to accommodate qualified students with disabilities. If you are a student with a documented disability, please see me as early in the semester as possible to discuss the necessary accommodations and/or contact the Disability Service Office at (507) 389-2825 (Voice) or 1-800-627-3529 (MRS/TTY).

Diversity: MNSU/Educational Leadership department focuses on building capacity of leaders in a global context by enhancing their understanding, tolerance and informed dialogue regarding globalization.

The College of Education at MSU defines diversity as - recognizing the ways in which all individual persons can have characteristics that are unique and distinguishable even within same cultural, ethnic, and racial groups. This is consistent with the concept of intersectionality found in Critical Race Theory (CRT).

Teaching Philosophy/Instructional Strategies: At the graduate level the professor’s role is a facilitator in the process of learning. Instructional strategies used extensively for graduate level classes will be discussion, demonstration, case studies, cooperative learning, critical thinking, small group work, field study and reflective practices.

College of Education Conceptual Framework:Diverse learning communities: Nurturing all learners to their fullest potential.

Educational Leadership Vision and Mission:Developing engaged leaders who demonstrate the knowledge and skills to improve learning for all.

Educational Leadership Conceptual Framework:

Cultural Competency Working DefinitionsCollege of Education at Minnesota State University, Mankato

The underpinnings of what it means for educators to become culturally competent is often problematized by different interpretations of key terms necessary to work systematically. Per the recommendation of the college’s Intercultural Competency and Development Advisory Board, the College of Education will use the following working definitions in its efforts to increase awareness, understanding and action with preparing educators who demonstrate cultural competence.

The working definitions provide a foundation for how to think about various diversities such as race, gender, class, sexual orientation, and disabilities. The advisory board arrived at the descriptions by examining a growing body of research that attempts to more accurately understand the language used and its connections to the lived experiences of diverse peoples. It is important to note that the terms described are based on how they are often used and experienced in the United States.

Culture - as a macro level concept, is the way that people agree to live and behave within a given society. This includes the accepted and valued beliefs, traditions, policies, practices, behaviors, and rules of that society. These acceptances are based on contexts such as religion, geography, language, and natural resources.

Ethnicity – An intersection of ancestry, color, culture, and nationality. This is usually reflected by such factors as religious practices, food choices, language/dialect, and musical expressions.

Race - It is important to define race as a social construct that means skin color. In some cases, groups are identified by ethnicity (i.e. Asian American). There is no scientific evidence or support for placing human beings into different racial categories.

Diversity – recognizing the ways in which all individual persons can have characteristics that are unique and distinguishable even within same cultural, ethnic, and racial groups. This is consistent with the concept of intersectionality found in Critical Race Theory (CRT).

Social Justice – The fair, administration of policies and laws and expectation that irrespective of ethnic origin, gender, possessions, race, religion, etc., people are to be treated equally and without prejudice.

Privilege - A package of assets and advantages which can be counted on but can sometimes remain oblivious to groups who have such advantages. Examples include dominant cultural groups such as heterosexual males, Whites, able bodied, etc.

Example: In the United States, people can have the ability to see racism as something which puts people of color at a disadvantage, but not to see one of its corollary aspects, White privilege.

Cultural Competency - identifying and understanding the nuances of global and domestic macro level (culture), and micro level (race, gender, sexual orientation, and class) processes for the purpose of raising consciousness; and, the impact of intersections between these two levels. Cultural competency practice should understand the role of the intersection between the dominant culture (White) and all marginalized groups in order to reduce disparity. Cultural differences that occur are most often at the micro level, i.e. race, ethnicity, class, and gender. James Banks' five dimensions of Multiculturalism is a foundational framework to foster this. They are: (1) content integration, (2) knowledge construction, (3) prejudice reduction, (4) Equity pedagogy, and (5) empowering school culture and social structure. Along with Banks' 5 dimensions of multiculturalism, CRT is an applied theoretical foundation to consider for both analysis and practice.

Course Description: This course is designed for aspiring educational leaders in a PreK-12setting. EDLD 671 is the program initiation course for the Specialist Degree in Educational Leadership for licensure. This course will provide an overview of (1) the phases of the Specialist Degree for licensure, (2) the efolio process, including the collection of artifacts from authentic experiences and course work, (3) the development of a learning plan through a 360 assessment process and (4) introduction to AVID strands,WICOR Framework, Critical Reading, and Culturally Responsive Teaching.

Learning Outcomes: Graduate students will engage in the following Minnesota Administrative Leadership Competencies through class participation, readings, practicum and completion of assignments:

A. Leadership2. demonstrate leadership by providing purpose and direction for individuals and groups4. demonstrate an understanding of issues affecting education5. Through a visioning process, formulate strategic plans and goals with staff and community8. understand how education is impacted by local, state, national, and international events

B. Organizational management1. demonstrate an understanding of organizational systems

C. Diversity leadership1. demonstrate an understanding and recognition of the significance of diversity, and respond to the needs of diverse learners.

I. Instructional management for the success of all learners1. demonstrate an understanding of research of learning and instructional strategies

K. Value and ethics in leadership1. demonstrate understanding of the role of education in a democratic society.2. demonstrate understanding of and model democratic value systems, ethics, and moral leadership

L. Judgment and problem analysis1. identify the elements of a problem situation by analyzing relevant information, framing issues, identifying possible causes, and reframing possible solutions

Students will also gain knowledge and skills in using web-based technology to enhance teaching, learning and leading.

Required Textbooks and Selected Readings:Rath, T, & Conchie B. (2008). Strengths based leadership. Note: you must purchase a new book in order to get the code for the strength finders test. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning.Singleton, G. (2014). Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (2nd Ed.)Alexander, N. (2012). Policy Analysis for Educational Leaders: A Step-by-Step Approach

Course Requirements:Attendance: Attend all classes. Students who miss two classes will need to drop the course.Readings: Readings are assigned to be read prior to each class session as assigned. It isessential that you come to class prepared and ready to engage in conversations about what you have read.

Assignments

1. Program Foundation Assignment (30 points)

Step I Gathering Data:Learning Plan self - assessment(1) Create an electronic survey of the Core Leadership Competencies – Rate yourself using the electronic survey. Qualtrics - https://mnsu.co1.qualtrics.com/WRQualtricsControlPanel/

● Learning Plan 360Assessment (1) Ask three different people to complete the electronic surveyrating your Core Leadership Competencies. (3) Place this, along with your self-assessment analysis and create a learning plan.

Step II – Creating a Plan:● Export the data from your electronic survey and create visuals of your areas of strengths and areasfor growth. Develop a learning plan based on the feedback from your self assessmentand your 360 assessments.

Your paper should have four parts –

Part I – Data AnalysisCharts/Tables from Excel data

Part II StrengthsWhat strengths did you identify through self–assessment and what strengthsemerged from the results of your 360 assessments? Reflect on similarities and/or differences.

Part III – Growth AreasWhat areas of growth did you identify through self–assessment and what areas ofgrowth emerged from the results of your 360. Reflect on similarities and/or differences.

Part IV Plan of ActionCreate a plan of action providing steps you plan to take in order to begin gaining skills inyour areas for growth.b. Resume – Create an up to date, professional resume for your intended position. A sample can be found on D2L.Due: October 23rd

2. Article Critical Analysis Paper (20 pts)

A CAP is a concise summary and reflective critique/discussion of a refereed journal article, published book chapter, or recently published national report. Please do not select non-refereed literature or unpublished reports for a CAP. You can select articles to be examined in your CAPs from leading educational journals. This paper should be 4 – 5 APA style pages, including references. Details for the paper (headings): Summary: a narrative highlighting the problem addressed, inquiry methods used, and key

findings and recommendations. Critique/discussion: a word analysis of the study focusing on the quality and feasibility of

the findings and recommendations for understanding leadership practice.

Implications: Discuss the implication for leadership practice related to the topic.

Supporting References--a list of references used in the analysis, critique, and discussion of the primary document.

Alternative Assignment to the CAP

Create a 5-6-minute TED on administrative policy involving K-12 education and implications for school leaders. Articulate your views on the case. Use research to support your statements on the case. Use YouTube and post a link to your video in a word Document to the Dropbox.

Due October 30th

3. Interview (20 pts)

Conduct an interview with a policymaker. Document how the policy maker (s) gather information, ensures that they reflect values of the entity they represent, deals with special interest groups, and views their responsibilities in the process. Summarize this information in a 2-page paper, reporting your key learning, and impact on your leadership.

Due: November 6th

4. Profile of Leadership (10 pts)

Create a one-two page paper addressing your profile of leadership. Address the following categories in your paper:

(a) what kind of leader do you want to be(b) what values/beliefs will guide your actions(c) how will you lead the organization(d) how will you build capacity in your organization.

This paper should be a beginning framework. As you progress through coursework, the internship, and other experiences, you will add to your profile of leadership. Your profile of leadership will be part of your final electronic portfolio presentation.

Due: November 6th

5. Practicum Experience/Reflection (20 pts)

(a) Complete a 20-hour practicum in the area in which you are pursuing a license.(b) Complete a written reflection of your practicum experience. Use the rubric for reflection when completing your paper. Please use the key questions as headings in your paper. This is a

personal narrative so, APA style is not needed here.

This practicum should be 20 hours dedicated to time shadowing, leading with someone, or leading an initiative related to your area licensure. Additionally, dedicate hours that show your learning related school based policy. This could be getting involved with school or district initiatives where policies are being enacted, taught or managed.

Complete the following steps:● Find a mentor administrator.● Meet with your mentor to discuss your practicum experience.● Complete your practicum and provide a two-three-page summary of what occurred which should also include your personal reflections.a. See practicum reflection sheet and use the questions as your headingsb. Rubric Practicum Reflection

Due: November 13th

6. Educational Policy Paper/Presentation (60 pts)

Complete a presentation based on a 5 page APA style paper focused on an educational policy. Students (or teams) are urged to consider topics that examine the theoretical, legislative, and stakeholder perspectives on a particular educational policy of broad interest. Students or teams are to give an electronic presentation or no more than 10 minutes in length. The headings in your paper as well as your presentation should contain the following:

Summary of the legislative policy (5 points)Importance/significance (5 points)Stakeholders perspectives (5 points)Impact/Discussion (5 points)Conclusion (5 points)References (5 points)

Due: November 20th

7. Strength Based Leadership Video (10 pts)

Create a video featuring you and your strengths. You will share your videos in class on 12/3

Due: December 3rd

During the course of the semester you will be introduced to AVID WICOR strategies in class and on D2L assignments/discussions including Socratic Seminars, Philosophical Chairs Case Studies, and Debate.

Course Evaluation:30 points Program Foundation Assignments (Learning Plan and Resume)

20 points Critical Analysis Paper20 points Interview10 points Profile of Leadership20 points Practicum Reflection60 points Educational Policy Paper and presentation10 points Strengths-Based Leadership VideoTotal Points: 140

A 93% - 100%A- 90% - 92%B+ 87% - 89%B 83% 86%B 80% - 82%

**Please note that plagiarized work will earn zero points the first time, and failure from the course with a report to the Chair of the Department of Educational Leadership the second time. Plagiarism includes statements or ideas from any source without appropriately citing and quoting that source. If you ever have questions about how to properly cite sources, please check APA guidelines.

Schedule

September 10 – Class

Session Outcomes:● Get to know your colleagues● Be familiar with the entire program and the syllabi for EDLD 671 and EDLD 672● Examine the terms and working definitions related to race and equity● Engage in WICOR protocol● Examine current key policy innovations of interest

September 18 Online D2L due by 11:59 PMRead chapter 1-3 in AlexanderD2L discussionAVID Inquiry

October 1 ClassBefore class- Read Alexander chapters 4-7Prepare Strengths finder reportsRead Strengths finder Book

Session Outcomes:Assess personal “Why” and “Beliefs” as a leader

● Examine your Strengths as a leader● Engage in dialogue related to current educational Issues● Synthesis issues related to policy and leadership● Examine current key policy innovations of interest

October 22 ClassBefore class – Read: Singleton, Chapter 11

Session Outcomes● Engage in dialogue related to the types of policy analyses and alternatives usingAVID WICOR processes● Explore personal leadership related to standardized testing through case study● Identify mental models personally and professionally

October 23Due on D2L: Program Foundation Assignment: Learning Plan and Resume

October 30● Due on D2L: Article Critical Analysis Paper

November 5 ClassBefore class –Read Visible Learning, Hattie, Chapters 1-3 & 9 Read Alexander chapters 8-9

Sessions outcomes● Articulate leadership philosophy relative to school dress codes● Provide practicum progress● Reflect on factors necessary to make policy recommendations● Practice persuasion for policy adoptions● Identify mind frames● Identify high return instruction

November 6 Due on D2L: Profile of LeadershipDue on D2L: Interview Summary

November 13Due on D2L: Practicum Reflection

November 20Due on D2L: Policy Presentation papers and Presentations

December 3 ClassBefore class –Strengths Based Leadership videoRead, Singleton: Chapter 1-3Read Alexander Chapters 12-13

Session Outcomes● Develop an Efolio● Engage in data analysis● Explore opposing views on policy issues through debate● Communicate potential application of policy leadership● Engage others in leadership style● Align conflict style to leadership approachShare Strengths Based Leadership Video

Rubrics

Department of Educational LeadershipPracticum Reflection Sheet

Use the following questions as your headings.

1. Focus of practicum reflection:

2. Describe your experience (the who, what, when, where) of the practicum.

3. Identify the two or three primary competencies or sub-competencies addressed in this experience and explain why this exhibit is representative of them?

4. Identify two to three key learning’s you gathered from your practicum experience:

5. How did this experience improve your current understanding of educational leadership?

Practicum Reflection Rubric Rubric for number 1. - Focus of practicum1 point. 2 points 3 points 4 points.

Unclear focus. Writing errors.

Too long. Not a title, spelling error but is more descriptive that the 1-point example.

Uses the title of the exhibit provided by the instructor. No writing errors.

Creates a new title that has personal meaning but also captures the intent of the project. No writing errors.

Short and to the point.

Rubric for number 2 - Identify the two to four primary competencies or sub-competencies addressed in this experience and why is this exhibit representative of them?1 point 2 points 4 points 4 points

Identifies two competencies but does not expand on the application of the competency to the practicum experience.

Identifies three or more competencies but does not expand on the application of the competencies to the practicum experience. Or, the written entry provides incomplete and poorly written explanations of the application of the competencies to the project. Multiple writing errors.

Identifies two to three competencies and makes a clear and concise connection between each competency and its application to the practicum experience. Well-constructed content with one or no errors.

Identifies three or more competencies and makes a clear and concise connection between each competency and its application to the practicum experience. Well-constructed no writing errors.

Rubric for number 3 - Describe the experience (the who, what, when, where of the practicum experience): 1 point 2 points 3 points 4 points

Unclear content. Poorly constructed sentences. Multiple writing errors.

The nature and context of the practicum experience is unclearly defined. Writing errors.

Clear descriptive statement of the practicum experience that is somewhat longer than necessary with no writing errors.

Clear descriptive statement of the practicum experience that is concisely stated with no writing errors.

Rubric for number 4 - Identify two to three key learning’s you gathered from your practicum experience:1 point 2 points 3 points 4 points

Unclear content. Poorly constructed sentences. Multiple writing errors.Identifies only one key learning and not related to course content.

The key learning is somewhat clear and loosely related to course content. Identifies only two key learnings. Writing errors.

Identifies two key learnings that are clear and related to course content. No writing errors.

Identifies three or more key learnings that are clearly related to course content. No writing errors and writing is concise.

Rubric for number 5. How did this experience improve your current understanding of educational leadership? 1 point 2 points 3 points 4 points

Poorly developed content. Multiple writing errors. Does not address the topic

Little evidence of clarity of the writer’s values and beliefs or how they are

Evidence that the writer has, or is in the process of clarifying a set of professional

Evidence that the writer has a set of professional values and beliefs and makes a

of educational leadership.

associated with the topic of educational leadership. Writing errors.

values and beliefs. The statement makes a clear connection between a developing set of beliefs and educational leadership. No writing errors.

clear connection between their beliefs and educational leadership. No writing errors.

CAP Paper Rubric

CAP Paper At or above Standard 5points

Partially Standard 4 points

Minimally at standard 3 points

Summary Excellent and comprehensible writing, clear explanation of the article. Free of spelling or grammatical errors

Comprehensible writing while the flow of ideas and message makes sense. Minimal writing errors

Unclear, non-concise summary. Significant writing errors

Critique Evidence of complex ideas and personal thought. Perspectives well developed and complete with specificity and detail. Free of writing errors

Ideas and thought are clear and concise. Minimal writing errors

Incomplete thoughts, unclear connections, limited application

Implications Clear and explicit connections for leadership, Evidence of complex ideas, no writing errors

Ideas and thought are clear and concise. Minimal writing errors

Incomplete thoughts, unclear implications, limited application, several writing errors

APA/Supporting references

Referred article, references, quotes and/or ideas used to deepen the writer’s message and intent Appropriate APA formatting, citations match reference

Referred articles and references used. Limited application of research used for writer’s message and intent.

Non-refereed article and references used several APA errors. Little-to-no citations

page, no writing errors

Educational Policy Paper/Presentation Rubric

Rubric for number 1: Summary 1 point 2 points 3 points 4 points 5 points

Unclear, non-concise summary. Significant writing errors

Too long. Missing title, some writing errors but is more descriptive than 1 point example.

Minimal writing errors, missing details from main subject of article

Clear concise summary with no writing errors

Uses headings given by instructor. Clear concise summary showcases practical application to leadership. Short and to the point with no writing errors

Rubric for number 2: Importance/Significance 1 point 2 points 3 points 4 points 5 points

Vague description of importance/significance. Serious writing errors.

Limited description of importance/ significance, some writing errors

Specific examples of importance/significance, minimal writing errors

Importance/significance relevant to policy in education, no writing errors

Application of importance/significance makes connections to policy issues in educational leadership and leadership. No writing errors

Rubric for number 3: Stakeholder perspectives 1 point 2 points 3 points 4 points 5 points

Vague description of stakeholder perspectives. Serious writing

Limited description of stakeholder perspectives, some writing

Clear and concise description of stakeholder perspectives.

Highlight and make connections between stakeholder

Connections between stakeholder perspectives, policy and

errors errors Minimal writing errors

perspectives to policy and leadership in education. No writing errors

leadership in education. Evidence of complexity and relevance of connections. No writing errors

Rubric for number 4: Impact/Discussion 1 point 2 points 3 points 4 points 5 points

Description of impact is unclear, serious writing errors

Limited description of impact, some writing errors

Definitive description of impact, minimal writing errors

Describes impact of educational policy, no writing errors.

Interpret the impact of policy issue and application to leadership. No writing errors

Rubric for number 5: Conclusion 1 point 2 points 3 points 4 points 5 points

Basic summary of legal issue, serious writing errors

Conclusion is narrow in scope and unclear. Some writing errors

Clear content and depth of conclusion, minimal writing errors

Well-developed, clear, concise and complete conclusion. No writing errors

Evidence of complexity and application. Personal thoughts, voice and experiences are shared and exemplars of leadership are showcased. No writing errors

Rubric for number 6: References 1 point 3 points 5 points

Non-APA formatting citations don’t match reference page, serious grammatical errors

APA formatting, citations don’t match reference page. Some writing errors

Appropriate APA formatting, citations match reference page, no writing errors

Free iPad Apps for EducationOrganizationiCal--already on iPad? (sync your calendars to it, can share Google calendars and whatnot)Reminders (already on iPad?)Timely (make timelines & backwards plan a project)Link mavmail to iPad...(This may help encourage students to make the leap back to using a school account, if that is a priority)**iTunes podcasts--MANY are free and almost any topic you could think of has a podcast produced--worth checking into.**

For MavAppsCitrix Receiver (will enable use of MavAPPS on iPad--free MSWord and is free for MNSU students)

Formative AssessmentSocrative (requires online account, but is free)

For File Storage, Organization, and sharingDropboxEvernoteGoogle Drive

For Social Networking and CommunicationTwitter (use hashtags like #edchat, #edtech, etc. to join conversations about education; @willrich45 is a GREAT ed Tech resource)Pinterest (lots of teacher-friendly ideas there; less for admin)EdmodoSkypeInstagram

To Take Notes and create products CamScanner HD--scanning capability AnimotoGlogsterEvernote (has a few add ons like Penultimate that are inexpensive, $1-$2)Skitch (Works with Evernote, free)Voice ThreadInkFlowiBrainstorm (lite version free, full version $4.99)Stickyboardsimplemind+iMindmap HDsmartrecord (lite or paid version)Corkulous (lite is free, full is $5)Inspiration Lite (full version is not free)

Tunetown

Problem SolvingUnstuck

To ReadKindle  (app is free but books are not. At least textbooks.)Nook (Same as Kindle)

To collect information about a topicLearnistStorifyscoop.it

To View PresentationsPrezi Viewer (Works with Prezi only)TechSmith Smart Player

ReferenceGoogle EarthEasyBib

Practice/MemorizationFlashcards+

To View Information produced by othersBrain Pop Featured Movie (Subscription required to see ALL movies, but has a few free ones)TEDYouTube

PAID APPSCreate StuffInspiration (9.99)  (There is a free version with less functionality)Comic Life ($4.99)Pages (9.99)Keynote (9.99)Explain Everything (2.99)

Other Web-Based Technology that is not yet an iTunes APP, but is still useful/fun/etc:GoAnimate--web animated videos.Xtranormal--web animated videos, free to make $ to download.Voki--talking avatar makerScreencast/Jing--capture screen videoTimeGlider-- online timeline creator

SlideShare--creates a product that is somewhere between a presentation and a movieStoryBird--pics provided and you write a storyGliffy--makes diagrams and graphicshttp://www.pdftoword.com/ just like it saystodaysmeet.com--back channel conversationsifttt.comscratch.com--learn HTML languagebitly.com--shorten & share URLspbworks.com--wikisprezi--zooming presentations

Sources:

Chronicle of Higher Education—Community College News http://www.chronicle.com/cc Community College Week http://www.ccweek.com/ Journals: American Educational Research Journal http://aer.sagepub.com/ Community College Journal of Research and Practice http://www.tandf.co.uk/journals/titles/10668926.asp Educational Researcher http://edr.sagepub.com/ Review of Educational Research http://rer.sagepub.com/ Educational Evaluation and Policy Analysis http://epa.sagepub.com/ Educational Policy http://epx.sagepub.com/ New Directions for Community Colleges http://www.wiley.com/WileyCDA/WileyTitle/productCd-CC.html Review of Higher Education http://www.press.jhu.edu/journals/review_of_higher_education/ Journal of Vocational Education and Training http://www.triangle.co.uk/vae/ Journal of Career and Technical Education

http://scholar.lib.vt.edu/ejournals/JVTE/ Journal of Vocational Education Research http://scholar.lib.vt.edu/ejournals/JVER/ Community College Enterprise http://www.schoolcraft.edu/ccE/ Community College Review http://crw.sagepub.com/

Community College Survey of Student Engagement http://www.ccsse.org/survey/profiles.cfm?sortby=state&All=yes National Survey of Student Engagement http://nsse.iub.edu/