Graduate Course Proposal Form Submission Detail - EDA6061
Edit function not enabled for this course.
Approved, Permanent Archive
Submission Type: Change
Course Change Information (for course changes only): - Section Type change from C (class lecture) to D (Discussion) - new course description: The course seeks to develop students' understanding of how educational politics and policies permeate educational systems and provides students conceptual frameworks to examine and negotiate sociopolitical forces in their work as educational leaders.
Comments: Changed approved by SCNS 11/17/08 - may not be same change?
- Department and Contact Information
Tracking Number Date & Time Submitted 2177 2009-09-28 Department College Budget Account Number ED Contact Person Phone LC Burrello 9746036 email@example.com
- Course Information
Prefix Number Full Title EDA 6061 Principles of Educational Leadership Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Principles of Ed Leadership Course Online? Percentage Online - 0
Educational administration as a profession. Consideration of organization, control, and support of the educational system.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed to meet state requirements, licensure, etc
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
The program is going through a state approval process that must respond to 91 indicators as well as the needs articulated by local county district staff development personnel. Finally, department purpose, and faculty values and expertise are represented in these changes.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
This course seeks to habituate students’ conceptualization of schooling as political. While we survey educational politics, policy, and reform in the course, the course is also designed to provide students with exposure to social and cultural dimensions of educational politics and reform and to enhance students’ ability to negotiate conflict-laden environments. We will discuss the various contexts particular educational policies have arisen from, evaluate how policy processes are arranged, assess particular policies’ value assumptions, explore whose interest particular policies serve, examine how policies are implemented, and collectively struggle over how to participate in policy advocacy from school-based positions. We will seek to understand how teachers, school community members, and administrators are agendic policy actors- that is, how they frame, interpret, and utilize policy and reform initiatives toward ends valued by local schools and communities. Students will be called upon to understand their own school community more comprehensively and to examine how policies are received and shaped in their own school community contexts. They will also come to understand and embrace conflict in an effort to more effectively understand and negotiate interpersonal, institutional, and societal conflict in ways that lead to better outcomes for students and school communities.
B. Learning Outcomes
"1. Students are expected to become familiar with macro-political processes, in particular, major governmental agencies, policy issue networks and interest groups that effect educational policymaking at multiple levels. Students will explore:
a. Educational policy development, implementation, and evaluation processes that are common at the Federal, State, and District levels
b. Policy issue networks and interest group politics
2. Students will develop an understanding of micro-political dynamics as are experienced in school reform and change processes. Students will explore:
a. How reforms are conceptualized and implemented across various contexts
b. How schools and school leaders are both shaped by and shape policies
c. The important role school leadership plays in reform and change
d. How district leaders, school leaders, teachers, and students have multiple perspectives on reforms and how and why formal organizational directives may not align with lived organizational “realities”
e. Conflict and how to best develop capacity to engage conflict productively throughout a school community
3. Students will better understand how resources, values, and power are allocated across their local school community and how to better build the capacity of various groups to advocate for the interests of children. Students will explore:
a. Multiple ways of understanding their broader school community context and the political and social capital various stakeholders carry in community contexts
b. How an educational leader comes to know their broader school community and learns how to teach others about the communities they serve
c. How to reflexively examine race, class, disability, and gender dynamics that privilege some groups over others
d. Political and “practical” dimensions of English Language Learner students’ experiences
e. Strategies to advocate for those with least power utilizing asset-based orientations
C. Major Topics
"Educational Politics and Policy:
What is political about education?
What is the nature of federal and state support to K-12 education?
Which key policy issue groups and interest groups influence education policy?
In what ways do educational policies and politics frame the daily experiences of principals, teachers, school-community groups, and children?
School Culture and Reform:
What characteristics of district and school governance or culture influence the ways policies and reforms are implemented?
How do teachers and principals act as policy makers and agents of reform?
How do school-level actors’ assumptions, capacity to deal with conflict, and cultural patterns influence reform implementation?
School and Community Resources and Power:
How do we come to understand how resources, values, and power are allocated across particular school communities and how do and should local political and social “geographies” inform leadership work in school communities?
How do principals develop the capacity for multiple leaders to think judiciously and effectively about power and politics in schools?
How do educational leaders more effectively deal with conflict and communicate to multiple constituencies?
How do I apply this new knowledge to my daily work?
FELE subtest standards addressed in the class:
1.2.4, 1.12.2, 1.13.1,1.14.1,1.14.2, 1.17.1,1.17.2, 2.12.1, 2.13.1, 2.13.2, 3.1.1, 3.4.1, 3.7.3
ISSLC standards addressed in the class:
1a; 4a, 4b, 4c, 4d; 5a, 5b, 5c, 5d, 5e; 6a, 6b, 6c.
"Hubbard, L., Mehan, H., & Stein, M.K. (2006). Reform as learning: School reform, organizational culture, and community politics in San Diego. New York: Routledge.
Marshall, C. & Gerstl-Pepin, C. (2005). Reframing educational politics for social justice. Boston: Allyn & Bacon.
Hamayan, E. & Freeman, R. (Eds.) (2006). English Language Learners at school: A guide for administrators. Philadelphia: Caslon Press.
E. Course Readings, Online Resources, and Other Purchases
"American Psychological Association. (2002). APA Manual of Style, 5th Edition. Washington: APA.
Rossiter, J. (2007) The APA pocket handbook: Rules for format and documentation. Tampa: DW Publishing.
In class, each student will select a Florida School Boards Association Newsletter, other state association newsletter article, or newspaper article and orally discuss with their peers the main points of an article that reports on state-level Education policy, politics, or reform issues.
"The instructor will make the assigned articles and syllabus available through Blackboard.
Students are expected to post 4 individual reflections (each worth 5 points). Students will need to post one reflection after 2 class sessions, with the last reflection due after the 8th class session, October 15th The discussion board provides a means for students to extend the conversations in class, to thoughtfully analyze points in the assigned reading for the week, to pose questions for upcoming class sessions, as well as to reflect on how new knowledge connects to practice. If possible, you should build on the postings made by your colleagues. As a guide, postings should be minimum of 300 words in length. Postings could include:
• Discussions of concepts or arguments from the readings, class discussions or activities.
• Discussion of areas that you agree or disagree with the authors or with your colleagues’ postings- make sure you make reference to specific readings in your posting.
• Connection (or dissonance) of the course material with your outside readings, practice, or experience-make sure that you make reference to specific readings in your posting.
Please use proper citations for literature included in your posting. Students must reference course readings and they should use the APA format to reference particular author(s) and/or quotes- for example (Marshall & Gerstl-Pepin, 2006, p. 12). References to outside readings should be similarly referenced within the text, and then you should provide a full citation at the end of the reflection so that others may access them. Directions for posting to Blackboard will be provided by the instructor.
The instructor will make the assigned articles and syllabus available through Blackboard
"Michael, D. & Dorn, S. (2007). Accountability as a means of improvement: A continuity of themes. In K. Borman & S. Dorn (Eds.), Education reform in Florida: Diversity and equity in public policy (pp. 83-116). Albany: SUNY Press.
Walker, E. (2004). The impact of state policies and actions on local implementation efforts: A study of whole school reform in New Jersey. Educational Policy, 18 (2), 338-363.
Shircliffe, B. (2002). Desegregation and the historically Black high school: The establishment of Howard W. Blakc in Tampa, Florida. Urban Review, 34 (2), 135-158.
META Consent Decree Summary
Wiley, T., & Wright, W. (2004). Against the undertow: Language-minority education policy and politics in the ""age of accountability"". Educational Policy, 18(1), 142-168.
Anyon, J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Routledge. Chapters 1, 2, & 10
Black, W. (2006). Constructing accountability performance for English Language Learner students: An unfinished journey toward language minority rights. Educational Policy, 20 (1), 197-224.
Gorski, P. (2008). Peddling poverty for profit: Elements of oppression in Ruby Payne’s framework. Equity & Excellence in Education, 41 (1), 130-148.
Noguera, P. (2001). Racial politics and the elusive quest for excellence and equity in education. Education and Urban Society, 34 (1), 18-41.
Pillow, W. (2006). Teen pregnancy and education. Educational Policy, 20 (1), 59-84.
Ware, L. (2002). A moral conversation on disability: Risking the personal in educational contexts. Hypatia, 17 (1), 143-172.
Brewer, J. & Lewis, D. (2007). De-escalating an angry conversation. Principal Leadership, 7 (7), 62-63.
Ryan, J. (2007). Dialogue, identity, and inclusion: Administrators as mediators in diverse school contexts. Journal of School Leadership, 17 (3), 340-370.
Sorenson, R. (2006). Diffusing anger in the principal’s office. Principal, 86 (2), 50-51.
Uline, C., Tschannen-Moran, M., & Perez, L. (2003). Constructive conflict: How controversy can contribute to school improvement. Teachers College Record, 105 (5), 782-816.
Wright, J. (2007). Working with angry adults: Ideas to manage conflict and still achieve good outcomes. Available at http: www.interventioncentral.org.
F. Student Expectations/Requirements and Grading Policy
"In this class, students are expected to begin their journey to becoming both skilled practitioners and generators of knowledge. We will do this through multiple avenues:
1) Learning tasks designed to guide student inquiry within school and policy environments;
2) Books and articles selected to help students prepare for the multiple contingencies and politics associated with leadership in schools;
3) Mini-lectures and direct instruction of students around theoretical frames and inquiry, political, and leadership skills;
4) Seminar-style instructor guided student large and small group discussion; and
5) Videos, web-based portals, simulations, and guest speakers when appropriate.
The assigned readings and theoretical frameworks introduced in the class should further understanding of the students' lived experiences, orient them to new possibilities, as well as providing them with tools for inquiry-based and politically aware practice in particular school environments.
Students are expected to have read all assigned readings before class and to contribute consistently to discussions and activities in class. Careful completion of the assigned readings is a vital and central student responsibility in this class. Students will be evaluated, in part, on the degree and thoughtfulness of their participation and are expected to demonstrate punctuality and engagement with the assigned readings in class discussions and Blackboard reflections. Cell phones and pagers are disruptive to classroom discourse and should be turned off during class meetings. Laptops should be used only for class work rather than to check/send emails during class time or to search the web for other unrelated information. Additionally, all private conversations should be reserved for breaks. Food and beverages are allowed as long as they do not disrupt the class.
Each class member is expected to contribute thoughtfully and regularly through class participation that reflects deep engagement with the readings. This participation is a critical component of the course, and communication with others will be an important part of the students' class contribution assessment. In addition, in each class session, we may start the class with written reflections on the readings.
Students are expected to collaborate constructively during small group activities and to provide personal insight, critical reflection, and questions during the discussion of the readings and learning tasks. As such discussion should reflect each class member’s ability to: (1) listen openly to opinions that differ from their own, (2) communicate disagreement constructively, (3) seek information for clarification, (4) solicit the participation of others, and (5) mediate conflict between others.
Students will be asked to submit a self-assessment of your participation at the end of the course. The instructor will use the student's assessment as a source of input in assigning your class engagement and participation grade.
The points required to earn a grade are listed below (out of a possible 100 points):
A = 93-100
A- = 91-92
B = 83-88
B- = 81-82
F= Anything at 73 or below. No grade below “C” will be accepted toward a graduate degree.
G. Assignments, Exams and Tests
H. Attendance Policy
"Attendance is expected at all class sessions. Students should prepare carefully for each class by completing the necessary readings and assignments before class.
Missing more than 30 minutes of a class constitutes an absence."
I. Policy on Make-up Work
"Completed work is not necessarily “A” work. If work is not completed to quality, students will be allowed to resubmit their work. Students are encouraged to contact the instructor before assignments are due with ideas or drafts, as I am happy to provide constructive feedback. An “A” grade is reserved for the students who consistently demonstrate exceptional performance over all activities and assignments. A “B” grade is awarded to students for substantive high quality work in all aspects of the course. A “C” grade may be assigned to the student whose work and/or class performance is not distinguished as graduate level quality. Rarely, lower grades may be assigned for serious failures in student responsibilities for class behavior, written work, or other problems as designated by the instructor.
Although the professor makes no distinction between excused and unexcused absences, students will have the opportunity to earn the points deducted due to an absence, by completing an alternative assignment from a list provided by the instructor.
Incompletes are highly discouraged. An “I” grade may be awarded at the discretion of the instructor only when the student is otherwise earning a passing grade. Students are advised to initiate a written contract for incomplete grades. The contract should include a description of the work to be completed, the date by which the work is to be submitted and should be approved and signed by the course instructor. Until removed, the “I” is not computed in the grade point average. If not removed after two terms (including summer), “I” grades will be converted to “IF” or “IU” (Incomplete-Fail/Unsatisfactory).” (USF Graduate Catalog)
“Students attending USF are awarded degrees in recognition of successful completion of coursework in their chosen fields of study. Each individual is expected to earn his/her degree on the basis of personal effort. Consequently, any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable.” (USF Graduate Catalog)
Plagiarism is defined as literary theft and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public at large must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or in the body of the text. Plagiarism also consists of passing off as one’s own segments or the total of another person’s work.
The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to ask that assignments be submitted to me as electronic files and to electronically submit assignments to SafeAssigment.com, or to ask students to submit their assignments to SafeAssignment.com through myUSF.
All assignments are to be completed independently, be the sole work of the student, and may be collaborative only when specifically indicated in the assignment directions. For more information on the Department of Educational Leadership’s policy on student conduct, go to http://www.coedu.usf.edu/main/departments/edlead/News.html
J. Program This Course Supports
Masters in Educational Leadership
- Course Concurrence Information