Graduate Course Proposal Form Submission Detail - EDA6213
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC chair 5/4/12. for C&I-Med. GC appd 5/7/12. to USF Sys 5/15/12; to SCNS 5/23/12. Appd eff 8/1/12. Sub 6215; Appd as 6213
- Department and Contact Information
Tracking Number Date & Time Submitted 2726 2012-01-31 Department College Budget Account Number Educational Leadership ED 173500 Contact Person Phone Zorka Karanxha 8139746040 firstname.lastname@example.org
- Course Information
Prefix Number Full Title EDA 6213 Culturally Relevant 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 D - Discussion (Primarily) - Abbreviated Title (30 characters maximum) Culturally Relevant Leadership Course Online? Percentage Online C - Face-to-face (0% online) 0
Admissions to a graduate program at USF
This course prepares culturally responsive leaders to attend to diverse needs of all students. It is organized with the understanding that school leaders are moral stewards and public intellectuals who reflect notions of instructional accountability.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed to compete with national trends
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?
At capacity, ths course should attract 45 - 75 students annually from DELPS. Programs within the COEDU also may find this course appealing as well as students from other social sciences interested in educational leadership & policy.
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.)
The successful candidate should have credentials demonstrating excellence in scholarly activities, teaching, and academic administration. Knowledge and experience applying multiple methods to multiple educational accountability structures.
- Other Course Information
1. Students will develop a framework and skills to build culturally based inclusive schools Standards covered: 3.6.1; 3.6.2; 3.7.1; 3.7.2; In particular, students will:
a. Appreciate the cultural knowledge that students bring to school and use it to help teachers understand the students’ family cultures.
b. Treat children as individuals rather than as representatives of social groups.
c. Take an advocacy approach against all forms of discrimination and inequity.
d. Develop a vision of an ethical, just, culturally responsive, and effective school.
2. Students will understand the importance of creating a caring environment where cooperation among teachers, students and parents is central for excellence in educational achievement. Standards covered: 1.1.1; 1.1.2; 1.3.1; 1.4.3; 1.4.4; 3.3.1; 3.5.1; 3.7.1; 3.8.1; In particular students will:
a. Focus on academic achievement of diverse students by creating appropriate support systems.
b. Have high expectations for all students.
c. Reconfigure school structures and de-tracking to ensure equal and effective access to high quality instruction.
d. Develop practices to work closely with all parents by meeting parents in their own homes and community centers.
e. Reflect on her/his subject position in order to better communicate with diverse groups in the community.
f. Develop the capacity to engage and struggle with the moral and ethical dimensions of leadership decisions in school-community contexts.
3. Students will demonstrate understanding of and capacity to critically examine the socio-political contexts of leadership work in schools. Standards covered: 1.14.1; 1.14.2; 3.1.1; 3.4.1; 3.6.1; 3.6.2; 3.7.1; 3.7.2; 3.7.3. In particular, students are expected to:
a. Act with a reasoned understanding of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.
b. Apply a systems perspective, extending thinking about purpose and ethics beyond the individual to institutional and societal levels, as they view school leadership work in organizational contexts as interactive systems embedded within external environments.
B. Learning Outcomes
In this class, students will begin their journey to becoming skilled practitioners and generators of knowledge. The professor and students will learn about culturally based leadership in field-based and applied ways. Simultaneously, we will also seek to expand and re-conceptualize the possibilities of leadership work through engagement with theory. We will do this through multiple avenues: 1) Learning tasks designed to guide student inquiry within schools and policy environments; 2) books and articles selected to help students prepare for developing culturally based leadership; 3) direct instruction of students in specific inquiry, curricular, and leadership skills; and 4) role play, mini-lectures, videos, and guest speakers (tentative) may supplement the readings and learning tasks and inform our whole and small group discussions.
C. Major Topics
- Introduction to culturally relevant leadership
- The roles and issues facing educational leaders in our schools and in our society
- Diversity: What are my own assumptions, beliefs, values, philosophy, practices and behaviors?
- Creating schools that support high levels of learning and growth of all students
- Analyzing and engaging diversity in schools
E. Course Readings, Online Resources, and Other Purchases
Required Articles or Chapters
Students are expected to access the articles through Blackboard.
Bustamante, R., Nelson, J.A., & Onwuegbuzie, A.J., (2009). Assessing school-wide cultural competence: Implications for school leadership preparation. Educational Administration Quarterly, 45(5), 793-827.
Cooper, C. W. (2009). Performing cultural work in demographically changed schools: Implications for expanding transformative leadership framework. Educational Administration Quarterly, 45(5), 694-724.
Dantley, M.E. (2003). Critical spirituality: Enhancing transformative leadership through critical theory and African American prophetic spirituality. International Journal of Leadership in Education, 6(1), 3-17.
Dantley, M. E. (2005). African American spirituality and Cornel West’s notions of prophetic pragmatism: Educational leadership in American urban schools, Educational Administration Quarterly, 41(4), 651-674.
Dillon, R. (2007). Removing the fear of developing a culturally proficient school. Principal Leadership, 8(10), 38-40.
Dukes, C., & Ming, K. (2007). The administrator’s role in fostering cultural competence in schools. Educational Research Services Spectrum, 25(3), 19-27.
Ek, L. D., Machado-Casas, M., Sanchez, P., & Alanis, I. (2010). Crossing cultural borders: La clase mágica as a university-school partnership. Journal of School Leadership, 20(6), 820-848.
Grothaus, T., Crum, K. S., & James, A. B. (2010). Effective Leadership in a culturally diverse learning environment. International Journal of Urban Educational Leadership, 4(1), 111-125.
Hernández , F., & Marshall, J. M. (2009). Where I came from, where I am, and where I’d like to be: Aspiring administrators reflect on issues related to equity, diversity, and social justice. Journal of School Leadership, 19(3), 299-333.
Howley, A., Woodrum, A., Burgess, L., & Rhodes, M. (2009). Planning for culturally responsive leadership: Insights from a study of principals of exemplary schools. Educational Planning, 18(3), 12-26.
Johnson, L. (2006). “Making her community a better place to live:” Culturally responsive urban school leadership in historical context. Leadership and Policy in School, 5, 19-36.
Murtadha-Watts, K., & Stoughton, E. (2004). Critical cultural knowledge in special education: Reshaping the responsiveness of school leaders. Focus on Exceptional Children, 37(2), 1-8.
Slater, C. L., Boone, M., Fillion, S., Galloway, H., Munoz, L., Base, M., Romero-Grimaldo, L., Korth, L., Álvarez, I., Topete, C., & Iturbe, E. (2006). Ideal images of leadership. Educational Forum, 70(2), 154-170.
Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration, 17, 21-32.
Riehl, C. J. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. Review of Educational Research, 7(1), 55-81.
F. Student Expectations/Requirements and Grading Policy
I. Cultural Auto-Biography*: 30 points
Students will complete a cultural autobiography by naming the countries (if any), other than the United States, that they identify as a place of origin for themselves and their family. They identify their ethnic/cultural group membership and reflect on advice that has been handed down through their family by their ancestors (i.e., “family motto”). Adult learners make a list of at least five values that are important to their cultural/racial identity and rank-order them from most important to least important. They also reflect on particular family members’ attitudes toward people who are culturally and ethnically different (e.g., White Americans, African Americans, Native Americans, Asian Americans, Hispanic/Latino Americans, Gays/Lesbians, Physically Challenged People, Religious People, Rich/Poor People, etc.). Students will also include what they were encouraged to believe about people of other groups and identify what was and wasn’t discussed growing up and why. After completing a list of sentence starters (i.e., As a boy/girl, I must . . .) recall specific incidents in your life (5-year time blocks) that affected your thinking and/or feelings about people who are culturally or ethnically different from you. Finally, what did you discover about your family and what stood out most and why.
*The assignment is based on Kathleen Brown’s pedagogical strategy she describes in: Leadership for Social Justice and Equity: Weaving a Transformative Framework and Pedagogy (2004) published in Educational Administration Quarterly, v. 40, n. 1, starting p. 77.
II. Leading Class Discussion: 15 points
Students will conduct an active discussion (approx. 30 minutes) of a group of students around a case study or article and provide their own interpretation of the reading as it relates to the field of study and students’ own practice. Sign up on the instructor’s Facilitation of Discussion Sheet to lead class discussion.
III. Class Attendance and Engagement: 30 points
Attendance is expected at all class sessions. You 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 make no distinction between excused and unexcused absences. However, 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.
Each class member is expected to contribute thoughtfully and regularly through class participation. This participation is a critical component of the course, and communication with others will be an important part of your class contribution assessment. You 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.
IV. Diversity Panels* (Group): 25 points
Together with others in the class who have chosen the same non-monolithic group to study in depth, adult learners conduct the class on a given day. Students are expected to assign and distribute additional readings so that they can present the history of that group’s educational experience in the United States (including the circumstances that brought or made them inhabitants of the United States) and how they were treated. The main objective is to help class members understand how the group has been treated in this country and how the history lives on and affects the present (e.g., philosophically, economically, politically, socially, and culturally). Adult learners’ presentations include (a) information concerning the values considered representative of the majority of people in that group, (b) a discussion of their schooling experiences, and (c) any other issues that they deem important (e.g., stereotypes, inequitable treatment, successful pedagogical strategies). As part of the class, students also have a 1-hour panel presentation from at least three people from that group. Students provide panel members with a list of suggested questions and topics to be addressed ahead of time. Panel members introduce themselves, engage in a sharing of their educational experiences, and participate in an informal question and answer session with all members of the class. Cultural values, lessons taught, schooling experiences, and misperceptions experienced are discussed. Panel members are asked for suggestions in working more effectively with students from all cultures.
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 72 or below. No grade below “C” will be accepted toward a graduate degree.
Below is the rubric for assessing written and oral assignments:
Effective Communication Assignment demonstrates student’s command of the language. Written work will be assessed on the degree to which it represents effective writing and oral skills that are requisite for every educator.
Completeness All portions of assignment are included in response/discussion and reflect APA Style. Assignments may be returned without grades if incomplete. Students may resubmit within one week.
Organization & Structure Ideas are presented logically, and meaning is clear.
Course Knowledge Concepts and principles from class presentations, readings and discussions are reflected in written form.
Support & Critical Reflection Reasons for opinions, implications and conclusions are stated. The “why” is explained. Multiple perspectives are considered, and choices are defined.
G. Assignments, Exams and Tests
Introduction to culturally relevant leadership
Schoorman and Bogotch (2010)
Marsh & Turner-Vorbeck text (1-36)
The roles and issues facing educational leaders in our schools and in our society
Dukes & Ming (2007)
Diversity: What are my own assumptions, beliefs, values, philosophy, practices and behaviors?
Hernandez et al. article
Marsh & Turner-Vorbeck text
Creating schools that support high levels of learning and growth of all students
Ek et al.
Howley et el. article
Murtadha-Smith & Stoughton
Smith, C. A. (2005)
Analyzing and engaging diversity in schools
Bustamante et al., 2009
Nuri-Robins, K., Lindsey, D. B., Terrell, R. D., & Lindsey, R. B. (2007).
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
No Late Work Accepted.
J. Program This Course Supports
M.Ed. in Educational Leadership & Policy Studies
- Course Concurrence Information