EDAD 5330: The Principalship

University of North Texas at Dallas

Summer I 2018

SYLLABUS

EDAD 5330.001: The Principalship
 
Department of Educational Leadership Division of School of Education
 
Instructor Name: Dr. Jerry R. Burkett
Email Address:  jerry.burkett@untdallas.edu
Website:
 edleadership21.com
Phone:                              214-338-1815
Classroom Location: Dal1, 252
Class Meeting Days & Times: Face-to-Face: Monday/Wednesday, 5:00-8:50
 
Course Catalog Description: The purpose of this course is to study instructional leadership as it relates to the improvement of instruction, effective schools, and the ongoing effective program delivery by personnel. Areas to be explored and discussed include significant and recent research and best practices of instructional leadership, learning theory, the change process, school climate and culture, effective teaching methods, and the relationship of instruction to curriculum. Students will also earn the Advancing Educational Leadership Certification

 

Required Text: Marzano, R. J., Waters, T., McNulty, B.  (2005). School Leadership that Works. Alexandria,

Va.: Association for Supervision and Curriculum Development.

Region 13 Education Service Center. (2015). Advancing Educational Leadership: Participant  

     Guide. Texas Education Agency.

Whitaker, T. (2012). What Great Principals Do Differently: 18 Things that Matter Most. New

York: Routledge.

Recommended Text and References: American Psychological Association. (2009). Publication Manual of the American Psychological Association (6 th Ed.). Washington, D.C.: Author. Other materials provided by instructor and in Blackboard
Access to Learning Resources: UNT Dallas Library: phone: (972) 780-3625

web: https://www.untdallas.edu/library

 

UNT Dallas Bookstore: Location: 7300 University Hills Blvd., Dallas, TX 75241 Building 1 (north side of campus)

First Floor Phone: 972-780-3652

Fax: 972-780-3689

Email: untdallas@bkstr.com

Website: https://www.untdallas.edu/bookstore

 

Course Goals or Overview:
  The goals of this course provide the students an opportunity to learn and fully embrace the following key theoretical and practical concepts, beliefs and initiatives. They are as follows:

 

·          Develop effective strategies for re-culturing schools and districts.

·          Learn about collective instructional leadership.

·          Define and understand the term research-based belief system.

·          Examine personal and group beliefs about change.

·          Define and learn how to overcome campus learning disabilities.

·          Understand how to foster a safe, caring, and trusting team culture.

·          Define and understand significance of the term closing the opportunity-to-learn cap.

·          Examine and understand the connection between organizational culture and learning.

·          Understand how to develop, implement, and monitor effective campus learning strategies that reflect data analysis.

·          Understand how to select and develop quality teachers who possess a research-based belief system.

·          Learn how to significantly increase all students’ academic effort.

·          Understand how to build trust in professional learning communities and school-wide.

·          Examine alternatives to student retention.

·          Define and understand “bell curve” teaching.

·          Learn how to become an effect instructional coach.

·          Develop a course of study and degree/certification plan.

·          Develop and demonstrate academic scholarship knowledge and skills for successful graduate study.

 

The school administrator understands how to…

  • create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff.
  • use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision.
  • use strategies for involving all stakeholders in planning processes to enable the collaborative development of a shared campus vision focused on teaching and learning.
  • facilitate the collaborative development of a plan that clearly articulates objectives and strategies for implementing a campus vision.
  • align financial, human, and material resources to support implementation of a campus vision. • establish procedures to assess and modify implementation plans to ensure achievement of the campus vision.
  • acknowledge and celebrate the contributions of students, staff, parents, and community members toward realization of the campus vision.
  • apply skills for building consensus and managing conflict
  • model and promote the highest standard of conduct, ethical principles, and integrity in decision making, actions, and behaviors.
  • implement policies and procedures that promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators. • apply knowledge of ethical issues affecting education.
  • articulate the importance of education in a free democratic society.
  • serve as an advocate for all children.
  • facilitate effective campus curriculum planning based on knowledge of various factors (e.g., emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, teaching and learning theory, principles of curriculum design, human developmental processes, legal requirements).
  • facilitate the use of appropriate assessments to measure student learning and ensure educational accountability
  • facilitate the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to other district programs.
  • promote the use of creative thinking, critical thinking, and problem solving by staff and other campus stakeholders involved in curriculum design and delivery.
  • facilitate the development of a campus learning organization that supports instructional improvement and change through ongoing study of relevant research and best practice
  • create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the campus vision.

Course Outline
This schedule is subject to change by the instructor. Any changes to this schedule will be communicated by the instructor in class or online.

 

Date Topic Suggested Readings Assignments Due
June 11, 2018 Introduction, Syllabus, Course Description, What gives you the right to lead?

AEL Workshop:

·         Introduction to AEL Conceptual Framework

·         Exploring AEL Themes

·         Creating a Positive School Culture

AEL Workbook None
June 13, 2018 AEL Workshop:

·         5 Dysfunctions of a Team

·         Establishing and Sustaining a Vision, Mission, Goals

·         Personal Vision

AEL Workbook Principal Reflection #1
       
June 18, 2018 AEL Workshop:

·         Compass Points

·         Personal Vision

·         Leadership Style

·         Microlabs

·         Action Planning

·         Conflict Continuum

AEL Workbook Media Analysis Due
June 20, 2018 AEL Workshop:

·         Complex Pieces

·         Improving Instruction

·         Teacher Coaching

·         Anchor Your Learning

AEL Workbook Principal Reflection #2
       
June 25, 2018 AEL Workshop:

·         What’s Your App?

·         Improving Instruction

AEL Workbook Evolving Principal Analysis Due
June 27, 2018 AEL Workshop:

·         Managing Data and Processes

·         Leadership Analogies

·         Café AEL/Action Planning

·         Anchor Your Learning

AEL Workbook Principal Reflection #3
       
July 2, 2018 Online Class   Twitter Discussion
July 4, 2018 NO CLASS    
       
July 9, 2018     Autoethnography Due
July 11, 2018 Poster Walk   Posters Walk and Presentation

  Course Evaluation Methods

This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course.

Attendance and Participation:

During face-to-face and online, students are expected to be prepared for discussions and questions related to the assigned information. Regular and prompt class attendance and active class participation are required in order to meet the requirements of this course. Instructional methods utilized in this course include class discussions, lectures, online, group discussions, final exam and oral presentations. Students will lose 10 points for each missed day of class.

In order to receive the AEL certificate, you must attend all of the sessions of the course. Requirements of the Texas Education Agency do not permit awarding the certificate to anyone who has missed any part of the training. The AEL certificate is the prerequisite for certification in the Texas Teacher Evaluation and Support System, or T-TESS. Following verification that you have completed the required AEL training and paid the $75 certificate fee to the financial services office, you may apply for your AEL certificate from the Educational Service Center (ESC) Region 13 website. Instructions on how to retrieve your AEL certificate will be provided in class. You may be asked to do extra reading or visit websites related to the AEL assignments.

Principal Reflections:

As part of the AEL Participant work, students will be asked to provide a personal reflection at the end of designated courses.  Reflections can be hand written and will be submitted at the end of class.  Topics will vary for each reflection.

Reflection Essay – Autoethnography

The autoethnography is a form of self-reflection that uses your own personal experiences to connect to a wider cultural or social meaning.  In the case of the principalship, you must ask an essential question: “what aspects of your life led you to decide you are ready for campus leadership and how will those aspects aid or shape you as a campus principal?” Important aspects of the autoethnography include culture, language, background, socioeconomic level, and personal history.

The Evolving Principal – Analysis

The role of the principal has changed over many years. Using online resources, students will write a 2-3 page paper that provides an analysis of how the role of the campus principal has changed or evolved in the last 30-50 years. Students will use APA formatting for their citations and references.

Research Question: How has the role of the campus principal changed in the last 50 years?

Media Analysis: Controversial issue

There are no shortage of news stories related to education. In most cases, it is always a campus principal who must manage the crisis or issue being reported.  Using online resources, search a current news article (last 6 months) and write a 1-page critique or affirmation of how the principal handled the incident.  Be sure to refer to themes and classroom discussion as a foundation for your critique or affirmation.

Online Class Assignment

On July 2, the class will meet on Twitter. Students will be expected to participate in a Twitter chat session at some point during the course of the week responding to the professor and other students on topics from the course. Specifically, we will discuss concepts covered in the Whitaker textbook in Chapters 4, 5 and 6. The professor will post an initial discussion question and students will respond.  There is no expectation for the number of recorded responses, however the student will be graded on their participation and on the clarity of their responses.  Students will need a personal Twitter account prior to the online course meeting.

Poster Walk:

We will spend most of the course discussing the ideal principal and the skills needed to lead a 21st century school.  Develop a poster that explores the 21st century principal using themes and strategies learned from the course. The poster should be viewed as part research and part presentation. Students will present the poster to peers and other guests. Your research question is: What are the major themes or attributes needed for a successful campus leader serving in a 21st century school?

Research Poster Resources:

https://ugs.utexas.edu/our/poster/samples

https://www.craftofscientificposters.com/examples.html

https://guides.nyu.edu/posters

Course Grading:

Course materials must be submitted on time to receive full credit. The awarding of grades is not automatic and the judgment of the instructor will determine whether or not each assignment is completed satisfactorily. Neatness, thoroughness, and care in preparing course materials are required.

General criteria for evaluating student work are:

  1. Construction of Knowledge: Students successfully interpret, analyze, evaluate, or synthesize
  2. Depth of Understanding: Student understanding of course content and themes is relatively complex and deep, and they demonstrate that understanding through elaborated
  3. Connection to Practice: Students successfully connect course content to practice and their specific They explore implications that create value and significance for knowledge.

 

Assignments Percentages Weight
Attendance and Participation 5%
Principal Reflections 10%
Reflection Essay — Autoethnography 25%
The Evolving Principal Analysis 15%
Media Analysis 15%
Online Twitter Chat 5%
Poster Walk Research 25%

University Policies and Procedures

Students with Disabilities (ADA Compliance):

 Chapter 7(7.004) Disability Accommodations for Students

The University of North Texas at Dallas makes reasonable academic accommodation for students with disabilities. Students seeking accommodations must first register with the Disability Services Office (DSO) to verify their eligibility. If a disability is verified, the DSO will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, DSO notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet/communicate with each faculty member prior to implementation in each class. Students are strongly encouraged to deliver letters of accommodation during faculty office hours or by appointment. Faculty members have the authority to ask students to discuss such letters during their designated office hours to protect the privacy of the student. For additional information see the Disability Services Office website at http://www.untdallas.edu/disability. You may also contact them by phone at 972-338-1777; by email at UNTDdisability@untdallas.edu or at Building 2, room 204.

Blackboard Learn Accessibility Statement:

University of North Texas at Dallas is committed to ensuring its online and hybrid courses are usable by all students and faculty including those with disabilities.  If you encounter any difficulties with technologies, please contact our ITSS Department. To better assist them, you would want to have the operating system, web browser and information on any assistive technology being used. Blackboard Learn course management system’s accessibility statement is also provided: http://www.blackboard.com/Platforms/Learn/Resources/Accessibility.aspx

NOTE: Additional instructional technology tools, such as Turnitin, Respondus, Panopto, and publisher cartridge content (i.e. MyLab, Pearson, etc.) may NOT be fully ADA compliant. Please contact our Disability Office should you require additional assistance utilizing any of these tools.

Course Evaluation Policy: Student’s evaluations of teaching effectiveness is a requirement for all organized classes at UNT Dallas. This short survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider students’ evaluations to be an important part of your participation in this class.

Assignment Policy: (According to the instructor’s discretion while working in concert with the division/program’s guidelines).

Exam Policy: (Online exams and the ability to retake is solely at the instructor’s discretion). NOTE: Online exams may be proctored on campus per instructor’s discretion.

Academic Integrity: Academic integrity is a hallmark of higher education. You are expected to abide by the University’s code of Academic Integrity policy. Any person suspected of academic dishonesty (i.e., cheating or plagiarism) will be handled in accordance with the University’s policies and procedures. Refer to the Student Code of Academic Integrity at http://www.untdallas.edu/sites/default/files/page_level2/pdf/policy/7.002%20Code%20of%20Academic_Integrity.pdf for complete provisions of this code.

Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabrication of information or citations, facilitating acts of dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without informing the instructor, or tampering with the academic work of other students.

Web-based Plagiarism Detection: Please be aware in some online or hybrid courses, students may be required to submit written assignments to Turnitin, a web-based plagiarism detection service, or another method. If submitting to Turnitin, please remove your title page and other personal information.

Classroom Policies

Online Attendance and Participation: The University attendance policy is in effect for this course. Class attendance in the Blackboard classroom and participation is expected because the class is designed as a shared learning experience, and because essential information not in the textbook will be discussed in the discussion board. Online presence and participation in all class discussions is essential to the integration of course material and your ability to demonstrate proficiency.

Attendance for this online or hybrid course is considered when you are logged in and active in Blackboard, i.e., posting assignments, taking quizzes, or completing Discussion Boards. To maintain financial aid award eligibility, activity must occur before the census date of the session or term of the course. Refer to http://www.untdallas.edu/registrar for specific dates. If you are absent/not active in the course shell, it is YOUR responsibility to let the instructor know immediately, upon your return, the reason for your absence if it is to be excused. All instructors must follow university policy 7.005 covering excused absences; however, it is the instructor’s discretion, as outlined in the course syllabus, of how unexcused absences may or may not count against successful completion of the course

Inclement Weather and Online Classes: Online classes may or may not be effected by campus closures due to inclement weather. Unless otherwise notified by your instructor via e-mail, online messaging, or online announcement, students should assume that assignments are due as scheduled.

Online “Netiquette:

In any social interaction, certain rules of etiquette are expected and contribute to more enjoyable and productive communication. Emails, Discussion Board messages and/or any other forms of written communication in the online environment should use proper “netiquette” (i.e., no writing in all caps (usually denotes yelling), no curse words, and no “flaming” messages (angry, personal attacks).

Racial, ethnic, or gender slurs will not be tolerated, nor will pornography of any kind.

Any violation of online netiquette may result in a loss of points or removal from the course and referral to the Dean of Students, including warnings and other sanctions in accordance with the University’s policies and procedures.  Refer to the Student Code of Student Rights Responsibilities and Conduct at http://www.untdallas.edu/osa/policies. Respect is a given principle in all online communication. Therefore, please be sure to proofread all of your written communication prior to submission.

Diversity/Tolerance Policy:

Students are encouraged to contribute their perspectives and insights to class discussions in the online environment. However, offensive & inappropriate language (swearing) and remarks offensive to others of particular nationalities, ethnic groups, sexual preferences, religious groups, genders, or other ascribed statuses will not be tolerated.

Disruptions which violate the Code of Student Conduct will be referred to the Dean of Students as the instructor deems appropriate.

Technology Requirements: In order to successfully access the materials in an online or hybrid course, UNT Dallas advises that your computer be equipped with the minimum system requirements.

Blackboard Learn 9.1 is the platform software for this course. Blackboard Learn supports major web browsers such as Windows Internet Explorer, Apple Safari, Mozilla Firefox, and Google Chrome. However, since the latter two are updated continually, some recent versions may not be compatible. If you experience difficulty accessing or using components of the course, try using Internet Explorer. Also, no matter what browser you use, always enable pop-ups. For more information see:

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