Foundations and Psychology of Educational Leadership
This course introduces fundamental principles within administrative theories, including organizational theory, bureaucratic models, leadership theories, change theories, content theories, and process theories. Contemporary practices are studied and analyzed. Prerequisites: M.Ed. program or permission from M.Ed. coordinator. Offered
Prerequisite(s) / Corequisite(s):
Most current editions of the following:
Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards
By Green, Reginald Leon Recommended
Course Learning Outcomes
Students in this course will be able to define their philosophy of Education and the psychology of leadership from a personal (strengths) perspective.
Students will be able to articulate the steps in the creation of a vision for learning and a plan for implementation for an entire school community.
Students will be introduced to and will be able to identify and describe within context each of the six Interstate School Leaders Licensure Consortium Standards that will guide their end of program portfolio.
Students will develop an awareness of constituents and perspectives in a broad school community. (Development of case study)
Students will be able to select models of “best fit” based on their personal characteristics, styles, beliefs, and vision for a learning community. (Reflection paper)
Major Topics/Skills to be Covered:
Personal strengths and assessment
School data websites
Determination of personal strengths and appropriate fit based on school data
Philosophy of Education
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.