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Online classes

Effective: Late Fall 8-Week, 2017/2018

EDUC 583: Elementary And Secondary School

Course Description

This course provides an overview of the multi-faceted roles and responsibilities of the school leader at the elementary or secondary level. School effectiveness, student achievement, and reflective practice are critical to the understanding of the Interstate School Leaders Licensure Consortium Standards which frame the course.

Prerequisite: Teacher Certification in one or more areas.

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Sergiovanni, Thomas J.. (2015). The Principalship: A Reflective Practice Perspective (7th). Pearson.
    • [ISBN-978-0-13-261364-4]
    • Note: Please note that use of an eBook carries certain risks: information may be missing due to copyright restrictions, the book cannot be resold to MBS Direct, and an eBook purchase cannot be refunded.

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

This course will touch on the following topics:
•    Correlations to ethics, morals, and legal behavior for school leaders
•    Theoretical foundations and applications to current demands of school leaders
•    School community and school organization
•    Forces and dynamics of leadership
•    Development perspectives and styles of leadership
•    Characteristics of effective and successful schools
•    Clinical supervision and instructional improvement
•    Motivation, commitment, and change





Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Objectives

  • To use collaborative structures to develop shared vision and mission, and to articulate and model standards for ethical, legal and moral behavior.
  • To promote the success of every student through the support structures and distributed leadership, and by mobilizing community, state, and federal resources.
  • To supervise instruction and guide teacher improvement plans.
  • To identify and select data for school improvement.
  • To identify factors in promoting the safety and well-being of students and staff.

Measurable Learning Outcomes

  • Develop a paper that illustrates a detailed process approach to the development of a shared vision and mission, incorporating the ISLLC Leadership standards, for a randomly assigned existing school in Missouri. Student preference will be given for a rural or urban district as the school setting.
  • Utilize resources identified by the professor to develop a plan that includes community, state, and federal resources for supporting the needs of all learners, based on the demographics, achievement, historical, and economic needs of a particular school.
  • Review and critique teacher observational data to develop Professional Improvement Plans that are determined to be helpful and acceptable to practicing teachers.
  • Write a school improvement plan using real, existing data for possible presentation to a school board or faculty for a given school.
  • Develop and propose a plan for discipline or inclusionary practices within their building which may be suitable for presentation to a faculty.
  • Write a comprehensive paper that articulates their learning from this course and they develop professional improvement plans for furthering their expertise in two or more ISLLC Standards.

Grading

Grading Scale
Grade Points Percent
A 837-930 90-100%
B 744-836 80-89%
C 651-743 70-79%
F 0-650 0-69%
Grade Weights
Assignment Category Points Percent
Discussion Posts and Responses 280 30%
Dropbox 1 100 11%
Dropbox 2 150 16%
Dropbox 3 100 11%
Dropbox 4 150 16%
Dropbox 5 150 16%
Total 930 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 - Introductions 20 Wednesday/Saturday
Discussion 2 - Eight Competencies 20 Friday/Saturday
Dropbox 1 - Vision and Mission 100 Saturday
Week 2
Assignment Points Due
Discussion 3 - Leadership 20 Wednesday/Saturday
Discussion 4 - Social Covenants 20 Friday/Saturday
Dropbox 2 - School Improvement 150 Saturday
Week 3
Assignment Points Due
Discussion 5 - School Culture 20 Wednesday/Saturday
Discussion 6 - Distributed Leadership 20 Friday/Saturday
Week 4
Assignment Points Due
Discussion 7 - Leadership and Student Achievement 20 Wednesday/Saturday
Discussion 8 - Professional Learning Communities 20 Friday/Saturday
Week 5
Assignment Points Due
Discussion 9 - Teacher Competence 20 Wednesday/Saturday
Dropbox 3 - Professional Improvement Plan 100 Saturday
Week 6
Assignment Points Due
Discussion 10 - Supervision Models 20 Wednesday/Saturday
Discussion 11 - Isolation in Teaching 20 Friday/Saturday
Dropbox 4 - Inclusionary Practices 150 Saturday
Week 7
Assignment Points Due
Discussion 12 - Resistance to Change 20 Wednesday/Saturday
Dropbox 5 - Comprehensive Paper 150 Saturday
Week 8
Assignment Points Due
Discussion 13 - Leadership Styles 20 Wednesday/Saturday
Discussion 14 - Summary 20 Friday/Saturday
Total Points 930

Assignment Overview

Discussions

Active discussion is a vital component of the learning for this course. You will find that for most weeks, there are 1-3 discussion assignments. You should complete your response to each discussion by 11:59 pm Central Time (CT) on the assigned day (either Wednesday or Friday) each week. Many of the topics will come directly from your text, and thus should look familiar to you after you have completed your reading.

Because of the importance of our class discussions, you are expected to thoroughly answer discussion posts using at least 200 words. These are not “yes” and “no” questions, so give each one serious thought and reflection. You are also expected to participate in each discussion by responding to at least two of your classmates’ posts. These responses should be at least 100 words and go beyond superficial comments. These online discussions should take the form of discussions we would have if we were in a traditional classroom environment.

Each discussion is worth 20 points. You can earn up to 15 points with your initial post to the discussion question, and 5 points for your responses to your classmates’ posts. Your responses to your classmates’ discussion posts must be completed by Saturday night each week.

“Post First” requirement: Students must submit an original post before viewing a classmate’s post.  Any attempt to violate this “Post First” requirement will result in a zero for the post.




Dropbox Assignments

You will have a series of six assignments that relate to the overall responsibilities of being an effective principal. You will find more detailed descriptions and the grading criteria for each in the Content Area of the course. All papers should be completed using the latest version of APA style.  

Dropbox 1 – Vision and Mission
You have been assigned the task of facilitating a committee to revise your school’s current vision and mission. Using the ISLLC Leadership Standards, create a plan to accomplish this goal. Look for detailed instructions for this assignment in the Content Area of the course.  This dropbox assignment is worth 100 points and must be 3-4 pages in length.  Due by 11:59 pm CT on Saturday of Week 1.

Dropbox 2 –School Improvement
Using the descriptions that Sergiovanni provides to us on the depth of community, social covenants, and connections, develop a plan that will enhance the school’s success. This project may build on your previously developed school or plan (from EDUC 502 or 546), is worth 150 points, and must be 5-6 pages in length.  Due by 11:59 pm CT on Saturday of Week 2.

Dropbox 3 – Professional Improvement Plan
Review and critique teacher observational data then develop Professional Improvement Plans that you feel would be successful in making the teacher more effective. This assignment should be completed using the latest version of APA style. This dropbox assignment is worth 100 points and must be 3-4 pages in length.  Due by 11:59 pm CT on Saturday of Week 5.

Dropbox 4 – Inclusionary Practices
Tied closely with school culture and school supervision are the inclusionary practices that are in place at the school. Develop and propose a plan that would help ensure that all students throughout your school and create a strategy for presenting it to the faculty. This dropbox assignment is worth 150 points and must be 5-6 pages in length.Due by 11:59 pm CT on Saturday of Week 6.

Dropbox 5 – Comprehensive Paper
You will be creating two professional improvement plans designed to enhance your expertise in two ISLLC Standards. This dropbox assignment is worth 150 points and must be 5-6 pages in length.  Due by 11:59 pm CT on Saturday of Week 7.





Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Moral Dimensions of School Leadership
Reading Assignment

Sergiovanni: Chapters 1-2, pp. 1-68

ISLLC Standards (link is located in the Content Area of the course)

Discussion 1 - Introductions

Introduce yourself and be sure to include your current job position and any personal interests. We will interact with one another quite a bit in this course, and this is where we will begin! Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Discussion 2 - Eight Competencies

Sergiovanni identifies thirteen competencies that he deems essential for effective principals. Review these competencies and discuss how two or three fit best with your personal strengths and the needs of your school. Please post your primary response to this discussion by 11:59 pm CT on Friday.

Respond to at least two classmates who posted on different competencies from your post.  Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Dropbox 1 - Vision and Mission

You have been assigned the task of facilitating a committee to revise your school’s current vision and mission. Using the ISLLC Leadership Standards, create a plan to accomplish this goal.  (More specific instructions and a scoring guide can be found in the Content Area for this week.) This dropbox assignment is worth 100 points and must be 3-4 pages in length.  Due by 11:59 pm CT on Saturday.

Week 2: Theoretical Implications of Leadership
Reading Assignment

Sergiovanni: Chapters 3-5, pp. 69-138

ISLLC Standards

Discussion 3 - Leadership

In what ways does management differ from leadership?  From your experience with building leaders, describe how they were managerial or instructional leaders and how this style affected their effectiveness. Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Discussion 4 - Social Covenants

Sergiovanni discusses how social covenants create connections among people through shared ideas and values. What are the social covenants that your school needs to develop in order to enhance your school’s culture? Please post your primary response to this discussion by 11:59 pm CT on Friday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Dropbox 2 - School Improvement

Using the descriptions that Sergiovanni provides to us on the depth of community, social covenants, and connections, develop a plan that will enhance the school’s success. This project may build on your previously developed school or plan from EDUC 502 or 546.  (More specific instructions and a scoring guide can be found in the Content Area for this week.) This dropbox assignment is worth 150 points and must be 5-6 pages in length.  Due by 11:59 pm CT on Saturday.

Week 3: Aspects of Leadership
Reading Assignment

Sergiovanni: Chapters 6-8, pp. 139-202

Discussion 5 - School Culture

Take a comprehensive look at the current culture of your school. In what ways will you be able to positively influence your school culture? What challenges would you envision encountering? Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Discussion 6 - Distributed Leadership

What is distributed leadership? How does it differ from constructivist leadership? Describe the types of leadership you have most commonly encountered. Please post your primary response to this discussion by 11:59 pm CT on Friday

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Week 4: Instructional Leadership: School and Communities
Reading Assignment

Sergiovanni: Chapters 9-11, pp. 203-275

PLC material

Discussion 7 - Leadership and Student Achievement

Being an educator, you have seen students fail despite all your best efforts to reach out to them and help.  Can the leadership of a school actually influence student achievement?  Support your answer with examples or details from your readings and respond to two classmates with opposing views. Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Discussion 8 - Professional Learning Communities

In your opinion, what is the most important thing that can be done to help turn a school into a Professional Learning Community?  What is the most important result of such a change in culture? Please post your primary response to this discussion by 11:59 pm CT on Friday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Week 5: Instructional Leadership: Supervision, Coaching, and Teacher Development
Reading Assignment

Sergiovanni: Chapters 12, pp. 276-296

Discussion 9 - Teacher Competence

Zimpher and Howey describe four major types of teaching competence, with technical competence being the most popular. Look at the remaining three competencies and discuss which of those you feel would have the most impact on student achievement. How would you go about improving this competence with your teachers? Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Dropbox 3 - Professional Improvement Plan

Review and critique teacher observational data to develop Professional Improvement Plans that you feel would be successful in making the teacher more effective. This assignment should be completed using the latest version of APA style. (More specific instructions and a scoring guide can be found in the Content Area for this week.) This dropbox assignment is worth 100 points and must be 3-4 pages in length.  Due by 11:59 pm CT on Saturday.

Week 6: Supervisory Practices
Reading Assignment

Sergiovanni: Chapters 13-14, pp. 297 – 345

Discussion 10 - Supervision Models

Select a model of supervision options that are discussed in the textbook. Provide the rationale for how this model would best benefit your school, and describe your intended outcome. Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Discussion 11 - Isolation in Teaching

Sergiovanni discusses the teaching can be a lonely profession. In what ways have you felt isolated as a teacher? What are some strategies that you would have in place at a school to ensure that teacher isolation would be prevented? Please post your primary response to this discussion by 11:59 pm CT on Friday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Dropbox 4 - Inclusionary Practices

Tied closely with school culture and school supervision are the inclusionary practices that are in place at the school. Develop and propose a plan that would help ensure that all students throughout your school and create a strategy for presenting it to the faculty.  (More specific instructions and a scoring guide can be found in the Content Area for this week.)  This dropbox assignment is worth 150 points and must be 5-6 pages in length.  Due by 11:59 pm CT on Saturday.

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Instructional leadership and the Change Process
Reading Assignment

Sergiovanni: Chapter 15, pp. 346-368

Discussion 12 - Resistance to Change

Review the four universal needs that teachers have that could cause resistance to change. What strategies will you use to overcome resistance to change initiatives that you will champion? Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Dropbox 5 - Comprehensive Paper

Write a comprehensive paper that articulates your learning from this course by developing professional improvement plans that will further your expertise in two or more ISLLC Standards.  This assignment should be completed using the latest version of APA style. (More specific instructions and a scoring guide can be found in the Content Area for this week.) This dropbox assignment is worth 150 points and must be 5-6 pages in length.  Due by 11:59 pm CT on Saturday.

Week 8: Theory to Practice
Reading Assignment

Review Sergiovanni: Chapter 15, pp. 346-368

Discussion 13 - Leadership Styles

Hall and Rutherford lay out three general leadership styles … Responder, Manager and Initiator. In looking at building leaders you work with currently or have worked with in the past, what types of leadership styles have you encountered, In what ways do your experiences validate or contradict what Hall and Rutherford say are the more effective styles? Please post your primary response to this discussion by 11:59 pm CT on Wednesday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.

Discussion 14 - Summary

Discuss what you have learned from this course and how you will use the information in the future. What is one specific step you could take in the near future to make a difference in your school or district? Please post your primary response to this discussion by 11:59 pm CT on Friday.

Responses to your classmates’ discussion posts are due by 11:59 pm CT on Saturday.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Late dropbox assignments will be accepted up to 1 week past the due date, but a 10% penalty will be imposed. After 1 week, no late assignments will be accepted.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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