University of Northern Colorado Division of Educational Leadership and Policy Studies

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1 University of Northern Colorado Division of Educational Leadership and Policy Studies ELPS 670 The Principalship: Developing Leadership at the Site Level Tony Winger, Instructor or Course description/themes: This course is an introductory experience in a sequenced program designed to prepare individuals to assume formal and informal leadership roles in schools. Students examine problems and issues inherent in the role of principal as well as strategies for managing and leading a school organization. Six themes are addressed in this course: principal as visionary principal as culture builder principal as instructional leader principal as ethical leader principal as community leader principal as manager Relationship of this course to the program knowledge base: Students who enter study in educational leadership at UNC are exposed to five domains in which they (1) develop a personal vision for educational leadership; (2) examine and used modes of inquiry to frame problems and gather information; (3) understand organizational culture, communication, and change; (4) explore educational leaders roles in supervision professionals and developing human potential; and (5) examine influences from the external environment that shape educational policies, structures, and operations. Learning experiences from this course contribute to students understanding of the underlying beliefs of our leadership development program: Human growth and development are lifelong pursuits Organizations are artifacts of a larger society Learning, teaching and collegiality are fundamental activities of educational organizations Validated knowledge and active inquiry form the basis of practice Moral and ethical imperatives drive leadership behavior Leadership encompasses a learned set of knowledge, skills, and attitudes Leaders effect positive change in individuals and organizations Leaders behaviors and actions model their beliefs Effective leadership in educational organizations depends on individual and team efforts Standards from professional organizations: In general, the courses of this Division are designed to prepare individuals to serve as leaders of educational organizations. The learning experiences are designed to address the skills, competencies, and performance expectations identified by numerous professional organizations with an interest in the preparation of educational leaders. Among the organizations consulted are the American Association of School Administrators, the National Association of Elementary School Principals, the National Middle School Association, the National Association of Secondary School Principals, the National Policy Board for Educational Administration, and the University Council for Educational Administration.

2 Course Objectives: Based on individual readings, in-class individual and group activities, class discussion, guest presentations, and reflective activities, students will: Acquire an understanding of the range of principal responsibilities and roles and the changing role of the principal; Develop strategies for vision development and develop a vision statement for a school; Comprehend the principal s role in developing a school culture that fosters the development of a community of learners; Identify the major issues faced by first-year principals; Enhance understanding of the political nature of the principal s role and dilemmas therein; Develop managerial skills in areas such as resource use, delegating, planning and decision-making; Develop skills in organization, prioritizing, judgment, sensitivity, oral and written communication: Recognize, understand, and analyze ethical dilemmas faced by principals; Establish a problem-solving approach to the issues facing the school principal; Use data to improve student achievement and communicate data to parents, community, staff and district. Student Expectations: Students are expected to read all assigned readings and complete assignments. Student performance will be evaluated by various written and/or oral assessments in class and outside of class. Class participation is also assessed. Written assignments should be concisely written and well organized, and should address the parameters as provided on the rubrics. One additional goal of this course is to strengthen written and oral communication skills. Each assignment will be assessed using the rubric (1-4). Final grades will be assigned according to the A-F format. Assessment: Class Preparation and Engagement 25% Ethics Interviews 25% Shadow Project 25% Vision (oral and written) 25% Class Preparation and Engagement Participants will be expected to prepare for class. Class attendance and engagement are important. Engagement includes: Coming to class prepared Remaining focused on the topic Valuing every voice/listening Raising questions Contributing insights (Elaborating) Building off and evaluating others ideas in a constructive manner Accepting responsibility for completing make-up work

3 Ethics Interviews Students will interview two principals at different levels about ethical dilemmas faced in the principalship and how they resolved them. Guidelines provided. Vision Statement Students will develop a written statement of their vision for an elementary, middle, or high school. The visions will be presented orally in class as well. Guidelines provided. Shadow Project Students will spend a day shadowing a principal to understand the roles and responsibilities associated with the principalship. Guidelines provided. Required Readings: ELPS 670 Reading Packet available from the UNC Bookstore. Recommended Readings: Johnston, P. (2012). Opening minds: Using language to change lives. Portland, MN: Stenhouse Additional Resources: Bambrick-Santoyo, P., Settles, A, & Worrell, J. (2013). Great habits, great readers: A practical guide for K-4 reading in light of the common core. San Francisco, CA: Jossey-Bass. Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco, CA: Jossey-Bass. Barnett, B.G. & Whitaker, K.S. (1996). Restructuring for student learning. Lancaster, PA: Technomic. Barth, R.G. (1990). Improving schools from within. San Francisco, CA: Jossey-Bass. Beck, L & Murphy, J. (1996). The four imperatives of a successful school. Thousand Oaks, CA: Corwin. Black, P. & Wiliam, D. (2010). Inside the Black Box: Raising standards through classroom assessment. Phi Delta Kappan, 92, Brooks, J.G. & Brooks, M.G. (1999). In search of understanding: The case for constructivist classrooms. Alexandria: ASCD Calkins, L., Ehrenworth, M. & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.

4 Combs, A., Miser, A. & WHitaker, K (1999). On becoming a school leader: A person-centered challenge. Alexandria, VA: ASCD. Cowhey, M. (2006 ). Black ants and buddhists: Thinking critically and teaching differently in the primary grades. US: Stenhouse. Daniels, H., Zemelman, S. & Steineke, N. (2007). Content area writing: Every teacher s guide. Portsmouth, NH: Heinemann. Deal, T. & Petersen, K. (1999). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass. Dweck, C. (2007). Mindset: The new psychology of success. New York, NY: Ballantine. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books. Greene, R. (2014). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we can help them. New York, NY: Scribner. Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press Hattie, J & Yates, G.C.R. (2014). Visible learning and the science of how we learn. London: Routledge Horng, E.L., Klasik, D., Loeb, S. (2009). Principal Time-Use and School Effectiveness - Working Paper. Washington D.C.: CALDER, The Urban Institute Jones, M.G., Jones, B.D., & Hargrove, T.Y. (2003). The unintended consequences of high-stakes testing. Lanham, MD: Rowman & LIttlefield. Kohn, A. (2000). The schools our children deserve: moving beyond traditional classrooms and "tougher standards. Boston, MA: Houghton Mifflin. McTighe, J. & Wiggins, G. (2005). Understanding by design. Alexandria, VA: ASCD Newman, F. (1996). Authentic intellectual work: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass. Noguera, P. (2008). What discipline is for: Connecting students to the benefits of learning, M. Pollack (Ed.), Every day anti-racism: Getting real about race in school. New York, NY: The New Press. Pink, D. (2011). Drive: The surprising truth about what motivates us. New York,NY: Riverhead Books. Purvis, K., Cross, D., & Sunshine W.L. (2007). The connected child: Bring hope and healing to your adoptive family. New York: McGraw Hill. Putnam, R. (2015). Our kids: The american dream in crisis. New York, NY: Simon and Schuster.

5 Schumaker, D.R. & Sommers, W.A. (2001). Being a successful principal: Riding the wave of change without drowning. Thousand Oaks, CA: Corwin. Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY: Free Press. Stiggins, R., Chappuis, J., Chappuis, S., & Arter, J. (2011). Classroom Assessment for Student Learning: Doing It Right - Using It Well (2nd Edition). United States: Pearson Wagner, T. (2012). Creating innovators: The making of young people who will change the world. New York, NY: Scribner Walpole, S and McKenna M. (2007). Differentiated reading instruction: Strategies for the primary grades. New York, NY: Guilford Press. Winger, T. (2005). Grading to communicate. Educational Leadership, 63 (3), Winger, T. (2009). Grading what matters. Educational Leadership, 57 (3), The University of Northern Colorado is an Affirmative Action Equal Opportunity institution. Students with disabilities or other special needs should feel free to contact the course instructor if there are services or adaptations that can be made to accommodate special needs.

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