COURSE SYLLABUS Lamar University College of Education and Human Development Preparing Educators for a Changing World

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1 COURSE SYLLABUS Lamar University College of Education and Human Development Preparing Educators for a Changing World EDLD 5311: Fundamentals of Leadership and Technology The Conceptual Framework of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes pedagogical content knowledge, content proficiency, pedagogical knowledge, communications skills, values and analytical abilities. Critical thinking is a must for responding to the diverse needs of Pk 12 students in myriad and changing settings. Lamar University educator preparation candidates also develop the dispositions and habits of mind that encourage self learning and livelong learning, that will enable them to encounter change with confidence. College of Education and Human Development Department of Educational Leadership Course Number: EDLD 5311 (3 credit hours) Course Title: Fundamentals of Leadership Instructors: Dr. Cynthia Cummings Office Phone: cdcummings@lamar.edu Dr. Gary Martin Office Phone: (409) Gary.Martin@lamar.edu Department Address: Department of Educational Leadership Phone: (409) Lamar University FAX: (409) P O Box Beaumont, TX

2 Course Description Fundamentals of Leadership and Technology is the initial course in the principal certification program, and is required of all students enrolled in the Master s of Educational Administration Degree Program and the Master s of Educational Technology Leadership Degree Program. This course is designed to assist each student in assessing his/her status in relation to the nine SBEC competencies, which provide the focus needed to pass the TExES, and a sound foundation for becoming a successful principal. It also begins the portfolio process that documents individual growth activities designed to help each student attain leadership knowledge and skills. In addition, this course provides a focus on technology leadership. Important Course Information This course includes candidates from three diverse programs, Master s in Educational Administration, Master s in Educational Technology Leadership, and Principal Certification Only. Although each of the three programs leads to principal certification, they each have unique requirements. It is critical for success in this course that you view all videos associated with your program, complete all readings, and complete all assignments (projects and discussion boards). In addition, each week you will receive a weekly overview with important information regarding your course. Optional web conferences will be held each week and you are strongly encouraged to attend. The web conferences will be recorded and if you can attend in person, you can review the recordings for important course information. Another key component to your success is checking course announcements and your Lamar daily. Web Conferences During this class, you have the opportunity to participate in synchronous Web conferences. You are encouraged to attend at least one conference during this five-week session, but may attend any of the conferences. The content will be for your information, questions, and concerns. Each session will be recorded and the url will be posted in announcements. You can view the recorded conferences at your leisure. Purpose: 1) Learning to operate the software and hardware for an interactive web conference; 2) More interaction between students and faculty; 3) Clarification of EDLD 5311 questions; and 4) Sharing your local experiences with one another. Conference Basics: You do not need to download or purchase additional software to participate in the conference. However, a headset with microphone and Web camera are preferred equipment. 2

3 Instructional Associates Information regarding your Instructional Associate will be provided through an . Course activities, assignments, questions, and correspondence are to be ed or submitted through the courseware to the IA. TK20 Lamar University has implemented the use of Tk20, a comprehensive assessment system to assist with program improvement and accreditation. TK20 is the official electronic portfolio software of Lamar University College of Education and Human Development. Program required key assessments, projects, work samples, applications for field experience, professional testing and certification recommendations will be collected, processed, or archived through the TK20 secure portal. It is the responsibility of each student pursuing any degree or certification as an educator to purchase an account to access and use TK20. The onetime account activation fee is considered a professional expense incurred as a part of an educator preparation program. The user account may be utilized for seven years from the activation date. You may purchase the program from a link provided on the system s website or as you would a book from the campus bookstore and should be purchased by Week 3. Note that while the price may be higher at the bookstore, this option will allow for requisite compensation from your financial aid if you are eligible. Information regarding Tk20 is available at the Department of Education s website: Textbook and Required Materials Martin, G. E., Danzig, A. B., Wright, W. F., Flanary, R. A., & Brown, F. (2012). School leader internship: Developing, monitoring, and evaluating your leadership experience, (3 rd Ed.). Larchmont, NY: Eye on Education. Students enrolled in the Master s in Educational Technology Leadership Program require an additional textbook: Williamson, J., & Redish, T. (2009). ISTE s Technology Facilitation and Leadership Standards: What Every K-12 Leader Should Know and Be Able to Do. "Eugene, OR: International Society for Technology in Education. ***To be used throughout the entire program ISBN Course Outcomes Learning Outcomes: Gain insight in personal leadership strengths and weaknesses by completing eight assessments, including TELSA, Keirsey Temperament, motivation beliefs, task versus people profile, ethical orientation, attributes of leaders, conflict style, and the SBEC and ISLLC Principal Internship Self-Assessment. 3

4 Gain insights into the SBEC principal competencies by the taking the TExES practice test. Become knowledgeable of the ELCC, ISLLC and SBEC (Texas) standards, including domains, competencies, and indicators. Gain leadership knowledge by conducting interviews with two respected educational leaders. Become knowledgeable of the importance of the ten leadership skills by reading and summarizing a case study. Become knowledgeable of each of the distinct eras of leadership theory. Become knowledgeable of the five disciplines of Dr. Peter Senge. Gain insight in personal leadership strengths and weaknesses and technology literacy and skills by completing four assessments, Describe the key components of the National Educational Technology Plan. Acquire knowledge for providing and supporting campus technology infrastructure and digital service. Examine different data sources that can be used to make informed decisions about technology. Acquire the knowledge, skills, and tools to determine progress toward meeting technology goals. Recognize the needs of digital-age students, and acquire strategies and tools to meet those needs. Identify the skills and tools needed to navigate the new information landscape of 21 st century schools and establish online learning communities. Describe strategies for evaluating and determining the effectiveness of professional development. Identify social, legal, and ethical issues related to technology and teaching and learning. Examine responsible decision making related to technology and teaching and learning. Performance Outcomes: Performance Outcomes: 1. Complete the eight assessments outlined in Learning Outcome #1 and reflect, analyze and summarize your personal results. 2. Complete the TExES practice test. 3. Develop and/or update an educational leadership vita. 4. Post a summary and reflections from your leader interviews, and compare with other class interviews and personal beliefs. 5. Analyze a case and provide relevant recommendations for the leader with a focus on the ten leadership skills. 6. Summarize a current or classic leadership book through the lens of the ten essential leadership skills, and compare and contrast your book summary with the reviews of other students. 7. Complete a thorough summary of each of the distinct eras of leadership theory. 4

5 8. Write a reflection that describes your leadership philosophy and style, supporting your leadership philosophy and style when possible by citing your leadership book or the summaries from others leadership books. 9. Based on the systems thinking concept of Dr. Peter Senge, write a concise purpose statement and five guiding principles for your campus, post them, and compare your posting to those of other students. 10. Based on the mental models concept of Dr. Peter Senge, identify one personal belief that has served you well, and one personal belief that you need to re-examine, and post and compare your posting to those of other students. 11. Utilizing the self-assessments, vita, standards, interviews, case study, and readings, collaborate with your site supervisor(s) in the design of an internship plan. 12. Develop an electronic portfolio, and begin posting relevant documentation from course assignments and other internship activities at your school or district. 13. Complete the four technology assessments and reflect, analyze and summarize your personal results. 14. Set up e-communication accounts to use throughout the Educational Technology Leadership Master s program. 15. Use e-communication to reflect on learning. 16. Model Web 2.0 tools to assist teachers in developing appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of all learners. 17. Use skills and tools that support online learning communities for the purpose of improving student achievement. 18. Reflect on the outcomes and key learning of the course. 19. Utilizing the self-assessments, standards, and readings, collaborate with your site mentor in the design of an internship plan. 20. Begin posting relevant documentation from course assignments and other internship field-based activities at your school or district. Course Standards This course is aligned with both state and national standards, and identifies activities to address those standards. State accreditation is based on program standards adopted by the State Board of Educator Certification (SBEC). National accreditation is based on program standards of the National Council for Accreditation of Teacher Education (NCATE), and the standards specific to educational administration by the Educational Leadership Constituent Council (ELCC). The National Policy Board of Educational Administration adopted the Interstate School Leader Licensure Consortium (ISLLC) standards that are supported by NCATE and ELCC. The national standards are aligned with SBEC standards for principals. These standards serve as the foundation for the courses within the Principal Certification Program, and help assure that the prescribed course of study is authoritative and represents best practice in the field. Educational Technology Facilitation Standards Beyond educational computing and technology foundations for teachers, the International Society for Technology in Education (ISTE) and the National Council for Accreditation of 5

6 Teacher Education have established Technology Facilitation Standards for teacher education programs or professional development that prepare candidates to serve as building/campuslevel technology facilitators. Candidates completing this program will exhibit knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers. TF-I TF-II TF-III TF-IV TF-V TF-VI TF-VII TF-VIII Technology Operations and Concepts Planning and Designing Learning Environments and Experiences Teaching, Learning, and the Curriculum Assessment and Evaluation Productivity and Professional Practice Social, Ethical, Legal, and Human Issues Procedures, Policies, Planning, and Budgeting for Technology Environments Leadership and Vision Classroom Management Policies Disability Accommodation: It is the policy of Lamar University to accommodate students with disabilities, pursuant to federal and state law, and the University s commitment to equal educational opportunities. Remember, this is a distance learning class, and the format is different from traditional face-toface instruction. It is the student s responsibility to register with Lamar s Disability Support Services if needed. Any student who feels he/she may need an accommodation based on the impact of a disability should contact his/her academic advisor. Academic Honesty: Lamar University strongly believes in ethical behavior. In addition to the knowledge and skills necessary to teach students, dispositions (such as honesty and trust) are important qualities for a successful educator. Academic dishonesty will not be condoned. Disciplinary proceedings will be initiated if academic dishonesty is suspected. Instances of academic dishonesty include, but are not limited to, misrepresentation of actual work completed, using papers or other work written by others to satisfy the requirements for this course, cheating, plagiarizing, or knowingly furnishing false information. Plagiarism includes any instance of copying another s work without proper citation. Guidelines for direct quotes are found in the APA Style Manual. Such actions are unprofessional and will result in a reasonable penalty and/or automatic failing course grade. If you do not assent to the findings and/or the penalty, you must file an appeal with the department chairperson within five days, as provided by the Student Handbook. Sexual Harassment: In accordance with administrative policy, sexual harassment is reprehensible and will not be tolerated by the university. Behavior in the course must conform to the university policy. My.Lamar Portal: 6

7 Students are asked to obtain a Lamar Electronic Account user name and password so they can log into the my.lamar website. Students may get information on how to get into the my.lamar website through the following links: Go to and then click on the my.lamar link on the left top corner of the screen. Follow the steps to secure your my.lamar username and password. The my.lamar portal will be used for correspondence between the professor and the class. Access to library resources is described under Academic Partnership at home page, All correspondence will be through the my.lamar system. Please check you through your my.lamar account daily for correspondence and announcements from your professor and Instructional Associate. Drop: It is your responsibility to make sure that you are officially enrolled in this course. If, at any point, you decide to not participate in this course, it is your responsibility to officially drop or withdraw from enrollment. Failure to do so may result in a failing grade. Drops after the course begins may carry financial penalty in that full reimbursement may not be possible. For further information, contact luacademic@lamar.edu. Lamar University M.Ed. Graduation Requirements: In order for successful completion of the Lamar University M.Ed. program, each student must: successfully complete the 36 hours of coursework (minimum GPA of 3.0 on 4.0 scale). complete the Electronic Portfolio by the end of their eleventh course in the program. complete the Lamar Comprehensive Exam and Review, which they can begin with their eighth course in the program. Additional Information If you experience any trouble or concerns completing the required hours by the time you begin the Internship course (EDLD 5398), contact your Instructional Associate by phone/ . Your Instructional Associate will inform your Professor and then provide you with more information. Graduation occurs three times each year: May, August, and December. You must apply with the Graduate Studies Department in order to graduate. Use this link to review application information/deadlines: Please direct all Graduation Applications and Academic Probation/Suspension questions to the Graduate College at lugradstudies@lamar.edu. Graduate Admissions Contact Information: For answers to general questions regarding your program, contact Graduate Admissions at (409) , or gradmissions@lamar.edu. Course Content 7

8 Week 1 Topic: Course Overview and Self-Assessments Videos: Please review videos that are associated with your program (Ed. Admin., Ed. Tech Leadership, Principal Cert Only) Introduction Part I-For all EDLD 5311 Students Introduction Part II- Educational Administration (For students enrolled in the Educational Administration Master s program Introduction Part II-Educational Technology Leadership (For students enrolled in the ETL Master s program Introduction Part II- Principal Certification Only (For students enrolled in the Principal Certification Only program) Assigned Readings: School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience - G. E. Martin et al. textbook Introduction (pg xix-xxvi) Motivating and Developing Others (pg.88) Internship Assessment (pg.1-23) Additional Reading for Educational Technology Leadership Master's Candidates: ISTE's Technology Facilitation and Leadership Standards textbook Introduction (pg. 1-16). Discussion: Give an example of a change in your personal behavior or classroom procedures based on the discovery of new information about a student. Give an example of an ethical dilemma you have faced, and how you handled it. Assignment: Complete the Week 1 Assignment, Personal Assessment. Submit the assignment by the end of Week 1. Course Content 8

9 Week 2 Topic: Vita Development and Leadership Interviews Videos: Vita Development and Leadership Interviews Perspectives of Vita Development Leadership vs. Management Self-Reflection and Professional Improvement Leader Interviews Assigned Readings: Leadership Eras- Located in Resource Section School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience - G. E. Martin et al. textbook Summative Evaluation (pg ) Additional Reading for Educational Technology Leadership Master's Candidates: ISTE's Technology Facilitation and Leadership Standards textbook Chapter One-Technology Operations and Concepts (pg ) Chapter Two- Planning and Designing Learning Environments and Experiences ( pg ) Discussion: Provide two examples of accomplishments you have achieved in your current position. Describe an instance in which you saw someone on your campus behave as a leader, not a manager. Assignment: Develop your Curriculum Vitae Complete the Week 2 Assignment, Leader Interviews. Submit the assignment by the end of Week 2. Course Content 9

10 Week 3 Topic: Leadership Case Study Videos: Leadership Case Study Introduction Assigned Readings: Case Study- Located in Resource Section School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience - G. E. Martin et al. textbook Theory into Practice: Using the 12 Major Skills (pg ). Additional Reading for Educational Technology Leadership Master's Candidates: ISTE's Technology Facilitation and Leadership Standards textbook Chapter Three Teaching, Learning, and the Curriculum (pg ) Chapter Four Assessment and Evaluation (pg ) Discussion: Apply two of the leadership skills discussed this week to a real situation taking place at your school. Describe how you would deal with the situation as a school leader. Assignment: Complete the Week 3 Assignment, Leadership Case Study. Submit the assignment by the end of Week 3. Week 4 Topic: Technology Leadership Videos: Technology Leadership Introduction Assigned Readings: National Educational Technology Plan Course Content School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience - G. E. Martin et al. textbook 10

11 Technology and Leadership pp Additional Reading for Educational Technology Leadership Master's Candidates: ISTE's Technology Facilitation and Leadership Standards textbook Chapter Five Productivity and Professional Practice (pg ). Chapter Six- Social, Ethical, Legal, and Human Issues (pg ). Discussion: Interview a technology leader on your campus or in your district. Report your answers to the interviews on the discussion board. Assignment: Complete the Week 4 Assignment, Google Site with Web 2.0 Tools Submit the assignment by the end of Week 4. Course Content Week 5 Topic: Internship Plan and TK20 Portfolio Development Videos: Please review videos that are associated with your program (Ed. Admin., Ed. Tech Leadership, Principal Cert Only) EDLD 5311 Educational Administration and Principal Certification Only EDLD 5311 Educational Technology Leadership Assigned Readings: School Leader Internship: Developing, Monitoring, and Evaluating Your Leadership Experience - G. E. Martin et al. textbook The Plan (pg ) Additional Reading for Educational Technology Leadership Master's Candidates: ISTE's Technology Facilitation and Leadership Standards textbook Chapter Seven Procedures, Policies, Planning, and Budgeting for Technology Environments (pg ) Chapter Eight Leadership and Vision (pg ). 11

12 Discussion: What leadership activities could you undertake at your campus or district as part of your internship plan? Discuss with colleagues how your internship plans can include activities that prepare you to become exceptional school leaders. Assignment: Complete the Week 5 Assignment Development of Internship Plan Submit the assignment by the end of Week 4. Submit artifacts to TK20 Complete Course Evaluation Grading and Evaluation General Assessment Criteria for All Student Work: The instructors and coaches will be asking the following questions in assessing student work in this course: How well does the student work address the criteria outlined in the rubric? Was the student work completed the in a timely manner? Does the student work exhibit intellectual honesty and commitment? Specific instructions and rubrics for all assignments are included on the assignment documents. Grading Policy: Points will be awarded for assignments as follows: Assignment Accomplished Proficient Needs Improvement Week 1 Personal Assessment Paper Week 2 Leader Interviews/Vita Week 3 Case Study Week 4 Technology Leadership Week 5 Internship Plan Active participation in weekly discussion Total Points Note: There will be no midterm or final exam for this course. A = % B = 80-89% C = 70-79% F = Below 70% 12

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