edl 0700 - problem solving and visionary leadership

EDL 0700 - Problem Solving and Visionary LeadershipI Course Information

Course EDL 0700 - Problem Solving and Visionary Leadership Semester Credit Hours 30 Course CRN and Section 24225 - L02Semester and Year Fall 2021 Course Start and End Dates 10182021 - 12122021Building and Room Online Venue - CANVAS

II Instructor InformationProfessor Dr Shannon Lynn Grice Email slgricenovaedu

III Class Schedule and LocationDay Date Time Location BuildingRoom

10182021 - 12122021 Programs On-line Online Venue-CANVAS

IV Course DescriptionCatalog DescriptionEffective educational leaders need to be able to work with and through others Through the activities inthis course the student will develop and apply various leadership visionary interpersonal and supervisoryskills The development of these skills will enhance the students ability to problem solve interpret varioustypes of data and communicate information to diverse types of stakeholders Prerequisites NoneCourse RationaleThis course will provide the knowledge and skills to develop a visionary approach to leadership and provide skills necessary topromote a successful organization Students will apply knowledge of communication within the structure of school culturerelationships and dynamics

V Course Objectives Learning Outcomes1 Analyze school settings data instructional activities and events through the role of an educationalleader 2 Apply research-based theory and knowledge to propose a school improvement process 3 Propose a plan utilizing leadership strategies that foster an educational setting promoting equity for alllearners 4 Analyze the instructional practices associated with quality components in a teachersrsquo lesson planspresentation and student learning products 5 Analyze the instructional practices associated with quality components in a teacher pre- and post-observation 6 Design a presentation to communicate and engage faculty in a shared vision of learning and continuousimprovement within a school community

Upon completion of EDL 700 candidates will demonstrate the ability to

Generated 10152021 of 22

EDL CourseAssignment

FPLS CAEPNELP ELCC

Timeline 8a bcd 9 abcdef g

Brochure 5 abcdef

Out of Class Experience TeacherObservation

3abcdef 9bcdfg

Field Experience (Video) 2b 5a5b 5c 5d 9abcdefg

Turnaround School 1a b 3a 3c 5a 6a 6b6c6e

Statements amp Improvement Plans 1ab 3abcde 5abcdef6abcde

ELCC 11 24 3441 43 53 55

STARs Assignment Domain 1 StudentAchievement - Standard 1Student Learning Results

Domain 2 InstructionalLeadership - Standard 3Instructional PlanImplementation

Domain 2 InstructionalLeadership - Standard 5Learning Environment

Domain 3 OrganizationalLeadership - Standard 6Decision Making

Domain 3 OrganizationalLeadership - Standard 9Communication

VI Materials and ResourcesBook Url NSU Book StoreCourse Required Texts and Materials

American Psychological Association (2019) Publication manual of the American PsychologicalAssociation (7th ed) Washington DC Author ISBN 978-1-4338-3217-8

Course Supplemental MaterialsWilliam Cecil Golden School Leadership Development Program httpwwwfloridaschoolleadersorg

VII Course RequirementsDepartment of Education Requirement This course contains assignments that have been designated as a Field Experience Assessment for whichthe Educational Leadership program collects data on the performance of the candidate EducationalLeadership students are required to provide demographic data information Please see below the studentdirections

Generated 10152021 Page 2 of 22

Field Placement Demographics Data Collection Educational Leadership STUDENTS please complete the following form for your Course Final Grade to be submitted at the endof the termStudents will complete the following information at the link provided belowTitle of the assignment (as specified in thesyllabus)Name of School where field experience wascompletedState in which school is locatedCountyDistrict in which school is locatedGrade rangeTotal number of students in the schoolLocale (eg urban suburban rural)Type of schoolTitle I School

American IndianAlaskan ( of students)AsianPacific Islander ( of students)Black ( of students)Hispanic ( of students)White ( of students)Unknown raceethnicity ( of students)Female ( of students)Male ( of students)Students qualifying for free lunch ( of students)Students qualifying for reduced-price lunch ( ofstudents)

To prepare to fill out this table there are pathways for students who are using Florida schools to gain therequired information if neededThe link is httpsedudatafldoeorg For School Grades learning gains student demo info School Report Cards

For Staff Demographic Info (same link above then) PK-12 Staff Report Staff in Floridarsquos PublicSchools

Instructional Staff Total Teachers (Tab)If you are using a school that is private - please fill out as much info and write private schoolsomewhere in the tableAlso if you are working from a state that does not give letter grades or measure with gains pleasealso write this in the available spaces (NA Nevada)After you have completed your field experience please click on this link and enter the schoolsdemographic information You must enter something in EVERY field of the form before you cansubmit it After you have submitted this form please notify your instructor immediately that youhave completed it

The form to complete is located herehttpsformsofficecomPagesResponsePageaspxid=MS0rLD4u8U21cfs3wEL_G9Nob6EDEQBOlFmRUaQCHClUREFaU0ROSFUwMjBaR0pTSzRYOEg4QUdFVS4u

There are three (3) assignments that require you to complete this formField Experience VideoTeacher ObservationStatements amp Improvement Plans

Course Assignments

STARs

Timeline

Brochure

Out of Class Experience Teacher Observation

Field Experience (Video)

Turnaround School Statements amp Improvement Plans


VIII Course Schedule and Topic OutlineCourse SchedulePLEASE SEE YOUR ONLINE COURSE FOR UPDATES TO THIS CALENDAR

CALENDAR OF WEEKLY REQUIREMENTS Assignments are due end of the day on Sunday Week Topics Class Activities amp Assignments

1 InterpersonalProcessCulture andCommunication

Required Zoom Session with Instructor Please note that attendance at this session indicatesyour student participation in the course for NSUInstructor Roster ReconciliationBEGIN PLANNING NOW the followingactivities prior to the DUE DATES1 Out of Class ExperienceTeacher Observation - Assignment 2 Field Experience (video)

2 Communication and theselfPerceiving OthersMemo writing

Zoom Session with Instructor Question SessionASSIGNMENT Timeline Assignment DueASSIGNMENT Build a BrochureAssignment Due

3 Listening Understandingand supportingOthersEmotions Importance of personalitytype Leadership decisionsbased on personalityData collectingteacherobservations

ASSIGNMENTFIELD EXPERIENCE Video Assignment Due

4 Dynamics of InterpersonalRelationshipsIntimacy and Distance inRelationships Target SelectionBehavioralAssessment

ASSIGNMENTOut of Class Experience Teacher ObservationAssignment Due

5 LanguageNon-verbalCommunication

Required Zoom Session with Instructor ASSIGNMENTSchool Improvement Plan Turnaround SchoolAssignment Due

6 CommunicationClimateManaging ConflictManaging Interaction Aconferencing model to assistemployees withperformance issues

ASSIGNMENTStatements and Improvement Plans Assignments Due


7 Communicating withFamily and at work

Statements and Improvement Plans AssignmentDue

8 Final Week ASSIGNMENTSTARs Assignments DueFinal Grades Calculated Grades for the term will beposted with University

IX Instructional MethodsThis course is a blended learning approach ensuring that the learner is engaged and driving his or herindividual learning experience During the class students will solve K-12 school-related problems andcomplete field experiences based on the knowledge acquired in the educational leadership program withclassmates and the instructor In this instructional framework the student is considered the subjectresponsible for her own learning and the instructor is defined as a facilitator in the learning processStudents and the instructor will meet online

X AssignmentsASSIGNMENT STARs(5 points) Students in the educational leadership program are to completethe STARS assignment to be used for the student portfolio Students retain this document for future useSTARs are provided for you as a word document in the course

ASSIGNMENT Timeline (10 points)You are to construct a timeline for the implementation of an organizational awards ceremony

Your paper should be organized with the subtitles as followsIntroductionParagraph format ndash Based on organizational theory ndash what is the best way to plan an event for a school ororganization What is the research behind event planningThe Rationale for PlanningPurpose of EventA written description of your school setting where the event will take place Who is it for What cause What month and day and time What venue How manyContingency Plan Any barriers or problems you foresee that you must have a plan B for ConclusionSummarize event planning with support from findings of your educational research(Regarding eventplanning and organizational theory)References Need 2 referencesTIMELINE CHART Begin construction from 3 months out Include all aspects of the planning phase who what where whenwhy and how up to the day of the event and after the event

Timeline RubricExceeded (10) Exceeded (9) Met (8) Met (7) Not Met (6-0)


The timeline for theawards ceremonywas detailed andclearly explainedwith appropriaterationale for whatyou did who did itwhat they didwhere they did itand how they did itThe response wasappropriatecomprehensive andcontained a well-thought-outprogression monthby month day byday until the eventThere were noerrors in grammaror spelling Theassignment was ontime to the facultymember teachingthis course


The timeline forthe awardsceremony wassomewhatadequate andexplained withminimumappropriaterationale forwhat you didwho did it whatthey did wherethey did it andhow they did itThe responsewas somewhatappropriate andcontained a well-thought-outprogressionmonth by monthday by day untilthe event Therewere a fewerrors ingrammar orspelling Theassignment wason time to thefaculty memberteaching thiscourse

The timeline forthe awardsceremony wassomewhatadequate but didnot clearlyexplain theappropriaterationale for whatyou did who didit what they didwhere they did itand how they didit The responsewas somewhatappropriate andcontainedsomewhat of aprogressionmonth by monthday by day untilthe event Therewere few errorsin grammar orspelling Theassignment wason time to thefaculty memberteaching thiscourse

The timeline for theawards ceremonywas not adequate atall and poorlyexplained therationale for whatyou did who did itwhat they did wherethey did it and howthey did it Theresponse wassomewhatappropriate andcontained somewhatof a progressionmonth by month dayby day until theevent There wereseveral errors ingrammar or spellingThe assignment waslate to the facultymember teaching thiscourse

ASSIGNMENT Build a Brochure(10 points)You are to construct an informational tri-fold brochure that either explains a program an event or givesgeneral information about an organization This brochure must have color pictures contact information andwebsite information

Brochure Rubric Exceeded (10) Exceeded (9-8) Met (7) Met (6-2) Not Met (1-0)


The Brochure iswell written andwell organizedThe brochure has atrifold appearancethat includes colorpictures and givesthe reader theappropriate emailfor future contactas well as awebsite addresswhere additionalinformation can beobtained Thetopics of thebrochure clearlyexplain a programevent or generalinformation aboutan organizationThere are noerrors in grammaror spelling Theassignment was ontime to the facultymember teachingthis course

The Brochure iswell written andwell organizedThe brochure hasa trifoldappearance butdoes not have colorpictures but givesthe reader theappropriate emailaddress for futurecontact as well asa website addresswhere additionalinformation can beobtained Thetopics of thebrochure aresomewhat clearwhen explaining aprogram event orgeneral informationabout anorganization Thereare no errors ingrammar orspelling Theassignment was ontime to the facultymember teachingthis course

The Brochure issomewhatdisjointed Thebrochure has atrifold appearancebut does not havecolor pictures butgives the readerthe appropriateemail address forfuture contact aswell as a websiteaddress whereadditionalinformation can beobtained Thetopics of thebrochure aresomewhat clearwhen explaining aprogram event orgeneral informationabout anorganization Thereare some errors ingrammar orspelling Theassignment was ontime to the facultymember teachingthis course

The Brochure issomewhatdisjointed Thebrochure has atrifold appearancebut does not havecolor pictures anddid not give thereader theappropriate emailaddress for futurecontact as well asthe websiteaddress whereadditionalinformation can beobtained Thetopics of thebrochure are notclear whenexplaining aprogram event orgeneral informationabout anorganization Thereare numerouserrors in grammaror spelling Theassignment was ontime to the facultymember teachingthis course

The Brochure ispoorly written andcompletelydisorganized Thestudent does notaddress thequestion(s) posedThere aresignificant spellingandor grammarerrors and was notsubmitted on time

ASSIGNMENT Field Experience Video(10 points)This assignment needs to be planned from the beginning of this course as setting a calendardate for presentations for groupsmeeting dates is essentialEstablishing communication with community organizations is an important administrative function Principals are called upon to speak about various aspects of the learning process parenting issueshomework school improvement testing the future of technology and other issues of concernWCG Developing Stakeholder Relationships amp Creating Parent Partnerships

Written Paper Assignment Your paper should be organized with the subtitles as followshellip

Title Page Presentation to Community Stakeholders(Provide VIDEO LINK in this subtitle YouTubeZoom Recording) Select a community organization ORschool department teacher group etc and make arrangements to speak at one of their meetings about aschool-related issue Possible organizations include Department Teachers Team Teachers Kiwanis theRotary Club Police Athletic League PTA SAC Chamber of Commerce VFW School AdvisoryBoard or a religious organization The key here is that you are talking with members of the schoolcommunity You will need at least 5 adults present and your presentation should last at least 10 minutes in


length Create a YouTube account and post video and give permission to view or provide the ZoomrecordingCommunity advocateThis section discusses your chosen community stakeholders group to which you presented your school-related topic Provide background as to who this group is why you choose this group to present your topicand what anticipated impact if any you will make with this groupResearch This section discusses research on your chosen presentation topic Please include citations of researchsupport (2 references)Letter to PrincipalThe letter outlines the presentation as well as comments and questions presented to you from the audienceSelf-Critique This section discusses a self-reflection and evaluation of your performance Include research discussion oncommunication presentation styles and public speaking (2 references)References List a minimum of 4 references

Student Action Required This assignment has been designated as a Field ExperienceAssessment for which the Educational Leadership program collects data on the performance ofthe candidate After completing this assignment please follow the instructions given above orin-course announcements

Field Experience (Video) RubricExceeded (10-9) Met (8-7) Not Met (6-0)

Video is a minimum of 10minutes in length with at least 5adult audience members presentand visible from time to time Thevideo represents an informationalor facilitated presentation Thisassignment is accompanied by aself-critique and the critique of acolleague (written by you) PartII written paper to the principaloutlining presentation as well ascomments and questionspresented to you Video issubmitted on time

Video is 5 to 7 minutes longminutes in length with 5 adultaudience members present andvisible from time to time Thevideo represents an informationalor facilitated presentation Thisassignment is accompanied by aself-critique but does not includethe critique of a colleague PartII written paper to the principaloutlining presentation as well ascomments and questionspresented to you Video issubmitted in the appropriateformat that can be viewed easilyVideo is submitted on time

Video is less than 5 minutes longminutes in length with less than 5adult audience members presentbut visible from time to time Thevideo represents an informationalor facilitated presentation Thisassignment is accompanied by aself-critique but does not includethe critique of a colleague NoPart II written paper wassubmitted Video is submitted onthe appropriate but cannot beopened or played The video isnot submitted on time

ASSIGNMENT Out-of-Class Assignment Teacher Observation(20 points) Please complete one observation of teaching in a school Meet with your building administrator todiscuss your assignment You will be using the observationevaluation tool used by your districtbuilding forteacher observations You should observe in the classroom for a minimum of 30 minutes Ask the teacherspermission to observe Tell himher that you are in a class where you are learning how to collect data onteaching Be sure that the teacher knows you will be taking notes during your observation Prior to yourobservation conduct a pre-observation conference with the teacher and find out what the teacher stateswill be the objectives of the lesson When providing feedback cite best practices of teaching based on theliterature (cite references) and make this available to the teacher Also during the post-observationconference Provide a plan for continued improvement procedures and assistance with methods for long-term professional growth Keep your data collection from the class observation and your post-conference confidential You want


to preserve your friendship with this teacher and keep it private by doing this you are staying within schoolboard policy and your ethical parameters After you have analyzed the data collected discuss what youfound and provide details for improving instructional delivery as well as any curricular materials to assistthis improvement Provide a plan for continued improvement procedures and assistance with methods forlong-term professional growth In addition apply best practices of teaching based on the literature (citereferences) and make this available to all teachersWritten Paper Assignment Your paper should be organized with the subtitles as followshellip

Part I Your paper will be organized as followshellip Title Page Introduction(1-2 paragraph minimum)This brief section will be an overview of the assignment This section should discuss research on thefollowing topics How to Pre-conference (observation) and Post-conference (observation) with a teacherhow to best actively observe classroom instruction as an evaluator how to develop as an evaluator aprofessional growth plan for the teacher (4 references minimum)Pre-observation ConferenceThis section will discuss your conference with the teacher regarding what lesson you will be observingObservationThis section will discuss your procedures observation tool used and observation of the lessonPost ConferenceThis section will discuss your analyzed data from the observation tool as well as instructional improvementProfessional GrowthThis section will discuss and give suggestions for long-term professional growth and best practices Thisshould also include research support and citations from your research findings for your suggestionsQuestionsThis section will discuss the following two questions What do you think are the most important patterns inthis teaching What would you do differently on your next observation Summary(1-2 paragraph minimum)This brief section will be a summary of the important implications of this assignmentReferencesSupport your improvement plan with at least five (5) scholarly references

Part II Observation Tools Your original evaluation toolhandwritten notes for all meetings Pre-conference meeting Observation andPost Conference meeting are posted This includes toolhandwritten notes of your Pre ConferenceMeeting your observation toolnotes and Post Conference are to be posted in this section


OBSERVATION OF TEACHING RubricExceeded (20-18) Met (17-14) Not Met (13-0)

Observation Part 1 Uses DistrictBuildingobservation tool with notes ofobservation Submitted on time

Observation Part 1 A few parts missingreceives deduction accordinglySubmitted on time

ObservationPart 1 Several parts missingmissing handwritten datacollected notes receive adeduction Not submitted ontime


Part 2 Written CommunicationThe candidate employed high-quality written communicationthat demonstrates the proper useof conventions of the Englishlanguage with zero errors

Part 2 Written CommunicationThe candidate employed high-quality written communicationthat demonstrates the proper useof conventions of the Englishlanguage with a one-three error

Part 2 Written CommunicationThe candidate demonstrated littleor no ability to high quality iswritten communication thatdemonstrates the proper use ofconventions of the Englishlanguage with four or moreerrors

Format The candidate adheredto the Written AssignmentFormat APA if applicable withno errors

Format The candidate adheredto the Written AssignmentFormat APA if applicable withfew errors

Format The candidatedemonstrated little or no ability toadhere to the WrittenAssignment Format APA ifapplicable with numerous errors

References The candidateutilized more than 5 scholarlyreferences

References The candidateutilized 3 scholarly references

References The candidate failedto utilize scholarly references

ASSIGNMENT The Turnaround School (10 points) You have just been made principal of a failing school There is no collegiality and the morale of thestaff is at an all-time low The union representatives are militant and the School Advisory Team seldomreaches consensus without a struggle You obtain a copy of an evaluation of the previous principal At theend of the year you will be evaluated by the same instrument You have one year to improve theconditions in your school Candidates will develop a school improvement plan that requires that they analyze the scenario of aldquobrokenrdquo school climate that results from the previous administratorrsquos communication style Alsocandidates will receive other data such as the demographics of the school the current school grade issuedby the state and the fact that this school is a Title 1 school With this data the candidates prepare a needassessment of the current scenario improvement objectives designed to target improvements and a plan toimprove in the school that appears to be broken

Copy of Previous Principalrsquos Evaluation Communication Section The principal Never Rarely Sometimes Usually AlwaysIs a good listener X

Conducts effective small group meetings X

Conducts effective faculty meetings X

Communicates effectively with the EESAC X

Builds rapport with faculty and staff X

Provides constructive feedback X

Listens to concerns of faculty and staff X

Encourages faculty interaction X

Shows an interest in faculty and staff events X

Communicates with the staff on a regular basis X


Communicates with major stakeholder groups X

Shows concern for malefemale issues XDemographic DataBelow is the demographic make-up of William C Golden Middle School which is the name of the school you havejust been appointed principalSchool Name William C Golden Middle SchoolStudent size 1000 studentsFaculty size 121

Racial Composition of studentsWhite 30Black 42Hispanic 26Other 2

Racial Composition of Faculty and StaffWhite 60Black 20Hispanic 17Other 3

School grade on Floridarsquos A+ Plan ldquoDrdquo

Socio-economic status of StudentsParentsSchool is a Title I school 90 of students on free or reduced lunchNeighborhood composed of blue-collar workers and falls into the upper lower to lower-middle SESThe school does however have some affluent population within the schools boundaries

Written Paper It should be understood that the written format of this plan would be appropriate for presentation tothe Superintendent of Schools

Your paper should be organized with the subtitles as followshellipTitle PageIntroduction(1-2 paragraph minimum)This brief section will be an overview of the assignment This section should discuss research on the followingtopics school climate leadership style leadership communication and stakeholders (3 reference minimum)AnalysisThis section will be an analysis of the scenario of the school climate resulting from the previous administratorrsquoscommunication styleNeeds AssessmentThis section will be a needs assessment of the current scenario This section should also discuss research on thepurpose of needs assessments when used by a new school leaderClimate ImprovementThis section will be improvement objectives designed to target improvements in the school climate This sectionshould also discuss research on how these suggested climate improvements work when used by a school leaderCommunication ImprovementThis section will discuss Specific activities to improve communication which might include resources timelinesevents etc This section should also discuss research on how these suggested communication improvements workwhen used by a school leaderSummary(1-2 paragraph minimum)This brief section will be a summary of the important implications of this assignmentReferences


Exceeded 10 Exceeded 9 Met 8-7 6

Organizationand flow

The plan is wellorganized and wellwritten

The plan is organizedand coherent

The plan is somewhatorganized andcoherent

The plan isdisorganized andincoherent

All of thetopicsheadings arethoroughly discussedeach with a strongrationale provided tosupport the advicedecision

Most of thetopicsheadings arethoroughly discussedeach with a rationaleprovided to supportthe advice decision

All or most of thetopicsheadings arediscussed Asomewhat weakrationale is providedto support the advicedecision

Less than half of thetopicsheadings arediscussed A weak orno rationale isprovided that doesnrsquotreally support theadvice decision

The plan is organizedand is stronglysupported byliterature includingmodules from WilliamC GoldenDevelopmentresources at wwwfloridaschoolleadersorgthe plan has specificmeasurable objectivesand goals The planalso has a built-inongoingassessmentevaluationsystem to determinethe planrsquos progresstoward its respectiveobjectives and goals


The plan is adequateand is supported byliterature includingmodules from WilliamC GoldenDevelopmentresources at wwwfloridaschoolleadersorgthe plan hasmeasurable objectivesand goals The plandoes not have a built-in ongoingassessmentevaluationsystem to determinethe planrsquos progresstoward its respectiveobjectives and goals

The plan is somewhatadequate and weaklysupported byliterature but does notinclude modules fromWilliam C GoldenDevelopmentresources at wwwfloridaschoolleadersorgthe plan does nothave clearmeasurable objectivesand goals The plandoes not have a built-in ongoingassessmentevaluationsystem to determinethe planrsquos progresstoward its respectiveobjectives and goals

There are no errors ingrammar spelling orAPA format

There are very minorerrors in grammarspelling or APAformat

There are severalerrors in grammarspelling and APAformat throughoutthe essay

There are significanterrors in grammar

Support your improvement plan with at least five (5) scholarly references

Note to Students Usage of the following link will give you vital research in developing your plan Go to httpwwwfloridaschoolleadersorg

The Turnaround School Rubric


All needed citationsare included in theplan Referencesmatch the citationsand most are encodedin correct APAformat At least 5references are cited


Citations within thebody of the plan and areference list arepresented but withoutany logic At least 2references are cited

No citations arepresented in thedocument and nocorrespondingreference list ispresented

ASSIGNMENT Statements and Improvement Plans Mission Vision and Core ValueStatements (30 points) Write a 4 to 5-page analysis of the current mission vision and value statements at two schools withinyour state that have contrasting demographics Your analysis should include a reflection on thecharacteristics of the mission and vision in terms of democratic values equity and diversity Through thelenses of social justice evaluate the process of creation and revision of the mission vision and valuesWho is includedexcluded Who benefits from these statements How do the statements promoteaddress or omit social justice Be sure to select two schools that have contrasting demographics Youmay find that some schools have all mission vision and value statements and some may have only one ofthese statements so if the schools you select do not have all three review only the statements that areavailable In addition you may notice some of these statements are old and have never been revised sobe sure to include this information in your analysis Core values reflect those traits you honor and implement Vision statements reflect what the leadership conceives or sees as the future landscape Mission statements help implement the vision and complete a strategic plan All three areinterdependent yet support each other The differences between any of them can be subtle but collectively they represent the philosophy anddirection of your individual school andor district (ie based on your organizational structure) Keepingthem simple so everyone understands them and lives by them is vital this includes everyone in the districtall employees all students all parents and the community at large making it very important to include theperspectives of all these stakeholders in the development of these statements Part 1 Mission Vision and Core Value Statements (ELCC 11 34 41 43 53 55) In this first part of the assignment you will write a 4 to 5-page analysis of the current mission visionand value statements at two schools within your state that have contrasting demographics Your analysisshould include a reflection on the characteristics of the mission and vision in terms of democratic valuesequity and diversity Through the lenses of social justice evaluate the process of creation and revision ofthe mission vision and values Who is includedexcluded Who benefits from these statements How dothe statements promote address or omit social justice Be sure to select two schools that have contrastingdemographics You may find that some schools have all mission vision and value statements and somemay have only one of these statements so if the schools you select do not have all three review only thestatements that are available In addition you may notice some of these statements are old and havenever been revised so be sure to include this information in your analysis Part 2 Developing a Vision In the second part of the assignment you will develop a vision of learning based on the schoolrsquosmission statement and core values This will include a written section with a description of the process ofdeveloping your vision of learning and a multimedia presentation To develop the vision of learning youshould include collaborative work with your administration to determine their needs and expectationsregarding student learning You will then collaborate with at least three additional stakeholders toinclude a parent or family member a faculty member and a community representative such as a PTA


member or volunteer at your selected school Also keep in mind the philosophy of distributed (ie shared)leadership by engaging all stakeholders in this task and be sure to actively engage the stakeholders in thevision development Northouse (2013) stated ldquodistributed leadership involves the sharing of influence byteam members who step forward when situations warrant providing the leadership necessary and thenstepping back to allow others to leadrdquo (p 289) Document your collaboration by writing a description ofthe process of developing your vision of learning The final product for this task will be the vision oflearning discussion and evidence of the collaborative process and a multi-media presentation to transferknowledge and understanding to all stakeholders of your school regarding your vision of learning You mayuse Prezi or PowerPoint for the multi-media presentation

Part I Written Portion Your paper will be organized with the subtitles as followshellip Title Page Introduction(1-2 paragraph minimum)This brief section will be an overview of the assignmentMission Vision amp Core Value Statements(2-page minimum)This section will describe the current mission vision and value statements at two schools within your statethat have contrasting demographics Include a reflection on the characteristics of the mission and vision in terms of how they include or promote

1 democratic values2 equity3 diversity

Evaluation of the Process(2-page minimum)This section will describe the process of creation and revision of the mission vision and values are sure todiscuss

1 Who is includedexcluded 2 Who benefits from these statements 3 How do the statements promote address or omit social justice 4 What strategies are used to collect and analyze data and interpret school student faculty and

community information 5 How is data collected and used to communicate about the school within the community6 How does the process of creating the statements promote address or omit democratic values equity

and diversity issues (53) Vision amp Mission StatementIn this section you will develop a vision and mission statement to promote learning and social justice Part 2 Developing a Vision(2-page minimum)This section will describe your knowledge of collaboratively developing articulating implementing andstewarding a shared vision of learning for a school by discussing

1 Collaborative school visioning 2 Theories are relevant to building articulating implementing and stewarding a school vision 3 Methods for involving school stakeholders in the visioning process 4 A description of a plan for distributed leadership that involves school staff in the decision-making

process Summary(1-2 paragraph minimum)This brief section will include a reflection based on the description of a Visionary Leadership Plan thatdemonstrates skills required to develop implement and evaluate school policies that support democraticvalues equity and diversity A summary of the important implications of this assignment will be includedReferencesSupport your improvement plan with at least five (5) scholarly references


Multimedia Portion Your PowerPointPrezi will be organized with the slide titles as followsDevelopment of Vision of learningCollaborative work StakeholdersStudent learningVision of LearningImplementationReferences Student Writing Rubric Statements and Improvement Plans Part 1 Mission Vision and Value Statements (ELCC 11 24 34 41 43 53 55)Part 1 (ELCC 53 55) 10 Points

Element Exceeded(10) Met (65-8) Not Met (1-6)

Analysis of missionvision and valuestatements of twoschools withcontrastingdemographics Analysis andreflections on how thestatements the voicesthey include and theprocess of writing thestatements reflect anemphasis ondemocratic valuesequity and diversity

The candidate criticallyanalyzes the missionvision and valuestatements of two schoolswith contrastingdemographics analysisincludes reflections onhow the statements thevoices they include andthe process of writing thestatements reflect anemphasis on democraticvalues equity anddiversity (45 pts)

Candidate analyzesmission vision andvalue statements of twoschools with contrastingdemographics Analysisincludes reflections onhow the statements thevoices they include orthe process of writingthe statements reflectan emphasis ondemocratic valuesequity and diversity (3-4pts)

The candidate analyzesthe mission vision andvalue statements of twoschools The paperincludes reflections onhow the statements orthe voices they includeor the process of writingthe statements reflectan emphasis ondemocratic valuesequity or diversity (0-2pts)

Evaluation of creationand revision processand completeness ofmission vision andvalues through lensesof social justice

Citing 2 or more sourcesthe paper evaluatesstatements regarding thecreation and revisionprocess and completenessof the mission vision andvalues A critical analysisevaluates who is includedexcluded who benefitsfrom statements and howthe statements promoteaddress or omit socialjustice (45 pts)

Citing 1 source thepaper describes themission and visioncreation and revisionprocess and theircompleteness A criticalanalysis evaluates whois included excludedwho benefits fromstatements or how thestatements promoteaddress or omit socialjustice (3-4 pts)

Citing 1 source thepaper describes themission and visionrevision process andtheir completeness Ananalysis describes orlists who are includedexcluded who benefitfrom statements or howthe statements promoteaddress or omit socialjustice (0-2 pts)

Tone language APA The paper maintains arespectful tone isgrammatically correct andincludes no spelling errorsJargon is not used Allsources are citedcorrectly following APAguidelines (1 pts)

The paper maintains arespectful tone has 1 -2grammatical or spellingerrors Jargon is notused All but 1 sourceare cited correctlyfollowing APAguidelines (05)

The paper maintains arespectful tone and has3 or more grammaticalor spelling errorsJargon or colloquialexpressions used 2 ormore sources are citedincorrectly (025)


Part 2 (ELCC 11 34 41 43) 20 Points

Element Exceeded (17-20) Met (11-16) Not Met (1-10)

Collaborative schoolvisioning Process ofcreation of the vision oflearning65 pts

The candidatecollaboratively creates avision of learning Thepaper includes a well-developed vision oflearning (65 pts)

The candidatecollaboratively creates avision of learning Thepaper includes a well-developed vision oflearning (4-6 pts)

The candidatecollaboratively creates avision of learning Thepaper includes a visionof learning (1-3 pts)

Methods and evidenceof involving schoolstakeholders in buildinga visionThe vision of thelearning statementThe theory is relevantto building andarticulating a vision95 pts

The candidate works with4 or more communitymembers The paperincludes a detaileddescription of thecollaborative process usedto create the vision basedexplicitly on distributedleadership theory with 2or more citations (95 pts

The candidate workswith 4 or more membersof the community Abrief description of thecollaborative processused to create the vision(based explicitly ondistributed leadershiptheory with 1 citation(6-8 pts)

The candidate workswith 3 or fewermembers of thecommunity The use ofdistributed leadership asa framework is notevident (1pt)

Technology and itsusesAd hoc multi-media toshare the vision oflearning 3 pts

A multi-mediapresentation is created adhoc to share the vision oflearning and its creatingprocess with allstakeholders of the school(1pt) Presentationsclearly show the visionexplain the process ofcreation of the vision andintroduce participants(15pt) Presentations uselanguage that allstakeholders wouldunderstand are colorfuland include images soundand movement (05 pts)

A multi-mediapresentation is createdad hoc to share thevision of learning and itscreating process with allstakeholders of theschool Presentationsshow the vision andeither explain theprocess of creation ofthe vision or introduceparticipants (1pts) Theyinclude 1 or 2 terms thatnot all stakeholders mayunderstand Imagessound or movement included (025 pts)

A multi-mediapresentation is createdad hoc to share thevision of learning withall stakeholders of theschool (05) Thepresentation is clear butincludes 3 or moreterms that not allstakeholders mayunderstand Thepresentation includesimages or sounds ormovements (0)

Tone language APA1 pt

The paper andpresentations maintain arespectful tone aregrammatically correct andinclude no spelling errorsJargon is not used Allsources are citedcorrectly following APAguidelines (1 pts)

The paper andpresentations maintain arespectful tone include1 -2 grammatical orspelling errors Jargon isnot used All but 1source are citedcorrectly followingAPA guidelines (05)

The paper andpresentation maintain arespectful tone andinclude 3 or moregrammatical or spellingerrors Jargon orcolloquial expressionsused 2 or more sourcesare cited incorrectly(025)

The following will be used as your Instructor scoring Rubric in LivetextInstructor LIVETEXT Scoring Rubric Assessment 3


Element Exemplary Acceptable Developing

The candidateevaluates howschool missionand visionincorporatedemocraticvalues equityand diversityissues ELCC 53

The candidate evaluatesschool policies that supportdemocratic values equityand diversity issues by describing synthesizing andevaluating how the missionand vision of two schoolsincorporate democraticvalues equity and diversityThrough the lenses of socialjustice the candidatedescribes illustrates withexamples and evaluates theprocess of creation andrevision of the missionvision and values Who areincludedexcluded whobenefit from thesestatements and how thestatements promoteaddress or omit socialjustice are issues included inthe evaluation

The candidate evaluatesschool policies supportdemocratic values equityand diversity issues by describing and evaluatinghow the mission andvision of two schoolsincorporate democraticvalues equity anddiversityThrough the lenses ofsocial justice thecandidate describes andevaluates the process ofcreation and revision ofthe mission vision andvalues How thestatements promoteaddress or omit socialjustice are issues includedin the evaluation

The candidate fails toevaluate school policies tosupport democraticvalues The candidatefails to describe orevaluate how the missionand vision of two schoolsincorporate democraticvalues equity anddiversityThe candidate fails to usethe lenses of social justiceto evaluate schoolprocedures that supportdemocratic values equityand diversity issues byonly describing theprocess of creation andrevision of the missionvision and values

Candidatereviews andcritiques themission visionand valuestatements oftwo schools andreflects on howthe mission andvision integratedemocraticvalues equityand diversityand on the practices usedto create themission andvision (ELCC55)

Candidate reviews andcritiques school policies andpractices to ensure thatstudent needs inform allaspect of schoolingincluding social justiceequity and respect betweenand among students andfaculty within the school byanalyzing and criticizing themission vision and valuestatements of two schoolswith contrastingdemographics reflecting onhow the mission and visionintegrate democratic valuesequity and diversity and bydescribing and explaining thepractices used to developthe mission and vision in theselected schools

Candidate reviews andcritiques school policiesand practices to ensurethat student needs informall aspect of schoolingincluding social justiceequity and respectbetween and amongstudents and facultywithin the school byanalyzing and criticizingthe mission vision andvalue statements of twoschools with contrastingdemographics reflectingon how the mission andvision integratedemocratic values equityand diversity and bydescribing the practicesused to develop themission and vision in theselected schools

The candidate fails toreview and critique schoolpolicies and practices toensure that student needsinform all aspect ofschooling including socialjustice equity and respectbetween and amongstudents and facultywithin the school by notanalyzing or criticizing themission vision and valuestatements of two schoolswith contrastingdemographics failing toreflect on how the missionand vision integratedemocratic values equityand diversity or by failingto describe the practicesused to develop themission and vision in theselected schools


Candidatedesigns acollaborativeprocess fordeveloping aschool visionthat involvesadministrationparents facultyand communityrepresentativesand develops acomprehensiveplan forcommunicatingthe schoolvision to schoolconstituencies(ELCC 11 )

Candidate designs andsupports with theory acollaborative process fordeveloping a school visionby describing explainingand giving examples of theprocesses to develop avision of learning thatrespects students theirfamilies and the communityand by describingexplaining and givingexamples of collaborativework with administrationparents faculty andcommunity representativesCandidate develops acomprehensive plan forcommunicating the schoolvision to schoolconstituencies by explainingand supporting the strategiesto share the school visionand by creating a multi-media presentation thatstates and explains thevision and includes theparticipation of thecommunity

Candidate designs andsupports with theory acollaborative process fordeveloping a school visionby describing and givingexamples of the processesto develop a vision oflearning that respectsstudents their familiesand the community and bydescribing and givingexamples of collaborativework with administrationparents faculty andcommunityrepresentativesCandidate develops acomprehensive plan forcommunicating the schoolvision to schoolconstituencies byexplaining the strategies toshare the school visionand by creating a multi-media presentation thatstates and explains thevision

The candidate fails todesign and support withtheory a collaborativeprocess for developing aschool vision by onlylisting actions in theprocesses to develop avision of learning thatrespects students theirfamilies and thecommunity The candidatefails to describe and giveexamples of collaborativework with administrationparents faculty andcommunityrepresentatives Thecandidate fails to developa comprehensive plan forcommunicating the schoolvision to schoolconstituencies by onlylisting strategies to sharethe school vision or notcreating a multi-mediapresentation that statesand explains the vision

Candidateidentifies theleadershipcapabilities ofstaff involvesthem in thedecisionmakingprocesses ofdeveloping aschool vision and modelsdistributedleadershipskills in thedevelopment ofthe vision (ELCC 34 )

Candidate demonstratesskills to identify theleadership capabilities ofstaff and to involve schoolstaff in decision-makingprocesses by explaining andoffering examples ofstrategies used to identifyleaders Candidate explainsand illustrates with examplesstrategies to include staff incollaboratively developingthe school vision Candidatemodels distributed leadershipskills by implementingsupporting with theory andexplaining principles ofdistributed leadership in thedevelopment of the vision

Candidate demonstratesskills to identify theleadership capabilities ofstaff and to involve schoolstaff in decision-makingprocesses by explainingstrategies used to identifyleaders Candidateexplains strategies toinclude staff incollaboratively developingthe school visionCandidate modelsdistributed leadership skillsby implementing andsupporting with theoryprinciples of distributedleadership in thedevelopment of the vision

The candidate fails todemonstrate skills toidentify the leadershipcapabilities of staff and toinvolve school staff indecision-makingprocesses by only listingstrategies used to identifyleaders Candidate onlylists strategies to includestaff in collaborativelydeveloping the schoolvision The candidate failsto model distributedleadership skills by notimplementing orsupporting with theoryprinciples of distributedleadership in thedevelopment of the vision


Candidate usescollaborationstrategies tocollectcommunityinformation andcommunicateinformationabout theschool withinthe community(ELCC 41)

Candidate uses collaborationstrategies to collectcommunity information andcommunicate informationabout the school within thecommunity by integratingand explaining the needs ofmembers of the communityin the vision and by sharingthe vision with thecommunity in a presentation

Candidate usescollaboration strategies tocollect communityinformation andcommunicate informationabout the school withinthe community byintegrating the needs ofmembers of thecommunity in the visionand by sharing the visionwith the community in apresentation

The candidate fails to usecollaboration strategies tocollect communityinformation andcommunicate informationabout the school withinthe community by eitherintegrating the needs ofmembers of thecommunity in the vision orsharing the vision with thecommunity in apresentation

Candidatedevelopscollaborationstrategies foreffectiverelationshipswith familiesand caregiversand involvesfamily andcaregivers inthe decision-makingprocesses atthe school byincluding themin planning thevision (ELCC 43 )

Candidate developscollaboration strategies foreffective relationships withfamilies and caregivers byincluding family membersand caregivers in thecollaborative plan to designthe vision explaining thestrategies used to includefamily members andcaregivers and givingexamples of the strategiesCandidate involves familyand caregivers in thedecision-making processesat the school by invitingthem giving them a voiceand encouraging them toparticipate in the process ofdeveloping the school vision

Candidate developscollaboration strategies foreffective relationshipswith families andcaregivers by includingfamily members andcaregivers in thecollaborative plan todesign the vision and byexplaining the strategiesused to include familymembers and caregiversCandidate involves familyand caregivers in thedecision-makingprocesses at the school byinviting them and givingthem a voice to participatein the process ofdeveloping the schoolvision

The candidate fails todevelop collaborationstrategies for effectiverelationships with familiesand caregivers by notincluding family membersand caregivers in thecollaborative plan todesign the vision or by notby explaining thestrategies used to includefamily members andcaregivers The candidatefails to involve family andcaregivers in the decision-making processes at theschool by not inviting themor not giving them a voiceto participate in theprocess of developing theschool vision

XI AssessmentsNote to Instructor This course has been identified for CAEPNELP Assessment 3 and DOE FieldExperience Demographics

Action Required for Course Instructor (CAEPNELP) This course assignment has beendesignated as a Key Assessment for which the program collects data on the performance of thecandidate After reviewing the Candidatersquos assignment please link to the Assessment System (LiveText)through your SharkLink AccountPlease enter the evaluation results on the specified criteria (bolded areas of the rubric) for eachcandidatersquos assignment online Should you have any log-in issues please contact Dr Melinda Coleman atmelindafnovaedu (561-253-4271)

XII Grading CriteriaFinal Course Grade


Assignment Points

STARs 10

Timeline 10

Brochure 10

Out of Class Experience Teacher Observation 20

Field Experience (Video) 10

Turnaround School 10

Statements amp Improvement Plans 20

Participation 10

Total 100

Masters amp EdS Grading Scale

LetterGrade

Percentage QualityPoints

A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00

As of August 19 2019

XIII University PoliciesA Academic MisconductThe University as a community of scholars embraces the free expression of ideas in furthering theacquisition of knowledge while upholding the principles of trust responsibility honor integrity and ethicalbehavior in meeting program and degree requirements As such students are expected to adhere to astandard of academic honesty in all work submitted Violations of academic honesty standards constituteacademic misconduct and violate the NSU Code of Student Conduct and Academic Responsibilityavailable online httpeducationnovaedustudentscurrent-studentsstudentcataloghandbookhtmlThe following acts violate the academic honesty standards and will result in a finding of academicmisconduct1 Cheating in any form intentionally using or attempting to use unauthorized materials information orstudy aids in any academic exercise or having others complete work or exams and representing it as onesown2 Fabrication intentional and unauthorized falsification or invention of any information or citation in anacademic exercise3 Facilitating academic dishonesty intentionally or knowingly helping or attempting to help another toviolate any provision of this code4 Plagiarism the adoption or reproduction of ideas words or statements of another person as ones ownwithout proper acknowledgment (see Academic Honesty Standards)5 Conspiracy to commit academic dishonesty assisting others to commit acts of academic


misconduct 6 Misrepresentation intentionally making false statements or omissions of facts in a contract Examplesinclude but are not limited to portfolios cover sheets and clinic training station and practicumagreements 7 Bribery offering of goods services property or money in an attempt to gain an academic advantage8 Forging or altering documents or credentials examples include but are not limited to signaturesdates and other information on portfolios cover sheets and clinic training station and practicumagreements9 Knowingly furnishing false information to the institutionPenalties for academic misconduct can range from reduced grades on assignments or in courses to failinggrades on assignments or in courses as determined by the course professor Academic misconduct mayalso result in dismissal from the Abraham S Fischler College of Education and School of Criminal Justicewithout the possibility of re-enrolling at any time Students may not withdraw from a course in progress toavoid a failing grade upon receiving notice that academic misconduct may have occurredNote If a charge of academic misconduct is determined in a course any student-initiatedwithdrawal for that course will be administratively reversed and a grade of F will be entered onthe students transcript for that courseB PlagiarismWork that is submitted for credit must be the original work of the student Any assignment that is not theoriginal work of the student is considered plagiarized and in violation of the Code of Student Conduct andAcademic Responsibility Plagiarism occurs when another persons work words or ideas are representedas ones own without the use of a school-recognized method of citation (eg copied from another sourcesuch as an author or another student without properly acknowledging the actual writerauthor) or whenanother persons work is copied or otherwise duplicated for academic credit Plagiarism also occurs whenknowingly giving or allowing ones own work to be copied or otherwise duplicated by another for academiccredit or when resubmitting ones own work for academic credit (ie work that has previously beensubmitted for academic credit) Cutting and pasting from online sources on the Internet without properacknowledgment and citation of primary and secondary sources (eg writersauthorsorganizations) alsoconstitutes plagiarism Penalties for plagiarism may range from reduced grades on assignments or in courses to failing grades onassignments or in courses as determined by the course professor A subsequent determination ofplagiarism in a future course (ie a second violation) may result in dismissal from the Abraham S FischlerCollege of Education and School of Criminal Justice without the possibility of re-enrolling at any time Course assignments submitted in partial fulfillment of degree requirements may be checked for plagiarismStudents may not withdraw from a course in progress to avoid a failing grade or other consequenceupon receiving notice that plagiarism may have occurred If a charge of plagiarism is determined in acourse any student-initiated course withdrawal for that course will be administratively reversed and agrade of F will be entered on the students transcript for that course [see Academic Misconduct] Studentaccess to online courses and attendance at site-based courses will be discontinued following adetermination of plagiarism that results in an F for the course All students are entitled to dueprocess pursuant to Fischler College of Education policies and proceduresC Americans with Disabilities Act (ADA)Nova Southeastern University complies with Section 504 of the Rehabilitation Act of 1973 and theAmericans with Disabilities Act (ADA) of 1990 No qualified individual with a disability shall be excludedfrom participation in be denied the benefits of or be subjected to discrimination in any activity service orprogram of the university solely by reason of his or her disability Each qualified individual with a disabilitywho meets the academic and technical standards required to enroll in and participate in Nova SoutheasternUniversitys programs shall be provided with equal access to educational programs in the most integratedsetting appropriate to that persons needs through reasonable accommodation At the postsecondary level it is the students responsibility to initiate the process for disability services Theprocess for obtaining a reasonable accommodation is an interactive one that begins with the studentsdisclosure of disability and a request for a reasonable accommodation The student has the responsibility toprovide Nova Southeastern University with proper documentation of a disability from a qualified physicianor clinician who diagnoses disabilities and sets forth the recommended accommodations


The necessary forms and procedures for requesting disability-related accommodations can be obtainedfrom the NSU Office of Student Disability Services through its website athttpwwwnovaedudisabilityservicesindexhtml via e-mail at disabilityservicesnovaedu or by calling954-262-7185 (toll-free at 800-986-3223 ext 27185)To ensure that reasonable accommodations can be provided in a timely manner all forms anddocumentation should be submitted to the NSU Office of Student Disability Services a minimum of four(4) weeks prior to the commencement of classes for any given semesterD CourseInstructor Evaluation

It is expected that all students will participate in the online CourseInstructor Evaluation at or nearthe end of the courseNotices of CourseInstructor Evaluation access are sent to registered students by NSU email

E The current edition of the FCEampSCJ Catalog and Student Handbook is availablehttpeducationnovaedustudentscurrent-studentsstudentcataloghandbookhtml This document providesextensive information on University and FCE policies regulations and procedures NSU Class Recording PolicyClass content throughout this course may be recorded in accordance with the NSU Class RecordingPolicy If class content is recorded these recordings will be made available to students registered for thiscourse as a supplement to the classroom experience Recordings will be made available to all students whowere registered to attend the live offering of the class regardless of a studentrsquos section or discipline orwhether the student is participating in the course online If recordings are intended to be accessible tostudents or third parties who were not registered for the live offering of the class studentsrsquo personallyidentifiable information will be removed or redacted from the recording unless (1) their written consent tosuch disclosure was previously provided or (2) the disclosure is permissible in accordance with the FamilyEducational Rights and Privacy Act (ldquoFERPArdquo)Students are prohibited from recording audio or video or taking photographs in classrooms (including onlineclasses) without prior permission from the instructor or pursuant to an approved disability accommodationand from reproducing sharing or disseminating classroom recordings to individuals outside of this courseStudents found engaging in such conduct will be in breach of the Student Code of Conduct and subject todisciplinary action

XIV Bibliography

Course Syllabus Management TeamLead Faculty Melinda Coleman EdDLast Revised Date42019


EDL CourseAssignment

FPLS CAEPNELP ELCC

Timeline 8a bcd 9 abcdef g

Brochure 5 abcdef

Out of Class Experience TeacherObservation

3abcdef 9bcdfg

Field Experience (Video) 2b 5a5b 5c 5d 9abcdefg

Turnaround School 1a b 3a 3c 5a 6a 6b6c6e

Statements amp Improvement Plans 1ab 3abcde 5abcdef6abcde

ELCC 11 24 3441 43 53 55

STARs Assignment Domain 1 StudentAchievement - Standard 1Student Learning Results

Domain 2 InstructionalLeadership - Standard 3Instructional PlanImplementation

Domain 2 InstructionalLeadership - Standard 5Learning Environment

Domain 3 OrganizationalLeadership - Standard 6Decision Making

Domain 3 OrganizationalLeadership - Standard 9Communication

VI Materials and ResourcesBook Url NSU Book StoreCourse Required Texts and Materials

American Psychological Association (2019) Publication manual of the American PsychologicalAssociation (7th ed) Washington DC Author ISBN 978-1-4338-3217-8

Course Supplemental MaterialsWilliam Cecil Golden School Leadership Development Program httpwwwfloridaschoolleadersorg

VII Course RequirementsDepartment of Education Requirement This course contains assignments that have been designated as a Field Experience Assessment for whichthe Educational Leadership program collects data on the performance of the candidate EducationalLeadership students are required to provide demographic data information Please see below the studentdirections









Course Assignments

STARs

Timeline

Brochure




































































































































































































Assignment Points

STARs 10

Timeline 10

Brochure 10





Participation 10

Total 100


LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00









XIV Bibliography










Course Assignments

STARs

Timeline

Brochure




































































































































































































Assignment Points

STARs 10

Timeline 10

Brochure 10





Participation 10

Total 100


LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00









XIV Bibliography


































































































































































































Assignment Points

STARs 10

Timeline 10

Brochure 10





Participation 10

Total 100


LetterGrade


A 90-100 40

B 80-89 30

C 70-79 20

F Below 70 00









XIV Bibliography








XIV Bibliography



edl 0700 - problem solving and visionary leadership

Documents