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The University of Montana
Department of Educational Leadership
EDLD 550: Foundations of Educational Leadership
AUTUMN 2012
SYLLABUS
CLASS: ONLINE
Phyllis J. Washington College of Education and Human Sciences
Dr. Frances L. O’Reilly
PJW College of Education and Human Science
The University of Montana
32 Campus Drive
Missoula, MT 59812
Office: School of Education 204
Office Hours: By Appointment
(O) 406-243-5608
(P) e-mail: [email protected]
REQUIRED READINGS:
Northouse, P.(2013). Leadership-Theory and Practice (6th
Ed). Los Angeles, CA: Sage
ISBN 978-1-4522-0340-9
.
Not required Resource -Supplemental Material: There will be additional readings throughout
the course.
Nahavandi, A., (2012). The art and science of leadership (6th Ed.). Upper Saddle River,
NJ: Prentice-Hall.
COURSE DESCRIPTION:
Utilizing class lecture slides, group discussions, individual written assignments, reflective
journaling, and fieldwork experiences, students in this course will be exposed to the field
of organizational behavior by examining foundational theories and practices of leadership
and management as they explore the Inner Life and Leadership juxtaposed with what it
means to be an educational leader in the twenty-first century. The evolution of leadership
will be investigated.
Utilizing group discussions, individual written assignments, case studies, and past
experiences, students in this course will be exposed to leadership considerations,
management skills, and components of instructional leadership as they examine the roles,
responsibilities, and relationships of educational leaders particularly pK-12 leaders and
higher education leaders. .
Missions
The University of Montana Mission Statement The University of Montana-Missoula pursues academic excellence as demonstrated by the
quality of curriculum and instruction, student performance, and faculty professional
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accomplishments. The University accomplishes this mission, in part, by providing unique
educational experiences through the integration of the liberal arts, graduate study, and
professional training with international and interdisciplinary emphases. The University also
educates competent and humane professionals and informed, ethical, and engaged citizens of
local and global communities; and provides basic and applied research, technology transfer,
cultural outreach, and service benefiting the local community, region, State, nation and the
world.
School of Education Mission Statement
The School of Education shapes professional practices that contribute to the development
of human potential. We are individuals in a community of lifelong learners, guided by
respect for knowledge, human dignity, and ethical behavior. We work together
producing and disseminating knowledge to advance the physical, emotional, and
intellectual health of a diverse society.
Educational Leadership Mission Statement
The mission of Educational Leadership at The University of Montana is to develop
leaders for learning organizations who are guided by respect for knowledge, human
dignity, and ethical behavior. This is accomplished by providing high quality academic
and professional opportunities. We subscribe to a definition of leadership wherein
individuals assume evolving roles within influence relationships requiring their
contributions in order to achieve mutual purposes.
CONCEPTUAL FRAMEWORK
The Professional Leadership Education Unit has adopted a conceptual framework that
places central value on learning as a collaborative endeavor. The faculty in the
Professional Leadership Education Unit believes that an educational orientation is
insufficient and outmoded if it is based on isolated content, is teacher-dominated, and
directed primarily toward passive students learning alone. Thus, it is the Unit’s intent
that education candidates at The University of Montana-Missoula will experience a
cohesive learning community during their own preparation, with the goal that they will be
disposed and equipped to create communities of learners in their own future educational
settings.
The faculty has identified three essential elements of learning communities which form
organizing themes or strands that permeate all the programs and drive the candidate
proficiency outcomes:
Integration of Ideas
Members of a learning community look beyond the traditionally segmented curriculum
and think creatively about the interrelationships among subject areas. They work with a
variety of fields of study and search for unifying themes that cross disciplinary lines.
There is an emphasis on explaining realities and dealing with actual problems in
contextual learning situations. Students will utilize previous subject knowledge and
address actual educational problems in their development of their understanding of
leadership in many circumstances and application of these in the benchmark project.
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Cooperative Endeavors
In a learning community, knowing and learning are viewed as communal acts, and all
members can learn from each other. There is a commitment to engage all learners
cognitively and emotionally in acquiring and sharing knowledge that is personally
meaningful. In the process, members create a culture that encourages personal
responsibility and active commitment to the group and its learning goals. Students will
participate in a variety of collaborative discussions and be assessed in ability to be a
contributing member to Moodle discussions and supporting their classmates.
Respect for Diversity and Individual Worth
By definition, a learning community embraces diversity, requiring and valuing the input
of all voices present. The ethics of care and mutual respect are viewed as essential for
supportive learning environments that enhance each member’s self-esteem and foster
risk-taking, creative conflict, and excellence. Students are required to adhere to the
Department of Educational Leadership’s Professional Standards for Student
Performance (Appendix A). They are also expected to participate in all tasks and
discussions in a manner that promotes a scholarly environment where diverse ideas are
tolerated and discussion is supported by informed opinion.
MASTERS OF EDUCATION CULMINATING PORTFOLIO FOR M. ED SUDENTS: Educational
Leadership requires a culminating portfolio. As part of this portfolio, students will submit a
benchmark assignment from each of the required M.Ed. courses.
The benchmark assignment for this course is the Theory Based and Personal Educational
Leadership Philosophy Case Study Response paper. Those of you in the M.Ed. Program
or licensure program please refer to Appendix G for Field Experience.
This Class is developed in accordance with the Montana PEPPS Standards
Montana Professional Educator Preparation Program Standards (PEPPS)
10.58.705 School Principals, Superintendents, Supervisors, and Curriculum Directors
(1) The program requires that successful candidates:
a) Facilitate the development, articulation, implementation, and stewardship of a school or
district vision of learning supported by the school community in order to promote the
success of all students;
b) Promote a positive school culture, provide an effective instructional program, apply best
practice to student learning, and design comprehensive professional growth plans for staff
in order to promote the success of all students;
c) Manage the organization, operations, and resources in a way that promotes a safe,
efficient, and effective learning environment in order to promote the success of all
students;
d) Collaborate with families and other community members, respond to diverse community
interests and needs, including Montana American Indian communities, and mobilize
community resources in order to promote the success of all students;
e) Act with integrity, fairness, and in an ethical manner in order to promote the success of
all students;
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f) Understand, respond to, and influence the larger political, social, economic, legal, and
cultural context in order to promote the success of all students; and
g) Complete an internship/field experience that provides at least 216 hours of significant
opportunities to synthesize and apply the knowledge and practice and develop the skills
identified in this rule through substantial, sustained, standards-based work in real settings,
planned and guided cooperatively by the institution and properly administratively
endorsed school district personnel for graduate credit.
(History: 20-2-110, MCA; IMP, 20-1-501, 20-2-121, MCA; NEW, 2007 MAR p. 190, Eff.
2./9/07.
COURSE OUTCOMES AND STANDARDS FOR SCHOOL LEADERS: The Department of Educational Leadership (EDLD) has adopted the Interstate School
Leaders Licensure Consortium (ISLLC) Standards for School Leaders. The ISLLC
Standards were developed by the Council of Chief State School Officers and member
states in 1996. The ISLLC Standards are used to guide courses in educational leadership.
Each standard is briefly summarized below. For a more detailed explanation of the
ISLLC Standards and specific information in the areas of Knowledge, Dispositions, and
Performances for each standard, visit the web site for the Council of Chief State School
Officers at http://www.ccsso.org/content/pdfs/isllcstd.pdf.
The following Standards and their areas of knowledge will be used as outcomes in this
course:
Standard 1: An education leader promotes the success of every student by facilitating
the development, articulation, implementation, and stewardship of a vision of
learning that is shared and supported by all stakeholders.
Functions
A. Collaboratively develop and implement a shared vision and mission B. Collect and use data to identify goals, organizational effectiveness, and
promote organizational learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement E. Monitor and evaluate progress and revise plans
Standard 2: An education leader promotes the success of every student by advocating
nurturing, and sustaining a school culture and instructional program
conducive to student learning and staff professional growth. Functions
A. Nurture and sustain a culture of collaboration, trust, learning, and
high expectations B. Create and comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
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E. Develop assessment and accountability systems to monitor student
progress
F. Develop the instructional leadership capacity of staff
G. Maximize time spent on quality instruction H. Promote the use of the most effective and appropriate technologies to
support teaching and learning
I. Monitor and evaluate the impact of the instructional program
Standard 3: An education leader promotes the success of every student by ensuring
management of the operation of the organization, operation, and resources
for a safe, efficient, and effective learning environment.
Functions
A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and
technological resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality
instruction and student learning
Standard 4: An education leader promotes the success of every student by collaborating
with faculty and community members, responding to diverse community
interests and needs, and mobilizing community resources.
Functions
A. Collect and analyze data and information pertinent to the educational
environment
B. Promote understanding, appreciation, and use of the community’s
diverse cultural, social, and intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain positive relationships with community partners
Standard 5: An education leader promotes the success of every student by acting with
integrity, fairness, and in an ethical manner.
Functions
A. Ensure a system of accountability for every student’s academic and
social success
B. Model principles of self-awareness, reflective practice, transparency,
and ethical behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of
decision making
E. Promote social justice and ensure that individual student needs
inform all aspects of schooling
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Standard 6: An education leader promotes the success of every student by
understanding, responding to, and influencing the political, social, economic,
legal, and cultural context.
Functions
A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting
student learning
C. Access, analyze, and anticipate emerging trends and initiatives in
order to adapt leadership strategies
Students are encouraged to reference the ISLLC standards in their Culminating
Presentation to the exam committee.
EXPECTATIONS:
Students enrolled in this online course are expected to demonstrate regular and consistent
class attendance by entering in the Moodle Discussions at a minimum of three times in
each Moodle forum per week, be current in the assigned readings, participate in all
activities and discussions in a manner that promotes a scholarly environment where
diverse ideas are tolerated and discussion is supported by informed opinion (refer to
Professional Standards for Student Performance Appendix A). Assignments should be
submitted in a timely manner.
Written assignments will reflect the individual’s original work and, when appropriate,
follow the style articulated in the Publication Manual of the American Psychological
Association (APA). All references to works by other authors must be properly cited. All
written assignments must (a) include a title page (Appendix B), (b) be double spaced, (c)
use 12 point font, (d) utilize indented paragraphs rather than business block format, (e) be
left justified rather than full justification (f) numbered in the top right hand corner. And
emailed to the professor at: [email protected]
Each written assignment must contain a cover page (see Appendix B).
Class Lectures (Required):
Each of the 10 weeks we will have forum(s). Class lectures (PowerPoints),
PDFs, or notes will be opened (available to students) a few days before the
week begins. The lectures will be presented through MS PowerPoint slides
or PDFs or notes. You can download a free “view only” version of
PowerPoint from Microsoft. The download can be located at
http://office.microsoft.com/en-
us/downloads/results.aspx?qu=powerpoint&av=DCT000.
Weekly Moodle Class Discussion (Required)
Moodle Discussions:
Class participation points will be awarded for each forum from these Moodle
discussions. You will need to (a) post your original thread in each Moodle
forum and (b) respond to your at least 2 of your classmate’s original
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discussion threads during the week: Beginning Tuesday and ending Monday
midnight. Discussion posts in each forum will be graded each week. No
points will be earned for postings occurring after the midnight Sunday unless
additional time has been afforded the student by the instructor.
Each class discussions forum will be monitored for student participation.
For each class students will receive one of the following scores for their
participation:
o 3 points for thorough contributions that stimulate discussion
including interacting with other students in the group, citing
references to support your answer, and substantive information is
included.
o 1 point for contributing only in a cursory manner ( “I agree with
Mary is not sufficient for a substantive answer”).
o 0 points for not participating
Since this is a graduate level course, discussion posts should utilize
correct punctuation, grammar, and spelling. I sometimes have typos too,
so I know it is easy to do but be thoughtful when you write your answers
and when you write your assignments.
There are five Discussion Areas for your use and attention.
1. General Course Questions (Optional)
2. General Class Discussion (Optional)
3. Discussion Questions to Dr. O’Reilly (Optional)
4. Weekly Class Discussion in all forums for that week (Required)
General Course Questions (Optional)
This is an optional discussion area where students can post general course
questions (rather than student specific questions) for Dr. O’Reilly to answer.
To ensure a timely response, please e-mail Dr. O’Reilly at
[email protected] ) that you have posted a general course question
otherwise these questions will be answered each Tuesday.
General Class Discussion (Optional)
This is an optional discussion area where students can post questions or
prompts to further the discussion and interaction among classmates. It is
suggested that anyone posting in this area send an e-mail message to the entire
class so that everyone has the opportunity to participate in the discussion.
Discussion Questions to Dr. O’Reilly (Optional)
This is an optional discussion area where students can pose questions (specific
to the weekly topics) to the instructor in much the same way that a question
might be posed during a face-to-face class session. To ensure a timely
response, please e-mail Dr. O’Reilly ([email protected]) that you
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have posted a discussion question for her response otherwise these questions
will be answered within the week.
Submitting Assignments:
Assignments will be submitted electronically by e-mailing them to Dr.
O’Reilly ([email protected]). Save your documents using the
format and assignment names listed below. Please follow the provided format
and spell each assignment as it is in the example. The subject line should
clarify the three components:1) the student name 2) course and name and
number 3) semester taken , 4) name and number of the assignment. Your
saved assignment should contain the following information in the order
provided in the example (including spaces).
[Your Last Name] [Your First Initial] EDLD 559 Su 12 Assignment
Example for Judy Jones:
Jones J- EDLD 550-Au12 -Name of Assignment and # of Assignment
Jones J- EDLD 550-Au 12 - Name of Assignment and # of Assignment
Jones J- EDLD 550- Au 12 - Name of Assignment and # of Assignment
Using Your umconnect e-mail Account:
Correspondence to you regarding this course will utilize your umconnect account.
While it is recommended that you check your umconnect account regularly, there
is a way that you can have messages sent to your umconnect account forwarded to
another e-mail account. While doable, there are drawbacks to having your
messages forwarded.*
Forwarding your umconnect messages to another e-mail account*
1. Log in to your umconnect account
2. Click on “rules”
3. Create new rule
4. Name new rule
5. Keep everything blank until the bottom of the page where it says “enter new
e-mail”
6. At this point you enter the e-mail address where you want your umconnect
forwarded
7. YOU MUST THEN CLICK SAVE or all your efforts will be in vain.
* One negative side effect of this procedure is the problem of replying to the
original message. When your umconnect has been forwarded to another email
account there is a problem with replying. In order to reply to the original e-
mail, you must insert the e-mail address where you want your message to go. If
you just hit “reply” your reply will be sent only to your umconnect account and
NOT to the intended recipient!
Needing Help:
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If you encounter problems regarding this Moodle Course please contact
UMOnline at http://umonline.umt.edu/ContactUs/default.htm. There is also a
Tech Support area within the menu of the course shell.
For questions regarding your NetID (formerly SCAUID), changing NetID
passwords, email accounts, and general computer assistance:
IT Central Help Desk: (406) 243-4999, [email protected]
Moodle technical support: (406) 243-4999,
General registration information:
Registration Help Desk (Griz Central), (406) 243-6077
Academic Honesty:
All students must practice academic honesty. Academic misconduct is subject to
academic penalty by the course instructor and/or disciplinary sanction by the University.
You are required to be familiar with the Student Conduct Code. The Student Conduct
Code is available for review online at
http://www.umt.edu/SA/VPSA/index.cfm/page/1321
ASSIGNMENTS: In addition to the assigned readings, expectations of class participation and adherence to
the Professional Standards for Student Performance, each student will be required to
complete the following assignments:
1. Leadership Code of Ethics: Rubric Appendix C due Oct. 1
2. Leadership Definition: Posted for discussion in Moodle week of Oct. 22; Due
in to professor by Nov. 5 Rubric Appendix D.
3. Theory Based and Personal Educational Leadership Philosophy Case Study
Response. Due Nov. 19; Rubric Appendix E
4. Reflective Journaling . Final copy Appendix F (minimum of 12 pages due
November 12).
5. Fieldwork Experience Documentation (Student needs to keep up on this
individually and can use the hours tracker on the EDLD website for the field
work experience. Due at end of program M. Ed. Remember to keep track.
NOTE: All assignments should use a cover page (see Appendix B)
LEADERSHIP DEFINITION: ( Due Nov. 5, Definition emailed to professor )
Leadership scholars have not been able to agree on a single encompassing definition of
leadership. Therefore, this assignment requires students to develop a leadership
definition of their own (or accept a leadership definition from the literature, properly
citing its author) and then utilizing the course content and outside readings, analyze the
definition. (5 page maximum without cover page or references)
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Definitions will be posted and discussed in the course Moodle Week of Oct. 22.
The assessment criteria for the Leadership Definition are in Appendix D.
THEORY BASED AND PERSONAL EDUCATIONAL LEADERSHIP PHILOSOPHY
CASE STUDY RESPONSE: (Due November 19, 2012)
The Theory Based and Personal Educational Philosophy Case Study(selected by the
student) Response is a culminating paper that will explain the case (selected by the
student)and its parts. Then the student will synthesize and apply the course content to a
leadership case study of the student’s choosing. In this assignment, you will bring
together the critical elements of organizational behavior, leadership theory, and your
personal leadership philosophy in addressing an educational case study that required
leadership action. The first element is the understanding of organizational behavior and
application of leadership theory. The second element will be bringing to this theoretical
base your personal leadership philosophy as engaged, deepened, and discovered during
your reflection of the course material. That is, your leadership philosophy should provide
the framework for your response to the case study and the synthesis and application of
course content should be couched in your belief system and show evidence of your
personal leadership code of ethics aligning with your leadership definition.
The paper should include a clear and concise summary of the case study context (2 page
maximum), an overview of specific educational leadership theoretical application, and an
integration of “who you are as a leader” in clearly explaining how you would, as an
educational leader, respond to the situation. This paper should address your personal
attitudes and beliefs concerning any and all issues provoked by the case study and
then cite theorists and research that support your understanding and position. The
paper should be narrative in form, written in the first person, using full paragraphs. Your
positions on these educational issues should also be supported with scholarly citations
which form the basis of the informed opinion and follow the style articulated in the
Publication Manual of the American Psychological Association (APA 6th
Edition). The
length of this paper will vary considerably from person to person but should not exceed
10 pages without the title page and references.
The assessment criteria for the Theory Based and Personal Educational Philosophy Case
Study Response are in Appendix E.
INNER LIFE AND LEADERSHIP REFLECTIVE JOURNALING DATE FINAL DUE TO PROFESSOR
BY NOVEMBER 12
Each class will contain activities amplifying leadership application and theory based
discussions dictated by the assigned readings for that week as well as
activities/assignments to engage the students in the Inner Life and Leadership. The Inner
Life and Leadership activities will conclude with a prompt for the reflective journaling
exercises. The Inner Life and Leadership activities, including the journaling is for
students to engage in a process of exploring their inner life and how it relates to their
leadership.
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The reflective journal is an opportunity for students to explore their thoughts and feelings
through the act of writing in a journaling format. Personal responses should encompass
the course content, especially to the Inner Life and Leadership material, and be
summarized in a 1-2 page journal entry for each class. These summaries will then be
accumulated and turned in to the instructor as one document at the end of the 10 week
online class. (The journal should be at least 12 pages without the title page.)
Some notes about the journal.
The journaling experience is an informal and free flowing activity so there is no
expectation for APA style, grammatical, or mechanical correctness.
I do not want to limit someone who feels the need to journal more than the 1-2
pages per class. If you find yourself needing to journal beyond the 1-2 pages,
please do!
Some of the content in the journal may be too personal to share. In this case,
please delete the material from the journal before turning it in and in the deleted
materials place make a journal comment within brackets [ ] that information was
removed in that portion of your journal. I want the journaling experience to be
meaningful for you and you should not have to worry about sharing anything you
write!
The assessment criteria for the Journal are in Appendix F
GRADING:
Grading for this course is explained below. Specific assessment rubrics for each
assignment can be found in the Appendices.
Unacceptable projects/papers are those that do not meet the requirements of the
class assignment. They are often papers or parts of papers from other classes or
consist of research that that the writer finds more interesting than the class
assignment. Papers that are plagiarized, both by direct copying or a lack of
adequate citation, are unacceptable and will be graded accordingly.
Grades will be determined by the following weighted formula:
Class Participation and Attendance 15%
Leadership Code of Ethics 15%
Leadership Definition 15%
Theory Based and Personal Educational Leadership
Philosophy Case Study Response 40%
Reflective Journal 15%
Fieldwork Experience Documentation: a reminder to the student to keep track and
documentation for your hours of field experience that will be turned in at the end
of you M. Ed. Program with your culminating portfolio and will be 216 hours
completed. Refer to the section in this syllabus articulating the requirements for
the field work. Pass/No Pass
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Course grades will be based upon a percentage of the total possible course points:
100-90% = A; 89-80% = B; 79-70% = C; 69-60% = D; 59% and below = F
TENTATIVE CLASS TOPICS AND READINGS:
.
Required: Northouse, P. (2013). Leadership-Theory and Practice (6th
ed). Sage: California
Supplemental: Nahavandi, A. (2012). The art and science of leadership. (6th ed.). New Jersey:
Prentice Hall.
.
Date Topics Readings
September 10-17 Introductions and Course Overview: Syllabus.
Required Powerpoints on the History and Overview of Leadership
Read Northouse Chapter 1 pp.1-16 Introduction
Prompt for Reflection: Self Examination and Leadership (Henderson)
Read Northouse Chapter 2 Trait Approach pp. 19-41
September 18-24 Read Northouse Chapter 3 Skills Approach pp. 43-72
Prompt for Reflection: Leadership and Heart (Henderson)
Prompt for Reflection: The Woodcarver
Read Northouse Chapter 4 Style Approach pp. 75-96
Prompt for Reflection: Leading from Within (Palmer)
Sept. 25-Oct. 1 Read Northouse Chapter 5 Situational Approach pp. 99-120
and Powerpoint on Hersey and Blanchard
Prompt for Reflection: Personal Identity, Authenticity, and Integrity
(Henderson)
Prompt for Reflection: Divided No More (Palmer)
Read Northouse Chapter 6 Contingency Approach pp. 123-
136.and Fiedler Attachment
Prompt for Reflection: The Triad of the Self:
Identity-Authenticity-Integrity (Henderson)
Leadership Code of Ethics: Rubric Appendix C Due Oct 1 to
October 2-8 Read Northouse Chapter 7 Path Goal Theory pp. 137-158.
Read Northouse Chapter 8 Leader-Member Exchange pp. 161-183.
For Reflection: Silver Star
October 9-15 Read Northouse Chapter 9 Transformational Leadership pp. 185-215
Prompt for Reflection To be of Use (Percy)
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Read Northouse Chapter 10 Servant Leadership pp. 219-249.
October 16-22 Northouse Chapter 11 Authentic Leadership pp. 253-283.
Northouse Chapter 12 Team Leadership pp. 287-315.
. Prompt for Reflection: Required Parker Palmer Podcast Divided Life
Prompt for Reflection: The Ferryman (Hesse)
Leadership Definition: Appendix D posted by October 22 to share with class.
October 23-29 Northouse Chapter 13 Psychodynamic Leadership pp. 319-348.
Northouse Chapter 14 Women and Leadership pp. 349-375.
Prompt for Reflection: Standing in the Tragic Gap (Palmer) Podcast
Required Gender and Leadership Attachment
Oct. 30-Nov. 5 Northouse Chapter 15 Culture and Leadership pp. 383-422.
Prompt for Reflection: This is the Hour . . .
Leadership Definition: Appendix D Due by Nov. 5 to
Northouse Chapter 16 Ethic and Leadership pp. 423-499.
Take Ethics Quiz attached to discuss in Moodle. It is a self evaluation.
Role of the School Board
Prompt for Reflection:The Wounded Leader (Ackerman & Maslin Ostrowski)
November 6-12 Role of the School Board
Prompt for Reflection:Readings from The Wounded Leader (Ackerman &
Maslin Ostrowski)
Reflective Journal Rubric F Due November 12 to
November 6 Election Day
November 12 Veterans Day
November 13-19 Prompt for Reflection: Lost . . . (David Whyte)
Required Leadership 701 Attached
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Theory Based and Personal Educational Leadership Philosophy Case Study Response Rubric E
Due November 19
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FAILURE TO DEMONSTRATE THE AFOREMENTIONED QUALITIES ON A CONSISTENT BASIS MAY
RESULT IN REMOVAL FROM CLASSES AND/OR THE EDUCATIONAL LEADERSHIP PROGRAM.
APPENDIX A
PROFESSIONAL STANDARDS FOR STUDENT PERFORMANCE
Graduate students in the Department of Educational Leadership at
The University of Montana are expected to:
Demonstrate professional vision in the practice of educational administration
Accept responsibility and accountability for class assignments in their role as
members of the class
Demonstrate growth during the period of their graduate career
Demonstrate good decision making and an awareness of organizational issues from a
variety of perspectives
Demonstrate imagination and originality in the discussion of educational leadership
issues
Understand the relationship between theory and practice and the value of reflective
leadership
Demonstrate a moral, humanistic, ethical and caring attitude toward others
Demonstrate an ability to build trust and positive relationships with others
Demonstrate a tolerance for diversity and a warm acceptance of others regardless of
their backgrounds or opinions
Demonstrate emotional stability and an ability to work well with other members of
the class, including the instructor
Demonstrate an ability to express himself/herself well in speech and writing, and
Demonstrate mastery of fundamental knowledge of course content and an
understanding of its application
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APPENDIX B
Assignment
Paper Title
by
Your Name
790# _______________________
Submitted to
Dr. Frances L. O’Reilly
In Partial Fulfillment of the Requirements of
EDLD 550: Foundations of Educational Leadership
The University of Montana
Autumn 2012
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APPENDIX C
EDLD 550 Leadership Code of Ethics
5-4 Points 3-1 Points 15 PTS
Ethics Articulated The student’s ethics are
clearly articulated.
The student’s ethics are
noted but are not clearly
stated.
Ethics encompass the
breadth of leadership
Stated ethics encompass the
vast spectrum and
responsibilities of an
educational leader.
Stated ethics are briefly
noted and do not
encompass the vast
spectrum and
responsibilities of an
educational leader.
Mechanics and
Writing Quality
APA format is followed
with detail and mechanical
and grammatical errors do
not detract from the paper.
APA format is only
partially followed
and/or there are
numerous mechanical
and/or grammatical
errors that detract from
the paper.
Total
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APPENDIX D
EDLD 550 Leadership Definition Assessment Rubric-
16 PTS
Leadership
Definition
4-3 POINTS
The leadership definition is
clearly articulated and
encompasses the vast
spectrum and
responsibilities of an
educational leader.
0-2 POINTS
The leadership definition is
not clear and fails to take
into consideration the vast
spectrum and
responsibilities of an
educational leader.
Analysis of the
definition
4-3 POINTS
The analysis of the
definition is complete and
utilizes course content
and/or outside information
for the basis of the analysis.
0-2 POINTS
The analysis of the
definition is not complete
and only addresses the
course content in a cursory
manner.
Mechanics and
Writing
Quality
4-3 POINTS
APA format is followed
with detail and mechanical
and grammatical errors do
not detract from the paper.
0-2 POINTS
APA format is only
partially followed and/or
there are numerous
mechanical and/or
grammatical errors that
detract from the paper.
Discussion 4-3 POINTS
The students participate in
critiquing at least three
other student’s leadership
definition. Critiques help
the author reflect on their
definition.
0-2 POINTS
The student critiques less
than three other leaderships
definitions or their
critiques are cursory and
do not assist the
definition’s author to
reflect upon the definition.
Total
19
APPENDIX E
EDLD 550 Theory Based and Personal Educational Philosophy Case Study Response
Assessment Rubric
EXEMPLARY ADEQUATE NOT ADEQUATE UNACCEPTABLE 40 PTS
Case Study
Described
5 POINTS
The case is
described in a
manner that
allows for the
complete
understanding
of the
incident.
4 POINTS
The case is
not fully
described
and leaves
the reader
wanting
more
information.
3 POINTS
The case
description is
poorly described
and does not
allow for a
complete
understanding of
the incident.
0-2 POINTS
The case
description
does not allow
for any
understanding
of the incident.
5 PTS
Leadership
Action
Analyzed
15-14 POINTS
Leadership
action and
event are
analyzed
using
leadership
theory and
course
content.
13-12 POINTS
Leadership
action is
analyzed
with some
evidence of
course
content.
11 POINTS
Leadership action
described rather
than analyzed or
analyzed in a
cursory manner.
0-10 POINTS
Paper fails to
analyze the
leadership
action or does
so only in a
cursory
manner.
15 PTS
WHO you
are as a
leader
15-14 POINTS
Personal
attitudes and
beliefs are
evident and
the reader
gets a sense
of the “who”
of the author.
13-12 POINTS
Personal
attitudes and
beliefs are
only
somewhat
evident
and/or the
“who” of the
author is not
apparent.
11 POINTS
Personal attitudes
and beliefs are
minimally evident
and the paper is
missing the
“who” of the
author.
0-10 POINTS
Personal
attitudes and
beliefs are not
evident.
15 PTS
Mechanics
and Writing
Quality
5 POINTS
APA format
is followed
with detail
and
mechanical
and
grammatical
errors do not
detract from
the paper.
4 POINTS
APA format
is somewhat
followed
and/or
mechanical
and/or
grammatical
errors are
minimal.
3 POINTS
APA format is
only partially
followed and/or
there are
numerous
mechanical
and/or
grammatical
errors that detract
from the paper.
0-2 POINTS
The paper has
numerous
mechanical
and/or
grammatical
and/or spelling
errors and does
not follow
APA.
5 PTS
20
APPENDIX F
EDLD 550 Journal Assessment Rubric
EXEMPLARY
15-13 POINTS
ACCEPTABLE
12-1 POINTS
NOT ACCEPTABLE
0 POINTS
15
POINTS
Journal The journal is
submitted and has a
minimum of 12 pages
and evidence of
reflection for each
inner life prompt.
The journal is less
than 12 pages
and/or does not
provide evidence of
reflection for each
inner life prompt.
The journal is not
submitted or is less than
12 pages and/or does not
provide evidence of
reflection for each inner
life prompt.
Total
21
Appendix G
Please refer to the EDLD Website for further information on Field Experience
Field Experience Requirements for the Department of Educational Leadership –
Established Fall 2011
M.Ed. Program Leading to Principal Licensure
Students who were accepted into the program beginning Fall 2011:
Each student will be required to perform and document a minimum of 216 hours of field
experience. These field experiences must be aligned with the six Montana PEPP standards with
a minimum of 20 hours being performed and documented relating to each standard.
Under each standard there are recommended and required activities for each of the six standards.
This list appears on the department website. All students must participate in the required
activities. Activities that do not appear on the list may be performed as well. There is a
spreadsheet on the department website that should be used as a guide and as a form of
documentation. This form should be submitted to with the portfolio at least 2 weeks prior to the
culminating presentation.
Students who were accepted into the program prior to Fall 2011:
Each student will need to continue with the requirement of 18 hours of field experience per class
as previously established. There is a spreadsheet on the department website that should be used
as a guide and as a form of documentation. This form for must be turned in with the portfolio at
least two weeks prior to the culminating presentation.
Licensure/Endorsement Program
Students who were accepted into the program beginning Fall 2011:
Each student will be required to perform and document a minimum of 27 hours of field
experience per course taken. These field experiences must be aligned with the six Montana
PEPP standards with a minimum of 20 hours being performed relating to each standard.
Under each standard there are recommended activities and required activities for each of the six
standards. This list appears on the department website. All students must perform the required
activities. Activities that do not appear on the list may be performed as well. There is a
spreadsheet on the department website that should be used as a guide and as a form of
documentation. This form should be submitted to the department prior to recommendation for
licensure.
Students who were accepted into the program prior to Fall 2011:
Each student will need to continue with the requirement of 18 hours of field experience per class
as previously established. Documentation of this field experience must be turned in to the
department at least two weeks prior to the recommendation for licensure.
Then for M.Ed. Program Leading to Principal Licensure
Students who were accepted into the program beginning Fall 2011:
Each student will be required to perform and document a minimum of 216 hours of field
experience. These field experiences must be aligned with the six Montana PEPP standards with
a minimum of 20 hours being performed and documented relating to each standard.
Under each standard there are recommended and required* activities for each of the six
standards. This list appears on the department website. All students must participate in the
22
required activities. Activities that do not appear on the list may be performed as well. There is a
spreadsheet on the department website that should be used as a guide and as a form of
documentation. This form should be submitted to with the portfolio at least 2 weeks prior to the
culminating presentation.
Students who were accepted into the program prior to Fall 2011:
Each student will need to continue with the requirement of 18 hours of field experience per class
as previously established. There is a spreadsheet on the department website that should be used
as a guide and as a form of documentation. This form for must be turned in with the portfolio at
least two weeks prior to the culminating presentation.
Those required activities in red below the student must do and keep artifacts for the field
work and are part of the 216 minimum required hours. .
The recommended activities are in black print below and the students also must keep
artifacts for these activities if they are part of the 216 minimum required hours.
A. Facilitate the development, articulation, implementation, and stewardship of a school or
district vision of learning supported by the school community in order to promote the success
of all students;
1. Participate on a building or district committee to create a vision for a district, building or
program.
2. Interview internal and external publics and ask what the vision of the district means
to them.
3. Attend a school board meeting and summarize the role vision has played in
decisions.
4. Investigate the historical process of how a school district or school arrived at their current
vision.
5. Interview administrators on how they utilize the vision in their decision making.
6. Review school district communication documents to see how the district vision is
disseminated
through symbols, stories, ceremonies and other activities.
B. Promote a positive school culture, provide an effective instructional program, apply best
practice to student learning, and design comprehensive professional growth plans for staff in
order to promote the success of all students;
1. Work with the person in your school or local district to learn the process for inputting
AIMs data (or comparable student data system) or attend an AIMs training.
2. Investigate the historical process of how a school district or school arrived at their current
school culture.
3. Interview an individual within the institution who is responsible for professional
development.
4. Determine how best practice is identified and transferred.
23
5. Participate on a professional development committee.
6. Interview the curriculum specialist in your district about a specific curriculum or part of a
curriculum about the development of, criteria for selection, criteria for changing
curriculum.
7. Short interviews with teachers who use the curriculum regarding the implementation and
the selection process. How well does the curriculum address the state standards?
8. Interview a minimum of three parents regarding school curriculum.
9. Conduct a clinical supervision cycle with a faculty member (this can be an actual
evaluation or for practice purposes only).
C. Manage the organization, operations, and resources in a way that promotes a safe, efficient,
and effective learning environment in order to promote the success of all students;
1. Meet with a district business manager, or other individual who has budget development
and oversight responsibility, regarding the relationship between budget decisions and the
district’s vision and mission.
2. Attend, or participate in, a district budget meeting.
3. Interview an administrator regarding the development of the district’s crisis plan.
4. Interview a building safety coordinator about the building safety plan (risk management).
5. Investigate how your district ensures that playground equipment is safe.
6. Attend or participate in a collective bargaining meeting.
7. Tour the school’s physical plant including boiler and mechanics.
8. Discuss school records with the district or building clerk.
9. Locate the building’s MSDS sheets and read the policies on their use.
10. Review the districts insurance checklists.
11. Locate the comprehensive 5 year plan and interview a committee member about its
development.
D. Collaborate with families and other community members, respond to diverse community
interests and needs, including Montana American Indian communities, and mobilize
community resources in order to promote the success of all students;
1. Investigate how the school or district addresses students, within different populations,
including Montana American Indians, differ in their approaches to learning and create
instructional opportunities that are adapted to diverse learners.
2. Investigate the implementation of Indian Education for All in your school or a local
district. This investigation should include curriculum, curriculum resources, and
professional development.
3. Participate in the organization and/or facilitation of Indian Education for All activities.
4. Review the previous year Office of Civil Rights report for a school district.
24
5. Review the demographics of the community and discuss the sociological implications of
the demographics with a school district leader.
6. Participating in community and/or school-community meetings or events. Assist in
planning events.
7. Investigate through interviews with administrative leaders how they collaborate with
families and community members.
8. Present at community service organization meetings regarding the school district.
9. Review school district communication documents to see how the Indian Education for
All information is disseminated through symbols, stories, ceremonies and other activities.
E. Act with integrity, fairness, and in an ethical manner in order to promote the success of all
students;
1. Interview an administrator regarding an ethical dilemma that he/she has faced.
2. Interview a minimum of 5 educators regarding their concept of integrity, fairness and
ethics.
3. Locate the Code of Ethics for teachers and interview a teacher or teachers about the
implications of the code.
4. Review the board policies on ethics and interview a board member on the implications of
the policies.
F. Understand, respond to, and influence the larger political, social, economic, legal, and
cultural context in order to promote the success of all students; and
1. Examine how your district responds to, and influences the larger political context in order
to promote the success of all students.
2. Examine how your district responds to, and influences the larger social context in order
to promote the success of all students.
3. Examine how your district responds to, and influences the larger economic context in
order to promote the success of all students.
4. Examine how your district responds to, and influences the larger legal context in order to
promote the success of all students.
5. Examine how your district responds to, and influences the larger cultural context in order
to promote the success of all students.
6. Review board policy for the hierarchy of communication in a school district and
interview an administrator about its implications.
7. Attend a community organization meeting (i.e. Rotary, City Council, Elks, Chamber of
Commerce, County Commissioners, Fair Board).
25
Log Please see EDLD website for schemata to keep track of hours.
Artifacts (by standard)
Documentation for experience can consist of a one page summary log noting the type of
leadership activity, duration of the activity (# of hours) and signature of the mentor or person
in the activity.
26
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