Argosy UniversityCOURSE SYLLABUS

E7137Educational Leadership in Theory and Practice

Summer 2008Session I

Weekends

Friday May 16 Friday June 13Saturday May 17 Saturday June 14Sunday May 18 Online Sunday June 15 Online

In week 1, the instructor will inform you of specific assignments for the first weekend.

This syllabus is subject to change.

Faculty Information

Faculty Name: William A. Nowlin, Ph.D.Campus: ChicagoContact Information: Office: 312-777-7719

Telephone (708) 261-8811 E-mail wanowlin@sbcglobal.netOffice Hours: By appointment

Short Faculty Bio: Nowlin teaches courses in educational administration, organizational leadership and business. He has published articles on employee and workplace issues. He holds a Ph.D. in Higher Education (University of Buffalo), Masters of Public Administration (State University of New York, Brockport), and a MS in Organizational Psychology, (Kansas State University) and a BA in Business Administration (State University of New York, Empire). He is a professor at Governors State University; he is a former dean and a former Interim Vice President and CEO of the GSU Foundation. He is currently a senior consultant in the Office of Interim Chair, Argosy University, Chicago Campus.

Course description:

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Advanced analysis and synthesis of the knowledge, skills, and dispositions of ethical leaders who promote the success of all studentsby: creating cultures of educational excellence; responding to diverse learner needs; facilitating the development of safe, efficient, and effective learning environments; and influencing the political, social, economic, legal, and cultural contexts that shape schools and schooling.

Course Pre-requisites: None

Required Textbooks: The Jossey-Bass reader on educational leadership (2nd ed.). (2007). San Francisco, CA: Jossey-Bass. ISBN: 0787984000

Beckner, W. (2004). Ethics for educational leaders. Pearson. ISBN: 0205360912

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 1416602275

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: Author. ISBN: 1557987912

Supplemental Textbook:Hargreaves, A., & Fink, D. (2006). Sustainable leadership. Jossey-Bass. ISBN: 0787968382

Wheatley, M. J. (1999). Leadership and the new science: Discovering order in a chaotic world. San Francisco, CA: Berrett-Koehler Publishers. ISBN:1576751198

Owens, R. G., & Valesky, T. (2007). Organizational behavior in education: Adaptive leadership and school reform (9th ed.). New York, NY: Allyn & Bacon. ISBN: 0205486363

Cunningham, W. G. (2007). A handbook for educational leadership interns: A rite of passage. Pearson. ISBN: 0205464238

Course length: 7.5 Weeks

Contact Hours: 45 Hours

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Credit Value: 3.0

Program Outcomes:1.0 Research and Theory - Educational Leaders make decisions based on research and supported theory. They apply their knowledge and skills

to:1.1 Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.1.2 Analyzing - Critically analyze current research in education and related fields to inform curricular and instructional decisions. 1.3 Applying - Evaluate and apply theory to design research to select, integrate, implement and assess educational practices and materials.1.4 Decision-making - Use primary research from best practice, and other contextual data to make recommendations and decisions about

organization and operations, curriculum, assessment and professional development.

2.0 Communication and Informational Literacy - Educational Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:2.1 Oral and written Communication - Orally or in writing, present educational documents (including recommendations, critiques or

justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology.

2.2 Organizational Communication - Exhibit skills in building trust, gauging organizational climate, assessing perception, facilitating systemic processes associated with organizational communication and promoting a positive learning culture.

2.3 Information and other literacies - Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.

2.4 Using Technologies - Use a broad range of software applications or Web-based tools to facilitate systematic investigation into institutional effectiveness and accountability.

3.0 Critical Thinking/Problem Solving - Educational Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:3.1 Critical Thinking - Analyze complex contemporary problems at the institutional, state and national levels by gathering and assessing

relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.3.2 Evaluate - Evaluate relevance of established theory to current education practice and identify gaps in current literature.

4.0 Collaboration - Educational Leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:

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4.1 Teambuilding - Build teams to guide research activities of various constituencies.4.2 Families and Community - Work with various stakeholders and constituencies of the educational community to address, select and

implement optimal courses of action to deal with the issues of, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development.

5.0 Leadership - Educational Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:5.1 Leading - Provide leadership at the institutional, state and national levels in various roles and responsibilities.5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate staff and other members of the educational community to

improve student academic achievement.5.3 Supervision - Evaluate teaching and staff performance at the district or institutional level using a variety of supervisory models.5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.5.5 Change Management - Develop clear initiatives and use research-based change strategies to study and assist an educational institution or

district reach its vision, mission, and goals in a changing environment.5.6 Contemporary Issues - Assess the larger political, social, economic, legal and cultural influences on education at the local, state and

national levels.5.7 Curriculum, Instruction and Assessment - Evaluate the impact of best practices and sound educational research to improve instructional

programs.5.8 Data-driven Decision-making - Collect and analyze data and information to solve educational problems.5.9 Managing Resources - Analyze organization, operations and resources management to provide a safe, efficient and effective learning

organization.

6.0 Ethics/Principles - Educational Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions in research:6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty.6.2 Fairness - Demonstrate ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies.6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.

7.0 Diversity - Educational Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills to:7.1 Leading - Design and implement educational policies, instruction and curricular reform that reflect culture and diversity.7.2 Theory and Research - Assess the implementation of plans and programs designed to promote diversity and develop a welcoming

community.

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8.0 Internship - Through a program of field study, Educational Leaders have had the opportunity to demonstrate their knowledge and skills situations that contribute to their professional development. They apply their knowledge and skills in:8.1 Internship - A sustained and extensive internship activity in a real world setting to further develop the knowledge, skills and dispositions of

national leadership standards.8.2 Course embedded field experiences - Course-embedded field experiences that use best practices and sound educational research to

improve the knowledge, skills and dispositions of national leadership standards.

9.0 Interpersonal Effectiveness - Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.9.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.9.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships. 9.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships. 9.4 Use effective communication skills to reduce conflict.9.5 Analyze the impact of technological advances on interpersonal and organizational relationships.9.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.9.7 Assess nonverbal communication in interpersonal and organizational relationships.

Course Objectives:1. Analyze an organizational system in terms of the many leadership models present today. (Program Outcomes: 1.2, 1.4, 3.1, 3.2)2. Perform a skills analysis of the leadership of an organization. (Program Outcome: 3.2)3. Analyze personal leadership styles and develop action plans for improvement. (Program Outcomes: 2.1, 2.3, 2.4)4. Develop a professional leadership model. (Program Outcomes: 5.3, 5.4, 5.5, 5.8)5. Evaluate the effectiveness of a variety of leaders in diverse situations. (Program Outcome: 7.2)6. Critique theoretical explanations for leadership behavior and the interpretations of those behaviors. (Program Outcomes: 1.2, 3.2)7. Develop strategies for resolving conflict and resolving stress within an organization. (Program Outcomes: 4.1, 9.1, 9.3, 9.4)8. Critique decision-making practices in terms of ethical and moral principles. (Program Outcomes: 3.1, 3.2, 6.0)9. Present educational information orally and in writing using appropriate media and technology that is concise, organized, well

supported, and in a professional manner appropriate to the audience. (Program Outcomes: 2.1, 9.5)10. Access information from a variety of credible sources and apply that information to the solution of educational problems relevant

to the improvement of schools. (Program Outcomes: 1.1, 5.8)

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Assignment Table:Topics Readings Assignments

1 Leadership Concepts

Five Practices for Exemplary Leadership

The Leadership Challenge

Defining a Vision

Jossey-Bass Chapter 1: “Give

Me a Lever Long Enough…and Single-Handed I Can Move the World”

Chapter 2: The Nature of Leadership

Chapter 3: Level 5 Leadership

Chapter 5: The Five Practices of Exemplary Leadership

Marzano, Waters, & McNulty Chapter 1: In

Search of School Leadership

Chapter 2: Some Theories and Theorist on Leadership

Discussion Questions:1.1. Compare and contrast leadership and management roles. Do successful leaders always make successful managers and vice versa?

1.2. Research current leadership issues in public and private education in America. What role would educational leaders have to play to resolve these issues? What trends do you foresee in educational leadership in the coming years?

Assignments:1.1. Write a 100-word autobiography introducing yourself to the class. This should include your name, profession, the expectations from the course, and your career goals. Include your comments on the following: Do you have prior work experience in educational leadership? How do you think this course will help you achieve your career goals?

1.2. Research and write a paper on an educational leader and his/her leadership practices. Your paper should address the following questions: What did the individual do? What challenges did he or she overcome? What did the person achieve?

Other suggested leaders include: Mary Catherine Swanson (Founder of AVID) Rick DuFour (Professional Learning Community) Joe Clark (Lean on Me) Lorraine Monroe (NYC Schools)

The paper should not exceed 3 pages and must be submitted as a Word

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document. It should be double-spaced and in 12pt font. Include an additional page that lists your citations. The paper should be written in APA style.

2 Leadership Theories

Leadership Styles - Charismatic

Leadership Styles - Authoritarian

Leadership Styles - Inspirational

Leadership Styles - Transformational

Jossey-Bass Chapter 13:

Transformation School Leadership in a Transactional Policy World

Discussion Question:2.1. Compare and contrast two leadership styles. Then comment on how these two leadership styles are applicable to your educational setting.

Assignments:2.1. Develop a personal leadership style and apply it to a specific situation within your span of control.

2.2. Do a literature review that addresses leadership styles. These may be education specific or general leadership styles.

2.3. Some of the primary theories of leadership styles are charismatic, authoritarian, inspirational, transformational, and situational. Using these theories of leadership, select a leader who represents each one and explain why you selected that individual. Describe the behavior that led to your selection. Select leaders who have not already been discussed this week.

The paper should not exceed 3 pages and must be submitted as a Word document. It should be double-spaced and in 12pt font. Include an additional page that lists your citations. The paper should be written in APA style.

3 International Benchmarks for Performance

Educational Reforms

Read the article Leadership styles.

Have you wondered if leadership style is

Discussion Questions:3.1. What types of obstacles will leaders confront when setting a challenging vision for their organizations?

3.2. It is important for leaders to be innovators. What innovations have

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gender dependant? Here’s an article where women panelists share their experiences on Discovering Your Leadership Style and Exercising Influence.

Jossey-Bass Chapter 12:

Understanding Change

Chapter 14: Eight Roles of Symbolic Leaders

been introduced in education in the last decade? How have they improved education? Be specific and provide evidence of their success. For example, Dr. Maria Montessori developed the Montessori method of teaching, wherein teaching practices are age-appropriate and depend on the child’s developmental stage.

3.3. What does an organizational vision imply?

Assignments:3.1. Define or identify the vision statement for your school or organization. Discuss the importance of the vision statement in the leadership of the organization. Is a strategic plan aligned with the vision?

The paper should not exceed 3 pages and must be submitted as a Word document. It should be double-spaced and in 12pt font. Include an additional page that lists your citations. The paper should be written in APA style.

3.2. Research the vision statements of at least two corporations and two educational institutions. Compare and contrast the corporate vision statements with the educational vision statements. What are the similarities and differences? Do they all follow the criteria mentioned in this week or do they follow a different set of criteria?

The paper should not exceed 3 pages and must be submitted as a Word document. It should be double-spaced and in 12pt font. Include an additional page that lists your citations. The paper should be written in APA style.

3.3. Course Project: Conducting a Leadership InventoryPart A: Applying Kouzes and Posner's Five Practices for Exemplary

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LeadershipYou overhear two people who work with you talking about you—and they are saying good things. Realistically, what do you think they are saying about you, your performance, your leadership, character, etc.?1. Use Kouzes and Posner's five practices of exemplary leadership to

frame your colleagues' assessments of you and your knowledge, skills, and dispositions related to leadership.

o Modeling the Way o Inspiring a Shared Vision o Challenging the Process o Enabling Others to Act o Encouraging the Heart

2. Then identify two areas in which you would like to improve your leadership skills and provide your self-assessment of specific steps you can take that will result in measurable improvement in your attempts to apply and model exemplary leadership practices.

4 Ethics and Values Decision Making

for Leaders Eight Practices of

Decision Making Decision-Making

using Data Speaking and

Presentation Skills Managing

Meetings Effectively

Organizational

Read the articleSchool Improvement Through Teacher Decision Making

Beckner Chapter 2:

Philosophical Concepts Important to the Study of Ethics

Chapter 6: Making Ethical

Discussion Questions:4.1. Read the article “Some superintendents reconsider taking consulting fees”. Do you think it is ethical for superintendents to accept financial support from vendors?

4.2. The State of UUU has a law stipulating that textbook prices are fixed and publishers cannot charge different prices for different districts because of the quantity of the order. District ABC has completed its textbook study and two different company's books are very close in the ratings. The textbook company, X, wants the sale but knows it cannot adjust the price. Knowing the school district is having financial difficulty; the company representative offers the superintendent free professional development consultants to help the district implement the program for the year and

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Communication Communication

Basics Steps to Effective

Communication

Decisions Chapter 8: So

What? Conclusions and Suggestions

Jossey-Bass Chapter 6:

Leadership as Stewardship: “Who’s Serving Who?”

agrees to pay for the district's annual teacher awards dinner if she agrees to purchase the books from his company.  While not illegal, the offer is clearly a violation of the intent of the law, which was to protect all school districts from having to pay different prices for the textbooks because of their enrollment. Small districts would pay considerably more for the books without the law. What would you do in this situation if you were the superintendent and why?

4.3. Discuss a decision made by an education leader you worked for and the process used to make that decision. Did the decision have a successful outcome? Do not mention the leader by name.

4.4. Which communication practices contribute to effective organizational communication? Name some and discuss why they are effective.

4.5. Collective bargaining is an important task in education leadership. Communication is a very important aspect of that process. For this discussion, think of the words in contracts that lead to possible grievances.

For example, the terms of a contract negotiated with the teachers of a school, said that they would work until 5:00 pm on Mondays and that their workweek was 38 hours.

The following year saw five school holidays on Mondays. The superintendent decided that the Monday meetings would be moved to Tuesday for those weeks. The union said that was a violation of the collective bargaining agreement, and the teachers refused to attend the meetings.

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Discuss how the situation could have been resolved using more effective communication techniques?

Assignments:4.1. Think about the ethics code of any educational organization (it could be your own.) Research articles on ethics in education and identify some ethics issues. Does the ethics code of the organization you selected address these issues? Analyze the ethics code and think of ways to improve it.

4.2. During your internship, you will have to complete a field experience assignment related to the subject matter addressed in your course. This assignment will give you the opportunity to interact with an education leader during this course. Contact a superintendent, principal, dean, president, or other education leader at an educational institution and ask to interview the individual. Develop a list of question to ask to uncover the leader’s vision & mission. Take notes during the interview. Next, arrange to shadow this individual during part of the day or evening taking field notes.

After you have completed these two tasks, read your interview & field notes, reflect on the experience and write a paper summarizing what you learned about the following: 1. The leader’s vision for the future of the institution. 2. The immediate goals he/she hopes to accomplish in the short term. 3. The type of leadership you observed in this individual. 4. Any connections you observed between the material in your texts and

your field/interview notes.

5 Eight Steps to Managing Change

The following website has a

Discussion Questions:5.1. You are a school superintendent. Over the last three years your district

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Leaders Who Managed Change Successfully

How to Motivate and Retain Employees

Abraham Maslow's Hierarchy of Needs

Fredrick Herzberg's Motivation Hygience

Motivating Employees in Education

presentation on leadership by Colin Powell. http://www.blaisdell.com/powell/

Jossey-Bass Chapter 16:

Understanding the Normative System

Chapter 17: Power Standards: How Leaders Add Value to State and National Standards

Chapter 18: Standards for School Leaders

enrollment has grown 6% per year. Class sizes continue to increase and parents are becoming more vocal in their concern and demanding something be done about it. To compound the problem your state revenues are declining each year and local and federal funds have not made up for the difference. As an education leader using what you are learning in this course, what decisions might you make and how would you present them?

5.2. You are the dean of a college of education. You are analyzing data reports for incoming freshmen in your teacher preparation program over the last five years. You begin to notice some trends that cause you concern. First, each year the number of students taking the remedial writing tutorial class has increased by 2 percent. Second, of the students taking the course, there is no trend that can be observed regarding ethnicity or where the students came from. Third, there did not appear to be a relationship between the students taking the course and their SAT scores. How would you use this data? Think beyond the perspective of your organization.

Assignment:5.1. Course Project: Conducting a Leadership InventoryPart B: Leading a Change InitiativeEffective educational leaders: Read and respond to the cultures of their specific organizational

environments. Use knowledge of the change process and change principles when

introducing and implementing new procedures, policies, and programs. Clearly and consistently communicate a shared mission and vision. Learn about those they are attempting to lead by listening, observing,

and asking questions. Act with reliability so others will know how to act. Anticipate, adapt, and act. Set high but reasonable expectations.

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Apply interpersonal, technical, and conceptual skills appropriately to their organizational contexts.

Engage in the four roles of planning, organizing, motivating, and ensuring quality.

Treat others as they would like to be treated. Expect the best of others, knowing they will sometimes be

disappointed.

Using what research and theory have to say about leadership, organizational culture, change, and communication, identify a particular change initiative and develop and describe the plan you would implement to introduce, lead, and implement that initiative within a particular educational organization.

In developing your response, be sure to describe the: Educational organization (e.g., public middle school, private four-year

university). Specific change initiative (e.g., combining a college of nursing and a

college of education into a college of human service professions, implementing a new merit pay system).

Principles of organizational environment and culture that you used in developing your plan.

Communication strategies you would use in implementing your plan. Understanding of change and the change process you applied in

developing your plan. Plan itself, including—at a minimum—the stages of introduction,

implementation, and evaluation.

6 Essentials of Organizational Culture

Read the following articles:Motivation: Theory X

Discussion Questions:6.1. Your current faculty is fairly even in gender distribution, but entirely Caucasian. Six teachers have retired, thereby providing an opportunity for

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What is School Culture?

Creating an Effective School Culture

Organizational Capacity

Capacity Development

Building Capacity in an Educational System

and Theory YThe Motivation-Hygiene Theory

Jossey-Bass Chapter 19:

Making Differences Matter: A New Paradigm for Managing Diversity

Chapter 20: Teaching All Students: Celebrating Diverse Minds

Chapter 21: Gender and Race as Factors in Educational Leadership and Administration

Chapter 22: Gender and Supervision

Beckner Chapter 7:

Religion and Ethics

diversity. What supports would you provide for those teachers you hire who come from racial minorities (i.e., Latino, African American, Asian)?

6.2. Should student demographics be a factor in hiring the school’s principal? Why or why not?

Assignments:6.1. Write a diversity policy which speaks to the value of ethnic diversity in hiring practices, beyond a mere anti-discrimination clause.

6.2. A fierce debate has erupted among the faculty about ethnic clubs on campus. Write an argument on one side or the other.

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7 Strategic Planning - Steps

Strategic Planning in Education

Community Relations

Importance of School-Community Relations

Read Perspectives On Education Policy Research to learn more about defining policy to build the capacity of educational organizations.

Jossey-Bass Chapter 23: The

Work of Principals and Their Preparation: Addressing Critical Needs for the Twenty-First Century

Chapter 25: Lasting Leadership: A Study of High Leadership Capacity Schools

Discussion Questions:7.1. What goals for education, K-12 or higher education, would you consider to have been challenging and intended to meet high standards?

7.2. To what extent, if any, should principals share decisions with: Faculty Parents/community Students?

7.3. If hiring faculty is among the most important functions in which a school leader engages, what traits would you be searching for among teacher candidates to help move a school forward?

Assignments:7.1. Complete ONE of the case studies. The paper should not exceed 3 pages and must be submitted as a Word document. It should be double-spaced and in 12pt font. Include an additional page that lists your citations. The paper should be written in APA style.

CASE STUDY 1: Brooks University offers a popular MBA program. You are the Dean, and you are considered a very inspiring leader. You encourage open communication between the faculty and students. Over the past six months, you have received a number of suggestions that you would like to implement to add value to the MBA program.

The admissions center has indicated an increase in the number of student enrollments, especially foreign students, over the past two years. Though this is good news, you are worried because funding has not increased in proportion to increased enrollments. One professor has suggested that the university could handle the increase in students by offering online or

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distance learning programs.

The faculty at Brooks is being encouraged to find new ways of teaching. Some of the professors have heard of software programs that allow students to practice management concepts using simulations. They have suggested adding newer computers to the classrooms, which would allow them to use these simulations to add value to the course.

CEOs from global corporations sometimes visit Brooks to deliver guest lectures on a non-profit basis. Some of them have suggested certain changes in the curriculum to make it contemporary. They have also implied that they are willing to provide grants to the university.

How would you develop the strategic plan for Brooks University? Start with the SWOT analysis. Identify your goals based on the SWOT analysis and develop action plans for attaining each goal. Remember to follow APA 5th edition style.

CASE STUDY 2: You are the Dean of Students at the Bay Meadows High School. Your school provides an education and services to 30,000 students. Your state is actively engaged in school reform based on federal education requirements contained in the Elementary and Secondary Education Act and expects school systems to be responsible for student achievement outcomes.

Your district is a large urban setting. As a result, student demographics are diverse with an almost equal number of Caucasian and African-American students. There are also many students of foreign origin.Student attendance is about 82 percent, but a few students missed almost 30% of the school year due to illness.

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Most students perform well in class tests, but the achievement on the standardized state tests has been average.

At the beginning of the school year, the school administrative team met to create a reform plan to be implemented over the next five years.

The plan contains the following long-term goals: Increase student achievement levels on standardized state and federal

tests. Create a safe learning environment for students. Increase parent and community involvement in school activities.

The board has also compiled a list of objectives to be achieved in the next 2 years. These objectives are based on feedback received during a recent meeting with parents. The objectives are as follows: 1. Introduce vocational training and computers in the curriculum. 2. Update the library with newer, more relevant books. 3. Update laboratory equipment. 4. Prepare students for the real world before they graduate from high

school.

Information about the communityBay Meadows High is situated in an urban residential section. The community comprises mainly middle-class families, with both parents working. There are a few families that do not have children, and some single-parent homes. Most parents take an active interest in their children's education and many of them attend parent-teacher meetings regularly. The school's relation with the community beyond parents has so far been minimal.

Peer advice

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You talk to the principals of other schools in the district, and they tell you that involving the community might achieve some of the board's objectives.

Time for actionNow it is up to you to develop a strategy for involving the community to solve short-term problems. You can get a head start by applying the guidelines you read about earlier in this module. Also, think about ways to build better community relations to achieve your long-term goals. Remember to follow APA style.

7.2. Assignment 3: Course Project: Conducting a Leadership InventoryPart C: Developing and/or Reflecting on Your Personal Leadership CredoLocating Your Internal CompassBegin by responding to each of the following prompts, which were excerpted or adapted from Beckner, 2004. Aristotle said “The happy man lives well and does well.” What do you

think it means to live well and do well? Identify the 5-10 most important core values of your personal belief

system. Explain why you selected them as your core values. Which of your background beliefs are strongest in guiding your

decisions? Which of your core values sometimes conflict in ethical decision

making?

Using Self-Knowledge to Lead WellThen respond to each of the following prompts, which are designed to help you develop your personal leadership credo. What does it mean to lead well? What is moral leadership? Principled leadership? Ethical leadership?

Which term do you prefer?

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What kind of leader are you? What’s your style? Which of the types of leadership that you’ve read and learned about in this course best characterize you as a leader? What type of leader do you aspire to be?

What is your leadership credo? Reflecting on your responses to the above prompts, as well as the knowledge and experiences you bring with you to this point, develop a 1-3 sentence leadership credo that states your beliefs about leadership and the principles that guide your decision-making processes as a leader.

Create a simple visual or logo of some sort that captures the essence of your leadership credo. In addition to creating the visual, provide an explanation of how it illustrates your leadership credo.

8 Overview Marzano, Waters, & McNulty Chapter 6: Doing

the Right Work Chapter 7: A plan

for Effective School Leadership

Appendix B: Cotton’s 25 Leadership Practices and the 21 Responsibilities

Discussion Questions:8.1. Discuss how education leaders can use media to improve school-community relations. According to you, what advantages and disadvantages do you foresee in using media? Can you think of ways to minimize the drawbacks?

8.2. Which positive community relation strategies have you used in your school or workplace that you can you suggest for your classmates? Justify your recommendation with explanations of why you think these strategies worked for you. Do you believe these strategies will work in any education system setting or did they work only for you?

Assignment:8.1. Evaluate how the course has met your expectations. Of the concepts addressed in this course, identify the concepts that you feel are the most and least relevant today. Support your responses with accompanying rationales and examples.

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Grading Criteria

Grading Scale Grading requirements

LibraryAll resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords. 

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

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A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 - 73C- 72 – 70F 69 and below

Attendance/participation 25%Weekly Assignments 20%Final paper 35%Optional 10%Optional 10%

100%

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/.

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

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Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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