Course Details
Course Code: EDUC509 Course ID: 4364 Credit Hours: 3 Level: Graduate
This course serves as an introduction to the skills one needs to become an effective school leader. Course activities involve having the potential leader examine the qualities of effective leadership; exploring definitions of leadership and the creation of a personal model for leadership practices. This course provides candidates opportunities to reflect on personal and professional goals while gaining an understanding of the role of building administrator.
Course Schedule
| Registration Dates | Course Dates | Start Month | Session | Weeks |
|---|---|---|---|---|
| 09/28/2021 - 03/04/2022 | 03/07/2022 - 05/01/2022 | March | Winter 2022 Session D | 8 Week session |
Current Syllabi
After successful completion of EDUC509 candidates will be able to:
CO1: Demonstrate effective use of media and technology for writing, learning, teaching, and professional development. (ELCC 2.4)
CO2: Describe the history and development of educational leadership. (PII: 4.C)
CO3: Describe theories of educational leadership. (PII: 4.C)
CO4: Analyze the role of the campus administrator in student learning and school management. (ELCC 2.3, 3.1)
CO5: Demonstrate an understanding of one’s classroom experiences as it relates to the formation of educational philosophy and student achievement. (ELCC 5.2)
CO6: Describe the role of the educational leader in current educational environments. (ELCC 6.3)
CO7: Develop a vision for growth as a professional leader who creates and sustains active learning environments. (ELCC 5.2)
CO8: Document the relationship between the various national standards that govern educational leadership (ELCC all, PII all, ISTE all)
Handbook Acknowledgement
Create a word document with the following statement, print & sign, then scan and submit as the handbook acknowledgement:
I have received a copy of and read the School of Education Handbook. I am aware that this document may be updated from time to time and that I will be notified of these updates. This Handbook serves as a guide for the Educational Leadership program.
Sign
Date
Educational Leadership Candidate School Observation/Experience Log (CO5)
Print, sign, scan, and submit a blank copy of the Educational Leadership Candidate School Observation/Experience Log . This is the chart you will complete throughout your coursework to show the 30 hours of required field experience needed prior to start of the Principal Internship. You will be completing this chart in other future courses; each activity is a built-in assignment in the course so you are not required to do work in addition to your course work.
Development Timeline of the Campus Administrator (CO2, CO4, CO6)
Develop a timeline that shows the development of the campus administrator from the teacher in the one-room school house to the modern campus administrator. Show how each level of administration was added and during what time period. Add a short description of what the role of the administrator was at each change and what social or historical events precipitated each change. You may choose the format of this assignment.
Literature Search and Annotated Bibliography (CO3)
Using the APUS library, search for three (3) journal articles that discuss the differences between, or research related to, educational leadership and educational management. Create an annotated bibliography with your chosen articles. Please include a properly APA formatted title page with your bibliography.
- Citation of Article One
- Paragraph summary
- Citation of Article Two
- Paragraph Summary
- Citation of Article Three
- Paragraph Summary
Reflective Essay on Gender/Culture Issues, Educational Philosophy and Student Achievement (CO5, CO6)
Write a reflective essay (1-2 pages) on how you feel gender issues, OR cultural issues, are or are not relevant, or widely present in education today. This assignment does not require professional resources and should be based on your experiences, and can therefore be written in first person. However, you must provide specific examples to support your thoughts. You may wish to review Reflective Writing for additional guidance in this assignment.
|
Reflective Essay |
|
|
Criterion |
Percentage of Final Grade |
|
Evidence of reflecting on an experience (often an event, i.e. something that happened, but it could also be an idea or object). |
25% |
|
Analysis of the event or idea (thinking in depth and from different perspectives, and trying to explain, often with reference to a model or theory from your subject). |
25% |
|
Evaluation of meaning of event or idea and ongoing progress as a learner and/or practicing professional. |
25% |
|
Writing Mechanics |
15% |
|
APA |
10% |
|
TOTAL |
100% |
Personal Model of Educational Leadership and Management (CO3, CO5)
In this assignment you will develop a comprehensive theory of leadership by adopting the basic tenets of one (or more) sets of theories presented in the text. This document will help you begin to develop the basis for your leadership style as you transition from the classroom to the front office.
|
Personal Model of Educational Leadership and Management Criterion |
|
|
Criterion |
Percentage of Final Grade |
|
Biographical section (no more than 3 paragraphs) detailing personal experiences in education with focus on leadership style in the classroom, or experiences with various leadership styles from administrators |
10% |
|
Statement (no more than one paragraph) of model(s) of leadership most likely to be followed based on personal experiences and the readings in the course. (Identify which elements you like most from your model(s) to create a personal “theory.” This means you can use what you like and dump what you don’t from the various theories to make one combined statement that reflects you!) |
15% |
|
Final section of the paper should include the following:
|
50% |
|
Writing Mechanics |
20% |
|
APA Style and Formatting |
15% |
|
TOTAL |
100% |
ELCC Reflective Essay (CO7, CO8)
In using the professional standards of our field, you need to know your professional strengths and weaknesses in order to plan for future learning. In a reflective essay (2-3 pages) identify your strengths and weaknesses in relation to ELCC standards and set goals for any areas in which you feel unprepared. You may wish to review Reflective Writing for additional guidance in this assignment.
|
Reflective Essay Criterion |
|
|
Criterion |
Percentage of Final Grade |
|
Analysis of strengths and weaknesses in relation to ELCC standards |
25% |
|
Goals identified for areas in which unprepared |
25% |
|
Planning, implementation, and evaluation strategies outlined |
25% |
|
Writing Mechanics |
15% |
|
APA |
10% |
|
TOTAL |
100% |
NETS*A-Praxis II Content Exam 0410-ELCC Alignment Chart (CO1, CO6, CO7, CO8)
Create an alignment chart that shows how the NETS*A standard elements, the Praxis II Content Exam 0411 standards and the ELCC standard elements align. You'll want to keep this assignment as you will need it as you go through courses. Then, create a 3-5 minute video explaining the chart you created and how the standards relate to each other, etc.
Administrator Interview (CO1, CO4, CO5, CO6)
As you begin your administrator program you will realize that the role of school administrator is very different from that of other school employees. The work that happens “behind the scenes” may be largely unknown to you. In this assignment, you are asked to interview two administrators from elementary, middle/junior high, and high schools. Once you have spoken to all six administrators you are to provide a comprehensive reflection of what you learned, or had confirmed, and you will create a job description based on the information provided by the administrators.
You will submit the following for this assignment:
- Completed interview questionnaire for each administrator
- Reflection
- Job Description
Once this assignment is complete, complete the section of the Field Experience log assigned to this course. This includes demographics of the campus(es) where the administrators worked and a short reflection on what you learned. The Field Experience log must be completed and turned in no later than 30 days prior to your final course. You are responsible for maintaining this form.
After successful completion of EDUC509 candidates will be able to:
CO1: Demonstrate effective use of media and technology for writing, learning, teaching, and professional development. (ELCC 2.4)
CO2: Describe the history and development of educational leadership. (PII: 4.C)
CO3: Describe theories of educational leadership. (PII: 4.C)
CO4: Analyze the role of the campus administrator in student learning and school management. (ELCC 2.3, 3.1)
CO5: Demonstrate an understanding of one’s classroom experiences as it relates to the formation of educational philosophy and student achievement. (ELCC 5.2)
CO6: Describe the role of the educational leader in current educational environments. (ELCC 6.3)
CO7: Develop a vision for growth as a professional leader who creates and sustains active learning environments. (ELCC 5.2)
CO8: Document the relationship between the various national standards that govern educational leadership (ELCC all, PII all, ISTE all)
| Book Title: | Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve. |
| ISBN: | ERESERVE NOTE |