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** DEPARTMENT OF EDUCATIONAL POLICY STUDIES ** Syllabus/Course Outline ** SEMINAR IN EDUCATION LEADERSHP - EPEL 8970 ** Summer 2010 “Scholarship and Leadership Focused on Learning and Development” Instructor Thomas W. Glanton, Jr. * Office: DeKalb Schools Central Office; 1701 Mountain Industrial Blvd; Stn Mtn, GA 30083 Phone: 678-676-0173 Cell: 404-392-0433 Fax: 678-676-0326 Email: Thomas_W_Glanton@fc.dekalb.k12.ga.us *office hours by appointment ** “The very essence of leadership is that you have to have vision. ** **  You can’t blow an uncertain trumpet.”  ** // --Theodore M. Hesburgh // ** INTRODUCTION  ** Welcome to ** SEMINAR IN EDUCATION LEADERSHP - EPEL 8970 ** **. ** The course is designed to introduce educational administration and leadership through the study of educational organizations, leadership theories, decision-making and administrative processes. The course will concentrate predominantly, though not exclusively, on school-based leadership.
 * GEORGIA STATE UNIVERSITY **
 * COLLEGE OF EDUCATION **

** CLASS SCHEDULE  ** ** Monday ** || ** Tuesday ** || ** Wednesday ** || ** Thursday ** || June 21, 2010 || || ||  || GSU - Sparks Hall 309  || || ||  July 7, 2010 || ||  ||  July 12, 2010 || || ||  || ||  ||  ||  July 21, 2010 || || **
 * Maymester ** ||
 * Maymester ** ||
 * 4:30 – 7:10 p.m. ** ||
 * 4:30 – 7:10 p.m. ** ||

OBJECTIVES ** The principal purpose of this course is to engage participants in ways of thinking about significant questions such as: Conceptual understandings to be enhanced: General academic skills to be enhanced: ** “Leadership is the art of getting someone else to do something  ** ** you want done because he wants to do it.”  ** // --Dwight D. Eisenhower //
 * What does it mean to be an educational leader?
 * How do educational leaders make a difference to students?
 * How do educational leaders change the direction of organizations?
 * Formulating a personal vision for school and developing an educational platform
 * School culture—what is it? How can it be influenced?
 * Organizational frameworks
 * Direction-setting processes within schools that require a high degree of member participation (e.g., assessing current school culture and values, building a school vision, developing organizational goals and strategies).
 * School improvement
 * Emerging issues and trends that potentially affect the school community.
 * Writing, team work, oral communication, presentation
 * Use of APA format (word-processed, 12-point font, one-inch margins and double-spacing) APA 5th edition manuals can be found in most libraries, and APA resources are available online.
 * Research topics suitable for graduate level exploration
 * Familiarity with resources for educational leaders

** REQUIRED READING  ** ** Textbooks ** : __ The Jossey-Bass Reader on Educational Leadership, Second Edition __. Michael Fullan   (Introduction). (2006). Jossey-Bass. **  “Management is doing things right;  ****  leadership is doing the right things.”  ** // --Peter F. Drucker // ** COURSE ASSIGNMENTS  ** Please turn in a hard copy of each assignment on the date indicated and e-mail a copy to Dr. Glanton at Thomas_W_Glanton@fc.dekalb.k12.ga.us. When e-mailing assignments please name the file with your name and assignment. ** Assignment 1  ** **__ Shool Profile __** (20 points) The profile should “tell the story” of your school in a manner that allows the reader to understand the setting without having visited it. Data in the school profile should be presented in narrative form with support from charts, graphs, and other easy to understand representations. The profile should address the “four places of learning” – **students, faculty/staff, community (including environment and other shareholders), and curriculum**. The profile should focus on data about the community, students and instructional characteristics that are relevant to student performance and school improvement. A comprehensive collection, analysis, and interpretation of student performance data, demographic data, data about the school and the faculty, stakeholders’ perspectives, and other pertinent information should be included in a manner that enables the reader to identify the strengths and weaknesses of the learning environment. Information for the profile can be found through a variety of sources including school accreditation reports, school and system websites, and the department of education’s website. The profile should be written in APA style with subheadings and be a 5-10 pages in length. **The School Profile is due on June 21, 2010.** ** Assignment 2  ** **__ Personal Leadership Profile __** (15 points)* Each student will complete a Personal Leadership Profile to include a personal philosophy of education and a personal philosophy of leadership. This 3-5 page essay should include a discussion of the student’s beliefs and how they have been informed by personal and professional experience, courses this semester and the internship experience to this point. Citations and references should be included. **Due on June 7, 2010.** ** Assignment 3  ** **__ Case Study __** (15 points) School leaders are faced with a myriad of situations they are expected to “solve” with speed and competence. Human beings in general look at situations and see one way to approach them. The purpose of these case studies is to give students the opportunity to experience varied ways to approach issues through class discussion. Each student will write his/her own case study (2-3 pages) of an educational dilemma from his/her experience or imagination, and propose solutions to the situation. Students will present case studies orally for class discussion. ** Assignment 5  ** **__ Book Review __** (20 points) School leaders should actively engage in ongoing personal and professional development. To this end, each student will select a book at the beginning of the term, read it, and prepare both a written synopsis for the instructor (2-3 pages) and an oral presentation (10-15 minutes). The book should in some way inform the student’s belief system with regard to educational leadership but does not have to be a traditional leadership book or even a book centering on education. Students are encouraged to think “outside the box” with regard to selecting their readings. The list below is by no means exhaustive, and you are free to choose a book not listed. Please decide on a book by the second class meeting. Suggested books and authors for this assignment: Roland Barth __Improving Schools from Within__ Rallis & Goldring __Principals of Dynamic Schools: Taking Charge of Change__ Roland Barth __Learning by Heart__ Parker Palmer __The Courage to Teach__ Parker Palmer __To Know as we are Known__ Marzano, Waters, & McNulty __School__ __Leadership that Works: From Research to__ __Results__. Bolman & Deal __Leading with Soul__ Jim Collins __From Good to Great__ John Maxwell __Developing the Leader Within You__ Todd Whitaker __What Great Principals Do Differently__ Daniel Goleman __Emotional Intelligence__ Clifton Taulbert __Eight Habits of the Heart for Educators__ Pat Conroy __The Water is Wide__ (a novel) Frank McCourt __Teacher Man: A Memoir__ ** Select your book by the second class meeting to avoid duplication. **    ** Class presentations and written synopsis due on June 21, 2010. **
 * Please e-mail it and submit a hard copy in class. **
 * Due on June 14, 2010. **

** CLASS PARTICIPATION  ** **__ Class participation will account for 10 points of the final grade __**. This course will be conducted in a seminar format; therefore, class participation and attendance in class are essential. Come to class prepared to participate in all class activities, (e.g., read all assigned readings and complete assignments prior to class). Participation in class includes: - providing informed opinions and relevant commentaries on concepts and experiences - raising insightful, thought-provoking questions - showing respect for other’s views and allowing others a time to speak - at all times displaying a professional demeanor Absences from class may result in points being deducted from your class participation grade. ** GRADING  ** The final course grade will be based on the following scale: 90 – 100 A    80 – 89 B     70 – 79 C     60 – 69 D      0 – 59 F   **  DISCLAIMER  ** This course syllabus provides a general plan for the course. Deviations from the syllabus as necessary are at the discretion of the instructor. Students will be notified of any changes. Any questions, concerns, or issues about the course requirements must be discussed with the instructor before they are due.