MANHATTANVILLE COLLEGE

Dr. Kathy Rockwood                                               

(914) 323-3149
E-mail: rockwoodk@mville.edu

EDAD 5002 Teacher Leader within the Learning Organization

COURSE DESCRIPTION

This course introduces the basic vision of the Educational Leadership program: to develop in participants the ability to view schools and school districts as systems that have the capacity to become Learning Organizations.  Specific emphasis is placed on leadership self-assessment, means to develop and support productive teams, practical application in facilitating effective meetings, and the ability to solve problems and effectively navigate diverse teacher leader roles and responsibilities in school improvement work.

REQUIRED TEXT(S)

Donaldson, G. A., Jr. (2006). Cultivating leadership in schools: Connecting people  purpose, and practice. New York: Teachers College Press. [selected chapters]

Eaker, R., DuFour, R., & DuFour, R. (2002). Getting started: Reculturing schools    to become learning organizations. Bloomington, IN: Solution Tree.

Senge, P. (1990). The fifth discipline: The art and practice of the learning organization.New York: Currency Doubleday. [selected chapters]

Other assigned case studies and articles.

SUPPLEMENTAL OR RECOMMENDED TEXT(S)

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.).  Washington, D.C. Author. [summary guidelines will be posted on Blackboard site]

Moller, G. & Pankake, A. (2006). Lead with me: A principal’s guide to teacher       leadership.  Poughkeepski, NY: Eye on Education.

Fullan, M. 2001). Leading in a Culture of Change. San Francisco: Jossey Bass          Publications.

Harvey, T., & Drolet, B. (2004). Building teams, building people: Expanding the fifth resource. Lanham, MD: Rowan & Littlefield Publishing Group. [Excerpted         reading will be digitized and posted on Blackboard]

Senge, P.  et al.  (2000). Schools that learn:  A fifth discipline fieldbook for educators, Parents and everyone who cares about education.  New York:  Currency Doubleday.

Zepeda, S. J., Mayers, S. R., & Benson, B. N. (2003). The call to teacher leadership. Poughkeepski, NY: Eye on Education.

SUMMARY OF COURSE INSTRUCTIONAL FOCUS & ASSESSMENT

(This table corresponds with the “Attachment” section, where specific detail of assignments and performance assessments are addressed.)

SUMMARY OF COURSE INSTRUCTIONAL FOCUS & ASSESSMENT

COURSE ESSENTIAL QUESTIONS:

• How can teacher leaders contribute to the growth of a learning organization?
• Why do some organizations have “learning disabilities”?
• Why is it so important for leaders to spend so much time learning about themselves and their impact on others?

COURSE REQUIREMENTS

1. Participation - Active class participation is essential.  Students will be expected to have completed all assigned readings by the scheduled due dates.  You are expected to come to class prepared to summarize, interpret, and analyze the readings, as well as relate them to your professional experiences. Asking questions, raising issues, and providing defendable insights are expected of all students. Participation includes occasional online discussion. (25%)

2. Group Work - Students will be assigned to work as part of a team for many class activities and exercises. One team assignment will entail analyzing several case studies. As part of this analysis, the students will be expected to present a synthesis of the major issues and make formal recommendations based on their analysis to targeted stakeholders. Other students in the class will play the role of audience and use the case study rubric to provide feedback. (20%)

3. Mini Assignments – There will be several assignments that are intended to further support the readings and individual reflection.   Time will be provided in class to support some of this work. (15%)

·        Assessment of School Culture (based on DuFour checklist). A worksheet will be provided in class to support this assessment in class.

·        Write a 1-2 page personal vision statement about your role as a Teacher Leader.

·        Prepare a 1 page “right column/left column conversation” that highlights dual conversations that go on in your head versus what you actually express.

·        Create a Problem-Resolution Poster that captures understanding of a problem within the framework of systems thinking.  This will be done in class.

4. Personal Leadership Essay - Students will be expected to write a four to six page reflective essay on their leadership style. The essay should address (but not be limited to) such questions as: What have you learned about your leadership style? What do you believe are your leadership strengths and what are your weaknesses? How does this relate to your personal mastery as a Teacher Leader? What plans do you have for improving your leadership effectiveness in your work with colleagues? The essay should conclude with a discussion of your goals as a teacher leader. However, these goals should be stated in the form of skills, qualities, and impact not in the form of career goals. (20%) 

5. Case Study Analysis Paper – Each student will be assigned an individual case study similar to those worked on by the team. The student will write a three to five page analysis based on the Written Case Study Response rubric and include the following:

ü      summary of the key issue(s)

ü      an assessment of the strengths and weaknesses of the key players and overall situation

ü      a personal reaction or point of view

ü      proposal(s) for more effective resolutions

The analysis should include appropriate references from your readings and a bibliography. (Use APA format) (20%)

6. Field Experience Summary Log - All students will be expected to complete a Field  Experience Summary Log.  Documentation of field experience hours is a program requirement for each Education Leadership course.  However, it does not receive a grade and will not be computed into your final grade. This log will be collected on the last day of class.

EVALUATION/GRADING

Grading in this course will be guided by active participation in the Institute activities and team work, online exchange with members of the leadership cohort, ongoing reflection and ability to synthesize the institute learning experiences. Rubrics and protocols will establish the expectations for each assignment. Students will be given an opportunity to revise assignments that are below expectations.  For each assignment students will be asked to complete a self-assessment.  Anything below a B is not acceptable for graduate work. The grading scale is as follows:

Late Assignments: Due dates for various assignments are indicated in the course outline. Assignments which are turned in late will lose credit at the rate of one point value for each day past the due date.

Academic Honesty (excerpt from School of Education catalog):

All forms of academic dishonesty, unfair advantage, and plagiarism will have consequences, from failure of the assignment or failure of the course, up to and including expulsion from the School of Education.  In all cases where academic dishonesty is suspected, both faculty members and students have the obligation to bring the matter to the attention of the Associate Dean for Graduate Advising.