Post on 08-Jun-2022
1
Course Syllabus for EDAD 694 Executive Instructional Leadership
Dr. Scott Farler
Effective Date: Spring 2015
I. Course Number: EDAD 694
II. Course Title: Executive Instructional Leadership
III. Semester Credit Hours: 3
IV. Course Description: Instructional Leadership at the chief executive officer
(CEO) level is the theme of this standards-based course. The application of
strategic planning skills to enhance teaching and learning; to ensure
alignment among curriculum, curriculum resources, and assessment; and to
support the collection and use of multiple measures of success are
promulgated through the requirements of this course. Emphasis is placed on
skills designed to advocate, nurture, and sustain an instructional program
and a culture that supports student learning and staff professional growth.
Staff evaluation, improving staff performance, and effective models of
supervision are emphasized.
V. Course Delivery Method: Seminar style of discussion, applied research, and
experiential learning will form the foundation for the course. Students may
use case studies and scenarios to build skills and knowledge in executive
leadership. Cooperative learning as well as group or individual presentations
may be employed to share knowledge and experiences. Current research on
leadership and school improvement issues will form the basis for topics
studied. Students will have multiple opportunities to demonstrate writing
skills and research strategies.
VI. Required Textbooks/Resources: Glickman, D.D. (2014) SuperVision and
Instructional Leadership: A Developmental Approach (9th edition)Boston,
MA;Pearson.ISBN 978-0-13-285213-5
VII. Student Learning Outcomes: Curriculum, instruction, assessment and
professional development are the core elements of a school district that is
2
striving to meet the requirements of No Child Left Behind, state
accountability measures and most importantly—the optimum learning and
well-being of students as our future citizenry. Superintendents must be
knowledgeable in all of these areas in order to facilitate the strategic
planning for and continuous improvement of teaching and learning. It is
incumbent upon superintendents to continuously build their skills and grow
their knowledge in these areas that directly impact the academic growth of
the children in their care. As the leaders of districts, superintendents set the
tone for communicating the importance of effective performance in and
research-based knowledge of curriculum, instruction, assessment and
continuous professional growth. Superintendents who set an example of
continuous learning and continuous improvement have staffs that see those
commitments as the model for the work that is to be done.
The ability to lead successfully on the teaching and learning side of the
superintendents’ responsibilities not only impacts staff and public
accountability, but it also impacts the lives and futures of the children
entrusted to the district.
Objectives: The objectives of this course are the State Board of Educator
Certification (SBEC) proficiencies of the Superintendent’s Certificate.
DOMAIN II: Instructional Leadership
Competency 005:
The superintendent knows how to facilitate the planning and
implementation of strategic plans that enhance teaching and learning;
ensure alignment among curriculum, curriculum resources, and assessment;
and promote the use of varied assessments to measure student
performance.
3
The Superintendent knows how to:
5.1 facilitate effective curricular decision making based on an
understanding of pedagogy, curriculum design, cognitive development,
learning processes, and child and adolescent growth and development
5.2 implement planning procedures to develop curricula that achieve
optimal student learning and that anticipate and respond to occupational
and economic trends.
5.3 implement core curriculum and design and delivery systems to
ensure instructional quality and continuity across the district.
5.4 develop and implement collaborative processes for systematically
assessing and renewing the curriculum to meet the needs of all students
and ensure appropriate scope, sequence, content and alignment.
5.5 use assessment to measure student learning and diagnose student
needs to ensure educational accountability.
5.6 evaluate district curricula and provide direction for improving curricula
based on sound, research-based practices.
5.7 integrate the use of technology, telecommunications, and information
systems into the school district curriculum to enhance learning for all
students.
5.8 facilitate the use of creative thinking, critical thinking, and problem
solving by staff and other school district stakeholders involved in curriculum
design and delivery.
5.9 facilitate the effective coordination of district and campus curriculum
4
and extracurricular programs.
Competency 006:
The superintendent knows how to advocate and sustain an instructional
program and a district culture that are conductive to student learning
and staff professional growth.
The superintendent knows how to:
6.1 apply knowledge of motivational theorist to create conditions that
encourage staff, students, families/caregivers, and the community to strive to
achieve the district’s vision.
6.2 facilitate the implementation of sound, research-based theories and
techniques of classroom management, student discipline, school safety to
ensure a school district environment conducive to learning.
6.3 facilitate the development of a learning organization that encourages
educational excellence, supports instructional improvement, and incorporates
best practice.
6.4 facilitate the ongoing study of current best practice and relevant research
and encourage the application of this knowledge to district/school
improvement initiatives.
6.5 plan and manage student services and activity programs to address
developmental, scholastic, social, emotional, cultural, physical, and leadership
needs.
6.6 establish a comprehensive school district program of student assessment,
interpretation of data, and reporting of state and national data results.
5
6.7 apply knowledge of special programs to ensure that students with special
needs are provided with appropriate resource and effective, flexible
instructional programs and services.
6.8 analyze instructional resource needs and deploy instructional resources
effectively and equitably to enhance student learning.
6.9 analyze the implications of various organizational factors for teaching and
learning.
6.10 develop, implement, and evaluate change processes to improve student
and adult learning and the climate for learning.
6.11 ensure responsiveness to diverse sociological, linguistic, cultural,
psychological, and other factors that may affect student development and
learning and create an environment in which all students can learn.
Competency 007:
The superintendent knows how to implement a staff evaluation and
development system to improve the performance of all staff members and
select appropriate models for supervision and staff development.
The superintendent knows how to:
7.1 enhance teaching and learning by participating in quality professional
development activities and studying current professional literature and
research.
7.2 develop, implement, and evaluate a comprehensive professional
development plan to address identified areas of district, campus and/or
staff need.
6
7.3 facilitate the application of adult learning principles to all professional
development activities, including the use of support and follow-up
strategies to facilitate implementation.
7.4 implement strategies to enhance professional capabilities at the campus
level.
7.5 work collaboratively with other district personnel to plan, implement, and
evaluate professional growth programs.
7.6 deliver effective presentations and facilitate learning for both small and
large groups.
7.7 implement effective strategies for the recruitment, selection, induction,
development, evaluation and promotion of staff.
7.8 develop and implement comprehensive staff evaluation models that
include both formative and summative assessment and appraisal
strategies.
7.9 diagnose organizational health and morale and implement strategies and
programs to provide ongoing assistance and support to personnel.
7
VIII. Course Requirements / Assignments
IX. Class Participation and Formative Assessments: Students are
expected to be prepared for each class and to participate actively in
class discussion. Most presentations by the instructor will be followed
by a symposium style of discussion of items presented and/or related
issues emerging from students’ readings. Brief oral and/or written
quizzes may be given periodically throughout the course to gauge
comprehension of key concepts.
Review of Professional Articles (Individual Research): Each student will
select and read three current (2010-present) professional articles dealing
with designated themes and write a 1-2 page paper for each. Be prepared
to discuss at least one article with the class. The paper should include the
major points of the topic that the student will want to discuss in class.
Essay posted on Blackboard: Students are to create a paper regarding
the importance of a mission and vision for their prospective district.
Delineate the steps necessary for development and state why the mission
and vision are important from the superintendent’s perspective. Site 5
references. Each student is required to post comments on individual
essays. Post on or before Wednesday, Feb. 18th. Class members have 2
weeks to post comments on each essay.
Field-Based Activities:
1. Participation in a State or Regional Professional Conference or Training Session: Students should participate in a training session or conference regarding curriculum, instruction, assessment, professional development, teacher evaluation, or other topic related to the competencies of this course. A brief presentation, along with an analysis of how this learning could impact the performance or professional growth of the superintendent should be presented in class.
8
--OR--
2. The student will prepare and give a 15-20 minute presentation to a
school, community or political group OR submit an article for publication
in a regional, state, or national journal. In the presentation/article, the
student will communicate a major initiative of his/her own school
district. The documentation product will be the instructor’s attendance,
or an agenda with the presentation listed, a copy of the article, or other
as agreed upon by the instructor and student. It must address one or
more of the Domain II competencies.
3. The student will develop an interview document of 8-10 questions to use
in interviewing a superintendent regarding five of the major
competencies of this course. Draft questions may be reviewed by the
class and the instructor. The student will complete a two page reflection
on the interview posted on BlackBoard.
4. The student will evaluate their district plan to determine strengths and
Weaknesses and develop a list of recommendations for improvements to
The Plan. The student will post their recommendation list to BlackBoard.
All assignments should be double spaced with indented paragraphs. All
written assignments must be your own words or appropriately cited
references to the work of others. Plagiarism will result in a grade of zero
for the assignment and possibly an F in the course. All papers must be
posted to Blackboard assignment dropbox.
Summative Assessment: A final exam will be given at the end of the
semester. The exam will cover the material addressed throughout the
semester. Essay and/or objective formats may be used. Exam will be
posted on Blackboard. Date TBA.
9
X. Course Outline:
January 31, 2015
Introductions
Review Syllabus
Discuss issues presented by the by instructor
Tuesday, Feb. 10—class does not meet this date but you review
of professional articles are due on BlackBoard
Wednesday, Feb. 11
Review of Professional Articles lead by each student
Chapter 12—Assessing and Planning Skills
Chapter 22—Building Community
Wednesday, Feb. 18—class does not meet on this date; however
students must submit an essay regarding the importance of a mission
and vision for the school district. Discuss the steps needed to create this.
Site 5 references. Post your assignment on Blackboard, each student will
be required to read and post comments on all essays. Comments may be
made up to two weeks after original post.
Wednesday, Feb. 25
Chapter 15—Direct Assistance to Teachers
Chapter 16—Group Development
Chapter 17—Professional
Development
Chapter 18—Curriculum Development
Discuss Mission and Vision
On or before Monday, March 9 – Class does not meet this date. Posting of the 8-10 superintendent interview questions is due.
10
Wednesday, March 11
Study Academic Excellence Indicator System (AEIS) report, provided for
students – Texas Academic Performance Report (TAPR)
PEIMS collection (Public Education Information Management System)
Chapter 14—Evaluation Skills
On or Before, Monday, April 6—Class does not meet this date
Posting of superintendent interview reflection is due.
Wednesday, April 8
Discuss superintendent interviews
Chapter 2 - The Norm: Why Traditional Schools are as They Are
Chapter 3 - The Dynamic School
Chapter 4 - Adult and Teacher Development Within the Context of the
School
Chapter 5 - Reflections on Educational Beliefs, Teaching, and Supervision
Discuss competencies expected of the Superintendent On or before April 20 – Class does not meet this day. Recommendation list For district improvement plan is due. Wednesday April 22 Discuss district improvement plans
Wednesday April 29 – Class does not meet this day. Field activity 1 or 2 is Due today. May 9
11
Final face-to-face class session Final Exam on BlackBoard TBA
XI. Methods of Evaluation:
Class discussion and participation 15
Mission/Vision essay 10
Formative assessments 5
Professional literature article
(3 @ 5 points each) 15
District Imp. Plan Review 10
Field based activity (1 or 2) 15
Field based—interview 15
Summative assessment 15
Total 100
Grading Scale: A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, F = 0-59%
Dr. Scott Farler – Cell 972-832-2401 (quickest way to get in contact with me)
Office 903-756-7071
Include the following required statements in each course syllabus.
XIII. Disability Accommodations: Students with disabilities may request reasonable accommodations through the A&M-Texarkana Disability Services Office by calling 903-223-3062.
12
XIV. Academic Integrity: Academic honesty is expected of students enrolled in this course. Cheating on examinations, unauthorized collaboration, falsification of research data, plagiarism, and undocumented use of materials from any source constitute academic dishonesty and may be grounds for a grade of ‘F’ in the course and/or disciplinary actions. For additional information, see the university catalog.
XV. A&M-Texarkana Email Address: Upon application to Texas A&M University-Texarkana an individual will be assigned an A&M-Texarkana email account. This email account will be used to deliver official university correspondence. Each individual is responsible for information sent and received via the university email account and is expected to check the official A&M-Texarkana email account on a frequent and consistent basis. Faculty and students are required to utilize the university email account when communicating about coursework.
XVI. Drop Policy: Effective with the Fall 2013 semester, the administrative
drop policy as it relates to non-developmental courses will be
discontinued. Students who no longer wish to attend their course(s) will
be required to submit the necessary paperwork to the Registrar’s Office
in order to be officially dropped/withdrawn from their course(s). Those
students who do not follow the correct drop/withdraw procedure will
remain registered in their course(s) and receive the grade issued by the
instructor. Students may find the drop/withdraw form on the
“Dropping/Withdraw a Class” page of the Registrar website.
The policy for developmental courses will remain the same. Any
student who is registered in a developmental course and fails to attend
may be administratively dropped/withdrawn from all courses.
Include the following explanation for web-enhanced and online courses.
XVII. Class Participation: Students are responsible for beginning their participation on the FIRST CLASS DAY by logging on and completing assignments according to the COURSE CALENDAR. Failure to submit online
13
assignments between the first day of classes and the University census date (according to the University schedule) will result in an ADMINISTRATIVE DROP from the course.
XVIII. Student Technical Assistance:
• Solutions to common problems and FAQ’s for your web-enhanced and web courses are found at this link: http://www.tamut.edu/Training/Student%20Training/index.html
• If you cannot find your resolution there, you can send in a support request detailing your specific problem here: http://www.tamut.edu/techde/support.htm
• Blackboard Helpdesk contacts (office hours are: Monday - Friday, 8:00a to 5:00p)
Julia Allen (main contact) 903-223-3154 julia.allen@tamut.edu
Nikki Thomson (alternate) 903-223-3083 nikki.thomson@tamut.edu
Jayson Ferguson (alternate) 903-223-3105 jayson.ferguson@tamut.edu
14
XVIII. Technical Requirements:
Minimum Windows PC Requirements:
• Pentium IV 1.5GHz+ (preferred: Core Duo)
• 1 GB RAM minimum (preferred: 2 GB)
• 128MB Video Card minimum - Sound Card is required for some courses
• 56K modem minimum (Cable or DSL required for some courses)
• Windows 2000, XP, Vista or 7
• Web browser (Internet Explorer 7.0+; Firefox 3.0+)
• Microsoft Word, minimum Office 97
Some courses will need plug-ins such as Flash player 10 +, QuickTime player 7.0+, Adobe Reader 9.0+, Java Runtime Environment (Java 1.6.0_15), Windows Media Player 10+, RealPlayer, and Macromedia/Adobe Shockwave.
Some online courses may also require a CD ROM (8x minimum, higher recommended)
Blackboard has certified the following browsers for computers running Windows Operating Systems:
• Internet Explorer 8 or 9 (IE is not supported on Windows XP)
• Mozilla Firefox 3.6+
• Google Chrome
Minimum Apple Macintosh Requirements:
• Intel Core 2.0GHz+
• 1 GB RAM (preferred: 2 GB)
• 128MB Video Card minimum - Sound Card is required for some courses
• 56K modem minimum (Cable or DSL required for some courses)
• Web browser (Firefox 3.0+ ; Safari 3.0+)
15
• Microsoft Word, minimum Office 97
Some courses will need plug-ins such as Flash player 10+, QuickTime player 7.0+, Adobe Reader 9.0+, Java Runtime Environment, RealPlayer, and Macromedia/Adobe Shockwave.
Some online courses may also require a CD ROM (8x minimum, higher recommended)
Blackboard has certified the following browsers for computers running Macintosh Operating Systems:
• Mac OS 10.2 (Jaguar): (Safari 1 is compatible)
• Mac OS 10.3 (Panther): Safari 1.2 (Firefox 1.5 is compatible)
• Mac OS 10.4 (Tiger): Safari 2 and Firefox 1.5
• Mac OS 10.5 (Leopard): (Firefox 2.0 is compatible)
I-OS and Android Devices
These devices are currently supported using the Blackboard Mobile App, available for free from your App Store or scan the code below:
To access Texas A&M University - Texarkana, there is an individual license fee of $1.99 per year or $5.99 lifetime. This fee gives you access to the university from all your (same platform) devices; it is not necessary to pay the fee for each device you own.