Simon Fraser University
Engaging the World

Course Outlines

Fall 2018 - EDUC 818 G031

Leadership Studies (5)

Class Number: 8276

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

  • Instructor:

    Susan Montabello
    smontabe@sfu.ca
    778.866.9498
    Office Hours: TBA

Description

CALENDAR DESCRIPTION:

This course examines three interrelated aspects of educational leadership studies of conceptual and theoretical foundations, with a particular emphasis on ethics of leadership; current research in the field, including feminist and cultural critiques; and topical issues and problems of leadership practice. Considerations of leadership character and role, power and authority in organizational relationships, and organizational goal achievement are central to the course.

COURSE DETAILS:

This course is restricted to students in a Community MEd cohort program

Meeting Dates:
September 14 & 15
September 28 & 29
October 12 & 13
November 2 & 3
November 30 & Dec 1  

Times: Friday:
4:30 – 9:00pm Saturdays: 8:30 – 4:30pm  

Location:
SFU Surrey Campus, Room #5360


COURSE RATIONALE:

The purpose of this course is to critically explore the relationship between leadership theory and practice in the diverse contexts of K-12 education. As practitioners and leaders, we learn through critical inquiry, reflection and dialogue on the relationship between our own practice and that of other practitioners, theorists and scholars. This course will explore how we as leaders develop the knowledge, practice and commitment to engage with the complexity and possibility of K-12 education by connecting theory, research and praxis.

COURSE-LEVEL EDUCATIONAL GOALS:

Students will be introduced to a broad survey of leadership theory and will explore their lived experiences with leadership, as leaders and as community members.

Learning Outcomes:  
Students will be introduced to a survey of leadership theory and will explore their lived experiences with leadership, as leaders and as community members. Through critical inquiry and reflection learners will:  

  • Deepen disposition toward inquiry and self-reflection
  • Develop knowledge and understanding of theoretical perspectives on educational leadership
  • Gain an appreciation for and insight into the concepts of leadership skills and leadership styles
  • Explore values, beliefs and lived experiences of educational leadership
  • Reflect on the intersection of theoretical perspectives and lived experiences
  • Examine the current culture of schools and how this frames beliefs and practice within the context of educational leadership
  • Enhance capacity to work and think together about the critical issues facing education with the broader context of a changing society
  • Develop understanding of the complexities and challenges of leadership
  • Explore the potential of different theories and frameworks to respond to complexity  

Grading

  • In class engagement and group work personal reflection 10%
  • E-postcards 30%
  • Inquiry & in class presentation 30%
  • Final reflective paper 30%

NOTES:

Reflection on In-Class Engagement & Group collaboration 
You will submit a written reflection on your in-class engagement. Each inquiry group (see in-class presentation) will submit a written reflection on both the process and the key ideas and information gathered through the inquiry. Each person within the group will hand in a written summary showing how he/she contributed to the group and what stood out in the process of this collaborative learning.  

E-postcards
You will submit reflective postcards regarding the research articles and activities in class. Each postcard will have a narrative and analysis of a “stop” moment, that calls you to attention, and how this stop impacts or influences your understanding of your practice and inquiry. These postcards incorporate the key ideas of the readings and how they inform your inquiry, practice, and understandings of yourself as a learner and leader. Postcards will be posted between classes and submitted with a reflective piece at the end of the course. Postcards include both visual and written text, a quote from one of your readings, and a narrative of a “stop moment” and why that moment of interruption matters.  

In-Class Presentation
You will work collaboratively in small inquiry groups to prepare a brief presentation for the class related to your inquiry into the challenges, opportunities or enduring dilemmas of leadership.   Time will be provided in class for teams to meet to investigate, build knowledge and understanding. Your group will ‘go public’ sharing your learning with others in the class through a presentation, workshop, focused discussion etc.  

Final reflective paper:  

Articulating a philosophy of educational leadership
Critical reflection on your own experience, prior understandings and new insights into formal and/or informal leadership, connecting your own views on the nature and purpose of leadership with the concepts from our course and from the literature. The intent is to help you explore and articulate your educational philosophy and identify key questions to consider in relation to further reflection and study.

* Assessment rubric for assignments will be co-constructed in class.

Materials

REQUIRED READING:

There will be no prescribed text for this course. All readings are downloadable PDF articles. Selected readings will be provided by the instructor from the following texts:

  • Block, P. (2009). Community: The Structure of Belonging. Oakland, CA. Berrett-Koehler.
  • Fullan, M. (2013). The Jossey-Bass reader on educational leadership. M. Grogan (Ed.). John Wiley & Sons.
  • Griffiths, D. & Portelli, J. (2015) Key Questions for Educational Leaders. Burlington, Ontario. Word & Deed Publishers.
  • Hargreaves, A. et al. (2005) Extending Educational Change: International Handbook of Educational Change. Dordecht. Springer.
  • Noddings, N. (2002) Starting at Home: Caring and Social Policy. Berkeley, CA: University of California Press.
  • Northouse, P.G. (2016) Leadership: Theory and Practice (7th ed.). Thousand Oaks. SAGE.
  • Scharmer, O. (2018). The Essentials of Theory U: Core Principles and Applications. Oakland, CA. Berrett-Koehler.
  • Senge, P. et al. (2004). Presence: An Exploration of Profound Change in People, Organizations, and Society. New York, NY. Double-day.
  • Shields, C. (2013). Transformative Leadership in Education: Equitable Change in an Uncertain and Complex World. New York, NY. Routledge.
  • Wheatley, M. (2011). Walk-Out Walk-On: A Learning Journey into Communities Daring to Live the Future. Now. San Francisco, CA. Barrett-Koehler.

* Further readings may be developed on-line throughout the term in response to individual and group interests and experience.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:

SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS