Fall 2018 - EDUC 818 G032
Leadership Studies (5)
Class Number: 8277
Delivery Method: In Person
Overview
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:
Meeting Days and Times:
Fridays, 4:30 - 9:00 pm
Saturdays, 9:00 am - 4:00 pm
Meeting Dates:
September 14/15; 28/29;
October 12/13; 26/27;
November 16/17 and 30/December 1
Meeting Location:
515 West Hastings St, Vancouver - SFU Harbour Centre Campus
Room 3122
COURSE-LEVEL EDUCATIONAL GOALS:
This course is part of a two year program in Educational Leadership that is intended to introduce students to insights about leadership, particularly in a K-12 school setting, from theory, research and practice in ways that will:
- Enrich their understanding of leadership and its relationship to the aims of education and the nature of governance, administration, teaching and learning in a formal educational context;
- Enrich their understanding of the challenges, opportunities and enduring dilemmas of leadership in such a context;
- Develop their ability to articulate an informed, thoughtful and coherent statement of leadership philosophy grounded in values and aims;
- Develop their leadership dispositions and competencies; and
- Prepare them for ongoing inquiry, learning and professional growth in relation to their understanding and practice of leadership within current and future roles.
- Giving an overview of some foundational insights about leadership in a K-12 school setting from theory, research and practice and describe some of the dilemmas of leadership that are often experienced in that setting; and
- Describing their personal understanding of the purpose and process of leadership in a K-12 school setting in an informed, thoughtful and coherent way that is grounded in the values and aims of education in that setting.
Grading
- In-class and Online Participation (approximately) 10%
- Reflective Papers (approximately) 25%
- In-Class Presentation (approximately) 40%
- Statement of Leadership Philosophy (approximately) 40%
NOTES:
The student's final grade will be based on a holistic assessment of their achievement of the course goals that draws on four demonstrations of learning.
In-Class and On-Line Participation
All students are expected to participate actively in class activities. Active participation involves empathetic listening, sharing of questions and thoughts, responding to and extending others’ questions and thoughts, and respectful turn-taking. Although all students are expected to contribute in an on-going way, it is not the volume but the integrity and thoughtfulness of individual contributions that is desired.
Students will also participate in an on-line forum in order to continue dialogue asynchronously outside of class time.
Student inquiry and insight as demonstrated through in-class and on-line participation will account for approximately 10% of the course grade.
Reflective Papers
Students will be assigned a reflective paper following each weekend class in which they respond to course content during the weekend by comparing it to their own experience, considering if and how it illuminates or explains that experience, and considering how it affects their emerging understanding of leadership and how they can provide it in their own context.
The reflective papers will account for approximately 25% of the course grade.
In-Class Presentation
Students will be assigned to a Team to prepare a brief presentation for the class related to one of the challenges, opportunities or enduring dilemmas of leadership.
The presentation should last no more than 20 minutes with an additional 40 minutes maximum set aside for discussion activities. The Team may use presentation software or other techniques and materials to support the presentation.
The Team presentation and a subsequent critical response will account for approximately 25% of the course grade and will be evaluated in terms of: (a) adherence to time limits, (b) organization, (c) effectiveness, (d) depth of analysis, and (e) effective facilitation of class discussion.
Statement of Leadership Philosophy
This statement, which must be no more than 5 pages in length, will consolidate prior understandings and new insights into formal and/or informal leadership, state the author’s own views on the nature and purpose of leadership at the district and/or school level, indicate what makes it effective and what limits it, and identify key questions that the student wishes to consider during the remainder of the program.
This statement will be evaluated in terms its clarity of organization and expression, the sophistication of its discussion of leadership, the integrity of its self-analysis and the practical effectiveness of its growth plan.
The statement will account for approximately 40% of the course grade.
Materials
REQUIRED READING:
There is no required text for this course. A variety of readings will be assigned that are accessible on-line or through the SFU library free of charge.
In addition, the following articles will be provided in pdf form.
Learning to balance bureaucracy and community as an educational administrator. In B. Beairsto and P. Ruohotie (Eds.), The education of educators: Enabling professional growth for teachers and administrators. Tampere, Finland: University of Tampere.
Multidimensional administrative interaction: A binocular model of simultaneous management and leadership. In B. Beairsto, M. Klein and P. Ruohotie (Eds.), Professional learning and leadership. Tampere, Finland: University of Tampere.
Professional Autonomy: Discretion and Responsibility in K-12 Public Education. British Columbia Public Sector Employers’ Association.
The rights and responsibilities of teacher professional autonomy: A BCTF discussion paper. British Columbia Teachers’ Federation.
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