Fall 2020 - EDUC 818 G031
Leadership Studies (3)
Class Number: 5157
Delivery Method: In Person
Overview
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Course Times + Location:
Location: TBA
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Instructor:
Tina Fraser
tina.fraser@unbc.ca
(250) 612-7567
Office: Not on campus
Office Hours: Please contact me directly -
Instructor:
Tina Fraser
tinaf@sfu.ca
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:
COURSE DATES:
September 25/26
October 9/10
October 23/24
November 13/14
November 27/28
Location: Online via CANVAS
Meeting Dates & Times:
September 25th 5:00pm – 9:00pm
September 26th 9:00am – 4:00pm
October 9th 5:00 pm – 9:00pm
October 10th 9:00am – 4:00 pm
October 23rd 5:00pm – 9:00pm
October 24th 9:00am – 4:00pm
November 13th – 5:00pm – 9:00pm
November 14th – 9:00am – 4:00pm
November 27th – 5:00pm – 9:00pm
November 28th – 9:00am – 4:00pm
Classroom Prerequisite
There are four keystones that represent this course and are significant in teaching, learning, observing, looking, listening, and engaging. The concepts of the four “R’s” derives from the scholarly work of Kirkness and Barnhardt (1991).
- Respect – open to diversity, share space, voice, and acknowledging that there are differences.
- Relationships – the ability to create and share old and new knowledge amongst peers/colleagues and visitors.
- Responsibilities – students are responsible for their own learning and teaching. It is our responsibility to take what we have learned and to role-model, mentor, and to provide good leadership to all learners.
- Reciprocity – the exchanging and dissemination of knowledge(s) as a gift. “There is no right or wrong, just different”.
COURSE DETAILS:
The question of what is “leadership” has perplexed many scholars, theorists, and practitioners alike. The purpose of this course is to critically explore the relationship between leadership theory and practice in the diverse contexts across our educational sectors. Therefore, the goals of this course will be three-fold: knowledge acquisition, self-reflection, and application to practice. As practitioners and leaders, we lead through our praxis in and outside our own defined roles, and as such, we are leaders for students to engage in the content but also with the system. Therefore, this course will explore how we as leaders support and engage students with the broader educational experience by connecting theory, research, and praxis.
COURSE FORMAT
This class will meet on weekends at the above scheduled dates and times.
All classes will be supported online through CANVAS (www.canvas.sfu.ca)
COURSE-LEVEL EDUCATIONAL GOALS:
Knowledge:
- Develop your understanding of various historical and emerging tenants of various leadership and imaginative education theories.
- Gain an appreciation for and insight into the concepts of leadership skills and leadership styles across educational sectors, particularly related those related to imaginative leadership
- Understand the principles of conflict management and resolution
Self-reflection:
- To develop an awareness of your personal approaches to leadership within education and your professional expertise
- To share and contrast your personal styles of leadership with colleagues through discussion, assessment, and case studies.
- To reflect on areas of strengths and weaknesses of leadership theories, imaginative education, and in personal leadership skills.
Application to practice:
- To apply these theories in your practice as an education professional in a collaborative context with your peers within the cohort.
- To construct a useful set of individual leadership and imaginative education tools designed to assist you in confronting complex issues.
Grading
- Online participation 20%
- Imaginative Portfolio 20%
- Theory to Praxis Paper 25%
- Team Leadership Presentation 10%
- Team Case Study & Presentation 25%
NOTES:
NOTES: *Subject to Change: Course assignments, due dates, and grading structure will be finalized as a collective on the first weekend of class.
Graduate General Regulations 1.51. Normal – Grading System
A+ = 4.33 A = 4.00 A - =3.67 B+ =3.33 B = 3.00 B - =2.67* (Normally, graduate students must maintain a cumulative GPA of 3.0) |
REQUIREMENTS: Please make sure to seek IT support and test all required technology or if you have a chance, browse through CANVAS so you get a sense of the layout.
COURSE ASSIGNMENTS |
I= Individual; T=Team |
(I) Online Participation (20%) |
(I) Theory to Praxis (INDIVIDUAL Final Paper) (25%) |
(T) TEAM LEADERSHIP CASE STUDY PROJECT (25%) |
Note: |
COURSE OVERVIEW |
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Theme |
Assigned Readings |
Outline |
Leadership is… |
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Friday, Sep 25
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See CANVAS |
Introductions Class code of conduct Overview of syllabus Self-reflection on leadership |
Saturday, Sept 26 |
See CANVAS |
Reflective Practice 101 What is leadership? What is theory? Leadership Styles Inventories Library 101 Team Assignments & Presentation Sign-up Teamwork—Group project prep |
Imaginative Foundations.. Building our toolkits |
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Friday, Oct 9 |
Egan & Judson (2015)CIRCE website |
Read the first half of the text Egan & Judson |
Saturday, Oct 10 |
Egan & Judson (2015)CIRCE website |
Spend an hour or so exploring posts on imaginED (blog) and the CIRCE website--try to get a sense of what a "cognitive tool" is. (See CANVAS for more detailed description) |
Connecting Leadership Theory to Imaginative Praxis |
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Friday, Oct 23 |
Article(s) + Selected chapters from McLaren & SooHoo (see CANVAS)
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Research Circles What is THEORY? How does/can/should Theory & Research inform our Praxis Case study approach to leadership |
Saturday, Oct 24 |
Selected chapters from Northouse (see CANVAS)
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Theoretical Connections (Team Presentations) |
Ethics, Teamwork, & Leadership |
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Friday, Nov 13 |
Article(s) + Selected chapters from McLaren & SooHoo (see CANVAS) |
Leadership & Ethics |
Saturday, Nov 14 |
Lencioni (2002) |
Leadership and teamwork |
Reflections on Imaginative Leadership through Research, Theory, & Praxis |
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Friday, Nov 27 |
TBD |
Reflections & Overview |
Saturday, Nov 28 |
No Required Readings |
Case Study Presentations |
NOTE: Other readings may be assigned and posted on CANVAS. While you are encouraged to read all texts; I will be asking you (and/or your team) to focus at times on specific chapters from above texts, which will first be discussed in class and then posted on CANVAS.
Materials
REQUIRED READING:
Egan, K. & Judson, G. (2015) Imagination and the engaged learner: Cognitive tools for the classroom. New York: Teachers’ College Press.
ISBN: 978-0-8077-5712-3
Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco, CA: Jossey-Bass.
ISBN: 0-7879-6075-6
Lencioni, P. (2005) Overcoming the five dysfunctions of a team. A field guide for leaders, managers, and facilitators. San Francisco, CA: Jossey-Bass.
ISBN: 0-7879-7637-7
McLaren, P. & SooHoo, S. (2018). Radical imagine-nation. Public pedagogy and praxis. New York: Peter Lang Publishing Inc. ISBN: 978-1-4331-4379-3 (paper), 978-1-4331-4377-9 (e-pub)
ISBN: 978-1-4331-4379-3
Northouse, P.G. (2019). Leadership: Theory and practice. 8th ed. Thousand Oaks, CA: SAGE Publications.
ISBN: 9781506362311
RECOMMENDED READING:
American Psychological Association. (2018). Publication Manual of the American Psychological Association. (7th Edition). (or version 6 is just fine)
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:
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/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
TEACHING AT SFU IN FALL 2020
Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.
Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).