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:

CLASS DATES:
Sept 8, 15, 22, 29 
Oct 6, 13, 20, 27
Nov 3, 10, 17, 24, Dec 1

CLASS TIMES:
Wednesdays 5:30 pm -8:30 pm 

COURSE FORMAT
This class will have both synchronous (together online, at the same time) and asynchronous (online at different times) components. There will be no face-to-face (in-person) meetings as part of this course. 
All classes will be supported online through CANVAS (www.canvas.sfu.ca)
Office hours are by appointment and held virtually. 

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” derived 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-LEVEL EDUCATIONAL GOALS:

Knowledge:

1. Develop your understanding of various historical and emerging tenants of various leadership theories.
2. Gain an appreciation for and insight into the (sometimes competing) theories of leading and leadership.
3. Understand a selection of issues or tensions that leaders face in their roles, such as but not limited to problem identification, dispute resolution, ethics, resource allocation, decision making, and planning. 

Self-reflection:

1. To develop an awareness of your personal approaches and preferences to leadership within educational contexts
2. To share and contrast your personal styles of leadership with colleagues through discussion, assessment, and case studies
3. To reflect on areas of strengths and weaknesses of leadership theories.

Application to practice:

1. To apply these theories in your practice as an education professional.
2. To construct a useful set of individual leadership tools designed to assist you in confronting complex issues.
3. To influence a leader's decision-making using the written form (policy document, blog, report, etc.).

Grading

Materials

REQUIRED READING:

RECOMMENDED READING: