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EDEL 612

EDEL 612: Introduction to School Leadership

Prerequisites: None

Credit Hours: (3)

Students will develop understandings of trends and implications of the major historical, philosophical and ethical influences affecting school organization and leadership.  Current leadership theories and styles are examined as they relate to democratic values. Processes are examined for use in the collaborative shaping of a school vision with all stakeholders in the school community.  Research on school improvement and effective schools is included.  State laws and regulations governing school quality in Virginia are covered.  Students will explore and apply course content as they develop a prototypical school vision, mission, and goals statement. Student self-assessment for leadership will be a focus of this course.

 

Detailed Description of Content of Course

This course will review the historical, ethical, social and economic influences affecting school organization and leadership. The course will look at the nature of organizations, motivational theories, and the role of the principal in these processes. Additionally, a close look at how to engage all stakeholders in schools will be a part of the focus of study. Leadership theories will be investigated and analyzed during this course. Along with this review of leadership theories there will a review of the democratic values that exist in today鈥檚 schools and how they interact with the development of vision and mission statements. As part of this course students will closely examine NELP Standard One and work closely with the necessary processes to develop school and school division visions and missions. This course will provide information and examine practices outlined in Virginia鈥檚 Standards of Quality and Standards of Accreditation. Lastly the course will use self-evaluation tools to assist students to better understand their leadership capabilities.

 

Detailed Description of Conduct of Course

Course readings and field activities will serve as a primary basis for in-class discussions.  Case studies, role plays, simulations, and problem-based learning will be used in conjunction with material on the beginning principalship. Twenty hours of structured field experiences with on-site mentor principals and/or supervisors will also be required for completion of the course and will be discussed in class.  A variety of written and/or oral assignments (research reviews, reflective writings, narrative responses, journals, formal papers, book talks) will be used along with inventories to help students understand their personal leadership styles.  Group and individual tasks will be used to process and reinforce information/skills and for class sharing.   Lectures by the professor will be utilized to supplement and reinforce course readings.  Additional resources will provide content for personal reflection and/or discussion.

 

Goals and Objectives of the Course

The goals, objectives, and assignments in this class address standards specified in Regulations Governing the Review and Approval of Education Programs in Virginia, Administration and Supervision PreK-12 and the National Educational Leadership Preparation standards. The student will:

1. Understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community and consistent with the goals of the school division.

2. Understand and demonstrate the capacity to collaboratively lead improvement processes that include data use, design, implementation, and evaluation for the purpose of improving classroom practice and student achievement.

3. Demonstrate knowledge, understanding, and application of leadership and organizations, including;

  • a. The change process of systems, organizations, and individuals using appropriate and effective adult learning models;
  • b. Aligning organizational practice, division mission, and core beliefs for developing and implementing strategic plans;
  • c. Information sources and processing, including data collection and data analysis strategies;
  • d. Using data as a part of ongoing program evaluation to inform and lead change;
  • e. Developing a change management strategy for improved student outcomes;
  • f. Developing distributed leadership strategies to create personalized learning environments for diverse schools;  
  • g. Effective two-way communication skills including consensus building, negotiation, and mediation skills.

4. Knowledge, understanding, and application of the purpose of education and the role of professionalism in advancing educational goals, including intentional and purposeful effort to model continuous professional learning and to work collegially and collaboratively with all members of the school community to support the school's goals and enhance its collective capacity.

5. Knowledge, understanding, and application of basic leadership theories and influences that impact schools including concepts of leadership including systems theory, change theory, learning organizations, and current leadership theory.

 

Assessment Measures

All instructors of the course will assess students in the following ways related to NELP Standard One:

  • Response to a case study which asks the student to outline recommendations for a process to engage the school community in a comprehensive, continuous improvement process aligned with a school鈥檚 collaboratively developed mission and vision.
  • Additionally, instructors will choose  assessment measures that may include the following to assess learning in the course:
  • Written assignments such as research reviews, reflective writings, narrative responses, journals, formal papers, and examinations. 
  • Student performances (i.e., in-basket activities, role play, simulations, demonstrations, presentations, participations, field experiences, case studies, group assignments)
  • Technological proficiency must be demonstrated in written assignments, electronic mail communications, and correspondence. 

 

Other Course Information

None

 

Approval and review dates

February 2000

2/27/09    Robert McCracken

6/4/2019 Brad Bizzell

May 5, 2022

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