P
P, A
I, P, A
P
P, A
I, P
I, P, A
P
P
A
P
P, A
I, P, A
P
P, A
I, P
I, P
I, P, A
Leadership Development II (EDAD 6720)
I, P, A
Leadership Development I (EDAD 6710)
Fieldwork II (EDAD 6820)
External Context & Policy (EDAD 6600)
Ethics & Integrity (EDAD 6500)
Family & Community Engagement (EDAD 6400)
Management & Learning Environment (EDAD 6300)
Fieldwork I (EDAD 6810)
1A: Developing a Student-Centered Vision of Teaching
and Learning
1B: Developing a Shared Vision and Community
Commitment
1C: Implementing the Vision
2A: Personal and Professional Learning
2B: Promoting Effective Curriculum, Instruction, and
Assessment
2C: Supporting Teachers to Improve Practice
3A: Operations and Resource Management
3B: Managing Organizational Systems and Human
Instructional Leadership (EDAD 6200)
California Administrator
Performance Expectations
(CAPE)
Visionary Leadership (EDAD 6100)
Table 5.1. Course Matrix for PASC Educational Administration Required Competencies by Course
P, A
P, A
Resources
3C: Managing the School Budget
4A: Parent and Family Engagement
4B: Community Involvement
5A: Reflective Practice
5B: Ethical Decision-Making
5C: Ethical Action
6A: Understanding and Communicating Policy
6B: Representing and Promoting the School
I = Introduced, P = Practiced, A = Assessed
I, P, A
I, P, A
I, P, A
I
I, P, A
I, P
P
I, P, A
I, P
P, A
P, A
P, A
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6100
Visionary Leadership
3 Semester Units
Fall 2016
Mondays, 4:15 p.m. to 9:45 p.m.
Room TBD
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and
schedule of this course. It is based upon the most recent information available on the date of its
issuance and is as accurate and complete as possible. I reserve the right to make any changes I
deem necessary and/or appropriate. I will make my best effort to communicate any changes in
the syllabus in a timely manner. Students are responsible for being aware of these changes.
Instructor:
Office:
Office Hours:
E-mail:
Phone:
Danny Whetton, Ed.D
Education 232
T Th 5:00 – 7:00 or by appointment
[email protected]
661 654-2482 Office 661 379-5258 Cell
Course Description
This course prepares Candidates to facilitate the development, articulation, implementation and
stewardship of a vision of teaching and learning that is shared and supported by the diverse urban
school community. Coursework and fieldwork focus on the development of strategic capacity
and vision through collecting data, constructing profiles, aligning resources to support the vision,
developing a strategic plan to implement the vision in a multicultural setting. Students will be
able to apply research findings to address diverse learning styles.
Student Learning Outcomes
Upon completion of this course, students will demonstrate proficiency in the application of the
theories and concepts outlined in the California Professional Standards for Educational Leaders
(CPSEL), Standard 1: Development and Implementation of a Shared Vision.
STANDARD 1 :
CPSEL STANDARD 1:
DEVELOPMENT AND
IMPLEMENTATION OF A
SHARED VISION
Education leaders facilitate
the development and
implementation of a shared
vision of learning and growth
of all students.
Element 1A: Student–Centered Vision
Leaders shape a collective vision that uses multiple
measures of data and focuses on equitable access,
opportunities, and outcomes for all students.
Element 1B: Developing Shared Vision
Leaders engage others in a collaborative process to develop
a vision of teaching and learning that is shared and
supported by all stakeholders.
Element 1C: Vision Planning and Implementation
Leaders guide and monitor decisions, actions, and outcomes
using the shared vision and goals..
1
This course also applies standards from the National Council for Accreditation in Teacher
Education (NCATE) and the California Professional Standards for Educational Leaders Content
Expectations (CACEs).
NCATE Standard 1
Students who complete the program are educational leaders
who have the knowledge and ability to promote the success
of all students by facilitating the development, articulation,
implementation, and stewardship of a school or district
vision of learning supported by the school community.
Program Standard 1:
Program Design and Rationale
The administrative services preparation program prepares
instructional leaders to serve effectively in a variety of public
schools and school districts. The design of the program is
based on a sound rationale informed by theory and research
and aligned with the California Administrator Performance
Expectations and principles of adult learning theory. The
program includes a coherent, developmental, integrated, and
interrelated set of theoretical and practical learning
experiences designed to provide extensive opportunities to
engage candidates in developing knowledge, skills, and
dispositions to advance teaching and learning. The program
includes both formative and summative assessments based
on the California Administrator Performance Expectations
(CAPE).
California Professional Standards for Educational Leaders Content Expectations
(CACEs)
Major theories and concepts in educational leadership
A-1.
A-2.
Relationships between leadership theory and practice in the context of contemporary educational issues in California
Skills and strategies for facilitating the development of a shared, student- centered
A-3.
vision with and across multiple constituencies
Components and characteristics of a sound and sustainable school vision, including
A-4.
applying data from multiple measures of student learning to developing a vision of
teaching and learning for all students
A-5.
Skills and strategies for facilitating the alignment of the school’s vision with the
LEA’s vision and goals
A-6.
Identify and understand the political, social, economic, and cultural contexts of
education at the local, regional, state, and federal levels that affect California
public schools and how to respond to and influence these contexts
Public school governance in California, including the structure and organization of
A-7.
public schooling and the roles and responsibilities of various individuals and system
components
A-8.
The relationships between federal, state, and local educational policies and practices and the role of specified policies and practices in ensuring equitable, democratic public education for all students
Examine and respond to equity issues related to race, diversity, and access, using
A-9.
inclusive practices
2
A-10.
A-11.
A-12.
A-13.
A-14.
A-15.
A-16.
A-17.
Identify potential barriers to accomplishing the vision and effective ways to work
with others to address and overcome barriers
Shape school programs, plans, and activities to ensure that they are integrated,
articulated through the grades, and consistent with the vision
Facilitate the comprehensive integration of technology to support achievement of
the vision
Communicate about, model, and hold oneself and others accountable for the
exhibition of personal and professional ethics, integrity, justice, and fairness
Skills and strategies for leveraging and marshaling sufficient resources to implement
and attain the vision for all student groups
The importance of communicating information about the school on a regular and
predictable basis to all families through a variety of media, and ensuring that all
constituents have ample access to information sources
Effective, professional, and interactive communication with various audiences and
for various educational purposes, including consensus building and decision
making
Network with other professionals to improve personal knowledge and skills
necessary for the job of a school administrator
In addition, the educational administration program learning outcomes are based on the
California Professional Standards for Educational Leaders Performance Expectations (CAPES)
(edited for teacher-leaders).
Performance Expectations
CAPE 1: Developing a
Student-Centered Vision of
Teaching and Learning
CAPE 2: Developing a
Shared Vision and
Community Commitment
Development & Implementation of a Shared Vision
The preliminary candidate understands that the school’s
purpose centers on increasing students’ learning and wellbeing. S/he uses available student and school data from
multiple sources and considers political, social, economic
and cultural contexts when developing a site-specific
vision and mission consistent with the district’s overall
goals. The candidate emphasizes equitable access and
outcomes for all students by articulating how school plans,
programs, and activities support the school’s vision to
advance the academic, linguistic, cultural, socialemotional, behavioral, and physical development of each
learner. S/he can describe the student centered vision of
teaching and learning to staff and stakeholders.
The preliminary candidate understands school governance,
roles, responsibilities, and relationships of the individual
and entities within the California education system that
shape staff and community involvement. S/he knows how
to facilitate collaborative processes, including consensus
building and decision-making. The candidate engages staff
and diverse community stakeholders in expressing
expectations for students and the school that develop into a
shared vision and goals. S/he knows effective strategies for
communicating with varied audiences and uses these to
promote a collective sense of responsibility for enacting the
school mission and vision.
3
CAPE 3: Implementing the
Vision
The preliminary candidate recognizes and can explain to
staff and other stakeholders how the school vision guides
planning, decision-making, and the change processes
required to continuously improve teaching and learning.
S/he engages others in sharing data to assess instructional
strengths and needs that lead to student, staff, and
community goals. The candidate uses the goals in
developing a plan aligned with the school’s shared vision
of equitable schooling for all students. S/he collects,
analyzes, and uses multiple sources of data for ongoing
monitoring to determine whether the plan is helping staff
and stakeholders move toward the site vision. The
candidate shares results with staff and stakeholders and
uses this information to guide updates, revisions, and
allocate resources.
Required Texts and Materials
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Blankstein, A. M. (2010). Failure is not an option. Thousand Oaks, CA: Corwin Press. (ISBN:
978-1412979238)
Kowalski, T. J. (Ed.). (2012). Case Studies in Educational Leadership (6th ed.). Upper Saddle
River, NJ: Pearson Education, Inc.
*In groups, students will also choose one book from the list on page 10 of this syllabus to
present in class.
Grading Criteria
There are a total of 100 possible points for this course, broken down as follows:
Case Study A
15 pts.
Professional Reading Review (Book Group)
Week five activity Signature Assignment
Reflections on Failure is not an Option
15 pts.
10 pts.
15 pts.
Vision Leadership Paper
20 pts.
Participation, Engagement, & Attendance (incl. punctuality)
15 pts.
End-of-Course Survey
10 pts.
TOTAL
Note: Please review assignment guidelines at the end of this syllabus.
4
Course Evaluation
Course Grade
A
B
C
D
F
Week 1
Week 2
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
September 26 (Monday)
Have read before
class:
• Failure is not an
option – Blankstein
(Chapters 1 & 2 )
•Developing a Vision
and a Mission (optional
October 3 (Monday)
Have read before
Due in class:
• Draft of Case Study A
class:
• Case Study A
Book Group 1 – Drive
Failure is not an option Book Group 2 - Transforming
– Blankstein
School Culture
( Chapters 3 & 4)
Due by September 26th
Week one activity
(Monday) Oct. 10
Due by 4 p.m.:
• Final draft of Case
Study A
• Quick Write 1
Failure is not an option –
Blankstein
Week 3
October 10 (Monday)
Have read before
Due in class:
• Book Group #3 – Mindset
class:
• Failure is not an
Part 1
option – Blankstein
• Book Group #4 – Mindset
Part 2
( Chapters 5, 6 & 7)
(Monday) Oct.17
Due by 4 p.m.:
• Quick Write 2
Failure is not an option –
Blankstein
Week 4
October 17 (Monday)
Have read before
Due in class:
Presentation
class:
• Failure is not an
Book Group #5 – The Six
option – Blankstein
Secrets of Change
( Chapters 8, 9 & 10)
October 24 (Monday)
Due online:
On line Activity
 Signature Assessment
(Monday) Oct.24
Due by 4 p.m.:
• Quick Write 3
Failure is not an option –
Blankstein
Week 5
(Monday) Oct. 31
Due by 4:00 p.m.
Research Paper
 Organization Vision
Reflection
5
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and
technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,
etc.) are not valid excuses for late or missing assignments. In the case of extreme
emergency requiring late submission of an assignment, students should contact the
instructor prior to the assignment due date to determine an alternate arrangement.
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other
scholarly literature,
 scan documents that can be submitted via Blackboard,
 create PowerPoint presentations,
 download, install, and run programs and updates as requested, and
 join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
6
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
EDAD 6100 ASSIGNMENT INSTRUCTIONS
Case Study A – 15 points
You will read Case Study A (Chapter 2 in Kowalski [2012]) and write a 2-3 page paper
answering the following questions related to the case:
1. Assume you are Susan. First determine the main issue (problem) in this case. Then
describe the current state and the desired state of this issue.
2. Based on evidence provided in the case, describe the difficulty associated with
eliminating the gap between the present state and the desired state.
3. Do you believe that too much emphasis is being placed on the development of a vision
statement prior to the school opening? Why or why not?
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
2 - 3 pages in length
Spelling and grammar
Use of APA format
TOTAL
10 pts.
2 pts.
1 pt.
1 pt.
1 pt.
15 pts.
Vision Leadership Paper
You will write one 5-page paper on why it is important to create a “Vision or Shared Vision”
within a school. The paper will include required and optional reading sources from class and
should also include outside sources. The paper must include a title page and follow the standards
established by the American Psychological Association (APA).
20 points
Quick Writes
Three Quick Writes prompts will be posted on Blackboard after the first week of class. The
prompts are designed to have you reflect on the assigned chapters from Failure is Not an Option
textbook to your own experiences. The quick write should be one to two pages that concisely
relates the content to your experiences.
15 points
7
Signature Assignment
Each student will complete one summative assessment activity in the last class. The
assessment will present a hypothetical situation that an administrator might encounter in his/her
role as leader. The grade will be based on insight and rigorous analysis into the scenario,
thought processes for solutions, application of the content from the current class, and the
proposed course of immediate and long-term action. In order to demonstrate mastery of the
course CACEs, CAPEs, CPSEL, and dispositions, the response will include reference to
artifacts selected from coursework, i.e., textbooks, Internet, professional readings, policy briefs,
education code, applicable laws, on-line work, and fieldwork activities.
This assignment is completed in the last class
10 points
Professional Reading Review – 15 points
(Book Group Presentation)
In a group, you will select a book from the following list and prepare and give a presentation on
the most important ideas from the reading.
Addison, P. & Warger, C. (2011). Building your school’s capacity to implement RTi.
ASCD. (ISBN 978-1-466-1168-4)
Alvy, H. & Robbins, P. (2010). Learning from Lincoln: leadership practices for school
success. ASCD. (ISBN 978-1-4166-1023-6)
Covey, S. (2006). The speed of trust: the one thing that changes everything. New
York, NY: Free Press. (ISBN 978-0-7432-9730-1)
Dweck, C. (2006). Mindset: the new psychology of success. New York, NY: Random
House. (ISBN 978-1-4000-6275-1)
DuFour, R. & Marzano, R.J. (2011). Leaders of learning: how district, school, and
classroom leaders improve student achievement. Bloomington, IN: Solution Tree
Press. (ISBN 978-1-935542-66-7)
Fullan, M. (2011). The six secrets of change: what the best leaders do to help their
organizations survive and thrive. San Francisco, CA: Jossey-Bass. (ISBN 9781-1181-5260-7)
Fullan, M (2014). The Principal: Three keys to maximizing impact. San Francisco, CA:
Jossey-Bass. (ISBN 978-1-118-57523-9)
Heath, C. & Heath, D. (2008). Made to stick: why some ideas survive and others die.
New York, NY: Random House Publishing. (978-1-4000-6428-1)
Heath, C. & Heath, D. (2010). Switch: how to change things when change is hard. New
York, NY: Random House Publishing. (978-0-385-52875-7)
Heath, C. & Heath, D. (2013). Decisive: how to make better choices in life and work.
New York, NY: Random House Publishing. (978-0-307-95639-2)
Heifetz, R. & Linsky, M. (2002). Leadership on the line: staying alive through the
dangers of leading. Boston, MA: Harvard Business School Publishing (ISBN
978-1-57851-437-3)
Kanold, T. (2011). The five disciplines of plc leaders. Bloomington, IN: Solution Tree
Press. (ISBN 978-1-935543-42-8)
Kouzes, J. & Posner, B. (2012). The leadership challenge: how to make extraordinary
things happen in organizations 5th edition. San Francisco, CA: Wiley Brand.
(ISBN 978-0-470-65172-8
8
Hollingsworth, J. R. & Ybarra, S. E. (2008). Explicit direct instruction (EDI): the power
of the well-crafted, well-taught lesson. Thousand Oaks, CA: Corwin Press.
(ISBN 978-1412955744)
Jackson, Y. & McDermott, V. (2012). Aim high, achieve more: how to transform urban
schools through fearless leadership. ASCD. (ISBN 978-1-4166-1467-8)
Kegan, R. & Lahey, L.L. (2001). How the way we talk can change the way we work:
Seven languages for transformation. San Francisco, CA: Jossey-Bass. (ISBN
0-7879-6378-X)
Lencioni, P. (2002). The five dysfunctions of a team: a leadership fable. San
Francisco, CA: Jossey-Bass. (ISBN 978-0-7879-6075-9)
Lencioni, P. (2012). The advantage: why organizational health trumps everything else
in business. San Francisco, Ca: Jossey-Bass. (ISBN 978-0-470-94152-2)
Lezotte, L. & Snyder, K. (2011). What effective schools do: re-envisioning the
correlates. Bloomington, IN: Solution Tree Press. (ISBN 978-1-935249-51-1)
Muhammad, A. (2009). Transforming school culture: how to overcome staff division.
Bloomington, IN: Solution Tree Press. (ISBN 978-19935249-05-4)
Pink, D. (2009). Drive: the surprising truth about what motivates us. New York, NY:
Penguin Books. (ISBN 978-1101355473)
Reeves, D. (2006). The learning leader: how to focus school improvement for better
results. ASCD. (ISBN 978-1-4166-0332-0)
Schmoker, M. (2011). Focus: elevating the essentials to radically improve student
learning. Alexandria, VA (ISBN 978-1-4166-1130-1)
Sinek, S. (2009). Why: how great leaders inspire everyone to take action. New York,
NY: Penguin Books. (ISBN 978-1-59184-280-4)
This assignment will be graded as follows:
Clearly and fully presents the most important ideas from the reading
Incorporates a teaching activity
30-40 minutes in length, leaving time for questions
Professional presentation (e.g., good presentation skills, orderly
PowerPoint, all group members participate, audience engagement)
TOTAL
10 pts.
2 pts.
2 pts.
1 pt.
10 pts.
End-of-Course Survey
An invitation to take this survey will come to your CSUB e-mail. After completing the survey,
take a screenshot of the page that says, “Thank you for your cooperation. Your results have been
sent,” and submit the screenshot on Blackboard.
10 points
If you submit a screenshot showing that you completed the end-of-course survey by the due date,
you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.
Participation, Engagement, & Attendance (incl. punctuality)
Instructors assigned points are intended to reinforce active class participation and reflect
candidate engagement in classroom activities. Students must participate in all interactive aspects
of the course and online collaborations to fulfill their academic obligation to themselves and to
the rest of the class.
15 points
9
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6200
Instructional Leadership
3 Semester Units
Fall 2016
Mondays, 4:15 p.m. to 9:45 p.m.
DDH 100F
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this
course. It is based upon the most recent information available on the date of its issuance and is as accurate and
complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my
best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware
of these changes.
Instructor: Dr. Amanda Taggart
Office: EDUC 233
Office Hours: Mondays, 3:15 – 4:15 p.m.
Tuesdays, 5:30 – 7:30 p.m.
Wednesdays, 5:30 – 7:30 p.m.
or by appointment
E-mail: [email protected]
Phone: 661-654-3080
Mission of the School of Social Sciences and Education
The mission of the School of Social Sciences and Education is to address local, regional, and
state needs by providing high quality undergraduate and graduate programs in the social sciences
and education. We are committed to advancing human development knowledge, encouraging
healthy and productive lifestyles, and enhancing the quality of life for all people, particularly
those with emotional, learning, and physical disabilities. We pledge to prepare future leaders,
professionals, and community advocates. Together, we will work toward increasing the
community’s understanding and acceptance of complex social, racial, and gender issues and
toward creating positive social change. We will provide students with excellent classroom
instruction, faculty-guided research experiences, and experiential learning opportunities to
prepare them for career success and for lifelong learning to meet the changing demands of
society. The faculty and staff of the School of Social Sciences and Education are committed to
supporting quality measures identified in the CSUB vision statement featuring faculty academic
excellence and diversity, the student experience, community engagement, staff excellence and
diversity, and organizational “best practices.”
Candidate Dispositions
Candidates preparing to work in schools as administrators or other professional school
personnel know and demonstrate the content, pedagogical, and professional knowledge, skills,
1
and dispositions necessary to help all students learn.






Professional Collaboration: Candidates will participate in action-oriented collaboration
that will enable them to learn from others and provide leadership in partnerships with all
stakeholders.
Reflective Practitioner: Candidates are reflective, life-long learners who apply
problem solving and critical thinking strategies and the respectful appreciation of
differing points of view.
Ethical Professional: Candidates’ actions are based on accepted professional
standards of conduct and reflect insight and awareness with respect to diverse
perspectives, opinions, obligations, and ethical responsibilities of the profession.
Student/Client Centered: Candidates, throughout their programs, will prioritize the
needs of the students/clients they serve by maintaining trusting relationships built upon
caring, nurturing (respectful), and meaningful interactions.
Professional Leader: Candidates, throughout their programs, will be strong, determined,
professional leaders with a clear instructional focus using effective communication skills
and a willingness to take risks to ensure the advancement, safety, and welfare of all
students in our communities.
Professional Competence: Candidates will maintain high programmatic outcomes that
reflect research-based practices, principles of learning differentiation, and standards
based instruction.
Course Description
This course addresses the candidate’s knowledge of California student academic content and
curriculum standards, research-based instructional and assessment practices, and the candidate’s
ability to assess classroom instruction and provide focused, instructive feedback to teachers. The
program develops candidates’ knowledge of how to integrate creativity, collaboration,
communication, and critical thinking skills with the content standards. This course provides
multiple opportunities for each candidate to learn, practice, and reflect on instructional leadership
as further defined in the course materials and the adopted Content Expectations and Performance
Expectations.
Student Learning Outcomes
Upon completion of this course, students will demonstrate proficiency in the application of the
theories and concepts outlined in the California Professional Standards for Educational Leaders
(CPSEL), Standard 2: Instructional Leadership.
STANDARD 2: INSTRUCTIONAL
LEADERSHIP
Education leaders shape a
collaborative culture of teaching
and learning informed by
professional standards and
focused on student and
professional growth.
Element 2A: Professional Learning Culture
Leaders promote a culture in which staff engages in individual
and collective professional learning that results in their
continuous improvement and high performance.
Element 2B: Curriculum and Instruction
Leaders guide and support the implementation of standardsbased curriculum, instruction, and assessments that address
student expectations and outcomes.
Element 2C: Assessment and Accountability
2
Leaders develop and use assessment and accountability systems
to monitor, improve, and extend educator practice, program
outcomes, and student learning.
This course also applies standards from the National Council for Accreditation in Teacher
Education (NCATE) and the California Professional Standards for Educational Leaders Content
Expectations (CACEs).
NCATE STANDARD 2
Students who complete the program are educational leaders who
have the knowledge and ability to promote the success of all
students by promoting a positive school culture, providing an
effective instructional program, applying best practice to student
learning, and designing comprehensive professional growth plans
for staff.
Program Standard 1:
Program Design and Rationale
The administrative services preparation program prepares
instructional leaders to serve effectively in a variety of public
schools and school districts. The design of the program is based
on a sound rationale informed by theory and research and
aligned with the California Administrator Performance
Expectations and principles of adult learning theory. The program
includes a coherent, developmental, integrated, and interrelated
set of theoretical and practical learning experiences designed to
provide extensive opportunities to engage candidates in
developing knowledge, skills, and dispositions to advance
teaching and learning. The program includes both formative and
summative assessments based on the California Administrator
Performance Expectations (CAPE).
California Professional Standards for Educational Leaders Content Expectations (CACEs)
Understand how to advocate, nurture, and sustain a positive culture of learning that
emphasizes high expectations and an instructional program that promotes success for all
student groups
B-2.
Recognize and identify mental health conditions that support or hinder student
achievement
B-3.
California’s K-12 student academic content standards and state-adopted assessment
systems for measuring student performance
B-4.
K-12 standards-based curricula and adopted/articulated instructional programs and
materials throughout the grades and/or content areas, including instructional uses and
applications of technology within the educational program for all teachers and students
B-5.
Teacher observation and evaluation systems grounded in standards-based teaching and
learning
B-6.
Appropriate and “best” instructional practices for all learners, including English learners,
students with special needs, and students who are gifted/talented
B-7.
Types of evidence need to support making evidence-based decisions regarding
instructional improvement, including changes in practice
B-8.
Data Analysis and Use techniques for identifying, collecting, analyzing, evaluating, and
B-1.
3
B-9.
B-10.
B-11.
B-12.
B-13.
B-14.
B-15.
B-16.
B-17.
B-18.
B-19.
B-20.
B-21.
B-22.
B-23.
B-24.
B-25.
B-26.
B-27.
B-28.
using various types of data to engage staff in looking at their instructional effectiveness
and making data-based instructional and programmatic decisions
Methods/approaches to providing constructive feedback to teachers based on classroom
observations and analysis of student work and/or assessments
Promote student engagement in understanding learning objectives, students’
understanding of how they will be able to achieve the learning objectives, and multiple
ways for students to access the curriculum
Valid processes for developing appropriate and effective classroom assessments as one
source of multiple data about teacher effectiveness and student learning
Understand the purpose, role, and use of multiple assessments to continuously evaluate
student learning
Barriers to learning such as discriminatory practices, personal and institutional bias and
steps to minimize or eliminate these barriers
Knowledge of appropriate, effective college and career readiness and co-curricular
activities
Skills and strategies for engaging all parents/guardians in the instructional program and in
behavior management systems in ways that support high expectations
Principles of adult learning and their use in designing, facilitating, and implementing
effective, motivating, and data-driven professional development programs and
opportunities that focus on authentic problems and student outcomes
Induction programs for beginning teachers, including BTSA
Support methods such as mentoring, coaching, observation, and feedback to promote
effective teaching and improve performance for all faculty and staff
Effective uses of data to assess and diagnose instructional needs, define staff goals for
continuous improvement, and collaboratively design differentiated professional
development to meet needs and achieve goals
Strategies for building staff capacity through systems of support and development,
integrating opportunities for continuous learning into the educational environment, and
engaging faculty and staff in ongoing reflection, self-assessment, and self-directed change
and improvement
Effective uses of staff time for purposes of professional development for both individual
and school purposes and goals
Strategies for self-improvement and planning for continuous learning in order to serve as a
role model for others
Classroom structures, schedules, instructional materials, and grouping practices that
support teaching and learning goals and that facilitate active learning and promote student
reflection and inquiry
Understand how to create a dynamic learning environment that appropriately integrates
technology to facilitate student learning, creativity, and collaboration
Policies and practices for determining student learning needs, placing students in
appropriate learning contexts, and ensuring full access to the curriculum for all students
Understand and maximize the relationships between student behavior management
systems and student success
Understand how to develop and implement positive and equitable behavior management
systems that promote and support a collaborative, positive culture of learning
Understand how to establish a culture of individual and collective accountability among
students, teachers, and other staff by developing and implementing an accountability
4
B-29.
B-30.
B-31.
B-32.
system grounded in standards-based teaching and learning
Understand how to use the influence and power inherent in a leadership position to
enhance the educational program, promote learning for all student groups, and make fair
and appropriate decisions
Strategies for creating a positive, safe, and supportive learning environment for all student
groups by promoting equity and respect among all members of the school community
Principles of educational equity and diversity and how to provide equitable access to the
school, the curriculum, and available programmatic supports to all groups of students and
their parents/guardians
Identify and recognize discriminatory practices in education and how to identify, analyze,
minimize, and eliminate potential personal and institutional bias
In addition, the educational administration program learning outcomes are based on the CAPES.
CATEGORY B
CAPE 5: Promoting
implementation of K-12
standards, pedagogical skills,
effective instructional
practices, and student
assessments for content
instruction
CAPE 6: Evaluating, analyzing,
and providing feedback on the
effectiveness of classroom
instruction to promote student
learning and teacher
professional growth
Instructional Leadership
The principal is knowledgeable about all of the K-12 student
academic content standards and the appropriate pedagogical
skills for teaching the content of the standards to K-12 students.
As the instructional leader of the school, the principal promotes
the use of the state-adopted K-12 standards as the primary basis
for classroom instruction and for student assessments. The
principal helps teachers, students, parents, and community
members understand the K-12 standards and their relationship to
accomplishing the school’s vision and goals. The principal
understands and can articulate principles of effective instruction
and appropriate student assessment processes. The principal is
also knowledgeable about the state’s student assessment
program and can explain the assessment program and its
intended outcomes to staff, students, parents and the
community. The principal identifies and takes action to mitigate
potential and actual barriers to student learning.
The principal uses his/her knowledge of the K-12 student
academic content standards and appropriate instructional
practices to observe and evaluate classroom planning and
instruction in accordance with LEA policy and practices. As part of
the evaluation process, the principal analyzes evidence of teacher
effectiveness based on student work and student learning
outcomes. The principal communicates evaluative feedback
effectively, equitably, and on a timely basis to help teachers
improve instructional practices. The principal models selfreflection and use of evidence to help teachers develop these
skills and practices as part of their daily planning, instruction, and
assessment activities with students. The principal uses his/her
knowledge of available instructional resources and technologies
to help provide support for improvements in teaching and
learning based on teacher and student needs. The principal is
knowledgeable about valid student assessment processes and the
5
CAPE 7: Demonstrating
understanding of the school
and community context,
including the instructional
implications of
cultural/linguistic,
socioeconomic, and political
factors
CAPE 8: Communicating with
the school community about
school-wide outcomes data
and improvement goals
development and use of appropriate classroom assessment
measures within a multiple measures, data-driven decision
making process.
The principal understands the demographics of the school
community, including socioeconomic context, students and
family characteristics, cultural and linguistic diversity, and
political issues and uses this knowledge to help improve teaching
and learning. The principal is knowledgeable about both
culturally-relevant instructional practices and instructional
practices grounded in first and second language acquisition
theories to support effective instruction for English learners,
economically, culturally, and/or linguistically diverse students,
and students with special needs, and others. The principal helps
teachers and staff access community resources, including parents
and other community members, to promote learning about
students and families, and to promote culturally and linguistically
inclusive instructional practices. The principal helps teachers,
staff, and others understand the political factors within the
community that may affect the school’s instructional program,
and is proactive in providing information about the schools, its
needs and accomplishments, within the larger political
environment. The principal understands how classroom
structures, school and class scheduling, and grouping practices
affect student learning.
The principal communicates the school’s improvement goals to
students, teachers, parents, and the community and engages in
ongoing dialogue with all members of the school community
about progress towards meeting the goals. The principal
identifies, collects, analyzes, and uses multiple sources of data to
provide information for decision making in a variety of contexts,
including but not limited to student achievement, teacher
professional learning, the school climate, and the school’s
progress in achieving its goals. The principal organizes data
relating to achieving school-wide goals and outcomes in a manner
understandable to students, teachers, parents and the
community, and analyzes the data to indicate the degree of
progress being made towards the school’s goals. The principal
presents and discusses these data, including but not limited to
standardized achievement data, classroom and other local
assessments, with all members of the school community. The
principal helps all members of the school community articulate
revised school improvement goals based on continuous data
analysis and reporting.
6
Required Text and Materials
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Grogan, M. (Ed.). (2013). The Jossey-Bass reader on educational leadership (3rd ed.). San
Francisco, CA: Jossey-Bass.
Kowalski, T. J. (Ed.). (2012). Case studies on educational administration. Upper Saddle River,
NJ: Pearson Education, Inc.
Grading Criteria
There are a total of 100 possible points for this course, broken down as follows:
Adobe Protocol
5 pts.
Case Study A
10 pts.
Case Study B
10 pts.
Case Study C
10 pts.
Professional Reading Review (Book Group)
10 pts.
Curriculum Alignment Activity
5 pts.
Observation Technique Presentation
10 pts.
Cultural Autobiography
5 pts.
Final Assessment
20 pts.
Participation, Engagement, & Attendance (incl. punctuality)
5 pts.
End-of-Course Survey
10 pts.
TOTAL
Note: Please review assignment guidelines at the end of this syllabus.
Course Evaluation
Course Grade
A
B
C
D
F
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and
technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,
etc.) are not valid excuses for late or missing assignments. In the case of extreme
emergency requiring late submission of an assignment, students should contact the
instructor prior to the assignment due date to determine an alternate arrangement.
7
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other
scholarly literature,
 scan documents that can be submitted via Blackboard,
 create PowerPoint presentations,
 download, install, and run programs and updates as requested, and
 join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
8
Professional Liability Insurance
As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students
in various fields to purchase Professional Liability Insurance. This fee may be paid at the
Cashier’s window or online.
Tentative Course Schedule
Week 1
August 22 (Monday)
Have read before class:
• Marzano, Frontier, &
Livingston (2011)
Week 2
August 29 (Monday)
Have read before class: Due in class:
• Case Study A
• Adobe Protocol
• Assigned Observation • Draft of Case Study A
Technique
• Book Group #1 Presentation
• Curriculum alignment materials
(Standards and textbook)
• Mini presentation of assigned
observation technique
August 29 (Monday)
Due by 7 a.m.:
• Post overview of your
assigned observation
technique under the
Discussion Board on
Blackboard
Week 3
*September 6 (TUESDAY)*
Meet in Science III, Room 213
Have read before class: Due in class:
• Case Study B
• Adobe Protocol
• City (2011)
• Draft of Case Study B
• Book Group #2 Presentation
September 6 (TUESDAY)
September 12 (Monday)
Have read before class: Due in class:
• Case Study C
• Adobe Protocol
• Guinier (2005)
• Draft of Case Study C
• Book Group #3 Presentation
September 12 (Monday)
Due by 7 a.m.:
• Final draft of Case
Study B
Week 4
Due by 7 a.m.:
• Final draft of Case
Study A
Be ready to complete in class:
• Cultural Autobiography
Week 5
September 19 (Monday)
Due in class:
• Adobe Protocol
• Book Group #4 Presentation
Be ready to complete in class:
• Final Assessment
9
September 19 (Monday)
Due by 7 a.m.:
• Final draft of Case
Study C
End of
Semester
December 2 (Friday)
Due by midnight:
• End-of-Course Survey
EDAD 6200 ASSIGNMENT INSTRUCTIONS
Adobe Protocol – 5 points
You will come to class prepared to discuss a professional challenge you are facing, using the
Adobe Mentoring Protocol sheet as a guide. If you come prepared to discuss your challenge, you
will receive full credit. If you do not come prepared to discuss your challenge, you will receive
zero points.
Case Study A – 10 points
You will read Case Study A (found on Blackboard) and write a 3-5 page paper answering the
following questions related to the case:
1. What is Ms. Geary doing right at this point? How could you focus on what is already
working to build toward improvement?
2. Which issues rose to a higher level of concern for you—the classroom
management/disciplinary issues or the instructional issues? Why did you prioritize one
over the other? How do you see these issues as intersecting?
3. What strategies and resources might school leaders draw on to develop teachers’
professional capacity in implementing curricular change, such as CCSSM?
4. Take stock of the resources in your current context; that is, what strategies and resources
might you draw on to develop teachers’ professional capacity in implementing curricular
change, such as CCSSM?
5. In reflecting on your prior knowledge and experiences, what are your strengths and
weaknesses in implementing curricular change and ongoing professional development to
build instructional faculty’s professional capacity? In what areas might you need to
engage in professional growth? What resources might you pursue or where could you
find information on available resources?
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
10
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Case Study A Citation:
Fuentes, S. Q., Switzer, J. M., & Jimerson, J. B. (2015). Catching up to the CCSS: A principal
navigates out-of-subject instructional leadership. Journal of Cases in Educational
Leadership, 18(3), 195-214. doi: 10.1177/1555458915593978
Case Study B – 10 points
You will read Case Study B (found on Blackboard) and write a 3-5 page paper answering the
following questions related to the case:
1. Consider the steps that Tanya and Mike took regarding time, school leadership, teacher
leadership, and professional development. Do these steps effectively encourage teacher
leadership? What other steps might have been taken?
2. Birky et al. (2006) note that administrators can encourage teacher leaders “not only by
affirming their work but by truly collaborating with them” (p. 94). In what other ways
might the administrators in this case better collaborate with the Jefferson Middle School
teachers?
3. How can school leaders better understand the perceptions and attitudes of their teachers
and staff before an annual (or biennial) survey occurs?
4. How might teacher leadership play a role when it comes to the culture and climate of a
school?
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Case Study B Citation:
Sterrett, W., & Irizarry, E. (2015). Beyond “autopsy data”: Bolstering teacher leadership, morale,
and school improvement. Journal of Cases in Educational Leadership, 18(1), 3-13. doi:
10.1177/1555458914551828
11
Case Study C – 10 points
You will read Case Study C (Chapter 8 of Kowalski [2012]) and write a 3-5 page paper
answering the following questions related to the case:
1. Assume you are principal Johnson. First, determine the main issue (problem) in this case.
Then describe the current state and the desired state of this issue.
2. Based on evidence provided in the case, describe the difficulty associated with
eliminating the gap between the present state and desired state.
3. Do you believe that the minimum grading policy proposed by the principal is fair? Why
or why not?
4. What are the advantages and disadvantages of mandating the proposed concept regardless
of teacher support?
5. Do you agree or disagree with the contention that there is a discernible nexus between
academic success and student behavior? What evidence do you have to support your
position?
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Professional Reading Review – 10 points
(Book Group Presentation)
In a group, you will select a chapter from the course reading list and prepare and give a
presentation on the most important ideas from the reading.
This assignment will be graded as follows:
Clearly and fully presents the most important ideas from the reading
Incorporates a teaching activity
30-40 minutes in length, leaving time within that span for questions
Professional presentation (e.g., good presentation skills, orderly
PowerPoint, all group members participate)
TOTAL
12
5 pts.
2 pts.
2 pts.
1 pt.
10 pts.
Curriculum Alignment Activity – 5 points
CPSEL Standard 2B under Instructional Leadership states:
Leaders guide and support the implementation of standards-based curriculum, instruction,
and assessments that address student expectations and outcomes.
Example indicators of this standard include:
 Develop a shared understanding of adopted standards-based curriculum that reflects
student content and performance expectations.
 Promote and monitor the use of state frameworks and guides that offer evidence-based
instructional and support strategies to increase learning for diverse student assets and
needs.
 Provide access to a variety of resource that are needed for the effective instruction and
differentiated support of all students.
 Guide and monitor the alignment of curriculum, instruction, assessment, and professional
practice.
In order to meet this standard, we will engage in a curriculum alignment activity. In order to
participate, you must bring to class the district and/or state standards for a class/subject that you
teach or supervise and for which you are held accountable. You are also to bring the textbook
you use for that class/subject. If no textbook is used, bring instructional materials utilized with
students.
This assignment will be graded as follows:
Brought district and/or state standards to class
Brought accompanying textbook and/or instructional materials to class
Participated in the curriculum alignment activity in class
TOTAL
13
1 pts.
1 pts.
3 pts.
5 pts.
Observation Technique Mini Presentation – 10 pts.
A primary purpose of this course is to ground education leaders in the most current thinking and
research in the field of curriculum, instruction, assessment, teaching and learning, professional
development, and leading in this arena.
As an introduction to this work, you will select and read about a particular observation technique
and write a 1 - 2 page overview of it. If you feel that a graphic representation of your assigned
observation technique will help your audience understand it, you may provide an illustration on
the second page (or attach a third page for the graphic representation, if needed). Post your
overview to the Discussion Board in Blackboard.
You will begin to educate your colleagues about this observation technique by introducing your
assigned technique in class. When you present your observation technique, be prepared to share:
 a description/summary of the observation technique,
 the procedure for employing the observation technique, and
 the process for analyzing the collected data.
This assignment will be graded as follows:
Clearly and fully explains:
- a description/summary of the observation technique
- the procedure for employing the observation technique
- the process for analyzing the collected data
Presentation no longer than 10 minutes
Overview posted to Blackboard
TOTAL
3 pts.
3 pts.
2 pts.
1 pt.
1 pt.
10 pts.
Cultural Autobiography – 5 pts.
You will complete this assignment in class. You do not need to prepare beforehand. If you do the
assignment, you will receive full credit. If you do not do the assignment, you will receive zero
points.
End-of-Course Survey – 10 points
An invitation to take this survey will come to your CSUB e-mail. After completing the survey,
take a screenshot of the page that says, “Thank you for your cooperation. Your results have been
sent,” and submit the screenshot on Blackboard.
If you submit a screenshot showing that you completed the end-of-course survey by the due date,
you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.
14
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6300
Management and Learning Environment
3 Semester Units
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this
course. It is based upon the most recent information available on the date of its issuance and is as accurate and
complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my
best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware
of these changes.
Instructor:
Office:
Office Hours:
E-mail:
Phone:
Dr. Matt Torres
NA
By Appointment Only
[email protected]
661-487-8074
Course Description
This course provides an opportunity for the candidate to learn how to ensure the management of the
organization, operations, and resources for a safe, efficient, and effective learning environment. Included
is the study and application of organizational theory that reflects effective leadership and management
concepts and strategies that contribute to student achievement and the professional participation of all
adults in the school community. More specifically, this course is designed to prepare students to
administer and manage public school’s fiscal and personnel resources in the urban setting. Students will
study management principles and philosophies regarding resource management, including technological
services, personnel, transportation, facilities, budgeting, maintenance, and legal mandates and constraints.
Additionally, students will study the interconnecting influences of federal, state, county, city, and district
governance to develop the ability to understand, respond to, and influence the larger managerial and
operational problems of urban schools and leadership that can positively affect academic achievement.
The candidate will also practice both team leadership and team membership so that the candidate can
effectively generate and participate in communication with key decision-makers in the diverse urban
school community. Finally, the candidate will learn how to view himself or herself as a leader of a team
and as a member of a team by engaging in course work and activities that provide opportunities to find
solutions for the fiscal realities facing urban public schools.
1
Student Learning Outcomes
Upon completion of this course, students will demonstrate proficiency in the application of the
theories and concepts outlined in the California Professional Standards for Educational Leaders
(CPSEL), Standard 3: Management and Learning Environment.
STANDARD 3: MANAGEMENT
AND LEARNING ENVIRONMENT
Education leaders manage the
organization to cultivate a safe
and productive learning and
working environment.
Element 3A: Operations and Facilities
Leaders provide and oversee a functional, safe, and clean learning
environment.
Element 3B: Plans and Procedures
Leaders establish structures and employ policies and processes
that support students to graduate ready for college and career.
Element 3C: Climate
Leaders facilitate safe, fair, and respectful environments that
meet the intellectual, linguistic, cultural, social-emotional, and
physical needs of each learner.
Element 3C: Fiscal and Human Resources
Leaders align fiscal and human resources and manage policies
and contractual agreements that build a productive learning
environment.
This course also applies standards from the National Council for Accreditation in Teacher
Education (NCATE) and the California Professional Standards for Educational Leaders Content
Expectations (CACEs).
NCATE STANDARD 3
Students who complete the program are educational leaders who
have the knowledge and ability to promote the success of all
students by managing the organization, operations, and
resources in a way that promotes a safe, efficient, and effective
learning environment.
Program Standard 1:
Program Design and Rationale
The administrative services preparation program prepares
instructional leaders to serve effectively in a variety of public
schools and school districts. The design of the program is based
on a sound rationale informed by theory and research and
aligned with the California Administrator Performance
Expectations and principles of adult learning theory. The program
includes a coherent, developmental, integrated, and interrelated
set of theoretical and practical learning experiences designed to
provide extensive opportunities to engage candidates in
developing knowledge, skills, and dispositions to advance
teaching and learning. The program includes both formative and
summative assessments based on the California Administrator
Performance Expectations (CAPE).
2
California Professional Standards for Educational Leaders Content Expectations (CACEs)
C-1.
Theories and strategies for instituting, managing, and evaluating a school change process
C-2.
Theories and strategies for communicating with and involving multiple constituencies in
identifying student and school needs and in working with others to improve student
learning opportunities and outcomes for all students, including English learners and
students with special needs
C-3.
Culturally responsive, research-based, student centered classroom management and
school-wide positive discipline intervention and prevention strategies that address the
social and mental health needs of the child with the goal of keeping all students in school
and on course toward graduation
C-4.
Strategies for involving multiple constituencies in sharing and using data to assess and
diagnose instructional needs, define student, staff, and community goals for continuous
improvement, problem solve, and collaboratively design a school growth plan consistent
with the school’s vision and goals
C-5.
Strategies for building staff capacity to bring about school improvement through
implementing systems of support and development, integrating opportunities for
continuous learning into the educational environment, and engaging faculty and staff in
ongoing reflection and self-assessment relative to student outcomes
C-6.
Strategies for building community capacity to bring about school improvement through
involving the community in school improvement activities and engaging with the
community in ongoing reflection relative to student outcomes
C-7.
Use time and technology effectively to help manage the school improvement process
C-8.
Understand how to coordinate the identification, acquisition, development and use of
internal and external resources, including human, fiscal, and material resources to provide
support for implementing the school growth plan
C-9.
Strategies for continuous progress monitoring of the school’s growth plan and outcomes,
and for using those data for updating the school growth plan as needed
E-8.
Understand, develop, and monitor the school’s budget and expenditures, including
involving stakeholders in budgeting processes and procedures for communicating and
reporting accurate financial information to a variety of audiences (e.g., school boards,
community members)
E-9.
Prioritize use of school resources, including the budget, to support the school’s vision,
goals, and growth plan
E-10.
Research-based strategies and best practices for establishing, monitoring, and evaluating
organizational structures, processes, and systems that promote a culture of collaboration
and respect and that maintain a focus on continuous improvement and enhanced
achievement for all student groups
E-11.
Understand how to apply systems thinking to set priorities and manage organizational
complexity
E-12.
Principles and procedures for evaluating and using technology to facilitate effective and
timely communication, manage information, enhance collaboration, and support effective
management of the organization
3
In addition, the educational administration program learning outcomes are based on the
California Professional Standards for Educational Leaders Performance Expectations (CAPES)
(edited for teacher-leaders).
CATEGORY D
CAPE 9: Working with others to
identify student and school
needs and developing a databased school growth plan
CAPE 10: Implementing change
strategies based on current,
relevant theories and best
practices in school
improvement
CAPE 11: Identifying and using
available human, fiscal, and
material resources to
implement the school growth
plan
CAPE 12: Instituting a
collaborative, ongoing process
of monitoring and revising the
growth plan based on student
outcomes
School Improvement Leadership
The teacher-leader understands and implements strategies to
institute, manage, and evaluate a school change process,
including facilitating the development of a data-based school
growth plan. The teacher-leader involves, encourages and
supports multiple constituencies in sharing and using data to
assess and diagnose instructional needs, define student, staff and
community goals for continuous improvement, and
collaboratively design the school growth plan consistent with the
school’s vision and goals. The teacher-leader uses technology
effectively to help support and manage the school growth and
improvement processes.
The teacher-leader is knowledgeable about theories and
strategies as well as best practices related to school improvement
and the management of change to accomplish the school growth
plan. The teacher-leader determines an appropriate evaluation
process to document progress towards achieving the school
growth plan and is able to work collaboratively with others to
identify and make needed changes based on multiple sources of
data, including student outcomes.
The teacher-leader is knowledgeable about a wide range of
resources to help implement the school growth plan, including
but not limited to human, fiscal, and material resources. The
teacher-leader identifies and seeks additional resources as
needed from a variety of sources both within and outside of the
local community to support the implementation of the school
growth plan.
The teacher-leader uses strategies for continuous progress
monitoring of the school’s growth plan and outcomes, and
collaboratively engages others in the school community in using
those data for updating the school growth plan as needed. The
teacher-leader engages all members of the school community on
an ongoing basis in reflecting about student outcomes.
4
Required Texts and Materials
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Kowalski, T. J. (Ed.). (2012). Case studies in educational leadership (6th ed.). Upper Saddle
River, NJ: Pearson Education, Inc.
In groups, students will be assigned an article or chapter to present in class for the
Professional Reading Review assignment. These readings will be assigned during the first
meeting.
5
Grading Criteria
There are a total of 100 possible points for this course, broken down as follows:
Case Study A
10 pts.
Case Study B
10 pts.
Case Study C
10 pts.
Professional Reading Review (Group Presentation)
10 pts.
Final Project
20 pts.
Final Assessment
20 pts.
Participation, Engagement, & Attendance (incl. punctuality)
10 pts.
End-of-Course Survey
10 pts.
TOTAL
100 pts.
Note: Please review assignment guidelines at the end of this syllabus.
Course Evaluation
Course Grade
A
B
C
D
F
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
6
Tentative Course Schedule
Week 1





October 31 (Monday)
Introductions
Overview of Syllabus and Assignments
History of California School Finance
Introduction to the LCFF and LCAP
Assignment of Professional Reading Reviews





November 7 (Monday)
Review Meeting 1
Budget Analysis
School Site Councils
ELACs
Student Body Funds




November 14 (Monday)
Special Education
K-3 Grade Span Adjustment
Every Student Succeeds Acts (ESSA)
LCAP Review


November 28 (Monday)
Professional Reading Review Presentations
Collective Bargaining
Due on Dec. 5
-Final Project Presentation


December 5 (Monday)
Final Project Presentations
Final Assessment
Due by midnight (Dec 5):
-End-of-Course Survey
Week 2
Week 3
Week 4
Week 5
Due on Nov. 7
-Case Study A
Due on Nov. 14
-Case Study B
Due on Nov. 28
-Case Study C
-Group Presentation
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and
technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,
etc.) are not valid excuses for late or missing assignments. In the case of extreme
emergency requiring late submission of an assignment, students should contact the
instructor prior to the assignment due date to determine an alternate arrangement.
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
7
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other
scholarly literature,
 scan documents that can be submitted via Blackboard,
 create PowerPoint presentations,
 download, install, and run programs and updates as requested, and
 join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
8
EDAD 6300 ASSIGNMENT INSTRUCTIONS
Case Study A – 10 points
You will read Case Study A (Chapter 6 in Kowalski [2012]) and write a 3-5 page paper
answering the following questions on page 39 (1-2) and the questions on page 40 (2 – 8).
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Case Study B – 10 points
You will read Case Study B (Chapter 23 in Kowalski [2012]) and write a 3-5 page paper
answering the “Problem Framing” questions on page 165 and the “Questions and Suggested
Activities” (questions 2, 6 – 10) also on page 165 related to the case.
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
9
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Case Study C – 10 points
You will read Case Study C (found on Blackboard) then answer the questions listed on the Case
Study. Write a 2-page (minimum) response using the ASB Manual (found on Blackboard) as a
reference.
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
2 pages in length (minimum)
Spelling and grammar
Use of APA format
TOTAL
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Professional Reading Review – 10 points
(Group Presentation)
In a group, you will be an assigned a reading to review and prepare a presentation on the most
important ideas based on your analysis.
This assignment will be graded as follows:
Clearly and fully presents the most important ideas from the reading
Incorporates a teaching activity
20 minutes in length (minimum), leaving time for questions
Professional presentation (e.g., good presentation skills, orderly
PowerPoint, all group members participate)
TOTAL
10
5 pts.
2 pts.
2 pts.
1 pt.
10 pts.
End-of-Course Survey – 10 points
An invitation to take this survey will come to your CSUB e-mail. After completing the survey,
take a screenshot of the page that says, “Thank you for your cooperation. Your results have been
sent,” and submit the screenshot on Blackboard.
If you submit a screenshot showing that you completed the end-of-course survey by the due date,
you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.
Final Project – 20 points
Students will analyze goals within their District’s Local Control and Accountability Plan (LCAP)
and their school’s Single Plan for Student Achievement (SPSA). A PowerPoint presentation will
be made to the class on December 5 describing the goals of each plan, and identifying any
commonalities, if any, between the two documents.
This assignment will be graded as follows:
Clearly and fully presents the goals from each plan
Identifies any connection between the goals of each plan
Includes opinions, conclusions, reflections, etc. from your analysis of
the plans
20 minutes in length (minimum), leaving time for questions
Professional presentation (e.g., good presentation skills, orderly
PowerPoint, all group members participate)
TOTAL
10 pts.
3 pts.
3 pts.
2 pts.
2 pts.
20 pts.
Final Assessment – 20 points
Each student will complete one summative assessment activity during the last class meeting. The
assessment will present a hypothetical situation that an administrator might encounter in his/her
role as leader. The grade will be based on insight and rigorous analysis into the scenario,
thought processes for solutions, and application of the content from the current class.
11
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6400: CRN 31747
Family & Community Engagement
3 Semester Units
Spring 2016
4:15- 9:45 p.m. in DDH 103G
(and additional online and fieldwork activities totaling 14.2 hours)
Instructor:
Becky MacQuarrie, Ed.D
Email:
[email protected]
[email protected]
Office:
661-942-2754
Telephone:
661-942-2754 (text best)
Classroom
SCI 3 RM 120
Office
Hours:
After Class
(And by appointment.)
Meeting
Dates
Mondays: 1/23, 1/30, **2/6, 2/13,
2/20
**At a different venue:
Rio Bravo-Greeley School District.
6601 Enos Lane, Bakersfield, CA
93316
Course Description:
This course prepares students to work effectively as collaborative and responsive leaders with diverse
families, caregivers and community members; recognize the goals and aspirations of diverse families;
respond to multicultural community interests and needs; and mobilize community resources in the service
of student achievement. In this regard, through coursework and fieldwork, students will examine and
evaluate issues of equity and attitudes toward people of different races, cultures, sexual-orientation and
ethnic backgrounds. Students will be able to be effective instructional leaders of all diverse students in
multicultural settings. Coursework and fieldwork will focus on improving student achievement regardless
of family structures, religions, races, cultures, socio-economic status and ethnic backgrounds. Concurrent
enrollment in EDAD 6720 and 6820 is required.
Course Standards:
STANDARD 4: FAMILY AND COMMUNITY ENGAGEMENT
Education leaders collaborate with families and other stakeholders to address diverse student and
community interests and mobilize community resources.
Element 4A: Parent and Family Engagement
Leaders meaningfully involve all parents and families, including underrepresented communities, in
student learning and support programs.
Element 4B: Community Partnerships
Leaders establish community partnerships that promote and support students to meet performance
and content expectations and graduate ready for college and career.
Element 4C: Community Resources and Services
Leaders leverage and integrate community resources and services to meet the varied needs of all
students.
NCATE Standard 4.0: Students who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with families and other
community members, responding to diverse community interests and needs, and mobilizing community
resources.
Program Standard 1: Program Design and Rationale
The administrative services preparation program prepares instructional leaders to serve effectively in
a variety of public schools and school districts. The design of the program is based on a sound
rationale informed by theory and research and aligned with the California Administrator Performance
Expectations and principles of adult learning theory. The program includes a coherent, developmental,
integrated, and interrelated set of theoretical and practical learning experiences designed to provide
extensive opportunities to engage candidates in developing knowledge, skills, and dispositions to
advance teaching and learning. The program includes both formative and summative assessments
based on the California Administrator Performance Expectations (CAPE).
California Professional Standards for Educational Leaders Content Expectations (CACES)






F-1. Defining an inclusive “school community”
F-2. Understand the multiple connections between school, families, and the community
F-3. Skills and strategies for effectively communicating the shared vision, helping all
stakeholders understand the vision, and encouraging the entire school community to work
toward achieving the vision
F-4. Strategies for developing, nurturing, mobilizing and leveraging community support for the
school, its programs and activities to promote equity and success for all student groups
F-5. How to learn about and address the diverse expectations, needs, goals, and aspirations of
family and community groups and incorporate this knowledge as a basis for planning and
decision making
F-6. Skills and strategies for trust building, team building, consensus building, and conflict
resolution and for promoting a sense of shared responsibility among all members of the
multicultural educational community




F-7. Strategies for addressing the concerns of stakeholders who may find change threatening
and to overcome barriers to change
F-8. Strategies for reaching out to the broader community, including families, agencies, and
community organizations, to promote the health, safety, and well-being of all students
F-9. Public speaking, advocacy, diplomacy, writing and presentation skills necessary to
advocate for the school, its accomplishments and its needs
F-10. Expository, persuasive, and narrative writing skills necessary to advocate for the school,
its accomplishments and its needs
The Educational Administration Program Learning Outcomes are based on the
California Professional Standards for Educational Leaders Performance Expectations (CAPES)
(Edited for teacher-leaders)
Category F: Community Leadership
CAPE 19: Representing and Promoting the School’s Accomplishments and Needs to the LEA and
the Public
The teacher-leader serves as the spokesperson for the school, its accomplishments and its needs, and
advocates for the school within the school community as well as to the external community and the
public. The teacher-leader demonstrates public speaking, presentation, diplomacy, writing and advocacy
skills necessary to represent and promote the school, its accomplishments and its needs to a wide variety
of audiences and contexts
CAPE 20: Involving the Community in Helping Achieve the School’s Vision and Goals
The teacher-leader understands the multiple connections between the school, families and the community.
The teacher-leader encourages the involvement of the entire school community in working towards
achieving the school’s mission, vision and goals. The teacher-leader understands and addresses the
diverse expectations, needs, aspirations, and goals of family and community groups and uses this
knowledge as a basis for planning and decision making. The teacher-leader understands and uses
communication strategies effectively to reach out to the broader community, including families, agencies,
and community organizations, to promote educational and organizational improvement. The teacherleader demonstrates skills and strategies for trust building, team building, consensus building, and conflict
resolution and for promoting a sense of shared responsibility among all members of the educational
community.
Resources:
Interstate School Leaders Licensure Consortium (ISLLC).
Available[online]: http://www.ccsso.org/Resources.html
California Commission on Teacher Credentialing (CCTC). California Professional Standards for
Educational Leaders, 2014
Available[online]: http://www.ctc.ca.gov/educator-prep/standards/CPSEL-booklet-2014.pdf
Standards for Advanced Programs in Educational Leadership for Teacher-leaders, Superintendents,
Curriculum Directors, and Supervisors. National Policy Board for Educational Administration, (NCATE,
2002). Available[online]: http://www.ncate.org/LinkClick.aspx?fileticket=jz0BsFs7A80%3d&tabid=676
Course Textbooks:
American Psychological Association (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Kowalski, T. J. (Ed.). (2012). Case Studies in Educational Leadership (6th ed.). Upper Saddle river, NJ:
Pearson Education, Inc.
Payne, R.K., (2013) A framework for understanding poverty: A cognitive approach.
Highlands, TX: aha! Process, Inc. (ISBN: 978-1-938248-01-6).
Textbooks used throughout the content courses:
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L.
(2002). School, family, and community partnerships: Your handbook for action (2nd ed.).
Thousand Oaks, CA: Corwin.
Course Materials
Given the wide range of the objectives assigned to this course based on CCTC, ISLLC and NCATE
standards, Students will use the textbooks assigned for the six core courses. Additional instructional
materials may be placed in the Course Documents folder in this course’s Blackboard site.
Tentative Course Schedule:
Bring laptop, ipad, etc… each session in order to access and download assignments
Week 1
January 23 (Monday)
 Guest Speaker
 Begin Professional
#1 (Family &
Reading Matrix (Epstein
Community
Framework)
Engagement)
 Epstein
Assignment
Week 2
January 30 (Monday)
 Have read before Due in class:
 Draft of Case Study A
class:
Case Study A
 Professional Reading
(Kowalski)
Review Presentation #1
&2


January 30 (Monday)
Final draft of
Case Study A by 7AM
Upload Presentation by 7AM

Guest Speaker
#2 ( Education
Foundation
Representative/
ELAC/DLAC)
Week 3
**February 6 (Monday)
Due in class:
 Class will be
 Draft of Case Study B
held at Rio
Bravo-Greeley
 Bring copy of LCAP &
School District
Single Plan for Student
 Have read before
Achievement
class:
Case Study B
(Chenowith)
Week 4
February 13 (Monday)
 Have read before Due in class:
class: Case
 Draft of Case Study C
Study C
 Professional Reading
(Rodriguez)
Review Presentation #3 &
 Guest Speaker
4
#4 (Migrant
County
Specialist)
Week 5
February 20 (Monday)
Due in class:
 Professional Reading Review Presentation #5 & 6
 Environmental Scan
 Professional Reading Review Matrix
 Final Assessment completed in class
**February 6 (Monday)
 Final draft of
Case Study B by 7AM
 Upload Presentation by 7AM
February 14 (Monday)
Final draft of
Case Study C by 7AM
 Upload Presentation by 7AM



February 20 (Monday)
Upload Presentation by 7AM
End of course survey as soon
as you complete it,
Environmental Scan,
Professional Reading Review
Matrix, and final assessment
due by end of class
Course Assignments:
1. Case Study A: Kowalski
10 pts.
You will read Case Study A (found on Blackboard) and write a 3-5 page paper answering the following
questions related to the case:
1. Assume you are a superintendent. First determine the main sissue (problem) in the case. Then
describe the current state and the desired state of the issue.
2. Based on evidence provided in the case, describe the difficulty associated with eliminating the gap
between the present state and the desired state.
3. Identify and discuss the advantages and disadvantages of zero tolerance policy.
4. In the aftermath of this incident, identify actions you would recommend with regard to unifying
various stakeholders within the school district and community (e.g. students, teachers, school and
district administrators, politicians, and other community members/groups).
The assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
Unique /Innovative thinking
3-5 pages in length
Graduate level writing
TOTAL
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10pts.
This assignment is due in the second week of class.
2. Case Study B: Chenowith
10 pts.
You will read Case Study B (found on Blackboard). After identifying the 25 key characteristics of
turnaround schools (found on pages 216-227 you will create a chart to write a brief description of the
match between each key characteristic and the case study school (include page numbers. Finally respond
to the following writing prompt:
1. Identify ways in which the school has involved community members/groups as educational
partners.
EXAMPLE
Turnaround Characteristic
Description of Match to Case Study School
20. Collaboration Time
Instructors are given regular allotments of time to
develop subject specific lessons for the following month
of instruction. For example, the school has what is
known as a ‘Science Day’ where all educators across
specific grade levels come together and plan lessons with
carefully choreographed scheduling to ensure that the
teachers have enough time to collaborate and, therefore,
ensure effective instructional planning (pgs. 69-70).
The assignment will be graded as follows:
Clearly and fully matches each key characteristic to the case study school
Includes references to specifics incase
Includes page numbers
Graduate level writing
TOTAL
5 pts.
3 pts.
1 pt.
1 pt.
10 pts.
This assignment is due in the third week of class.
3. Case Study C: Rodriguez
10 pts.
You will read Case Study C (found on Blackboard) and write a 3-5 page paper answering the following
questions related to the reading:
1. Identify three areas of the teacher professional development that would be a priority at the campus
level in relation to this case. Include objectives for what teachers should learn and how
instructional leaders would support teachers in meeting these objectives.
2. Outside of formal professional development, what are other ways that school administrators can
combat negative perceptions and low exspectations for underrepresented students among their
teachers?
The assignment will be grades as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics incase
3-5 pages in length
Graduate level writing
TOTAL
5 pts.
3 pts.
1 pt.
1 pt.
10 pts.
This assignment is due in the fourth week of class.
4. Professional Reading Reviews
10 pts.
In reading groups within the cohort, candidates will teach the class reading selections associated with the
leadership standard. This assignment requires online collaborations outside of class time to prepare the
lesson. A Power Point presentation will be created and the most important ideas from the reading will be
presented. Students will be in groups of 3-4 and review a chapter in the book: Payne, R.K., (2013) A
framework for understanding poverty: A cognitive approach. Highlands, TX: aha! Process, Inc. (ISBN:
978-1-938248-01-6).
The assignment will be grades as follows:
Clearly and fully presents the most important ideas from the reading
Incorporates a teaching activity
30-40 minutes in length, leaving time for questions
Professional presentation (e.g. good presentation skills, orderly PowerPoint, all group
members participate, last name of the creator on the bottom right of each slide).
TOTAL
5 pts.
2pts.
2pt.
1 pt.
10 pts.
This assignment is presented in the second through fifth classes.
5. Professional Reading Matrix
10 pts.
Students maintain a matrix of key ideas from their research, professional reading assignments, in class
activities, and speakers. Each key idea must have a corresponding student response/reflection(2-3
sentences), and connections to course readings if applicable. Students will synthesize current research,
trends, and themes in educational leadership as it pertains to the ISLLC standard for the course (1-2 page
summation after all notes taken from classes 1-4).
Example
Speaker/Activity/Reading
Speaker #1



Notes/Key Take Aways
idea 1
idea 2
idea 3
Reflection(1-2 sentences)
Reading: Epstien




Reflection(1-2 sentences)
Final Reflection (1-2 pages)
idea 1
idea 2
idea 3
The assignment will be grades as follows:
Clearly captures the gist of each speaker/activity/reading
Includes a reflection for each activity
1-2 page summary at the end
Graduate level writing
TOTAL
5 pts.
2pts.
2pt.
1 pt.
10 pts.
This assignment is due in the last week of class
6. Environmental Scan
10 pts
Candidates will be using their own schools as a laboratory to gather data related to course content and
focus. Candidates will also be gathering data for their Action Research Projects.
Instructions for Environmental Scan
1. Utilizing as references the information from Epstein’s Framework of Six Types of Involvement,
complete the blank Framework pages with information gathered from your school site or district.
Remember that schools must individualize these practices to meet the needs of their families and
students.
2. List at least four sample practices and at least three challenges and three subsequent results for
students, parents, and teachers. Redefine at least two of the practices that would enable the school
to reach out in new ways to many more families.
The assignment will be grades as follows:
All 6 Types of Involvements are completed as they relate to your
own specific school site
At least 4 samples practices given for each
At least3 challenges given for each
At least 3 results for each stakeholder (students, parents, teachers)
TOTAL
3 pts.
2pts.
2pt.
3 pt.
10 pts.
This assignment is due in the fifth week of class
7. Final Assessment
20 pts.
Each student will complete one summative assessment activity in the last class. The assessment will
present a hypothetical situation that an administrator might encounter in his/her role as leader. The grade
will be based on insight and rigorous analysis into the scenario, thought processes for solutions,
application of the content from the current class, and the proposed course of immediate and long-term
action. In order to demonstrate mastery of the course CACEs, CAPEs, CPSEL, and dispositions, the
response will include reference to artifacts selected from coursework, i.e., textbooks, Internet, professional
readings, policy briefs, education code, applicable laws, on-line work, and fieldwork activities.
This assignment is completed in the last class
NCATE Signature Assignment. Uploaded to Blackboard
8. End of Course Survey
10 pts.
An invitation to take this survey will come to your CSUB e-mail. After completing the survey, take a
screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and
submit the screenshot to Blackboard.
The
End of CourseEngagement
Survey provides
an opportunity for students to provide input on how well 10
thepts.
course
9.
Participation,
and Attendance
prepared them for mastery of the CACEs and CAPEs presented in the course. This input provides valuable
Instructors
assigned
pointsfor
areprogram
intendedimprovement.
to reinforce active class participation and reflect candidate
and meaningful
feedback
engagement in classroom activities. Students must participate in all interactive aspects of the course and
This assignment
is duetowithin
of the obligation
last class meeting.
online
collaborations
fulfill one
theirweek
academic
to themselves and to the rest of the class.
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Grading & Assessment Policy for Course Assignments:
Multiple modes of assessment are used in this class; instructor reserves the right to require alternative
forms and/or locations of assessments (e.g., proctoring). All outside-of-class assignments must be wordprocessed, double-spaced, with 1-inch margins. In addition they will be evaluated for spelling,
punctuation, sentence structure, paragraph indentation, use of headings, and grammar per APA 5th Edition
Writing Style.
Students must participate in ALL class sessions if they are to receive maximum credit for the class
given. Missed assignments will receive a score of “0.”
Grade Distribution:
93 – 100……………………………….. A
78 – 79………………………………...C +
90 – 92 ………………………………...A-
73 – 77………………………………...C
88 – 89 …………………………………B+
70 – 72………………………………...C-
83 – 87………………………………….B
67 – 69………………………………...D+
80 – 82 …………………………………B-
60 – 66………………………………...D
59 – 0………………………………….F
Grading Rubric for Written Work:
Students are in the
“A range” in the course if their work products score at least a 90 on a 100 point scale; they attend class
regularly, participate actively in class discussions and complete all weekly assignments on time. In
addition, an “A” indicates a high level of performance demonstrated by the depth and complex thinking
involved in the evidence used to meet course goals. Student’s thought, planning, and originality of final
products will be considered. The work should meet standards for above average achievement and:
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reflect the interest of the candidate,
demonstrate exemplary creative or analytic approaches and,
demonstrate it is the result of inquiry, in depth study, or sustained effort,
use APA style, follow grammatical standards of English usage, and
are received in a timely manner.
“B range” in the course if their work products score at least an 80 on a 100 point scale; they attend class
regularly; participate occasionally; in class discussions; and complete most of the assignments on
time. In addition, a “B” indicates above average achievement demonstrated through final work product.
The work should be:
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well organized, clear and accurate,
substantive in nature and show educational value, and
received in a timely manner, as well as follow the required format for class assignments.
“C range” in the course if their work products score at least 70 on a 100 point scale, or they attend class
irregularly, rarely participate in discussions, and rarely complete the assignments on time. In addition, a
“C” indicates average achievement demonstrated through final work product. The work should:
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be acceptable,
contain basic information required,
communicate the information clearly and legibly,
follow grammatical standards for good English usage,
be received in a timely manner, and
communicate at least a basic understanding of the major concepts of the assignments.
“D range” in the course if their work products score below 70 on a 100 point scale. A grade of “D”
indicates below average work and reflects a lack of basic understanding of the major concepts of the
assignments.
“F range” in the course if their work products score below 60 on a 100 point scale. A grade of “F”
indicates unacceptable work and failure to attain course goals.
Policy on Due Dates, Classroom Participation, and Make-Up Work:
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All assigned work is to be posted on Blackboard.
Assignments will be completed and submitted on time by the due date (late assignments will lose
points).
Blackboard and Internet access issues are not acceptable excuses for incomplete participation or
late assignments.
In order to receive full credit, all written forms and materials are to be completed satisfactorily,
turned in on time and be of high quality.
All assignments that are less than proficient must be resubmitted (The PASC program uses a
mastery model, work is expected to be re-done as directed by instructors).
APA writing protocol is required in all work.
Cell phones will disrupt classes.
Children may attend class only with instructor’s permission.
Students will arrive on time and stay until class is finished.
University Statement Regarding Academic Integrity and Plagiarism
The principles of truth and integrity are recognized as fundamental to a community of teachers and
scholars. The University expects that both faculty and students will honor these principles and in so doing
will protect the integrity of all academic work and student grades. Students are expected to do all work
assigned to them without unauthorized assistance and without giving unauthorized assistance. Faculty
have the responsibility of exercising care in the planning and supervision of academic work so that honest
effort will be encouraged and positively reinforced.
For this course, you are expected to submit an original instructional unit. You may incorporate materials
and resources developed by other individuals, but you must cite the authors or developers of these
materials and resources. All materials covering Academic Integrity are available online at the following
website: http://www.csub.edu/osrr./_files/Academic%20Integrity%20Policy.pdf
University Statement Regarding the Americans with Disabilities Act
CSUB adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to
providing reasonable accommodations for students with temporary and permanent disabilities. For
students with a disability that may adversely affect their work in class, it is recommended that they
register with Disabled Student Services (DSS). All disclosures of disabilities are kept strictly
confidential. http://www.csub.edu/UnivServices/SSD/CampusAccessPolicy.pdf
Statement Regarding Computer Literacy Expectations & Hardware Requirements
Students in this class are expected to: 1) use the university email system , 2) use Blackboard, 3) use a
word processing program for writing assignments (e.g., Microsoft Word), 4) be able to access assigned
websites through the Internet, 5) use the Library databases to find peer-reviewed journals and literature,
6) be able to create a power point presentation, 7) be able to paraphrase concepts without plagiarizing 8)
be able to download, install, and run programs and updates as requested 9) be able to join online video
conferencing with video & sound
For additional information about computing on campus, including tutorials, students should go
to:
http://www.csub.edu/its/infrastructure%20and%20support/client%20services/accessible%20technology/
Web%20Accessibility%20Training/
Hardware requirements: Multimedia capable webcam required for some class activities is recommended.
Access to a fast Internet connection such as broadband Internet (DSL, cable modem, etc.) is required [it is
recommended you are able to access this connection from home].
Minimum recommendations:
Windows: Windows XP, Vista, or Windows 7; Microsoft .NET Framework 3.0; 3.0GHz, Pentium 4
processor; 1GB RAM or more
Mac: Mac OS X 10.4.11, or 10.5.5 or later; QuickTime 7.5.5 or later; 2GHz Intel Core 2 Duo processor;
2GB RAM or more
Software requirements
Adobe Acrobat Reader (free, PC, MAC, Linux): Flash (free; PC, MAC, Linux) RealPlayer (free; PC,
MAC, Linux), Web browsing software (e.g., Internet explorer, Google Chrome, Firefox/Mozilla); Word
processing, data analysis, & presentation software (student's choice)
Regarding Online/Hybrid Course Model
This course uses a hybrid content delivery model (online/on-site) that makes extensive use of Blackboard,
other online content delivery tools and email communication. Students must check for announcements, on
a daily basis, by logging into Blackboard and by checking their student email . Students must plan for the
rare occasion when their primary point of connecting is unavailable by identifying a second Internet
access point.. Blackboard and Internet access issues are not an acceptable excuse for incomplete
participation or late assignments.
Verification of Student identity (for hybrid/online courses only) will be achieved through: (i) on-site
meetings that include written assessments (ex. Boot camp, weekend meetings) (ii) online videoconferencing and (iii) on-demand on-site writing samples (case studies and in-baskets during onsite
meetings)
Regarding Coordinator/Mentor Communication
Communication between the student’s Cohort Coordinator and Site Mentor will be on-going and
conducted through visitation, email and cell phone. Visitation can be conducted via video conference.
Educational Equity and Cultural Diversity
This course is designed for the professional who is a practicing administrator or is preparing for such a
career. In addition, the course emphasizes the work of the urban, suburban, and/or rural school
administrator in culturally diverse communities.
Philosophy Statement
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We value knowledge that leads to effective teaching performance and professional practice in
urban and diverse communities.
We value the creation of educational programs that meet the needs of our students.
We value the development of students with a commitment to high professional standards.
We value university teaching that models best instructional practices.
We value collaboration as an integral process for program planning, assessment and evaluation,
and collegial interactions.
Knowledge Base
The knowledge base consists of commonly agreed upon principles and practices which address diverse
ways of knowing and theoretical, empirical approaches to the educational processes which inform our
theory and practice. This knowledge base pervades our curricula and is built upon:
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Skill in realizing educational equity for all students.
Sensitivity toward and effectiveness with people from diverse cultural and linguistic
backgrounds.
Appropriate and creative use of independent and collaborative experiential learning.
Multicultural and global perspectives in thinking and practice.
Personal growth through reflection and self-evaluation.
The ability to critically analyze theory and research that inform effective practice and
authentically assess student performance and progress.
Multimedia technology literacy.
The ability to facilitate student learning in performance-based and standards-based environments.
California State University, Bakersfield School of Social Sciences and Education Department of Advanced Educational Studies EDAD 6500 Ethics and Integrity 3 Semester Units Syllabus Disclaimer This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware of these changes. Instructor: Dr. Valerie Park, Ed.D. Office: 661­487­3967 Office Hours: By appointment E­mail: s [email protected] ; v [email protected] Phone: 661­487­3967 Course Description This course prepares candidates to practice and model a personal code of ethics that models personal and professional growth and renewal. Students will practice professional leadership capacity and build on human capacity, including shared data gathering, decision making, problem solving, and conflict management that fosters these skills in others. Candidates will examine site and district responsibilities with regard to students with special needs as well as gifted and talented students. Students will learn to effectively act as a spokesperson for the school to the extended school community. Through coursework and fieldwork, candidates will have multiple opportunities to model personal and professional ethics, integrity, justice, and fairness. Candidates will receive feedback from the program and their peers; reflect on personal leadership beliefs and practices; and recognize their influence on the performance of others. Candidates will begin to develop mechanisms for sustaining personal motivation, commitment, energy, and health by learning to balance professional and personal responsibilities. Student Learning Outcomes Upon completion of this course, students will demonstrate proficiency in the application of the theories and concepts outlined in the California Professional Standards for Educational Leaders (CPSEL), Standard 5: Ethics and Integrity. 1 STANDARD 5: ETHICS AND INTEGRITY Educa on leaders m
ake decisions, model, and behave in ways that d
emonstrate professionalism, ethics, integrity, jus ce, a nd equity and hold staff to the s ame s tandard. Element 5A: R
eflective Practice Leaders a ct u
pon a p
ersonal code o
f ethics that r equires con nuous reflec on and learning. Element 5B: E thical Decision­Making Leaders g uide and support personal and collec ve a c ons that use r elevant evidence a nd available research t o make f air a nd ethical decisions. Element 5C : E thical Action Leaders r ecognize a nd use t heir p
rofessional influence w
ith staff and the c ommunity to develop a c limate of trust, m
utual respect, and honest communica on necessary t o consistently make f air and equitable decisions on behalf of all students. This course also applies standards from the National Council for Accreditation in Teacher Education (NCATE) and the California Professional Standards for Educational Leaders Content Expectations (CACEs). NCATE STANDARD 5 Students who complete the p
rogram a re e duca onal leaders w
ho have the k nowledge and ability to promote the s uccess o
f all students by a c ng with integrity, f airly, and in an ethical manner. Program Standard 1: Program D
esign and Ra onale The administra ve services p
repara on program p
repares instruc onal leaders t o serve e ffec vely i n a v ariety o
f public schools and school districts. The design of the p
rogram i s based on a s ound ra onale informed b
y t heory a nd research a nd aligned with the C
alifornia Administrator Performance Expecta ons and principles of adult learning theory. T he program includes a c oherent, d
evelopmental, i ntegrated, a nd interrelated set of theore cal and prac cal learning experiences designed to provide e xtensive opportuni es to engage c andidates in developing knowledge, skills, and disposi ons to advance teaching and learning. The program i ncludes both forma ve a nd summa ve a ssessments b
ased on the C
alifornia Administrator Performance E xpecta ons (CAPE). California Professional Standards for Educational Leaders Content Expectations (CACEs) D­1. Principles of adult learning and their u
se i n designing, facilita ng, and implemen ng effec ve, m
o va ng, a nd data‐driven professional development programs a nd opportuni es that f ocus on authen c problems and on improving student learning outcomes c onsistent with the s chool growth p
lan D­2. Skills and strategies f or providing opportuni es for all staff to develop and use s kills for collabora on, distributed leadership, reflec on, shared decision making, a nd problem solving in support of student learning and for inspiring higher levels of performance, commitment, a nd mo va on D­3. Model self‐improvement a nd related professional growth a c vi es, a nd demonstra ng monitoring of improvement i n one’s own performance 2 D­4. D­5. D­6. D­7. D­8. D­9. D­10. D­11. Understand h
ow to use p
rofessional development for faculty, staff, a nd self to promote lifelong learning and the s uccess o
f all student groups Understand h
ow to implement effec ve i nduc on plans for new t eachers a nd use a v ariety of methods, such as mentoring, c oaching, observa on, a nd feedback, t o promote effec ve teaching and improve p
erformance f or all faculty a nd staff Understand h
ow to use d
ata t o assess a nd diagnose instruc onal needs, d
efine staff goals for con nuous improvement, a nd collabora vely design differen ated professional development to meet n
eeds a nd achieve g oals Strategies f or building individual staff capacity t hrough systems o
f support and development, i ntegra ng opportuni es for con nuous learning into the e duca onal environment, a nd engaging faculty a nd staff in ongoing reflec on and self‐assessment Model how to develop and implement a p
lan for self‐improvement a nd con nuous learning; use v arious types o
f ac vi es a nd resources to engage i n effec ve p
rofessional development; a nd reflect o
n personal leadership prac ces a nd their i nfluence o
n others Understand h
ow to use me a nd technology effec vely t o improve i nstruc onal leadership and promote personal and professional growth Understand h
ow to support, mo vate, a nd provide r ecogni on to staff at v arious stages i n career d
evelopment Strategies a nd opportuni es to involve parents and the c ommunity in iden fying and providing targeted professional and personal growth a c vi es t o support student achievement a s well as increase adults’ knowledge and skills In addition, the educational administration program learning outcomes are based on the California Professional Standards for Educational Leaders Performance Expectations (CAPES) (edited for teacher­leaders). CATEGORY D
CAPE 1
3 : M
odeling l ifelong learning a
nd j ob­related professional g
rowth CAPE 1
4 : H
elping t eachers improves t heir i ndividual professional p
ractice through p
ersonal g
rowth activities Professional Learning and Growth Leadership The teacher‐leader m
odels his/her own self‐improvement a nd professional learning and growth a c vi es a nd demonstrates monitoring of improvement i n his/her own performance o
ver me. T he teacher‐leader u
ses mul ple sources of data t o help inform h
is/her own job‐related professional growth p
lan. The teacher‐leader u
nderstands how to support, mo vate, a nd provide r ecogni on to staff at v arious stages i n their p
rofessional careers. The teacher‐leader i s knowledgeable about adult learning principles and their u
se i n designing, facilita ng, and implemen ng effec ve, m
o va ng, a nd data‐driven professional growth a c vi es f or teachers. P
rofessional growth a c vi es a re focused on authen c situa ons and problems and on improving student learning outcomes c onsistent with the s chool growth plan. The teacher‐leader i s knowledgeable about induc on programs a nd support systems f or beginning teachers a nd about individualized teacher s upport processes s uch as mentoring and coaching. The teacher‐leader u
ses data e ffec vely t o collabora vely design differen ated professional development to 3 CAPE 1
5 : I dentifying a
nd facilitating a
v
ariety o
f professional a
nd p
ersonal growth o
pportunities f or faculty, s
taff, p
arents, a
nd other m
embers o
f t he school c
ommunity i n support o
f t he e
ducational program meet t he n
eeds o
f individual teachers a s well as overall school improvement g oals. The teacher‐leader i nvolves all members o
f the s chool community in iden fying and providing targeted professional and personal growth a c vi es t o support student achievement a s well as increase adults’ knowledge and skills. The teacher‐leader is knowledgeable about and ac vely s eeks r esources for accessing a nd providing a v ariety o
f professional and personal growth o
pportuni es for all members o
f the s chool community. Required Texts and Materials American Psychological Association. (2010). Publication manual of the American Psychological Association ( 6 th ed.). Washington, DC: Author. Kowalski, T. J. (Ed.). (2012). C
ase studies in educational leadership ( 6 th ed.). Upper Saddle River, NJ: Pearson Education, Inc. Andelson, S. J. (2001). F
RISK: Fundamentals for evaluators in addressing below­standard employee performance. C
erritos, CA: FRISK Books. Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY: Routledge/Taylor & Francis. In groups, students will also choose one book from the following list to present in class for the Professional Reading Review assignment: Abrashoff, D. M. (2002). I t's your ship: Management techniques from the best damn ship in the navy . New York, NY: Warner Books. Buckingham, M., & Coffman, C. (1999). F
irst, break all the rules: What the world’s greatest managers do differently . New York, NY: Simon and Schuster. Collins, J. (2001). G
ood to great: Why some companies make the leap and others don’t. New York, NY: Harper Collins Publishers, Inc. DeWitt, P. M. (2017). C
ollaborative leadership: Six influences that matter most . Thousand Oaks, CA: Corwin, a SAGE Company. DuFour, R., & Fullan, M. (2013). C
ultures built to last: Systemic PLCs at work. Bloomington, IN: Solution Tree Press. DuFour, R., & Marzano, R. J. (2011). L
eaders of learning: How district, school, and classroom leaders improve student achievement. B
loomington, IN: Solution Tree Press. Dweck, C. S. (2006). M
indset: The new psychology of success . New York: Random House. Fullan, M. (2011). C
hange leader: Learning to do what matters most . San Francisco: Jossey­Bass/Wiley. 4 Fullan, M. (2014). T
he principal: Three keys to maximizing impact . San Francisco, CA: Jossey­Bass. Fullan, M., & Quinn, J. (2016). C
oherence: The right drivers in action for schools, districts, and systems. T
housand Oaks, CA: Corwin, a SAGE Company. * Gordon, J. (2007). The energy bus: 10 rules to fuel your life, work, and team with positive energy . Hoboken, NJ: John Wiley & Sons, Inc. Hattie, J. (2014). V
isible learning: A synthesis of over 800 meta­analyses relating to achievement. T
housand Oaks, CA: Corwin Press. Heath, C., & Heath, D. (2013). D
ecisive: How to make better choices in life and work. New York, NY: Random House Publishing. Heath, C., & Heath, D. (2010). S witch: How to change things when change is hard. N
ew York, NY: Random House Publishing. Heath, C., & Heath, D. (2008). M
ade to stick: Why some ideas survive and others die. N
ew York, NY: Random House Publishing. Lencioni, P. (2012). T
he advantage: Why organizational health trumps everything else in business. S
an Francisco, CA: Jossey­Bass. Muhammad, A. (2009). T
ransforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree Press. Pink, D. (2009). D
rive: The surprising truth about what motivates us. N
ew York, NY: Penguin Books. Rath, T. (2007). S trengths finder 2.0 . New York, NY: Gallup Press. Scott, Susan. (2002). F
ierce Conversations: Achieving success at work & in life, one conversation at a time . New York, NY: Penguin Books. Sinek, S. (2009). Why: How great leaders inspire everyone to take action. N
ew York, NY: Penguin Books. * Watkins, M.D. (2013). T
he first 90 days: Proven strategies for getting up to speed faster and smarter. B
oston, MA: Harvard Business Review Press. *Denotes texts that will be covered in class and not allowable for the book presentation piece. 5 Grading Criteria There are a total of 100 possible points for this course, broken down as follows: Case Study A 10 pts. Case Study B 10 pts. Case Study C 10 pts. Professional Reading Review (Book Group) 10 pts. Final Assessment 20 pts. Participation, Engagement, & Attendance (incl. 5 pts. punctuality) End­of­Course Survey 10 pts. TOTAL 75 pts Note: Please review assignment guidelines at the end of this syllabus . Course Evaluation Course Grade Course Average A 90% ­ 100% B 80% ­ 89% C 70% ­ 79% D 60% ­ 69% F Average below 60% 6 Tentative Course Schedule Week 1 Week 2 Guest Speaker: Michael Figueroa Week 3 Guest Speakers: Jason Hodgson, Heather Richter, and Charles Wilson Week 4 Guest Speaker: Joost DeMoes Week 5 Guest Speaker: Stuart Packard February 27 (Monday) H
ave read before class: • Case S tudy A March 6 (Monday) Have read before class: Due in class: • Case S tudy B ● Final Dra o
f Case S tudy A March 13 (Monday) Have read before class: Due in class: • Case S tudy C ● Final Dra o
f Case S tudy B ● Book Group #1 Presenta on ● Book Group #2 Presenta on ● Book Group #3 Presenta on March 13(Monday) Due by 7 a.m.: Discussion Blog Final dra o
f Case S tudy B March 20 (Monday) Due in class: ● Dra o
f Case S tudy C ● Book Group #4 Presenta on ● Book Group #5 Presenta on March 27 (Monday) Due in class: ● Book Group #6 Presenta on ● Book Group #7 Presenta on Be ready to complete in class: ● Final Assessment March 6(Monday) Due by 7 a.m.: Discussion Blog Final dra o
f Case S tudy A March 27 (Monday) Due by 7 a.m.: Discussion Blog Final dra o
f Case S tudy C March 31 (Friday) Due by midnight: End‐of‐Course Survey Assignment Submission All assignments must be submitted via the Blackboard web site for this course. Late Work No late work is accepted for this course. Inability to connect with your site mentor and technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid excuses for late or missing assignments. In the case of extreme emergency requiring late submission of an assignment, students should contact the instructor p rior to the assignment due date to determine an alternate arrangement. Written Assignments All written assignments must be submitted following the APA (6 th edition) format. 7 Computer Literacy Expectations Students in this course are expected to: ● access the u
niversity e­mail system as their primary source of contact, ● regularly access Blackboard, ● use a word processing program for written assignments (e.g., Microsoft Word), ● access assigned web sites through the Internet, ● access the CSUB library databases to find peer­reviewed journal articles and other scholarly literature, ● scan documents that can be submitted via Blackboard, ● create PowerPoint presentations, ● download, install, and run programs and updates as requested, and ● join online video conferencing with video and sound. Accommodations for Students with Disabilities (for Bakersfield campus) To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at 661­654­3360 (voice), or 661­654­6288 (TDD). If you have an accommodations letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours as soon as possible so we can discuss the specific accommodations that you might need in this class. Accommodations for Students with Disabilities (for AV campus) To request academic accommodations due to a disability, please contact the Office of Services for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at 661­952­5061 (voice) or 661­952­5120 (tdd). If you have an accommodation letter from the SSD Office documenting that you have a disability, please present the letter to me during my office hours so we can discuss the specific accommodations that you might need in this class. Academic Honesty There are certain forms of conduct that violate the university’s policy of academic integrity. Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or obtain course credit. Academic dishonesty (cheating) is not limited to examination situations alone, but arises whenever students attempt to gain an unearned academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or purchasing a pre­written composition and claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the same paper or other assignment for credit in two different courses without receiving prior approval from the instructors of the affected courses. Source: 2011­2013 CSUB Catalog, p.78 8 EDAD 6500 ASSIGNMENT INSTRUCTIONS Case Study A – 10 points You will read Case Study A (Chapter 13 in Kowalski [2012]) and write a 3­5 page paper answering the following questions related to the case: 1. Assume you are Raymond. First determine the main issue (problem) in the case. Then describe the current state and the desired state of the issue. 2. Based on evidence provided in the case, describe the difficulty associated with eliminating the gap between the present and desired state. 3. Discuss the ethical dimensions of an administrator’s employment contract. What do you consider to be the most ethical decision Raymond could have made in determining whether or not to violate his employment contract for the next school year? 4. Did Raymond err in not telling Principal McCammick that he would be interviewing for another position? Why or why not? 5. Should school and district employers (such as employers in rural districts) weigh an individual’s cultural background in making hiring decisions? Why or why not? This assignment will be graded as follows: Clearly and fully answers each question posed in the case study 5 pts. Includes references to specifics in the case 2 pts. 3­5 pages in length 1 pt. Spelling and grammar 1 pt. Use of APA format 1 pt. TOTAL 10 pts. Case Study B – 10 points You will read Case Study B (found on Blackboard) then follow the instructions below: Assume you are the district Director of Secondary Education. Using FRISK, write a written reprimand to Richard based on his actions in this case. This assignment will be graded as follows: Clearly and fully answers each question posed in the case study 5 pts. Includes references to specifics in the case 2 pts. 3­5 pages in length 1 pt. Spelling and grammar 1 pt. Use of APA format 1 pt. TOTAL 10 pts. 9 Case Study B Citation: Hightower, B.B., & Klinker, J. F. (2012). J ournal of Cases in Educational Leadership, 15 (2), 103­111. doi: 10.1177/1555458911413888 Case Study C – 10 points You will read Case Study C (Chapter 9 in Kowalski [2012]) and write a 3­5 page paper answering the following questions related to the case: 1. Assume you are the principal. First determine the main issue (problem) in this case. Then describe the current state and the desired state of this issue. 2. Based on evidence provided in the case, describe the difficulty associated with eliminating the gap between the present state and desired state. 3. Do you believe that the principal has the primary responsibility to resolve the conflict between Sally and other first­grade teachers? Why or why not? 4. Why are teachers and administrators pressured to conform to existing school culture? 5. Reflecting on your own experiences as an educator, identify and describe at least one incident you experienced that tested your ethics. This assignment will be graded as follows: Clearly and fully answers each question posed in the case study 5 pts. Includes references to specifics in the case 2 pts. 3­5 pages in length 1 pt. Spelling and grammar 1 pt. Use of APA format 1 pt. TOTAL 10 pts. Professional Reading Review – 10 points (Book Group Presentation) In a group, you will select a book from the course reading list and prepare and give a presentation on the most important ideas from the reading. This assignment will be graded as follows: Clearly and fully presents the most important ideas from the reading 5 pts. Incorporates a teaching activity 2 pts. 30­40 minutes in length, leaving time for questions 2 pts. Professional presentation (e.g., good presentation skills, orderly 1 pt. PowerPoint, all group members participate) TOTAL 10 pts. 10 Final Assessment ­ 20 points On the last day of class, you will write a 1 ­ 3 page paper explaining how administrators have an ethical obligation to become change agents and how you will become a change agent in your school system. Please refer to this class as well as the entire admin program coursework as evidence. End­of­Course Survey – 10 points An invitation to take this survey will come to your CSUB e­mail. After completing the survey, take a screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit the screenshot on Blackboard. If you submit a screenshot showing that you completed the end­of­course survey by the due date, you will earn 10 points. If you do not meet these requirements, you will be awarded zero points. References Fullan, M., & Quinn, J. (2016). C
oherence: The right drivers in action for schools, districts, and systems. T
housand Oaks, CA: Corwin, a SAGE Company. Fullan, M. (2014). T
he principal: Three keys to maximizing impact . San Francisco: Jossey­Bass. Sinek, S. (2009). Why: How great leaders inspire everyone to take action. N
ew York, NY: Penguin Books. * 11 California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6600
External Context and Policy
3 Semester Units
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this
course. It is based upon the most recent information available on the date of its issuance and is as accurate and
complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my
best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware
of these changes.
Instructor:
Office:
Office Hours:
or by appointment
E-mail:
Phone:
Course Description
This Preliminary Administrative Services Credential course is designed to prepare candidates to
administer political, societal, economic, legal and cultural influences on urban and diverse
schools. Through these interconnections, the candidate will develop the ability to understand,
respond to, and influence the larger political, social, economic, legal and cultural context of
urban schools and leadership. The candidate will practice both team leadership and team
membership so that the candidate can effectively generate and participate in communication with
key decision-makers in the diverse urban school community. The candidate will also learn how
to view himself or herself as a leader of a team and as a member of a team by engaging in course
work and activities that provide opportunities to both lead and work collaboratively by
interconnecting the political, societal, economic, legal and cultural influences on urban schools.
Student Learning Outcomes
Upon completion of this course, students will demonstrate proficiency in the application of the
theories and concepts outlined in the California Professional Standards for Educational Leaders
(CPSEL), Standard 6: External Context and Policy.
1
STANDARD 5: EXTERNAL
CONTEXT AND POLICY
Education leaders influence
political, social, economic, legal,
and cultural contexts affecting
education to improve education
policies and practices.
Element 6A: Understanding and Communicating Policy
Leaders actively structure and participate in opportunities that
develop greater public understanding of the education policy
environment by operating consistently within the parameters of
federal, state, and local laws, policies, regulations, and statutory
requirements.
Element 6B: Professional Influence
Leaders use their understanding of social, cultural, economic,
legal, and political contexts to shape policies that lead to all
students to graduate ready for college and career.
Element 6C: Policy Engagement
Leaders engage with policymakers and stakeholders to
collaborate on education policies focused on improving education
for all students.
This course also applies standards from the National Council for Accreditation in Teacher
Education (NCATE) and the California Professional Standards for Educational Leaders Content
Expectations (CACEs).
NCATE STANDARD 6
Candidates who complete the program are educational leaders
who have the knowledge and ability to promote the success of all
students by understanding, responding to, and influencing the
larger political, social, economic, legal, and cultural context..
Program Standard 1:
Program Design and Rationale
The administrative services preparation program prepares
instructional leaders to serve effectively in a variety of public
schools and school districts. The design of the program is based
on a sound rationale informed by theory and research and
aligned with the California Administrator Performance
Expectations and principles of adult learning theory. The program
includes a coherent, developmental, integrated, and interrelated
set of theoretical and practical learning experiences designed to
provide extensive opportunities to engage candidates in
developing knowledge, skills, and dispositions to advance
teaching and learning. The program includes both formative and
summative assessments based on the California Administrator
Performance Expectations (CAPE).
California Professional Standards for Educational Leaders Content Expectations (CACEs)
E-1.
Understand federal, state, and local laws, regulations, and guidelines relating to public
schools and the educational process
E-2.
School finance in California, including relevant laws and regulations (e.g., state and local
revenue sources, capital and operational funding, federal funding)
E-3.
Understand constitutional rights and protections for students and staff (e.g., due process,
equal access, free speech, harassment) in various educational contexts and the role of the
educational administrator in monitoring and ensuring compliance with these rights and
protections
2
E-4.
E-5.
E-6.
E-7.
E-13.
E-14.
E-15.
E-16.
E-17.
E-18.
E-19.
E-20.
E-21.
E-22.
E-23.
E-24.
Understand and apply principles of conflict resolution, student discipline, school
disciplinary procedures, including manifestation determination for serious offenses and
overall management of the school climate to promote a school culture that is safe and
welcoming for all students
Understand school-wide intervention strategies
Understand legal issues and responsibilities related to an evolving technological culture
(e.g., ensuring equitable access to digital tools and resources to meet all students’ needs,
implementing policies for the safe and appropriate use of information technology,
promoting responsible use of technology)
Understand how district policies and specific laws (e.g., related to students with
disabilities, English learners, parents/guardians, mandated reporting, confidentiality,
liability) at the federal, state, and local levels affect individuals and schools, and how to
ensure that the school operates consistently within the parameters of applicable laws,
policies, regulations, and requirements
Effective, legal, equitable, and ethical procedures for recruiting, selecting, hiring,
inducting, developing, and retaining staff
Effective, legal, equitable, and ethical procedures for evaluating, supervising, disciplining,
and dismissing staff
Skills and strategies for coordinating and aligning human resources, including making
appropriate staffing and teacher placement decisions, to support organizational goals and
promote equitable learning opportunities for all student groups
Understand processes of labor relations and collective bargaining as they relate to
education in California, and contract implementation and management within the local
setting
Understand how to manage legal and contractual agreements and records in ways that
foster a professional work environment and ensure privacy and confidentiality for all
students and staff, including using appropriate technological tools
Practices and procedures (e.g., record keeping, repair and maintenance, custodial services)
and legal requirements (e.g., fire safety codes, OSHA regulations, Civic Center Act) for
sustaining a safe, efficient, clean, well- maintained, and productive school environment
Legal and policy requirements related to school safety and how to develop and implement
district and school plans and procedures for ensuring student and staff safety and building
security, including principles and practices related to crisis planning and emergency
management
Effective and equitably applied student behavior management principles and practices,
including tiered disciplinary measures, that promote a safe and productive learning
environment for all students
Understand the effective use of outside support organizations for student health, safety,
and well-being
Space to meet instructional needs and accommodate extended learning programs (e.g.,
intervention programs, before/after-school programs, summer school programs, volunteer
programs)
Use of technological systems and tools to support the management of school operations
Procedures, practices, and legal requirements for managing auxiliary services (e.g., federal
and state regulations related to food services, health services, student transportation, free
and reduced-price meals)
3
E-25.
E-26.
Understand how to use planning and problem solving to allocate fiscal and material
resources effectively, legally, equitably, ethically, and in ways that align with teaching and
learning goals for all student groups
Types of financial records, procedures for accurate record keeping and reporting, including
legal requirements, and the use of current technologies for financial management and
business procedures
In addition, the educational administration program learning outcomes are based on the
California Professional Standards for Educational Leaders Performance Expectations (CAPES).
CATEGORY E
CAPE 16: Implementing
California school laws,
guidelines, and other relevant
federal, state, and local
requirements and regulations
CAPE 17: Developing,
implementing, and monitoring
the school’s budget
CAPE 18: Understanding and
managing the complex
interaction of all of the school’s
Organizational and Systems Leadership
The principal understands how to apply systems thinking to set
priorities and manage organizational complexity. The principal
applies research-based strategies and best practices for
establishing, monitoring, and evaluating organizational
structures, processes and systems that promote a culture of
collaboration and respect, and that maintain a focus on
continuous improvement and enhanced achievement for all
student groups. The principal understands how to use technology
effectively to facilitate communication, manage information,
enhance collaboration, and support effective management of the
organization. The principal has the skills and strategies to
coordinate and align human resources within the school context,
including making appropriate staffing and teacher placement
decisions to support organizational goals and promote equitable
learning opportunities for all student groups. The principal
understands strategies for allocating and using space to meet
instructional needs and accommodate a variety of learning
programs as well as co-curricular programs. The principal
recognizes and addresses potential personal biases as well as
potential and actual inequities within the educational system and
the school site that can negatively impact student achievement,
such as, the effect of class scheduling on student achievement
and on equitable access to learning opportunities for all students,
including English Learners and students with special needs.
The principal understands school finance in California, including
relevant laws and regulations. The principal works collaboratively
with others in the school community to develop, implement and
monitor the school’s budget and expenditures, and reports
accurate and timely fiscal information to the LEA and the school
community. The principal prioritizes the use of school resources,
including the budget, to support the school’s vision, goals, and
growth plan. The principal understands financial recordkeeping
and accounting processes, and the use of current technologies for
financial management and business procedures.
The principal understands and implements federal, state, and
local laws, regulations and guidelines relating to public schools
4
systems to promote teaching
and learning
and the educational process. The principal understands
constitutional and related legal rights and protections for
students and staff and the administrator’s role in monitoring and
ensuring compliance with these rights and protections. The
principal understands legal issues and responsibilities related to
evolving technologies and the use of technology within the
instructional system. The principal implements legal, equitable,
and ethical procedures for evaluating, supervising, disciplining,
and dismissing staff. Where applicable, the principal establishes
legal, equitable, and ethical procedures for recruiting, selecting,
hiring, inducting, developing, and retaining staff. The principal
understands processes of labor relations and collective bargaining
in California, and contract implementation and management in
the local setting. The principal ensures that school practices and
procedures meet legal maintenance, health and safety
requirements, including ensuring student and staff safety,
building security, crisis planning, and emergency management.
Where applicable, the principal understands and implements
legal requirements relating to procedures and practices for
managing auxiliary services such as food service and student
transportation. The principal understands strategies for
responding effectively to unpredictable circumstances or
unintended consequences of decisions and/or school events.
Required Texts and Materials
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Kowalski, T. J. (Ed.). (2012). Case studies in educational leadership (6th ed.). Upper Saddle
River, NJ: Pearson Education, Inc.
In groups, students will also choose one book from the following list to present in class for
the Professional Reading Review assignment:
5
Grading Criteria
There are a total of 100 possible points for this course, broken down as follows:
Case Study A
Case Study B
Case Study C
Professional Reading Review (Book Group)
10 pts.
10 pts.
10 pts.
10 pts.
Final Assessment
20 pts.
Participation, Engagement, & Attendance (incl. punctuality)
5 pts.
End-of-Course Survey
10 pts.
TOTAL
Note: Please review assignment guidelines at the end of this syllabus.
Course Evaluation
Course Grade
A
B
C
D
F
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
6
Tentative Course Schedule
Week 1
Week 2
Week 3
August 29 (Monday)
August 29 (Monday)
Have read before
Due in class:
class:
• Draft of Case Study A
• Case Study A
*September 6 (TUESDAY)*
Have read before
class:
• Case Study B
Week 4
September 12 (Monday)
Have read before
class:
• Case Study C
Week 5
Due in class:
• Draft of Case Study B
• Book Group #1 Presentation
Due in class:
• Draft of Case Study C
• Book Group #2 Presentation
September 19 (Monday)
Due in class:
• Book Group #3 Presentation
August 29 (Monday)
Due by 7 a.m.:
• Final draft of Case
Study A
September 6
(TUESDAY)
Due by 7 a.m.:
• Final draft of Case
Study B
September 12
(Monday)
Due by 7 a.m.:
• Final draft of Case
Study C
December 2 (Friday)
Due by midnight:
• End-of-Course Survey
Be ready to complete in class:
• Final Assessment
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and
technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,
etc.) are not valid excuses for late or missing assignments. In the case of extreme
emergency requiring late submission of an assignment, students should contact the
instructor prior to the assignment due date to determine an alternate arrangement.
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
7
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other
scholarly literature,
 scan documents that can be submitted via Blackboard,
 create PowerPoint presentations,
 download, install, and run programs and updates as requested, and
 join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
8
EDAD 6600 ASSIGNMENT INSTRUCTIONS
Case Study A – 10 points
You will read Case Study A (Chapter # in Kowalski [2012]) and write a 3-5 page paper
answering the following questions related to the case:
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Case Study B – 10 points
You will read Case Study B (found on Blackboard) then follow the instructions below:
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
9
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Case Study B Citation:
Case Study C – 10 points
You will read Case Study C (Chapter # in Kowalski [2012]) and write a 3-5 page paper
answering the following questions related to the case:
This assignment will be graded as follows:
Clearly and fully answers each question posed in the case study
Includes references to specifics in the case
3-5 pages in length
Spelling and grammar
Use of APA format
TOTAL
5 pts.
2 pts.
1 pt.
1 pt.
1 pt.
10 pts.
Professional Reading Review – 10 points
(Book Group Presentation)
In a group, you will select a book from the course reading list and prepare and give a
presentation on the most important ideas from the reading.
This assignment will be graded as follows:
Clearly and fully presents the most important ideas from the reading
Incorporates a teaching activity
30-40 minutes in length, leaving time for questions
Professional presentation (e.g., good presentation skills, orderly
PowerPoint, all group members participate)
TOTAL
10
5 pts.
2 pts.
2 pts.
1 pt.
10 pts.
End-of-Course Survey – 10 points
An invitation to take this survey will come to your CSUB e-mail. After completing the survey,
take a screenshot of the page that says, “Thank you for your cooperation. Your results have been
sent,” and submit the screenshot on Blackboard.
If you submit a screenshot showing that you completed the end-of-course survey by the due date,
you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.
11
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6710
Leadership Development I
3 Semester Units
Fall 2016
Independent Study
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is
based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve
the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the
syllabus in a timely manner. Students are responsible for being aware of these changes.
Instructor:
Office:
Office Hours:
or by appointment
E-mail:
Phone:
Mission of the School of Social Sciences and Education
The mission of the School of Social Sciences and Education is to address local, regional, and state needs by
providing high quality undergraduate and graduate programs in the social sciences and education. We are
committed to advancing human development knowledge, encouraging healthy and productive lifestyles, and
enhancing the quality of life for all people, particularly those with emotional, learning, and physical
disabilities. We pledge to prepare future leaders, professionals, and community advocates. Together, we will
work toward increasing the community’s understanding and acceptance of complex social, racial, and gender
issues and toward creating positive social change. We will provide students with excellent classroom
instruction, faculty-guided research experiences, and experiential learning opportunities to prepare them for
career success and for lifelong learning to meet the changing demands of society. The faculty and staff of the
School of Social Sciences and Education are committed to supporting quality measures identified in the
CSUB vision statement featuring faculty academic excellence and diversity, the student experience,
community engagement, staff excellence and diversity, and organizational “best practices.”
Candidate Dispositions
Candidates preparing to work in schools as administrators or other professional school personnel know and
demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to
help all students learn.



Professional Collaboration: Candidates will participate in action-oriented collaboration that will
enable them to learn from others and provide leadership in partnerships with all stakeholders.
Reflective Practitioner: Candidates are reflective, life-long learners who apply problem solving
and critical thinking strategies and the respectful appreciation of differing points of view.
Ethical Professional: Candidates’ actions are based on accepted professional standards of
conduct and reflect insight and awareness with respect to diverse perspectives, opinions,
obligations, and ethical responsibilities of the profession.
1



Student/Client Centered: Candidates, throughout their programs, will prioritize the needs of the
students/clients they serve by maintaining trusting relationships built upon caring, nurturing
(respectful), and meaningful interactions.
Professional Leader: Candidates, throughout their programs, will be strong, determined,
professional leaders with a clear instructional focus using effective communication skills and a
willingness to take risks to ensure the advancement, safety, and welfare of all students in our
communities.
Professional Competence: Candidates will maintain high programmatic outcomes that reflect
research-based practices, principles of learning differentiation, and standards based instruction.
Course Description
Candidates will demonstrate proficiency in the application of theories and concepts to organizational
structures and processes that lead to school environments conducive to student success and staff satisfaction.
Candidates will assess and evaluate the multiple school sites as to their promotion and/or exercise of vision
and mission, climate, power and voice, motivation, and governance and decision-making. Candidates will
also participate in fieldwork experiences which help them to understand the different challenges faced by
school leaders in their daily work and how administrative duties relate to the California Professional
Standards for Educational Leaders (CPSEL).
Student Learning Outcomes
Student learning outcomes come from the CPSEL Content Expectations (CACEs) standards and are as
follows:
A-17.
A-20.
B-18.
D-3.
D-7.
D-8.
Network with other professionals to improve personal knowledge and skills necessary for
the job of a school administrator
Understand how to identify and access resources to help address difficult or complex
problems and issues that may arise
Support methods such as mentoring, coaching, observation, and feedback to promote
effective teaching and improve performance for all faculty and staff
Model self-improvement and related professional growth activities, and demonstrate
monitoring of improvement in one’s own performance
Understand strategies for building individual staff capacity through systems of support
and development, integrating opportunities for continuous learning into the educational
environment, and engaging faculty and staff in ongoing reflection and self-assessment
Model how to develop and implement a plan for self-improvement and continuous
learning; use various types of activities and resources to engage in effective professional
development; and reflect on personal leadership practices and their influence on others.
In addition, the educational administration program learning outcomes are based on the California
Professional Standards for Educational Leaders Performance Expectations (CAPEs) (edited for teacherleaders).
CAPE 1: Developing and
articulating a vision of teaching
and learning for the school
consistent with the Local
Education Agency’s (LEA)
overall vision and goals
The school-leader is able to facilitate the development of a vision
of teaching and learning specific to the school and its political,
social, economic, and cultural context that is consistent with the
local education agency’s vision and goals. The vision is studentcentered and based in data from multiple sources. The schoolleader facilitates the development of a mission statement to help
guide the school community towards implementation of the
2
CAPE 2: Developing a shared
commitment to the vision
among all members of the
school community
CAPE 3: Leading by example to
promote implementation of the
vision
CAPE 4: Sharing leadership
with others in the school
community
CAPE 5: promoting
implementation of K-12
standards, pedagogical skills,
effective instructional
practices, and student
assessments for content
instruction
CAPE 6: Evaluating, analyzing,
and providing feedback on the
effectiveness of classroom
instruction to promote student
learning and teacher
professional growth
vision. School program, plans and activities are integrated,
articulated through the school, and consistent with the vision.
The teacher-leader works collaboratively with all members of the
school community to develop a shared commitment to the
achievement of the school or project vision. The teacher-leader
understands the nature of school governance in California,
including the roles, responsibilities, and relationships of the
individual and organizational entities within the California
educational system. The teacher-leader communicates effectively
with various audiences and for various educational purposes,
including consensus-building and decision-making, to help
promote a shared sense of responsibility for the school mission
and vision.
The teacher-leader examines and responds to equity issues
related to race, diversity, poverty, and access in order to help the
school or project achieve the mission and vision. The teacherleader identifies potential barriers to accomplishing the vision
and effective ways to work with others to address and overcome
barriers. The teacher-leader holds him/herself and others
accountable for exhibiting personal and professional ethics,
integrity, justice, and fairness.
The teacher-leader builds trust and provides opportunities for
shared and distributed leadership among all members of the
school community or project, and promotes opportunities for all
members of the school community to engage in shared decision
making and problem solving in support of the school’s vision and
student learning.
The school-leader is knowledgeable about all of the K-12 student
academic content standards and the appropriate pedagogical
skills for teaching the content of the standards to K-12 students.
As the instructional leader of the school, the school-leader
promotes the use of the state-adopted K-12 standards as the
primary basis for classroom instruction and for student
assessments. The school-leader helps teachers, students, parents,
and community members understand the K-12 standards and
their relationship to accomplishing the school’s vision and goals.
The school-leader understands and can articulate principles of
effective instruction and appropriate student assessment
processes. The school-leader is also knowledgeable about the
state’s student assessment program and can explain the
assessment program and its intended outcomes to staff,
students, parents and the community. The school-leader
identifies and takes action to mitigate potential and actual
barriers to student learning.
The school-leader uses his/her knowledge of the K-12 student
academic content standards and appropriate instructional
practices to observe and evaluate classroom planning and
instruction in accordance with LEA policy and practices. As part of
the evaluation process, the school-leader analyzes evidence of
teacher effectiveness based on student work and student
learning outcomes. The school-leader communicates evaluative
3
CAPE 7: Demonstrating
understanding of the school
and community context,
including the instructional
implications of
cultural/linguistic,
socioeconomic, and political
factors
CAPE 8: Communicating with
the school community about
school-wide outcomes data
and improvement goals
feedback effectively, equitably, and on a timely basis to help
teachers improve instructional practices. The school-leader
models self-reflection and use of evidence to help teachers
develop these skills and practices as part of their daily planning,
instruction, and assessment activities with students. The schoolleader uses his/her knowledge of available instructional resources
and technologies to help provide support for improvements in
teaching and learning based on teacher and student needs. The
school-leader is knowledgeable about valid student assessment
processes and the development and use of appropriate classroom
assessment measures within a multiple measures, data- driven
decision making process.
The school leader understands the demographic of the school
community, including socioeconomic context, students and
family characteristics, cultural and linguistic diversity, and
political issues and uses this knowledge to help improve teaching
and learning. The school leader is knowledgeable about both
culturally-relevant instructional practices and instructional
practices grounded in first- and second-language acquisition
theories to support effective instruction for English learners,
economically, culturally, and/or linguistically diverse students,
students with special needs, and others. The school leader helps
teachers and staff access community resources, including parents
and other community members, to promote learning about
students and families, and to promote culturally and linguistically
inclusive instructional practices. The school leader helps teachers,
staff, and others understand that political factors within the
community that may affect the school’s instructional program,
and is proactive in providing information about the schools, its
needs, and its accomplishments within the larger political
environment. The school leader understands how classroom
structures, school and class scheduling, and grouping practices
affect student learning.
The school-leader communicates the school’s improvement goals
to students, teachers, parents, and the community and engages
in ongoing dialogue with all members of the school community
about progress towards meeting the goals. The school-leader
identifies, collects, analyzes, and uses multiple sources of data to
provide information for decision making in a variety of contexts,
including but not limited to student achievement, teacher
professional learning, the school climate, and the school’s
progress in achieving its goals. The school-leader organizes data
relating to achieving school-wide goals and outcomes in a manner
understandable to students, teachers, parents and the
community, and analyzes the data to indicate the degree of
progress being made towards the school’s goals. The schoolleader presents and discusses these data, including but not
limited to standardized achievement data, classroom and other
local assessments, with all members of the school community.
The school-leader helps all members of the school community
4
CAPE 9: Working with others to
identify student and school
needs and developing a databased school growth plan
CAPE 10: Implementing change
strategies based on current,
relevant theories and best
practices in school
improvement
CAPE 11: Identifying and using
available human, fiscal, and
material resources to
implement the school growth
plan
CAPE 12: Instituting a
collaborative, ongoing process
of monitoring and revising the
growth plan based on student
outcomes
CAPE 13: Modeling life-long
learning and job-related
professional growth
CAPE 14: Helping teachers
improve their individual
professional practice through
professional growth activities
articulate revised school improvement goals based on continuous
data analysis and reporting.
The teacher-leader is knowledgeable about theories and
strategies as well as best practices related to school improvement
and the management of change to accomplish the school growth
plan. The teacher-leader determines an appropriate evaluation
process to document progress towards achieving the school
growth plan and is able to work collaboratively with others to
identify and make needed changes based on multiple sources of
data, including student outcomes.
The teacher-leader is knowledgeable about theories and
strategies as well as best practices related to school improvement
and the management of change to accomplish the school growth
plan. The teacher-leader determines an appropriate evaluation
process to document progress towards achieving the school
growth plan and is able to work collaboratively with others to
identify and make needed changes based on multiple sources of
data, including student outcomes.
The teacher-leader is knowledgeable about a wide range of
resources to help implement the school growth plan, including
but not limited to human, fiscal, and material resources. The
teacher-leader identifies and seeks additional resources as
needed from a variety of sources, both within and outside of the
local community, to support the implementation of the school
growth plan.
The teacher-leader uses strategies for continuous progress
monitoring of the school’s growth plan and outcomes and
collaboratively engages others in the school community in using
those data for updating the school growth plan as needed. The
teacher-leader engages all members of the school community on
an ongoing basis in reflecting about student outcomes.
The teacher-leader models his/her own self-improvement and
professional learning and growth activities, and demonstrates
monitoring of improvement in his/her own performance over
time. The teacher-leader uses multiple sources of data to help
inform his/her own job-related professional growth plan. The
teacher-leader understands how to support, motivate, and
provide recognition to staff at various stages in their professional
careers.
The teacher-leader is knowledgeable about adult learning
principles and their use in designing, facilitating, and
implementing effective, motivating, and data-driven professional
growth activities for teachers. Professional growth activities are
focused on authentic situations and problems and on improving
student learning outcomes consistent with the school growth
plan. The teacher-leader is knowledgeable about induction
programs and support systems for beginning teachers, and about
individualized teacher support processes such as mentoring and
coaching. The teacher-leader uses data effectively to
collaboratively design differentiated professional development to
5
CAPE 16: Understanding and
managing the complex
interaction of all of the school’s
systems to promote teaching
and learning
CAPE 17: Developing,
implementing, and monitoring
the school’s budget
CAPE 19: Representing and
promoting the school’s
accomplishments and needs to
the LEA and the public
CAPE 20: Involving the
community in helping achieve
the school’s vision and goals
meet the needs of individual teachers as well as overall school
improvement goals.
The teacher-leader understands how to apply systems thinking to
set priorities and manage organizational complexity. The principal
applies research-based practices for establishing, monitoring, and
evaluating organizational structures, processes, and systems that
promote a culture of collaboration and respect.
The teacher-leader understands school finance in California,
including relevant laws and regulations. The teacher-leader works
collaboratively with others in the school community to develop,
implement and monitor the school’s budget and expenditures,
and reports accurate and timely fiscal information to the LEA and
the school community.
The teacher-leader serves as the spokesperson for the school, its
accomplishments and its needs, and advocates for the school
within the school community as well as to the external
community and the public. The teacher-leader demonstrates
public speaking, presentation, diplomacy, writing and advocacy
skills necessary to represent and promote the school, its
accomplishments and its needs to a wide variety of audiences
and contexts.
The teacher-leader understands the multiple connections
between the school, families and the community. The teacherleader encourages the involvement of the entire school
community in working towards achieving the school’s mission,
vision and goals. The teacher-leader understands and addresses
the diverse expectations, needs, aspirations, and goals of family
and community groups and uses this knowledge as a basis for
planning and decision making. The teacher-leader understands
and uses communication strategies effectively to reach out to the
broader community, including families, agencies, and community
organizations, to promote educational and organizational
improvement. The teacher-leader demonstrates skills and
strategies for trust building, team building, consensus building,
and conflict resolution and for promoting a sense of shared
responsibility among all members of the educational community.
Required Texts and Materials
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Grogan, M. (Ed.). (2013). The Jossey-Bass Reader on Educational Leadership (3rd ed.). San Francisco, CA:
Jossey-Bass.
6
Grading Criteria
There are a total of 200 possible points for this course, broken down as follows:
Reading Reflections
2 @ 50 pts. each
Shadowing Log
40 pts.
Organizational Scan – Part I
50 pts.
End-of-Course Survey
10 pts.
TOTAL
200 pts.
Note: Please review assignment guidelines at the end of this syllabus.
Course Evaluation
Course Grade
A
B
C
D
F
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and technology
problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid
excuses for late or missing assignments. In the case of extreme emergency requiring late submission
of an assignment, students should contact the instructor prior to the assignment due date to determine
an alternate arrangement.
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other scholarly
literature,
 scan documents that can be submitted via Blackboard,
 create PowerPoint presentations,
 download, install, and run programs and updates as requested, and
 join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services for Students
with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at
661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office
7
documenting that you have a disability, please present the letter to me during my office hours as soon as
possible so we can discuss the specific accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services for Students
with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at
661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office
documenting that you have a disability, please present the letter to me during my office hours so we can
discuss the specific accommodations that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity. Academic
dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or
obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the
misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist
of handing in someone else’s work as one’s own, copying or purchasing a pre-written composition and
claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without
giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate
citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the
same paper or other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
Professional Liability Insurance
As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students
in various fields to purchase Professional Liability Insurance. This fee may be paid at the
Cashier’s window or online.
Tentative Course Schedule
EDAD 6710 – Leadership Development I
October 3 (Monday)
Due by 7 a.m.:
 Reading Reflection #1 (Part Four of the Jossey-Bass Reader)
November 14 (Monday)
Due by 7 a.m.:
 Reading Reflection #2 (Part One of the Jossey-Bass Reader)
November 28 (Monday)
Due by 7 a.m.:
 Organizational Scan – Part I
December 2 (Friday)
Due by midnight:
 End-of-Course Survey
December 5 (Monday)
Due by 7 a.m.:
 Shadowing Log
8
EDAD 6710 ASSIGNMENT INSTRUCTIONS
Reading Reflections – 2 @ 50 points each
The purpose of the reading reflections is to keep track of the important ideas you glean from your course
readings in order to use them later to complete the Organizational Scan. Use the template found on
Blackboard to record and reflect on what you have read. The course text is divided into parts that are further
divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester.
You will complete one reading reflection template for each of the parts of the book, and you should have a
minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for
observations as needed.
The first reading reflection will include all of the chapters in Part Four: Leadership for Learning of The
Jossey-Bass Reader on Educational Leadership.
 Chapter 18: Three Capabilities for Student-Centered Leadership, Robinson, V.
 Chapter 19: The Leader’s Role in Developing Teacher Expertise, Fink, S., & Markholt, A.
 Chapter 20: Managing School Leadership Teams, Bambrick-Santoyo, P.
 Chapter 21: How to Harness Family and Community Energy, Gordon, M. F., & Seashore Louis, K.
 Chapter 22: Leadership as Stewardship, Sergiovanni, T. J.
The second reading reflection will include all of the chapters in Part One: The Principles of Leadership of
The Jossey-Bass Reader on Educational Leadership.
 Chapter 1: “Give Me a Lever Long Enough…and Single-Handed I Can Move the World,”
Senge, P. M.
 Chapter 2: The Nature of Leadership, Gardner, J. W.
 Chapter 3: The Unheroic Side of Leadership, Murphy, J. T.
 Chapter 4: Becoming a Trustworthy Leader, Tschannen-Moran, M.
 Chapter 5: Presence, Starratt, R. J.
 Chapter 6: Educational Leadership Policy Standards: ISLLC 2008 (Please read this chapter but you
do not have to write a reading reflection for it, just for the other five chapters.)
This assignment will be graded as follows:
Completes template for each chapter in the assigned part of the book
Includes a minimum of 5 important ideas from each chapter
Provides thoughtful analysis of each important idea
Relates each important idea to at least 1 school included in the Organizational Scan
Spelling and grammar
Use of APA format
TOTAL
9
5
5 pts.
15 pts.
15 pt.
5 pt.
5 pt.
50 pts.
Shadowing Log – 40 points
The purpose of the shadowing experience is to gain a broad understanding of the different challenges in the
daily life of a school leader and to help you collect data for your Organizational Scan. You will shadow two
different credentialed administrators for 5 hours each (for a total of 10 shadowing hours) at two different
school-level sites (e.g., one elementary site, one secondary site, or a district office). One of the administrators
you shadow may be your own site mentor or another administrator at your site.
You will record your shadowing experiences with the administrators you are shadowing in the Shadowing
Log, which is available on Blackboard. In the Shadowing Log, you will describe the activities you witnessed
or participated in during your shadowing experiences and how they relate to the CPSEL. When you have
finished each shadowing experience, make sure to get the respective administrator’s signature in the
Shadowing Log. Then scan the signed log and submit it on Blackboard.
This assignment will be graded as follows:
Completion of 5 hours of shadowing at Site #1
Description of shadowing activities at Site #1
Relation of shadowing activities to CPSEL at Site #1
Completion of 5 hours of shadowing at Site #2
Description of shadowing activities at Site #2
Relation of shadowing activities to CPSEL at Site #2
TOTAL
10
10
5 pts.
5 pts.
10
5 pts.
5 pts.
40 pts.
Organizational Scan, Part I – 50 points
The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual
organizational structures and processes of schools. Your final product will be a written analysis of
“comparative data” collected from four different schools. A highly proficient analysis will link important
course concepts and literature to the observations and data. You are required to compare data from four (4)
school settings—your own school, a school where you have shadowed the administrator, and two other
schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all
times. You will also attach photos and artifacts to your paper that make your narrative more vivid.
Part I of you Organizational Scan should include:

Context/School Data: Describe the local school neighborhood. Look for all the things you would
want to know about this site if you were the newly assigned administrator. Examine the
demographics of students, teachers, and parents; compare the neighborhood demographics with the
school’s demographics. Your data might include gender, race, educational and economic level, parent
employment, and mobility factors. You will find good information on the school, district, and state
web sites. Do not include all the data you see—be selective and consider developing charts and
graphs of the important factors you want to discuss. Any chart should have a narrative explanation
that tells the reader why the information is interesting.

School Climate: Enter each school as a “stranger.” How would you describe the personality of the
school? What do people notice first? Talk about the physical structure—how do children and their
parents experience the building itself? What are your first impressions when you walk in the door, the
main office, the principal’s office, the corridors, the teacher’s workroom/lounge? Think about the
experience of being in the school for the first time as a new teacher, a new student, or new parents.
Talk about the relationships among various groups connected to the school and the overall morale of
those groups.

Vision & Mission: What is the vision and mission of the school? How was the mission developed?
To what degree is the school’s vision and mission part of regular discussions among faculty? How is
the vision/mission communicated to the various stakeholders of the school? In what ways do school
goals connect to the vision/mission? What evidence can you find (symbolic or actual) of the vision
and mission in action?
All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have
one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages
devoted to each topic outlined above), not including cover page and references. All aspects of the paper must
adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the
points made in your paper.
The Organizational Scan will be graded as follows:
(A) 90 – 100 pts.
Clearly demonstrates all expected student outcomes.
Substantive data collected from each site for all categories.
Observations are connected to appropriate literature.
Literature connections show reading beyond required course literature.
11
Attention to producing the highest quality product is evident—carefully edited, quality layout, APA
standards followed, etc.
(B) 80 – 89 pts.
Clearly demonstrates most expected student outcomes.
Data are presented for each category, but not for all sites.
Syntheses and analyses meet/exceed standards.
Appropriate application of course literature.
Attention to quality evident.
(C) 70 – 79 pts.
Expected student outcomes are somewhat evident, but not as clearly demonstrated.
Data are presented but not adequately synthesized or analyzed.
Literature connections are missing or questionable.
Quality may be less evident.
End-of-Course Survey – 10 points
An invitation to take this survey will come to your CSUB e-mail. After completing the survey, take a
screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit
the screenshot on Blackboard.
If you submit a screenshot showing that you completed the end-of-course survey by the due date, you will
earn 10 points. If you do not meet these requirements, you will be awarded zero points.
12
READING REFLECTIONS
The purpose of the reading reflections is to keep track of the important ideas you glean from your course readings in
order to use them later to complete the Organizational Scan. Use this template to record and reflect on what you
have read. The course text is divided into parts that are further divided in chapters. You will be assigned to read two
parts of the book (5-6 chapters each) this semester. You will complete one reading reflection template for each of
the parts of the book, and you should have a minimum of 5 observations from each of the chapters you are assigned
to read. You may add lines for observations as needed.
EXAMPLE ENTRY
Source in APA Format
Sergiovanni, T. J. (2013). Leadership as stewardship: “Who’s serving who?”. In M. Grogan (Ed.), The Jossey-Bass
Reader on Educational Leadership (pp. 372-389). San Francisco, CA: Jossey-Bass.
Analysis and Significant Learning:
Page
Quote or Important Idea
How does this relate to your Organizational Scan?
#
383
Power over and power to:
This is a way of describing leaders who work as
micro-managing dictators versus leaders who believe
 Power over emphasizes controlling what
people do, when they do it, and how they in employees’ abilities to contribute their own ideas
and ways of doing things. A power to leader is much
do it.
more likely to get buy-in from her or his teachers.
 Power to views power as a source of
energy for achieving shared goals and
At the second school I studied for my organizational
purposes.
scan (School B), the principal mandates a dictated
curriculum, so teachers feel that the administration
Indeed, when empowerment is successfully
does not trust their skills and judgment in their own
practiced, administrators exchange power over
classrooms. The teachers at this school do not feel
for power to.
empowered because they are not free to do what
makes sense to them. Their principal is definitely a
power over kind of leader, to the detriment of his
faculty and, therefore, the school.
Source in APA Format
Page
#
Analysis and Significant Learning:
How does this relate to your Organizational Scan?
Quote or Important Idea
13
SHADOWING LOG
The purpose of the shadowing experience is to gain a broad understanding of the different challenges in the daily life
of a school leader. Use this form to plan and record your shadowing experiences with the administrators you are
shadowing. This form will be used to list the activities you witnessed or participated in during your shadowing
experiences. You may add or delete rows as needed. When you have finished each shadowing experience, make sure
to get the respective administrator’s signature on this form. Then scan the signed form and submit it on Blackboard.
You will shadow two different credentialed administrators for 5 hours each (for a total of 10 shadowing hours) at two
different school-level sites (e.g., one elementary site, one secondary site, or a district office). One of the
administrators you shadow may be your own site mentor or another administrator at your site.
EXAMPLE LOG
Name of Candidate: Olivia Shaw
Shadowing Site #1
(Name of school/district):
Date Completed:
Name and Title of Shadowed Administrator:
McCloud Middle School
Northwest School District
November 20, 2016
Administrator Phone Number:
Administrator E-mail Address:
661-837-6660
[email protected]
Michelle Ornales, Vice Principal
Signature of Administrator Shadowed:
SHADOWING LOG
Activity
Program planning
(Technology in education
integration)
Observed VP running a 504
planning meeting for a
student with a health
condition
Date
10/23/15
Hours
1.5
10/30/15
1
Reflection on Activities:
(Relate your learning to the CPSEL)
VP met with district technology coordinator to discuss computerbased intervention subscriptions. VP questioned subscription
requisition process and possibility of switching to shorter
subscriptions to save money with the intention to expand the
program for more students. The principal was exemplifying CPSEL 3
(Management and Learning Environment), in which she showed that
she was fiscally managing the programs offered at MMS while also
looking to increase programs for all students who could benefit from
them.
VP reviewed the process for writing a 504 medical plan. The VP,
school nurse, parent, and general education teacher were all present.
Reviewed medical reasons, discussed the modifications, and created
a plan. This process exemplified CPSEL 4A-5 (facilitate a reciprocal
relationship with families that encourages them to assist the school
and to participate in opportunities that extend their capacity to
support students), as the VP was engaging the parent in the process
of helping the school set up a procedure to help the student function
in the learning environment.
14
Name of Candidate:
Shadowing Site #1
(Name of school/district):
Date Completed:
Name of Shadowed Administrator:
Administrator Phone Number:
Administrator E-mail Address:
Signature of Administrator Shadowed:
SHADOWING LOG
Activity
Date
Reflection on Activities:
(Relate your learning to the CPSEL)
Hours
Name of Candidate:
Shadowing Site #2
(Name of school/district):
Date Completed:
Name of Shadowed Administrator:
Administrator Phone Number:
Administrator E-mail Address:
Signature of Administrator Shadowed:
SHADOWING LOG
Activity
Date
Hours
Reflection on Activities:
(Relate your learning to the CPSEL)
15
ORGANIZATIONAL SCAN
Studying Educational Organizations for Leadership Development
The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual
organizational structures and processes of schools. Your final product will be a written analysis of “comparative data”
collected from four different schools. A highly proficient analysis will link important course concepts and literature to
the observations and data. You are required to compare data from four (4) school settings—your own school, a
school where you have shadowed the administrator, and two other schools. Do not use actual names of individuals
or the schools—do your best to blind the identities at all times. You will also attach photos and artifacts to your
paper that make your narrative more vivid.
Note: The assignment requires you to shadow an administrator from a school site other than your own for one day,
find data from web sites, and practice skills of observation, deep listening, provocative questioning, and sleuthing.
Suggestion: Ask lots of unexpected questions in informal settings to gain insights. Do everything you can to protect
the identity of people and schools at all times.
Performance Outcome:
Students will demonstrate proficiency in the application of theories and concepts to organizational structures and
processes that lead to school environments conducive to student success and staff satisfaction.
PART I (Draft due: Monday, November 28th, by 7 a.m.)
Context/School Data: Describe the local school neighborhood. Look for all the things you would want to know about
this site if you were the newly assigned administrator. Examine the demographics of students, teachers, and parents;
compare the neighborhood demographics with the school’s demographics. Your data might include gender, race,
educational and economic level, parent employment, and mobility factors. You will find good information on the
school, district, and state web sites. Do not include all the data you see—be selective and consider developing charts
and graphs of the important factors you want to discuss. Any chart should have a narrative explanation that tells the
reader why the information is interesting.
School Climate: Enter each school as a “stranger.” How would you describe the personality of the school? What do
people notice first? Talk about the physical structure—how do children and their parents experience the building
itself? What are your first impressions when you walk in the door, the main office, the principal’s office, the
corridors, the teacher’s workroom/lounge? Think about the experience of being in the school for the first time as a
new teacher, a new student, or new parents. Talk about the relationships among various groups connected to the
school and the overall morale of those groups.
Vision & Mission: What is the vision and mission of the school? How was the mission developed? To what degree is
the school’s vision and mission part of regular discussions among faculty? How is the vision/mission communicated
to the various stakeholders of the school? In what ways do school goals connect to the vision/mission? What
evidence can you find (symbolic or actual) of the vision and mission in action?
PART II (Draft due: Monday, April 17, by 7 a.m.)
Power & Voice: How does “power” work at each site? For example, do administrators practice “power-over or
power-with?” Are there individuals or subgroups that have informal power in the school? How does it show? Is there
evidence of individuals or groups who try to have a voice but are ignored? What kind of access and inclusion do
parents and community members have?
16
Motivation: How would you describe the motivation/efficacy of the individuals at each site? To what degree do you
perceive commitment as opposed to compliance? Can you discern how the principal’s view of motivation is
demonstrated in her/his relationship with the faculty?
School Governance/Decision-Making Processes: How are important educational decisions made at each site? What
evidence can you find of hierarchies, empowerment, shared decision-making, or teacher leadership? How do
students and parents get involved?
PART III (Due: Monday, May 1, by 7 a.m.)
After completing Parts I and II of the Organizational Scan, make any revisions suggested by your instructor(s) to both
parts. Then answer the questions below and add them to your paper. After completing both of the above tasks, post
the entire assignment (Parts I and II [revised] and Part III) as a single paper on Blackboard.
Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would you describe the
leadership opportunities and challenges in each of these school settings? If you were assigned to be the principal of
either setting, what would you value, what would you want to change, and why? Be sure to support your
explanations with course literature and concepts.
Instructions for the Written Assignment:
All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have one-inch
margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages devoted to each topic
outlined above), not including cover paper and references. All aspects of the paper must adhere to APA (6th ed.) style
guidelines. You should also include visual aids which provide evidence for the points made in your paper.
The Organizational Scan will be graded as follows:
(A) 90 – 100 pts.
Clearly demonstrates all expected student outcomes.
Substantive data collected from each site for all categories.
Observations are connected to appropriate literature.
Literature connections show reading beyond required course literature.
Attention to producing the highest quality product is evident—carefully edited, quality layout, APA standards
followed, etc.
(B) 80 – 89 pts.
Clearly demonstrates most expected student outcomes.
Data are presented for each category, but not for all sites.
Syntheses and analyses meet/exceed standards.
Appropriate application of course literature.
Attention to quality evident.
(C) 70 – 79 pts.
Expected student outcomes are somewhat evident, but not as clearly demonstrated.
Data are presented but not adequately synthesized or analyzed.
Literature connections are missing or questionable.
Quality may be less evident.
17
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6720
Leadership Development II
3 Semester Units
Spring 2017
Independent Study
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this course. It is
based upon the most recent information available on the date of its issuance and is as accurate and complete as possible. I reserve
the right to make any changes I deem necessary and/or appropriate. I will make my best effort to communicate any changes in the
syllabus in a timely manner. Students are responsible for being aware of these changes.
Instructor:
Office:
Office Hours:
or by appointment
E-mail:
Phone:
Course Description
Candidates will assess, create, implement, and evaluate an induction plan designed to meet their needs as
instructional leaders. The induction plan includes assessment of the candidate’s professional development
needs, interests, job responsibilities, learning and management styles, leadership dispositions, and career
goals. Students will determine their progress in relationship to the California Professional Standards for
Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL Performance
Expectations (CAPEs). Using the pre-assessments and analysis of standards, students will design their
individual plans, which include fieldwork components, to become school leaders. Students will participate in
seminars, case study analysis, and other types of activities that will help them implement their induction
plan’s goals. A post-assessment and reflection will evaluate the growth of each individual.
Student Learning Outcomes
Student learning outcomes come from the CPSEL Content Expectations (CACEs) standards and are as
follows:
A-17.
A-20.
B-18.
D-3.
D-7.
D-8.
Network with other professionals to improve personal knowledge and skills necessary for
the job of a school administrator
Understand how to identify and access resources to help address difficult or complex
problems and issues that may arise
Support methods such as mentoring, coaching, observation, and feedback to promote
effective teaching and improve performance for all faculty and staff
Model self-improvement and related professional growth activities, and demonstrate
monitoring of improvement in one’s own performance
Understand strategies for building individual staff capacity through systems of support
and development, integrating opportunities for continuous learning into the educational
environment, and engaging faculty and staff in ongoing reflection and self-assessment
Model how to develop and implement a plan for self-improvement and continuous
learning; use various types of activities and resources to engage in effective professional
development; and reflect on personal leadership practices and their influence on others.
In addition, the educational administration program learning outcomes are based on the California
Professional Standards for Educational Leaders Performance Expectations (CAPEs) (edited for teacherleaders).
CAPE 1: Developing and
articulating a vision of teaching
and learning for the school
consistent with the Local
Education Agency’s (LEA)
overall vision and goals
CAPE 2: Developing a shared
commitment to the vision
among all members of the
school community
CAPE 3: Leading by example to
promote implementation of the
vision
The school-leader is able to facilitate the development of a vision
of teaching and learning specific to the school and its political,
social, economic, and cultural context that is consistent with the
local education agency’s vision and goals. The vision is studentcentered and based in data from multiple sources. The schoolleader facilitates the development of a mission statement to help
guide the school community towards implementation of the
vision. School program, plans and activities are integrated,
articulated through the school, and consistent with the vision.
The teacher-leader works collaboratively with all members of the
school community to develop a shared commitment to the
achievement of the school or project vision. The teacher-leader
understands the nature of school governance in California,
including the roles, responsibilities, and relationships of the
individual and organizational entities within the California
educational system. The teacher-leader communicates effectively
with various audiences and for various educational purposes,
including consensus-building and decision-making, to help
promote a shared sense of responsibility for the school mission
and vision.
The teacher-leader examines and responds to equity issues
related to race, diversity, poverty, and access in order to help the
school or project achieve the mission and vision. The teacherleader identifies potential barriers to accomplishing the vision
and effective ways to work with others to address and overcome
barriers. The teacher-leader holds him/herself and others
CAPE 4: Sharing leadership
with others in the school
community
CAPE 5: promoting
implementation of K-12
standards, pedagogical skills,
effective instructional
practices, and student
assessments for content
instruction
CAPE 6: Evaluating, analyzing,
and providing feedback on the
effectiveness of classroom
instruction to promote student
learning and teacher
professional growth
CAPE 7: Demonstrating
understanding of the school
and community context,
including the instructional
implications of
cultural/linguistic,
socioeconomic, and political
factors
accountable for exhibiting personal and professional ethics,
integrity, justice, and fairness.
The teacher-leader builds trust and provides opportunities for
shared and distributed leadership among all members of the
school community or project, and promotes opportunities for all
members of the school community to engage in shared decision
making and problem solving in support of the school’s vision and
student learning.
The school-leader is knowledgeable about all of the K-12 student
academic content standards and the appropriate pedagogical
skills for teaching the content of the standards to K-12 students.
As the instructional leader of the school, the school-leader
promotes the use of the state-adopted K-12 standards as the
primary basis for classroom instruction and for student
assessments. The school-leader helps teachers, students, parents,
and community members understand the K-12 standards and
their relationship to accomplishing the school’s vision and goals.
The school-leader understands and can articulate principles of
effective instruction and appropriate student assessment
processes. The school-leader is also knowledgeable about the
state’s student assessment program and can explain the
assessment program and its intended outcomes to staff,
students, parents and the community. The school-leader
identifies and takes action to mitigate potential and actual
barriers to student learning.
The school-leader uses his/her knowledge of the K-12 student
academic content standards and appropriate instructional
practices to observe and evaluate classroom planning and
instruction in accordance with LEA policy and practices. As part of
the evaluation process, the school-leader analyzes evidence of
teacher effectiveness based on student work and student
learning outcomes. The school-leader communicates evaluative
feedback effectively, equitably, and on a timely basis to help
teachers improve instructional practices. The school-leader
models self-reflection and use of evidence to help teachers
develop these skills and practices as part of their daily planning,
instruction, and assessment activities with students. The schoolleader uses his/her knowledge of available instructional resources
and technologies to help provide support for improvements in
teaching and learning based on teacher and student needs. The
school-leader is knowledgeable about valid student assessment
processes and the development and use of appropriate classroom
assessment measures within a multiple measures, data- driven
decision making process.
The school leader understands the demographic of the school
community, including socioeconomic context, students and
family characteristics, cultural and linguistic diversity, and
political issues and uses this knowledge to help improve teaching
and learning. The school leader is knowledgeable about both
culturally-relevant instructional practices and instructional
practices grounded in first- and second-language acquisition
CAPE 8: Communicating with
the school community about
school-wide outcomes data
and improvement goals
CAPE 9: Working with others to
identify student and school
needs and developing a databased school growth plan
CAPE 10: Implementing change
strategies based on current,
relevant theories and best
practices in school
improvement
CAPE 11: Identifying and using
available human, fiscal, and
theories to support effective instruction for English learners,
economically, culturally, and/or linguistically diverse students,
students with special needs, and others. The school leader helps
teachers and staff access community resources, including parents
and other community members, to promote learning about
students and families, and to promote culturally and linguistically
inclusive instructional practices. The school leader helps teachers,
staff, and others understand that political factors within the
community that may affect the school’s instructional program,
and is proactive in providing information about the schools, its
needs, and its accomplishments within the larger political
environment. The school leader understands how classroom
structures, school and class scheduling, and grouping practices
affect student learning.
The school-leader communicates the school’s improvement goals
to students, teachers, parents, and the community and engages
in ongoing dialogue with all members of the school community
about progress towards meeting the goals. The school-leader
identifies, collects, analyzes, and uses multiple sources of data to
provide information for decision making in a variety of contexts,
including but not limited to student achievement, teacher
professional learning, the school climate, and the school’s
progress in achieving its goals. The school-leader organizes data
relating to achieving school-wide goals and outcomes in a manner
understandable to students, teachers, parents and the
community, and analyzes the data to indicate the degree of
progress being made towards the school’s goals. The schoolleader presents and discusses these data, including but not
limited to standardized achievement data, classroom and other
local assessments, with all members of the school community.
The school-leader helps all members of the school community
articulate revised school improvement goals based on continuous
data analysis and reporting.
The teacher-leader is knowledgeable about theories and
strategies as well as best practices related to school improvement
and the management of change to accomplish the school growth
plan. The teacher-leader determines an appropriate evaluation
process to document progress towards achieving the school
growth plan and is able to work collaboratively with others to
identify and make needed changes based on multiple sources of
data, including student outcomes.
The teacher-leader is knowledgeable about theories and
strategies as well as best practices related to school improvement
and the management of change to accomplish the school growth
plan. The teacher-leader determines an appropriate evaluation
process to document progress towards achieving the school
growth plan and is able to work collaboratively with others to
identify and make needed changes based on multiple sources of
data, including student outcomes.
The teacher-leader is knowledgeable about a wide range of
resources to help implement the school growth plan, including
material resources to
implement the school growth
plan
CAPE 12: Instituting a
collaborative, ongoing process
of monitoring and revising the
growth plan based on student
outcomes
CAPE 13: Modeling life-long
learning and job-related
professional growth
CAPE 14: Helping teachers
improve their individual
professional practice through
professional growth activities
CAPE 16: Understanding and
managing the complex
interaction of all of the school’s
systems to promote teaching
and learning
CAPE 17: Developing,
implementing, and monitoring
the school’s budget
CAPE 19: Representing and
promoting the school’s
accomplishments and needs to
the LEA and the public
but not limited to human, fiscal, and material resources. The
teacher-leader identifies and seeks additional resources as
needed from a variety of sources, both within and outside of the
local community, to support the implementation of the school
growth plan.
The teacher-leader uses strategies for continuous progress
monitoring of the school’s growth plan and outcomes and
collaboratively engages others in the school community in using
those data for updating the school growth plan as needed. The
teacher-leader engages all members of the school community on
an ongoing basis in reflecting about student outcomes.
The teacher-leader models his/her own self-improvement and
professional learning and growth activities, and demonstrates
monitoring of improvement in his/her own performance over
time. The teacher-leader uses multiple sources of data to help
inform his/her own job-related professional growth plan. The
teacher-leader understands how to support, motivate, and
provide recognition to staff at various stages in their professional
careers.
The teacher-leader is knowledgeable about adult learning
principles and their use in designing, facilitating, and
implementing effective, motivating, and data-driven professional
growth activities for teachers. Professional growth activities are
focused on authentic situations and problems and on improving
student learning outcomes consistent with the school growth
plan. The teacher-leader is knowledgeable about induction
programs and support systems for beginning teachers, and about
individualized teacher support processes such as mentoring and
coaching. The teacher-leader uses data effectively to
collaboratively design differentiated professional development to
meet the needs of individual teachers as well as overall school
improvement goals.
The teacher-leader understands how to apply systems thinking to
set priorities and manage organizational complexity. The principal
applies research-based practices for establishing, monitoring, and
evaluating organizational structures, processes, and systems that
promote a culture of collaboration and respect.
The teacher-leader understands school finance in California,
including relevant laws and regulations. The teacher-leader works
collaboratively with others in the school community to develop,
implement and monitor the school’s budget and expenditures,
and reports accurate and timely fiscal information to the LEA and
the school community.
The teacher-leader serves as the spokesperson for the school, its
accomplishments and its needs, and advocates for the school
within the school community as well as to the external
community and the public. The teacher-leader demonstrates
public speaking, presentation, diplomacy, writing and advocacy
skills necessary to represent and promote the school, its
accomplishments and its needs to a wide variety of audiences
and contexts.
CAPE 20: Involving the
community in helping achieve
the school’s vision and goals
The teacher-leader understands the multiple connections
between the school, families and the community. The teacherleader encourages the involvement of the entire school
community in working towards achieving the school’s mission,
vision and goals. The teacher-leader understands and addresses
the diverse expectations, needs, aspirations, and goals of family
and community groups and uses this knowledge as a basis for
planning and decision making. The teacher-leader understands
and uses communication strategies effectively to reach out to the
broader community, including families, agencies, and community
organizations, to promote educational and organizational
improvement. The teacher-leader demonstrates skills and
strategies for trust building, team building, consensus building,
and conflict resolution and for promoting a sense of shared
responsibility among all members of the educational community.
Required Text and Materials
Grogan, M. (Ed.). (2013). The Jossey-Bass Reader on Educational Leadership (3rd ed.). San Francisco, CA:
Jossey-Bass.
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Grading Criteria
There are a total of 200 possible points for this course, broken down as follows:
Reading Reflections
2 @ 50 pts. each
Organizational Scan – Part II
50 pts.
Organizational Scan – Part III
40 pts.
End-of-Course Survey
10 pts.
TOTAL
200 pts.
Note: Please review assignment guidelines at the end of this syllabus.
Course Evaluation
Course Grade
A
B
C
D
F
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
Tentative Course Schedule
EDAD 6720 – Leadership Development II
February 27 (Monday)
Due by 7 a.m.:
 Reading Reflection #1 (Part Three of the Jossey-Bass Reader)
April 3 (Monday)
Due by 7 a.m.:
 Reading Reflection #2 (Part Two of the Jossey-Bass Reader)
April 17 (Monday)
Due by 7 a.m.:
 Organizational Scan – Part II
May 1 (Monday)
Due by 7 a.m.:
 Organizational Scan – Part III
May 5 (Friday)
Due by midnight:
 End-of-Course Survey
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and technology
problems (e.g., frozen hard drive, lost flash drive, broken Internet connection, etc.) are not valid
excuses for late or missing assignments. In the case of extreme emergency requiring late submission
of an assignment, students should contact the instructor prior to the assignment due date to determine
an alternate arrangement.
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other scholarly
literature,
 scan documents that can be submitted via Blackboard,
 create PowerPoint presentations,
 download, install, and run programs and updates as requested, and
 join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services for Students
with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and they may be reached at
661-654-3360 (voice), or 661-654-6288 (TDD). If you have an accommodations letter from the SSD Office
documenting that you have a disability, please present the letter to me during my office hours as soon as
possible so we can discuss the specific accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services for Students
with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and they may be reached at
661-952-5061 (voice) or 661-952-5120 (tdd). If you have an accommodation letter from the SSD Office
documenting that you have a disability, please present the letter to me during my office hours so we can
discuss the specific accommodations that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity. Academic
dishonesty (cheating) is a broad category of actions that involve fraud and deception to improve a grade or
obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which consists of the
misuse of published or unpublished works of another by claiming them as one’s own. Plagiarism may consist
of handing in someone else’s work as one’s own, copying or purchasing a pre-written composition and
claiming it as one’s own, using paragraphs, sentences, phrases, words or ideas written by another without
giving appropriate citation, or using data and/or statistics compiled by another without giving appropriate
citation. Another example of academic dishonesty (cheating) is the submission of the same, or essentially the
same paper or other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
EDAD 6720 ASSIGNMENT INSTRUCTIONS
Reading Reflections – 2 @ 50 points each
The purpose of the reading reflections is to keep track of the important ideas you glean from your course
readings in order to use them later to complete the Organizational Scan. Use the template found on
Blackboard to record and reflect on what you have read. The course text is divided into parts that are further
divided in chapters. You will be assigned to read two parts of the book (5-6 chapters each) this semester.
You will complete one reading reflection template for each of the parts of the book, and you should have a
minimum of 5 observations from each of the chapters you are assigned to read. You may add lines for
observations as needed.
Reading Reflection #1 will include all of the chapters in Part Three: Culture and Change of The Jossey-Bass
Reader on Educational Leadership.
 Chapter 12: Culture in Question, Barth, R. S.
 Chapter 13: Introduction, Fullan, M.
 Chapter 14: Conclusion, Wagner, T., & Kegan, R.
 Chapter 15: How to Reach High Performance, Leithwood, K., Harris, A., & Strauss, T.
 Chapter 16: Eight Roles of Symbolic Leaders, Deal, T. E., & Peterson, K. D.
 Chapter 17: Risk, Barth, R. S.
Reading Reflection #2 will include all of the chapters in Part Two: Leadership for Social Justice of The
Jossey-Bass Reader on Educational Leadership.
 Chapter 7: Lessons Learned (Franco, C. S., Guiterrez Ott, M., & Robles, D. P.
 Chapter 8: A New Way, Grogan, M., & Shakeshaft, C.
 Chapter 9: Why G Quotient Leadership Works, Snyder, K.
 Chapter 10: Engaging in Educational Leadership, Benham, M., & Murakami, E. T.
 Chapter 11: The Role of Special Education Training in the Development of Socially Just Leaders,
Pazey, B. L., & Cole, H. A.
This assignment will be graded as follows:
Completes template for each chapter in the assigned part of the book
Includes a minimum of 5 important ideas from each chapter
Provides thoughtful analysis of each important idea
Relates each important idea to at least 1 school included in the Organizational Scan
Spelling and grammar
Use of APA format
TOTAL
5
5 pts.
15 pts.
15 pt.
5 pt.
5 pt.
50 pts.
Organizational Scan Part II – 50 points
The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual
organizational structures and processes of schools. Your final product will be a written analysis of
“comparative data” collected from four different schools. A highly proficient analysis will link important
course concepts and literature to the observations and data. You are required to compare data from four (4)
school settings—your own school, a school where you have shadowed the administrator, and two other
schools. Do not use actual names of individuals or the schools—do your best to blind the identities at all
times. You will also attach photos and artifacts to your paper that make your narrative more vivid.
Part II of you Organizational Scan should include:

Power & Voice: How does “power” work at each site? For example, do administrators practice
“power-over or power-with?” Are there individuals or subgroups that have informal power in the
school? How does it show? Is there evidence of individuals or groups who try to have a voice but are
ignored? What kind of access and inclusion do parents and community members have?

Motivation: How would you describe the motivation/efficacy of the individuals at each site? To
what degree do you perceive commitment as opposed to compliance? Can you discern how the
principal’s view of motivation is demonstrated in her/his relationship with the faculty?

School Governance/Decision-Making Processes: How are important educational decisions made at
each site? What evidence can you find of hierarchies, empowerment, shared decision-making, or
teacher leadership? How do students and parents get involved?
All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have
one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages
devoted to each topic outlined above), not including cover page and references. All aspects of the paper must
adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence for the
points made in your paper.
The Organizational Scan will be graded as follows:
(A) 90 – 100 pts.
Clearly demonstrates all expected student outcomes.
Substantive data collected from each site for all categories.
Observations are connected to appropriate literature.
Literature connections show reading beyond required course literature.
Attention to producing the highest quality product is evident—carefully edited, quality layout, APA
standards followed, etc.
(B) 80 – 89 pts.
Clearly demonstrates most expected student outcomes.
Data are presented for each category, but not for all sites.
Syntheses and analyses meet/exceed standards.
Appropriate application of course literature.
Attention to quality evident.
(C) 70 – 79 pts.
Expected student outcomes are somewhat evident, but not as clearly demonstrated.
Data are presented but not adequately synthesized or analyzed.
Literature connections are missing or questionable.
Quality may be less evident.
Organizational Scan Part III – 40 points
After completing Parts I and II of the Organizational Scan, make any revisions suggested by your
instructor(s) to both parts. Then answer the questions below and add them to your paper. After completing
both of the above tasks, post the entire assignment (Parts I and II [revised] and Part III) as a single
paper on Blackboard.

Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would
you describe the leadership opportunities and challenges in each of these school settings? If you were
assigned to be the principal of either setting, what would you value, what would you want to change,
and why? Be sure to support your explanations with course literature and concepts.
Instructions for the Written Assignment:
All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have
one-inch margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages
devoted to each topic outlined above), not including cover paper and references. All aspects of the paper
must adhere to APA (6th ed.) style guidelines. You should also include visual aids which provide evidence
for the points made in your paper.
The Organizational Scan will be graded as follows:
(A) 90 – 100 pts.
Clearly demonstrates all expected student outcomes.
Substantive data collected from each site for all categories.
Observations are connected to appropriate literature.
Literature connections show reading beyond required course literature.
Attention to producing the highest quality product is evident—carefully edited, quality layout, APA
standards followed, etc.
(B) 80 – 89 pts.
Clearly demonstrates most expected student outcomes.
Data are presented for each category, but not for all sites.
Syntheses and analyses meet/exceed standards.
Appropriate application of course literature.
Attention to quality evident.
(C) 70 – 79 pts.
Expected student outcomes are somewhat evident, but not as clearly demonstrated.
Data are presented but not adequately synthesized or analyzed.
Literature connections are missing or questionable.
Quality may be less evident.
End-of-Course Survey – 10 points
An invitation to take this survey will come to your CSUB e-mail. After completing the survey, take a
screenshot of the page that says, “Thank you for your cooperation. Your results have been sent,” and submit
the screenshot on Blackboard.
If you submit a screenshot showing that you completed the end-of-course survey by the due date, you will
earn 10 points. If you do not meet these requirements, you will be awarded zero points.
READING REFLECTIONS
The purpose of the reading reflections is to keep track of the important ideas you glean from your course readings in
order to use them later to complete the Organizational Scan. Use this template to record and reflect on what you
have read. The course text is divided into parts that are further divided in chapters. You will be assigned to read two
parts of the book (5-6 chapters each) this semester. You will complete one reading reflection template for each of
the parts of the book, and you should have a minimum of 5 observations from each of the chapters you are assigned
to read. You may add lines for observations as needed.
EXAMPLE ENTRY
Source in APA Format
Sergiovanni, T. J. (2013). Leadership as stewardship: “Who’s serving who?”. In M. Grogan (Ed.), The Jossey-Bass
Reader on Educational Leadership (pp. 372-389). San Francisco, CA: Jossey-Bass.
Analysis and Significant Learning:
Page
Quote or Important Idea
How does this relate to your Organizational Scan?
#
383
Power over and power to:
This is a way of describing leaders who work as
micro-managing dictators versus leaders who believe
 Power over emphasizes controlling what
people do, when they do it, and how they in employees’ abilities to contribute their own ideas
and ways of doing things. A power to leader is much
do it.
more likely to get buy-in from her or his teachers.
 Power to views power as a source of
energy for achieving shared goals and
At the second school I studied for my organizational
purposes.
scan (School B), the principal mandates a dictated
curriculum, so teachers feel that the administration
Indeed, when empowerment is successfully
does not trust their skills and judgment in their own
practiced, administrators exchange power over
classrooms. The teachers at this school do not feel
for power to.
empowered because they are not free to do what
makes sense to them. Their principal is definitely a
power over kind of leader, to the detriment of his
faculty and, therefore, the school.
Source in APA Format
Page
#
Quote or Important Idea
Analysis and Significant Learning:
How does this relate to your Organizational Scan?
ORGANIZATIONAL SCAN
Studying Educational Organizations for Leadership Development
The purpose of this assignment is to apply the theories and perspectives discussed in this course to the actual
organizational structures and processes of schools. Your final product will be a written analysis of “comparative data”
collected from four different schools. A highly proficient analysis will link important course concepts and literature to
the observations and data. You are required to compare data from four (4) school settings—your own school, a
school where you have shadowed the administrator, and two other schools. Do not use actual names of individuals
or the schools—do your best to blind the identities at all times. You will also attach photos and artifacts to your
paper that make your narrative more vivid.
Note: The assignment requires you to shadow an administrator from a school site other than your own for one day,
find data from web sites, and practice skills of observation, deep listening, provocative questioning, and sleuthing.
Suggestion: Ask lots of unexpected questions in informal settings to gain insights. Do everything you can to protect
the identity of people and schools at all times.
Performance Outcome:
Students will demonstrate proficiency in the application of theories and concepts to organizational structures and
processes that lead to school environments conducive to student success and staff satisfaction.
PART I (Draft due: Monday, November 28, by 7 a.m.)
Context/School Data: Describe the local school neighborhood. Look for all the things you would want to know about
this site if you were the newly assigned administrator. Examine the demographics of students, teachers, and parents;
compare the neighborhood demographics with the school’s demographics. Your data might include gender, race,
educational and economic level, parent employment, and mobility factors. You will find good information on the
school, district, and state web sites. Do not include all the data you see—be selective and consider developing charts
and graphs of the important factors you want to discuss. Any chart should have a narrative explanation that tells the
reader why the information is interesting.
School Climate: Enter each school as a “stranger.” How would you describe the personality of the school? What do
people notice first? Talk about the physical structure—how do children and their parents experience the building
itself? What are your first impressions when you walk in the door, the main office, the principal’s office, the
corridors, the teacher’s workroom/lounge? Think about the experience of being in the school for the first time as a
new teacher, a new student, or new parents. Talk about the relationships among various groups connected to the
school and the overall morale of those groups.
Vision & Mission: What is the vision and mission of the school? How was the mission developed? To what degree is
the school’s vision and mission part of regular discussions among faculty? How is the vision/mission communicated
to the various stakeholders of the school? In what ways do school goals connect to the vision/mission? What
evidence can you find (symbolic or actual) of the vision and mission in action?
PART II (Draft due: Monday, April 17, by 7 a.m.)
Power & Voice: How does “power” work at each site? For example, do administrators practice “power-over or
power-with?” Are there individuals or subgroups that have informal power in the school? How does it show? Is there
evidence of individuals or groups who try to have a voice but are ignored? What kind of access and inclusion do
parents and community members have?
Motivation: How would you describe the motivation/efficacy of the individuals at each site? To what degree do you
perceive commitment as opposed to compliance? Can you discern how the principal’s view of motivation is
demonstrated in her/his relationship with the faculty?
School Governance/Decision-Making Processes: How are important educational decisions made at each site? What
evidence can you find of hierarchies, empowerment, shared decision-making, or teacher leadership? How do
students and parents get involved?
PART III (Due: Monday, May 1, by 7 a.m.)
After completing Parts I and II of the Organizational Scan, make any revisions suggested by your instructor(s) to both
parts. Then answer the questions below and add them to your paper. After completing both of the above tasks, post
the entire assignment (Parts I and II [revised] and Part III) as a single paper on Blackboard.
Leadership Issues/Questions: Based on the story you’ve told about these four schools, how would you describe the
leadership opportunities and challenges in each of these school settings? If you were assigned to be the principal of
either setting, what would you value, what would you want to change, and why? Be sure to support your
explanations with course literature and concepts.
Instructions for the Written Assignment:
All drafts of this paper must be typed and double-spaced, use 12-point Times New Roman font, and have one-inch
margins. The final paper should be between 15 and 20 pages in length (approximately 3 pages devoted to each topic
outlined above), not including cover paper and references. All aspects of the paper must adhere to APA (6th ed.) style
guidelines. You should also include visual aids which provide evidence for the points made in your paper.
The Organizational Scan will be graded as follows:
(D) 90 – 100 pts.
Clearly demonstrates all expected student outcomes.
Substantive data collected from each site for all categories.
Observations are connected to appropriate literature.
Literature connections show reading beyond required course literature.
Attention to producing the highest quality product is evident—carefully edited, quality layout, APA standards
followed, etc.
(E) 80 – 89 pts.
Clearly demonstrates most expected student outcomes.
Data are presented for each category, but not for all sites.
Syntheses and analyses meet/exceed standards.
Appropriate application of course literature.
Attention to quality evident.
(F) 70 – 79 pts.
Expected student outcomes are somewhat evident, but not as clearly demonstrated.
Data are presented but not adequately synthesized or analyzed.
Literature connections are missing or questionable.
Quality may be less evident.
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6810
Fieldwork I
3 Semester Units
Fall 2016
Independent Study
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this
course. It is based upon the most recent information available on the date of its issuance and is as accurate and
complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my
best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware
of these changes.
Instructor: Dr. Amanda Taggart
Office: EDUC 233
Office Hours: Mondays, 3:15 – 4:15 p.m.
Tuesdays, 5:30 – 7:30 p.m.
Wednesdays, 5:30 – 7:30 p.m.
or by appointment
E-mail: [email protected]
Phone: 661-654-3080
Mission of the School of Social Sciences and Education
The mission of the School of Social Sciences and Education is to address local, regional, and
state needs by providing high quality undergraduate and graduate programs in the social sciences
and education. We are committed to advancing human development knowledge, encouraging
healthy and productive lifestyles, and enhancing the quality of life for all people, particularly
those with emotional, learning, and physical disabilities. We pledge to prepare future leaders,
professionals, and community advocates. Together, we will work toward increasing the
community’s understanding and acceptance of complex social, racial, and gender issues and
toward creating positive social change. We will provide students with excellent classroom
instruction, faculty-guided research experiences, and experiential learning opportunities to
prepare them for career success and for lifelong learning to meet the changing demands of
society. The faculty and staff of the School of Social Sciences and Education are committed to
supporting quality measures identified in the CSUB vision statement featuring faculty academic
excellence and diversity, the student experience, community engagement, staff excellence and
diversity, and organizational “best practices.”
Candidate Dispositions
Candidates preparing to work in schools as administrators or other professional school
personnel know and demonstrate the content, pedagogical, and professional knowledge, skills,
and dispositions necessary to help all students learn.
1






Professional Collaboration: Candidates will participate in action-oriented collaboration
that will enable them to learn from others and provide leadership in partnerships with all
stakeholders.
Reflective Practitioner: Candidates are reflective, life-long learners who apply
problem solving and critical thinking strategies and the respectful appreciation of
differing points of view.
Ethical Professional: Candidates’ actions are based on accepted professional
standards of conduct and reflect insight and awareness with respect to diverse
perspectives, opinions, obligations, and ethical responsibilities of the profession.
Student/Client Centered: Candidates, throughout their programs, will prioritize the
needs of the students/clients they serve by maintaining trusting relationships built upon
caring, nurturing (respectful), and meaningful interactions.
Professional Leader: Candidates, throughout their programs, will be strong, determined,
professional leaders with a clear instructional focus using effective communication skills
and a willingness to take risks to ensure the advancement, safety, and welfare of all
students in our communities.
Professional Competence: Candidates will maintain high programmatic outcomes that
reflect research-based practices, principles of learning differentiation, and standards
based instruction.
Course Description
This course prepares candidates at the school level for actual job performance in both
supervision and administrative work. Students will have exposure to the essential themes,
concepts, and skills related to the performance of administrative services. Each student will
develop a professional perspective by examining contemporary administrative practices and
schooling policies in relation to fundamental issues, theories, and research in education. Students
will determine their progress in relationship to the California Professional Standards for
Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL
Performance Expectations (CAPEs) as they research, plan, implement, and evaluate their action
research project and other fieldwork activities. Fieldwork activities will be conducted with an
instructional leadership focus. Field experiences include intensive experiences both in the day-today functions of school leaders or administrators and in longer-term policy design and
implementation that address state and national policy standards for educational leaders.
Student Learning Outcomes
Upon completion of this course, students will demonstrate proficiency in the application of the
theories and concepts outlined in the following six CPSEL.
2
STANDARD 1: DEVELOPMENT
AND IMPLEMENTATION OF A
SHARED VISION
Education leaders facilitate the
development and
implementation of a shared
vision of learning and growth of
all students.
STANDARD 2: INSTRUCTIONAL
LEADERSHIP
Education leaders shape a
collaborative culture of teaching
and learning informed by
professional standards and
focused on student and
professional growth.
STANDARD 3: MANAGEMENT
AND LEARNING ENVIRONMENT
Education leaders manage the
organization to cultivate a safe
and productive learning and
working environment.
STANDARD 4: FAMILY AND
COMMUNITY ENGAGEMENT
Education leaders collaborate
with families and other
stakeholders to address diverse
student and community interests
and mobilize community
resources.
Element 1A: Student-Centered Vision
Leaders shape a collective vision that uses multiple measures of
data and focuses on equitable access, opportunities, and
outcomes for all students.
Element 1B: Developing Shared Vision
Leaders engage others in a collaborative process to develop a
vision of teaching and learning that is shared and supported by all
stakeholders.
Element 1C: Vision Planning and Implementation
Leaders guide and monitor decisions, actions, and outcomes
using the shared vision and goals.
Element 2A: Professional Learning Culture
Leaders promote a culture in which staff engages in individual
and collective professional learning that results in their
continuous improvement and high performance.
Element 2B: Curriculum and Instruction
Leaders guide and support the implementation of standardsbased curriculum, instruction, and assessments that address
student expectations and outcomes.
Element 2C: Assessment and Accountability
Leaders develop and use assessment and accountability systems
to monitor, improve, and extend educator practice, program
outcomes, and student learning.
Element 3A: Operations and Facilities
Leaders provide and oversee a functional, safe, and clean learning
environment.
Element 3B: Plans and Procedures
Leaders establish structures and employ policies and processes
that support students to graduate ready for college and career.
Element 3C: Climate
Leaders facilitate safe, fair, and respectful environments that
meet the intellectual, linguistic, cultural, social-emotional, and
physical needs of each learner.
Element 3D: Fiscal and Human Resources
Leaders align fiscal and human resources and manage policies
and contractual agreements that build a productive learning
environment.
Element 4A: Parent and Family Engagement
Leaders meaningfully involve all parents and families, including
underrepresented communities, in student learning and support
programs.
Element 4B: Community Partnerships
Leaders establish community partnerships that promote and
support students to meet performance and content expectations
and graduate ready for college and career.
Element 4C: Community Resources and Services
3
STANDARD 5: ETHICS AND
INTEGRITY
Education leaders make
decisions, model, and behave in
ways that demonstrate
professionalism, ethics, integrity,
justice, and equity and hold staff
to the same standard.
STANDARD 6: EXTERNAL
CONTEXT AND POLICY
Education leaders influence
political, social, economic, legal,
and cultural contexts affecting
education policies and practices.
Leaders leverage and integrate community resources and services
to meet the varied needs of all students.
Element 5A: Reflective Practice
Leaders act upon a personal code of ethics that requires
continuous reflection and learning.
Element 5B: Ethical Decision-Making
Leaders guide and support personal and collective actions that
use relevant evidence and available research to make fair and
ethical decisions.
Element 5C: Ethical Action
Leaders recognize and use their professional influence with staff
and the community to develop a climate of trust, mutual respect,
and honest communication necessary to consistently make fair
and equitable decision on behalf of all students.
Element 6A: Understanding and Communicating Policy
Leaders actively structure and participate in opportunities that
develop greater public understanding of the education policy
environment.
Element 6B: Professional Influence
Leaders use their understanding of social, cultural, economic,
legal, and political contexts to shape policies that lead all
students to graduate ready for college and career.
Element 6C: Policy Engagement
Leaders engage with policymakers and stakeholders to
collaborate on education policies focused on improving education
for all students.
In addition, the educational administration program learning outcomes are based on the
California Professional Standards for Educational Leaders Performance Expectations (CAPEs)
(edited for teacher-leaders).
CAPE 2: Developing a shared
commitment to the vision
among all members of the
school community
CAPE 3: Leading by example to
promote implementation of the
vision
The teacher-leader works collaboratively with all members of the
school community to develop a shared commitment to the
achievement of the school or project vision. The teacher-leader
understands the nature of school governance in California,
including the roles, responsibilities, and relationships of the
individual and organizational entities within the California
educational system. The teacher-leader communicates effectively
with various audiences and for various educational purposes,
including consensus-building and decision-making, to help
promote a shared sense of responsibility for the school mission
and vision.
The teacher-leader examines and responds to equity issues
related to race, diversity, poverty, and access in order to help the
school or project achieve the mission and vision. The teacherleader identifies potential barriers to accomplishing the vision
and effective ways to work with others to address and overcome
4
barriers. The teacher-leader holds him/herself and others
accountable for exhibiting personal and professional ethics,
integrity, justice, and fairness.
CAPE 7: Demonstrating
The school leader understands the demographic of the school
understanding of the school and community, including socioeconomic context, students and
community context, including
family characteristics, cultural and linguistic diversity, and
the instructional implications of political issues and uses this knowledge to help improve teaching
cultural/linguistic,
and learning. The school leader is knowledgeable about both
socioeconomic, and political
culturally-relevant instructional practices and instructional
factors
practices grounded in first- and second-language acquisition
theories to support effective instruction for English learners,
economically, culturally, and/or linguistically diverse students,
students with special needs, and others. The school leader helps
teachers and staff access community resources, including parents
and other community members, to promote learning about
students and families, and to promote culturally and linguistically
inclusive instructional practices. The school leader helps teachers,
staff, and others understand that political factors within the
community that may affect the school’s instructional program,
and is proactive in providing information about the schools, its
needs, and its accomplishments within the larger political
environment. The school leader understands how classroom
structures, school and class scheduling, and grouping practices
affect student learning.
CAPE 11: Identifying and using
The teacher-leader is knowledgeable about a wide range of
available human, fiscal, and
resources to help implement the school growth plan, including
material resources to implement but not limited to human, fiscal, and material resources. The
the school growth plan
teacher-leader identifies and seeks additional resources as
needed from a variety of sources, both within and outside of the
local community, to support the implementation of the school
growth plan.
CAPE 12: Instituting a
The teacher-leader uses strategies for continuous progress
collaborative, ongoing process of monitoring of the school’s growth plan and outcomes and
monitoring and revising the
collaboratively engages others in the school community in using
growth plan based on student
those data for updating the school growth plan as needed. The
outcomes
teacher-leader engages all members of the school community on
an ongoing basis in reflecting about student outcomes.
5
Required Text and Materials
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Grading Criteria
There are a total of 100 possible points for this course, broken down as follows:
Site Mentor Agreement
10 pts.
Site Visit
30 pts.
Action Research Project Proposal
40 pts.
Communication Log
10 pts.
End-of-Course Survey
10 pts.
TOTAL
100 pts.
Note: Please review assignment guidelines at the end of this syllabus.
Course Evaluation
Course Grade
A
B
C
D
F
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and
technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,
etc.) are not valid excuses for late or missing assignments. In the case of extreme
emergency requiring late submission of an assignment, students should contact the
instructor prior to the assignment due date to determine an alternate arrangement.
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other
scholarly literature,
 scan documents that can be submitted via Blackboard,
6
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

create PowerPoint presentations,
download, install, and run programs and updates as requested, and
join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
Professional Liability Insurance
As of August 1, 2006, the CSU Chancellor’s Office of Risk Management is requiring all students
in various fields to purchase Professional Liability Insurance. This fee may be paid at the
Cashier’s window or online.
7
Tentative Course Schedule
EDAD 6810 – Fieldwork I
September 6 (Tuesday)
Due by 7 a.m.:
 Site Mentor Agreement
November 14 (Monday)
Due by 7 a.m.:
 Action Research Project Proposal
November 28 (Monday)
Due by 7 a.m.:
 Communication Log
December 2 (Friday)
Due by midnight:
 End-of-Course Survey
SITE VISIT
Arrange a date and time to meet with the instructor and your site
mentor, at your school site, within the first two weeks of October.
8
EDAD 6810 ASSIGNMENT INSTRUCTIONS
Site Mentor Agreement – 10 points
You will select a mentor at your school site who holds a valid California Administrative License.
You must complete the Site Mentor Information Form found on Blackboard and have your site
mentor sign it. You will scan the signed form and submit it on Blackboard.
If you submit the signed, completed form by the due date, you will earn 10 points. If you do not
meet these requirements, you will be awarded zero points.
Site Visit – 30 points
You will arrange a time for your instructor to meet with you at your school site to discuss your
Action Research Project. This meeting should occur with your site mentor. Please arrange to
hold this visit within the first two weeks of October.
If you arrange to meet with the instructor and your site mentor by the due date, you will earn 30
points. If you do not meet these requirements, you will be awarded zero points.
Action Research Project Proposal – 40 points
Action Research Project Proposal
You will submit an action research project proposal specifying how the need for your project
emerged from school data, how the project is focused on leading adults to improve student
learning, and which evaluations are in place in order to monitor teaching processes and student
outcomes.
Your plan should include:
 a statement of the problem which highlights the need for your project (this should emerge
from an examination of school data),
 the purpose of the project,
 the site where your project will take place and the participants in your project,
 the action steps of your project (what you will do for your project), and
 the evaluation instruments you will use to measure outcomes for adults and for students
(e.g., survey, focus group or interview questions).
This assignment will be graded as follows:
Organization
4
Information presented is
complete and in logical
order. Includes all
required components of
the project. Easy to
follow.
3
Information presented is
nearly complete and
presented in logical
sequence. Includes all
required components.
9
2
Some information
presented out of
sequence or illogically.
Missing some required
components.
1
Poor sequence or
illogical presentation
of information.
Missing some or all
required components.
Planning for
Instructional
Leadership
Articulates a clear and
solid approach in
organizing and planning
the leadership of adults
in a way that impacts
student learning.
Illustrates how
standards and guidelines
will be used to drive
instruction based on the
unique needs of
learners. Includes
supporting data and
complete description of
intervention to be used.
Articulates a general and
basic approach in
organizing and planning
the leadership of adults in
a way that impacts
student learning. Some
illustration of how
standards and guidelines
will be used to drive
instruction based on the
unique needs of learners.
Includes few examples of
supporting data and a
description of
intervention to be used.
States a vague approach
in organizing and
planning the leadership
of adults in a way that
impacts student
learning. Includes little
illustration of how
standards and guidelines
will be used to drive
instruction based on the
unique needs of
learners. Limited use of
supporting data and
limited description of
intervention to be used.
Linking
Assessment
to
Instruction
Reflects a deep
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments. Proposed
assessments are to be
used for formative and
summative purposes
such as screening,
diagnosis, placement,
and progress
monitoring. Provides
examples of methods to
be used that use grade
level or school-wide data
to implement and revise
instructional programs.
Clearly and effectively
proposes how to collect
data and analyze results
of the instructional
intervention. Provides
complete examples of
methods and data to be
used to evaluate
professional
development regarding
instructional
interventions.
Abides consistently by
the basic principles of
effective writing and
APA documentation
guidelines.
Reflects a general
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments. Some
proposed assessments to
be used for formative and
summative purposes.
Provides few examples of
methods to be used that
use grade level or schoolwide data to implement
and revise instructional
programs.
Reflects a limited
understanding of how
assessment drives
instructions, including
the place of informal
and curriculumembedded assessments.
Proposes few
assessments to be used
for either formative or
summative purposes.
Hardly provides any
examples of methods to
be used that use grade
level or school-wide
planning data to
implement and revise
instructional programs.
Clearly proposes how to
collect data and analyze
results of the
instructional
intervention. Provides
partial examples of
methods and data to be
used to evaluate
professional
development regarding
instructional
interventions.
Abides generally by the
basic principles of
effective writing and APA
documentation
guidelines, with low level
errors.
Vaguely proposes how
to collect data and
analyze results of the
instructional
intervention. Provides
unclear examples of
methods and data to be
used to evaluate
professional
development regarding
instructional
interventions.
Does not abide generally
by the basic principles of
effective writing and
APA documentation
guidelines, with several
low and high level
errors.
Evaluating
Instructional
Interventions
Form and
Mechanics
10
Lacks an approach in
organizing and
planning leadership of
adults in a way that
impacts student
learning. Illustration of
how standards and
guidelines will be used
to drive instruction
based on the unique
needs of learners is
missing. Lacks
supporting data and
provides an
incomplete description
of the intervention to
be used.
Reflects lack of
understanding of how
assessment drives
instruction, including
informal and
curriculum-based
assessments.
Proposed assessments
are to be used for
either formal or
summative purposes,
but not both. No
examples of methods
to be used that use
grade level or schoolwide assessment data
to implement and
revise instructional
programs.
Lacks proposal of how
to use data and
analyze results of
instructional
intervention. Provides
no or unclear
examples of methods
and data to be used to
evaluate professional
development
regarding instructional
interventions.
Does not adhere by
the basic principles of
effective writing and
APA documentation
guidelines, with
serious low and high
level errors.
Communication Log – 10 points
You will keep a comprehensive log of the communication you had, the meetings you conducted
or attended, and the time you spent this semester on your action research project. The form to
complete this assignment can be found on Blackboard. Please have your site mentor sign the
form in order to verify your communication and work, then scan the signed document and submit
it on Blackboard.
If you submit the signed, completed form by the due date, you will earn 10 points. If you do not
meet these requirements, you will be awarded zero points.
End-of-Course Survey – 10 points
An invitation to take this survey will come to your CSUB e-mail. After completing the survey,
take a screenshot of the page that says, “Thank you for your cooperation. Your results have been
sent,” and submit the screenshot on Blackboard.
If you submit a screenshot showing that you completed the end-of-course survey by the due date,
you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.
11
SITE MENTOR AGREEMENT
Thank you for your willingness to assist our candidate with her or his fieldwork. Your guidance and
support will be essential to the candidate’s success in the CSUB educational administration program and
in the quality of his or her action research.
Name of CSUB Fieldwork Candidate:
Site Mentor Name:
Site Mentor Position:
Site Mentor E-mail Address:
Site Mentor Phone Number:
Name of School Site:
Address of School Site:
(please include city and zip code)
Phone Number of School Site:
I have discussed the CSUB Action Research Project requirements with the fieldwork candidate, whom I
have committed to support and mentor. I verify that I hold a valid California Administrative Services
Credential. I agree to meet with this candidate when needed, submit input on this candidate’s
competencies in each of the CPSEL standards throughout the program, and help to evaluate the
candidate’s action research project upon its completion.
Site Mentor Signature: ____________________________________________ Date: _______________
12
ACTION RESEARCH PROJECT
The Action Research Project simulates the role of the administrator to influence adult behavior in order
to improve student outcomes. It is the same process a leader might use to make decisions in order to
change student achievement outcomes. Steps in this process include identifying a problem, determining
a strategy to deal with the problem, collecting and analyzing data, setting measurable outcomes,
training adults, and monitoring student achievement.
The Action Research Project also affords candidates the opportunity to practice behaviors consistent
with the leadership dispositions of successful school leaders.
All students will present their Action Research Project to colleagues and a panel of sitting school leaders
in May.
Project Requirements
Your final Action Research Project must include the following criteria:
1. You must choose a project that will showcase how you exhibited leadership of adults in a way
that influenced student learning.
2. You must discuss each of the following elements of your project:
 Statement of the Problem
 Purpose of the Project
 Review of the Literature
 Site and Participants
 Project Action Steps
 Evaluation Instruments
 Outcomes/Findings of the Project
 Implications for CPSEL
3. You must demonstrate effective presentation skills.
Your final paper and presentation are worth 100 points and will be graded as follows:
Organization
Planning for
instructional
leadership
4
Information presented
was complete and in
logical order. Included
all required components
of the project. Easy to
follow. Very well-timed
and well-paced.
Articulates a clear and
solid approach in
organizing and planning
the leadership of adults
in a way that impacts
student learning.
Articulates a research-
3
Information presented
was nearly complete and
presented in logical
sequence. Included all
required components.
Pace and timing
appropriate.
Articulates a general and
basic approach in
organizing and planning
the leadership of adults in
a way that impacts
student learning.
Articulates a rationale for
13
2
Some information
presented out of
sequence or illogically.
Missing some required
components. Some
pacing and timing
problems.
States a vague approach
in organizing and
planning the leadership
of adults in a way that
impacts student
learning. Reflects a
general rationale for
1
Poor sequence or
illogical presentation
of information.
Missing some or all
required components.
Presentation not well
timed.
Lacks an approach in
organizing and
planning leadership of
adults in a way that
impacts student
learning. Vague
rationale for
Linking
assessment
to
instruction
Evaluating
instructional
interventions
Delivery
based rationale for
instructional choices and
decisions. Illustrates
how standards and
guidelines drive
instruction based on the
unique needs of
learners. Includes
supporting data and
complete description of
intervention.
Reflects a deep
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments.
Assessments are used
for formative and
summative purposes
such as screening,
diagnosis, placement,
and progress
monitoring. Provides
examples of methods
that use grade level or
school-wide data to
implement and revise
instructional programs.
Clearly and effectively
presents data and
results of the
instructional
intervention. Provides
complete examples of
methods and data used
to evaluate professional
development regarding
instructional
interventions.
Expresses ideas fluently,
in own words, with little
reliance on notes.
Genuinely interested
and enthusiastic.
Exceptional voice
mannerisms, body
language, and
communication skills.
Exceptional quality of
presentation materials.
instructional decisions.
Some illustration of how
standards and guidelines
drive instruction based on
the unique needs of
learners. Includes few
examples of supporting
data and a description of
intervention.
instructional decisions.
Includes little illustration
of how standards and
guidelines drive
instruction based on the
unique needs of
learners. Limited use of
supporting data and
limited description of
intervention.
Reflects a general
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments. Some
assessments are used for
formative and summative
purposes. Provides few
examples of methods
that use grade level or
school-wide data to
implement and revise
instructional programs.
Reflects a limited
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments. Few
assessments are used
for either formative or
summative purposes.
Hardly provides
examples of methods
that use grade level or
school-wide planning
data to implement and
revise instructional
programs.
Clearly presents data and
results of the
instructional
intervention. Provides
partial examples of
methods and data used
to evaluate professional
development regarding
instructional
interventions.
Vaguely presents data
and results of the
instructional
intervention. Provides
unclear examples of
methods and data used
to evaluate professional
development regarding
instructional
interventions.
Lacks data and results
of instructional
intervention. Provides
no or unclear
examples of methods
and data used to
evaluate professional
development
regarding instructional
interventions.
Relied little on notes.
Displayed interest and
enthusiasm. Good voice
mannerisms, body
language, and
communication skills.
Good quality of
presentation materials.
Read small parts of
material. Occasionally
struggled to find words.
Displayed interest and
enthusiasm. Sometimes
used inappropriate voice
mannerisms, body
language, and
communication skills.
Moderate quality of
presentation materials.
Relied extensively on
notes. Unenthused
and monotonous. Poor
voice mannerisms,
body language, and
communication skills.
Poor quality of
presentation
materials.
Total Score:
14
instructional decisions.
Missing illustration of
how standards and
guidelines drive
instruction based on
the unique needs of
learners. Lacks
supporting data and
provides an
incomplete description
of the intervention.
Reflects lack of
understanding of how
assessment drives
instruction, including
informal and
curriculum-based
assessments.
Assessments are used
for either formal or
summative purposes,
but not both. No
examples of methods
that use grade level or
school-wide
assessment data to
implement and revise
instructional
programs.
Part I – Needs Assessment – to be collected Fall Semester
Objective: To collect data about your school in order to determine which needs your project might
address.
Steps:
 Collect relevant school data (e.g., demographic data, assessment data, etc.). Be sure to
disaggregate the data and be as specific as possible.
 Analyze the data you collected and begin to identify patterns and/or trends in order to
determine a problem or an area of need on which you can concentrate for your ARP.
 Meet with your site mentor and your course instructor and present your findings and your idea
for a project.
Part II – Project Plan – due Fall Semester
Objective: To identify the outcomes, measurement instruments, and steps to meet your project goal.
Steps:
 Determine who will participate in your project (i.e., which adults and which students).
 Identify what the targeted adults will do differently as a result of this project.
 Identify the instrument(s) you will use to measure the degree to which your project met your
stated outcomes for adults (e.g., survey, observation, etc.).
As a result of the changes the adults made, student outcomes should also change positively.


Identify what the targeted students will do differently as a result of this project.
Identify the instrument(s) you will use to measure the degree to which your project met your
stated outcomes for students (e.g., district benchmark, text assessment, teacher-made
assessment, etc.).

Identify what impact you believe your ARP will have on the state assessment.

Write an Action Research Project Proposal for your project based on the information you
gathered in Parts I and II and submit it on Blackboard.
Part III – Project Implementation – due Spring Semester
Objective: To collect the post-data and reflect on the changes in the adults and students who
participated in the project.
Steps:
 Complete an Action Research Project Goal Report and submit it on Blackboard.
 Implement each of the steps in your plan.
 Deploy your measurement instruments to discover how the project influenced student learning,
as well as how it influenced changes in practice in the adults you led.
 Have your site mentor review the activities you have completed to accomplish your project and
sign the Site Mentor Verification form. Scan the form with your mentor’s signature and submit it
on Blackboard.
Part IV – Written and Visual Presentation of Results – due Spring Semester
Prepare a written report and visual presentation describing your project and its results, then present
them.
15
COMMUNICATION LOG
The purpose of the communication log is to capture your communication with your mentor, your field-based project group, your course instructor, or
anyone else who helps you to implement your Action Research Project. Log relevant communication such as meetings, phone calls, e-mail messages, etc.
You may insert additional rows as needed. After completing the communication log, have it verified and signed by your site mentor. Then scan the signed
document and submit it on Blackboard.
Name of Candidate:
Date
Semester: Fall/Spring
Person/Group
Title
Communication Summary
Site Mentor Signature _______________________________________________________________________________ Date ______________________
California State University, Bakersfield
School of Social Sciences and Education
Department of Advanced Educational Studies
EDAD 6820
Fieldwork II
3 Semester Units
Spring 2017
Independent Study
Syllabus Disclaimer
This syllabus is provided for informational purposes regarding the anticipated course content and schedule of this
course. It is based upon the most recent information available on the date of its issuance and is as accurate and
complete as possible. I reserve the right to make any changes I deem necessary and/or appropriate. I will make my
best effort to communicate any changes in the syllabus in a timely manner. Students are responsible for being aware
of these changes.
Instructor: Dr. Amanda Taggart
Office: EDUC 233
Office Hours: Tuesday, 10:30 a.m. to 12 p.m.
Wednesday, 10 a.m. to 12 p.m.
Thursday, 10:30 a.m. to 12 p.m.
or by appointment
E-mail: [email protected]
Phone: 661-654-3080
Course Description
This course prepares candidates at the school level for actual job performance in both
supervision and administrative work. Students will have exposure to the essential themes,
concepts, and skills related to the performance of administrative services. Each student will
develop a professional perspective by examining contemporary administrative practices and
schooling policies in relation to fundamental issues, theories, and research in education. Students
will determine their progress in relationship to the California Professional Standards for
Educational Leaders (CPSEL), the CPSEL Content Expectations (CACEs), and the CPSEL
Performance Expectations (CAPEs) as they research, plan, implement, and evaluate their action
research project and other fieldwork activities. Fieldwork activities will be conducted with an
instructional leadership focus. Field experiences include intensive experiences both in the day-today functions of school leaders or administrators and in longer-term policy design and
implementation that address state and national policy standards for educational leaders.
Student Learning Outcomes
Upon completion of this course, students will demonstrate proficiency in the application of the
theories and concepts outlined in the following six CPSEL.
1
STANDARD 1: DEVELOPMENT
AND IMPLEMENTATION OF A
SHARED VISION
Education leaders facilitate the
development and
implementation of a shared
vision of learning and growth of
all students.
STANDARD 2: INSTRUCTIONAL
LEADERSHIP
Education leaders shape a
collaborative culture of teaching
and learning informed by
professional standards and
focused on student and
professional growth.
STANDARD 3: MANAGEMENT
AND LEARNING ENVIRONMENT
Education leaders manage the
organization to cultivate a safe
and productive learning and
working environment.
STANDARD 4: FAMILY AND
COMMUNITY ENGAGEMENT
Education leaders collaborate
with families and other
stakeholders to address diverse
student and community interests
and mobilize community
resources.
Element 1A: Student-Centered Vision
Leaders shape a collective vision that uses multiple measures of
data and focuses on equitable access, opportunities, and
outcomes for all students.
Element 1B: Developing Shared Vision
Leaders engage others in a collaborative process to develop a
vision of teaching and learning that is shared and supported by all
stakeholders.
Element 1C: Vision Planning and Implementation
Leaders guide and monitor decisions, actions, and outcomes
using the shared vision and goals.
Element 2A: Professional Learning Culture
Leaders promote a culture in which staff engages in individual
and collective professional learning that results in their
continuous improvement and high performance.
Element 2B: Curriculum and Instruction
Leaders guide and support the implementation of standardsbased curriculum, instruction, and assessments that address
student expectations and outcomes.
Element 2C: Assessment and Accountability
Leaders develop and use assessment and accountability systems
to monitor, improve, and extend educator practice, program
outcomes, and student learning.
Element 3A: Operations and Facilities
Leaders provide and oversee a functional, safe, and clean learning
environment.
Element 3B: Plans and Procedures
Leaders establish structures and employ policies and processes
that support students to graduate ready for college and career.
Element 3C: Climate
Leaders facilitate safe, fair, and respectful environments that
meet the intellectual, linguistic, cultural, social-emotional, and
physical needs of each learner.
Element 3D: Fiscal and Human Resources
Leaders align fiscal and human resources and manage policies
and contractual agreements that build a productive learning
environment.
Element 4A: Parent and Family Engagement
Leaders meaningfully involve all parents and families, including
underrepresented communities, in student learning and support
programs.
Element 4B: Community Partnerships
Leaders establish community partnerships that promote and
support students to meet performance and content expectations
and graduate ready for college and career.
Element 4C: Community Resources and Services
2
STANDARD 5: ETHICS AND
INTEGRITY
Education leaders make
decisions, model, and behave in
ways that demonstrate
professionalism, ethics, integrity,
justice, and equity and hold staff
to the same standard.
STANDARD 6: EXTERNAL
CONTEXT AND POLICY
Education leaders influence
political, social, economic, legal,
and cultural contexts affecting
education policies and practices.
Leaders leverage and integrate community resources and services
to meet the varied needs of all students.
Element 5A: Reflective Practice
Leaders act upon a personal code of ethics that requires
continuous reflection and learning.
Element 5B: Ethical Decision-Making
Leaders guide and support personal and collective actions that
use relevant evidence and available research to make fair and
ethical decisions.
Element 5C: Ethical Action
Leaders recognize and use their professional influence with staff
and the community to develop a climate of trust, mutual respect,
and honest communication necessary to consistently make fair
and equitable decision on behalf of all students.
Element 6A: Understanding and Communicating Policy
Leaders actively structure and participate in opportunities that
develop greater public understanding of the education policy
environment.
Element 6B: Professional Influence
Leaders use their understanding of social, cultural, economic,
legal, and political contexts to shape policies that lead all
students to graduate ready for college and career.
Element 6C: Policy Engagement
Leaders engage with policymakers and stakeholders to
collaborate on education policies focused on improving education
for all students.
In addition, the educational administration program learning outcomes are based on the
California Professional Standards for Educational Leaders Performance Expectations (CAPEs)
(edited for teacher-leaders).
CAPE 2: Developing a shared
commitment to the vision
among all members of the
school community
CAPE 3: Leading by example to
promote implementation of the
vision
The teacher-leader works collaboratively with all members of the
school community to develop a shared commitment to the
achievement of the school or project vision. The teacher-leader
understands the nature of school governance in California,
including the roles, responsibilities, and relationships of the
individual and organizational entities within the California
educational system. The teacher-leader communicates effectively
with various audiences and for various educational purposes,
including consensus-building and decision-making, to help
promote a shared sense of responsibility for the school mission
and vision.
The teacher-leader examines and responds to equity issues
related to race, diversity, poverty, and access in order to help the
school or project achieve the mission and vision. The teacherleader identifies potential barriers to accomplishing the vision
and effective ways to work with others to address and overcome
3
barriers. The teacher-leader holds him/herself and others
accountable for exhibiting personal and professional ethics,
integrity, justice, and fairness.
CAPE 7: Demonstrating
The school leader understands the demographic of the school
understanding of the school and community, including socioeconomic context, students and
community context, including
family characteristics, cultural and linguistic diversity, and
the instructional implications of political issues and uses this knowledge to help improve teaching
cultural/linguistic,
and learning. The school leader is knowledgeable about both
socioeconomic, and political
culturally-relevant instructional practices and instructional
factors
practices grounded in first- and second-language acquisition
theories to support effective instruction for English learners,
economically, culturally, and/or linguistically diverse students,
students with special needs, and others. The school leader helps
teachers and staff access community resources, including parents
and other community members, to promote learning about
students and families, and to promote culturally and linguistically
inclusive instructional practices. The school leader helps teachers,
staff, and others understand that political factors within the
community that may affect the school’s instructional program,
and is proactive in providing information about the schools, its
needs, and its accomplishments within the larger political
environment. The school leader understands how classroom
structures, school and class scheduling, and grouping practices
affect student learning.
CAPE 11: Identifying and using
The teacher-leader is knowledgeable about a wide range of
available human, fiscal, and
resources to help implement the school growth plan, including
material resources to implement but not limited to human, fiscal, and material resources. The
the school growth plan
teacher-leader identifies and seeks additional resources as
needed from a variety of sources, both within and outside of the
local community, to support the implementation of the school
growth plan.
CAPE 12: Instituting a
The teacher-leader uses strategies for continuous progress
collaborative, ongoing process of monitoring of the school’s growth plan and outcomes and
monitoring and revising the
collaboratively engages others in the school community in using
growth plan based on student
those data for updating the school growth plan as needed. The
outcomes
teacher-leader engages all members of the school community on
an ongoing basis in reflecting about student outcomes.
4
Required Text and Materials
American Psychological Association. (2010). Publication manual of the American Psychological
Association (6th ed.). Washington, DC: Author.
Grading Criteria
There are a total of 150 possible points for this course, broken down as follows:
Action Research Goal Report
10 pts.
Site Visit
20 pts.
Action Research Project Paper and Presentation
100 pts.
Communication Log
10 pts.
End-of-Course Survey
10 pts.
TOTAL
150 pts.
Note: Please review assignment guidelines at the end of this syllabus.
Course Evaluation
Course Grade
A
B
C
D
F
Course Average
90% - 100%
80% - 89%
70% - 79%
60% - 69%
Average below 60%
Tentative Course Schedule
EDAD 6820 – Fieldwork II
January 30 (Monday)
Due by 7 a.m.:
 Action Research Goal Report
May 5 (Friday)
Due by midnight:
 End-of-Course Survey
*May 6 (SATURDAY)*
Presentations will begin at 9 a.m.
 Action Research Project Paper and Presentation
May 8 (Monday)
Due by 7 a.m.:
 Communication Log
SITE VISIT
Arrange a date and time to meet with the instructor and your site
mentor, at your school site, within the last two weeks of March.
5
Assignment Submission
All assignments must be submitted via the Blackboard web site for this course.
Late Work
No late work is accepted for this course. Inability to connect with your site mentor and
technology problems (e.g., frozen hard drive, lost flash drive, broken Internet connection,
etc.) are not valid excuses for late or missing assignments. In the case of extreme
emergency requiring late submission of an assignment, students should contact the
instructor prior to the assignment due date to determine an alternate arrangement.
Written Assignments
All written assignments must be submitted following the APA (6th edition) format.
Computer Literacy Expectations
Students in this course are expected to:
 access the university e-mail system as their primary source of contact,
 regularly access Blackboard,
 use a word processing program for written assignments (e.g., Microsoft Word),
 access assigned web sites through the Internet,
 access the CSUB library databases to find peer-reviewed journal articles and other
scholarly literature,
 scan documents that can be submitted via Blackboard,
 create PowerPoint presentations,
 download, install, and run programs and updates as requested, and
 join online video conferencing with video and sound.
Accommodations for Students with Disabilities (for Bakersfield campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in SA 140, and
they may be reached at 661-654-3360 (voice), or 661-654-6288 (TDD). If you have an
accommodations letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours as soon as possible so we can discuss the specific
accommodations that you might need in this class.
Accommodations for Students with Disabilities (for AV campus)
To request academic accommodations due to a disability, please contact the Office of Services
for Students with Disabilities (SSD) as soon as possible. Their office is located in Bldg. 200, and
they may be reached at 661-952-5061 (voice) or 661-952-5120 (tdd). If you have an
accommodation letter from the SSD Office documenting that you have a disability, please
present the letter to me during my office hours so we can discuss the specific accommodations
that you might need in this class.
Academic Honesty
There are certain forms of conduct that violate the university’s policy of academic integrity.
Academic dishonesty (cheating) is a broad category of actions that involve fraud and deception
to improve a grade or obtain course credit. Academic dishonesty (cheating) is not
6
limited to examination situations alone, but arises whenever students attempt to gain an unearned
academic advantage. Plagiarism is a specific form of academic dishonesty (cheating) which
consists of the misuse of published or unpublished works of another by claiming them as one’s
own. Plagiarism may consist of handing in someone else’s work as one’s own, copying or
purchasing a pre-written composition and claiming it as one’s own, using paragraphs, sentences,
phrases, words or ideas written by another without giving appropriate citation, or using data
and/or statistics compiled by another without giving appropriate citation. Another example of
academic dishonesty (cheating) is the submission of the same, or essentially the same paper or
other assignment for credit in two different courses without receiving prior approval from the
instructors of the affected courses. Source: 2011-2013 CSUB Catalog, p.78
7
EDAD 6810 ASSIGNMENT INSTRUCTIONS
Action Research Goal Report – 10 points
In order to keep on track with the completion of your Action Research Project, you will submit
the goals you want to accomplish this semester in relation to your project, as well as the dates
when you would like to have them accomplished. Using the template located under Course
Documents on the EDAD 6820 Blackboard site, you will:





List the goals you plan to accomplish this quarter in relation to your Action Research
Project (at least 3 for adults and 2 for students).
Describe the processes you will undertake to complete each goal.
List the dates you plan to implement and complete each goal.
List the data you plan to collect and when you plan to collect it.
Describe how you will involve other adults in your project, such as your mentor or the
teachers you are leading as part of your project.
This assignment will be graded as follows:
Includes 3 goals for adults
Includes 2 goals for students
Includes all other required information on template
TOTAL
6 pts.
2 pts.
2
10 pts.
Site Visit – 20 points
You will arrange a time for your instructor to meet with you at your school site to discuss your
Action Research Project. This meeting should occur with your site mentor. Please arrange to
hold this visit within the first two weeks of March.
If you arrange to meet with the instructor and your site mentor by the due date, you will earn 20
pints. If you do not meet these requirements, you will be awarded zero points.
8
Action Research Project Paper and Presentation – 100 points
You will submit a paper detailing your Action Research Project and present your completed
project, showcasing how you exhibited leadership of adults in a way that influenced student
learning.
Your paper and presentation should include:
 Statement of the Problem
 Purpose of the Project
 Review of the Literature (abbreviated, approximately 2-3 pages)
 Site and Participants
 Project Action Steps
 Evaluation Instruments
 Outcomes/Findings of the Project
 Implications for CPSEL
A rubric showing how this assignment will be graded can be found on pages 10-11 of this
syllabus.
Communication Log – 10 points
You will keep a comprehensive log of the communication you had, the meetings you conducted
or attended, and the time you spent this quarter on your action research project. The form to
complete this assignment can be found on Blackboard. Please have your site mentor sign the
form in order to verify your communication and work, then scan the signed document and submit
it on Blackboard.
If you submit the signed, completed form by the due date, you will earn 10 points. If you do not
meet these requirements, you will be awarded zero points.
End-of-Course Survey – 10 points
An invitation to take this survey will come to your CSUB e-mail. After completing the survey,
take a screenshot of the page that says, “Thank you for your cooperation. Your results have been
sent,” and submit the screenshot on Blackboard.
If you submit a screenshot showing that you completed the end-of-course survey by the due date,
you will earn 10 points. If you do not meet these requirements, you will be awarded zero points.
9
ACTION RESEARCH PROJECT
The Action Research Project simulates the role of the administrator to influence adult behavior in order
to improve student outcomes. It is the same process a leader might use to make decisions in order to
change student achievement outcomes. Steps in this process include identifying a problem, determining
a strategy to deal with the problem, collecting and analyzing data, setting measurable outcomes,
training adults, and monitoring student achievement.
The Action Research Project also affords candidates the opportunity to practice behaviors consistent
with the leadership dispositions of successful school leaders.
All students will present their Action Research Project to colleagues and a panel of sitting school leaders
in May.
Project Requirements
Your final Action Research Project must include the following criteria:
1. You must choose a project that will showcase how you exhibited leadership of adults in a way
that influenced student learning.
2. You must discuss each of the following elements of your project:
 Statement of the Problem
 Purpose of the Project
 Review of the Literature
 Site and Participants
 Project Action Steps
 Evaluation Instruments
 Outcomes/Findings of the Project
 Implications for CPSEL
3. You must demonstrate effective presentation skills.
Your final paper and presentation are worth 100 points and will be graded as follows:
Organization
Planning for
instructional
leadership
4
Information presented
was complete and in
logical order. Included
all required components
of the project. Easy to
follow. Very well-timed
and well-paced.
Articulates a clear and
solid approach in
organizing and planning
the leadership of adults
in a way that impacts
student learning.
Articulates a research-
3
Information presented
was nearly complete and
presented in logical
sequence. Included all
required components.
Pace and timing
appropriate.
Articulates a general and
basic approach in
organizing and planning
the leadership of adults in
a way that impacts
student learning.
Articulates a rationale for
10
2
Some information
presented out of
sequence or illogically.
Missing some required
components. Some
pacing and timing
problems.
States a vague approach
in organizing and
planning the leadership
of adults in a way that
impacts student
learning. Reflects a
general rationale for
1
Poor sequence or
illogical presentation
of information.
Missing some or all
required components.
Presentation not well
timed.
Lacks an approach in
organizing and
planning leadership of
adults in a way that
impacts student
learning. Vague
rationale for
Linking
assessment
to
instruction
Evaluating
instructional
interventions
Delivery
based rationale for
instructional choices and
decisions. Illustrates
how standards and
guidelines drive
instruction based on the
unique needs of
learners. Includes
supporting data and
complete description of
intervention.
Reflects a deep
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments.
Assessments are used
for formative and
summative purposes
such as screening,
diagnosis, placement,
and progress
monitoring. Provides
examples of methods
that use grade level or
school-wide data to
implement and revise
instructional programs.
Clearly and effectively
presents data and
results of the
instructional
intervention. Provides
complete examples of
methods and data used
to evaluate professional
development regarding
instructional
interventions.
Expresses ideas fluently,
in own words, with little
reliance on notes.
Genuinely interested
and enthusiastic.
Exceptional voice
mannerisms, body
language, and
communication skills.
Exceptional quality of
presentation materials.
instructional decisions.
Some illustration of how
standards and guidelines
drive instruction based on
the unique needs of
learners. Includes few
examples of supporting
data and a description of
intervention.
instructional decisions.
Includes little illustration
of how standards and
guidelines drive
instruction based on the
unique needs of
learners. Limited use of
supporting data and
limited description of
intervention.
Reflects a general
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments. Some
assessments are used for
formative and summative
purposes. Provides few
examples of methods
that use grade level or
school-wide data to
implement and revise
instructional programs.
Reflects a limited
understanding of how
assessment drives
instruction, including the
place of informal and
curriculum-embedded
assessments. Few
assessments are used
for either formative or
summative purposes.
Hardly provides
examples of methods
that use grade level or
school-wide planning
data to implement and
revise instructional
programs.
Clearly presents data and
results of the
instructional
intervention. Provides
partial examples of
methods and data used
to evaluate professional
development regarding
instructional
interventions.
Vaguely presents data
and results of the
instructional
intervention. Provides
unclear examples of
methods and data used
to evaluate professional
development regarding
instructional
interventions.
Lacks data and results
of instructional
intervention. Provides
no or unclear
examples of methods
and data used to
evaluate professional
development
regarding instructional
interventions.
Relied little on notes.
Displayed interest and
enthusiasm. Good voice
mannerisms, body
language, and
communication skills.
Good quality of
presentation materials.
Read small parts of
material. Occasionally
struggled to find words.
Displayed interest and
enthusiasm. Sometimes
used inappropriate voice
mannerisms, body
language, and
communication skills.
Moderate quality of
presentation materials.
Relied extensively on
notes. Unenthused
and monotonous. Poor
voice mannerisms,
body language, and
communication skills.
Poor quality of
presentation
materials.
Total Score:
11
instructional decisions.
Missing illustration of
how standards and
guidelines drive
instruction based on
the unique needs of
learners. Lacks
supporting data and
provides an
incomplete description
of the intervention.
Reflects lack of
understanding of how
assessment drives
instruction, including
informal and
curriculum-based
assessments.
Assessments are used
for either formal or
summative purposes,
but not both. No
examples of methods
that use grade level or
school-wide
assessment data to
implement and revise
instructional
programs.
Part I – Needs Assessment – to be collected Fall Semester
Objective: To collect data about your school in order to determine which needs your project might
address.
Steps:
 Collect relevant school data (e.g., demographic data, assessment data, etc.). Be sure to
disaggregate the data and be as specific as possible.
 Analyze the data you collected and begin to identify patterns and/or trends in order to
determine a problem or an area of need on which you can concentrate for your ARP.
 Meet with your site mentor and your course instructor and present your findings and your idea
for a project.
Part II – Project Plan – due Fall Semester
Objective: To identify the outcomes, measurement instruments, and steps to meet your project goal.
Steps:
 Determine who will participate in your project (i.e., which adults and which students).
 Identify what the targeted adults will do differently as a result of this project.
 Identify the instrument(s) you will use to measure the degree to which your project met your
stated outcomes for adults (e.g., survey, observation, etc.).
As a result of the changes the adults made, student outcomes should also change positively.


Identify what the targeted students will do differently as a result of this project.
Identify the instrument(s) you will use to measure the degree to which your project met your
stated outcomes for students (e.g., district benchmark, text assessment, teacher-made
assessment, etc.).

Identify what impact you believe your ARP will have on the state assessment.

Write an Action Research Project Proposal for your project based on the information you
gathered in Parts I and II and submit it on Blackboard.
Part III – Project Implementation – due Spring Semester
Objective: To collect the post-data and reflect on the changes in the adults and students who
participated in the project.
Steps:
 Complete an Action Research Project Goal Report and submit it on Blackboard.
 Implement each of the steps in your plan.
 Deploy your measurement instruments to discover how the project influenced student learning,
as well as how it influenced changes in practice in the adults you led.
 Have your site mentor review the activities you have completed to accomplish your project and
sign the Site Mentor Verification form. Scan the form with your mentor’s signature and submit it
on Blackboard.
Part IV – Written and Visual Presentation of Results – due Spring Semester
Prepare a written report and visual presentation describing your project and its results, then present
them.
12
ACTION RESEARCH GOAL REPORT
Instructions:
 List the goals you plan to accomplish this quarter in relation to your Action Research Project (at least 3 for adults and 2 for students). Add lines to
the template as necessary.
 Describe the processes you will undertake to complete each goal.
 List the dates you plan to implement and complete each goal.
 List the data you plan to collect and when you plan to collect it.
 Describe how you will involve other adults in your project, such as your mentor or the teachers you are leading as part of your project.
Adult Goals
Goal
Processes to Undertake
Implementation &
Completion Dates
Data to Collect
How can I involve
other adults?
Student Goals
Goal
Processes to Undertake
Implementation &
Completion Dates
Data to Collect
How can I involve
other adults?
COMMUNICATION LOG
The purpose of the communication log is to capture your communication with your mentor, your field-based project group, your course instructor, or
anyone else who helps you to implement your Action Research Project. Log relevant communication such as meetings, phone calls, e-mail messages, etc.
You may insert additional rows as needed. After completing the communication log, have it verified and signed by your site mentor. Then scan the signed
document and submit it on Blackboard.
Name of Candidate:
Date
Semester: Fall/Spring
Person/Group
Title
Communication Summary
Site Mentor Signature _______________________________________________________________________________ Date ______________________