Course Description s3

Principal as the Instructional Leader EDL 550 Western Illinois University Spring 2017 Quad Cities Campus Room 2214

January 21, February 25, April 1, May 6

Dean Halverson, Ph.D. Work (309) 298-1070 Professor Cell: (563) 370-8788 Department of Educational Leadership E-mail: [email protected] Room 2119 Office Hours: Tuesday 10:00-2:00, Thursday Quad Cities Campus 9:00-11:30, and before/after each class session.

Course Description

EDL550 (2) and EDL551 (1): Emphasis is placed on enabling leaders to generate the tools to assist teachers in improving instruction. Topics include research on effective instruction, conferencing skills, evaluation of lesson plans and instructional materials, and formative and summative evaluation of teaching. Students will demonstrate competence by applying a research- based model to assess instructional artifacts and evaluate instruction.

Prerequisites

EDL 500, Leadership Development and Self- Assessment, EDL 505, School Improvement and Organizational Development, EDL 517, School Law, EDL528, Supervision of Instruction and the completion of 20 semester hours in the educational leadership program are prerequisites for this course. EDL 555 and 551 are taken in conjunction with EDL 555 and 556, Principal Internship.

Purpose

The principal’s most important role is that of instructional leader. Research indicates that, next to classroom teachers, the principal has the most impact on student achievement. The course emphasizes working with marginal teachers, change leadership, and other tools that assist principals in improving instruction.

1 Objectives

The student will:

1. Acquire the knowledge and skills necessary to supervise, evaluate, remediate, and if necessary to terminate marginal teachers. ( Remediation Plan Template) 2. Develop growth plans/improvement plans for marginal teachers. (Remediation Plan) 3. Research a change model and then work with a team to create a list of similarities and differences between three different models. (Change Paper) 4. Develop a presentation on a change process as it relates to an identified area in their own school. (Change Presentation) 5. Analyze their own attitudes regarding management and leadership (Surveys) 6. Read a book on leadership (Read leadership book and listen to reviews of other books) 7. Develop a “One-Pager” related to the leadership book as an example of the format that is recommended for principal newsletters. (Book One-Pager) 8. Create a list of the leadership characteristics necessary to provide leadership for learning. (In class activity and Whittaker book) 9. Create a list of the key factors in the change process (Change paper and in class activity) 10. Develop a personal self-improvement plan. (Part of final exam) 11. Become more knowledgeable regarding professional learning communities (Article and class activities)

Texts and Handouts

Danielson, C. (2007). Enhancing professional practice. Alexandria, VA: ASCD. (EPP) ISBN 978-1-416-60517-1 (You should have this book from EDL 560)

Whitaker, T. (2011). What great principals do differently. Larchmont, NY: Eye on Education. (This book is available from the WIU Book Store or other vendors.

2 Calendar of Topics

Notes Readings and Date Topics Assignments Below 1/21  Introduction 1. EPP Chapter 6 See #1  Syllabus 8:00 –  Characteristics of marginal teachers 2. Article: Widget Effect See #2 5:00  Causes of teacher difficulties  Differentiated supervision 3. Bring your district ‘s procedures for working  Helping marginal teachers with marginal  Developing teacher assistance plans teachers

 Internship Seminar 1—Electronic Portfolio 4. Bring artifacts to add to your portfolio 2/25  Review of assistance plans 1. Leadership book See #3  Retention vs dismissal one-pager 8:00-  Leadership vs. management 3:30  Leadership analysis instruments 2. Article: See #2 Management vs Leadership

3. Mid Term Exam 4/1  The learning centered principal 1. Balanced Leadership See #4  Balanced leadership article and chart 8:00-  Leadership styles 3:30  The learning centered principal 2. Article: The School See #2 Prin. As Leader 5/6  Principals as instructional leaders 1. What Great Principals See #5  What great principals do differently Do Differently  Leading meetings 8:00-  In basket scenarios for principals 2. Article: See #5 5:00

 Internship Seminar 2--Resumes and cover letters

3 1. Read the sections listed below from Chapter 6 (Danielson’s Enhancing Professional Practice). Create a bulleted list of 8-10 major points and then write a reflection of about ½ page. P. 168-170: Using the Framework for Reflection and Self-Assessment P. 176-177: Using the Framework for Peer Coaching P. 177-181: Using the Framework for Supervision and Evaluation 2. Assigned Articles: All the articles can be found on Western Online in the Assigned Articles folder. Go to EDL 550 on Western Online; click on Course Content; open the folder titled Assigned Articles. As you read each article make a list of what you consider to be the 8-12 key points in the article—these should be in a bulleted list. At the end of the list write a reflection of about ½ to 1 page over the area(s) that struck you as the most enlightening or reinforcing. (Think in terms of about 1 to 2 pages and not more than 2 pages for each article assignment.) Some of the articles are PDF documents so they may take a little while to open.

1/21: The Widget Effect? (Pages 1-30) 2/25: Management vs Leadership 4/1: The School Principal as Leader 5/6: Emotional Intelligence

3. Read a book on leadership (not the Whitaker book)—see Appendix A for a list of books that students in previous classes have read. Prepare a summary of the book as a front and back “one-pager”. The emphasis should be on leadership principles with one section listing what you consider to be the “top ten” leadership principles from the book. Present a “review” on the book you read. You will utilize your “one-pager” for your presentation so bring at least 18 copies. Your goal is to convince other people in the class that they should read the book. (Please do not select a book you have utilized in a previous class.) (See Appendix A for scoring criteria.)

4. School Leadership That Works: Balanced Leadership: What 30 Years of Research Tells us About the Effective Leadership on Student Achievement. (This article is located in the Western Online folder titled Assigned Articles at the bottom of the list.) Make a list of the 5 areas that you would consider areas of strength and the 5 areas that you feel would be the most challenging for you. Give reasons for each of your choices and for each area list at least two things you could do in the school as the principal to demonstrate that responsibilities. This works best if you put it in table format with the following headings;

Responsibility Why a Strength/Weakness How Demonstrated in School

5. What Great Principals Do Differently: Review the entire book.

A The text lists 18 things that the author feels matter the most. Which of the practices do you feel would be the most difficult to implement if you were the principal in your present

4 building? The easiest to implement? Include at least 4 in each group and give reasons for your choices.

B. You will do a short presentation to the class on one chapter of the book. This will be 5 minutes or less and will not require visuals.

Assessment

Activity Points All assignments, unless otherwise indicated, should be placed in the Western Online Drop Box Day 1 EPP Chapter 6 10 Drop Box prior to 7:30am on January 21 Article: Widget Effect 10 Drop Box prior to 7:30am on January 21

Day 2 One Pager on Leadership Book 15 Drop Box prior to 7:30am on February 25 Article: Management vs Lead. 10 Drop Box prior to 7:30am on February 18 Mid Term Exam 26 Completed in class on February 25

Day 3 Balanced Leadership Chart 10 Drop Box prior to 7:30am on April 1 Article: Prin. As Leader 10 Drop Box prior to 7:30am on March 25

Day 4 Great Principals Chart 10 Drop Box prior to 7:30am on May 6 Article: Emotional Intelligence 10 Drop Box prior to 7:30am on April 29

TOTAL POINTS 111

A grade= approximately 95-100% B grade=approximately 82-94%

Additional Resources

DiPaola, M.F. & Hoy, W.K. (2008). Principals improving instruction. Upper Saddle River, NJ: Pearson.

5 Elder, C.H. (2004). Dismissal doesn’t have to be difficult. Lanham, ML: Scarecrow Education.

Gorton, R., Alston, J. A., & Snowden, P. (2007). School leadership & administration. New York: McGraw Hill.

Guthrie, J.W. & Schuermann, P.J. (2010). Successful school leadership. Upper Saddle River, NJ: Pearson.

Hanson, K.L. (2009). A casebook for school leaders. Upper Saddle River, NJ: Pearson Education. Isaacson, L.S. (2005). Smart, fast, efficient: The new principal’s guide to success. Larchmont, NY: Eye on Education.

Kowalski, T.J. (2008). Case studies on educational administration. Upper Saddle River, NJ: Pearson.

Razik, T.A. & Swanson, A. D. (2010). Fundamental concepts of educational leadership & management. Upper Saddle River, NJ: Pearson.

Sergiovanni, T.J. (2009). The principalship: A reflective practice perspective. Upper Saddle River, NJ: Pearson.

Terrell, R.D. & Lindsey, R.B. (2009). Culturally proficient leadership. Thousand Oaks, CA: Corwin.

Whitaker, T. (2002). Dealing with difficult teachers. Eye on Education, Larchmont, N: Eye on Education.

Policies and Expectations

Attendance (For courses at the 500 level) A student who is absent for more than 50% of a scheduled day of a Weekend Academy class will be assigned a grade of incomplete (I) by the instructor and must make up the appropriate day in its entirety the next time the course is offered in order to change the Incomplete to a letter grade. If a student is absent for more than 50% of the first day of a weekend academy class, the instructor may, at his/her discretion, either exclude the student from attending the class or award an incomplete under this attendance policy.

Incomplete Grade for Missing Course Requirements An incomplete grade may be given only when a student, due to circumstances beyond his or her control, is unable to complete course requirements within the official limits of the term. The instructor may allow additional time for completion of the requirements after consideration of a written petition from the student to the instructor. The petition must include what the student will do to complete the requirement and the expected date of completion of the incomplete requirements.

Academic Accommodations In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an

6 accommodation. For the instructor to provide the proper accommodation(s) you must obtain documentation of the need for an accommodation through Disability Support Services and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 298-2512 for additional services.

WIU Academic Dishonesty Policy Western Illinois University is dedicated to the discovery and communication of knowledge. The University can best function and accomplish its objectives in an atmosphere where high ethical standards prevail. For this reason, and to insure that the academic work of all students will be fairly evaluated the University strongly condemns academic dishonesty. The most prevalent forms of academic dishonesty are cheating and plagiarism. Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating. It is the responsibility of the student to not only abstains from cheating, but also to avoid making it possible for others to cheat. Any student who knowingly helps another student cheat is as guilty of cheating as the student he or she assists.

The submission of the work of someone else as one's own constitutes plagiarism. Academic honesty requires that ideas or materials taken from another course for use as a course paper or project be fully acknowledged. Plagiarism is a very serious offense in whatever form it may appear, be it submission of an entire article falsely represented as the student's own, the inclusion within a piece of the student's writing of an idea for which the student does not provide sufficient documentation, or the inclusion of a documented idea not sufficiently assimilated into the student's language and style.

Student Rights and Responsibilities A complete set of links to student rights and responsibilities can be found at the following URL: http://www.wiu.edu/Provost/students/.

7 Appendix A

Listed below are a variety of “easy reads” on leadership. You may pick one of these titles or another title of your choice. (Please do not select a book that was utilized in a previous class.)

 Lincoln On Leadership by Donald L. Phillips  Be Quick-But Don’t Hurry! by Andrew Hill with John Wooden  Leading With The Heart by Mike Krzyrewski  The Heart of a Leader by Ken Blanchard  Leadership and the One Minute Manager by Ken Blanchard  Whale Done by Ken Blanchard, et al  Fish by Lundin, Paul, and Christenson  Cigars, Whiskey, and Winning: Leadership Lessons from U.S. Grant by Al Kaltrnan  Good to Great by Jim Collins (Good book, but not an easy read)  The 21 Indisputable Qualities of a Leader /21 Irrefutable Laws of Leadership, J. Maxwell  First Break All The Rules by Marcus Buckingham  Books by John Wooden, Lou Holtz, Pat Riley, Vince Lombardi, Bill Russel, Toni Dungee  Leadership by Rudolph Giuliani  If Aristotle Ran General Motors by Tom Morris  The Fred Factor by Mark Sanborn  Leadership Secretes of Colin Powell  One Minute Manager by Blanchard  Getting it Done by David Allen  Energy Bus by John Goran

Scoring Criteria for One-Pager

Criteria Possible Points Points earned

Use of at least 4 of the following: 4 White spaces Visuals Blocked stories/articles Use of bullets or numbers for lists Bolded sentences or statements Break up long blocks of text Attractive and appealing to the “30 second” reader 2

Accurate and complete presentation of 2 the key areas of the leadership book Inclusion of the top ten leadership principles 2

Grammar, punctuations, spelling, etc. 5 (-1 per error)

TOTAL POINTS 15