Center for Graduate and Professional Studies

Center for Graduate and Professional Studies EDG 644: INSTRUCTIONAL LEADERSHIP

Semester: Fall, 2011 (September 8th thru October 27th) Credits: 3 Graduate Credits Day/Time: Thursdays, 4:15 PM to 9:30 PM Place: Owen J. Roberts School District Instructor: Dr. Robert Salladino, Jr. E-Mail: [email protected] [email protected] Office: 610-469-5155 Cell: 215-873-6845 Home: 610-358-1119

Cabrini College Mission Cabrini College is a Catholic institution of higher education dedicated to academic excellence, leadership development, and a commitment to social justice. The College welcomes learners of all faiths, cultures, and backgrounds and prepares them to become engaged citizens of the world.

Cabrini College Core Values As the principal component of graduate offerings at Cabrini, the graduate program reflects fundamental elements of the College mission, most specifically the shared values of:

 Respect – Consistent demonstration of integrity, honesty, respect, and trust  Community – Demonstration of concern for the personal and professional well-being of others  Vision – Willingness to take risks for the sake of the College and, especially, the students, and willingness to be open, stand up for one’s beliefs, challenge others, admit mistakes, assume responsibility, and change one’s behavior when necessary  Dedication to Excellence – Commitment to a performance-based work culture characterized by a shared expectation of proficiency, effectiveness and hard work and by proficiency in interpersonal communication, teamwork, and organization.

Graduate Studies Goals Graduate programs at Cabrini College strive to develop within individuals the knowledge, skills, and disposition embodied in the mission and core values of the institution. Learning experiences in graduate programs provide opportunities for students to:

 Gain competence in their chosen field of study or subject area  Establish methods of inquiry, research, and problem solving  Gain confidence as a leader in their profession  Serve others, having received an “Education of the Heart” Course Description:

Core Standard II: An understanding of standards-based systems theory and design and the ability transfer that knowledge to the leader’s job as an architect of standards-based reform in the school.

Leadership and effective instructional processes are the focus of this module. A framework for effective instructional leadership will be studied as well as a model of effective teaching. Research related to effective schools will be reviewed.

Goals: Core Standard I: Knowledge and skills to think and plan strategically creating an organizational vision around personalized student success. The students will develop an understanding of what constitutes effective instructional leadership at all levels of current school settings and educational environments. The students will understand the linkages between educational leadership, standards and productive schools.

Learning Outcomes:

Core Standard I: Knowledge and skills to think and plan strategically creating an organizational vision around personalized student success. The students will acquire the knowledge base and dispositions necessary to become an effective school administrator.

Corollary Standard II: Managing Resources for effective results. The student will develop an understanding of the proficiencies and performances required for effective instructional leadership.

Corollary Standard III: Collaborating, communicating, engaging and empowering others inside and outside the organization to pursue excellence in learning. The student will identify the major roles and responsibilities of a principal that support effective instructional leadership in various school situations.

Instructional Approach/Format: The primary modes of instruction will be lecture, class discussion, sharing sessions, small group work, presentations and reports. Students will be expected to read textbook assignments and other supplemental materials about various topics in the course.

Note: Goals and objectives indicated for this course are based upon the Pennsylvania Department of Education Academic Standards.

Instructional Format: The class sessions will consist of discussions of the role of the principal as an instructional and educational leader. The structure of the class will rely heavily on each student’s active participation and willingness to share ideas, opinions, and experiences. Students will be expected to prepare thoroughly for each class meeting by reading the assigned sections of the text and additional articles pertaining to the topics being discussed. Additional materials may also be provided by the instructor. The course format will consist of lectures, guided class discussions, presentations, individual and small group work, and individual research and writing activities.

Course Materials: A. Required Text: Glickman, Carl D., Gordon, Stephen P., and Ross-Gordon, Jovita M. Supervision and Instructional Leadership A Developmental Approach. Seventh Edition, Allyn and Bacon, 2007.

B. Supplemental Readings: Additional readings will be assigned to support the course objectives, class learning activities, and assignments. Weekly Topic Outline & Course Learning Activities:

Session #1 – September 8, 2011  Introduction, Course Overview, and Class Assignments & Requirements  What Does it Mean for a Principal to be an Instructional Leader?  Chapter 1 – Supervision for Successful Schools

Session #2 – September 15, 2011  Orientation to the Educational Leadership Program – Bob Wetzel, Cabrini College  “This Week in Education”  Effective Schools Research – What Constitutes a Successful & Effective School?  Chapter 2 – The Norm: Why Schools Are as They Are  Chapter 3 – The Exception: What Schools Can Be  Article – “The Kind of Schools We Need”

Session #3 – September 22, 2011  Presentation – Library Services Anne Schwelm, Reference Librarian  “This Week in Education”  The 43rd Annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes Towards the Public Schools  Chapter 5 – Reflections on Schools, Teaching, & Supervision  Professional Journal Article …………………………….1. ______

2. ______

3. ______

Session #4 – September 29, 2011  “This Week in Education”  School Improvement  “Good to Great and the Social Sectors”  Breaking Ranks Framework  Standards Aligned System – SAS  Professional Journal Article …………………………….1. ______

2. ______

3. ______

Session #5 – October 6, 2011  “This Week in Education”  Chapter 6 – Supervisory Behavior Continuum: Know Thyself  Chapter 7 – Developmental Supervision  Principals as First Learners  Professional Journal Article …………………………….1. ______

2. ______

3. ______Session #6 – October 13, 2011  “This Week in Education”  Chapter 8 – Direct Control Behaviors………………….Group #1  Chapter 9 – Directive Informational Behaviors……….Group #2  Chapter 10 – Collaborative Behaviors…………………Group #3  Chapter 11 – Non-Directive Behaviors………………...Group #4  Instructional Coaching

Session #7 – October 20, 2011  “This Week in Education”  Chapter 12 – Developmental Supervision  Chapter 18 – Professional Development  Professional Learning Communities & the Role of the Principal  ASSIGNMENT DUE – Research Paper  Research Paper Presentation………………………….Group #1 & Group #2

Session #8 – October 27, 2011  “This Week in Education”  Chapter 19 – Curriculum Development  Common Core Standards  Should the Curriculum Be Standardized for All?  Article – “National Education Standards: To Be or Not to Be?”  Research Paper Presentation………………………….Group #3 & Group #4  ASSIGNMENT DUE – Philosophy of Instructional Leadership

Assignments and Grading Policy: A. Class Participation & Attendance – 50 Points Regular class attendance is essential. Class participation includes reading all assigned materials, thoughtful contributions to class discussions that reflect thorough preparation, as well as the completion of other assignments and activities. One component of class participation will be “This Week in Education.” Students will be expected to read at least one current news article each week. The articles may come from a current journal, Education Week, or other sources. Students may wish to subscribe to ASCD Smart Brief – a free, daily e-mail alert which contains many excellent, interesting articles. Each class session will begin with a discussion of current articles. Students will utilize the class “Wiki” page to post a response/synopsis/reaction to one article that they read, while also posting a comment/reaction to the post of a classmate. The “Wiki” page is designed to extend our learning and collaboration beyond our weekly class meeting. The weekly research, reading, and online discussion will count for four hours of embedded field experience as part of EDG 650 – Principal Internship.

B. Reflective Journal – 75 Points Students will utilize the class Wiki page to post a short response to one of the main topics or concepts discussed in class each week. The post is an opportunity for students to reflect on the class discussion, synthesize their ideas, and to draw personal conclusions on the various topics discussed. The response should be one to two well-developed paragraphs and demonstrate the student’s understanding of the topic. The posting must be done prior to the next class meeting. Students are encouraged (though not required) to read and comment on the posts of their classmates. This assignment will count for six hours of embedded field experience as part of EDG 650 – Principal Internship. D. Professional Journal Article - 25 Points Students will write a reaction to or critique of an article from a professional journal such as Educational Leadership (ASCD), Principal Leadership (NASSP), or Principal (NAESP). The article should have some connection to a topic contained in the course syllabus or the role of the principal as an instructional leader. The paper should be 2 to 3 pages in length and contain a short summary of the content presented, your reaction to the topic or critique of the author’s viewpoint, and an explanation of how the information will influence your thinking as an educational leader. Your paper should contain a citation for your article using appropriate APA format. Students will have an opportunity to share their work with classmates. The research, reflection, and writing for this assignment will count for two hours of embedded field experience as part of EDG 650 – Principal Internship.

E. Research Paper & Presentation – 100 Points for Paper & 25 Points for Presentation Students will work with a partner to prepare a research paper on one of the major or related topics listed in the course syllabus. All topics require prior approval by the instructor. The focus of the paper should be on improving the knowledge base and leadership skills of the aspiring principal. The joint paper should be 6 to 8 pages in length with a minimum of 5 to 7 sources. The paper should follow APA format. Students will be assessed on content and style. Students will prepare a short presentation for the class that highlights the relevant research, key finding, and implications for principals. The presentation should be approximately 20 minutes in length and make use of some type of visual (PowerPoint, Key Note, Prezi, etc…) The specific format and assessment guidelines for the paper and presentation will be discussed in class and outlined in an additional handout. The research required for this assignment will count for six hours of embedded field experience as part of EDG 650 – Principal Internship.

F. Philosophy of Instructional Leadership – 25 points Students will develop and write a succinct summary of their personal beliefs as to what constitutes outstanding instructional leadership in schools. This assignment is an opportunity for students to synthesize the work and discussions from the entire course. This document is an element of the Principal Internship Portfolio and should also assist the student in preparing for an interview for an administrative position. This assignment will count for two hours of embedded field experience as part of EDG 650 – Principal Internship.

The College and Graduate Center grading system is as follows: Grade Quality Points per Credit Scale for Grades A 4.00 93% - 100% A - 3.67 90% - 92% B + 3.33 87% - 89% B 3.00 82% - 86% B - 2.67 79% - 81% C + 2.33 76% - 78% C 2.00 70% - 75% C - 1.67 D + 1.33 D 1.00 F 0.00 69% or below

Other grades without quality points may be given for special situations; consult the graduate catalog for these grades. If the student warrants an incomplete (I) grade, it is the student’s responsibility to make sure that he/she meets the College and Instructor criteria and deadlines for requesting this grade and ensuring the change of grade in a timely manner. Americans with Disability Act: Persons with documented learning disabilities who need course accommodations, have emergency medical information, or require special arrangements for building evacuation should contact the instructor within the first week of the class. Verification of any special arrangements needs to be made through the Coordinator of Disability Services. Call 610-902-8572 to make an appointment to request accommodation. Such disclosure is voluntary and is kept in strict confidence.

EDG 650 – Principal Internship It is understood that while the coursework is being completed, the student is rigorously completing his/her 360 hours of EDG 650 – Principal Internship. Two hundred fifty (250) hours are to occur in the actual internship, while one hundred ten (110) hours are imbedded in coursework. Students are encouraged to integrate knowledge and skills learned in this course to the internship field experience and vide-versa.

Student’s Responsibilities:

Drop/Add/Withdrawal Policy: The appropriate form from the Registrar’s Office must be obtained by the student and the required signatures must be secured within the prescribed time limitations. Students are to refer to the College’s Drop/Add/Withdraw Policy.

Class Attendance: Attendance and full class participation is important for our collaborative learning group in this graduate level course. Students are expected to attend all class sessions unless a reasonable absence is warranted. All absences are to be communicated to the instructor immediately upon the student realizing that he/she will not attend class. Alternate assignments may be given to make-up the class time missed. Excessive absences will lower an individual’s grade.

Academic Honesty Policy: Cabrini College is committed to a learning environment that embraces academic honesty. Each member of the Cabrini Community is expected to read, understand, and uphold the policies set forth in the Academic Policies, Procedures, and Regulations manual.

Financial Obligations: Students who do not satisfy financial obligations to Cabrini College are not entitled to a grade by the instructor or the College.

Special Notation: Inclement Weather Information and Snow Closing Number on KYW 1060 AM – Delaware County, 2523. Also visit the Cabrini website, www.cabrini.edu, where important information is posted. A special message may also be posted on the College’s main telephone number – 610-902-8100.

The student acknowledges receipt of this syllabus and the information herein contained by signing the attendance sheet circulated by the instructor or by continuing to attend classes. The instructor reserves the right to make changes to this syllabus if circumstances warrant such change. All major changes will be provided to the students in writing.