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COLLEGE OF EDUCATION DEPARTMENTAL COURSE SYLLABUS EDUCATIONAL LEADERHSIP AND POLICY STUDIES

1.0 Course Prefix and Number: EDA 6061

2.0 Course Title: PRINCIPLES OF EDUCATIONAL ADMINISTRATION

3.0 Anchor Faculty: Rodney Evans, Janice Fauske

4.0 Course Prerequisites: None

5.0 Course Description: Educational administration as a profession. Consideration of organization, control, and support of the educational system.

Blackboard: The use of the Blackboard environment is important to the delivery of course content. To access myUSF each student must have a USF NetID account. For more information on USF NetID, refer to https://una.acomp.usf.edu/ When you have your NetID, to access online services on myUSF, refer to https://my.usf.edu

Program Portfolio: After successfully completing all courses for this program students are required to submit a Program Portfolio during the semester the student applies for graduation. Portfolio Guidelines: http://www.coedu.usf.edu/main/departments/edlead/documents/MEDPortfolioGuidelines_000.pdf

The College of Education CAREs The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html

6.0 Course Objectives (See Appendix A for complete standards): 6.1 Synthesize the Historical and Philosophical Development of Administration Domains 1.1, 6.1, 6.2, 6.3; ELCC 6.1a, 6.1c; FL Ethical Leadership; FELE b.1 As a result of taking this course the hope is that students will a. Gain awareness of the daunting challenges inherent in the profession of educational administration. b. Review some of the recent and not-so-recent authors who have explored the multifaceted phenomenon we call leadership, including historical authors’ knowledge and perspectives. c. Distinguish between theories and principles (these are not exactly the same thing) and in this course it will be administrative principles with which we will be centrally concerned. d. Understand that administration is a humanism, or “philosophy in action,” centrally concerned with ethics and values - and thus outside the realm of science and strict scientific inquiry. e. Act with a reasoned understanding of major historical, philosophical, ethical, social and economic influences affecting education in a democratic society.

6.2 Analyze Organizational, Political and Systems Theory and Processes: Domains 3.4, 6.2, 6.3; ELCC 3.1, 3.2, 3.3; FL Decision Making Strategies; FELE a.1, a.3, f.1 Students will demonstrate understanding of and capacity to: a. Study the organization (i.e. school) for which the educational administrator has responsibility focusing on the persona of the administrator as the element. b. Establish operational plans and processes to accomplish strategic goals, utilizing practical applications of organizational theories. c. Apply a systems perspective, viewing schools as interactive internal systems operating within external environments. d. Define and relate the general characteristics of internal and external political and social systems as they apply to school settings. e. Describe the processes by which federal, state, district, and school-site policies are formulated, enacted, implemented and evaluated, and develop strategies for influencing policy development.

6.3 Examine Governance Structures: Domains 2. 1, 3.4, 4.1, 4.2; ELCC 3.1a, 3.1b Students will demonstrate understanding of and capacity to: a. Analyze community and district power structures, and identify major opinion leaders and their relationships to school goals and programs. b. Understand the societal and institutional theory from which educational systems emerged. c. Develop appropriate procedures and relationships for working with local governing boards. d. Understand the relationship of systems and organizational theory to organizational learning and the development of school culture

6.4 Apply Decision Making and Problem Solving Strategies: Domains 4.2, 6.2; ELCC 3.1a, 3.2a, 3.3a; FL Decision Making Strategies, Ethical Leadership; FELE a.2, c.2, c.3, f.2 Students will demonstrate understanding of and capacity to: a. Frame, analyze, and resolve problems using appropriate problem solving techniques, case analysis, and decision making skills. b. Make decisions based on the moral and ethical implications of policy options and political strategies. c. 6.5 Comprehend Issues of Student Safety and Support: Domains 2. 1, 4.1, 6.3; ELCC 3.1b, 4.1f, 6.1c; FL Community Stakeholder Partnerships, Students will demonstrate understanding of and capacity to: a. Develop and administer policies that provide a safe school environment and promote student health and welfare. b. Address student and family conditions affecting learning by collaborating with community agencies to integrate health, social, and other services for students.

6,6 Develop Strategies for Communication and Community Involvement: Domains 1.1, 2.1, 4.1, 4.2, 6.3; ELCC 1.5a. 1.5b, 4.1a, 4.1f, 6.2a, 6.3a, 6.3b; FL Community Stakeholder Partnerships, Diversity; FELE b.1, b.2, b.4, c.1, c.2, f.1, f.3, f.2, f.4, f.5 Students will demonstrate understanding of and capacity to: a. Communicate effectively with various cultural, ethnic, racial, and special interest groups in the community. b. Involve family and community in appropriate policy development, program planning, and assessment processes. c. Articulate the district's or school's vision, mission and priorities to the community and media, and build community support for district or school priorities and programs d. Develop an effective and interactive staff communications plan and public relations program. e. Utilize and respond effectively to electronic and printed news media.

Diversity: Through the use of readings, class discussions, case studies, problem-based learning, written assignments and field experiences students will have opportunities to develop their own understanding and skills in becoming more effective leaders in diverse learning organizations.

Technology: Education leaders use and promote technology and information systems to monitor, manage, and enrich the learning environment while also increasing productivity and assessment systems. To this end, Educational Leadership students will incorporate technology as a tool to facilitate their study of course content and to facilitate completion of course requirements. Applications may include the use of Blackboard Learning System; word-processing; communication; presentations; along with accessing library, government, and education related resources over the web.

Methods of Instruction: Students will be asked to participate in small and large group discussions that focus of self- reflection and integration of new material. Other modes of instruction may include lecture, media presentations, case studies, problem analysis, student presentations, written assignments and field experiences.

7.0 Content Outline: 7.1. History and Context of Public Education Theories of school organizations and structures within a social and political environment. Philosophical Dimensions of Leadership Social justice and critical theory in administration Contemporary issues in public education. Overview of School Reform Initiatives Democratic and ethical values. Student, school and community needs. Changing socio-economic conditions.

7.2. Responsibilities of Educational Leadership Analysis and operation of the school organization. Promoting an environment that encourages change and conflict resolution. Systems theory, and decision making models.

7. 3. School Organizations & Structures within a Social & Political Environment: Local school boards and community organizations. State boards of education and state government. Special interest groups. Professional organizations and labor unions.

7.4. Proactive Role of School Leaders in School/Community Relations: Articulating and marketing the school program, media relations, and public relations. Understanding the roles of parents, community and business leaders, school boards and taxpayers. Understanding human behavior and motivation. Understanding social justice concerns Seeking and using community feedback. Mediating concerns of students, staff, parents and the community. Resources, community agencies and services that support students

8.0 Assessment of Student Outcomes: Include elements related to philosophy development, ethics, contribution to portfolio, as well as communication strategies and fieldwork if present in the course) 8.1 Course readings, analysis and reflections Students will participate in presentations, discussions, simulations, case analyses, and other classroom activities that require full immersion in reading and related course preparation. Individual and small group in-class assignments will be turned in at various times during the course and will be one indicator of preparedness and participation. Full class attendance and participation will also be an indicator.

8.2 Philosophical and Interpretation Paper and Presentation (Portfolio Artifact) Students will review one or more historical philosophies of leadership and will write an individual essay reflecting on the readings and interpreting the reading in relation to developing their philosophical approach to education. Students will then pair with 1-2 others to articulate these ideas to the class in a 20 minute presentation.

8.3 Case Writing/Analysis School leaders must understand and be able to assess the impact of national and state level policies. In pairs, students will examine in depth one significant political issue that affects the educational system, such as (1) High stakes testing (such as FCAT) policies and impact, (2) results of legislation aimed at directly influencing teaching and learning (No Child Left Behind or class size legislation), or (3) school safety issues.

Each group will prepare a case study containing the following elements:

a. An introduction of 1-2 pages of the political or social issue under study. b. A written narrative of 3-4 pages that tells a story of how the policy under study “plays out” at the school or district level. The story should be detailed enough to give a rich view of the issues with political, social and related human dimensions, particularly related to issues of social justice. Actual or simulated dialogue can be included. c. The project should include 3-5 pages of supporting documentation including but not limited to the following: 1. A copy of the policy or legislation under study 2. Pertinent facts at the school or district that relate to the case 3. Data that show the impact of the policy/legislation on the school or district 4. Links to newspaper or state documents and information d. Unanswered questions or challenges that arise in the study of the policy. e. The group’s assessment of the advantages or disadvantages of the policy for education f. A list of references and/or suggested readings to be used in the case study. These should include websites as well as journal articles or books and should have a national as well as a state level focus. 8.4 Field Experience (10 contact hours) Observation and Analysis of School Board Meetings: Practicing educators must have a firm understanding of the role and function of the local school board, the philosophy that governs the manner in which the local board conducts its business, and the relationship of the board to the school and community constituencies. One of the most important opportunities for students to observe and apply theory to practice is in the analysis of school board meetings.

Format: 1. The paper should be 2- 3 pages (not including attachments). It should include a brief overview of logistics, but should focus on the board dynamics and philosophy. 2. The paper will include two components: a. Written overview and analysis of meeting using items listed below as a guide. b. Two attachments: a copy of the agenda for the meeting and a copy of local media coverage (if available). Note: It is likely that you will have to do some “homework” prior to the meeting! 3. Overview a. Provide a brief overview of the meeting. What issue did the board consider? What significant action was taken by the board? b. Identify the Board officers by name and title. If the Board operates by committee, identify them, the chairs, and the role played by these individuals during the meeting. 4. Analysis a. Discuss the issues and actions reported in the overview. Reflect on what occurred, and react. Were you able to identify “theory in action”? Explain. b. Based on your observations, what is the Board’s philosophical position with regard to the following issues? Students, Faculty/Union, Non-Instructional Staff, Building- Level Administrators, Sports, Arts, Accountability, Finance, the Community, School Culture. It is unlikely that you will be able to comment on all of these topics as the result of one observation. The agenda may determine what you will be able to observe! c. Comment on the “politics” factor as you observed it. Who has “voice” in the meeting? What are the potential implications for social justice issues in the decision making processes? d. Based on your observation of this single meeting, comment on the working relationship between the Superintendent and the Board. What kinds of power were evident and under what circumstances or as a result of what issues?

8.5 Ethical Leadership As a synthesis activity, students will assess the implied moral and social obligations of administrators, paying particular attention to the ethically questionable idea that the end justifies the means. We will contrast this with the more widely accepted belief that the means determine the end, recognizing that education (teaching) is at its heart an ethical practice. Student will explore the relationship between maintaining status quo for personal advancement against their role as advocate for improvement, especially for underserved and disenfranchised constituencies. In small groups, students will organize a 15-20 minute panel discussion of these issues that includes implications for administrative choice and behavior. Each group will prepare an outline of the major points for the instructor and the class.

9.0 Grading: (A clearly articulated set of criteria and a scale on which students will be assessed.) Faculty, at their own discretion, will use the A, B, C, D, F, or the plus/minus grading system (A+, A, A-, B+, B, B-, F.). There is no mandated numeric grading system. Individual faculty can determine what constitutes a letter grade (e.g. A= 90 to 100 or A- = 90-94 -- these are only examples). “No grade below “C” will be accepted toward a graduate degree. This includes C- grades.”

A (93-100) B- (81-82) A- (91-92) C+ (79-80) B+ (89-90) C (75-78) B (83-88) F (74 and below)

Publication Manual of the American Psychological Association (APA) (2001) (5th ed.) is the style adopted by the Department of Educational Leadership and Policy Studies and the College of Education. Apply it appropriately and consistently throughout written work.

EVALUATION RUBRIC FOR WRITTEN ASSIGNMENTS:

Assessment Rubric for Oral and Written Communication Written and oral work should reflect integration of required readings and additional sources. The Publication Manual of the American Psychological Association (APA) is the style adopted by the Department of Educational Leadership and Policy. Use it appropriately and consistently throughout written work. Below is the rubric for assessing written and oral assignments: Element Description Effective Assignment demonstrates student’s command of the Communication language. Written work will be assessed on the degree to which it represents effective writing and oral skills that are requisite for every educator. Completeness All portions of assignment are included in response/discussion and reflect APA Style. Assignments may be returned without grades if incomplete. Students may resubmit within one week. Organization & Ideas are presented logically, and meaning is clear. Structure Course Knowledge Concepts and principles from class presentations, readings and discussions are reflected in written form. Support & Critical Reasons for opinions, implications and conclusions Reflection are stated. The “why” is explained. Multiple perspectives are considered, and choices are defined.

10.0 Sample Texts: (One or more of these texts will anchor the course and address the standards assigned to this course).

Hodgkinson, Christopher. Educational Leadership: The Moral Art. State University of New York Press: Albany, NY, 1991.

Lunenburg, F. and A. Ornstein (2000) 3rd edition Educational administration: Concepts and practices. Belmont, CA: Wadsworth Publishing Co. Owens, R.E. (1998). Organizational behavior in education, 6th Ed. Needham Heights, MA: Allyn and Bacon.

Supplemental Readings:

Bolman, L. G., & Deal, T. (1997). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.

Combs, A.W., Miser, A.B. & Whitaker, K.S. (1999). On becoming a school leader: A person- centered challenge. Alexandria, VA: ASCD.

Deal. T. E., & Peterson, K. D. (1999). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass.

Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco: Jossey Bass.

Foster, William. Paradigms and Promises: New Approaches to Educational Administration. Amherst, New York: Prometheus Press, 1986.

Fullan, M., & Hargreaves, A. (1996). What’s worth fighting for in your school? New York: Teachers College Press.

Hoffman, C. and Ness, J. (2001). Putting sense into consensus: Solving the puzzle of making team decisions. Alexandria, VA: ASCD.

Hoy, W. K. and Miskel, C.G. (1991). Educational administration: Theory, research, and practice, 4th Ed. New York, NY: McGraw-Hill.

Krishnamurti, Jiddu. Education And The Significance of Life. Harper & Row Publisher: San Francisco, CA., 1981.

Lambert, L. (1998). Building leadership capacity in schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Lyman, L. L. (2000). How do they know you care? The principal’s challenge. New York: Teachers College Press.

Machiavelli, Niccolo. The Prince. Robert M. Adams, Ed & trans. A Norton Critical Edition. New York: W.W. Norton, Co., 1992.

Meek, A. (2001). Communicating with the public: A guide for school leaders. Alexandria, VA: ASCD.

Sarason, S. B. (1996). Revisiting “the culture of school and the problem of change”. New York: Teachers College Press.

Senge, P., Cambron-Mccabe, N., Lucas, T., Smith, B, Dutton, J., Kleiner, A. (2002). Schools that learn. New York: Doubleday.

Sergiovanni, T. J. (1994). Building community in schools. San Francisco: Jossey Bass.

Starratt, R. J. (1996). Transforming educational administration: Meaning, community, and excellence. New York: McGraw Hill.

USF POLICIES

• ADA Statement: Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services. Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course. A letter from the USF Disability Services Office must accompany this request.

• USF Policy on Religious Observances: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.

• Web Portal Information: Every newly enrolled USF student receives an official USF e- mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Students should go to the Academic Computing website (http://www.acomp.usf.edu) and select the link "Activating a Student E-mail Account" for detailed information. Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.html.

• Academic Dishonesty: Information can be found in the on-line Graduate Catalog: http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an “F” with a numerical value of zero on the item submitted, and the “F” shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course.

Detection of Plagiarism The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to Turnitin.com. Assignments are compared automatically with a huge database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. For more information, go to www.turnitin.com and http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism. Appendix A Standards Assigned to EDA 6061

Standards Domains and competencies to be addressed

ELPS DOMAIN 1: VISIONARY & STRATEGIC LEADERSHIP Domain(s)/Performances LEARNER OUTCOME 1. The student will demonstrate knowledge, skills and dispositions to develop, articulate and implement a shared vision that is supported by the school community.

DOMAIN 2: LEADERSHIP FOR STUDENT PERFORMANCE LEARNER OUTCOME 1. Demonstrate potential ability to develop positive school culture through context-appropriate strategies that reflect a shared vision for a diverse, interactive learning community.

DOMAIN 3: ORGANIZATIONAL AND RESOURCE MANAGEMENT LEARNER OUTCOME 4. Demonstrate the ability to apply knowledge and skills of fiscal, personnel, and organizational management in accordance with state and local policies and procedures to facilitate the efficient and effective operation of schools.

DOMAIN 4: COLLABORATIVE LEADERSHIP LEARNER OUTCOME 1. Demonstrate the ability to access & use research & best practice-based information to inform school communities of trends & issues in education. LEARNER OUTCOME 2. Demonstrate an understanding of communications theory & effective collaborative decision making strategies.

DOMAIN 6: LEGAL, POLICY, POLITICAL, & SOCIO- CULTURAL CONTEXTS OF LEADERSHIP LEARNER OUTCOME 1. Demonstrates knowledge of social, cultural, historic, economic, & political factors contributing to community identity, norms, & values. LEARNER OUTCOME 2. Analyze & explain influences of policy on school-level decision making. LEARNER OUTCOME 3. Identify school policies & practices that reflect linguistic, cultural, race, class, or gender biases. NCATE/ELCC 1.5 Promote Community Involvement in the Vision Standards 1.5.a. Demonstrate ability to involve community members in the realization of vision & in related school improvement efforts. 1.5.b. Acquire & demonstrate skills needed to communicate effectively with all stakeholders about implementation of vision. 3.1 Manage the Organization 3.1.a. Demonstrate ability to optimize learning environment for all students by applying appropriate models & principles of organizational development & management, including research & data driven decision- making with attention to indicators of equity, effectiveness, & efficiency. 3.1.b. Develop plans of action for focusing on effective organization & management of fiscal, human, & material resources, giving priority to student learning, safety, curriculum, & instruction. 3.2 Manage Operations 3.2.a. Demonstrate ability to involve staff in conducting operations & setting priorities using appropriate & effective needs assessment, research-based data, & group process skills to build consensus, communicate, & resolve conflicts in order to align resources with organizational vision. Standard 3.3 Manage Resources 3.3.a. Use problem-solving skills & knowledge of strategic, long-range, & operational planning (including applications of technology) in effective, legal, & equitable use of fiscal, human, & material resource allocation & alignment that focuses on teaching & learning. 4.1 Collaborate with Families and Other Community Members 4.1.a. Demonstrate ability to bring together resources of family members & community to positively affect student learning. 4.1.f. Demonstrate ability to involve families & other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of larger community. 6.1 Understand the Larger Context 6.1.a. Act as informed consumer of educational theory & concepts appropriate to school context & demonstrate ability to apply appropriate research methods to school context. 6.1.c. Demonstrate ability to analyze complex causes of poverty & other disadvantages & their effects on families, communities, children, & learning. 6.2 6.2 Respond to the Larger Context 6.2.a. Demonstrate ability to communicate with members of a school community concerning trends, issues, & potential changes in environment in which school operates, including maintenance of ongoing dialogue with representatives of diverse community groups. 6.3 Influence the Larger Context 6.3.a. Demonstrate ability to engage students, parents, & other members of community in advocating for adoption of improved policies & laws. 6.3.b. Apply understanding of larger political, social, economic, legal, & cultural context to develop activities & policies that benefit students & their families. DRAFT Florida COMMUNITY AND STAKEHOLDER PARTNERSHIPS Principal Leadership Entry principals collaborate with families, business and community members, respond to diverse community interests and needs, work Standards June 2004 effectively within the larger organization and mobilize community resources.

The ENTRY LEVEL Principal:  Attends to the ways student and family conditions affect learning  Identifies major opinion leaders in the community and their relationships to the school  Communicates the school’s vision, mission and priorities to the community  Understands the effect that school image caused by impressions created by the students and staff and its use in promoting the school  Uses shared leadership and decision-making model in the operation of the school  Identifies resources of families, business and community members that could support the school  Uses a variety of partnerships, coalitions and networks in managing the school  Is establishing relationships within and external to the school

DECISION MAKING STRATEGIES Entry principals plan effectively, use critical thinking and problem solving techniques and collect and analyze data for continuous school improvement

The ENTRY LEVEL Principal:  Establishes goals and targets  Has a repertoire of problem-solving techniques and decision-making skills  Understands that events and problems can have a variety of explanations  Explains and defends decisions made  Uses data to inform decisions  Uses others to assist in the accomplishment of organization goals  Supports student learning when making curricular and instructional decisions  Has a problem-solving model to use when confronted with unsettled questions or undesirable situations  Makes decisions in a timely fashion using the best available information

ETHICAL LEADERSHIP Entry principals act with integrity, fairness and honesty in an ethical manner. The ENTRY LEVEL Principal:  Manifests a professional code of ethics and values  Makes decisions based on the legal, moral and ethical implications of policy options and political strategie  Creates, models and implements a set of values for the school  Demonstrates ability to make decisions within an ethical content

DIVERSITY Entry principals understand, respond to and influence the personal, political, social, economic, legal and cultural relationships in the classroom, the school and the local community. The ENTRY LEVEL Principal:  Understands how multicultural awareness, gender sensitivity and racial and ethnic appreciation affect an educational organization  Is able to interact with various cultural, ethnic, racial and special interest groups in the community  Interacts effectively with diverse individuals and groups  Recognizes when crisis communications are necessary and is building a repertoire of skills to deal with them  Works to improve relations with various cultural, ethnic, racial and special interest groups in the community

FELE Competencies LEADERSHIP Knowledge of organizing & planning F.1. Differentiate between long-term & short-term planning. F.2. Select & apply planning techniques for site-based decision making. F.3. Identify purpose of vision & shared visioning process in planning & organizational development. B. Knowledge of basic principles of human motivation B.1. Identify strategies to empower constituents in making decisions that affect a school. C. Knowledge of group dynamics C. 2. Identify basic processes used in managing conflict. C. 3. Identify strategies for achieving creative thinking, problem solving, & group decision making.

MANAGEMENT A. Knowledge of proactive management A.1. Identify characteristics of proactive management. A.2. Analyze organizational problems & select most appropriate action. A.3. Identify educational leader’s role in managing resources.

COMMUNICATIONS B. Knowledge of relationship between effective communication & interpersonal relationships B.1. Identify role of communication in building relationships. B.2. Recognize appropriate concern for cultural diversity when planning & implementing communications. B.4. Identify strategies to encourage & preserve diverse opinions.

C. Knowledge of effects one’s behavior & decisions have on other individuals & on culture & climate of groups & organizations C.1. Recognize role differences (formal & informal) by position in organizations. C.2. Recognize impact of organizational norms on communication process.

F. Knowledge of effective communication skills in school-community relationships F.1. Identify information to promote school-community relationships. F.2. Assess educational needs & aspirations of school community. F.4. Select techniques to manage controversial or negative information and/or situations. F.5. Select appropriate methods & tools for building public understanding of & support for school.

G. Ability to write effectively on a topic G.1. Demonstrate a sense of purpose. G.2. Write in a logical, clear style. G.3. Use appropriate grammar & sentence structure. G.4. Use language appropriate for topic & reader. G.5. Correctly apply mechanics of writing: spelling, capitalization, & punctuation. G.6. Organize written material effectively. G.7. Use standard English in written communication.

Enhancements Research: analysis of epistemologies and theories of organizing Process: developing philosophical stance, assessing political/social/moral aspects of education Communication skills: writing essays, process of advocacy, politically motivated dialogue Fieldwork Fieldwork is accomplished through the course project which requires district and school site access to data and personnel for the development and practice of leadership skills. Projects within the course are used to assess student performance with respect to the course objectives and are verified in the Program Portfolio. 6 hours Observation and analysis of School Board Meetings