Course Syllabus

Semester/Term: Spring 2022

Course Length: Fall Semester

Credit Hours: 2

Instructor: Dr. Aimee Copas, Ed.D.

Course Location: Online

Course Format: ONLINE

Office Hours

Course Schedule

Office Location

Phone Number:  605-228-3804 (mobile)

Email:  amcopas@umary.edu; draimee.copas1@ndcel.org

Availability for Phone/Electronic Meetings: Yes 

NELP Standard

NELP Component(s)

Sample Assessments/Artifacts—More detail in Module Outline

Standard 1: Mission, Vision, and Improvement: Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a district mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.

Component 1.1 Program completers understand and demonstrate the capacity to collaboratively design, communicate, and evaluate a district mission and vision that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship, and community.

Component 1.2 Program completers understand and demonstrate the capacity to lead district strategic planning and continuous improvement processes that engage diverse stakeholders in data collection, diagnosis, design, implementation, and evaluation.

·      Review and written analysis of development process, components, strengths and weaknesses of strategic plans of two different school districts.  Presented to class as a culminating/signature assignment.

Standard 2: Ethics and Professional Norms

Candidates who successfully complete a district-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and wellbeing

of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate professional norms and culture.

Standard 2: Ethics and Professional Norms

STANDARD 2 COMPONENTS:

Component 2.1 Program completers understand and demonstrate the capacity to reflect on, communicate about, and cultivate professional dispositions and norms (i.e., equity, fairness, integrity, transparency, trust, collaboration, perseverance, reflection, lifelong learning, digital citizenship) and professional district and school cultures.

Component 2.2 Program completers understand and demonstrate the capacity to evaluate and

advocate for ethical and legal decisions.

Component 2.3 Program completers understand and demonstrate the capacity to model ethical

behavior in their personal conduct and relationships and to cultivate ethical behavior in others.

Review Model Code of Ethics for Educators: https://www.nasdtec.net/page/MCEE_Doc

Review and discuss various case studies and current issues that present legal and ethical challenges.

Assignment/Activity:  Each student is to locate from current literature, news reports, personal experience, etc. one or more examples of an ethical or legal dilemma, and be prepared to share it and moderate a discussion of it in the context of the Model Code of Ethics for Educators, or the discussion of moral and ethical leadership in the Kowalsky text (p.209); Instructor will assign a time for each student to do this in class.

Standard 4: Learning and Instruction

Candidates who successfully complete a district-level educational leadership preparation program

understand and demonstrate the capacity to promote the current and future success and wellbeing

of each student and adult by applying the knowledge, skills, and commitments necessary

to evaluate, design, cultivate, and implement coherent systems of curriculum, instruction, data

systems, supports, assessment, and instructional leadership.

Component 4.4 Program completers understand and demonstrate the capacity to design,

implement, and evaluate district-wide use of coherent systems of curriculum, instruction,

assessment, student services, technology, and instructional resources that support the needs of each student in the district.

·      Read-- The Leaders Guide to 21^st Century Education, Chapters 5 and 6—Focus Your Curriculum and Assessment; and Support Your Teachers

·      Explore from an instructor-supplied menu, both during and outside of class, books, articles and videos sampling big shifts in transformation of schooling including: higher level thinking; student agency/voice; authentic/real-world work; technology infusion.

·      Discussion—systems of accountability—advantages, disadvantages.

Standard 5: Community and External Leadership

Candidates who successfully complete a district-level educational leadership preparation program

understand and demonstrate the capacity to promote the current and future success and wellbeing

of each student and adult by applying the knowledge, skills, and commitments necessary to

understand and engage families, communities, and other constituents in the work of schools and

the district and to advocate for district, student, and community needs.

Component 5.1 Program completers understand and demonstrate the capacity to represent and

support district schools in engaging diverse families in strengthening student learning in and out of

school.

*Read Peggy McIntosh’s “White Privilege” or view her TED talk (both available on line) and write a reflection/reaction.

* Read recent (June 11) Education Week Article, “Teachers Push for Books with More Diversity, Fewer Stereotypes.”  Write a reflection on the degree to which your school offers both “windows and mirrors.

Standard 6: Operations and Management

Candidates who successfully complete a district-level educational leadership preparation program

understand and demonstrate the capacity to promote the current and future success and wellbeing

of each student and adult by applying the knowledge, skills, and commitments necessary

to develop, monitor, evaluate, and manage data-informed and equitable district systems for

operations, resources, technology, and human capital management.

6.1 Program completers understand and demonstrate the capacity to develop, communicate, implement, and evaluate data-informed and equitable management, communication, technology, governance, and operation systems at the district level to support schools in realizing the district’s mission and vision.

 6.2 Program completers understand and demonstrate the capacity to develop, communicate, implement, and evaluate a data-based district resourcing plan and support schools in developing their school-level resourcing plans.

Component 6.3 Program completers understand and demonstrate the capacity to develop, implement, and evaluate coordinated, data-informed systems for hiring, retaining, supervising, and developing school and district staff in order to support the district’s collective instructional and leadership capacity.

·      Read-- The Leaders Guide to 21^st Century Education, Chapters 3 and 4, Align Your System and Build Professional Capacity

·      Students share with class in oral discussion, and in writing, reflections regarding school board meeting and policy examination

·      Analysis of AdvancEd standards as a means to organize operational planning

·      Analysis of operational plan—discussion of ways to align system components to a strategic plan/vision/mission

·      Locate and read two or more articles from sources such as Education Week, The School Administrator (AASA) or American School Board Journal (NSBA); write a reflection and be prepared to share at least one trend or issue addressed, and its relevance to district level leadership or policy.

Standard 7: Policy, Governance and Advocacy

Candidates who successfully complete a district-level educational leadership preparation program

understand and demonstrate the capacity to promote the present and future success and wellbeing

of students and district personnel by applying the knowledge, skills, and commitments

necessary to cultivate relationships, lead collaborative decision making and governance, and

represent and advocate for district needs in broader policy conversations.

 7.1 Program completers understand and demonstrate the capacity to represent the district, advocate for district needs, and cultivate a respectful and responsive relationship with the district’s board of education focused on achieving the district’s shared mission and vision.

 7.2 Program completers understand and demonstrate the capacity to design, implement, cultivate, and evaluate effective and collaborative systems for district governance that engage multiple and diverse stakeholder groups, including school and district personnel, families, community stakeholders, and board members.

Assignments:

·       Attend a school board meeting—June or July—Review the board packet and write short reflection regarding the role of the superintendent during the meeting.

·       Review policy “manual” for two districts (on-line) and be prepared to discuss—select one policy to analyze for the class relative to the text (Ch 6) –purpose, intent, values reflected, etc.

Modules, Activities, & Critical Assignments

The following is an overview of the course modules and sample assignments or activities.  All course objectives/assignments are subject to change.

NOTE: Prior to class order the two required books necessary for the class: Leading with Resolve and Mastery:  Competency-Based Strategies for Superintendent Success.  By:  R. Wilhite, J. Brierton, C. Schilling,. & D. Tomal.  Additional Readings as assigned.

MODULES

Module I: Vison, Mission, Vision and Planning Leadership:

Dates:

--Exploration of student perceptions of the role of the superintendent/district leadership

--Review of ND Century Code relative to the role of the superintendent

--Assignment to research, analyze and compare strategic plans from two different school districts; written and presented to class.

--Readings and discussion:

·      Read—Leading with Resolve and Mastery Chapters 1-3

·      Read NELP Standards for district leadership, available on line: http://npbea.org/wp-content/uploads/2018/11/NELP-DISTRICT-Standards.pdf

·      Read Century Code re: district superintendent: https://www.legis.nd.gov/cencode/t15-1c14.pdf#nameddest=15p1-14-02

·      Review one or more of each of the following: Position description of the superintendent from school district(s); Vacancy bulletin/recruitment materials describing qualities wanted in next superintendent.

·      Reflection paper—Comparison of position descriptions/desired candidate qualities and the functions described in the textbook and in class discussions desirable for a successful superintendent

Case Study/open discussion of trends and issues facing superintendents.

Module II: Managing and Leading District Operations

Dates:

·       Leading with Resolve and Mastery Chapters 4

·       Sharing orally of findings for superintendent vacancy postings regarding role of the superintendent.

·       Read----

·       Instructor input—presentation regarding Policy/Coherent Governance

·       Assignments:

o   Attend a school board meeting—Sept or Oct—Review the board packet and write short reflection regarding the role of the superintendent during the meeting.

o   Review policy “manual” for two districts (on-line) and be prepared to discuss—select one policy to analyze for the class relative to  the text (Ch 6) –purpose, intent, values reflected, etc.

Case Study/open discussion of trends and issues facing superintendents related to school boards and governance.

Module III—Governance and Board Relations

Dates:

·      Read-- Leading with Resolve and Mastery Chapter 6-7

·      Students share with class in oral discussion, and in writing, reflections regarding school board meeting and policy examination

·      Assignment:  Locate and read two or more articles from sources such as Education Week, The School Administrator (AASA) or American School Board Journal (NSBA); write a reflection and be prepared to share at least one trend or issue addressed, and its relevance to district level leadership or policy.

Case Study/open discussion of trends and issues facing superintendents related to operational functions.

Module IV Ethical and Legal Issues  (Module IV will be addressed as a strand or theme across all class sessions)

Dates:

·       Read Leading with Resolve and Mastery Chapter 5

Review Model Code of Ethics for Educators: https://www.nasdtec.net/page/MCEE_Doc

Review and discuss various case studies and current issues that present legal and ethical challenges.

Assignment/Activity:  Each student is to locate from current literature, news reports, personal experience, etc. one or more examples of an ethical or legal dilemma, and be prepared to share it and moderate a discussion of it in the context of the Model Code of Ethics for Educators, or the discussion of moral and ethical leadership in the Kowalsky text (p.209); Instructor will assign a time for each student to do this in class.

Additional Option:  Cultural Proficiency Exploration; Choose one of the following;

*Read Peggy McIntosh’s “White Privilege” or view her TED talk (both available on line) and write a reflection/reaction.

* Read recent (June 11) Education Week Article, “Teachers Push for Books with More Diversity, Fewer Stereotypes.”  Write a reflection on the degree to which your school offers both “windows and mirrors.”

Module V—Aligning the System for Student Success and System Effectiveness June

Dates:

·      Read-- Leading with Resolve and Mastery Chapter 8

·      Explore from an instructor-supplied menu, both during and outside of class, books, articles and videos sampling big shifts in transformation of schooling including: higher level thinking; student agency/voice; authentic/real-world work; technology infusion.

·      Discussion—systems of accountability—advantages, disadvantages.

Module VI—

Putting it All Together

 
Dates:

Students share culminating reports, reflections, studies.

Getting and keeping the job.