Division of Education and Human Performance Concord University. Course Title and Number: EDUC 535-Theories of Educational Leadership Credit: 3 Hours

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1 Division of Education and Human Performance Concord University Course Title and Number: EDUC 535-Theories of Educational Leadership Credit: 3 Hours Instructor: Dr. Santina St. John Office: Marsh Hall 128 Phone: stjohns@concord.edu Prerequisites: None Course Description A general course for students of education in public and private schools, this course is devoted to a consideration of administrative theory and its practical application. Course content will include purposes and nature of theory in educational administration and the application of organizational theory to education. The content is drawn from many areas of scholarly concern and generic concepts applicable in a variety of organizational settings will be discussed. Examples drawn from a number of fields will be considered. Theories of decision-making, communication, leadership, climate, power, conflict, change, morale, and motivation will be included. Course Goals This course will provide students with an introductory knowledge and understanding of classical theories of the general field of education and administration with emphasis on leadership and managerial theory as applicable in and to a wide variety of organizational settings. Emphasis will be placed on various aspects of leadership and management as these concepts have evolved during the past several hundred years. Alignment with Conceptual Framework The mission of the PEU is to prepare educators who are competent, intentional, reflective, culturally responsive, leading, and empathic 21 st Century Professionals. The PEU strives to provide all teacher candidates at the initial and advanced level with the knowledge, skills, and dispositions necessary to become effective teachers/leaders by offering the highest quality instruction and programs. The advanced program strives to further develop and enhance the knowledge base of the practicing professional. As candidates progress through the graduate curriculum, the improvement, refinement, and practice of professional knowledge bases, skills, and dispositions are enhanced and refined.

2 Educational Objectives Upon completion of this course students will be able to: Discuss the major schools of administrative thought as they have developed and evolved during the past several hundred years, and to show their utility in contemporary organizational settings. Identify and describe important theories of leadership and to make informal judgments about their value in modern organizations. Describe and apply in practical settings current theories of conflict resolution and make informed judgments about the usefulness of these ideas in their own personal and professional experiences. Identify, describe and discuss classical organizational theories and apply them to units found within a public school setting. Discuss how educational leaders can enhance school culture. Alignment with 21 st Century Learning 1. Class discussion and assignment will place Emphasis on 21 st Century Content especially in the area of financial, economic, and business literacy st Century Context will be covered in text content, evaluation procedures, and leadership assignments st Century Technology Tools will be addressed through the use of Blackboard delivery system and proficiency in its use. Also technology must be utilized in the delivery of in-class assignments st Century Assessments are addressed in the context of the complete course in assisting graduate students to better understand summative and formative assessments in application to teacher, student, and school evaluation st Century Learning Skills are addressed in the totality of the course assignments through case analysis, development of leadersip plans, and analytical application of leadership conceptual paradigms. I. Decision Making Models Course Topics II. III. IV. Principles for Educational Leadership The Teacher as a Leader Historical Perspective on Leadership V. Contemporary Perspectives on Leadership

3 VI. Leadership Challenges Course Requirements and Assignments class. All assignments and specific requirements will be discussed in 1. Outside Readings 50 pts. a. 300 pages total b. +/- 120 can be from disciplines other than education c. Main emphasis to be on leadership 2. Chapter Assignments/Discussion Topics 20 pts/assignment a. To be completed via web 3. Class Project 100 pts. a. Topics and specific expectations to be discussed in class 4. Leadership analysis paper 50 pts. a. Composed of 3 sections i. Weaknesses ii. Strengths iii. Vision Grading Scale A = 90%> B=81-89% C = 77-80% D= 70-77% F= <70% Required Textbooks Hoy, Wayne and Tarter, John. (2008) Administrators Solving the Problems of Practice. Boston: Pearson Bibliography Beckler, Loren B. (1997) The First Year Manager. New York: American Management Association. Blanchard, Kenneth and Johnson, Spencer. (1982) The One-Minute Manager. New York: Berkley Books.

4 Blanchard, Kenneth. (2002) Whale Done: The Power of Positive Relationships. New York: Berkley Books. Brubaker, Dale and Simon, Lawrence H. (1993) Teachers as Decision Makers. Newbury Park, CA: Corwin Press. Covey, Steven R. (1990) Principle-Centered Leadership. New York: Simon and Schuster. Covey, Steven R. (1989) The7 habits of Highly Effective People: Powerful Lessons in Personal Change. New York: Simon and Schuster. Daresh, John C. Tips for Principals: How to Promote Success the New Administrators First Year. NASSP, September 1992, Depree, Max. (1989) Leadership is an Art. New York: Dell Publishing. Fiore, Douglas. (2001) Creating Connections for Better Schools: How Leaders Enhance School Culture. Larchmont, NY: Eye on Education. Giuliani, Rudolph W. (2002) Leadership. New York: Hyperion. Kouzes, James M. and Posner, Barry Z., Editors (2004) Christian Reflections on The Leadership Challenge. San Francisco, CA: Jossey-Bass. Kouzes, James M. and Posner, Barry Z. (1999) Encouraging the Heart: A Leader s Guide Rewarding and Recognizing Others. San Francisco, CA: Jossey- Bass. Lee, Blaine. (1997) The Power Principle: Influence With Honor. New York: Fireside. Maraniss, David. (1999) When Pride Still Mattered: A Life of Vince Lombardi. New York: Simon and Schuster. McCullough, David. (1992) Truman. New York: Simon and Schuster. Phillips, Donald T. (1992) Lincoln on Leadership: Executive Strategies for Tough Times. New York: Warner Books. Ramsey, Robert. (1992) Secondary Principal s Survival Guide: Practical Techniques and Materials for Successful School Administrators. New Jersey: Prentice Hall. Sergiovanni, Thomas J. (1996) Leadership for the Schoolhouse. San Francisco, CA: Jossey-Bass.

5 Short, Paula M. & Greer, John T. (2002) Leadership in Empowered Schools: Themes from Innovative Efforts. Upper Saddle River, NJ: Merrill Prentice Hall. Snowden, Petra & Gorton, Richard A. (2002) School Leadership and Administration, 6 th Edition. New York: McGraw-Hill. Wooden, John & Jamison, Steve. (1997) Wooden: A Lifetime of Observations and Reflections On and Off the Court. Lincolnwood, IL: Contemporary Books.

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