EDLD 5333 Leadership for Accountability
Syllabus Preparing Educators for a Changing World The CONCEPTUAL FRAMEWORK of the Lamar University Educator Preparation Program illuminates the vision of the faculty as they are engaged in teaching, research and service. The undergraduate and graduate programs utilize a variety of delivery systems to prepare educators and leaders for a changing world by requiring them to demonstrate core knowledge, content proficiency, pedagogical techniques and strategies, communication and leadership skills, technological and analytical abilities, and professional dispositions. Lamar University educator preparation candidates develop habits of mind needed for “lifelong learning” and respond to the ever changing diverse needs of EC-12 students and the schools that serve them. Department:
Educational Leadership
Course Number:
EDLD 5333
Course Title:
Leadership for Accountability
Faculty:
Dr. Johnny O’Connor
[email protected] Dr. Nancy Adams
[email protected]
Department Address: Department of Educational Leadership Lamar University Dr. Cynthia Cummings, Director P O Box 10034 Beaumont, TX 77710
Website:
Phone: (409) 880-8689 FAX: (409) 880-8685
[email protected]
See the Ed Leadership Department Web Site for latest certification and internship informationhttp://sites.google.com/site/luedlead/
Read weekly overviews &check your Lamar e-mail account regularly. Virtual Office Hours and Web Conference dates/times:To be announced in Weekly Overviews in the Announcements section of Blackboard. ** It is the responsibility of the student to read the announcements and weekly overviews for information and updates to the course and/or syllabus.
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Most answers to your questions about the Lamar Educational Leadership program, including internship forms and the intern handbook, can be found at this website:http://sites.google.com/site/luedlead/
Scholarly Writing : Assignment submissions should adhere to standards of scholarly writing and academic honesty. Cite references using APA formatting guidelines. For more information please visit:http://thewritesource.com/apa/apa.htm. TK20 contact information:
[email protected] Help desk: (409) 880-2126 or (409) 880-2124 To access the TK20 Login page, type :lamar.tk20.com into your web browser. MyLamar Account Support: For questions regarding your myLamar account (setting up your account or email, username, and password issues), email us at
[email protected] or call us at 409-880-2222, 8:00am to 5:00pm, Monday through Friday.
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Course Description Leadership for Accountability This course is a study of both short and long-range planning and problem solving techniques of effective school leaders. Special emphasis will be given to an individual campus and its relationship to district planning process. This course is required for the master’s of school administration and principal certification.
Instructional Associates This information will be provided through an e-mail.Course activities, assignments, questions, and correspondence are to be e-mailed to the Instructional Associate.
Prerequisites Admission to the Lamar Academic Partnership Program.Remember, if you have been provisionally admitted, you must submit transcripts and GRE scores before the end of your second course (within the first 6 hours of coursework) to move from provisional admission to full admission. Provisionally admitted students may take only 6 hours (two courses).
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Course Texts The required readings for this course are provided in the Course Content Outline section of the Syllabus. Actual readings can be found in the Resources section of the on-line course.
Course Outcomes Learning Outcomes Trace the evolutionary milestones of the accountability standards movement from the Elementary and Secondary Education Act (ESEA) through passage of NCLB to the present.
Identify the responsibilities of states with regard to standards and assessment systems.
Describe the significance of a shared vision and healthy school culture to the campus improvement process.
Describe the uses of the Public Education Information Management System (PEIMS) snapshot data in the Texas Academic Performance (TAPR) process.
Identify the scope of information and performance indicators addressed on Texas Accountability reports.
Identify the basic steps in the data-driven comprehensive needs assessment process.
Describe how to apply four types of data in the comprehensive needs assessment process.
Articulate the importance of measurable goals and objectives to the comprehensive needs assessment process.
Define the principal’s role in campus planning and problem solving as a part of the continuous improvement process.
Describe the steps in developing a campus-wide improvement plan and the critical components of a campus plan.
Explain the importance of communication and formative assessment in continuous school improvement and campus planning.
Identify the 10 components of school-wide planning as defined by Title I guidelines.
Cite strategies to ensure that a Campus Improvement Plan is inclusive and addresses the needs of all learners.
Describe the purpose and functions of the site-based decision-making (SBDM) team with regard to the change process and campus planning.
Articulate the characteristics of schools that are successful in sustaining continuous improvement.
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Define the roles of the campus principal, staff members, parents, community members, and business representatives with regard to the SBDM team.
Identify techniques for planning and facilitating productive SBDM meetings and for use in problem solving and decision making.
Performance Outcomes
Create a statement of a personal vision of leadership after exploring assigned Web sites and readings on the topic of school visioning.
Navigate the Texas Education Agency (TEA) Web site to access, analyze, and summarizecampus data from the most recent 2013 Accountability Summary.
Analyze accountability data reports disaggregated by ethnicity, special education, low-income status, limited English proficient status, and a school district’s staged status as one tool in the needs assessment process to determine areas of strength and need and patterns and trends.
Use assessment data as one tool in the needs assessment process.
Narrow the focus of the needs assessment to one target area of weakness, and write a S.M.A.R.T. goal and one measurable objective for the target area.
Research appropriate strategies/activities, including specific professional development, to address the target area, and list the strategies and rationale for using each strategy.
Create a campus action plan to address the areas of need based on data from the needs assessment, including professional development plans and resources and tools for school improvement efforts.
Complete an agenda for one professional development day, match training to teacher and student learning needs, and develop a timeline for follow-up professional development activities to address the targeted need area.
Outline the next action planning steps to ensure continuing growth in student performance toward campus goals.
Conduct interviews with a principal and an SBDM team member to obtain information regarding campus planning and SBDM dynamics.
Complete a three-year comparison of Texas STaR Chart data of a selected campus to state-wide data. Determine strengths and weaknesses for the purpose of professional development.
Course Standards Great care has been taken to include the content required by the Texas State Board of Educator Certification (SBEC), recommended by national specialty organizations (e.g. NCATE, CEC), and supplemented by Lamar University faculty members. The TExES examinations, where required for certification, reflect standards of this course.
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Texas State Board of Educator Certification (SBEC) Principal Standards: (c) Learner-Centered Leadership and Campus Culture: A principal is an educational leader who promotes the success of all students and shapes campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. At the campus level, a principal understands, values, and is able to: 5) utilize emerging issues, trends, demographic data, knowledge of systems, campus climate inventories, student learning data, and other information to develop a campus vision and plan to implement the vision. 7) facilitate the collaborative development of a plan in which objectives and strategies to implement the campus vision are clearly articulated. 9) establish processes to assess and modify the plan of implementation to ensure achievement of the campus vision. (f) Learner-centered Organizational Leadership and Management: A principal is an educational leader who promotes the success of all students through leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. At the campus level, a principal understands, values, and is able to: 3) frame, analyze, and creatively resolve campus problems using effective problem solving techniques to make timely, high quality decision. 8) collaboratively plan and effectively manage the campus budget. (h) Learner Instructional Leadership and Management: A principal is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a campus culture and instructional program conducive to student learning and staff professional growth. At the campus level, a principal understands, values, and is able to: 8) acquire and allocate sufficient instructional resources on the campus in the most equitable manner to support and enhance student learning. Educational Leadership Constituent Council (ELCC) Standards: Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a district vision of learning supported by the school community. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. State Certification Examination: The Texas Examinations of Educator Standards (TexES). Certification examinations are based on competencies within the test framework. The framework is located in the Test Preparation Manual of the SBEC Principal Study Guide and may be found on the SBEC Lamar University 2014
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Web site: http://www.sbec.state.tx.us/. The following TExES Competencies are addressed: 1, 2, 3, 4, 5, 6, 7, 8. Classroom Management Policies Academic Honesty Based upon the West Point Honor Code, Lamar University students will not cheat, lie, plagiarize, or tolerate those who do. Academic dishonesty will not be tolerated on tests or any class assignments. Should you be found responsible for a dishonest incident, the course instructor will assign a reasonable penalty. If you do not consent to the findings and/or penalty, you must file an appeal with the department chairperson within five days as specified in the student handbook. Sexual Harassment Lamar University provides reasonable accommodations for all qualified individuals with disabilities in accordance with federal, state, and local guidelines affording equal educational opportunity. Remember this is a distance learning class, and the format is different from traditional face-to-face instruction. It is the student’s responsibility to register with Lamar’s Disability Support Services if needed, so contact your academic advisor about this. Class Participation Participation in the discussion forum is expected as a required weekly assignment. Students are expected to keep current with the course schedule, all assignment due dates, and assigned reading. All work submitted must be your own work. When referring to someone else’s work, clearly cite references using the American Psychological Association (APA) Publication Manual. Students are expected to spend a minimum of eight (8) hours per week on preparation for this course. Note: It is important to cover the reading assignments and be prepared for participation in the online discussion each week. It is also important to read and follow the directions for completion of your assignments each week. Special Accommodations: Any student who feels s/he may need an accommodation based on the impact of a disability should contact me privately to discuss your specific needs. Please contact the office of Services for Students with Disabilities at 409-880-8347 or in person in 101A Wimberley Building to coordinate reasonable accommodations for students with documented disabilities. Students requiring communication access for audio components of this course must contact the Communication Access Coordinator in order to schedule captioning or sign language interpreters. Students are solely responsible for submitting communication access service requests by e-mailing
[email protected] or calling 409880-8905 V, 409-299-5886 VP. Drop Drops after the course begins may carry financial penalty in that reimbursement may not be possible. See posted drop dates. Graduate Admissions Contact Information: For answers to general questions regarding your program, contact Graduate Admissions at (409) 880-8888, or e-mail
[email protected].
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Grading and Evaluation Weights for Assignments 15 %Week 1 Analyzing Campus Needand Personal Vision 15 % Week 2 Mining for Data 15 % Week 3 Targeting and Addressing a Need 20% Week 4 Action Planning and Professional Growth 10 % Week 5 Reflections 10% Week 5 STaR Chart technology activity 15 %Weekly Discussion Boards: 3 % weekly All weekly discussion board responses should be complete and elaborated to receive full credit. Initial response to prompts due by 4th class day (Thursday) @11:59 p.m. and respond to two (2) colleagues in the discussion group by 7th day (Sunday) @ 11:59 p.m. to receive full credit.Cite references using APA formatting guidelines. It is the responsibility of the student to check Announcements for any changes to due dates that may be required. For more information on APA, please visit: http://thewritesource.com/apa/apa.htm Grading Scale 90 – 100 % = A
70 – 79% = C
80 – 89% = B 60 – 69% = D
0 – 59% = F
Extensions:Extensions (48 hours) may be granted with no penalty only for emergencies and extenuating circumstances by contacting the assigned Instructional Associate via e-mail or phone “prior” to the due date with the request if at all possible. Late assignments: Assignments received after the due date, but prior to the next week’s due date will be assessed one letter grade. Assignments received beyond the next week’s due date will be assessed a ‘zero’. The week 4 assignment MUST be submitted to TK20 and Blackboard. It will be graded in TK20 only. The grade will be reported in Blackboard. Week 4 assignments not submitted to TK20 will receive a ‘zero’. IMPORTANT: In this course there is a key assessment that is required to be submitted through Tk20. The week 4 assignment will be graded in Tk20. If you fail to submit this assignment through Tk20, you will receive a zero (0) on your assignment. If you need assistance with Tk20, please contact the Lamar Tk20 helpdesk at
[email protected] or call 409-880-2126. Your Tk20 week 4 assignment for this course must be submitted to TK20 by the end of Week 4. Steps to uploading your Week 4 assignment in Tk20: 1. Login to Tk20 2. Look under Pending Tasks on the Home tab. 3. Select the link that says “Please send the course binder for (EDLD 5333)”. 4. Once you have opened your Course Binder, go to the Assignments tab and follow the instructions for creating your Tk20 artifacts. 5. Next go to the Artifacts tab and use the Artifact Wizard to create your artifact. Note: Be sure to select the correct Artifact type (form) from the drop down list. 6. Once your artifact is created, it is stored in the Artifacts tab. Your instructor still cannot view it.
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7. Next you will go open your Course Binder again, go to the Assignments tab, and select the words “Click here to attach”. Tk20 will look in your stored Artifacts for the same type of artifact form that you were asked to create. Select your artifact, click “continue” and “Ok”. 8. Once you have attached all the required artifacts, you will “Submit” your course binder for review. After you submit your binder, it will be locked for editing. Remember, these simple steps … A. Artifacts are created in Tk20 using the Artifact Wizard and stored in the Artifacts tab. B. Artifacts must then be attached to a Course binder before your instructor can view them. C. Courses binders must be submitted for review to be graded by your instructor. If you need to have your Tk20 password reset, please email the Lamar Tk20 helpdesk at
[email protected] or call 409-880-2126. If you need to make changes or revisions to your submitted course binder, please contact your Instructional Associate or course instructor.
Course Content Outline All assignments are due on the weeks listed in the Course Content Outline table below. Schedule Week 1
Course Readings, Assignments, and Discussions Topic: Standards and Accountability Self-Evaluation- Complete the Pre-Course Self-Evaluation Mostassigned readingsare in theresource sectionof the course. 1. Rooney, J. (2008). What do we believe? Education Leadership, 65(5), 88. 2. Reeves, D. (2007). How do you change school culture? Educational Leadership, 64(4), 92-94. 3. Fridell, M. (2006). The new principal’s role in establishing a collaborative, progressive vision. Connexions. Retrieved on June 19, 2009, from http://cnx.org/content/m14078/latest/ 4. TEA (2014). Overview of Performance Index Framework (pdf) 5. TEA (2014). FAQ’s 2014 Texas Accountability Intervention System (pdf) 6. Parks, A. (2012). Understanding the central themes of the common core standards and the need to develop digital literacy and 21st century skills in today’s classrooms. The Learning Project. Assignments: Submit by11:59 p.m. of the 7thday (Sunday) of week 1. 7. “Analyzing Campus Need and Developing a Personal Vision of Leadership.” 8. Complete the Course Embedded reflectionfor EDLD 5333 “I-001
Vision and Campus Culture” on the Course-Embedded Summary Report, a single template used to record “all” course-embedded reflections for the entire program which you will uploadas an assignment in your final course.(If you haven’t done so already, visit the intern handbook http://sites.google.com/site/luedlead/. See the section
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titled internship forms. To view the entire form you must “download” it first, save it to your computer, and post all course-embedded reflections on it.).
Discussion board-Initial response due by 11:59 of the 4th day (Thursday) of Week 1. Cite sources using APA format. Respond to 2 colleagues by 11:59 of 7th day (Sunday). What is the purpose of accountability systems?
Week 2
Topic: Texas Accountability System Assigned Readings 1. TEA (2014). Data Analysis Guidance for the Texas Accountability Intervention System. 2. TEA (2014). Needs Assessment Guidance for the Texas Accountability Intervention System. 3. Ronka, D.,Lachat, M.A., Slaughter, R., Meltzer, J. (2008). Answering the Questions That Count. Educational Leadership, 66(4), 18-24. Assignments: Due on the 7th day (Sunday) of week 2 by 11:59 p.m.
Complete the “Mining for Data” assignment, then complete the Course-Embedded reflection forEDLD 5333- “Curriculum, Measurement, and Alignment of Resources“ in your CourseEmbedded Summary Report template.
Discussion board 1 -Initial response due by 11:59 of the 4thday (Thursday) of Week 2. Respond to 2 colleagues by 11:59 p.m. of the 7th day (Sunday). Cite sources using APA format. a. Share the approach your campus has taken to train the staff in effective data use, or explainhow you would manage this challengeif you were the principal/instructional leader. Discussion Board 2 You have created your Action Research Design Plan in EDLD 5301. This Discussion Board prompt provides you an opportunity to share your progress in your action research study and the development of your action research report. Throughout this process, you should use the Action Research Report Template provided in the Resources section of the LibGuide. Remember you can continue to use all of the resources found in the EDLD 5301 LibGuide.Copy and paste the URL to Google Chrome or Firefox to access the LibGuide: http://libguides.lamar.edu/content.php?pid=611718&sid=5054608 In this Discussion Board assignment, please attach the most recent draft of your Action Research Report. Additionally, submit a type written paragraph in response to the questions below:
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1)
How many additional articles have you added to your review of the literature? How many of these articles are peer reviewed? What themes or subtopics have emerged in the literature about your research topic? What successes and challenges have you experienced with your Review of Literature? 2) Discuss the successes you have had implementing your research design and any concerns or gaps you have regarding implementing your action research study. Submissions should be presented according to the following timelines. Attach the most recent draft of your Action Research Report and submit answer the answers to the above questions by Thursday at 11:59 pm. Provide feedback to a minimum of 3 of your colleagues’ Action Research Reports and post by Sunday at 11:59 pm.
Week 3
Topic: Data-Based Decision Making Assigned Readings 1. TEA (2014). Guidance for the Texas Accountability Intervention System (TAIS): Improvement Planning Guidance. 2. TEA (2014). Campus Leadership Team Job Description. 3. Fullan, M. (2002). The change leader. Educational Leadership, 59(8), 16-20. 4. U.S. Dept. of Education. (2007). Understanding the NCLB Act: Scientifically Based Research. Learning Point Associates. Assignments: Due11:59 p.m. of the 7th day (Sunday). 5. Complete and submit the assignment, “Targeting and Addressing a Need.” Discussion board-Initial response due by 11:59 of the 4th day (Thursday) of Week 3. Respond to 2 colleagues by 11:59 of the 7th day (Sunday).Use APA format. 6. You have read and reviewed the Texas Accountability Intervention Guidance documents on Data Analysis and Needs Assessment in week 2, and the Improvement Planning document in week 3. Which components did you find most valuable, and how would you use the information with your faculty?Cite using APA, as appropriate.
Week 4
Topic: Continuous Improvement Assigned Readings 1. Joyce, B., & Showers, B. (2003). Student achievement through staff development. National College for School Leadership, 1-5. Retrieved on June 19, 2009, from http://forms.ncsl.org.uk/mediastore/image2/randd-engaged-joyce.pdf
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2. William, D. (2007-2008). Changing classroom practice. Educational Leadership, 65(4), 36-41. 3. Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89, 140-145. 4. Marino, J. (2007). A new paradigm for organizational change: Involving customers and stakeholders in the improvement process. The Journal for Quality and Participation, 30(1), 10-12. 5. McTighe, J. (2008). Making the most of professional learning communities. The Learning Principal, 3(8), 1, 4-8. Assignment: Due11:59 p.m. of the 7th day (Sunday) of week 4. 6.
“Action Planning and Professional Growth.”
7. The week 4 assignment MUST be submitted to TK20 and Blackboard. It will be graded in TK20 only. A zero will be assessed if not submitted to TK20. It will be graded in TK20 and reported in the Blackboard grade book. If assistance is needed, contact TK20:
[email protected] or (409) 880-2126. Due to TK20 by end of week 4. 8. Complete Course-Embedded reflections for EDLD 5333 “II-007 Decision Making and Problem Solving “ and“III-008 Budgeting, Resources Allocation, and Financial Management” 9. Continue to complete Campus-Supervised activities from your intern plan into the Campus-Supervised Summary and Validation Report as you work through the Ed. Leadership program. Discussion board-Initial response due by 11:59 of the 4th day (Thursday) of Week 4. Respond to 2 colleagues by 11:59 of the 7th day (Sunday).Cite using APA format. Review the following three articles from this week’s readings to complete the discussion board assignment: 10. “Changing Classroom Practice” by Dylan Wiliam 11. “Formative Assessment: What Do Teachers Need to Know and Do?” by Margaret Heritage 12. Student achievement through staff Development by Joyce, B., & Showers, B. Discuss the role of learning communities as a professional development tool to move teachers from knowledge to action in using formative assessments to improve student performance. What implications might this information have for the professional development portion of the campus action plan that you develop in the Week 4 Application assignment?Cite sources using APA. Week 5
Topic: Site-Based Decision Making Assigned Readings
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1. Texas Education Code. Considerations for local implementation (of the site based decision making process). TEA.(This document is in Resources Section of Blackboard) 2. Richardson, M. (2005). Consensus leadership, Principal Leadership, 6(4), 32-35. 3. Elmore, R. F., & City, E. A. (2007). The road to school improvement. Harvard Education Letter, 23(3), 1-3. 4. Nye, K., &Capelluti, J. (2003). The ABCs of decision making. Principal Leadership, 3(9), 8-10. 5. Reeves, D. B. (2007). How do you sustain excellence? Educational Leadership, 65(3), 86-87. 6. Texas Education Agency. (2010). 2010 Progress Report on the Long Range Plan for Technology, 2006-2020 Assignments: Submit assignments by 11:59 of the 7th day/week 5. 1. Parts 1 & 2-Reflections 2. Part 3-STaR technology Chart activity Complete the Course Embedded reflection for EDLD 5333 “I-003 Integrity and Ethics“. Continue to complete Campus-Supervised activities from your intern plan as you work through the Ed. Leadership program. REMINDER: All course-embedded and campus-supervised reflections must be completed prior to enrolling in your final course. Discussion boardInitial response due by 11:59 of the 4th day of Week 5. Respond to 2 colleagues by 11:59 on Sunday (7th day).Cite sources using APA format. What is the value of consensus building in the school improvement process, and how does your school go about the process of consensus building? Share strategies that have been successful at your school or another organization. Self-Evaluation- Complete the Post Course Self-Evaluation
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