Classroom Management Resource
Page – Shindler – School Climate – PLSI – Teaching - Workshops
by JVS
EDCI 537:
Teacher Leadership in the Urban
School:
Issues, Trends and New Directions (4
units)
Instructor: John Schindler/Aleeta Powers Class Location: King Hall D3084.
Office Location: KH A2045 Time: (Thursdays) 4:20-7:55
Telephone No.:( 323) 343-5824 Email: jshindl@calstatela.edu
“The quality of leadership, more than any other
single factor, determines the success or failure of an organization.” -
Fred Fiedler & Martin Chemers Improving Leadership Effectiveness
"If your actions inspire others to dream
more, learn more, do more and become more, you are a leader.”
Example projects from previous classes
Course Schedule
|
1-January 3, 2008 |
Introduction to the Course Formation
of Teacher Leadership Inquiry Groups Introduction
to the concept of teacher leadership Leadership
and type |
|
2-January 10, 2008 |
Learning to Lead in Communities
and Portraits of Teacher Leaders Introduction
to: ·
Standards ·
Assignments ·
Needs assessment techniques ·
Literature review development/case study analysis Crowther, etal, Chapter 1 |
|
3-January 17, 2008 |
Organizational Leadership: Introduction
to becoming an National Board Certified Teacher Developing
an NBCT Portfolio Entry Nurturing
Leadership in your school Crowther, etal, Chapter 2 |
|
4-January 24, 2008 |
Strategic Leadership: Strategies
for Teambuilding/Interpersonal leadership Strategies
for Consensus building Needs
Assessment Workshop |
|
5-January 31, 2008 |
Online Coursework Completed Needs Assessment |
|
6-February 7, 2008 |
Analysis of Change Transformative leadership
Workshop
on leadership Analysis Collaborative Book Study Reports
(1, 2) |
|
7-February 14, 2008 |
Discussion of Curricular Issues
and Action Research/Case Studies Implementation Workshop Peer Workshops on completes
elements of Action Research Collaborative Book Study Reports
(3, 4) |
|
8-February 21, 2008 |
Collaborative Book Study Reports
(5) Collaborative Book Study Written
Reports due! Action Research Presentations |
|
9-February 28, 2008 |
Online Coursework |
|
10-March 6, 2008 |
Action Research/Case Study Presentations Written Action Research Project is
due |
|
11-March 13, 2008 |
Action Research/Case Study
Presentations Compilation of Written Work CD Due |
1.
2. Catalog Description:
This course is intended for candidates enrolled in an
induction program and who have completed a level 1 credential. It presents a new paradigm in teacher leadership
to enable teachers to explore the rewards and responsibilities of effective
leadership in urban school settings. In
addition, it serves as a foundational course for teachers seeking National
Board Certification. (Prerequisite: -
Level 1 credential, enrollment in an induction or MA Ed program)
3. The following components of the syllabus are posted on the WebCT site
for this class. Each class member is
responsible for going to the website and accessing and understanding the
included information. Clarifying
questions regarding the content of these sections may be raised at the
beginning or end of any class meeting.
4.
Professional
Statements
5.
Theme
and Conceptual Framework for Professional Preparation
6.
Statement
of Reasonable Accommodation
7.
Student Conduct
8.
Technology
8. Student Outcomes: Content and Performance Standards
This course is designed to provide advanced professional
education for teachers that will prepare them for roles as Teacher Leaders in
elementary and secondary schools, and for the examinations leading to National Board of Professional Teaching
Standards (NBPTS) certification as Instructional
Leaders. The course will combine
coursework, research, and field experiences that develop:
- Teachers who are committed to
students and their learning (NBPTS prop 1)
- Teachers who know the subjects
they teach and how to teach those subjects to the full range of students
in urban schools (NBPTS prop 2)
- Teachers who effectively manage
and monitor student learning (NBPTS prop 3)
- Teachers who think systematically
about their practice and learn from experience (NBPTS prop 4)
- Teachers who are active members
of professional learning communities (NBPTS prop 5)
In addition to an emphasis on Instructional Leadership and
National Board certification, the course is also designed to provide strategies
for developing:
- Organizational Leadership –
Nurturing leadership in urban schools
- Strategic Leadership –
Developing learning communities and the dynamics of team-building
- Interpersonal Leadership –
Leading through effective communication
- Transformative Leadership –
Overcoming challenges and initiating positive growth and change
- Motivational Leadership –
Building climate and community both inside and outside the classroom
This course examines essential questions related to teacher
leadership in urban school settings including the following:
1. What are the characteristics of effective teacher leaders?
2. What environments are most conducive to developing and sustaining
teacher leaders?
3. What are the outcomes of effective teacher leadership?
The course, learning opportunities and field experiences are
based on the principles that:
- Teachers learn best through
inquiry and reflection;
- Good teaching and professional
development of teachers respects the diversity of goals and cultural
traditions in urban schools and communities,
- Deep understanding of
educational leadership is an important attribute of good teachers;
- Successful teachers have a
repertoire of managerial, instructional, and assessment skills, including
use of technologies that enhance the personal interactions in the
classroom, school, and community.
Content Standards for Educational
and Instructional Leaders:
As a result
of this course candidates will be able to:
|
Number |
Concept |
Standards |
|
1.0 |
develop,
articulate and implement a shared vision that is
supported by their classroom students and/or larger school community |
SEIL-1 PS-4 |
|
2.0 |
demonstrate
instructional leadership by applying
best practices to student learning in a selected curricular area. |
SEIL-2 PS-4 |
|
3.0 |
manage effective learning
environments
in collaboration with site administrators |
SEIL-3 PS-4
& 5 |
|
4.0 |
foster community and stakeholder
partnerships through related action research projects |
SEIL-4 PS-4
& 5 |
|
5.0 |
demonstrate
decision making strategies by planning
and implementing action research projects related to school transformation in
urban settings |
SEIL-5 PS-4
& 5 |
|
6.0 |
understand and demonstrate the
importance of responding to diversity in the classroom, school, and community |
SEIL-6 PS-3 |
|
7.0 |
plan and implement the integration
of technological and electronic tools in teaching, learning, management, research, and communication
responsibilities |
SEIL-7 PS-4
& 5 |
SEIL: Standards for Educational and Instructional
Leaders
PS:
Performance Standards
9. Course Content Standards
Content Standard 1:
The student will develop and
demonstrate a knowledge base in the field of teacher leadership that includes a
knowledge of the multiple dimensions of educational leadership including
organizational, instructional, strategic, interpersonal, transformative, and
motivational. Content elements include
knowledge of:
1.1
historical characteristics if educational leadership and the evolution
of teacher leadership;
1.2
significant social, political, and economic climates associated with
teacher leadership;
1.3
themes that persistently guide instructional decision making and foster
teacher leadership;
1.4
parallel leadership and its impact on shaping urban schools and
communities;
1.5
resources for teacher leaders
Content Standard 2:
The student will develop and
demonstrate knowledge of the dimensions
of strategic, parallel and transformational leadership. Content elements include knowledge of:
2.1
strategies for building a learning community that supports school
transformation and growth;
2.2
participants in establishing parallel leadership and the dynamics of
teambuilding
2.3
adaptive leadership strategies for navigating challenges and effecting
positive change and improvement
2.4
the impact of interpersonal and motivational leadership on student and teacher
achievement.
Content Standard 3: The student will develop and
demonstrate a knowledge of the National Board of Professional Teaching Standards (NBPTS), and
state-adopted academic content standards and curriculum frameworks in
3.1
the evolution of the current educational standards movement from A
Nation at Risk to the current reauthorization of ESEA in the No
Child Left Behind legislation and the National Board for Professional
Teaching Standards (NBPTS);
3.2
the process of developing
3.3
National Technology standards and technology in curriculum frameworks
and their impact on NBPTS and teacher leaders;
3.4
current curriculums for reading, English Language Development (ELD) and
English Language Learners (ELL’s), foreign language, exceptional education,
foreign language, and the education of young children;
3.5
issues in art, music, physical education and technology education in the
curriculum.
Content Standard 4:
The student will develop and
demonstrate knowledge of the processes
of working independently as well as collaboratively and cooperatively in
conducting group inquiry and action research.
Participants will:
4.1
demonstrate an ability to work independently as well as cooperatively
with colleagues to identify and inquire into issues and practices associated
with topics of teacher leadership;
4.2
demonstrate an ability to work independently as well as cooperatively
with colleagues to develop and present research, issues, and practices
associated with a teacher leadership topic;
4.3
demonstrate an ability to conduct independent action research including
the ability to identify a teacher leadership issue, conduct library research to
build a knowledge base; develop a narrative review of the related literature;
develop a strategy to resolve the issue; and develop a plan to evaluate the
teacher leadership strategy and report findings of the evaluation.
10. Required
All students will purchase the core texts and one of
the book club selections based on their book club assignment.
Core texts:
·
Crowther,
F., Kaagan, S., Ferguson
- Lieberman, A. & Miller, L.
(2004). Teacher Leadership. Jossey-Bass.
Jossey-Bass Leadership Library in Education
Book Club Selections:
Eaker, R., Dufour, R., &
Burnette, R. (2002). Getting Started: Reculturing Schools to Become
Professional Learning Communities. Bloomington ,
IN
Elmore, R.F. (2002) Bridging the Gap Between
Standards and Achievement: The Imperative for Professional Development in
Education. Washington , D.C.
Fullan, Michael (2006) Learning Places: A
Field Guide for Improving the Context of Schooling, Corwin Press ISBN: 9781412942331
Fullan,
Michael (2006) Turn Around Leadership, Jossey-Bass Leadership Library ISBN-13:
978-0787969851
McLaughlin, M.W., & Talbert, J.E. (2001). Professional
Communities and the Work of High School Teaching.
Recommended Reading/ Additional References
You will find a list of additional resources for recommended
reading/additional resources on the WebCT site
11. Assignments:
- Attendance and Participation (40
points)
- Collaborative Study Team Book Report (50
points)
- Presentation Due: Determined by sign up on 1st
night of class
- Written report Due
- Action Research Project (60 points)
- Presentation Due: Determined by sign up on 1st
night of class
- Written Report Due:
- Portfolio Entry (50
points)
The following
course requirements provide evidence of content and performance knowledge and
skills:
|
Assignment |
Description |
Due Date |
|
Attendance (20 points) |
Students are expected
to arrive on time and attend all class sessions. Due to the
interactive nature of this course, any student who misses more than one class session will
be unable to receive an A for this course, any student who misses more than two class
sessions will be unable to receive either an A or a B for this course, and any student who
misses more than three class sessions will be unable to receive a passing grade for this
course. Tardy arrivals will be compiled into missed class sessions. |
|
|
Participation (20 points) |
You are expected to
read the assigned readings prior to each class and to actively participate on
a weekly basis. There are two parts to participation in this course. First,
you will be asked to participate in a variety of group activities, all of
which will have direct applicability to your teaching in the classroom. Please
plan on being an active group participant. Active participation |
|
|
Collaborative Study
Team Book Report (50 points) |
At the first class
session you will form a Collaborative Study Team which will investigate a
specific professional literature title (assigned from titles listed under
required readings). You will be responsible for reading, keeping notes and
contributing to the group discussion. Your group will
Details for each
component are listed below. |
Presentation Due—Date
your group signed up for The written group report is due the 8th
week of classes. |
|
Collaborative Study
Team Book Report: Project Presentation |
You will prepare a
multi-genre display that highlights important aspects of your book to share
with the rest of the class. Your presentation must communicate this
information through three (or more) different genres (news, poetry, video,
art, play, short story, etc. Be
creative. |
|
|
Collaborative Study
Team Book Report: Book Talk |
The week of your
presentation you will also give a book talk about your group’s book. We will
divide into small groups and each member of your book club will give a book
talk to one small group. For the book talk you will: Ø Give the book’s title,
author’s name, publication date, etc. Ø Summarize the book. Ø Describe a connection
between the book and your current and or future teaching. Ø Review the book.
Critically analyze it. Did you like it or not? How does it compare to other
similar books you have read? Would you recommend it to a fellow student or
teacher? Why? Ø Discussion addressing
questions raised within the group. |
|
|
Collaborative Study
Team Book Report: Written Book Report |
One report will be
created collaboratively by the group, however, each member will upload it to
webct. The report will be no longer than 4 pages (typed and double-spaced)
plus the coversheet. Please Ø identify the group
members, the book title and author. (cover sheet, not included in page count) Ø describe and reflect
upon the group experience as well as the content of the book. Ø be explicit about the
questions that surfaced as you read the book and any questions the group
still wants to explore. Ø
summarize the key ideas and explain how the book could serve as a resource for teachers. |
|
|
Action Research/Case Study 60 points Further detail on the guidelines for developing an Action
Research study are posted on WebCT |
The
concept of teacher as researcher
underlies the movement to professionalize teaching and restructure public
schools. This concept involves the development of the skills of inquiry,
including those of action research. See Attachment B for further description
of the action research proposal. This
assignment facilitates the development of action research skills involving a
Case Study of a Classroom or School. The following components comprise the
action research process. 1)
Identify 1) a Teacher Leadership
Issue and B) a Curricular Issue in a classroom or school. An issue is one that exists in your school and represents
an area of interest for you. If you are not teaching, you may identify an
emerging issue of interest in your area of concentration a research that
issue in a classroom or school. (This is the field assignment for this
course.) A discussion of the issue and your school context shapes the Background and Purpose of the Project sections of your project. 2)
Develop a knowledge base. Review at least ten current
journal articles of research and practice related to your Teacher Leadership issue. In addition, you are to review at least
five current journal articles of research and practice related to the Curricular Issue. A discussion of
this reading forms the Review of the
Related Literature section of your project. 3) Develop a research design and a curriculum project to solve the issue. Use qualitative and/or quantitative research tools to gather information about your topic. Based on your research and knowledge of your school context, develop a program design to solve your issue. This may be a staff development, new course, sequence of units, etc. Include a restatement of the overall problem, goals and objectives of your program, description of the content, implementation plan and timeline, and evaluation plan. These discussions are housed in the |