Course Syllabus
Syllabus - PDF
Contact Information
Course Details
College of Education Mission
The mission of the college of education is to promote inquiry that fosters democratic life and is fundamental to productive activity in the interrelated areas of teaching, research and service in a multicultural society.
EACS Mission
The politics of education course is aligned with the Educational Administration, Curriculum and Supervision (EACS) area beliefs that PK-12 schools are complex organizations that need leaders who understand: 1) the theoretical and conceptual aspects of schools, their people, and programs for both children and adults who are constantly learning from the context of the organization; 2) the technical knowledge of the content areas and areas of specialization found within the EACS knowledge bases; 3) the integration of theory, research, and practice as a means of grounding new best practices.
The curriculum presented in this course is under-girded by a dynamic knowledge base that reflects current and recommended practices as examined through basic and applied research. The EACS graduate should be able to transfer theory and research into practice and to analyze practice through theory and research. To this end, theory, research, and practice are viewed as reciprocal and equal in developing and refining program area offerings. The politics of education curriculum is vertically and horizontally articulated, allowing students the opportunity to study both the broader area of leadership and an area of emphasis as they become proficient in understanding, applying, and conducting research - both formally, as scholar leaders, and informally, as informed practitioners through action research. The curriculum provides the conceptual and philosophical bases of continuing education as students develop specified competencies.
The EACS faculty recognizes the unique learning needs of our adult students. Accordingly, the faculty encourages learning through the utilization of a variety of instructional approaches (e.g., lecture, discussion, large and small group work, computer and non-computer simulation, site visitations, and interactions with practitioners to properly engage students in learning. Further, the faculty of EACS recognizes that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as ELCC, NPBEA, and UCEA.
Within these accepted but evolving knowledge bases there are competencies and skills that may also be applied in regulated field experiences such as internships and practical. The competencies and skills evolve (broadly) around the following: developing, articulating, implementing, stewarding, and promoting community involvement in developing a vision; promoting positive school culture; providing effective instructional program, applying best practices to student learning, and designing comprehensive professional growth programs; managing the operations and resources in the organization; collaborating with families and other community groups, responding to community interests and needs; mobilizing community resources; acting with integrity and ethically; understanding and responding to and influencing the larger context.
Course Description
The primary purpose of this course is to prepare school administrators to design professional planning programs to support the implementation of school-based improvement while examining the research and knowledge base for continuous professional growth and learning. The course provides both the theoretical base and practical applications in the areas of team building, organizing for school-based change, systematic planning, shared decision making, adult learning, design of in-service and organizational learning, implementation strategies, monitoring and evaluating staff development, and policy issues related to staff development and change.
Course Prerequisites
Graduate Standing
Course Materials
- Whitaker, Todd. (2020). What great teachers do differently: 19 things that matter most. New York: Routledge.
- Fullan, Michael. (2006). Turnaround Leadership: Jossey-Bass Publishers
Additional readings will be added into Canvas.
Grades
Breakdown
| Activity | Description | Points |
|---|---|---|
| Assignment 1: Assessing Professional Development Presentation |
Group Activity |
100 |
| Assignment 2: Staff Development Plan of Action |
Group Activity
|
100 |
| Total | 200 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Assignment 1: Assessing Professional Development Presentation - Group Activity
Distribute the (Henry/Jones) Assessment of Professional Development Rubric to 4 teachers who all have attended the same professional development session that was provided by your school district and ask them to use the rubric to assess the professional development session.
Now, assume you have been asked to modify the session and present to your faculty. You are to present your findings and modifications to the class in a 3-4-page written paper demonstrating how a school leader should work with his/her faculty in introducing professional development activities that improve instruction and enhance student learning. Be sure to use technology as you make your presentation.
Assignment 2: Staff Development Plan of Action - Group Activity
From your readings in this class, lectures and discussions, and what you have learned from Todd Whitaker’s Book What Great Teachers Do Differently, take time to reflect and consider what is vitally important to you as an instructional leader and to your school as you set high expectations for your teachers and students. After you have determined what that is, you now want to try to use it as a resource and implement some of the THINGS that Whitaker says, “matter most”. As a group, identify and develop a Plan of Action based on at least three of his 19 Things That Matter Most. Your Plan of Action is to represent and demonstrate how you would implement these three ideas to help professionally develop your teaching staff and help you as an instructional leader/principal to turn your school into a school of excellence. Support your Plan of Action with relevant research and evidence that supports teaching and learning. Your presentation will be given to the class and make sure you use relevant technology that supports your work
Course Policies
Communication
Students may reach me through Canvas or through email at melonie.r.hau-1@ou.edu or at mhau@newcastle.k12.ok.us. I will reply as quickly as possible but no later than 24 hours after I receive your email Monday through Friday.
Late Policy
All work must be handed in on time. Any late work will receive half credit. Work more than a week late will receive no credit.
University Academic Policies and Student Support
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Online Library
Access digital materials and other resources at OU Libraries.
Academic Misconduct
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
It is the responsibility of each student to be familiar with the definitions, policies, and procedures concerning academic misconduct. The Student Code is available from the Office of the Vice President for Student Affairs, and is contained in the Student's Guide to Academic Integrity.
This site also defines misconduct, provides examples of prohibited conduct, and explains the sanctions available for those found guilty of misconduct.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is basically no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
Diversity Statement
The University of Oklahoma is committed to achieving a diverse, equitable, and inclusive university community by embracing each person's unique contributions, background and perspective. The University of Oklahoma recognizes that fostering an inclusive environment for all, with particular attention to the needs of historically marginalized populations, is vital to the pursuit of excellence in all aspects of our institutional mission. This enhances the OU experience for all students, faculty and staff and for the communities we engage.
Land Acknowledgement
Long before the University of Oklahoma was established, the land on which the University now resides was the traditional home of the “Hasinais” Caddo Nation and “Kirikirʔi:s” Wichita & Affiliated Tribes.
We acknowledge this territory once also served as a hunting ground, trade exchange point, and migration route for the Apache, Comanche, Kiowa and Osage nations. Today, 39 tribal nations dwell in the state of Oklahoma as a result of settler and colonial policies that were designed to assimilate Native people.
The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community.
Non-Discrimination Policy
The University does not discriminate or permit discrimination by any member of its community against any individual based on the individual’s race, color, religion, political beliefs, national origin, age (40 or older), sex, sexual orientation, genetic information, gender identity, gender expression, disability, or veteran status in matters of admissions, employment, financial aid, housing, services in educational programs or activities, or health care services that the University operates or provides. For more information, please contact the Institutional Equity Office.
Reasonable Accommodation for Disabilities
The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Students with disabilities who require accommodations in this course should contact their professor as early in the semester as possible.
Students with disabilities must be registered with the Accessibility and Disability Resource Center prior to receiving accommodations in this course.
If you have a disability and would like to request reasonable accommodation, please see the Graduate Student Handbook or get in touch with the Accessibility and Disability Resource Center.
Adjustments for Pregnancy/Childbirth Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no contact orders, scheduling adjustments and disciplinary sanctions against the perpetrator. Please contact the Title IX Office at 405-325-2215 (8–5, M–F) or OU Advocates at 405-615-0013 (24/7) to learn more or to report an incident. Also, please be advised that a professor/GA/TA is required to report instances of sexual harassment, sexual assault, or discrimination to the Sexual Misconduct Office.
Religious Holidays
The university's policy is to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required classwork that may fall on religious holidays. It is the responsibility of the student to make alternate arrangements with the instructor at least one week prior to the actual date of the religious holiday.
Student Grievances
In addition to any policies outlined related to submitting an informal or formal grievance by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook for more information about the process of submitting a formal grievance.
Copyright Policy
It is illegal to download, upload, reproduce, or distribute any copyrighted material, in any form and in any fashion, without permission from the copyright holder or their authorized agent. The University of Oklahoma expects all members of its community to comply fully with federal copyright laws. If such laws appear to have been violated by any user, the university reserves the right (1) to terminate that user's access to some or all of the university's computer systems and information resources and (2) to take additional disciplinary actions as deemed necessary or appropriate. Repeat offenders will be sanctioned and their privileges terminated.
Registration and Withdrawal
If you choose to withdraw from this course, you must complete the appropriate University form and turn the form in before the deadline. If you stop attending the course and doing the coursework without the required paperwork, your grade will be calculated with missed homework and examination grades entered as zero. This could result in receiving a grade of F in the course. Deadlines are shown in the Academic Calendar, which is available from the Office of the Registrar.
Course Summary:
| Date | Details | Due |
|---|---|---|