Course Syllabus
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Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Purpose
The course focuses on the organization of U.S. schools in addition to some coverage of the history, relationships, functions, present status, and trends in local, state, and national education agencies. Also, some consideration will be given to the places which professional educational associations, citizen's committees and other influential groups have in relation to schools. Some attention will be given to the administrative hierarchy in schools and the special functions of each level. The course will consider some of the diversity and multicultural aspects of schooling in the U.S.
Program Area Mission
The mission of the Educational Administration, Curriculum and Supervision (EACS) Program Area is to promote critical inquiry that addresses important issues relating to teaching, learning, Page | 2 and leadership in order that service and collaboration among colleagues and the professional communities may be enhanced.
Relationship to Program Area Philosophy
This course is intended to initiate discourse into the complex nature of school leadership. School leaders must be knowledgeable of leadership styles associated with their profession. The awareness of these aspects is crucial for planning and working with teachers, students, and staff. This course is designed to provide students with knowledge of administrative hierarchy and various leadership styles and their functions in schools.
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.
Course Prerequisites
Graduate Standing.
Course Materials
- Horton, Michael (2020). Excellence: Every Classroom, Every Lesson, Every Day. New York: Rowman & Littlefield.
- Martin, Josh (2020). Turning a School Around. New York: Rowman & Littlefield.
Grades
Breakdown
| Activity | Description | Points |
|---|---|---|
| Assignment 1: Attend School Board Meeting | Attend one school board meeting and make minutes of what happens and write a short (one page) account of what takes place at the meeting. Make sure you address any issues raised at the meeting and their resolution. Be sure and submit an agenda with your paper. Listen to see if comments are made about school improvement and address those in your paper | 50 |
| Assignment 2: Documentary Viewing Reflection | View the documentary, The Principal Story. Write a reflection about what you saw and heard. What stood out to you in the film? Why? What do you discern as the central attributes of administrative leadership in the schools that were showcased? Why are these attributes central? The reflection should be approximately 2 pages. Use standard APA formatting. | 50 |
| Assignment 3: Leadership Interview | Identify someone who is recognized as an effective instructional leader in a school and interview that person. Write a paper that summarizes your interview and reflects on the impact of those findings on your personal and professional goals. | 100 |
| Assignment 4: Vision Performance Activity | As a prospective instructional leader, create a vision for a school that will guide you in your work with teachers. This vision should serve as a pathway for you to follow as you lead teachers in the improvement of instruction that leads to greater depths of student achievement Your vision must demonstrate that you have the capacity to collaboratively evaluate, develop, and communicate your vision. Make sure your vision has a core set of values and priorities that enhances teaching and learning. | 200 |
| Assignment 5: Book Review | Read Michael Horton’s book Excellence: every classroom, every lesson, every day. Discuss in class what you have learned from his book that will help you become a better instructional leader and developer of teachers. Write an 8-10-page summary that addresses the following seven points: Use APA 7th edition for formatting purposes. Make sure you support what you say with relevant references. | 100 |
| Total | 500 |
Course Policies
Course Attendance
This is a graduate class and all students are expected to attend every class session in order to actively participate in class discussions and activities. Please come to class on time. Student absenteeism and tardiness affect the whole class. Student absenteeism and tardiness will affect student class participation grade; hence a student who is absent or tardy is subject to receive no points or fewer points for the daily class participation based on instructor discretion. Students with known/scheduled commitments that conflicts with a class session should discuss his/her absence in advance of a missed class session with the professor. Emergency situations will be addressed on an individual basis. Fifty (50) points will be deducted for each class night unattended, unless excused.
Communication
The best way to communicate with me is through Canvas or email. I will respond as quickly as possible.
Late Policy
No late work accepted unless student notifies me of an emergency.
University Academic Policies and Student Support
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.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Student Support Services
OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement and Privacy Information
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, the privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. 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.
Academic honesty is incredibly important in this course. Cheating is strictly prohibited at the University of Oklahoma because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report 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.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they can enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.
If you are experiencing a disability or a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
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. To learn more or to report an incident, please contact the Institutional Equity Office (M-F, from 8-5, at 405-325-3546) or OU Advocates (available 24/7 at 405-615-0013).
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 your instructor 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.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
Final Exam Preparation Period
Pre-finals week will be defined as the seven calendar days before the first day of finals. Faculty may cover new course material throughout this week. For specific provisions of the policy please refer to OU's Final Exam Preparation Period policy.
Required Policies for Students On Campus
Emergency Protocol
During an emergency, there are official university procedures that will maximize your safety.
Severe Weather: If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather:
- Look for severe weather refuge location maps located inside most OU buildings near the entrances
- Seek refuge inside a building. Do not leave one building to seek shelter in another building that you deem safer. If outside, get into the nearest building.
- Go to the building’s severe weather refuge location. If you do not know where that is, go to the lowest level possible and seek refuge in the innermost room. Avoid outside doors and windows.
- Get in, Get Down, Cover Up.
- Wait for official notice to resume normal activities.
Additional information about severe weather preparedness is available through the Department of Campus Safety's Emergency Management Division.
OU-Norman Campus: Tornado Refuge Protocol
Severe Weather Preparedness Video
Armed Subject/Campus Intruder
If you receive an OU Alert to shelter-in-place due to an active shooter or armed intruder situation or you hear what you perceive to be gunshots:
- Avoid: If you believe you can get out of the area without encountering the armed individual, move quickly towards the nearest building exit, move away from the building, and call 911.
- Deny: If you cannot flee, move to an area that can be locked or barricaded, turn off lights, silence devices, spread out, and formulate a plan of attack if the shooter enters the room.
- Defend: As a last resort fight to defend yourself. For more information, visit:
OU's Emergency Preparedness site
Shots Fire on Campus Procedure
Fire Alarm/General Emergency
If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates:
- Leave the building. Do not use the elevators.
- Know at least two building exits.
- Assist those who may need help.
- Proceed to the emergency assembly area.
- Once safely outside, Notify first responders of anyone who may still be inside the building due to mobility issues.
- Wait for official notice before attempting to re-enter the building.
Course Summary:
| Date | Details | Due |
|---|---|---|