Course Syllabus
Contact Information
Course Description
Course Purpose
Who controls public schools? On the surface, it seems logical to assume that school professionals control public schools. But ongoing tension over what gets taught, who teaches, who is accountable for student achievement, and how schools are governed is arguably the greatest political factor that compromises school improvement. Political struggles play out at every level of public education: the formation of federal and state policy, the design of district reform, and in schools where policy is expected to be implemented. Rather than focus on politics and policymaking within the larger institutional environment of public education, this course situates political issues within the context of continuous school improvement. By doing so, the course covers concepts and evidence school leaders can use to build a culture supportive of effective performance.
Effective leaders in high performing schools transcend political divisions by organizing schools around social controls that support quality individual and group performance. Social controls in the form of capacity, commitment, influence, and collective responsibility are better suited to the technical tasks of teaching and learning than are hard, impersonal controls that restrict professional autonomy. Social controls, however, are difficult to develop and sustain in the political environments of public schools. The goal of this course is to develop conceptual knowledge and understanding that will help school leaders withstand the political gales that often subvert continuous improvement.
Course Prerequisites
Prerequisite: Graduate Standing
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, leading, and learning 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.
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 recognize the unique learning needs of our adult students. Accordingly, the faculty encourage learning through the utilization of a variety of instructional approaches (e.g., lecture, discussion, large and small group work, computer and non-computer simulation) and interactions with practitioners in order to properly engage students in learning. Further, the faculty of EACS recognize that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as ELCC, NPBEA, AERA, 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 practicum. 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 Materials
Required textbook
Black, D. W. (2020). School house burning: Public education and the assault on democracy. New York, NY: Hatchette Book Group, Inc.
All additional readings will be hyperlinked or posted as PDF documents on Canvas. Some readings may be chapters from books or journal articles.
Course Objectives
- Recognize, understand, and model principles of self-awareness and ethical behavior as related to your role within a school. NELP 2.1; 2.3
- Understand and act with integrity and fairness to ensure a school system of accountability for every student’s academic and social success. NELP 2.1
- Understand and promote school-based policies and procedures that protect the welfare and safety of students and staff within the school. NELP 3.3
- Understand and safeguard the values of democracy, equity, and diversity within a school. NELP 5.2; 2.1
- Understand and ensure that teacher time focuses on quality instruction. NELP 4.4
- Understand and be able to explain the connections between education and the political process in the United States NELP 2.3; 5.2
- Understand and be able to explain how authority for education is dispersed among local, state, and federal governments; NELP 2.2
- Understand and be able to discuss the different and often competing ideologies that inform education policy decisions. NELP 5.3; 6.3
- Recognize the influence of institutions outside education in the formation of education policy and reform efforts. NELP 5.2; 5.3; 6.3
Additionally, students should be able to:
- Analyze school and district policies for equity and ethical administration.
- Analyze policies and practices common to public schools across the country.
- Demonstrate an understanding of the impact of state and federal policies on student achievement and school improvement.
- Demonstrate an understanding of political and ethical ideas, theories, and concepts impacting educational leadership.
- Demonstrate a familiarity with the politics and policies affecting the rights, privileges, and duties of administrators, parents, teachers, and pupils.
Course Grades
Breakdown
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Course activities and grades listed for each activity |
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Activity |
Description |
Points |
|
Reflective Essays |
There will be four reflective essays due throughout the course. Each will be 3-to-4 pages in length. |
50/Essay 200 points |
|
Course Final Paper |
This paper will be a culmination of what you have learned in this course. |
100 points |
|
Class Discussions |
These will be four discussion boards. There will be a discussion available for each module of the course. |
25/Discussion 100 points |
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Total Points |
400 |
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Scale
|
90-100% |
A |
|
80-89% |
B |
|
70-79% |
C |
|
60-69% |
D |
|
0-59% |
F |
Course Components
4 Reflective Essays (See Course Summary for Due Dates)
A 3-to-4-page summary of the research articles and expert practitioner essays. These summaries should address key ideas, questions you have, and address how theory fits into the main component covered. You also need to reference at least 2 of the research articles and at least 2 of the expert practitioner essays. These summaries should be submitted utilizing APA format.
You will complete 4 different reflective essays throughout the semester. These essays will be due at the end of each module and will be used to demonstrate your understanding of the readings from the module. The reflective essays will be worth 50 points each for a total of 200 points.
Final Paper (Due 10/9/2023)
You will be asked to complete a final paper that demonstrates your ability to use what you have learned in class to create a vision and plan for improvement for a selected school or organization. Final paper instructions are included in the modules, plus optional Q & A Zoom meetings on September 11, 2023 @ 4:30 p.m. - 5:30p.m. and September 18, 2023 @ 7:30p.m. - 8:30p.m.
Zoom Information: https://tamu.zoom.us/j/9902586984?pwd=ejV5Nm1WVVlLZXRXVks2Y2JrdzE1QT09
Class Discussion (See Course Summary for Due Dates)
Asynchronous discussion prompts via Canvas.
Initial Response: Please post a discussion response to the required number of prompts/questions stated within the discussion board instructions.
Strong discussion responses should:
- Clearly address all components of the discussion question prompt
- Include well-thought-out content with good logic
- Demonstrate understanding course content by integrating and synthesizing learning from the course text, resources, and outside reading
- Be grammatically correct (sentences are clear, concise, and precise, with proper spelling, grammar, and scholarly tone)
- Formatted according to APA guidelines for in-text citations and references
- Be at least 200 words long, excluding APA formatted references
Reply to Peers: Subsequent to the discussion posts, please engage in discussion by posting a minimum of two participation replies to other students' discussion question responses or commentary.
Participation replies should:
- Build upon other student's commentary, ask questions, share experiences, offer new insights, or constructively challenge others' understanding, thoughts, or ideas
- Include well-thought-out and accurate content
- Integrate sources to support assertions
- Be respectfully written, demonstrating courtesy, professionalism, and consideration for others
- Be grammatically correct (sentences are clear, concise, and precise, with proper spelling, grammar, and scholarly tone)
- Be at least 100 words long
These posts will be worth 25 points each for a total of 100 points. These discussion forums will be open on the first day of the course. This will allow you to manage your time and work at your own pace. However, please be aware that if your discussion and replies are not posted by the due date, they will be counted late. (See Late Work Policy below).
You will need to dedicate time to reading and research in order to complete your discussions, reflective essays, and final paper.
Course Policies
Communication
If you have substantive (content) questions, please email your professor at aluevanos@ou.edu or you may text or call me at (254) 855-5962. For technical questions about Canvas, please contact the OU IT Help desk at 405-325-4636 or needhelp@ou.edu. Additional technical support options are available on the Technical Support page in the Start Here module.
Late Policy
All assignments should be submitted no later than the due date. Any late submissions must be approved by the instructor in advance (excepting emergencies). Unapproved late assignments will include a 10% score deduction for each business day past the due date. Early submissions are welcome. Not completing any of the assigned work will result in a zero for that assignment.
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.
OU Fire Safety on Campus Video
Course Summary:
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Details |
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Final Paper/Project due October 11, 2023 |
Course Summary:
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