Course Syllabus
Contact Information
Course Details
This asynchronous online course will focus on school-level instructional leadership. An essential part of the role of the principal is to be an instructional leader. Instructional leaders in schools develop the instructional capacity of teachers by developing human capital, enhancing the quality of teaching, and developing instructional cultures/climate that support continuous improvement of teaching and learning. This course will engage students to explore and understand the role of the school instructional leader as to collaborate with teachers and students by identifying actionable problems of practice, setting specific and attainable goals for improving teaching and learning, monitoring those goals, and learning from and adapting in response to results.
This means the instructional leader must routinely and intentionally prioritize classroom learning as a focus. This requires principals to build close relationships with teachers to get a sense of where the school is, what goals are attainable next, and what is needed to improve teaching and learning. In essence, instructional leadership requires principals to collaborate with teachers to understand instruction and to prioritize it as a focus—above the many other competing demands imposed upon managers of schools—to ensure equitable and effective deeper learning opportunities for all students.
Course Prerequisites
Graduate Standing
Course Materials
Whitaker, Todd. (2020). What great principals do differently: 20 things that matter most (3rd edition).
Steele, Danny and Whitaker, Todd. (2019). Essential truths for principals.
Other readings will be posted within weekly modules.
Grades
Breakdown
| Activity | Description | Points |
|---|---|---|
| Assignment #1: Weekly Discussion Board Participation |
Each student should participate at least 2 times each week in weekly online discussion board during five weeks of the course (weeks 2-6). First, post an initial response to provided prompts. Then, read as many responses of your peers as possible and respond to at least one peer posting in a clear and thoughtful manner. Initial discussion board posts are due by 11:59pm on Friday of each week and should be around two paragraphs or 200 words minimum. Responses to peers are due by Sunday 11:59 of each week and should be 75-150 words minimum. |
100 (20 points each week for 5 weeks) |
| Assignment #2: Group Presentation about Principals' Instructional Behavior Survey | Each student is to select five different teachers (you can be one of the five) to complete the Jones Instructional Behavior Questionnaire (JIBQ). Your participants should have in mind one principal they have worked with and complete the questionnaire about that principal’s leadership practices as related specifically to them. As a group, you will combine your results, disaggregate and analyze your findings, and present them to the class in a 15-20 minute video-recorded oral presentation. At no time will teachers' or principals' names be used or schools be identified. | 100 |
| Assignment #3: Assessing Professional Development Paper |
Distribute the Henry/Jones Assessment of Professional Development Questionnaire to 5 teachers (you can be one of the five) to those who have attended the same professional development session provided by their work site. Participants should use the questionnaire as a rubric to assess the professional development session. You will produce a 4-6 page paper discussing your findings, their implications, and how you would redesign the session to improve its effectiveness for professional learning. |
100 |
| Assignment #4: Book Review Paper |
Read Todd Whitaker’s What great principals do differently: 20 things that matter most (3rd ed.). This book is a New York Times bestseller. As you read his book, consider which areas in which you have particular strengths and in which you need to grow as a leader. Write an 8-10-page review of this book and specifically address what you have learned about leadership that will enable you to become an outstanding instructional leader. |
100 |
| Total | 400 |
Course Policies
Course Grading Scale
365-400 = A (Meeting or exceeding expectations for graduate level work)
325-364 = B (Meeting minimal expectations for graduate level work)
* Not meeting expectations for graduate level work:
280 - 324 = C
244 - 279 = D
0 - 243 = F
Communication
Best way to communicate with professors is through canvas/email. Instructor will work to respond as quickly as possible.
Late Policy
All work must be turned in on time. Any late work will receive half credit. Work more than a week late will receive no credit. If problems arise, please let the instructor know as soon as possible ahead of time.
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.
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 Disability Resource Center prior to receiving accommodations in this course.
If you have a disability and you would like to make a request for 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 Sexual Misconduct 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.
Religious Holidays
It is the policy of the University to excuse absences of students that result from religious observances and to provide for the rescheduling of examinations and additional required classwork that may fall on religious holidays without penalty. 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.
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 his/her 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 doing 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.
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.
Course Summary:
| Date | Details | Due |
|---|---|---|