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 |
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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 an optional Q & A Zoom meeting on September 4, 2023 @ 6:30 p.m.
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
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:
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Details |
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Final Paper/Project due October 11, 2023 |
Course Summary:
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