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.
Course Prerequisites
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, learning, 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 Organization 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 specialized content areas 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 undergirded 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 Organization 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, site visitations, and interactions with practitioners 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 NELP, NPBEA, and UCEA.
Course Materials
Required Textbooks:
- 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.
Additional Readings:
• Chapter 2. Developing a Vision and a Mission, Gabriel, John G. & Farmer, Paul
• Wallace Foundation, The. (2013). The school principal as leader: Guiding schools to better teaching and learning. New York: Author
• Shaping a Vision of Academic Success for all Students (2014). Prepared by the Georgia Leadership Institute for School Improvement for the Principal Professional Learning Community, as part of the Wallace Foundation’s Principal Pipeline Initiative
• The Seven Most Common Leadership Styles
• 5 Leadership Styles that Can Transform Education as We Know It
• Moral Leadership: A Model for Educational Leaders in the 21st Century
• Your Moral Leadership Matters Now More Than Ever Before
• An Educational Leadership Philosophy for School Leaders
Grades
Breakdown
| Graded Activities & Assignments | Total Points |
|---|---|
| Assignment 1: Attend School Board Meeting | 50 |
| Assignment 2: Documentary Viewing Reflection | 50 |
| Assignment 3: Leadership Interview | 100 |
| Assignment 4: Vision Performance Activity | 200 |
| Assignment 5: Book Review | 100 |
| Total | 500 |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| 0–59% | F |
Course Components
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. Use standard APA format requirements.
Make sure you address any issues raised at the meeting and their resolution. Be sure to submit a school board agenda with your paper. Listen to see if comments are made about school improvement and address those in your paper.
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 format
requirements.
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 reflect on the impact of those findings for your personal and professional goals. Use standard APA format requirements. Your interview should focus on the following questions.
• How do you go about connecting with all stakeholders that can support your vision?
• How do you go about projecting a vision with your teachers so they buy-in to the vision to make it a reality in your school?
• How do you articulate the vision that reflects the beliefs, values, and commitments of
the school?
• What is your personal vision about what great teaching should look like and how it
promotes better teaching that impacts student achievement?
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 results in greater 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. NELP Standards addressed: 1.1, 1.2, 4.2, 5.1, and 5.2.
developing, articulating, implementing, stewarding, and involving the wider community. Use
literature from the course and other resources that are available to you to support your
statement. You can make this assignment more relevant by talking with several colleagues and community members about the school or organizational vision. Talk with a variety of leader colleagues about their visions for their schools. Reflect on possible committee work that relates to vision development, articulation, implementation, stewardship and community involvement. Find your school district’s strategic plan or your school’s improvement plan and
read it. How is it developed and maintained and to what end?
As general guidance, your vision plan should be approximately 12 pages of text, excluding a
cover page, abstract page, and reference page(s). There should be several citations to support the ideas you present in your statement. There is not a specific number of citations required, but as general guidance approximately 8-10 references appearing in the reference page of the manuscript would be adequate. Use standard APA 7th edition formatting.
Below are 5 components that must be addressed in your vision statement:
1. Develop: Define vision and discuss the role of the educational leader in developing this
vision that is designed to reflect the core values and priorities of the school. Focus on
ideals and aspirations that would constitute a direction for change, improvement, and
success for students (NELP 1.1).
2. Articulate: How can you as a leader best articulate components of the vision, and what
leadership processes are necessary to effectively articulate the vision? Focus on
communication strategies, the use of important data to convey a message, and how you
“make the case” for the vision (NELP 1.2).
3. Implement: Identify and discuss specific strategies that may be used by a leader to
promote the implementation of a shared vision. Focus on initiatives that motivate staff,
students, and families to strive toward the vision. How will initiatives be carried out
(NELP 1.2)?
4. Steward/Maintain: Provide some specific strategies for stewarding the vision leading to
a climate of continuous improvement of academic and nonacademic practices (NELP
4.2). Discuss how you would collaborate with staff and how you would foster two-way
communication with families (NELP 5.1). Focus on how you and others will keep the
vision alive and meaningful with “top of the mind awareness” along with monitoring
and assessing the progress of the vision.
5. Community Involvement: Provide some specific strategies about how you would
engage diverse community members, partners, and other constituencies in the
development of the school vision (NELP 5.2). Focus on the activities and processes that
can be used to engage a wider community about the school vision.
Read Michael Horton’s book Excellence: Every classroom, every lesson, every day. Discuss in
your paper what you have learned from his book that will help you become a better instructional leader and developer of teachers. Write an approximate 8-page summary that
addresses the following seven points: Use standard APA 7th edition formatting. Make sure your support what you say with relevant references.
assist you as you lead your school to excellence?
2. How can you promote excellence in your school for all students?
3. In Chapter 7 Horton addresses the four golden rules of leadership. How can you work
these four golden rules of leadership into what you do daily in your school? What are
your strengths relating to these four rules and which one(s) do you need to work on the
most?
4. Why is it important for you to spend considerable time in the classroom?
5. How effective are collaborative meetings at your school? How much do you believe
instruction in your school has teachers involved in collaborative peer observations?
6. How would you go about developing leadership skills in your teachers and how would
you assist them in improving those skills?
7. Define at least two flawed strategies used in schools today and how you would go about
changing them?
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
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 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.
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 culpable 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.
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.
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.
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.
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).
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. 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. [See Faculty Handbook 3.15.2].
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.
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.
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 completing coursework without doing the required paperwork, your grade will be calculated with missed assignments 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.
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 |
|---|---|---|