Course Syllabus
Contact Information
EACS 6203 Instructional Leadership
Course Syllabus
Summer 2024 (June 10th – August 2nd)
Meeting Time(s): Asynchronous Wednesday(s), 6pm - 9pm Location: Online
Course Meeting Dates
Week 1: Wednesday, June 12, 2024 Week 5: Wednesday, July 10, 2024
Week 2: Wednesday, June 19, 2024 Week 6: Wednesday, July 17, 2024
Week 3: Wednesday, June 26, 2024 Week 7: Wednesday, July 24, 2024
Week 4: Wednesday, July 3, 2024 Week 8: Wednesday, July 31, 2024
Course Description
Course Purpose
This course explores the knowledge, skills, and strategies necessary to effectively lead and support instructional practices within school districts. It also aims to deepen an understanding of educational theories, curriculum development, assessment strategies, and instructional methodologies. By focusing on instructional leadership, executive leaders can cultivate a culture of continuous improvement, promote student achievement, and support the professional growth of administrators, teachers, and staff.
Course Format
This course will be conducted through a combination of synchronous and asynchronous online lectures, discussions, case analyses, experiential exercises, and guest speakers. Active participation and engagement are expected from all students. Assignments will include readings, quizzes, written reflections, group project(s), and a final reflection paper.
Jeannine Rainbolt 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 Program Area Mission
The mission of EACS 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. 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 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 NELP, NPBEA, SRCEA and UCEA.
Relationship to Program Area Philosophy
As EACS faculty, we are comprised of scholars and practitioners committed to providing an enriched curriculum to equip master’s degree students with the habits of mind, habits of hand, and habits of heart that are needed to develop stewards of the discipline (as termed by the Carnegie Foundation). 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 practice. 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 Prerequisites
Prerequisite(s)
- Graduate Standing
Course Materials
Recommended book(s)
- City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education. Harvard Education Press.
- Forman, M. L., Stosich, E. L., & Bocala, C. (2017). The internal coherence framework: Creating the conditions for continuous improvement in schools. Harvard Education Press.
- Mintrop, R. (2016). Design-based school improvement: A practical guide for education leaders. Harvard Education Press.
- Honig, M. I., & Rainey, L. R. (2023). From tinkering to transformation: How school district central offices drive equitable teaching and learning. Harvard Education Press.
- Honig, M. I., & Rainey, L. R. (2020). Supervising principals of instructional leadership: A teaching and learning approach. Harvard Education Press.
- Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press.
- Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jose-Bass Publishers.
Additional course readings will be provided free through open access sources and sources available through OU Library using your sign-in credentials.
Course Overview
The doctoral program at OU in the Educational Administration, Curriculum and Supervision (EACS) area prepares leaders to develop conceptual knowledge and the skills to apply this knowledge through inquiry to lead and improve complex educational systems. This course focuses on a core task of educational leadership: fostering instructional improvement so that all learners are engaged in meaningful learning. Readings, tasks, and assignments in this course enable students to understand a systems view of instructional improvement and to use theory and research to develop an inclusive district-wide plan for instructional improvement.
The first meetings of the course focus on understanding a vision of culturally sustaining deeper learning as an effective pedagogy for diverse learners, as well as the gap between this vision and prevailing instructional practices in many schools and districts. Considering this gap, becoming a strong instructional leader requires developing the skills of improvers: knowing how to identify, diagnose, and design solutions for instructional challenges. Towards this end, the next several meetings of the course challenge students to understand schools and districts as complex systems and the role of leaders in schools and districts in these systems. The final meetings focus on how to plan for instructional improvement, given this complexity.
Class sessions include seminar discussions, collaborative group tasks, and applied tasks. Students practice using tools and protocols from three complementary inquiry-based approaches for equity-focused instructional improvement: design-based based school improvement, instructional rounds, internal coherence-building. This includes gathering and analyzing quantitative and qualitative data about instruction from publicly available sources and students’ own organizations. Course assessments allow students to demonstrate their learning by: (a) teaching each other how to apply research for improvement; (b) analyzing the improvement approach in a hypothetical school or district case; and (c) formulating a theory of action for an inclusive systemic approach to instructional improvement in their organizations.
Please note: It is expected that you come prepared with assigned readings completed ahead of the classes on the course schedule, including for the first class. Please order your books early and plan for reading time accordingly. As the courses in this program are provided in condensed format, the reading loads for each individual class meeting can seem sometimes substantial. I do not recommend waiting to complete readings until the day/night before they are due. This creates extra pressure and interferes with your learning. I recommend planning ahead to spread out readings for each week more steadily and getting started on readings and assignments early. It is assumed that during weeks of the course in which we do not meet, you will devote time to required field work, readings, and assignments for the course.
Course Objective(s)
NELP Standard(s)
Students will learn to:
- Establish key principles of teaching for culturally sustaining deeper learning (NELP 3.1)
- Evaluate instructional improvement as multi-level systems design challenge (NELP 3.3; 4.1; 4.2; 5.3)
- Foster instructional improvement in the role of district and school leaders (NELP 3.3; 5.2)
- Institute key design elements to enable complex instructional change (NELP 3.2; 3.3)
Additionally, students will demonstrate strong understanding of:
- How to lead a collaborative effort for a shared instructional improvement plan (NELP 6.1; 6.2)
- How to collect & interpret diverse data to identify organizational strengths and needs (NELP 4.1; 4.2)
- How to apply theory, evidence, & inquiry to craft a theory of improvement (NELP 1.2; 3.1; 4.1)
- How to test a theory of improvement with evidence and routines for collective learning (NELP 1.2)
- Demonstrate an understanding of ethical ideas, theories, & concepts impacting educational leadership (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.182,Comp. II).
- To analyze the impact of organizational culture, team dynamics, & employee engagement (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.183,Comp. III).
- To assess strategies for cultivating leadership, including self-reflection, empathy, active listening, & servant leadership (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.183,Comp.III).
- To apply theoretical concepts and empirical research to real-world leadership challenges and opportunities (OAC, Title 210,Ch. 20, Sub 9, Part 19, Sect. 210:20.9.183,Comp.III).
Course Grading
Assignment Breakdown
| Activity | Description | Points/Percentage |
|---|---|---|
| Reflection(s) | There are 4 one-page reflections @50pts each. | 200 pts |
| LOL | Lead Our Learning (Optional) | 100 pts |
| Local Needs | Local Needs Assessment | 100 pts |
| Final Vision | Final Project: Student Achievement Vision (EACS Program Assessment #3) | 300 pts |
| Total Points | 700 pts |
Grading Scale
| Percentage | Points | Letter Grade |
|---|---|---|
| 90–100% | (630 - 700 pts) | A |
| 80–89% | (560 - 629 pts) | B |
| 70–79% | (490 - 559 pts) | C |
| 60–69% | (420 - 490 pts) | D |
| Below 60% | (0 - 419 pts) | F |
Course Evaluation & Assignment Descriptions
1. Reflections (see description below, individual grade)
Due: Every course meeting with assigned readings, after class
Log a brief summary and reflection for each assigned reading using a spreadsheet. Additionally, submit a one-page reflection of the readings.
2. Lead Our Learning (Optional and see description below, individual grade enhancement)
Due: Submit on assigned due date.
For one class meeting, select one additional reading from the Additional Reading for Lead Our Learning, and teach the reading to the class in a ~15-minute presentation.
3. Local Needs Assessment Data (see linked description for more information, individual grade)
Due: Round 1 Monday 6/24; Round 2 Wednesday 7/10
Building toward a final project, you will collect needs assessment data from your work organization. This assignment contributes towards the final project through two rounds of local data that you will collect. On the due dates for each round, you will submit your data on the designated Canvas assignment(s) link, and as an option feedback (not required) as an option for feedback, you may submit on the designated discussion board. You may submit in any form that works for you (e.g., graphs/charts/tables; spreadsheet; notes or transcripts). For some types, collecting data will be a matter of accessing and curating existing data available publicly or in your organization. For others, you will collect original data. Please protect confidentiality and use pseudonyms for all organizations and individuals for all data types. The type and amount of data to submit for each round is flexible, so long as the second round of data collection adds new data from the first. However, for the final project, you will need three types of data: organizational profile data, quantitative, and qualitative.
4. Final Project: Student Achievement Vision (see linked description for information, individual grade)
EACS Program Assessment #3
Due: Video Presentations on Mon 7/24; written report due Mon 7/31 by midnight
Using data collected from the needs assessment and learning from this course, prepare a Student Achievement Vision Plan. Deliver a 10-to-15-minute presentation and submit a written report of 15–20 pages. See the complete description at the end of the syllabus.
Syllabus Disclaimer
This syllabus serves as a course blueprint. The instructor may revise the syllabus as needed. In the event that revisions are made, students will be given as much notice as possible.
Academic Integrity
Students are expected to adhere to university policies on Academic Integrity. This course follows The University of Oklahoma’s statement on Academic Integrity. This document may be accessed at: http://integrity.ou.edu/students_guide.html
Accommodations and Accessibility
If you have a request for accommodation of any observance of religious beliefs or practices as well as any other foreseeable conflicts, please discuss these requests with me. Students with diverse learning needs are absolutely welcome in this course. If you have a disability or health consideration that may require accommodations, please feel free to contact me. You may also contact the University of Oklahoma’s Accessibility and Disability Resource Center at www.ou.edu/drc or 405/325-3852.
University Support Resources
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 University Counseling Center.
Emergency Protocols
During any emergency, please follow official university procedures that will maximize your safety. If you receive an OU Alert to seek refuge or hear a tornado siren that signals severe weather. Additional Weather Safety Information is available through the Department of Campus Safety.
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: 1. 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. 2. 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. 3. Defend: As a last resort fight to defend yourself. For more information, visit OU’s Emergency Preparedness site.
If you receive an OU Alert that there is danger inside or near the building, or the fire alarm inside the building activates: 1. LEAVE the building. Do not use the elevators. 2. KNOW at least two building exits 3. ASSIST those that may need help 4. PROCEED to the emergency assembly area 5 ONCE safely outside, NOTIFY first responders of anyone that may still be inside building due to mobility issues. 6. WAIT for official notice before attempting to re-enter the building. OU Fire Safety on Campus
Course Schedule (subject to change)
| Session | Required Readings | Agenda |
|
Week 1 (6/12): Constructing a Vision of Culturally Sustaining Deeper Learning |
· Teaching Methods Overview · Assessment Literacy Overview · Data Literacy Overview From course texts:
From Canvas course resources:
Weekly Reflection Due |
6:30 – 7:00 Welcome & introductions 7:00 – 7:30 Discuss readings: · What would you hear & see in a classroom that enables culturally sustaining deeper learning? · Constructing a collective vision of good teaching 7:30 – 9:00 Assessing needs · Introducing design-based school improvement · Mintrop: Starting with values and intuition · Review final paper · Round 1 Needs Assessment due Mon 6/24 * Reflection due after class |
|
Week 2 (6/19): Assessing Needs |
From course texts: • Mintrop (2016) Ch 4 From Canvas course page: • Nelsestuen & Smith (2020). Empathy interviews. The Learning Professional, 41(5), 59-62. • Luévanos & Luévanos (In Press). Empathy mapping Read about Oklahoma school report card indicators (https://oklaschools.com). Review report card for state + a school of your choice; examine trends over 2022-2023, 2021-2022, 2018-2019, and 2017-2018. Weekly Reflection Due |
6:15 – 7:30 Discuss readings: · Mintrop: Trace leaders from intuition to assessing needs · Consider data & methods of needs assessment · Sign up for Lead Our Learning presentations! 7:30 – 8:30 Assessing needs: The gap between vision and current state 8:30 – 9:00 Practice using public quantitative data * Reflection due after class * Round 1 Local Needs Assessment data Due Mon 6/24 |
|
Week 3 (6/26): Seeing the System of Instructional Improvement |
From course texts: • Forman et al. (2017). The internal coherence framework— Ch 1-2 From Canvas course page: • Bryk (2010). Organizing schools for improvement. The Phi Delta Kappan, 91(7), 23-30. Mintrop et al. (2022). Designing for deeper learning. Carnegie Foundation for the Advancement of Teaching. Weekly Reflection Due |
6:15 – 7:30 Discuss readings:
7:30 – 8:30 The gap between vision & current: Assessing Need 8:30 – 9:00
|
|
Week 4 (7/3): Leaders’ Roles in Instructional Improvement |
From course texts: • Forman, et al. (2017). The internal coherence framework— Ch 3-5 From Canvas course page: • Graczewski, C., Knudson, J., & Holtzman, D. J. (2009). Instructional leadership in practice: What does it look like, and what influence does it have? Journal of Education for Students Placed at Risk, 14: 72-96.
Weekly Reflection Due |
6:15 – 7:30 Discuss readings:
7:30 – 8:30
8:30 – 9:00
* Reflection due after class |
|
Week 5 (7/10): Leaders’ Roles & Teacher Professional Learning |
From course texts: • City et al. (2009). Instructional rounds –Intro & Ch 1-4 From Canvas course page: • Timperley, H. (2008). Teacher Professional Learning and Development. Educational Practices Series-18. UNESCO International Bureau of Education.
No Weekly Reflection Due
|
6:15 – 7:30 Discuss readings:
Lead Our Learning presentation(s) 7:30 – 8:30
8:30 – 9:00
* NO Reflection due today |
|
Week 6 (7/17): Districts’ Roles in Instructional Improvement |
From course texts: • Forman et al. (2017). The internal coherence framework — Ch 6-7 From Canvas course page: • Honig (2012). District central office leadership as teaching: How central office administrators support principals’ development as instructional leaders. Education Administration Quarterly, 48(4), 733-77
No Weekly Reflection Due
|
6:15 – 7:30 Case Analysis Group Project presentations 7:30 – 8:30 Discuss readings:
8:30 – 9:00
* NO Reflection due today
|
|
Week 7 (7/24): Planning for Instructional Improvement |
Optional Reading: From course texts: • Mintrop (2016). Design-based school improvement Ch 7-10 • City et al. (2009). Instructional rounds Ch 5-6
No Weekly Reflection Due
|
6:15 – 7:30 Workshop first sections of final report Address substance and academic writing conventions 7:30 – 8:30 Discuss rdgs: Features of a sound theory of action · Root cause analysis · Assets, change drivers, assets, and change activities 8:30 – 9:00 Student Achievement Vision Plan: Theory of action · Diagnosing the problem · Setting short-term goals & identifying change drivers and activities · Formulating an if-then-then statement · Practice instructional rounds * NO Reflection due today |
|
Week 8 (7/31): Planning for Instructional Improvement |
No New Readings * Written Student Achievement Vision Plan
|
6:15 – 6:30 Check in 7:30 – 8:30 Oral Presentations for Student Achievement Vision Plan 8:30 – 9:00 End-of-course reflection * NO Reflection due today |
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|