Course Syllabus

School Staffing Syllabus.docx

Contact Information

Course Details

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 recognizes the unique learning needs of our adult students. Accordingly, the faculty encourages 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 recognizes that as an outgrowth of its conceptual framework there are knowledge bases accepted by learned societies such as ELCC, NPBEA, 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 practical. 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 Description

The primary purpose of this course is to prepare school administrators to design professional planning programs to support the implementation of school-based improvement while examining the research and knowledge base for continuous professional growth and learning.  The course provides both the theoretical base and practical applications in the areas of team building, organizing for school-based change, systematic planning, shared decision making, adult learning, design of in-service and organizational learning, implementation strategies, monitoring and evaluating staff development, and policy issues related to staff development and change.  

Course Prerequisites 

Graduate Standing

Course Materials

• Whitaker, Todd. (2020). What great teachers do differently: 19 things that matter most. New York: Routledge.
• Fullan, Michael. (2006). Turnaround Leadership: Jossey-Bass Publishers

Additional readings will be added into Canvas. 

Grades

Breakdown

Scale

Course Components

Assignment 1: Assessing Professional Development Presentation - Group Activity 

Distribute the (Henry/Jones) Assessment of Professional Development Rubric to 4 teachers who all have attended the same professional development session that was provided by your school district and ask them to use the rubric to assess the professional development session.

Now, assume you have been asked to modify the session and present to your faculty. You are to present your findings and modifications to the class in a 3-4-page written paper demonstrating how a school leader should work with his/her faculty in introducing professional development activities that improve instruction and enhance student learning. Be sure to use technology as you make your presentation. 

Assignment 2: Staff Development Plan of Action - Group Activity 

From your readings in this class, lectures and discussions, and what you have learned from Todd Whitaker’s Book What Great Teachers Do Differently, take time to reflect and consider what is vitally important to you as an instructional leader and to your school as you set high expectations for your teachers and students. After you have determined what that is, you now want to try to use it as a resource and implement some of the THINGS that Whitaker says, “matter most”. As a group, identify and develop a Plan of Action based on at least three of his 19 Things That Matter Most. Your Plan of Action is to represent and demonstrate how you would implement these three ideas to help professionally develop your teaching staff and help you as an instructional leader/principal to turn your school into a school of excellence. Support your Plan of Action with relevant research and evidence that supports teaching and learning. Your presentation will be given to the class and make sure you use relevant technology that supports your work

Course Policies

Communication

Students may reach me through Canvas or through email at sarahguthery@ou.edu  I will reply as quickly as possible, I try to answer all email in 24-48 hrs.