Master of Education in Educational Leadership




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НазваниеMaster of Education in Educational Leadership
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Arkansas Tech University

Master of Education in Educational Leadership

School Organization and Leadership for Teacher Leaders

EDLD 6402


Unit of Education

Vision

Students are “Professionals of the 21st Century” who will internalize, initiate, and sustain a professional commitment to impact learners in diverse and evolving learning communities.

Unit of Education Conceptual Framework

The Conceptual Framework for the School of Education is based on the foundational skills of: diversity, leadership, oral and written communication, technology, purposeful reflection parents and community.

CLL Vision

The vision of the Center for Leadership and Learning is to prepare leaders and to build leadership capacity for a future, which constantly redefines itself.

CLL Mission
The Center for Leadership and Learning mission prepares and develops school leadership teams to work collaboratively for learner success. The CLL Mission will be accomplished through professional learning communities, advanced degrees and twenty-first century partnerships.


The vision and mission of the Center for Leadership and learning are aligned with the vision and mission of the College of Education and support the conceptual framework. This information can be accessed at http://www.atu.edu/education

  1. Course Number

EDLD 6402


  1. Course Title

Working with the Marginal Performer


  1. Instructor Information

Office Hours:


Due to the nature of the graduate students’ work schedule, office hours also will incorporate telephone conversations, e-mail correspondence, and when appropriate two-way video conferencing.

CLL Secretary Voice: (479) 498-6022 CLL Web Site: http://cll.atu.edu


  1. Catalogue Description:

The application of supervision, instructional and cognitive theories to working with teachers with marginal success. The course will also include the study of mentoring and teacher evaluation systems.

  1. Statement of Prerequisites:

Students must be admitted to graduate school and must satisfy the entrance requirements to the Masters of Education in Educational Leadership (EDLD) degree program or by approval of the Center for Leadership and Learning (CLL) Director. EDLD 6402 is a sequenced course within the EDLD program of study.


  1. Required Texts:

Arkansas Department of Education (ADE). (2010). Standards for Beginning School Administrators in Arkansas. Little Rock, AR: Author.

Arkansas Department of Education (ADE). (1999). Arkansas curriculum/program administrator licensure standards. Little Rock, AR: Author.

Danielson, C. & McGreal, T. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

Lawrence, C., Vachon, M., Leake, D., & Leake, B. (2005). The marginal teacher (3rd ed.). Thousand Oaks, CA: Corwin Press Inc.

Whitaker, T. (2002). Dealing with difficult teachers (2nd ed.). Larchmont, NY: Eye on Education.


  1. Bibliography:


American Psychological Association. (2009). Publication manual of the American psychological association (6th ed.). Washington, DC: Author.


Arkansas Department of Education (ADE). (2010). Standards for Beginning School Administrators in Arkansas. Little Rock, AR: Author.

Arkansas Department of Education (ADE). (1999). Arkansas curriculum/program administrator licensure standards. Little Rock, AR: Author.


Beerens, D. (2000). Evaluating teachers for professional growth: Creating a culture of motivation and learning. Thousand Oaks, CA: Corwin Press.


Costa, A. & Garmston, R. (2002). Cognitive coaching, A foundation for renaissance schools (2nd ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.


Council of Chief State School Officers (CCSSO). (2008). Interstate school leaders licensure consortium: Standards, Washington, DC: Author.


Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).


Danielson, C. (2002). Enhancing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).


Danielson, C. & McGreal, T. (2000). Teacher evaluation to enhance professional practice. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)


Ellison, J. & Hayes, C. (2003). Cognitive coaching: Weaving threads of learning and change into the culture of an organization. Norwood, MA: Christopher-Gordon Publishers, Inc.


Good, T., & Brophy, J. (2007). Looking in classrooms (10th ed.). New York: Addison-Wesley Educational Publishers, Inc.


Hall, P. & Simeral, A. (2008). Building teachers’ capacity for success: A collaborative approach for coaches and school leaders. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).


Hessel, K. & Holloway, J. (2002). A framework for school leaders. Princeton, NJ: Educational Testing Services (ETS).


International Society for Technology in Education (ISTE). (2001). Technology for school administrators. Eugene, OR: Author.


Lawrence, C., Vachon, M., Leake, D., & Leake, B. (2005). The marginal teacher (3rd ed.). Thousand Oaks, CA: Corwin Press Inc.


Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).


Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).


National Policy Board for Educational Administration (ELCC). (2002). Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. Reston, VA: Author.


Patterson, K., Grenny, J., McMillan, R. & Switzler, A. (2002). Crucial conversations: Tools for talking when the stakes are high. New York, NY: McGraw-Hill.


Scott, S. (2002). Fierce conversations: Achieving success at work and in life, one conversation at a time. New York, NY: Penguin Putman.


Steffy, B., Wolfe, M., Pasch, S., & Enz, B. (2000). Life cycle of the career teacher. Thousand Oaks, CA: Corwin Press, Inc.


Whitaker, T. (2003). Dealing with difficult teachers (3rd ed.). Larchmont, NY: Eye on Education.


Internet Links

Arkansas Department of Education: http://arkansased.org/


Association for Supervision and Curriculum Development: http://ascd.org/


National Staff Development Council: http://nsdc.org/


Nets for administrators: http://cnets.iste.org/tssa/



  1. Justification/Rational for the Course:

This course is designed to provide future school leaders with tools to identify and work with teachers of marginal performance. This course will further prepare future leaders in the process of teacher evaluation.


  1. Course Objectives: 10. Standards:

Upon completion of this course, students will be able to:




ISLLC Standards

Primary (P) Secondary (S)

Identify characteristics of marginal performance.




2 I




Explore strategies to work with marginal performers in a non-confrontational manner.




2 F




Examine and analyze teacher evaluation plans.




2 D




Review components of an effective mentoring system.




3A




Develop an understanding of professional growth in an evaluation system.




2 I




Practice conferencing skills for use with marginal performers.




2 D




Have an understanding of due process procedures and teacher dismissal.




5 A




Examine documentation processes.




5 A






11. Licensure Standards:

Objectives of this course meet the need of school leaders in the evaluation of teachers with emphasis on support, improvement, non-renewal and dismissal. This course addresses the knowledge, skills and dispositions of Standard Two of the Interstate School Licensure Consortium (ISLLC). Course specific ISLLC standards are noted for each course objective.


12. Assessment Instruction and Methods:

Instructional delivery in this course will include:

  • facilitative dialogue, case studies, direct instruction, cooperative and experiential learning.



The following methods of assessment will be used:


Assessment is based on state and national performance standards and is performance-based. Informal and formal authentic assessments are conducted in each course and the following methods of assessment are used:


Participation (Weighted 5)

Students will be held accountable for assigned readings and class discussions. Student participation, both in attendance, and contribution to class discussions will be assessed by the instructor for each session. Students will be required to keep an organizing notebook for the course.


Content Assessment (Weighted 4): A written assessment (exam) will cover the course content.


Evaluation Plan Review (Weighted 4)

The student will be required to review a district teacher evaluation plan and submit a written review based on evidence of compliance with federal, state and local laws. A five star rating scale will be used to rate each required component of a comprehensive plan to the rules and regulations for the State of Arkansas. APA format required.


Teacher Review and Evaluation (Weighted 5)

The student will plan a conference, conduct a conference, and present documentation for a teacher in jeopardy of dismissal. Documentation must be legally defensible.


Course Grade will be assigned based on the weighted average of all assessment categories.


Assignments are to be submitted in print and/or electronic format as indicated by the instructor. Students are responsible for keeping a back-up copy. Requests for an assignment extension may be requested ONLY in situations when the student has an illness or other circumstances beyond the student’s control. A request MUST be submitted in writing for consideration. It is the student’s responsibility to pursue the request status and to obtain the assignment alternative due date, if granted. Missed assignments, due to a class absence, ARE the responsibility of the student.


Multiple assessors may be used for any activity and/or assignment. If a significant discrepancy exists between two assessor scores, a third reader will review the work in question to achieve assessment equity. This replicates licensure assessment practices of Educational Testing Services (ETS).


Levels of Proficiency

Each course requirement will be assess at the following level of proficiency:

Level Three - Exceeds expectations

Level Two - Meets expectations

Level One - Unacceptable

Please refer to the Level/Grade Correlation Chart for additional information regarding assessment.


13. Policies:

Attendance

Class attendance and participation is required.


Academic Dishonesty

A university exists for the purpose of educating students and granting degrees to all students who complete graduation requirements. Therefore, Arkansas Tech University requires certain standards of academic integrity and conduct from all students. Arkansas Tech University expects an academic atmosphere to be maintained in all classes. This atmosphere is created by both the professor and the class to enable all students enrolled to reach their academic potential. Students are expected to attend class, conduct themselves in a non-disruptive manner in class, and refrain from cheating, plagiarism, or both unfair and dishonest practices. Academic offenses involving dishonesty and misconduct are defined in the Definitions section. These definitions are not all inclusive, and conduct not expressly set forth in the definitions may also be considered dishonesty or academic misconduct.


1. Cheating on an examination, quiz, or homework assignment involves any of several categories of dishonest activity. Examples of this are:

a) copying from the examination or quiz of another student,

b) bringing into the classroom notes, messages, or crib sheet in any format which gives the student extra help on the exam or quiz, and which were not approved by the instructor of the class;

c) obtaining advance copies of exams or quizzes by any means;

d) hiring a substitute to take an exam or bribing any other individual to obtain exam or quiz questions;

e) buying term papers from the Internet or any other source,

f) using the same paper to fulfill requirements in several classes without the consent of the professors teaching those classes.


2. Plagiarism is stealing the ideas or writing of another person and using them as one's own. This includes not only passages, but also sentences and phrases that are incorporated in the student's written work without acknowledgement to the true author. Any paper written by cutting and pasting from the Internet or any other source is plagiarized. Slight modifications in wording do not change the fact that the sentence or phrase is plagiarized. Acknowledgement of the source of ideas must be made through a recognized footnoting or citation format. Plagiarism includes recasting the phrase or passage in the student's own words of another's ideas that are not considered common knowledge. Acknowledgement of source must be made in this case as well.


3. Academic Misconduct concerns the student's classroom behavior. This includes the manner of interacting with the professor and other students in the class. For example, students may disrupt the learning environment in a classroom through inappropriate behavior, such as, talking to students, unnecessary interruptions, attempting to monopolize the professor's attention, or being chronically late to class. Misconduct also covers verbal or nonverbal harassment and/or threats in the relation to classes. Student behavior should not infringe on the rights of other students or faculty during a class. (Arkansas Tech University Graduate Catalogue and Arkansas Tech University Graduate School web page, http://graduate.atu.edu/academic_conduct.htm).


Food, Drink, Tobacco Products

No food, drink, or tobacco products are allowed in ATU classrooms.


Cell Phones

Students are requested to turn cell phones to vibrate or off during class.


Incomplete Grade Contract

A grade of “I” (incomplete )may be recorded for a student who has not completed all the requirements of a course ONLY in situations where the student has an illness or other circumstances beyond the student’s control, and has completed at least seventy-five percent of the course requirements, provided work already completed is of passing quality. If a grade of “I” is assigned, the instructor will complete an “Incomplete Grade Contract,” setting a reasonable time limit within the following semester in which the work must be completed. The incomplete grade contract is to be signed by both the instructor and student.


An “I” grade must be removed by the end of the succeeding regular semester of enrollment after the “I” is received. Beginning the first summer term, 1990, and thereafter, a grade of “I” will not be computed in the grade point average for the semester recorded; however, the “I” will automatically change to a grade of “F” and be computed in the grade point average at the end of the next regular semester (fall or spring), unless course requirements are completed and the final grade is reported before the end of the semester. (Arkansas Tech University Graduate Catalogue).


13. Course Content

The content of this course will include the following:

  • Strategies for identifying marginal performers and difficult teachers.

  • Strategies for dealing with difficult teachers in a non-confrontational manner.

  • Components of an effective evaluation plan.

  • Design formats and content of teacher assistance plans.

  • Strategies for conferencing with the marginal teacher.

  • Due process law.

  • Non-renewal of probationary teachers.

  • Dismissal of tenure teachers.

  • Documentation for non-renewal or dismissal cases.


14. Access, Accommodation, and Diversity
Access


Arkansas Tech University is committed to providing equal opportunities for higher education to academically qualified individuals who are disabled pursuant to the Americans with disabilities act and Section 504 of the Rehabilitation Act of 1973. Any student with a disability who needs accommodation should inform the professor at the beginning of the course. The Disabilities Coordinator’s Office is located in Bryan Hall, Suite 103, Arkansas Tech University and can be contacted by 479-968-0302.

Accommodation
If you need a specific accommodation due to temporary or long-term injury, handicaps, or disability, please contact me as soon as possible. Please remember that this is a teaching institution that focuses on its teaching mission. If you need clarification, or other individual help with course material or objectives, please contact the instructor as soon as possible. Please take advantage of all the resources available to you.

Diversity
The Center for Leadership and Learning (CLL) maintains a strong and sustained commitment to the diverse and unique nature and learning needs of all people. All CLL faculty and staff are dedicated to the preparation of future district and building level administrators, master teacher leaders and counselor leaders, who possess sensitivity to diverse and unique people.

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