SYLLABUS
EDLD 7500 PRINCIPAL LEADERSHIP

Course Number:	EDLD 7500
Course Title:	Principal Leadership
Credit Hours:	3 Semester Hours
Prerequisites:	Admission to Instructional Leadership Master’s Program
Corequisites:	None

Instructor:	Dr. Linda Searby  ljs0007@auburn.edu ljs0007@auburn.edu ljs0007@auburn.edu		
Office:	Haley Center Room 4075		
Office:	(334) 844-7784		
Cell:	(205) 907-6285 (preferred)		
Office Hours: Tuesdays and Wednesdays: 10 - 2

Date Syllabus Prepared: Summer, 2013

Texts:
Ubben, Hughes, & Norris. (2011). The Principal: Creative Leadership for Excellence in Schools.  Pearson.  PLUS Accompanying Online Resources.

Harris, Jan. 2008. The Principal’s Office.  Rowman & Littlefield.

Course Description:  Designed to serve instructional leaders in K-12 settings concerning leadership dispositions and leadership theory important to promoting student success and achievement.

Course Objectives based upon standards of knowledge (K), and ability (A) Alabama State Department of Education Instructional Leadership Standards (290-3-3-.48) (2)(a) through (2)(h).

Upon completion of this course students will be able to:

(K) demonstrate moral leadership and be an appropriate role model for faculty, children and community stakeholders (2)(e)1(i)

(K, A) demonstrate use of instructional, moral, value added, and transformational leadership (2)h)1(i-v); (2)(d)2(i-v)

(K, A) use instructional, moral, value added, collegial, democratic teachers, servant leaderships, participative, and transformational leadership to improve organizational effectiveness (2)(a)1; (2)(d)1(i-v); (2)(d)2(i-v); (2)(h)1

(K, A) develop a comprehensive vision of what contemporary leadership should be and translate the vision into an action plan (2)(a)1;(2)(c)2(ix)

(K, A) develop a thorough understanding of organizational culture and its relationship to leadership and student success (2)(a)1;(2)(a)2

(K, A) describe organizational culture and other appropriate leadership environments when defining the organization as a community of learners (2)(a)(1); (2)(a) 2

(K, A) understand and value diversity in the immediate context of their organization as well as the larger community (2)(a)2(i); (2)(b)1(i); (2) (d) 2)(iii)

(K) collaborate and establish partnerships and networks with community stakeholders such as families, businesses and other members of the public to gain resources for their organization (2)(e)1(i); (2)(e)1(ii)

(K) identify values, beliefs, and commitments in the organization and the community
(2)(d)1(i-v); (2)(e)1(i-ii)

(A) understand how community values and needs should influence the design of curriculum (2)(e)2(i-viii)

(K, A) provide appropriate leadership to foster interaction and collaboration between school and community (2)(e)1(i-ii); (2)(e)2(i-viii)

(K, A) connect the vision, mission, and objectives of the organization to student learning and communicate the school program to organizational members, parents, and other stakeholders (2)(a)1(i-v);(2)(a)2(i-xv)

(A) develop their own leadership skills, traits and behaviors appropriate to use within their organization (2)(c)2(ii); (2)(c)2(iv); (2)(c)2(x)

(A) develop organizational members leadership skills, traits and behaviors so that leadership becomes a shared and collaborative exercise (2)(c)2(iii); (2)(c)2(vii-x); (2)(c)2(xi)

(A) demonstrate important leadership dispositions that are needed to accomplish goals of the organization.  These include: dialogue, reflection, fluent communication skills,
decision-making skills, problem-solving skills, and critical thinking skills (2)(c)2(ii); (2)(c)2(iv); (2)(c)2(viii-x)

(K) demonstrate knowledge of how contingency leadership theory can assist in moving the organization towards improvement efforts (2)(a)1(i); (2)(b)1(i)

(K, A) work collaboratively with members of the organization to determine organizational and individual staff development and in-service needs (2)(c)1(i-iv); (2)(c)2(i);(2)(d)1(iii);(2)(d)2(iv-v)

(K, A) understand how to frame important school issues: 1) be an advocate for children and schools 2) communicate the vision 3) empowerment of others and 4) structuring the organization with linkages to the environment (2)(a)1;(2)(a)2;(2)(c)1;(2)(c)2

(K, A) create organizational teams which will share in responsibilities of managing the learning organization (2)(a)1(iv);(2)(b)1(ii);(2)(c)2(i-xi)
(K, A) guide others in action research projects by being able to gather, interpret, integrate and prioritize data from multiple sources (2)(a)2(vii);(2)(a)2(ix-xiv);(2)(b)1(i- iii);(2)(b)2(i-iii)

Sessions	Topics	Reading/Preparation Assignments for Tonite	Due Tonite	
1– Wed, May 29	Getting Acquainted; Syllabus Overview; Intro to Canvas; Text Coding groups; The Principal Story video/discussion; 
Vision for Leadership; Management vs. Leadership; The 4 Frames of Leadership; Strengths/Weaknesses Assessment; The Important Book	
Please secure your textbooks no later than May 29
Read “Difference B etween Management & Leadership” article by Searby in Canvas (Module 1) – Text Code it.	
Buy a 9.5” x 6” spiral notebook to use for a reflective journal	
				
2- Thurs,,May 30	Leadership Theories; Spiritual Balance; DISC Personality Assessment; 
Animal Personality Assessment	Journal Prompt; Read Chap. 1 in Ubben; Read pp. 1 – 18 in Harris; Will and Won’t Book entry	4 Frames & Strengths/ Weaknesses Reflection (1 – 2- pages); Important Book page due	
3- Tues -June 4	Professional Learning Communities; Leading Change in Schools	Read Chs. 2, 3, in Ubben; Read rest of Part I in Harris; 
Journal Prompt;
Will and Won’t Book entry	Personality Assessment Reflection due	
4 – Tues.,
June 11	Physical Balance; Instructional Leadership/ School Improvement; Stuck & Moving Schools	Read Chs. 4, 6, 7 in Ubben; Read Part II in Harris (Physical Balance); Journal Prompt
Will and Won’t Book Entry	Vision for Leadership Part 1 – Spiritual Balance due	
5 – Wed.,-June 12 {shared w/ Dr. Patrick}	School Culture; Special Students & Services; Leader Professionalism; Intellectual Balance	Read Chs. 5, 8 in Ubben; Read Part III in Harris (Intellectual Balance);Journal Prompt; Will and Won’t Book Entry	Vision for Leadership Part 2 – Physical Balance due	
6 -  Thurs., June 13	Human Resources; Hiring & Supervising Staff; Professional Development	Read Chs. 9, 10,11 in Ubben;
Journal Prompt; Will and 
Won’t Book Entry 	Vision for Leadership Part 3 – Intellectual Balance due	
7 - Tues- June 18
CAPSTONE
PRESENTATION- Mandatory 	Time Management; Emotional Balance
(View Voice Over PPT in Canvas – Panopto Module- by Dr. Searby)	Read Chs. 12 & 14 in Ubben; Read Part IV in Harris; Journal Prompt; Will and Won’t Book Entry	Principal Interview Write Up: “Tips for Achieving Balance as an Administrator.”	
8 –Wed., June 19	School & Community Relationships; AFLAC of Politics/ Surviving the Politics	Read Ch. 15 in Ubben; Journal Prompt; Will and Won’t Book entry	Vision for Leadership, Part 4, Emotional Balance due; In class, give You, the Leader Speech	
PLEASE COMPLETE THE COURSE EVALUATION WHEN PROMPTED BY AUEVALUATE SYSTEM!	

Course Requirements/Evaluation:

A. Attendance in class and Capstone Project attendance: Students are responsible for being on time, in class and participating in all class activities. Attendance at the Capstone Project night, put on by the exiting Master’s cohort, is required as a night of class attendance.

B.  Major Assignments:

1.	 Vision for Leadership: You will create your Vision for Leadership on the topics of achieving Spiritual, Physical, Intellectual, and Emotional Balance.  These will build on the Jan Harris text, The Principal’s Office. The emphasis is on taking care of yourself as a leader. 5 points for each section x 4 = 20 points.

2.	Text Coding Discussion Groups:  Each week in class, you will be in a discussion group to process your Ubben text reading.  Group members will take turns leading the discussions.  You are to come prepared to class with your text “coded” and highlighted as explained on the first night of class. 6 @ 5 points each = 30 points.

3.	Four Frames of Leadership Reflection: After learning about the 4 Frames of Leadership (Bolman & Deal) and taking the 4 Frames Assessment and a Strengths and Weaknesses inventory, you will write a 2 page reflection describing your dominant leadership frame as well as subdominant frames, and analyze how this knowledge and your knowledge of strengths and weaknesses will affect your future leadership behaviors and preferences. 10 points

4.	Personality Self-Assessment Reflection:  After taking the DISC Personality Assessment and the Animal Personality Test, you will write a 2 page reflection on what these mean for you as a leader, including recognizing what areas you will need to delegate to others so that you can grow your strengths and manage your weaknesses. 10 points

5.	Field Experience: Principal Interview:  You will interview a practicing principal or assistant principal to acquire advice on how to maintain balance in the very demanding role of a school leader. Questions will be provided. You will type up a bulleted list of suggestions after the interview, and make copies for everyone in the class. 10 points

6.	Field Experience: You, the Leader Speech:  On the last night of class, you will introduce yourself to a mock audience of teachers in the school where you have been hired as an assistant principal or principal.  You will convey what is important to you, as well as tell the group about yourself, your values, your passions, your vision, your goals.  A poster depicting these will be displayed as well as a physical artifact that tells a story of who you are. 20 points

7.	Canvas &  Additional Assignments: Some weeks, you will be asked to read additional articles or access resources in Canvas. Also, each week you will be writing a journal reflection based on a given prompt, as well as writing your leadership intentions in your Will and Won’t book; It is also encouraged that you look for inspirational leadership quotes to put in this reflective book. MyEdLeadership Lab will also provide supplemental resources for this course.

Grading Scale:
A = 90 – 100 points   
B = 89 – 80 points C = 79 – 70 points 

C. Class Policy Statements:

1.	Class Attendance/Absences:  Class attendance and punctuality are expected and required.  If assignments are missed, only University-approved excuses as outlined in the Student Policy eHandbook (www.auburn.edu/studentpolicies) will be allowed.  Arrangement to make-up the work must be made in advance. If assignments are missed due to illness, a doctor’s statement for verification of sickness should be given to the instructor the day the student returns to class.  Other unavoidable absences from campus and class must be documented and cleared with the instructor in advance.  However, “time” cannot be made-up. Because of the concentrated format of this class, if you miss any part of class or portions of the Leadership Institute there will be a reduction of points from the attendance portion of your grade, unless you have had prior approval for the absence from Dr. Searby and have made arrangements for make-up assignments.

Assignments submitted late on Canvas will receive a reduction in points of 10% for each day late.  Failure of technology will not be an acceptable reason for late work.  Each student must be able to upload assignments to Canvas on time (11:59 p.m on the night the assignment is due) – even if the assignment is handed in at class. Dr. Searby grades the assignments in Canvas, and students can get their grades and feedback there.

2.  Students are responsible for initiating arrangements for missed work due to excused absences.

3.If a student takes an Incomplete for the course, the best grade that can be earned is a B. This is Dr. Searby’s policy.

4.  Accommodations:  Students who need accommodations are asked to arrange a meeting during office hours the first week of classes, or as soon as possible if accommodations are needed immediately.  If you have a conflict with my office hours, an alternative time can be arranged.  To set up this meeting, please contact me by e-mail. Bring a copy of your Accommodation Memo and an Instructor Verification Form to the meeting.  If you do not have an Accommodation Memo but need accommodations, make an appointment with the Program for Students with Disabilities at 1244 Haley Center,
844-2096 (V/TT).

5. Honesty Code: All portions of the Auburn University Honesty Code and the Student Policy eHandbook Regulations pertaining to Cheating will apply to this class.

6.  Professionalism:  As faculty, staff and students interact in professional settings, they are expected to demonstrate professional behaviors as defined in the College’s conceptual framework.  These professional commitments or dispositions are listed below:
·	Engage in responsible and ethical professional practices
·	Contribute to collaborative learning communities
·	Demonstrate a commitment to diversity
·	Model and nurture intellectual vitality

7.  Justification for Graduate Credit:
This course is designed to provide discussion of important dispositions of educational
leaders.  Included in discussion are important leadership assumptions such as: leadership is critical to student learning, there are leaders and followers, leadership involves personality, knowledge and skills and an understanding of group dynamics, diversity and culture.