· web view69 and below edld 5352 elcc standard 2.1 understand and sustain a school culture and...

Lamar UniversityCollege of Education and Human Development

Department of Educational Leadership

The CONCEPTUAL FRAMEWORK of the Lamar University undergraduate and graduate educator preparation programs illuminates the vision of the faculty. The programs prepare educators for a changing world by requiring as outcomes general education, pedagogical content knowledge, content proficiency, pedagogical strategies, communication skills, values, and analytical abilities. Critical thinking is required for responding to the diverse needs of P-12 students in myriad and changing settings. Lamar University educator preparation candidates also develop dispositions and habits of mind needed for “self-learning” and lifelong learning”, that will equip them to encounter problems and change with confidence.

Course Name: EDLD 5352 Instructional Leadership

Instructors : Dr. Danny LovettDr. Cindy FussellKrin MackenrothLisa YoesKelly McBrideMonica Mahfouz

Office: 409-880-8689E-mail: Please see Bb announcement for the professor information for your sectionClass Location: Online

Certification InformationILD Certification is required prior to completion of the Master’s Program. Students must be ILD certified before taking the Principal 068 exam. All participants are required to pay the $200 department fee, which includes the certification fee for the training. Please note the following information below regarding the payment process. All payments must be received by Week 3 of the course.

How to Pay for the ILD Certification

Log into self service banner

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Type in user name and password Click on the student tab Click on the student account Go to account summary Click on the red bold “To make a payment by credit card or electronic check”

If you have any concerns or question regarding payments please contact Kim Thompson at 409-8808679

Course Description:This course discusses systemic design and analysis of strategies for instructional leadership and supervision of teacher performance with an emphasis on clinical approaches.

Course Rationale:Instructional Leadership Development (ILD) is a 36-hour training required for beginning administrators seeking certification as PDAS appraisers. ILD replaces and extends the previous Instructional Leadership Training (ILT). Effective June 1, 2002, ILT was no longer acceptable as a prerequisite to receiving certification as a PDAS appraiser.

Course Objectives:Upon successful completion of the course, the student will:Know how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. (TExES Competency 1)a. Create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff.b. Respond appropriately to diverse needs in shaping the campus culture.c. Use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision.d. Support innovative thinking and risk taking within the school community and view unsuccessful experiences as learning opportunities.Know how to act with integrity, fairness, and in an ethical and legal manner. (TExES Competency 3)a. Promote the continuous and appropriate development of all students.b. Promote awareness of learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation.Know how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. (TExES Competency 4)a. Promote the use of creative thinking, critical thinking, and problem solving by staff and other campus stakeholders involved in curriculum design and delivery.

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Know how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. (TExES Competency 5)a. Communicate to strive to achieve the campus vision.b. Facilitate the development of a campus learning organization that supports instructional improvement and change through ongoing study of relevant research and best practice.c. Ensure that all students are provided high-quality, flexible instructional programs with appropriate resources and services to meet individual student needs.Know how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management. (TExES Competency 6)a. Work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals.b. Facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts.c. Allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans.d. Implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff.e. Use formative and summative evaluation procedures to enhance knowledge and skills of campus staff.Know how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment. (TExES Competency 7)a. Implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment.

Learning Outcomes:Upon completion of ILD, administrators will be able to:• understand the relationship between a vision of quality learning for every student and the requirements of Texas law for planning curriculum, appraisal, staff development, and accountability;• create, model, and encourage a school culture that is learner centered and based on high expectations, collaboration, continuous improvement, and ethics and integrity; and• establish processes in daily school routines that systematically support ongoing improvement in quality learning for every student.

NCATE StandardsTo achieve the learning outcomes, candidates must demonstrate that they are gaining the knowledge, skills, and dispositions necessary to have a positive impact on P-12 student learning. A building level educational leader must know the principles for sustaining school culture and the instructional program conducive to student learning and professional growth.

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ELCC Standard 2.0: A building level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment. Course Prerequisites:Admittance to master’s program in Educational LeadershipNo course prerequisites exist; however, admission to Graduate Studies or having been granted an exception by the Office of Graduate Studies is required. Students must also be certified teachers to take this course.NCATE StandardsTo achieve the learning outcomes, candidates must demonstrate that they are gaining the knowledge, skills, and dispositions necessary to have a positive impact on P-12 student learning. A building level educational leader must know the principles for sustaining school culture and the instructional program conducive to student learning and professional growth.

ELCC Standard 2.0: A building level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional and leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.

Tasks Accomplished100-90

Proficient89-80

Needs Improvement79-70

Unacceptable69 and Below

EDLD 5352

ELCC Standard 2.1Understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and learning environment with high expectations

The participant was thoroughly able to:

recognize the importance of using systems thinking in decision-making

describe the elements of the continuous improvement model within the legal context

Look For: A detailed summarization of the legal education codes in your state and provide a brief statement

The participant was somewhat able to:



The participant was minimally able to:



The participant was unable to:



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of how these mandates support student performance.

ELCC Standard 2.2 Understand, create, and evaluate a comprehensive, rigorous and coherent curricular and instructional school program


describe best-practice

develop a process for making an aligned curriculum more manageable to meet the varying needs of learners

understand the importance of learning standards and the structure of a differentiated and prioritized curriculum

Look For: A detailed discussion about the curricular categories of content, process, and product and the application of differentiation strategies.

The student should be able to list at least one research-based differentiation strategy within each of the three categories and state how that strategy would best meet the academic needs of a struggling student.













ELCC Standard 2.3 Understand, develop, and supervise the instructional and leadership capacity of the school


recognize the leadership role in helping teachers analyze campus performance data to adapt and design curriculum/instruction that promotes deeper understanding and develops students’ critical thinking and problem solving abilities

assists teachers in understanding and employing concept-based curriculum and instruction to help students transfer knowledge to new contexts

recognize the leadership role in creating a system of continuous learning for the professional staff




recognize the leadership role in creating a system of continuous learning for




recognize the leadership role in creating a system of continuous learning for




recognize the leadership role in creating a system

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Look For:An understanding of how to conduct a detailed analysis of lesson design and planning for instruction that promotes learning at the critical thinking/problem solving stages.

Using campus performance data the students are able to identify strengths and weaknesses of the campus and iterate what additional data is needed to make recommendations for campus improvement and professional development.

the professional staff the professional staff of continuous learning for the professional staff

ELCC Standard 2.4 Understand and promote the most effective and appropriate technologies to support teaching and learning


use technology to analyze data to look for trends and patterns to inform decision making

use technology to illustrate the deep alignment of the curriculum, instruction, and assessment to the staff to help teachers in lesson design and delivery

use technology to create essential questions given a set of standards, design and use a template for a curriculum map

Look For:Student generated products in the course assignments using spread-sheets and tables documenting successful analysis of campus performance data, analysis of lesson design and delivery and the evaluation of teacher performance.













APA WritingSignature Assessment

Topics are to reference research-based best practice related to instructional development.

Exhibits graduate level writing and organization (APA format, no spelling or grammatical errors, citation of resources)

Look For:

Exhibits near graduate level writing and organization (pseudo-APA format, no spelling or grammatical errors, citation of resources)

Exhibits near graduate level writing/organization (pseudo-APA format, no more than 3 spelling or grammatical errors, citation of most resources)

Does not exhibit graduate level writing/ organization (incorrect format, 4 or more spelling or grammatical errors, non-citation resources)

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Title Page: Correctly Completed

Purpose Statement: Well articulated thesis statement and supporting introduction

Content: Well developed and clearly explained examples to support the thesis of the paper.

Organization: Clear transitions connect ideas both on the paragraph level and on the sentence level.

Mechanics: Mastery over sentence structure, grammar, usage/punctuation, and spelling.

References: The paper has been cited using the APA 6th Edition Publication Manual and the reference page contains a minimum of five references from scholarly sources.

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

Course Expectations:Participation

Participants are expected to keep current with course schedule, assignment due dates and assigned reading. Electronic sessions begin and end on weekends. Participation will be measured and assessed in the following manner:

Completion of all assignments by the established due date. Late work will not be accepted unless prior permission has been given from the instructor.

If a discussion board item is posted, you need to visibly participate in the discussion by posting initial responses to the discussion question.

Complete Weekly Critical Reflections and submit the Reflection Portfolio to TK-20 as the signature assessment for this course.

←Expectations for Discussion Question Responses ← It is expected that your discussion question responses reflect critical thought. Whenever

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possible, please try to relate the course content to real-world applications from your work experience. ←

Discussion question responses should be your unique thoughts that support/answer the question.

Discussion question postings are to take place only in a REPLY message to the topic in the Conference board. Please do not start a new topic for the weekly discussion questions.

Unlike your formal written assignments, it is not required that your discussion question response adhere to specific formatting requirements. However, please make sure to proofread carefully.

Our discussion goal is to be collaborative, not combative. Experience shows that even an innocent remark in the online environment can be easily misconstrued. We suggest that you always reread your responses carefully before you post them to make certain that you have worded the message in a way that will not be seen as a personal attack. Be positive in your approach to others and diplomatic with your words.

Academic HonestyAcademic honesty is expected on all assignments. All work submitted must be your own

work. Plagiarism must be avoided. This includes plagiarism of both published and unpublished information. All work submitted must be your own work. Clearly cite references when using another’s ideas and use American Psychological Association (APA) sixth edition format for referencing both in body of a paper and in the reference section.

Special AccommodationsIt is the policy of Lamar University to accommodate students with disabilities, pursuant

to federal and state law, and the University’s commitment to equal educational opportunities. Any student with a disability who needs accommodation should contact Lamar University’s Office of Services for Students with Disabilities. The Office of Services for Students with Disabilities (SFSWD) offers a variety of services designed to assure qualified students with disabilities (SWD) access to the university’s activities, programs and services. To receive academic adjustments and/or accommodations, contact the SFSWD Director at 409-880-8347 or email [email protected] to make an appointment to submit documentation of disability and to discuss disability-based academic adjustments/accommodations. Services are provided free of charge for qualified students who have provided proper documentation and completed the intake process.

Electronic PortfolioTK20 is the official electronic portfolio software of Lamar University College of

Education and Human Development. Program required key assessments, projects, work samples, and dissertation steps are processed, or archived through the TK20 secure portal. All signature assessments will be graded via TK20 by your instructor.

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mailto:[email protected]

Each week, you are required to complete a reflection that is posted to Bb. These reflections demonstrate your learning from your ILD session(s) for the week. At the end of Week 5 you will submit a culmination of all 5 reflections in a single Critical Reflections Signature Assessment due in Tk20 at the end of Week 5 by 11:59 p.m.

Grading Rubric:Critical ReflectionsThis assignment has several purposes. First is gives you the opportunity to explore, in-depth, some facet of instructional leadership you have learned or reviewed during each week of instruction and second, it gives you the opportunity to develop critical thinking and writing skills. You should incorporate a minimum of two outside references. Each reflection should be between 1-2 pages in length as per the formatting guide below.

1. Use APA 6th edition for formatting2. Use double-space 12 font, left justify3. Academic reflections should be written in a scholarly, professional, formal manner

Scholarly Reflection Grading Rubric Criteria Possible Points

Reflection Content Related to Weekly Topic 40Critical Analysis of the Topic 25Application of Critical Analysis to Current Employment 25Mechanics 5References 5

Total Points 100

Content:40 Points: The reflection demonstrates excellent development of the topic and focuses on relevant details. Clearly explained examples support the claims and the topic is well discussed and supported with research.26-39 Points: The reflection contains adequate evidence to support its claims such as anecdotal experience, but will benefit from more research or from more specific development of relevant points.13-25 Points: The reflection has some development but lacks sufficient evidence or contains irrelevant details that do not develop a clear sense of purpose.12 or fewer Points: The reflection needs more details on every level (main ideas, related ideas, and specific ideas).

Critical Analysis:25 Points: The reflection contains a strong argument of pros-cons or in-depth discussion of benefits or negative impacts of the topic to the field of instructional leadership and instructional supervision. 16-24 Points: The overall structure of the reflection is clear, but the analysis requires further development.

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10-15 Points: The reflection has one main idea with little development or discussion related to pros-cons or benefits-negative impacts to the to the field of instructional supervision.9 or fewer Points: Paragraphs are not organized around a critical analysis of the topic and the structure of the paper is difficult to follow.

Application to Current Employment:25 Points: The reflection contains a discussion of the topic and how it can be applied to the current employment of the student. Or a discussion is provided on how the topic can be implemented by the student at his/her campus to improve instruction. 16-24 Points: The overall structure of the reflection is clear, but the application is weak and requires further development. 10-15 Points: The reflection has little development or discussion related to the application to his/her campus to improve instruction. 9 or fewer Points: Application of the topic is lacking or difficult to follow.

Mechanics:5 Points: The reflection demonstrates mastery over sentence structure, sentence completion, structure, variety, word choice, and punctuation.4 Points: The reflection displays evidence of good control over mechanics. Occasional wordiness, punctuation errors, pronoun references, modifiers may be problematic.1-3 Points: Mechanics are problematic; sentence fragments, comma splices, word usage errors, and/or excessive wordiness detract from the readability of the reflection.0 Points: The reflection lacks basic control over mechanics and contains substantive proofreading errors.

References:5 Points: The reflection contains a minimum of two references per reflection topic from the research literature. APA formatting of every reference is without error. 4 Points: The reflection contains a minimum of two references from the research literature. Less than three APA formatting errors are noted. 1-3 Points: The reflection contains a minimum of two references from the research literature. More than three APA formatting errors are noted. 0 Points: The reflection has less than two references or the amount of errors in the formatting totals more than six.

Scholarly

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Reflection Components Unacceptable

Needs Improvement

Meets Expectations

Exceeds Expectations

Content Not addressed at all

Incomplete, no description or

development of topic

Adequate evidence to support main

topic/idea

Excellent development of main idea/topic

Content Point Value 0-12 Points 13-25 Points 26-39 Points 40 PointsCritical Analysis No analysis is

presentedIncomplete, lacks development and

unclear details regarding analysis

Some attention to critical analysis, but

lacks detail

Excellent development of details to support the

analysis

Crit. Ana. Point Value 0-9 Points 10-15 Points 16-24 Points 25 PointsApplication to

Current EmploymentNo application

is presentedIncomplete, lacks development and

unclear details regarding application

Some attention to application, but

lacks detail

Excellent development of details to support the application to current

employment

App. Point Value 0-9 Points 10-15 Points 16-24 Points 25 PointsMechanics Not addressed at

all, substantive proof reading

errors

Mechanics are problematic, sentence fragments, usage and

grammar errors

Displays good control over mechanics, occasional

punctuation and grammar errors

Complete mastery over sentence structure,

sentence completion, word choice, and punctuation/usage

Mech. Point Value 0 Points 1-3 Points 4 Points 5 PointsReferences No reference

page or more than six APA

formatting errors

Numerous (3-5) APA formatting errors

Several (3 or less) APA formatting

errors

No APA formatting errors

Reference Pt. Value 0 Points 1-3 Points 4 Points 5 Points

It is the responsibility of each student pursuing any degree or certification as an educator to purchase an account to access and use TK20. The account activation fee is considered a professional expense incurred as a part of an educator preparation program. The user account may be utilized for seven years from the activation date. http://lamar.tk20.com

Failure to submit required course artifacts to Tk20 will result in the assignment of an incomplete for the course. Receiving an incomplete in the course may result in a hold on your enrollment in subsequent courses.

Description of Assignments:Completion of ILD Certification: Students will complete the online ILD training provided by TEA during the allotted course time and pass the certification assessment at the end of training. Students must complete this activity to pass this section of the class. I am certified by the state of

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http://lamar.tk20.com/

Texas to facilitate and supervise this online course.

The completion of this online certification course is Pass/Fail. If the student completes the online course in the allotted time and is ILD certified by the Texas Education Agency (TEA) the student will receive full credit.

If the student does not complete the course in the allotted time AND/OR is not certified by TEA, the student will not receive certification for the ILD course.

Students may not take the PDAS certification course until they have ILD Certification.

Failure to successfully complete the requirements of the Region 13 ILD course will lead to a grade of F in the Lamar ILD course.

Grading and Evaluation

ALL ILD (REGION 13) AND BLACKBOARD ASSIGNMENTS ARE DUE FOR THE WEEK BY 11;59 pm (CST) ON SUNDAY.

Reflection Assignments: Points Possible: Dates Due: Enrollment Form/Information Sheet 100 Week 1

Week 1: Reflection 1: Why is ILD Important 100 Week 1Week 2: Reflection 2: Thinking at High Cognitive Levels 100 Week 2Week 3: Reflection 3: Addressing Various Needs 100 Week 3Week 4: Reflection 4: Professional Development/Developmental Supervision 100 Week 4Week 5: Reflection 5: Community Support and Partnerships 100 Week 5 Total Points 600ILD Certification Course Completed through ESC XIII 400 Week 5 Final Course Points 1000

Letter Grades900 – 1000 A800 – 899 B700 – 799 CBelow 700 F

ILD Course Plan

Week 1Session 1: ILD Foundations

Describe effective school correlates and be able to implement effective school practices.

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Explain how to improve student performance by creating a learner-centered, high expectation, collaborative environment.

Recognize the importance of using systems thinking in decision-making. Describe the elements of the continuous improvement process model used in this course.

Week 2Session 2: CIA – Thinking at High Cognitive Levels

Describe best practices in the areas of curriculum, instruction, and assessment Use best practices to help teachers’ meet individual learning needs, create student

friendly and learner centered classrooms, and use the basic attributes of quality lesson design.

Recognize the leadership role in helping teachers adapt and design curriculum and instruction that promotes deeper understanding and develops students' critical, creative, conceptual, and problem-solving abilities.

Assist teachers in understanding and employing concept-based curriculum and instruction to help students understand concepts, be integrated thinkers, and transfer knowledge to new contexts.

Week 3←Session 3: CIA – Addressing Varied Needs

Analyze data to look for ways in which various students' needs are being considered, to Recognize the importance of meeting the varied needs of all their students, and to Implement systems of continuous improvement to help teachers identify and meet the needs of all their students.

Consider the processes of change and recognize underlying structures in the classroom in order to select instructional approaches and strategies that make change more likely to occur.

Recognize assessment of student progress as an integral and essential part of the continuous improvement process and be able to help teachers effectively use formative and summative assessment within the classroom.

Describe the concept of deep alignment in the learning environment (curriculum, instruction, and assessment - CIA), how it produces quality student performance, and formative and summative assessments.

Week 4←Session 4: Developmental Supervision

Apply pressure to high-leverage points and provide what is needed to assist and support teachers to enable them to succeed.

Relate the four areas of CIA high expectations with four different types of informal supervision.

Make connections between balancing needs and expectations. Promote effective learning by providing quality feedback to teachers. Implement a five stage formal supervision process.

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Session 5: Professional Development Promote professional development in all stakeholders using a variety of strategies.

←Week 5←Session 6: Community Partnerships and Organizational Management

Use communication channels to create, maintain, and support a climate of trust, internally and externally in the learning environment.

Recognize the importance of creating and maintaining authentic relationships and partnerships in the learning environment and community.

Lead the creation and maintenance of a systematic organizational management structure for using educational resources including people, budgets, time, and facilities to support teaching and learning.

Recognize the importance of the leadership role in creating a culture of continuous learning for everyone at his or her school.

Syllabus Subject to ChangeWhile information and assurances are provided in this course syllabus, it should be

understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.

Academic Continuity Plan

In the event of an announced campus closure in excess of four days due to a hurricane or other disaster, students are expected to login to Lamar University’s website’s homepage www.lamar.edu for instructions about continuing courses remotely.

Reminder ILD Certification InformationILD Certification is required prior to completion of the Master’s Program. Students must be ILD certified before taking the Principal 068 exam. All participants are required to pay the $200 department fee, which includes the certification fee for the training. Please note the following information below regarding the payment process. All payments must be received by Week 3 of the course.

How to Pay for the ILD Certification

Log into self service banner Type in user name and password Click on the student tab Click on the student account Go to account summary Click on the red bold “To make a payment by credit card or electronic check”

If you have any concerns or question regarding payments please contact Kim Thompson at 409-

14

http://www.lamar.edu/

880-8679.15

· web view69 and below edld 5352 elcc standard 2.1 understand and sustain a school culture and...

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