EDAD 633-79B1-SU19-8W2

School Administration and Leadership

Summer 2019, Online
Chadron State College

Part 1: Course Information

Instructor Information
Instructor: Dr. Joan Carraher
Office: Online
Office Phone: Cell Phone: 308-223-9959
E-mail: jcarraher@csc.edu
Office Hours: By appointment
Virtual Office Hours: Available by appointment
CSC Online Address:
https://csc.zoom.us/j/2514846397 Meeting ID: 251-484-6397
Credit hours
3 graduate credit hours
Course Description
Examines the role of the school principal as building manager, instructional
leader, creator for a learning environment and decision maker. Focus on
scheduling, co-curriculum activities, cultivating and maintaining collegial
relationships, developing a school district vision, public and human relations,
supervision of instruction, auxiliary services, working with community, and the
school improvement process.
Textbook & Course Materials
Required Text(s)
ISBN: 978-1138091078
Kruse, S. and Gray, J. (2018). A case study approach to educational leadership.
New York: Routledge.

ISBN-13: 978-1596672000
Whittaker, T. (2012). What great principals do differently: Eighteen things that
matter most. New York: Routledge

Method(s) of Instruction
This course will be delivered as an online course via CSC’s learning
management system, CSC Online. Methods of instruction may include
interactive activities, videos, readings, and interactive threaded discussions in
the CSC Online Forum. Students will also participate in Live Zoom Video
Conferences with Dr. Carraher and other class participants.

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Course Requirements

Course Requirements: It is intended that all courses on the graduate level

shall require greater intellectual effort, more independence in reading and
investigation, and more constructive thinking than do the undergraduate levels
of instruction.

1. Read and study assigned portions of text and other assigned readings.
2. Respond to appropriate assignments, discussion board questions, research
and write responses to assignments.
3. Participation: Active participation is expected and required.
5. Case studies’ analysis—these are submitted in the Forum
6. Logged hours and reflections for Principal Visits
7. Principal Qualities Paper
8. Course reflection
9. Electronic Anthology

Assignments—The assignments are designed to provide you with a means to

document what you are learning.

All assignments should be submitted as a Word document (or PDF file) within the
course ASSIGNMENT link by the designated time on the due date. Please name your
document in the following format: Carraher EDAD633_Principal Visits 1

Principal Qualities Paper--This paper will be a researched-based paper outlining the

qualities (based upon research and your professional opinions)that you deem as
critical to be successful as a school principal. This will allow you to reflect upon your
values, beliefs, and knowledge gained through your coursework.

Nebraska State College Board Policy 4141

For a 1-credit hour course, Nebraska State College Board Policy 4141
(http://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%204141.pdf)
suggests that you spend at least 45 hours per credit hour in learning activities.
Since (EDAD 633, School Administration and Leadership is 3-credit hour course,
you should plan to spend a minimum of 135 hours in learning activities.

A combination of the following learning activities will support you in attaining

the course Student Learning Outcomes described in Part 2 of this syllabus. Be
prepared to devote the Hours per Week associated with each of the course
activities or components listed below.

Learning Activity Hours Per Week Total for Course

Reading & Interactive Multimedia 6 48

Administrative Conversations 1.25 10
Discussion Forums 4 32

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 Project-Based Learning 2 16
Research-Based Learning 2 16
Group Work 4 32
Readings 4 32

Total 138

The actual hours spent on individual learning activities will vary from student to
student depending on prior knowledge; however, 135 hours represents the
minimum expectation for any student.

**Disclaimer: The completion of the minimum time commitment does not ensure a
passing grade. Achievement of the course competencies must be demonstrated.

Part 2: Student Learning Outcomes

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

1. Increase their understanding of the nature and functions of the principalship

within a K-12 school building.
2. Assess their ability and that of others in the performance of administrative
and leadership roles.

3. Assess their potential as an effective school administrator and leader.

4. Expand their administrative and leadership skills through participation in

reflective practice, group and individual activities, analysis of case studies, and
other activities.

5. Develop an understanding of organizational structure and operation of

schools; the human dimensions of school, including organizational culture and
climate; and the social, political, and economic environment in which schools
exist.

Educational Administration Candidate Learning Outcomes:

A. Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by
facilitating the collaborative development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the school
community. ISLLC Standard 1
B. Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by
promoting a positive school culture, providing an effective standards based
instructional program, applying best practice to student learning, and
designing comprehensive professional growth plans for staff based on
identified needs. ISLLC Standard 2
C. Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by
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 managing the organization, operations, and resources in a way that
promotes a safe, efficient, and effective learning environment. ISLLC
Standard 3
D. Candidates who complete the program are educational leaders who have
the knowledge, ability, and Dispositions to promote the success of all
students by collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing
community resources. ISLLC Standard 4
E. Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by acting
fairly, with integrity, and in an ethical manner. ISLLC Standard 5
F. Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by
understanding, responding to, and influencing the larger political, social,
economic, legal, and cultural context. ISLLC Standard 6
G. Internship/Field-Based Experiences. The internship/field-based
experiences provide significant opportunities for candidates to successfully
synthesize, apply the knowledge, practices and skills identified in ISLLC
Standards 1-6 through substantial, sustained, standards-based work in real
settings, planned and guided cooperatively by the institution and school
district personnel for graduate credit. You are required to log 10 hours of
leadership experience during this course-this is satisfied through meetings
with a school administrator or assisting with principal duties.

Education Unit Conceptual Framework:

The CSC conceptual framework, Developing as Visionary Leaders for Lifelong
Learning, focuses on the following components:
Communication
Professionalism
Inclusive Learning Environments
Assessment
Thinking Skills
Methodology
Leadership

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Part 3: Course Topic Schedule/Outline

THIS Schedule is subject to change! You must check course links in CSC
Online each week for course assignments and information!

Texts: A Case Stuy Approach to Educational Leadership (Case Study) and

What Great Principals Do Differently (WGPDD)

Week 1: Week of June 3rd

o Complete Course Orientation modules
o Post a Written Introduction to the Forum
o Read peers’ introductions
o Create Administrator Visits log— time spent conferring with a school
administrator
o Read Chapters 1-3 in WGPDD
o Participate in Zoom Orientation and Introductions
o Begin Creating Electronic Anthology
o View Graduate videos by Dr. King & Ms. Fernandez
o Read Chapter 1 (Case Study)
o Small-group Activity--Chapter 1 Case Studies

Week 2: Week of June 10th

Read Chapters 4-5 WGPDD

o Read Chapter 2 in Case Study
o Chapter 2 case studies--analyze with your small group
o Read peer group posts in Forum
o Begin research for Principal Qualities paper

Week 3: Week of June 17th

o Read chapters 6-8 in WGPDD
o Read Ch. 3 in Case Study
o Analyze Ch. 3 case studies with small group
o Read Peer group posts in Forum
o Principal visits reflection due June 24th

Week 4: Week of June 24th

o Submit 5-7 APA references for your Principal Reflection Paper
o Read Ch. 4 in Case Study
o Analyze Ch 4 Case Studies with small group
o Read Peer group posts in Forum
o Read Ch. 9-11 in WGPDD

Week 5: Week of July 1st

o Continue work on Quality Principal Paper
o Read Ch. 5 in Case Study
o Analyze Ch. 5 case studies with small group
o Read Peer groups posts in Forum
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 o Begin Work on Activity 5.1 in Case Study text (p.121)

Week 6: Week of July 8th

o Read Ch. 12-14 in WGPDD
o Read Ch. 6 in Case Study
o Analyze Ch. 6 case studies with small group
o Read Peer group posts in Forum
o Zoom Video Conference
o Read Ch. 15-16-17 in WGPDD
o Act. 5.1 due July 15th

Week 7: Week of July 15th

o Read Ch. 7 in Case Study
o Analyze Ch. 7 case studies with small group
o Read Peer group posts in Forum
o Read Ch. 18-20 in WGPDD

Week 8: Week of July 22nd

o Read Ch. 8 in Case Study—& group analysis of cases
o Read Peer group posts in Forum
o Principal Visit reflection due July 22nd
o Electronic Anthology posted in Forum by July 24th
o Quality Principal Paper due July 22nd

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Part 4: Grading Policy
Graded Course Activities and Letter Grade Assignment

Your success in this course will be assessed by a number of different means

that measure your progress toward the learning outcomes.
Grading
Assignments Points
Opportunities
Discussion--Zoom 2 100
Admin Conversation
2 50
Reflections
Quality Prin. APA
1 25
References
Quality Principal Paper 1 200
Case Assignments 8 120
Electronic Anthology 1 100
School Culture Activity 1 100
Course Orientation Quiz 1 5
Total 700

Grades are figured on a percentage basis of the total possible points.

Final grades must be a C or above. The following scale is used:

Letter Grade Percentage

A 93% - 100%
B 86% - 92%
C 76% - 85%
D 60% - 78%
F Less than 60%

Late Work Policy

To ensure your success in learning, you are responsible for completing all
assigned work as high quality submissions in the time frame allowed for each
unit. You are also responsible for prioritizing your time accordingly to ensure
timely completion of assigned course work and activities. Be sure to pay close
attention to deadlines—there will be no make-up assignments or work accepted
without a serious and compelling reason and instructor approval. You MUST
contact me prior to the due date if you are not going to be able to

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 submit the assignment on time. Otherwise, the assignment grade will
be reduced by 10% (each day it’s late) of the possible points.
Viewing Grades in CSC Online
I will update grades in CSC Online Sakai each time a grading session has been
completed—typically within 7 days following the completion of an activity.

Part 5: Course & Institution Policies

Academic policies, including the selected policies detailed in this syllabus
section, can be found on Chadron State College’s Policy Website.
(http://www.csc.edu/policy/category/index.csc)

Student Behavior
Academic Honesty
Students are encouraged and expected, with the assistance of the faculty, to
conduct themselves in conformity with the highest standards with regard to
academic honesty. Violation of college, state, or federal standards with regard
to plagiarism, cheating, or falsification of official records will not be tolerated.
Students violating such standards will be advised and disciplined. Violations of
these standards may result in course failure, suspension, or dismissal from the
college. Students are encouraged to seek the advice of instructors as to the
proper procedures to avoid such violations.

The following acts are examples of academic dishonesty:

1. Cheating – intentionally using or attempting to use unauthorized
materials, information, or study aids in any academic exercise.
2. Fabrication – intentional and unauthorized falsification or invention of any
information or citation in an academic exercise.
3. Facilitating Academic Dishonesty – intentionally or knowingly helping or
attempting to help another in an act of academic dishonesty.
4. Plagiarism – appropriating or imitating language, ideas, and thoughts of
another author, representing them as one’s own original work. The
following acts are examples of plagiarism:
1. Submitting an assignment that someone else has written and
claiming the work as one’s own.
2. Submitting an assignment that contains sections, paragraphs,
sentences or key phrases that someone else has written without
appropriately documenting the source(s) for each portion of the
assignment not written by the student submitting the assignment.
3. Submitting an assignment that contains paraphrased ideas from
another source, published or unpublished, without appropriately
documenting the source for each paraphrase. (Changing around a
few words in a sentence from the source is not sufficient to avoid
plagiarism.)
Note: “Someone else” in the three statements above may refer to a published
author, another student, an internet source, or any person other than the
student claiming credit for the assignment. If an individual is unsure in how to

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 document sources used within an assignment, they are encouraged to ask their
professor or the reference librarian for assistance.

View the Academic Honesty Policy on CSC’s Policy Website.

(https://app.policyiq.com/ChadronStateCollege/Content/View/3419?Key=c320bad9-cae1-4820-
bac1-ec7a3b6d69ba)

Class Attendance/Participation Policy

The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of
courses for which credit is expected. Responsibility for notifying faculty of
absences, and for arranging potential make-up, rests with the students. In
courses that utilize an online format, students are expected to participate in an
appropriate and frequent manner, as determined by course instructor.

View the Class Attendance and/or Participation Policy on CSC’s Policy Website.
(https://app.policyiq.com/ChadronStateCollege/Content/View/3432?Key=c320bad9-cae1-4820-
bac1-ec7a3b6d69ba)

Civility and Netiquette

Civil behavior enhances the learning environment and is expected at all times.
The academic environment welcomes a difference of opinion, discourse, and
debate within a civil environment. All members of the class are expected to follow
rules of common courtesy in all communications (including email messages,
discussion, and chats). You may find these guidelines helpful:
1. Clearly label posts and emails with a relevant subject heading.
2. Use capital letters sparingly. THEY LOOK LIKE SHOUTING.
3. Forward emails only with a writer's permission.
4. Be considerate of others' feelings and use language carefully.
5. Cite all quotations, references, and sources.
6. Use humor carefully. It is hard to "read" tone; sometimes humor can be
misread as criticism or personal attack. Feel free to use emoticons to let
others know you are being humorous.
7. Use complete sentences and Standard English grammar to compose
posts. Write in proper paragraphs. Review work before submitting it.
Equal Education Opportunity Policy/Nondiscrimination Policy
CSC is committed to an equal opportunity program to encourage admission and
employment, and to provide procedures which will assure equal treatment of all
students and employees. The College administers its academic and employment
programs and related supporting services in a manner which does not
discriminate on the basis of gender, race, color, national origin, age, religion,
disability, sexual orientation, gender identity, or marital status. Its policies are
consistent with nondiscriminatory policy, including Title VII of the Civil Rights
Act of 1964, as amended; Title IX of the Educational Amendments of 1972, as
amended; and Sections 503 and 504 of the Rehabilitation Act of 1973. The
College’s written policy regarding the Americans with Disabilities Act (ADA) may
be reviewed in the office of the Director of Human Resources or in the Library
Learning Commons, along with the provisions of the Americans with Disabilities
Act, and the rights provided.

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 View the Equal Employment and Education Opportunity Policy on CSC’s Policy
Website.
(https://app.policyiq.com/ChadronStateCollege/Content/View/3443?Key=c320bad9-cae1-4820-
bac1-ec7a3b6d69ba)

Equal Access
Chadron State College works to ensure that all programs, activities, and
services, including electronic and remote services, are accessible to people with
disabilities. Upon request, CSC will provide reasonable accommodations to
ensure students have equal access to programs, activities, and services. For
assistance, contact the Equal Access Coordinator, Deena Kennell, at
308.432.6467 or by email at dkennell@csc.edu

Disclaimer
This syllabus and schedule is articulated as an expectation of class topics,
learning activities, and expected student learning. However, the instructor
reserves the right to make changes in this schedule that, within my professional
judgment, would result in enhanced or more effective learning on the part of
the students. These modifications will not substantially change the intent or
outcomes of this course and will be done within the policies and procedures of
Chadron State College.
CSC Mission & Master Academic Plan (MAP)
Mission Statement
Chadron State College (CSC) will enrich the quality of life in the region by
providing educational opportunities, research, service and programs that
contribute significantly to the vitality and diversity of the region.
MAP Priorities, 2014-2018
CSC is committed to the achievement of tasks/projects that align with the
following Priorities:
1. Continue to implement and improve the Essential Studies Program (ESP).
2. Define, develop, and promote co-curricular experiences that foster
undergraduate and graduate student engagement.
3. Create and implement a strategic vision(s) for teaching and learning
technologies, teaching and learning center (TLC) and the library learning
commons (LLC).
4. Evaluate campus-wide processes for student recruitment, advising and
retention; recommend a plan for continuous improvement.
5. Study, create, and implement a strategic vision for the graduate studies
program.
6. Evaluate campus-wide processes for faculty and staff recruitment and
retention; recommend a plan for continuous improvement.

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