School of Education Master of Education Degree Program Course Syllabus Part I – Course Outline

School of EducationMaster of Education Degree Program

Course Syllabus Part I – Course Outline

Department Name: EDUCATION

Program: SCHOOL ADMINISTRATION

Course Number and Title: EED679 – Theories of Leadership for School Administration

Instructor: Dr. Santiago Méndez Hernández

Course Dates: 6/13/2015 (8:00am – 12m), 7/8/15 – 7/10/15 (9:00am – 4:30pm)(on campus sessions)

Course Time: 9:00 am – 4:30 pm

Course Catalog Description:Leadership is defined as working through and with people to accomplish organizational goals; it represents a blend of theory and experiential activities. This course describes a range of leadership theories, principles, and models. It provides opportunities to apply these leadership theories, principles and models to influence educational decisions. Also, the students examine the educational leader’s role, gaining skills in identifying educational issues in the context of practical problems, and to strategize, implement, and assess policy outcomes that directly impact teaching and learning environments.It provides students with a theoretical base on which to develop sound practical applications in the educational leadership tasks of communicating, planning, organizing, implementing and

Course Syllabus EED679 Dr. Santiago Méndez Page 1 of 12

evaluating strategies designed to develop effective learning communities in Puerto Rico.

Liderazgo se define como trabajo por y con personas para lograr metas organizacionales; representa una mezcla de teoría y actividades vivenciales. Este curso describe una gama de modelos,principios y teorías de liderazgo. Proporciona oportunidades paraaplicar estas teorías de liderazgo, principios y modelos para influir en las decisiones educativas. Además, los estudiantes examinan el papel del líder educativo, adquiriendo habilidades enla identificación de temas educativos en el contexto de problemasprácticos y a diseñar estrategias, implementar y evaluar los resultados de política que afectan directamente la enseñanza y elaprendizaje en entornos. Facilita a los estudiantes con una base teórica sobre desarrollar aplicaciones prácticas en las tareas deliderazgo educativo de comunicación, planificación, organización,ejecución y evaluación de estrategias destinadas a desarrollar comunidades de aprendizaje efectivo en Puerto Rico.

Course Outline

Purpose:Leadership is defined as working through and with people to accomplish organizational goals; it represents a blend of theory and experiential activities. The purpose of this course is to describe a range of leadership theories, principles, and models, by providing opportunities to apply these leadership theories, principles and models to influence educational decisions designedto develop effective learning communities in Puerto Rico.

Course Content and Design:The course is designed to promote the sharing of ideas and information through active learning. The instructional format will include lecture, discussions and group activities. Student assignments and debates will offer an opportunity for practical application of course content.


Course Requirements:

1. Oral Presentation – 25%2. Creative Project – 25%3. Reflective Essay – 25%4. Report on a digital portfolio– 25%

Required Text:

Moreno, G. & Valencia, L. (Eds.) (2009). Mejorando el liderazgo escolar: Herramientas de

trabajo. Disponible en www.oecd.org/edu/schoolleadership.

Required Readings:1. Aragunde, R. (2009). Perfil del Director de Escuelas del Departamento

de Educación Pública de Puerto Rico. Hato Rey, Puerto Rico: Departamento de Educación de Puerto Rico.

2. Cabello, I., Castillo, A., & Martínez, E. (2005, diciembre). Percepción de los superintendentes de escuelaen torno a las competencias que los directores de escuelas de su distrito necesitan desarrollar y las competencias que ellos mismos interesan desarrollar para ofrecerle apoyo a los directores de escuela de su distrito. Cuaderno de Investigación en la Educación, 20. Río Piedras, PR: Centro de Investigaciones Educativas, Facultad de Educación, Universidad de Puerto Rico, Recinto de Río Piedras. Disponible en: http://cie.uprpr.edu

3. Castillo, A. (2005, diciembre). Liderazgo administrativo:Reto para el director de escuelas del siglo XXI. Cuaderno de Investigación en la Educación, 20. Río Piedras, PR: Centro de Investigaciones Educativas, Facultad de Educación, Universidad de Puerto Rico, Recinto de Río Piedras. Disponible en: http://cie.uprpr.edu

4. Covey, S. (1997). Los siete hábitos de la gente altamente efectiva. México: Paidós.


http://cie.uprpr.edu/

http://cie.uprpr.edu/

5. National Policy Board for Educational Administration (NPBEA). (2007). Educational Leadership Policy Standards: ISLLC 2008. Disponible en: www.ccsso.org

6. Salazar, M. A. (2006, junio). El liderazgo transformacional ¿modelo para organizaciones educativas que aprenden? Unirevista, 1(3). Recuperado de http://www.alaic.net/ponencias/UNIrev_Salazar.pdf

7. Flanagan, T. A. & Lybarger, J. S. (2014). Leading forward: Successful public leadership amidst complexity, chaos and change (with professional content). Somerset, NJ: Jossey-Bass.

Recommended Readings:Alonso Puig, M. (2012). Madera de líder. Edición Revisada para

eBooks. España: Empresa Activa.Bass, B.M. & Avolio, B.J. (Eds.). (1994). Improving organizational

effectiveness through transformational leadership. Thousand Oaks, CA: Sage Publications.

Bottery, M. (2004). Challenges of Educational Leadership Values in a Globalized Age. London, England: Paul Chapman Publishing.

Busher, H. (2006). Understanding Educational Leadership: Organizational and Interpersonal Perspectives. Columbus, Ohio: McGraw-Hill Professional Publishing.

Cantón, I., & Arias, A. R. (2008). La dirección y el liderazgo: aceptación, conflicto y calidad. Revista de Educación, 345, 229-254.

Earley, P., & Weindling, D. (2004). Understanding School Leadership.London, England: Paul Chapman Publishing.

Elmore, R. (2000). Building a New Structure for School Leadership. Washington, DC: The Albert Shanker Institute.

Gunter, H. M. (2002). Leaders and Leadership in Education. Thousand Oaks, CA: SAGE Publications Inc.

Kouzes, J. M., & Posner, B. Z. (2005). El desafío del liderazgo. (2nd. ed.) Buenos Aires, Argentina: Ediciones Granica.

Hoerr, T. R. (2005). Art of School Leadership. Alexandria, VA: Association for Supervision & Curriculum Development.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School Leadership That Works: From Research to Results. Alexandria, VA: Association for Supervision & Curriculum Development. Course Syllabus EED679 Dr. Santiago

Méndez Page 4 of 12

http://www.shankerinstitute.org/Downloads/building.pdf

http://www.revistaeducacion.mec.es/re345/re345_10.pdf

http://www.revistaeducacion.mec.es/re345/re345_10.pdf

http://www.alaic.net/

http://www.ccsso.org/

Murillo, F. J. (2006). Una Dirección Escolar para el Cambio: del Liderazgo Transformacional al Liderazgo Distribuido. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 4(4), 11-24.

The Jossey- Bass Reader. (2000). Educational Leadership. San Francisco, California: Jossey-Bass.

Sergiovanni, T. J. (1992). Moral Leadership: Getting to the heart of School Improvement. San Francisco, California: Jossey-Bass.

Outcomes of the Course:1. To describe a range of leadership theories, principles, and

models. 2. Provide different opportunities to apply these leadership

theories, principles and models to influence educational decisions.

3. To examine the educational leader’s role, gaining skills in identifying educational issues in the context of practical problems, and to strategize, implement, and assess policy outcomes that directly impact teaching and learning environments.

4. Provide the theoretical base on which to develop sound practical applications in the educational leadership tasks of communicating, planning, organizing, implementing and evaluating strategies designed to develop effective learningcommunities in Puerto Rico.

Knowledge Outcomes:1. Describe and reflect about leadership theories, principles

and models for school administrators. 2. Analyze the importance of leadership to create strategies to

impact teaching and learning environment.3. Reflect about the effective use of organizational and

personal power and the empowerment of educative community. 4. Reflect about how to integrate the leadership theories and

practices to apply the new educative approaches.5. Evaluate knowledge according to new ideas and the debate

generate between the administrative practices and tendenciesto create strategies, implement and to evaluate outcomes.


http://www.rinace.net/arts/vol4num4e/art2.pdf

http://www.rinace.net/arts/vol4num4e/art2.pdf

Skill Outcomes:1. Read critically to reflect about the leader role and it

dimensions as educator and administrator. 2. To argue in relation of leadership to develop practical

applications in the educative leadership responsibilities like communication, planning, organization, implementation yassessment to develop effective school communities in PR.

3. Establish a vision before the dynamic processes which represent the new leadership for administrators.

Attitudinal Outcomes:1. Evaluate themes and new tendencies between the

administrative practice and the leader’s conduct to encourage teaching and learning environment.

2. Develop his/her research capacities to be used to solve problems relate to education with the purpose of develop leadership.

Behavioral Outcomes:1. To value the leader’s role and power as educator and

administrator.2. Appreciate the themes and new tendencies between the

administrative practice and de leader’s conduct to promote better educative communities.

3. Develop the competencies of leadership to achieve the objectives and goals of the institution effectively.

Strategies for Assessing Student Performance and Awarding a Letter Grade:

Oral Presentation – 25%The student will present information relate to the types of leadership and it impact in the leader as educator and administrator; using the principles presented by Stephen Covey onhis book “Los siete hábitos de la gente almente efectiva”.

Creative Project – 25%The student will present, in a creative way, the effective use ofthe personal and organizational power and the educative community


empowerment. The student will consider the new tendencies in the management practices and the leader’s performance.

Reflective Essay – 25%The student will reflect about the different perspectives of leadership theories for administrators and the dynamic processes which were presented on a research paper.

Report on a digital portfolio– 25%The student will make a report about the characteristics of the educative leader and how it can be observed in the director’s standards and compare them with today practices.

Grading Policy:The student’s grade will be based on the following:

1. Oral Presentation – 25%2. Creative Work (Activity) – 25%3. Reflective Essay – 25%4. Report on a digital portfolio – 25%

Academic IntegrityStudents are expected to maintain integrity in all academic work.They will not attempt to get grades by any means other than honest academic effort. All work must be completed by individual students except for group projects. It is not permissible to handin the same work for different courses.

Plagiarism is the use of another’s work, thoughts, or language without giving credit. Cambridge College students will not summarize, copy, or use the work of another person or source without proper acknowledgement. Plagiarism is dishonest and a serious academic offense.

Any breach of academic integrity is grounds for a grade of “No Credit” in academic courses and/or dismissal from the College.

Students with Disabilities:Any student who feels s/he may need an accommodation based on theimpact of educational, psychological, and/or physical


disabilities may be eligible for accommodations that provide equal access to educational programs at Cambridge College. Students should notify the instructor immediately, and should contact the Regional Center Director for information on accommodations.

Requests for accommodations must be made within the first week ofthe term (except in unusual circumstances) so that timely and appropriate arrangements can be made. All students are expected to fulfill essential course requirements in order to receive a passing grade in a class, with or without reasonable accommodations. Accommodations cannot be granted retroactively.

Grading Policy:1. The grade criteria is as follow:

DistinguishA = 100-95A- = 94-90

CompetentB+ = 89-85B = 84-80

Incomplete> 79

2. The evaluations criteria describe in each rubric evaluate each objective and requirement.

3. The minimum academic performance for graduate level is a grade B.

Faculty Contact Information:

Phone: 787-409-9279E-mail: [email protected]

Course Syllabus TemplatePart II – Class Agenda


Instruction: This section of the syllabus presents a detailed outline of course activities by date and session. The number of class sessions is dependent on the format of the class; therefore, the number of sessions may vary. In all cases, a total of 40 contact hours is required for each 3-credit course inthe Undergraduate Programs and Licensure Courses in the Graduate Programs. A total of 40 contact hours is required for all other Graduate courses.

CLASS AGENDA

Session I: _______________________ Date: __________Topic: Leadership terms and definitionsCourse Number and Title: EED679 – Theories of Leadership for School Administration

Activities and Assignments: 1. Who are you? Meeting activity with a Pasarela dance.2. Presentation of course objectives. Activity: Motivation toward

learning. Clarify questions about evaluation, assessment and the course development.

3. Audiovisual presentation: The small cedar 4. Discussion and analysis of the book: Madera de líder5. Discussion and analysis of fragments of the book: Four

dimensions for public effective leadership (Flanagan & Lybarger, 2014)6. Discussion of more recognized theories on leadership7. Two more recent leadership theories: transformational and

multipliers leaders8. How to develop a digital portfolio to make leaders more

organized and to keep information accessible anywhere9. How to develop a reflective essay for the results of an

educational leadership research?

Assignments: Read “Perfil del Director de Escuelas del Departamento de EducaciónPública de Puerto Rico” and “Estándares Nacionales Liderazgo Educativo”. Bring both documents. Come prepare for a discussion on class of those standards.


Assessment: Prepare a reflective essay for an educational leadership research.

Session II: ______________________ Date: ___________Topic: School principals’ profile (leader dimensions) and National Standards of Educative Leadership / Views of the Flexibility Plan, Principle 3: Instructional and effective leadership support

Required Readings:“Plan de Flexibilidad del Departamento de Educación de Puerto Rico”, “Perfil del Director de Escuelas del Departamento de Educación Pública de Puerto Rico” and “Estándares Nacionales Liderazgo Educativo”.

Activities and Assignments:1. Analysis of National Standards of Educative Leadership.2. Analysis of “Perfil de Director Escolar” in his dimensions as

leader: educative, organizational, administrative, ethic and as planner.

3. Discussion and analysis of the new director evaluation instrument.

Assigments: Read “Mejorar el liderazgo escolar: Herramientas de trabajo”.

Assessment: Prepare a presentation of “Los siete hábitos de la gente altamente efectiva”

Session III: ______________________ Date: ___________Topic: Improving school leadership Required Readings: “Mejorar el liderazgo escolar: Herramientas de trabajo”

Activities and Assignments:1. Discussion and analysis of “Comprensión y análisis”


2. Discussion and analysis of “autodiagnóstico y auditoria”3. Discussion and analysis of “asignación de prioridades y toma

de acción””4. Team group of “comunicación y conexión”5. Presentations of “Los siete hábitos de la gente altamente

efectiva”6. How to develop a creative project on your school setting?

Assignment: Read the studies realized in Puerto Rico by Dr. Castillo and other educators. See required readings section.

Assessment: Prepare your own creative project to enforce leadership on your school setting

Session IV: _______________________ Date: __________Topic: Leadership studies in Puerto Rico

Required Readings:“Percepción de los superintendentes de escuela en torno a las competencias que los directores de escuelas de su distrito necesitan desarrollar y las competencias que ellos mismos interesan desarrollar para ofrecerle apoyo a los directores de escuela de su distrito” and “Liderazgo administrativo: Reto para el director de escuelas del siglo XXI”.

Activities and Assignments:1. Analysis of the assigned studies.2. With a peer, you are going to do a simple research work. In

class, develop an action plan for your work. Study about the instrument you will use (interview), determine the amount of principals your partner and you will interview. In your research consider: leadership styles, characteristics, principal’s profile, etc. Determine if the interviews have thecharacteristics of an educative leader. Use at least one of the references to support your conclusions. Assignment: Sent your research work to the professor before the semester ends.


Assessment: According to the discussions in class, determine how prepare do you feel to be an effective school leader. Public discussion.


School of Education Master of Education Degree Program Course Syllabus Part I – Course Outline

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