Educational Administration
(EdAd 5911)
Leadership and Personal Growth
Summer Semester 2008
(3cr)

 

 

ASSIGNMENTS

 

GRADING

 

EXPECTATIONS

 

Link to Moodle Log-in

 

SCHEDULE

 

Educational

Administration

Competencies

 

 

 

 

 

Course Description: This course provides an overview of leadership through a theoretical perspective. Learners will begin to see the role and styles of leadership in relation to the culture of schools and communities.

 

Instructor Kim Riordan
Office 120 Montague Hall
Phone  (218) 726-7251
Email

kriordan@d.umn.edu
Address  1211 Ordean Court, 120 Montague Hall, Duluth, MN 55812
Class Alias  edad5911-1-su2008@d.umn.edu
Office Hours  by appointment and through email
Class Meeting Time

This course will meet exclusively online in Moodle

Required Texts and Readings

  • There is not a textbook assigned for this course. However, there are single chapters from various texts that have been placed on Reserve in the UMD Library's electronic reserve system or will be available to download from a Moodle folder.
  • These may include:
  1. Education: Critical teaching for social change, Ch. 1: Education is Politics (Shor, 1992)
  2. The Key to Continuous School Improvement, Ch. 5: Research and Development (Schmoker, 1999)
  3. The Disciplined Mind, Ch. 5: How Cultures Educate (Gardner, 1999)
  4. The Leadership Experience, Ch. 1: What Does it Mean to be a Leader? (Daft, 2002)
  5. Schools That Learn, Ch II: A Primer to the Five Disciplines (Senge, et al, 2000)
  6. Gender, Race and Leadership (links will be provided)
  7. Women and School Leadership: International Perspectives (Reynolds, Ed., 2002). Ch. 5 Women Administrators
  8. Balancing Leadership & Personal Growth: The School Administrator's Guide (Metzger, 2006). Ch. 11 Fulfilling your purpose as a leader...
  9. Leadership: Research, Findings, Practice, & Skills, Ch 14: International and Culturally Diverse Aspects of Leadership (Dubrin, 2001)
  10. The Disciplined Mind, Ch. 3: Education in the future ( Gardner, 1999)
  11. The Moral Foundation of Extraordinary Leadership (Clawson, 2003)
  12. Schools That Learn, Ch XIII: Moving Into Community (Senge, et al, 2000)
  13. The Dance of Change, Ch. VII: Fear and Anxiety (Senge, et al, 1999)
  14. The Neuroanatomy of Leadership, (Goleman et al., 2002) Primal Leadership: Realizing the power of emotional intelligence
  15. Primal Leadership, "Emotional Intelligence - Leadership Competencies"   (Goleman, 2002, Appendix B)
  16. Flow: The Psychology of Optimal Experience - Chapter 7 (Czikszentmihalyi, 1990)


Instructional Strategies

The following instructional strategies and formats will be used this semester:

A variety of assignments and class activities will incorporate the following instructional strategies: reflection and self-assessment, small and large group discussion and problem solving, library and Internet research activities, technology related assignments, analysis of school and community organizations and leadership styles, text and Internet reading as assigned, and weekly web-based (asynchronous) threaded discussions and online class activities (approximately 20-25 hours per week).

 

Diversity

This semester's coursework will incorporate an analysis of inclusion and diversity issues in leadership and in the development of an understanding of the value and importance of diversity and cultural sensitivity. In addition, online threaded discussions will emphasize the importance and practice of eliciting and understanding diverse experiences, opinions, and insights.

IMPORTANT: I invite any of you who have any disability, either permanent or temporary, or any other special circumstances which might affect your ability to perform in this class to inform me so that together we can adapt methods, materials, or assignments as needed to provide equitable participation.

Management is doing things right; leadership is doing the right things.
~ Peter F. Drucker