New Mexico State University
ELA 350: Introduction to Educational Leadership in a Global Society
Department of Educational Leadership and Administration
Education is a global issue. Nations throughout the world struggle to create educational programs that contribute to goals for national well-being and development. Successful educational systems graduate individuals who are prepared to contribute to achieving these goals. Educational issues are ubiquitous. Educational systems around the world are trying to address funding, accountability, technology, and diversity issues — each in their own way. By studying how different educational systems address these issues, we will be in a better position to develop optimum policies for our own local systems – the role of a citizen-leader. In an increasingly global world, people move in large numbers from one country to another and many college graduates work for multi-national organizations. As such, diversity is an important component of learning. Diversity policies address topics as diverse as: how minorities and immigrants are educated; which social and religious values are presented; the role of technology in education; and how education is financed. While specific policies will vary from country to country, they must all address common global concerns. These policies need to be articulated within a common framework so that what is done in one nation will ultimately facilitate both national and global development. In democracies high quality citizen-leadership is required to successfully develop and implement any policy, be it education or any other public arena. Leadership is also required at work and in the family. This course is intended to present leadership theory and apply it in an educational venue. Students who complete the course will have a better understanding of leadership and how to use it effectively to achieve their personal goals – at home, at work, and in the community.
Skills and lessons learned in this leadership course can be used in many ways. Individuals can improve their social relationships through an increased awareness of leadership patterns and needs. Leadership, exercised in both informal and formal modes, is essential for achieving work related goals. Workers need to know how to lead and how to be led in ways that contribute to achieving goals, both personal and organizational. Finally, as citizens in a democracy, we have a civic responsibility to contribute to the policy that guides our development. A sound understanding of leadership theory and practice will lead to better development in our globalsociety.
The goal of this general education course is to prepare students to become citizen-leaders in an increasingly global and multicultural society. The intellectual base of this course is leadership theory. The subjective focus of the course is education, both in the United States and abroad. Learning methods include both individual and group activity within a virtual learning team. The course fosters intelligent inquiry, critical analysis, and the integration and synthesis of knowledge. It involves an understanding of one’s own educational culture and the educational culture of others. Finally, the course offers students the opportunity to practice the clear expression of their ideas and values through essays and strategic planning.
The course is divided into four parts. Objectives for each part are:
1. Learn about the course, yourself, and how we will learn in this course using individual and team learning techniques.
2. Understand five leadership styles and the strengths and weaknesses of each in addressing educational leadership in different societies and groups.
3. Experience the practices of transformational leadership and learn to apply these practices to address educational issues in a global society.
4. Apply leadership theory and transformational practices to design your personal leadership strategy.
In addition, this course has several measurable unit objectives, which are closely linked to assignments, readings, and the schedule. Students will be able to:
• Understand their personality and working preferences and be able to assess their personal
strengths and challenges in becoming effective leaders.
• Understand five common leadership style theories and be able to diagnose leadership
style in others.
• Understand the 5 practices and 10 commitments of transformational leadership theory
and be able to determine appropriate practices in given situations.
• Be able to apply leadership theory and transformational leadership practices in
• Be able to adjust their personality and learning style attributes to work effectively in a
• Possess a personal strategic plan for continuing leadership development, whether at
home, at work or in the community.
Format of the Course
This course is taught primarily via seminar style; so students are expected to participate in discussions aboutthe materials they have read. It will not be possible to benefit from this class without doing the readings aheadof class, participating in the class fully (and for the full duration of the class), completing assignments on time,and utilizing the Canvas online environment. The learning is integrated and scaffolded and requires fullparticipation in every aspect.
Course delivery may consist of, but not be limited to, discussions, reading assignments, electronic presentationsand readings, and student presentations. We will use email and electronic discussion in this class. There will beassigned projects online throughout the semester.
Contacting the Instructor
You may contact me at the office at the phone number listed on the front page of this syllabus or viaemail at email@example.com. I will try to respond to all email or phone inquiries within one to twobusiness days, unless I am traveling on business or we have a scheduled university holiday or break. Iwill hold office hours by appointment since this is an online class. I encourage you to meet with me.
There are no required texts for this course. Readings and activities will be assigned and/or distributed in class via Canvas.
IV. Mission Statements
Department of Educational Leadership and Administration:
The mission of the Department of Educational Management and Development at New Mexico State University is to prepare and graduate capable, skillful, and dynamic educational leaders fora diverse society. Through the use of theory and practice we aim to develop change agents androle models for socially-just educational systems.
College of Education:
The mission of the College of Education at New Mexico State University is to serve the people of New Mexico through education, research, extension education, and public service withspecific emphasis on innovative practices, overcoming barriers to learning, internationalactivities, technology, and literacy for the diverse populations of New Mexico, surroundingstates and border communities.
New Mexico State University:
New Mexico State University is the state’s land-grant university, serving the educational needs of New Mexico’s diverse population through comprehensive programs of education, research,extension education, and public service.
College of Education Conceptual Framework
This course is consistent with the College of Education’s Conceptual Framework in that it provides a general knowledge background, addresses the theme of collaboration in the Conceptual Framework, and focuses on critical thinking. The College of Education at New Mexico State University develops, implements, monitors and assesses programs designed to prepare professionals who will work in school and clinical settings.
This class prepares educators to meet the needs of diverse learners by requiring them to effectively
demonstrate the application of pedagogical knowledge, the use of appropriate assessment strategies,
and the ability to reflect on practice in order to improve their professional performance.
V. Academic Policies
The highest standards of academic integrity are expected from all students. The failure of anystudent to meet these standards may result in suspension or expulsion from the university orother sanctions as specified in the University Student Academic Integrity Policy. Violations ofacademic integrity include, but are not limited to, cheating, fabrication, tampering, plagiarism, orfacilitating such activities. The University Student Academic Integrity Policy is available fromthe office of the Senior Vice President and Provost and from the deans of the individual colleges.
Codes of Conduct
Students and faculty each have responsibility for maintaining an appropriate learningenvironment. Students who fail to adhere to such behavioral standards may be subject todiscipline. Faculty have the professional responsibility to treat all students with understanding, dignity, and respect, to guide classroom discussion and to set reasonable limits on the manner inwhich they and their students express opinions. Professional courtesy and sensitivity areespecially important with respect to individuals and topics dealing with differences of race,culture, religion, politics, language, sexual orientation, gender variance, and nationalities.
Your course syllabus is your contract with the instructor. We will review upcoming assignments and make schedule revisions as necessary and as deemed appropriate by the instructor in order to enhance your learning experience.
Papers must be typed, double-spaced, with 1-inch margins, and in 12-point Times New Roman font. All written assignments must be turned in via Canvas. Proofread all assignments, payingclose attention to content, style, spelling, grammar, and punctuation. Proofread at least THREEtimes including one outside reviewer. Regarding citation conventions, please use APAformatting.
The grade of I (incomplete) is given for passable work that could not be completed due to circumstances beyond the student’s control. For a listing of regulations that apply to Incomplete Grades please refer to the 2014-2015 Graduate Catalog:
An incomplete (“I”) will be given only when there is a documented medical or family emergency and only if the student has passed the first half of the course. If an incomplete is given, the student must make arrangements with the instructor to complete the course one week after the end of the term. If the student does not make arrangements with the instructor within the given time frame, an “F” will be submitted for the course.
Instructor will provide various types of feedback throughout the semester. The feedback will be provided via active participation in discussions, by making specific suggestions for improvingwritten assignments, through positive reinforcement, individual emails and personalcommunication, and lastly, by providing students the opportunity for peer-review andconstructive dialoging.
Assignments, submissions, and work that are not turned in on time or at all will result in no credit being given for the assignment. In the case of a documented illness or emergency, latesubmissions will be considered at the discretion of the instructor.
Papers written in or submitted for previous courses will not be accepted. Students are welcome to build upon previous ideas, but note that assignments for this course have specific criteria thatneed to be met in order to fulfill course requirements.
Posting of Grades:
It is the policy of the College of Education and the Department of Educational Leadership and Administration not to post grades of any student anywhere in the college. If you wish to discuss what your grade and progress are in this class, please contact me personally. Otherwise, the grading scale and points possible may easily be used to determine your grade at any time in this course. Final grades will be posted by Tuesday, December 15, 2015.
This course requires that students have prior knowledge including, but not limited to, time management and organization, email communication, software and keyboarding proficiency, online discussion threading, and in general using Canvas as an interactive online classroom tool.
Disability Disclosure/Discrimination Statement
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act Amendments Act (ADAAA) covers issues relating to disability and accommodations. If a student has questions or needs an accommodation in the classroom (all medical information is treated confidentially), contact:
Educational courses at this level almost always involve teamwork. As such, some of the work in this class will be done in teams. Professional educators and educational researchers arecommonly called up to work in teams, and few teams are composed of only people who“naturally” work well together. Instead, team members take the responsibility to bridge any gapsthat occur. In this course, equal emphasis will be given to the process of teamwork as well asdeveloping critical thinking skills.
Wikipedia is not a credible source to refer to or utilize for academic or scholarly work. Pleaserefrain from using Wikipedia as a source for any of your papers or assignments for this class.
Withdrawal:November 11 – Last day to drop with a “W”
It is your responsibility to drop or withdraw from the course pursuant to NMSU deadlines and procedures if you do not wish to receive a grade for the course. Your instructor will NOT administratively drop you by the last ‘W’ date if you have not participated in class and/or have failed to submit assignments resulting in inability to successfully complete the class.
The last day for you to withdraw voluntarily with a “W” is November 11, 2015. Before you drop this class or withdraw entirely from the university, I strongly encourage you to talk to me first.
1. Profile Picture & Syllabus Quiz (40 points for both)
Please post your profile picture for this course. This small task is worth 10 points. In addition, please complete the syllabus quiz (thirty points), which assists in better navigating and understanding the syllabus for this course – the most essential document for any course.
2. Readings & Discussion Board Activities (85 points for six weeks / 510 points total)
Our presence, of body as well as mind, in this class is crucial to the success of this course.Class participation thus includes your attendance, reading, preparation, reflection on eachreading assignment, contributions to the class, and your overall engagement in the subjectmatter. Readings and class discussions will be used to present the explicit intellectualknowledge related to personality and working preferences, leadership theory,transformational leadership practices, and personal strategic planning. Supplementaryreadings and notes are available on Canvas. The ability to think critically and to apply yourthoughts is essential for successful leadership. Students should use discussions as anopportunity to practice these skills as well as to challenge each other and the instructor.Practical knowledge will be acquired through individual and class activities. These activitieswill address each week’s topic and give the students an opportunity to experience and learnleadership techniques with colleagues.
For each Discussion Board session, your initial response is due by midnight on theSunday of that week. The initial post is worth 30 points.Your minimum two responses to colleagues are due by midnight on the following Wednesday. The required two posts are worth 27.5 points each.
Example of Discussion Board Session:
Week One – Discussion Board – Introduction & PLSI Result – Board opens on Wednesday
Your Initial Response is Due By – Sunday, October 17, 2015 (worth 30 points)
Two Responses to Colleagues Due By – Wednesday, October 21, 2015 (worth 27.5 points each)
3. Individual Paper (125 points)
Practical knowledge will also be acquired through individual activities. Students will submitone short essay that is related to the class readings and activities. Grades will be based on theability to think critically about the content and apply the knowledge in a thoughtful way.
4. Personal Leadership Plan (150 points)
The final assignment for this course is a Personal Leadership Plan, which is based on the culmination of all the work you have accomplished this mini-semester. Each student will alsosubmit a final personal leadership plan. The plan will describe the environment in which thestudent plans to work, live, or volunteer. The plan will identify the student’s perceptions oftheir current strengths and weaknesses as a leader in their chosen environment and will identify gaps in leadership strengths and skills. The plan will establish goals for improvementof leadership effectiveness and indicate specific steps or actions to be undertaken. Finally,the plan will identify how progress will be measured and how improvements will be made.
You are required to use class readings and activities to inform your Personal LeadershipPlan – failure to do so with result in an automatic 5-point deduction.
5. Final Exam – 175 pts (to be completed during finals week)
Tests – The test will be comprehensive and based on the readings, information presented by instructor and class members, and class discussions. Tests will be taken and submitted electronically. The exam will open at midnight on Monday, December 7 and close at midnight on Wednesday, December 9.
Grading will be based on the following percentages of the total points accumulated on all activities:
A+ 990 – 1000 4.000
A 910 – 989 4.000
A- 900 – 909 3.667
B+ 890 – 899 3.333
B 810 – 889 3.000
B- 800 – 809 2.667
C+ 790 – 799 2.333
C 710 – 789 2.000
C- 700 – 709 1.667
D+ 690 – 699 1.333
D 610 – 679 1.000
D- 600 – 609 0.667
F 0 – 599
VII. Schedule and Weekly Assignments
All assignments must be completed in a timely manner and according to syllabus requirements.
Reading assignments should be completed before the appropriate lecture to understand thematerial presented in class. Readings and class lectures are subject to change.
Class Week Topics & Assignments
Week 1:October 14 – October 21 – Course Introductions, Syllabus Overview/Quiz& Learning Styles
To Do: (1) Review Syllabus and take quiz, (2) Upload profile photo and participate in discussion board (3) Take the Paragon Learning Style Inventory (PLSI)and post your results in discussion board 1.
Due: Discussion Board #1 – Introduction &PLSI Results (Discussion Board Opens on Wednesday, Oct 14 and will close at midnight on Wednesday, October 21).
Week 2:October 21 – October 28 – Multiple Intelligences
Read: Gardner reading on MultipleIntelligences
To Do: Take the Multiple Intelligences Quiz and post your results.
Due: Discussion Board #2 – MultipleIntelligences Results & Discussion
(Discussion Board Opens on Wednesday, Oct 21 and will close at midnight on Wednesday, October 28).
Week 3: October 28 – November 4 Leadership Styles by Bolman& Deal
Read: (1) Four Frameworks of Leadershipby Bolman& Deal, (2) Bolman& Deal PPT.
Due: Discussion Board #3 – Respond toBolman& Deal Questions
(Discussion Board Opens on Wednesday, Oct 28 and will close at midnight on Wednesday, November 4).
Week 4:November 4 – November 11 – Introduction to Servant Leadership
Read: Three readings on Servant Leadership.
Due: Discussion Board #4 –
Respond to Servant Leadership Questions
(Discussion Board Opens on Wednesday, November 4 and will close at midnight on Wednesday, November 11).
Week 5: November 11- November – Leadership for a Multicultural Age
Read: Leadership for a Multicultural Ageby Bordas.
Due: Individual Paper #1 – Due November 18 by Midnight
Discussion Board #5
Respond to discussion board questions
(Discussion Board Opens on Wednesday, November 11 and will close at midnight on Wednesday, November 18).
Week 5 Continued (November 18-20): Extra Credit Discussion Board – Respond to Discussion Question
Week 6: Fall Break
November 21 – November 29
Week 7: November 30 – December 6
Global Leadership & Putting It Together
Read: Global Leadership Competence: ACultural Intelligence Perspective by Chin.
Due: Discussion Board #6
(Discussion Board Opens on Monday, November 30 and will close at midnight on Sunday, December 6).
Week 8:December 7 – December 11- Finals Week
Personal Leadership Plan& Final
Due: Personal Leadership Plan due bymidnight on Friday, December 4th.
Due: Final exam will open at midnight on Monday, December 7 and close at midnight on Wednesday, December 9.
College of Education
Conceptual Framework Theme: PREPARED
The Unit’s conceptual framework provides an underlying structure, giving conceptual meaning to its operations though an articulated rationale. The conceptual framework also provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability (adapted from Professional Standards for the Accreditation of Teacher Preparation Institutions, NCATE: 2008).
The NMSU College of Education has adopted PREPARED as its Conceptual Framework Theme. The elements of PREPARED are described below. This Conceptual Framework Theme provides the foundation for goals and outcomes for our candidates, their proficiencies, and the ways in which these proficiencies are demonstrated.
Practitioners, Clinicians and Leaders
The Unit’s commitment extends beyond preparing candidates to teach or continuing the professional development of practicing teachers; for, the Unit also prepares principals, school psychologists, counselors, mental health professionals, speech language pathologists, and physical education specialists for a broad range of professional roles in education.
This is the process by which candidates are provided opportunities to be meta-cognitive and engage in thoughtful questioning and problems-based learning.
This refers to the content, pedagogical and professional knowledge, skills and dispositions that candidates utilize to ensure that all students learn. Assessment of candidate effectiveness is performance-based, uses multiple measures, and is authentic. The preparation of effective practitioners addresses the mandates of No Child Left Behind and the demand for “highly qualified” and “effective” professionals.
The Unit’s and the candidate’s educational and clinical practices are grounded in the general concepts, theories and research pertaining to effective teaching.
This encompasses the formal and informal procedures for eliciting evidence related to Unit effectiveness, and both candidate and student learning. The Unit’s assessment system is based on professional, state and institutional standards. It includes measures that are systematically used to collect data at predetermined transitional points in order to predict candidate success and improve programs. Candidates also gain expertise in the principles of classroom assessment.
Theories, investigations, and policies drive the work of the Unit and undergird candidate preparation and practice.
This is the continuous process for determining the Unit’s realization of its stated Mission, Goals and Outcomes. Both the Unit and candidates use rubrics to evaluate their effectiveness.
Candidates, faculty, and students represent differences in gender, ethnicity, race, socio-economic status, language, religion, sexual preference, regional culture, and ability-level. The Unit provides opportunities for candidates to work with diverse students and to demonstrate dispositions that value fairness and the belief that all students can learn.
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