Syllabus
Home

 

University of Rio Grande

EDT 30 50501

Teachers as Leaders Course Syllabus


Course Description :

Focus of this course is placed on empowering teachers to take leadership in the identification of building classroom and individual student needs as they relate to the overall curricular development process in school involvement.  The teacher as an effective communicator and the importance of the teacher as a collaborator with parents and community will be stressed.  Discussion will concern the teacher's ethical responsibilities to students and positive regard for culture, religion, and gender.  While providing teachers with insights concerning how individual students needs can be accommodated, the course also focuses on the teachers role as a leader to meet these needs such as leading effort for curriculum and learning approach changes.  This course encourages active involvement in redesigning classroom activities and school changes and how the teacher is empowered to become a change agent.

Course Objectives:

Knowledge:

  1. Know various leadership styles.
  2. Understand NBPTS Standards.
  3. Develop a needs assessment appropriate for the respective building.
  4. Possess an understanding of ethical practices for confidential communication to others about individuals with or without disabilities.
  5. Know communication factors needed to promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program.
  6. Identify professional organizations and activities relevant to education.
  7. Understand the need for teacher empowerment.
  8. Understand the four domains of Pathwise.
  9. Know the importance of the teacher serving as a role model for individuals with or without disabilities.

Skills:

  1. Identify research journals on effective schools, the effective schools process, teacher empowerment, and teachers as change agents.
  2. Know how to demonstrate proficiency in preparing a needs assessment for building use.
  3. Administer and evaluate the results of a building needs assessment, including recommendations for action.
  4. Demonstrate effective communication skills in work with peers, parents, and community.
  5. Identify the eleven sections of NBPTS.
  6. Write lesson plans that use Pathwise Domains.
  7. Write a personal philosophy of special education that includes relationship special education to/with regular education.

Dispositions:

  1. Appreciate the need to hold high expectations for students and faculty as demonstrated by development of a building leadership model.
  2. Appreciate the significance of the teacher as a leader in the effective schools process as demonstrated by development of a program using a positive learning climate within the teacher's classroom.
  3. Appreciate the importance of effective communication skills in the role of teachers as leaders.

Course Topics:

  1. Teacher leadership research.
  2. Leadership styles.
  3. Role of collaborative community skills in teacher empowerment.
  4. Teacher responsibility in curriculum development and implementation.
  5. Current issues in teacher empowerment.
  6. NBPTS Standards.

Instructional Procedures:

1.      Student development of leadership goals

2.      Thematic unit development to support best practices

3.      Reflective narration.

4.      Peer discussion.

The student will log onto the course each week to past work and to engage in discussion with peers.

Attendance Policy:

Positive continuous engagement throughout each week is required additionally, attendance at “live” sessions is required at three sessions, which will be announced each term.

Academic Honesty:

A student must be careful in utilizing from others, especially in outside research and reporting.  Plagiarism involves the use of another person's ideas or works without noting the source.  Please be sure to cite references.  Always use copyrighted material in an ethical manner.

Student Evaluation:

1.      Read text (a chapter each week of the term until text is complete)

2.      Post a reflective response to the chapter that is read.

3.      Discuss responses of peers pasting.  To do this effectively select one or two peers to interact with via the course discussion page. This is a weekly requirement.

4.      Re-visit your philosophy of teaching. Use the course content for a discussion focus.

5.      Develop and teach a unit based on one of the texts nine themes.  Utilize multiple intelligence strategies.  The unit should contain (but is not limited to) three lessons.

6.      Develop a personal set of leadership goals to implement in your professional practice.

 

Grade Scale:
A 93 - 100
B 85 - 92
C 77 - 84
D 70 - 76
F 69 and below

Class Information:

You may access contact information for your instructor by clicking on your instructor's name on the Course Roster Page http://micourses.rio.edu/courserosterpage.asp

M.Ed. Program Outcomes (Specific focal points of this course in bold):

  • Address the need for each child to develop self-esteem.
  • Plan toward maximum effectiveness of teaching through various sensory stimuli.
  • Demonstrate by application the theory of multiple intelligences and its significance in identifying alternate paths to acquiring general knowledge.
  • Demonstrate by application the effectiveness of authentic, performance-based assessment.
  • Investigate, try and adapt new learning theories as they relate to current practice and contemporary technology.
  • Initiate a continuous plan to present and support the arts as a powerful means through which individual and collective human behavior is influenced.
  • Plan and individual creative activity and group projects relative to the entire curriculum.
  • Present the common concerns of human beings while respecting the desire of different people to retain their cultural identity.
  • Actively promote the concept that the cultures of all peoples can best be compared and understood through the arts.

Textbook:

You are required to purchase and read "The Re-Enchantment of Learning" by Crowell, Caine, and Caine. 

Student Assessment:

Discussion

25%

Leadership Goals

10%

Reflection on Teaching Philosophy

10%

Narrative

20%

Journal

15%

Activity

20%

~~~Total~~~

100%

 

     Back to the Top