Academic Credit:

3 sem. hrs.

Catalogue Description:

The focus of this course is to build learning communities through critical reflection as the school’s leader.  It will emphasize the role of educational leader as scholar/practitioner working to support excellence in the educational organization through the effective integration of theory and practice.

Course Objectives:

Upon completion of the course, the student will accomplish the objectives listed under the following categories:

Knowledge:

1. differentiate leadership from management and administration.

2. identify the personal traits and characteristics that correlate with effective school/organizational leadership.

3. identify significant leadership styles and explain the characteristics and appropriate use of each style.

4. explain how to make teams more effective.

5. explain the rationale and management of participative decision making in building a learning community.

6. describe the importance of the school/organization's environment.

7. describe the effective use of communication skills and group interaction for the school/organization's leader.

8. describe various techniques for managing conflicts.

9. describe strategies for managing time and stress.

10. identify the characteristics of a positive work environment/school community, describing the environment in terms of such basic concepts as:

    1. hierarchy of needs (Maslow)

    2. X-Y-Z theories (McGregor & Ouchi)

    3. motivation-hygiene theory (Herzberg)

    4. situational leadership model (Hersey/Blanchard/Johnson)

    5. impact of power and authority (McClelland & Hersey/Blanchard/Johnson)

    6. communication skills and group interaction (Hersey/Blanchard/Johnson)

    7. management grid (Blake & Mouton)

    8. decision‑making model (Vroom & Yetten/et al)

    9. empowerment concept (Bennis)

    10. conflict management (Thomas & Kilmann)

    11. social systems model (Getzels & Guba)

11. demonstrate a global, multi-cultural, non-sexist approach on issues that affect schools.

12. explain various ways in which the educational leader can help his/her staff to build a learning community.

13. describe how to plan for an implement change within the school/organization.

14. explain the concept of transformational leadership.

 Skills:

1. develop a personal philosophy/position regarding educational leadership.

2. develop a personal plan for effective leadership.

3. demonstrate the ability to choose an appropriate leadership style for a particular situation.

4. demonstrate the ability to use the following decision-making styles in problem-solving within the school:

   1. authoritative

   2. consultative

   3. facilitative

   4. delegative

5. demonstrate an understanding of and ability to implement the elements of change as it relates to school/organizational problems.

6. explain and demonstrate the essential elements of the communication process.

7. demonstrate competence in writing through required assignments and research.

Dispositions:

1. appreciate the importance of the leader's role in modeling growth behavior for others.

2. appreciate the complexity of providing effective leadership in schools.

3. model respect for the dignity of individuals in the school/organization setting.

4. appreciate the importance of working in a global, multi-cultural, non-sexist society.

5. respect for all individuals--their uniqueness and value systems in dealing with others.

6. appreciate the strengths and weaknesses in one's self and others and provide for complimentarity.

Textbook & Supplementary Materials: 

Management of Organizational Behavior ‑ Leading Human Resources by Hersey, Blanchard and Johnson, 2007, ninth edition.  AND…….

Three (3) instruments:  The Personal Profile System, Thomas-Kilmann Conflict Mode Instrument and The Myers‑Briggs Type Indicator.

Course Expectations/Requirements:

Format for Written Documentation: (examples attached)

1. Description of a leadership problem (DO NOT identify persons by name) and background information necessary to understand the leadership situation/problem to be resolved.
    

2. Outline of a leadership strategy/action plan for positive (co-operative) participant response.  Be sure to ground your plan in course/textbook content (e.g. effective communication techniques, leadership style  employed, conflict resolution steps, decision-making techniques, type of power used to influence simulation participant(s), etc.)
    

3. Outline of leadership strategy/action plan for negative (non-cooperative) participant response.  Be sure to ground your plan in course/textbook content (e.g. effective communication techniques, leadership style employed, conflict resolution steps, decision-making techniques, type of power used to influence simulation participant(s), etc.)
    

4. Statement of anticipated/intended simulation outcome from the leader's perspective.  What do you want the resolved situation to look like?  What do you want to achieve as a result of your efforts?

All of the above (“a” through “d”) will be presented to the professor prior to the simulation.  In addition, prepare a brief verbal description of the problem (“a” above only) for the student‑participants in your simulation and develop/create a one‑page evaluation/critique form that small group members can use to provide feedback concerning the effective execution of your simulation.  The evaluation form should contain ideas/information based on class presentations and/or assigned text readings (examples attached). 

5. Exam   (30% of grade)

                         Exam Grading Scale:

93-100 = A
85-92 = B
77-84 = C
70-76 = D

PLEASE FEEL FREE TO APPROACH ME WITH QUESTIONS, FOR ASSISTANCE, ETC., BEFORE AND/OR AFTER CLASS SESSIONS, BY PHONE OR E‑MAIL.        

Role Play Simulation Example

Description of Leadership Problem

On a Monday morning at about 8:20 a.m. the second of my three school buses arrives.  I am situated in the middle of the main hall greeting the students from this bus on their way to breakfast. Angie, a fifth grade DH student, is limping as she makes her way down the hall.  I greet her and add the question what did she do to her leg?  Before she could answer I added that I could see she had been to the hospital for her leg because she had on a hospital bracelet.  She replied very loudly and happily in the crowded bustling hallway, “I got raped this weekend.”

At this point I asked Angie if she would come on down to my office where we could talk privately.  Remember I’m an elementary principal‑‑I have no guidance counselor, no dean of girls, no psychologist or school nurse in house.

Strategy for Positive Participant Response

1. Attempt to get immediate factual information.

   1. Invite Angie into my office and arrange seats so I am sitting next to her and not across the desk from her.

   2. Repeat her statement to her.  Ask her to elaborate or explain her statement.
       

2. React in a supportive manner.

   1. Express empathy of emotions that Angie is feeling.

   2. Question Angie as to what I might do to help her.
       

3. Clarify steps taken following the incident.

   1. Has she shared this with her mother?

   2. Is this why she went to the hospital?

   3. What other authorities have been notified?

   4. Is there someone who will be speaking with her regarding the incident?
      
      Through this clarification process positive feedback is given with each response so the child will continue to share information.
       

4. Discuss ways for Angie to deal with this incident throughout the school day.

   1. Discuss appropriate ways by which she can vent her need to discuss the incident.

   2. Discuss possible reasons for needing to keep the incident in a more private light.
       

5. Discuss with Angie ways with which I intend to deal with Angie's incident.

   1. Explain I am open to listen to Angie anytime she feels the need.

   2. Explain that I intend to discuss the incident with her mother so the home is aware that we know of the incident.

   3. Explain that her teacher needs to be aware of the incident in light of the fact that Angie has told many classmates.

   4. Explain the possible arrival of community agencies which may be speaking with Angie and how I will help her deal with it.
       

6. Open the opportunity for Angie to ask any additional questions.

Strategy for Negative Participant Response

1. Attempt to get immediate factual information.

   1. Insist Angie step out of the public domain of the hall to discuss this incident in private.

   2. Insist she explain what she meant by her surprising statement.
       

2. React in a Supportive Manner.

   1. Attempt to inject empathy as a means of drawing out necessary information from Angie.
       

3. Clarify steps taken following the incident.

   1. If student does not react to series of carefully presented statements--drop it.  The information can be obtained from sources.  (Parents, police, children services)
       

4. Discuss ways for Angie to deal with this incident throughout the school day.

   1. Explain why it is inappropriate to "broadcast" the weekend's incident.

   2. Name appropriate individuals for Angie to discuss the situation with.
       

5. Discuss with Angie ways with which I intend to deal with Angie's incident.

   1. I am willing to be a primary listener to Angie if she feels the need to communicate.

   2. Explain that I have a responsibility to speak with her mother.

   3. Explain that outside agencies might contact Angie.
       

6. Ask Angie if she has any further comments or questions.

Anticipated Outcome

Angie will feel she has had the opportunity to share with someone her feelings regarding the incident.  She expressed the need for someone to listen by announcing the incident in the hallway.  Hopefully I will have given Angie appropriate means by which to at least temporarily deal with the incident.  By consulting her mother and other proper authorities I should be able to channel continued professional assistance to Angie. 

Simulation Evaluation Example

Directions: 
Circle the number that best describes the leader in each of the areas listed below. 
Key:  1 = Excellent   2 = Very Good   3 = Good   4 = Needs Improvement   5 = Poor

Rev. Joseph Massucci, Ph.D.
Chair - Department of Educational Leadership
300 College Park
Dayton, Ohio 45469-0534
937/229-3737 – Phone      937/229-3392 - FAX
joseph.massucci@notes.udayton.edu

Last Updated: 03/01/2010 – RDS