Management Theory and Development

EDL 651

Syllabus

Course Description

Concepts of leadership and management as applicable to educational settings will be explored. As both leader and manager, the educational leader requires skill in working with people, programs, resources, and facilities. Dimensions of leadership will be emphasized as well as the development and refinements of skills needed to effectively manage and lead individuals and groups.

Objectives

The student will:

Distinguish between management and leadership.
Review models of educational management.
Participate in practical application of theory.
Discuss the impact of culture and climate in the educational setting.
Understand the change process.
Make connections between communities and schools.
Participate in case simulations.
Discuss types of power and influence.
Target motivational strategies for employees.
Focus on doing what is best for students.
Explore teacher development and schools as centers of inquiry.

Curriculum Design

This course is a 45 hour 3 credit graduate course. Modules will be completed one per week.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

Bush, Tony, (2003) Theories of Educational Leadership and Management (3rd edition).

Gorton, R.A. & Snowden, P.E. (2000) School Leadership & Administration (7th Ed.)

Course Outline

Module One: The Importance of Leadership and Management in Education

Contents:

What is educational leadership?
What is educational management?
The chronology of educational management and leadership
Decentralization and self-mangement
Instructional leadership

Module Two: Models of Educational Leadership and Management

Contents:

The theory/practice divide
The relevance of theory to good practice
Gender and educational leadership and management
Models of educational management
Models of educational leadership

Module Three: Climate and Culture of an Organization

Contents:

Addressing the climate of an organization
Addressing the culture of an organization
Adjusting management style to fit the culture
Change as required: reviewing the elements of change
What does the research say?

Module Four: Leading and Managing Educational Change

Contents:

Institutional effectiveness
Infrastructure and resources for change
Identifying and working with the stakeholders
Models for working with change

Module Five: Developing Leadership and Management Skills and Insights

Contents:

Development of styles
Team Building and leading teams
Conducting meetings
Decision-making in organizations
Communication Styles

Module Six: Handling Conflict

Contents:

Identification of sensitive areas and topics
Conflict resolutions skills
Simulations in conflict resolution
The role of mediation

Module Seven: Leadership and Management for the Learning Community

Contents:

Definition of Learning Community
Implications for managers and leaders in promoting effective learning
Staff functions
Human resources management
Support and growth of learning communities
Using available research evidence and data

Module Eight: Exploring Educational Policy

Contents:

Consideration of how policy is made at the school level
School boards and policy
Trends and influence in policy making
Relationships with parents
Networking and marketing

Module Nine: Case Studies

Contents:

Use of case studies in management
Simulations and comment.
Conclusions that can be drawn
What does the research say?

Module Ten: Doing what is Best for the Student

Contents:

Schools as centers of inquiry
The politics of virtue
Roots of leadership and management
Course Review

Course Requirements:

Students are to complete all module reflection assignments as outlined by course professor. 30 points
Students are to prepare a report on a supplementary reference. Seeing scoring rubric for assignment 2. 30 points.
Students are to identify elements of change that are included or excluded in their educational setting. Students are to post their identification in the forum postings. 20 points.
Students are to target ways in which to address stakeholders in implementing dimensions that are pertinent to their administrative needs. Students are to discuss the impact of these dimensions on the particular situation. 10 points.

Scoring Rubric for Detailed Assignment- Assignment # 2 - Report from Supplementary Reference Text

Ask yourself, “Does my report contain the following?”

Key points?
Accurate key points?
Well written?
Free of grammatical errors?
Thoughts organized?
Examples with support where possible?
References made to leadership dimensions?
Examples of references based on support, information from text, class discussions, first-hand experience, or knowledgeable others?
Suggestions for impact of reading on careers in educational leadership?
APA format followed?
Double-spaced?
Summary posted for classmates?

Grades
100-93 - A
92-85 - B
84-77 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.