Syllabus

Course Description

Leadership Theory addresses the various aspects of leadership including traits, characteristics, dimensions, models, theories, and practical applications.  By investigating the many different aspects of leadership, the student will develop their own personal leadership theory and style.  Through completing the course assignments and completing learning theory questionnaires, the student will generate their own leadership theory and professional leadership style

Objectives

Students will:

• Evaluate the information from the text and references to develop their personal definition of leadership.
• Compare and contrast different leadership styles listed in the course.
• Examine differentiate factors that create an effect leader in the educational setting.
• Complete a variety of Leadership Questionnaires and use the questionnaire results to analyze their personal leadership strengths and weaknesses.
• Complete case studies to analyze and identify knowledge gained from reading the assigned text and reference information.
• Become familiar with the ISLLIC Standards for School Leaders and will compare with their personal leadership skills and qualities.
• Interpret the knowledge gained of educational leadership theory t and apply it to practical application in their current professional educational setting.
• Become a member of a larger educational community by sharing information and experiences on the course forum and professionally critiquing shared information.
• Complete identified assignments and projects to support leadership theory knowledge gained in this course.

Curriculum Design

Leadership is a forty-five hour graduate level course.  Successful completion of all course requirements will earn the student 3 graduate credits.  Students will be involved in a variety of tasks for completion of course requirements.  These tasks include: readings, report on readings, exams, journal and reflection entries, projects related to real world learning environments, and analysis of leadership situations.   

The work for this course is expected to be the original work of the student except where properly documented. Students will be encouraged to present written assignments in APA style.

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

Leadership Theory and Practice by Peter G. Northhouse (2004, Sage Publication.  ISBN 0-7619-2566-X)

Reference Text:  The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change by Stephen Covey Free Press; 15th Annv edition (November 9, 2004) ISBN: 0743269519

Course Outline

Module One: Leadership Defined

Contents:

• Compare Trait Versus Emergent Leadership
• Explain the relationship between Leadership and Power
• Explain the professional effects of Leadership and Coercion
• Summarize the connection of Leadership and Management

Module Two: Trait Approach

Contents:

• Describe: Intelligence, Self-Confidence, Determination, Integrity, Sociability.
• Explain how the Trait Approach Work?
• Compare the strengths and weaknesses of the Trait Approach.
• Complete the assigned case studies to support your knowledge of the Trait Approach.
• Complete the Leadership Trait Questionnaire and analyze your results.

Module Three: Skills Approach

Contents:

• Describe the Skills Approach
• Explain the three components of the Skill Approach: Technical, Human, Conceptual.
• Compare and contrast the strengths and weaknesses of this approach.
• Apply the understanding of this approach to assigned case studies.
• Summarize the ISLLIC Standards for School Leaders
• Complete the Leadership Skills Inventory and relate to your personal view of Leadership.

Module Four: Situational Approach

Contents:

• Explain how the Situational Approach Work?
• Describe the strengths and weaknesses of this approach.
• Complete the assigned case studies to demonstrate how this approach is applied in everyday situations
• Complete and analyze the Situational Leadership Questionnaire

Module Five: Contingency Theory

Contents:

• Describe : Leadership Styles, Situational Variables as discussed in this module.
• Explain the Contingency Theory
• Compare and contrast the strengths and weakness of the Contingency Theory.
• Apply your knowledge of this theory by completing the given case studies.
• Complete the Leadership Instrument: Least Preferred Coworker and interpret your results.

Module Six: Leaders-Member Exchange Theory

Contents:

• Describe the Member Exchange Theory
• Explain how the LMX Theory Work
• Apply the LMX Theory to your educational settings
• Complete the given case studies to document your understanding of module information.
• Explore the concept of Leadership Dimensions

Module Seven: Transformational Leadership

Contents:

• Define Transformational Leadership.
• Summarize the relationship between Transformational Leadership and charisma.
• Develop a model of Transformational Leadership
• Explain Transformational Leadership Factors including the perspectives of Bennis & Nanus, Tichy & DeVanna
• Describe the Mechanics of Transformational Leadership Approach
• Complete the given case studies to demonstrate knowledge gained in this module.
• Describe how the information in the module can be applied  to your educational settings
• Complete the Multifactor Leadership Questionnaire interpret the results with  for you as an educational leader.

Module Eight: Team Leadership

Contents:

• Describe the Functional Model of Team Leadership
• Explain Dimensions of Leadership on Teams
• Compare the Characteristics of Effective Teams with your experience of being on a team.
• Clear, Elevating Goal
• Results-Driven Structure
• Competent Team Members
• Unified Commitment
• Collaborative Climate
• Standards of Excellence
• External Support and Recognition
• Describe the Team Leadership Model
• Compare the strengths and weakness of the Team Leadership module.
• Describe how you would apply the Team Leadership model  in your educational setting.
• Complete the given case studies to document your understanding of module information.

Module Nine: Women and Leadership

Contents:

• Identify the research trends for women in leadership.
• Compare and contrast female and male Leaders in their behavior and effectiveness in the educational setting.
• Explain how the application of the information in this module effects your current educational setting.
• Complete the given case studies to document knowledge of module information.
• Complete the Leadership Instrument: Gender Consciousness and analyze results.
• Complete final project on compiling the leadership styles previously analyzed and develop a definition of our personal leadership style.

Module Ten: Leadership Ethics

Contents:

• Define the concept of leadership ethics.
• Compare and contrast several ethical theories
• Evaluate how Covey's concepts of leadership ethics applies to your educational setting.
• Centrality of Ethics to Leadership
• Perspectives on Ethical Leadership
• Explain the following principles of ethical leadership
• Respect
• Serve Others
• Just
• Honest
• Build Communities
• Describe the strengths and weaknesses of the principles of ethical leadership.
• Explain how the principles of ethical leadership are evidenced in your educational setting.
• Complete the given case studies to document knowledge of module information.
• Complete the Leadership Instrument: Perceived Leader Integrity Scale and analyze results

Course Requirements:

1. Students write and submit weekly reflections. 41 points.
2. Students will post to the forum and respond to other classmates' postings. These postings will include information on personal leadership style questionnaires and analysis of the results of personal actions in the educational settings. 56 points
3. Students complete case studies for different leadership styles and compare/contrast these with their own educational settings 12 points.
4. Students will develop a structured interview on leadership styles and compile responses on others and self. 25 points.
5. Students analyze course information and critique their own educational leadership style. 25 points.
6. Students analyze ethical issues found in leadership roles and develop their own responses to these ethical dilemmas. 25 points.
7. Students will successfully complete final exam. 25 points.

Grades
209-179 - A
178-168 - B

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.

Bibliography

Online Resources

Bizar, M. & Barr, R. (Eds.). (2001). School Leadership in Times of Urban Reform. Mahwah, NJ: Lawrence Erlbaum Associates.

Burns, J. S. (2000). A River Runs through It: A Metaphor for Teaching Leadership Theory. Journal of Leadership Studies, 7(3), 41.

Danzberger, J. P., & Friedman, W. (1997). 'Public Conversations about the Public's Schools': The Public Agenda/Institute for Educational Leadership Town Meeting Project. Phi Delta Kappan, 78(10), 744+.

Fletcher, D. C. (2001). Guest Editor World Model of Educational Leadership. Education, 122(2), 212+.

Furin, T. L. (2004, February). Tragedy at the Top: The Twilight Zone of Disconnects between Leadership Theory and Practice in the Superintendency. School Administrator, 61, 16+.

Hall, D. (2003, November). Power Strategy Tool Kit: Don Concludes His Three-Part Series on Educational Leadership for CIOs by Focusing on Operations. Learn How to Avoid the "Tyranny of the Urgent" and Focus on the Strategic Aspects of Your Job. Learning & Leading with Technology, 31, 50+.

Heilbrunn, J. (1994, Spring). Can Leadership Be Studied?. The Wilson Quarterly, 18, 65+.

Hoyle, J. R., & Slater, R. O. (2001). Love, Happiness, and America's Schools: The Role of Educational Leadership in the 21st Century. Phi Delta Kappan, 82(10), 790. http://www.questia.com.

Keane, W. G. (1998, October). Political Leadership and Educational Failure. School Administrator, 55, 49.

Letter: Time for Charles to Show His Leadership. (2004). 11. Retrieved July 28, 2005, from Questia database, http://www.questia.com.

Obituary of Pope John Paul II; First Non-Italian Pope for More Than Four Centuries Whose Spiritual Leadership Played an Important Part in the Collapse of Communism. (2005, April 4). Daily Telegraph (London, England), p. 001.

Riley, K. A. & Louis, K. S. (Eds.). (2000). Leadership for Change and School Reform: International Perspectives. London: Routledge.

Robinson, A. B. (1999, December 15). Leadership That Matters. The Christian Century, 116, 1228.

Shapiro, J. P., & Stefkovich, J. A. (2001). Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas. Mahwah, NJ: Lawrence Erlbaum Associates.

Shen, J., Cooley, V. E., Ruhl-Smith, C. D., & Keiser, N. M. (1999). Quality and Impact of Educational Leadership Programs: A National Study. 3.

Wong, K. & Evers, C. W. (Eds.). (2001). Leadership for Quality Schooling: International Perspectives. London: Routledge Falmer.

Yammarino, F. J., & Dubinsky, A. J. (1994). Transformational Leadership Theory: Using Levels of Analysis to Determine Boundary Conditions. Personnel Psychology, 47(4), 787+.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.