You are on page 1of 8

ED 502 Ethical and Moral Foundations of Leadership

Dr. Mandy Capel Email: capelml@mountunion.edu Office Hours: T/TR 12:00-1:00, 4:00-5:00, MWF by appointment (office hours adjusted to fit graduate student schedules) Office Phone: 1-800-992-6682 ext. 8159 Cell Phone: 440-488-1671 PROGRAM MISSION STATEMENT The Master of Arts in Educational Leadership at University of Mount Union is a caring and interdisciplinary program designed to engage professional educators in a transformative process of cultivating systematic problem solving and sophisticated data-driven decision making in varied educational settings. The primary aim is to prepare professional educators to meet the challenges of creating highly effective learning communities to promote meaningful change within local, national and global environments. COURSE OVERVIEW AND INTRODUCTION

ED 502 Ethical and Moral Foundations of Leadership A new leadership practice with a moral dimension centered around purpose, values and beliefs, is studied in this course. Included will be a discussion of issues and principles designed to transform districts, schools and classrooms from organizations to communities that inspire positive commitment, devotion, and service. 3 Sem. Hrs.
LEARNING OBJECTIVES PROGRAM GOALS FOR ED 502: 2.2 Recognize and value that diversity in all forms is an asset in teaching and learning. 4.1 Develop the ability to use different modes of thoughts to generate new and dynamic ideas and solutions. 6.1 Share the belief and understanding that all children will learn, and promote a climate marked by ethical and moral leadership. 6.2 Demonstrate an ethic of care and empathy that promotes academic success, social and emotional health and moral connectedness within the school and society.

CANDIDATE OUTCOMES FOR ED 502:

INSTRUCTIONAL MATERIALS TEXTBOOKS: Sandel, M.J. ( 2009 ).Justice: Whats the right thing to do? New York. Farrar, Strauss, & Giroux. Gardner, H. (2011) Truth, beauty, and goodness reframed: Educating for the virtues in the twenty-first century. New York. Harper. Shapiro, J.P. & Stefkovich, J.A. (2011) Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. New York. Routledge. Additional supplemental readings TBD

JOURNALS: Graduate candidates of Educational Leadership should become familiar and stay current with the core professional literature found in: Education Week Kappan Educational Leadership JCEL: Journal of Cases in Educational Leadership Scholarly research can be found in: Educational Evaluation and Policy Analysis Educational Policy Educational Administration Quarterly Harvard Educational Review Teachers College Record

ORGANIZATIONS: Students of Educational Leadership should become familiar with the following organizations: American Association of School Administrators http://www.aasa.org Association for Supervision and Curriculum Development http://www.ascd.org National Association of Elementary, Middle, or Secondary School principals Council of Chief State School Officers (Interstate School Leaders Licensure Consortium, ISLLC, Standards) Independent Schools Association of the Central States

ASSESSMENT AND MEASUREMENT COURSE EXPECTATIONS, GRADING, AND ASSIGNMENTS ASSIGNED READINGS: You will be responsible for all assigned readings per the Course Calendar (which will be revised as necessary throughout the semester, depending on the class tempo, and updates will be provided in ANGEL or other electronic manner). Your critical engagement with the readings should be evident during class discussions/activities, on assignments, etc. Additional readings may be added as the course progresses, and all readings are posted on ANGEL.ATTENDANCE/PARTICIPATION + LATE WORK: Since this is an online class, attendance and participation points are earned by submitting

assignments on time and by communicating on a regular basis with course peers and the professor. All assignments are due on the dates indicated on the course calendar, and late work will not be accepted. In fact, you will be unable to submit assignments (in most cases) if you are even just one minute late. Discussion forums and drop boxes are scheduled to accept posts/assignments only until 11:59pm the day they are due. If you miss a deadline, it will count as a zero for the assignment. GRADING SCALE: 93-100: A 90-92: A87-89: B+ 83-86: B 80-82: B79-below: F

ED 502 ASSIGNMENTS: There are a variety of methods used to help candidates accomplish the above goals/objectives. The candidate will accomplish the goals and outcomes noted above through personal effort/initiative and through the following: o Reflective oral and written exercises, thought-pieces, papers & analyses o Class participation and group discussions o Collaborative exercises o Individual projects and exercises; consensus-building exercises o A variety of readings, case studies, and evaluations o Small group presentations to class members o Evaluation and discussion of classmates work o Observations and interviews; collecting stories (knowledge & histories)

KEY ASSESSMENTS Key Assessments Ohio Principal Standards 3.5, 5.4 ELCC Standards Ohio Teaching Standards 1.3, 1.4, 1.5 Ohio Standards of Professional Development 1.3

Intellectual Journey Blog

3.2c, 3.3a, 5.3a, 1.1a, 1.1b, 2.1a, 2.2b, 2.3b, 3.2c, 4.2a, 4.2c, 4.2d, 5.1a, 5.2a, 5.3a, 6.1f, 6.1g, 6.2a, 6.3a, 6.3c

INTELLECTUAL JOURNEY BLOG The personal, intellectual journey blog (or cognitive map) should summarize the major course and text themes/concepts about moral and ethical leadership in a format that elevates our dialogue. Blogs are not to be confused with a book report, but rather a representation of growing synthesis. The intent of

the blog is to capture your thoughts about several particular ideas, facts, or presented issues on a weekly basis. This intent should bring further discussion and summarization of concepts and theories in a form that will be useful on our intellectual journey. The blog should demonstrate your mastery of the course material and its application in your leadership positions in a thoughtful, clear and well written narrative. Blogs are to be updated weekly and used on a regular basis to journal your thoughts and reflections. They are similar to our weekly take-away, however, there will no longer be posed questions or prompts, and your intellectual journey will be publicly viewable to your peers.

DISCUSSION FORUM PARTICIPATION VIA VOICE THREAD: DUE PERIODICALLY (DATES STATED IN ONLINE WEEKLY LECTURES) Several discussion threads will be created that relate to readings and assignments. Participation points will be awarded based upon your ability to provide a substantive analysis of the material. This means going beyond just providing a synopsis; rather it means identifying the relevancy (i.e., pros and cons) of the material and what salient information was noteworthy in context of this class. A rubric for this type of synopsis will be included in ANGEL. Discussion Forum Participation Grading Rubric 60 total points (x 5)
Level 0 (No progress) O points Does not submit a post to the forum Level 1 (Insufficient) 1-9 points Does not submit at least one post early in the session and/or does not submit at least two responses to other learners during various times during the session Post(s) and responses show little evidence of knowledge and understanding of course content and applicability to professional practice. Level 2 (Emerging) 10-14 points Submits at least one thoughtful post early in the session and submits at least two responses to other learners during various times during the session Post(s) and responses show evidence of knowledge and understanding of course content and applicability to professional practice. Level 3 (Meets Expectations) 15-19 points Submits two or more thoughtful posts early in the session, and more than two responses to other learners at various times during the session Post(s) and responses show evidence of advanced knowledge and understanding of course content and applicability to professional practice. Level 4 (Exceeds Expectations) 20 points Submits two thoughtful posts early in the session, and more than two responses that elicit further discussion by others

Quantity and Timeliness

Demonstrates knowledge and understanding of content and applicability to professional practice

Does not submit a post to the forum

Post(s) and responses show evidence of advanced knowledge and understanding of course content and applicability to professional practice and include other resources that extend the learning of the group

Post Etiquette

Posts are not respectful to the online community

NA

NA

NA

Posts are respectful to all members of the online community

COURSE TECHNOLOGY, LEARNER INTERACTION & ENGAGEMENT PARTICIPATION AND DISCUSSION: Candidate participation in an online environment is documented by the communication and information exchange among the class participants. The substance, function, and nature of these communications (e.g., applicability, clarity, and perceptiveness) become indicators of a learner's growth. GUIDELINES FOR ONLINE CLASS DISCUSSIONS: o Share relevant resources o Make connections between practice and theory o Critically examine your own assumptions and the assumptions of others o Offer and explain your creative ideas and insights o Justify any assertions with evidence o Keep with the theme of the discussion and remain concise o Respect others, the diversity of their experiences and perspectives, and their opinions (even if they differ from your own) o Being direct and truthful in communication and taking credit only for work that you have done o Being accountable to your peers for your class participation and making a good faith effort to ensure that the class goes well. GUIDELINES FOR EMAIL CORRESPONDENCE: o One subject per message o Use descriptive headings o CC all group members when sending and responding to group emails o Attend to professional email etiquette o Be concise COHORT MODEL EXPECTATIONS: The cohort model of education presupposes that students will advance through the program as a group both receiving and lending their feedback and support to one another as well as learning from one another in a collegial manner. One of the first goals is to form a group with two other cohort members to serve as your critical friend network. Critical friends are interested parties that will provide helpful critique on work before it is submitted to the professor for a grade. These relationships will be instrumental in the development of scholarly work. Critical friend networks will change each semester so that all students will have the opportunity to work closely with all cohort members. REQUIRED COMPUTER APPLICATIONS: The following computer applications are required tools for the MAEL Program. Please purchase/download and install the following: Microsoft Office, including Word, PowerPoint, and Excel, latest version of Adobe Acrobat Reader, email, and a web browser. We will also be utilizing several Web

2.0 tools, therefore, it is necessary that you have a reliable connection to the internet. Therefore, students may need one or more of the following plug-ins: o Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html o Windows Media Player: http://www.microsoft.com/windows/windowsmedia/download/ Quicktime Player: http://www.apple.com/quicktime/download/ Real Player: http://forms.real.com/netzip/getrde601.html?h=207.188.7.150&f=windows/RealOnePl ayerV2Gold.exe&p=RealOne+Player&oem=di&tagtype=ie&type= Macromedia Flash Player: http://macromedia.com/shockwave/download/download.cgi?P1_Prod_Version=Shock waveFlash LEARNER SUPPORT & ACCESSIBILITY ACCESS: All assignment guidelines, announcements, readings, etc., will be available to you via ANGEL. Please check often for new information. ACADEMIC HONESTY: Please refer to the current University of Mount Union Catalogue. The University of Mount Union academic honesty policy applies to this class. CAVEAT EMPTOR: The professor observes the right to change/alter/completely disassemble this syllabus and the class schedule as necessary. PRIVACY AND CONFIDENTIALITY: One of the highlights of the MAEL program experience is that candidates often use real-world examples from their classrooms in class discussions and in their work. However, it is imperative that candidates not share information that is confidential, privileged, or proprietary in nature. Candidates must be mindful of any contracts they have agreed to with their schools, districts, or organizations. STUDENTS WITH DISABILITIES: Disability Support Services (DSS) coordinates services and accommodations for students with disabilities based on appropriate documentation, nature of disability, and academic need. In order to initiate services, students should meet with the Director of DSS at the start of the semester to discuss reasonable accommodation. If a student does not request accommodation or provide documentation, the faculty member is under no obligation to provide accommodations. You may contact the Director of DSS at 1-800-992-6682 ext. 7372 or through e-mail at saracuka@mountunion.edu. COMMUNICATION: Please feel free to talk with me during online office hours or by appointment anytime during the semester concerning your progress in class. I always prefer to hear about your concerns or difficulties before they become serious problems so we can work together to find a solution with time left in the semester to implement a plan. I care about you and your learning!

o o

Week of

Online Lecture Topics

Readings

1/14

Virtues and Challenges and their relationship to the field of education Truth, Beauty, and Goodness

Gardner Chapter 1 Gardner Chapter 2, 3, 4

1/21

1/28

Truth, Beauty, and Goodness

Gardner Chapter 5, 6

2/4

Utilitarianism/Libertarianism

Sendel Chapters 1, 2, & 3

2/11

Ethical/Philosophical Theorists Justice for the Common Good Multiple Ethical Paradigms

Sendel Chapters 5, 6, 7, & 8 Sendel Chapters 9 & 10 Shapiro & Stefkovich Chapters 1 &2

2/18

2/25

3/4

Traditional Curriculum v/s Hidden Curriculum Individual Rights v/s Community Standards

Shapiro & Stefkovich Chapter 4

3/18 Individual Rights v/s Community Standards Personal Codes v/s

Shapiro & Stefkovich Chapter 3 & 5

Professional Codes 3/25 Religion v/s Culture Shapiro & Stefkovich Chapter 7 4/1 Equality v/s Equity Shapiro & Stefkovich Chapter 8 4/8 Accessibility v/s Responsibility Privacy v/s Safety Shapiro & Stefkovich Chapter 9 Shapiro & Stefkovich Chapter 10 4/22 Ethics, Ourselves, and Pedagogy Shapiro & Stefkovich Chapter 11

4/15

The course syllabus is subject to change by the Professor at any time during the semester.