Joint Doctorate in Educational Leadership

California State University San Marcos

University of California, San Diego

EDLD 730 Leadership for the Future (4 quarter units)

EDLD 740 Culturally Proficient Leadership in the 21st Century (4 quarter units)

Fall 2011

Patricia Stall, Ph.D.,                                  Contact:                 pstall@csusm.edu

Delores Lindsey, Ph.D.,                                      Contact:              dlindsey@csusm.edu

Jeffery Heil, M.A.,                                              Contact:          jheil@csusm.edu

Mission of the College of Education at CSUSM:

The mission of the College of Education Community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practices.  We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research, and on-going service.  Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism, and shared governance.

Community Principles

As we strive to learn s a group, we will use the following foundational principles by which we relate to each other as a community, individual, co-worker, fellow student and instructor.

Each of us speaks from our own experiences.

Each of us is open to listening to hearing others.

Each of us creates a space where all voices are heard.

Each of us commits to having our thinking challenged.

Each of us respects everyone’s confidentiality.

Each of us may share our lessons, but not necessarily who or where it was said.

Each of us participates using a “value added” approach by expanding upon ideas, providing examples, and/or expressing a different perspective.

Students with Disabilities Requiring Reasonable Accommodations:

Students with disabilities who require reasonable accommodations must be approved for services by providing appropriate and recent documentation to the Office of Disable Student Services (DSS).  This office is located in Craven Hall 4300, and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909. Students authorized by DSS to receive reasonable accommodations should meet with Instructor during office hours in order to ensure confidentiality.

Catalog Course Description:

This course addresses interdisciplinary influences on leadership practice within learning organizations. Contributions from scholars in futures’ studies will be used to explore topics such as long-range planning, demographic trends, technology, and brain theory.

We will be divergent as well as convergent thinkers. While you are definitely focused on your dissertation during the same time you are taking this course, we want to continue to think globally and differently. Therefore, this course is meant to push our thinking into areas we may not have considered before (divergence) and then to reflect upon the implications for your working situation and for your dissertation (convergence.)

Course Objectives:

• To think, concomitantly, in the present and future
• To continue to develop as culturally proficient leaders
• To continually develop and ask questions that push our own and our colleagues’ thinking (in partial support of ISTE Standard 3. Excellence in Professional Practice)
• To develop ideas and strategies for navigating and forming education in the 21st century (in partial support of ISTE Standard 1. Visionary Leadership)
• To be a participant, who is actively learning, in the 21st century (in partial support of ISTE Standard 2.)
• To support your own dissertation research by providing different lenses through which to view your data, context, rationale, and recommendations.

Teaching/ Learning Philosophy:

Effective learning uses all modalities. As such, we will be teachers, students and mentors. We will use a variety of approaches including reading, reflection, discussion, simulation, and case study analysis. Each community member must be committed to active participation and to ensuring the engagement of all class members.

Required Reading:

A Whole New Mind (2005) by Daniel Pink.

Culturally Proficient Leadership (2009) (Paperback) by Raymond D. Terrell & Randall B. Lindsey  

Choose one required book from the following:

Disrupting Class  (2008) by Clayton M. Christensen (K-12)

The Innovative University (2011) by Clayton M. Christensen and Henry J. Eyring

Articles as posted and assigned on class blog

Attendance Policy of the School of Education:

Due to the dynamic and interactive nature of this course, you are expected to attend all classes and participate actively.  At a minimum, you must attend more than 80% of class time, or may not receive a passing grade for the course at the discretion of the Instructor. Should you have extenuating circumstances, contact the Instructor as soon as possible to make appropriate arrangements.

Plagiarism:

As an educator, it is expected that each student will do his/her own work, and contribute equally to group projects and processes.  Plagiarism or cheating is unacceptable under any circumstances.  If you are in doubt about whether your work is paraphrased or plagiarized see the Plagiarism Prevention for Students website http://library.csusm.edu/plagiarism/index.html.  If there are questions about academic honesty, please consult the University catalog.

Summative Assessment Rubric

A=Exceeds Expectations: The graduate student consistently performs and participates in an exemplary manner. Each assignment receives in-depth exploration and reflection based upon research, observations, rationale and personal implementation, when possible. All work is submitted in a professional manner using APA style when appropriate. Presentations are consistent with professional expectations, providing appropriate visual aids, appropriate handouts, and are well prepared. Professional and responsible behavior, including timely attendance and submission of assignments, are practiced in a consistent manner. Community Principles are evident in practice in consistent manner.

B=Adequately Meets Expectations: The graduate student meets outcomes expectations in a satisfactory manner. Each assignment is based upon research, observations, rationale and personal implementation, when possible. Generally, work is submitted in a professional manner using APA style when appropriate. Generally, presentations are consistent with professional expectations, providing appropriate visual aids, appropriate handouts, and are well prepared. Most of the time, professional and responsible behavior, including timely attendance and submission of assignments, are practiced in a consistent manner. Community Principles are usually evident in practice, with some inconsistencies.

C=Minimal Performance: The graduate student’s skills are weak and do not meet expectations. Each assignment is based upon opinion rather than research, theory, and best practices. Reflection is shallow and rationale is insufficient. Assignments are submitted without APA style, thorough proofreading and organization. The participant needs a great deal of guidance, is consistently late with work and has classroom attendance problems.

The following are expectations of every student:

• Active participation in class discussions/activities, both live and on-line.
• On time completion of all course requirements assignments.
• Demonstration of learning, thinking, stretching, listening, reflecting.
• A high level of scholarship is expected of all students; only graduate level quality work will be accepted.
• If you meet the above expectations at a level commensurate with graduate quality, you will receive a grade of “A”.
• All assignments must be completed and at a high level for an “A”.
• A grade of “B” is an honorable, acceptable grade in the program.
• Mastery of all work is encouraged and supported by edits and rewrites with permission of Instructor.
• Late work will result in loss of grade points; there are no make up assignments for missed classes.

Assignments:

An overview of assignments is provided here with detailed instructions and rubrics.  These assignments will be reviewed in session 1.

1.  Personal Learning Network:  Networking, managing information, and communicating in the 21st Century

Integral to your position as a future-thinking leader is your ability to navigate and manage information and influence people. Those people are your colleagues, staff, students, parents and politicians, all of who comprise the political arena where decisions involving education are made. We will develop class and individual blogs to share information and reflect on our thinking throughout the course. Additionally, you will create a personal learning network to enable you to connect with other leaders in your field, as well as use digital tools to manage information and find your leadership voice in a digital environment. 

Objectives of this assignment:

• To identify critical issues, directly related to your current position, for 21st century education.
• To manage information utilizing digital tools
• To engage with your colleagues through the use of digital tools and to find your leadership voice (blog)

• To produce symphony (Pink will be proud of you) of arguments to influence opinion.
• To make good use of your knowledge and future thinking to influence policy and take action for change.

Assessment of this assignment is based on the Summative Assessment Rubric 

2. Using the Cultural Proficiency Leadership Lens: Constructing your Cultural Autobiography

Cultural Proficiency is a worldview and a mindset for leadership that carries explicit values, language, and standards for effective cross-cultural interactions and professional educational practices. The book, Culturally Proficient Leadership takes you on a self-guided journey for developing your cultural autobiography. This autobiography becomes your leadership lens for examining your future socially responsible actions. As you experience ethical and moral tensions in your leadership practice, your cultural autobiography provides a foundation for your thinking, problem-solving, decision-making and other leadership actions.

Assignment: Read the book, Culturally Proficient Leadership and follow the self-guided journey of interviews and reflections that result in writing your autobiography. Our class discussions will focus on your reflections from the interviews, not the information from the interviews. The Instructor’s expectation is that you will complete the interviews in a timely manner so that you will be able to participate in the class and on-line (Blogs) discussions regarding your leadership perspective on equity issues in education.

Assessment of this assignment is based on the Summative Assessment Rubric