EDL650 : Syllabus

NORTHERN ARIZONA UNIVERSITY
SYLLABUS
EDL 650 - CRITICAL ISSUES IN EDUCATIONAL LEADERSHIP

GENERAL INFORMATION

Semester: Pre-session 2002, Web Course
Credit: 3 Graduate Hours
Professor: Dr. Gary E. Martin
Phone/Fax/Email: (928) 728-4624 / (928) 728-9524 / Gary.Martin@nau.edu

COURSE PREREQUISITES

Admission to the Master's, Certification or Doctoral program or permission from the professor, and EDL 600.

COURSE DESCRIPTION

Overview of critical issues in educational leadership. Current issues include: vouchers, gender, equity in school finance, reading, integration, affirmative action, critical thinking, multicultural education, national curriculum, values, business, testing, teacher empowerment, mainstreaming, academic freedom, unions, private schooling, and school violence.

COURSE OBJECTIVES

1. Be knowledgeable of the influences of past reform movements in the U.S.
2. Be knowledgeable of the current issues facing education in the U.S. today;
3. Learn to use a model for analyzing and resolving issues;
4. Better understand self and how beliefs affect leadership style;
5. Learn to face opposition in a safe learning environment;
6. Develop a personal statement of beliefs and be able to support these beliefs in light of opposing viewpoints. Support and understanding of opposing viewpoints should include perspectives from current research and be included in the student's professional portfolio;
7. Relate current state and national issues to the local public school systems;
8. Utilize knowledge and skills gained from study and class to resolve a current issue in a local school or other related organization.
   

COURSE STRUCTURE*

The format of the Web course will be primarily study and self-reflection, debate and discussion in the VCC, interviews, and a local project. Students will focus on the understanding and resolution of the various issues. Projects will be completed by each student utilizing skills and knowledge gained from the resolution of issues presented in the course.

* Be sure to check your "dana" email account for additional information provided by the instructor.

REQUIRED TEXT

Nelson, J. L., Palonsky, S. B. and Carlson, K. (2000). Critical Issues in Education, 4th Ed., McGraw-Hill Publishing.

RECOMMENDED OPTIONAL MATERIALS

Current professional publications in education addressing the issues presented and data from local sources will be used in conjunction with text and course information.

COURSE ASSIGNMENTS

The course has been divided in a series of modules, each of which will focus on one of the issues for the course. Detailed instructions on how to define, discuss, and debate these issues is given within each module. Throughout the course you will be asked to complete the following assignments:

Email, Search Engines, Definitions, and Outline: These assignments are described within Module 1: Introduction to the Course.

Group Issue Resolution: The instructor will assign you to specific issue focus groups. As a group, you will define the issue, list the pros and cons of the issue, and devise a resolution. Detailed instructions for this activity will be provided in each module. The issues will be posted in the Virtual Conference Center (VCC).

Reactions and Vote on Group Resolutions. All students will react and vote on the first and second postings of the resolutions provided by a focus group for each issue. There will be a module for each issue listed below and detailed instructions will be provided in the modules.

Calendar of Issues

For the second and third week, we will use the following days of the week and times:

May 13 - 18: Vouchers Ch 2, pp. 65 - 89 and Finance Ch 3, pp. 92 -113

May 20-25:
Integration - (Ch 4, pp. 117-140)
Gender - (Ch 5, pp. 141-165)
Aff, Action - (Ch 6, pp. 167-189)
Critical Think - (Ch 7, pp. 213-232)
Reading - (Ch 8, pp. 235 - 251)
Multicultural - (Ch 9, pp. 253 - 270)
US Curr, - (Ch 10, pp. 273-291)
Values - (Ch 11, 294-313)

May 27-June 1:
Business - (Ch 12, 315-330)
Testing - (Ch 13, 332-348)
Empowerment -(Ch 14, 369-379)
Acad. Freedom - (Ch 15, 381-400)
Teacher Unions - (Ch 16, 402-414)
Mainstreaming - (Ch 17, 416-440)
School Violence - (Ch 18, 443-460)
Privatization - (Ch 19, 462-484)

Personal Belief Statements: In addition to participating in a group discussion/debate on each issue, you are required to write a personal belief statement for each issue that you will email to the instructor. Belief statements MUST include a brief definition of the issue, major pros and cons, and your belief for a RESOLUTION to the issue, i.e., addresses the major goals and concerns. Personal belief statements should be turned in all at one time. You may send one to the instructor earlier to see if you have met the requirements.

Individual Local Research Project:
Each student will undertake an individual research project. The project paper must include:

1. A definition of the local issue
2. A list of all pros and cons of the local issue gathered from interviewing personnel and noting numbers supporting and not supporting the current practice. (You must find at least 2 - 3 persons on each side of the issue)
3. A brief narrative describing the process used and time spent
4. A final poll of support or non-support for your resolution
5. A reflection on your thinking as opposed to those on either side of the issue

Students should utilize resolution skills learned in class to provide a resolution to the local issue. Papers must display a thorough knowledge of the sides of the issue and how the resolution met the goals and addressed all concerns. Papers should display graduate level writing and work. Project papers are due on June 8.

EVALUATION DESIGN / TIMELINES

E-mail Gary Martin at Gary.Martin@nau.edu
or call (602) 728-4624

Copyright 2002 Northern Arizona University
ALL RIGHTS RESERVED