Faculty of Education Graduate Studies Program

Faculty of Education
Graduate Studies Program
01.755 (NET) Leadership in Educational Institutions

Regular Session 2016-2017 Term 2
Instructor Name: Dr. Jacqueline Kirk, but call me “Jackie”

Office #: 206
Telephone: 204-571-8576 (office) 204-730-0164 (cell)
Email: [email protected]
Course Description:
This course is designed to introduce graduate students to the study of educational leadership.
The following principles have been utilized in the development of this course:
1. Leadership has been widely researched and widely documented. It is my goal to

introduce students to as many aspects, and perspectives of educational leadership
as possible.
2. Individuals within the class will have specific interest areas within the broader context
of educational leadership. Therefore, the course components have been organized
to honour the interests of individual participants.
3. Understanding a variety of perspectives enables learners to understand each topic
more deeply. Therefore, a strong emphasis has been placed on participant
interaction to enable each of us to learn from each other.
Course Objectives:
Students will:
 Utilize their personal experiences to conceptualize, analyze, and connect with the
theoretical perspectives expressed in the literature.
 Share their personal opinions openly within the classroom community in recognition
that learning is enhanced with the consideration of many, sometimes incongruent,
perspectives.
 Develop an understanding of the spectrum of leadership theories and an
understanding of their own perspectives of leadership.
 Synthesize theory and practice in both written and oral communications.
 Document growth and development in their personal leadership knowledge and
ability.
 Focus on refining the quality of writing in the area of Leadership and Ed. Admin.
Required Texts & References:
There are no texts required for this course.
Course Assignments (APA version 6.0 required):
Assignments
Research Paper: 50%
Thematic Analysis (due February 9th, 2017) 10%
Framework (due February 16th, 2017) 10%
Thesis Statement and outline (due February 23rd, 2017) 5%
Peer feedback (due March 20th-March 30th) 5%
Final Draft (due April 6th, 2017) 20%
Revised frameworks 15%
Book Review (due March 9th-March 23rd, 2017) 15%
Personal Growth Account (due in class April 6th) 20%
Total 100%
*Please note: All marks will be recorded in letter grades and the final weighted mark will be the median.
Research Paper (50% - see rubric for criteria)

The research paper on a topic of your choice should be 7-10 pages in length and must include
at least 8 research articles plus other supportive resources (such as links, local documents,
non-academic articles) in the reference list. APA format (6th Edition) MUST be utilized.
Thematic Analysis You need to read and summarize 5 (of 8 required) or more
research articles about your topic. From your summaries of
the articles, you need to create a thematic analysis. What
are the main points about your topic? Which of the articles
support each of those points?
Theoretical Framework Within the research paper, you must declare a theoretical
framework from which you will consider the topic. You need
to have a diagram and 1-3 paragraphs of explanation that
includes at least 3 (of 8 required) reference sources for
support.
Outline The research paper development will begin with an outline

(just a skeleton) and your thesis statement. Both elements
could change as your paper develops.
Feedback Throughout the semester you will work with a partner to

provide feedback for each other about your papers. Use the
rubric to help your partner pay attention to the criteria that I
have laid out in the rubric.
Group Discussion First, we will work with your papers throughout the semester.
Finally, when your paper is complete small groups of your
peers will all read each others’ papers and meet to discuss,
review, and critique.
Revised Frameworks (15%)
You will be required to revise your conceptual framework diagram each week to
illustrate your understanding of how viewing your topic through a particular leadership
theory would change your perspective of your topic. This assignment will be shared with
the group in class each week, revised if you wish, and then submitted via a Google slide
presentation that you share with me. Please include a short reflection that explains how
your diagram captures the theory of the week. Originally, it can be completed as a
drawing done with markers, or pencil crayons. The only criterion is that it reflects the
leadership theory that is featured in that week’s lesson. The first one will be due
following the first leadership theory in class.
Book Review/Presentation (15% - see rubric for criteria)

The book review will be done presentation style. You will have 3 minutes to present and 2
minutes for questions. You MUST have a visual component (PowerPoint, etc.) that includes only
original pictures. The amount of text on each slide should be restricted – a quotation from the
book is ok but not more than 40 words, your reflections are also ok but keep them brief, do
include reference information. The main part of the review should be done through speech. The
slides should add a visual component to your presentation and not be a medium through which
you revert back to written language. Your presentation should be engaging and we would even
welcome entertaining! Peer feedback will be provided.
Personal Growth Statement (20% see rubric for criteria)

Take some time and reflect on the semester. What have you learned about leadership? How
have you put it into action in your own life? How have you changed because of your interactions
within this course? Have your perspectives and understandings of leadership changed? Growth
should always be your goal. Go out on a limb with this one. Rather than asking you to write a
reflective journal, I am asking you submit your work in a more creative way that shows how you
have met the course objectives and put them into action in your life – video, animation, RSA,
drama, spoken word, slam poetry, visual arts, and the list could go on indefinitely. Use your
imagination.
Course Grade Evaluation:

-Assignments & Due dates (optional):
-Minimum grade requirement for graduate program: B
-Grade Equivalencies: A+ 96-100 B- 70-74
A 90-95 C+ 65-69
A- 85-89 C 60-64
B+ 80-84 D 50-59
B 75-79 F Under 50%
Academic dishonesty will cancel out all the calculations above and result in a
final grade of F-AD (Fail-Academic Dishonesty)
(refer to the Graduate Calendar, section 3.9: Academic Dishonesty and Misconduct)
Instructor / Course Evaluation:

The anonymous course evaluations will be completed online. All students are expected
to complete the evaluation. Dates of the evaluation will be communicated by the
instructor through the Graduate Studies Office.
Statement on Accommodation
Brandon University values diversity and inclusion, recognizing disability as an aspect of
diversity. Our shared goal is to create learning environments that are accessible,
equitable, and inclusive for all students. The Student Accessibility Services (SAS) office
works with students who have permanent, chronic, or temporary disabilities. SAS will
provide and/or arrange for reasonable accommodations. If you have, or think you may
have, a disability (e.g. mental health, attentional, learning, vision, hearing, physical,
medical, or temporary), you are invited to contact Student Accessibility Services to
arrange a confidential discussion at (204) 727-9759 or email
[email protected]. If you are registered with SAS and have a letter
requesting accommodations, you are encouraged to contact the instructor early in the
term to discuss the accommodations outlined in your letter. Additional information is
available at the Student Accessibility Services website.
Attendance at Lectures and Practical Work:

(refer to the Graduate Calendar, section 3.7.1)
1. All students are expected to be regular in their attendance at lectures and labs.
While attendance per se will not be considered in assessing the final grade, it
should be noted that in some courses participation in class activities may be
required.
2. For limited enrolment courses, students who are registered but do not attend the
first three classes or notify the instructor that they intend to attend, may have
their registration cancelled in favour of someone else wishing to register for the
course.
3. Students who are unable to attend a scheduled instruction period because of

illness, disability, or domestic affliction should inform the instructor concerned as
soon as possible.
4. Instructors may excuse absences for good and sufficient reasons.

Faculty of Education Graduate Studies Program

Uploaded by

Copyright:

Available Formats

Faculty of Education Graduate Studies Program

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Faculty of Education Graduate Studies Program

Uploaded by

Copyright:

Available Formats

Faculty of Education

Graduate Studies Program

01.755 (NET) Leadership in Educational Institutions

Instructor Name: Dr. Jacqueline Kirk, but call me “Jackie”

1. Leadership has been widely researched and widely documented. It is my goal to

Course Assignments (APA version 6.0 required):

Research Paper (50% - see rubric for criteria)

Outline The research paper development will begin with an outline

Feedback Throughout the semester you will work with a partner to

Book Review/Presentation (15% - see rubric for criteria)

Personal Growth Statement (20% see rubric for criteria)

Course Grade Evaluation:

Instructor / Course Evaluation:

Attendance at Lectures and Practical Work:

3. Students who are unable to attend a scheduled instruction period because of

4. Instructors may excuse absences for good and sufficient reasons.

You might also like