This course examines current curriculum designs and teaching/learning models and the leadership processes of assessing, developing, implementing and revising instructional programs to improve student learning.  Students will learn how to effectively establish and maintain optimal learning environments conducive to student success.  Students will develop skills necessary for understanding skills and dispositions required for effective communication as school leaders. 

• Knight, Jim. (2009). Coaching: Approaches & perspectives. Thousand Oaks, CA: Corwin Press. ISBN-13: 978-1412969253 / ISBN-10: 1412969255

By the end of this course, you will be able to:

1. Demonstrate the leadership qualities needed to produce effective classroom instruction.
2. Analyze data and create an action plan within the context of PLCs to improve student learning.

Course Assessment Table

Assignment Outline

Key Assignment:

• Self-evaluation
• Instructional Coaching vs. Professional Development
• From Topic to Question
• Evidence Collection & Analysis
• Student Learning Objective

Discussion:

• UELS Self-evaluation
• Small group video conversation
• What is Leadership?
• From Topic to Question

Note: use of artificial intelligence in discussions may be a violation of the SUU academic integrity policy. See note on artificial intelligence below.

Summary Quiz:

Module 1

Module 2

Module 3

Module 4

Grading Standards

The following grading standards will be used in this class:

Grade Weighting

Instructor's Response Time & Feedback

Online classes provide unique challenges for interaction. For messages sent to me, I will respond in the specified amount of time. Feedback is an important part of learning please look for feedback on your assignments that I provided in the specified amount of time, to find feedback look at this tutorial 

How do I view assignment comments from my Instructor? (Links to an external site.)

How do I view annotation feedback comments from my instructor?

Set up your notifications to have grades and assignments "pushed" to you (e.g., email or text msg).

It is my goal to:

• Respond to student messages within 1 business days
• Provide grades and feedback within 1 - 3 days from the due date

Late work policy: You have full flexibility to complete and submit work according to your schedule while a module is open.  Assignment due dates are guidelines to help keep you on track for success in the course, but once a module closes, no further work can be submitted.

Late_Policy: Assignments, discussions and quizzes have due dates, but students have full flexibility to complete them according to their own schedules until the module “closes.” Once a module closes, no further work may be submitted.

Late Policy: You have full flexibility to work at your own pace while a module is open. However, once a module closes, no further work may be submitted for that module. No make up work will be accepted without prior arrangement due to extenuating circumstances. Extra-credit is not offered.

What you can expect from me:

• Organized, meaningful coursework
• Engaging and thought-provoking content
• Submitted work returned within 4 working days
• Personal attention and support as you formulate your research ideas

What I expect from you:

• Meaningful Participation—Discussions, collaborative work, Assignments, and EfUs are opportunities to consolidate and apply course topics and principles. Sporadic participation means fewer opportunities to ask questions, check your understanding, and to benefit from each other’s experiences and insights. If you need it, a rubric for “course participation” is attached at the end of this Syllabus.

• Respectful electronic etiquette.
• Your success in this course and the graduate program is extremely important to us. If you feel that you are not set up for success. Please let us know. Contact your instructor first, but if that fails, please contact the graduate office, the department chair or even the dean.

Artificial Intelligence

Note on artificial intelligence:

• Proceed cautiously with the use of artificial intelligence. Please first see SUU Academic Integrity Policy 6.33. Passing off any writing that is not your own may be considered a violation of this policy.
• For any written assignment, I recommend first completing your work in Google Drive. That way the drafts will be easily identifiable that the original words were yours which will reduce suspicion or concern about the use of artificial intelligence. You want the evolution of your paper to be clear so that it is obvious that the content and thinking are clearly yours. If a paper emerges out of nowhere in final draft form it will be flagged as potential plagiarism or A.I. generated. Your thinking and writing evolution should be clear from beginning to end. Your voice matters.
• Artificial Intelligence (e.g., ChatGPT, Grammarly) can be a real help. But it should never supplant your own thinking or words. Use it like a consultant or advisor. Pretend you're discussing your concerns or questions with me or the Writing Center. We would give you insight and advice that you then consider and put into your own words in a way that reflects your understanding, thinking and expression. Do not defer to A.I. generated information or text assuming that it is good or better than your own. No one in this program wants to read what the robots wrote. 
• Do not copy/paste anything from A.I. into your document(s). Just like you wouldn't copy/paste notes from the Writing Center or from your instructor into your doc, neither should you do that from any A.I. generated text.
• We regularly screen documents for A.I. generated material. If it appears that your document has been plagiarized from A.I. sources, you may be referred to the Dean of Students for violation of SUU Academic Integrity Policy 6.33.
• When in doubt, ask your instructor.

Mental Health and Wellbeing

School is stressful and graduate school even more so. You likely have multiple roles you serve in, and sometimes it can be too much. I care about your wellbeing. If things are not less than ideal and you find yourself struggling in a way that is concerning to you, please let me know. Maybe I can help.

Also, SUU maintains various mental help resources too. Check them out here. 

SUU Campus Resources and Services

SUU has several resources and services available to support you during your time here at SUU, please review this list of SUU Campus Resources and Services (Links to an external site.)Links to an external site. and the Student Code of Conduct. For more information on Canvas and other technologies, and their statements on Accessibility and Privacy statements please review our Vendor Resources page.

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

• For Passwords or any other computer-related technical support:
  • 435-865-8200
  • support@suu.edu
  • IT Service Desk
• For Canvas help:
  • 435-865-8555
  • canvas@suu.edu
  • Canvas Help Center
  • How to Use Canvas

Financial Security Statement

Finances are an integral part of maintaining your wellbeing. If you are struggling financially or wish to know more about budgeting, please visit the Financial Wellness Center in room 201C in the Sharwan Smith Center, contact Ashleigh Zimmerman at (435) 865-8436, or text the Financial Wellness line at 435-708-1952.