Evaluation / Assessment (Summer 2023 two week condensed 2 week course):

To demonstrate engagement and growth in the skills, knowledge, and abilities developed in this class students will be evaluated on the following assignments:

1. Perusall readings & annotations (25 %):

• • Over the course of the semester, students will post, read and comment on the readings. 

  • Asking questions and helping each other on Perusall will also lead to better results, therefore strongly recommended.

  • The rubric will be explained in detail during the first class and is posted on @Perusall.

  • Twitter Bingo ~ to be done in class with a partner (5 %)

2. Small group discussion and participation (self-evaluation) (20 %):

1. • Discuss and review each of the assigned readings and provide feedback to the group with local content examples

   • Self-evaluation rubric to be completed at the end of the course

   • Vignettes (throughout the semester) / case study exercises (July 7) will count for up to 10 marks ~ we'll discuss the first class

3. Group Presentation of a local leadership issue to the class (25 %):

1. •  Length 20 - 25 minutes max. ( Use Pear Deck add-in for Google Slides ~ since we are online) make it interactive, engage us !

   • Identification of leadership issue / challenge

     • introduction, background, rationale for choice

     • description of local examples, and ineffective practices etc

     • relationship, comparison and connection to Fullan's 3 keys and other current research discussed in class;

     • how will the keys help you solve your issue; be specific and give timeline to implement and succeed

     • Q&A session 5-10 minute max

     • Class gets copy of your Pear Deck presentation

4. Reflective Journal (30 %):

1. • Part 1: Spirit Work and  Humanity (10 marks)

     • due end of the first week---> July 10

     • Document briefly Fullan's ideas around spirit work, using the group discussion and your personal thoughts; what were 3 or 4 elements of Fullan's ideas in this chapter and how will it help you solve your leadership issue

     • Submit a 2 page PDF reflective journal; double spaced, font Calibri, size 12 in myCourses

   • Part 2: Contextual Literacy  (10 marks)

     • due end of the second week --> July 17

     • Document briefly Fullan's ideas around contextual literacy, using the group discussion and your personal thoughts;  what were 3 or 4 elements of Fullan's ideas in this chapter and how will it help you solve your leadership issue

     • Submit a 2 page PDF reflective journal; double spaced, font Calibri, size 12 in myCourses

   • Part 3: Systemness in action  (10 marks)

     • due one week after the course is over --> July 24

     • Document briefly Fullan's ideas around systemness, using the group discussion and your personal thoughts;  what were 3 or 4 elements of Fullan's ideas in this chapter and how will it help you solve your leadership issue

     • Submit a 2 page PDF reflective journal; double spaced, font Calibri, size 12 in myCourses

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REGULAR  EVALUATION SCHEME ---for the 13 WEEK COURSE OFFERED DURING THE FALL/WINTER SEMESTERS:

Course Requirements/Assignments (regular thirteen week ~ fall/winter semester):

• Perusall readings & annotations (25 marks)

• Collaborative Work (30 marks):

  • small gr. discussion (15 marks)

  • Twitter (5 marks)

  • Mid-term case -study (10 marks)

    • class 6 ~ asynchronous  ~ pick 2

• Presentation/workshop on the assigned leadership issue (30 marks)

• Final mini-reflection (15 marks)

• This mark breakdown will be adjusted/changed depending on the student's background and expertise.

1. Perusall Annotations and weekly readings (25%) 

• • Over the course of the semester, students will post, read and comment on the readings. 

  • Asking questions and helping each other on Perusall will also lead to better results, therefore strongly recommended.

  • The rubric will be explained in detail during the first class and is posted on @Perusall.

2.  Collaborative Work (30% ) 

• • The quality of the learning experience in this class is largely determined by the engagement of the students. 

  • All students are expected to lead (once) and participate in small/large group discussions (weekly).  (15%)

    • • Each group will have a timer, a recorder, a group leader, and a reporter. The roles are rotated weekly and each student must do each of the 4 roles at least once.

      • The recorder will create a Google doc to summarize the main points in the discussion. This will be shared with the small group and Sam.

      • The reporter in each class summarizes group activity to the whole class. 5 minutes per group max

  • Please note: Twitter (?) or replacement will be used with the course hashtag #edem606 throughout the semester. The expectation is for students to send between 3 to 5 tweets/toots a week on related course content.  A self-evaluation rubric will be distributed during the first class. (5%)

  • Case study: assigned during asynchronous class (Feb. 12) 3 case studies will be given. Students pick 2 and solve them. Full details will be given in class. (10 %)

4. Class Facilitation Session (30%)

 The Scenario: Your principal has asked you and several colleagues to come up with a one-hour presentation topic at the next staff meeting. The topic is on ____________________________  She/He said to make it relatable, interactive, fun, and practical.  She/He wants awareness on the issue as well as transforming practice.

• • Starting in week 5 students will have approx. 20 - 25  minutes to introduce the educational leadership issue. Each group will have 4  to 6 students (depending on class size).

    • The presentation will be followed by a 20 - 25 minute activity designed to encourage class discussion and debate. (presentation worth 20%).  Be prepared to answer questions for 15 to 20 minutes at the end of the presentation

      • Each presentation will also include a short artifact (graphic organizer or Adobe Page or mindmap or video). These artifacts will be showcased towards the end of the course (worth 10%)

  • Students decide on the presentation topic. This will be discussed in the first class with topics being picked during the second class.

  • Students can create their own pedagogical approach ~ please make it engaging and interactive. The group decides who presents and who works on the presentation artifact (by class 4: Jan. 26)

  • Suggested ideas are case studies; bringing in guest speakers; presenting a video and leading discussion; role-plays based on a salient issue in education leadership, or an arts-based or creative project relevant to a leadership issue; using Pear Deck add-in or Adobe Web Page feature

  • The rubric will be shared with the criteria for the presentation:

  • The class will give feedback immediately following the presentation using the following Google Form:

    • • Google Form ~Feedback on Chapter Team Presentations—

        • • Rate the effectiveness of the presentation: -->from LOW to HIGH

          • Clarity of presentation on the leadership issue chosen   --> 1 2 3 4 5

          • Description of the leadership issue (overview & synthesis ) --> 1 2 3 4 5

          • Effective of presentation activities   --> 1 2 3 4 5

          • Effectiveness of examples 1 2 3 4 5

          • Quality of comprehension questions asked 1 2 3 4 5

          • Overall, rate the quality of the presentation -- > Incomplete Poor Adequate Good Excellent

          • What revisions, if any, do you recommend for the team?

5. Final mini-reflection (15%)

• Details to follow after class 1 and  they will be posted here:

Students will receive constructive feedback on assignments over the course of the semester via email, blog comments, and text messages.

DISE Graduate Grading Scheme

A (exceptional): Expectations of the assignment have been surpassed and demonstrate creativity and originality. Work shows in-depth understanding and critical awareness of links between the individual assignment and other class readings and activities, in line with the goals and major themes of the course itself and goes beyond the course content and material. Language and format of the work are exceedingly well-structured, eloquent and error free. 

A- (very good): Understandings and insights in the work are apparent, and there is evidence of critical engagement with the subject matter. Expectations are met, and some are surpassed. The language and format of the work are very well-structured and error free. 

B+ (good): Expectations of the assignment have been met. Understandings and insights are apparent, and there is some evidence of critical engagement.. The language and format of the work are well structured but may contain a few errors. 

B (acceptable): Basic expectations of the assignment have been mostly met. Understandings, insights and evidence of critical engagement are somewhat apparent. The organization and structure of the work lack consistency and the work contains more than a few language errors. 

B- (adequate): Some expectations of the assignment have been met. Work lacks organizational structure, logical coherence and clarity with frequent language errors. 

F (Fail) (inadequate): Does not meet expectations. 

J (unexcused absence, fail): the student is registered for a course but does not write the final examination or do other required work; calculated as a failure in the TGPA and CGPA

K (incomplete): deadline extended for submission of work in a course (K contract must be submitted, signed by student and instructor).