Course website ~ Class blogs: https://bit.ly/GSE570f20blogs ~ Course hashtag: #gse570

Evaluation / Assessment / Assignments

Successful students in this course will:

• 1. Authentically engage in and contribute to the course content

  2. Develop their research skills to answer compelling and important questions about leadership issues

  3. Develop their skills to interpret research data/information from multiple perspectives

  4. Develop abilities to make compelling, clear, and concise arguments.

  5. Further develop their skills and habits of mind to engage in deep, critical reflection upon information, personal experiences as leaders, and class activities.

  6. Develop clear, thoughtful, and effective communication through discussion and writing.

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

1. Weekly Blog / Learning Journal (30 %)***:

• • • • Journal/blogs reinforce an active learning approach to leadership by giving you the opportunity to relate some of the theories/concepts covered in the course to your own experiences. You are to write about your observations/ insights-reflections about education leadership issues stimulated by the course (i.e. readings, activities, guest speakers, in-class discussions/activities).

      • Possible suggestions for these entries are:

        • • • • Summarize and critically reflect on one or more of the assigned readings;

              • Analyze your organization’s practices in light of the course concepts;

              • Reflect on how a concept reviewed in the course could be applied to address an issue that you are facing in your professional context; and,

              • Begin to articulate your philosophy about educational leadership issues, indicating how it is being influenced by the course. Additional suggestions will be offered in class by the instructor and other students.

              • Post questions on weekly article readings.

      • 12 reflective posts (900+ words) on the class activities, weekly readings, group discussions, etc.

      • Each post is due ideally on Wednesday night before our class meets on Thursday. In other words, they are posted weekly and due before the start of the next class.

      • On the weekly blogs you comment on group discussions, class readings, lectures, and most importantly ~ what you think (not what you think I want to hear)!

      • Your first blog (due Sept. 15 ~ at the latest) should include a short bio (who you are, what you do, your passions, why you are taking the course) and also comments on your Flipgrid experience as well as your thoughts on week 1 readings.

      • The personal learning journal entries may be reworked once in order to benefit from instructor feedback and improve the grade received provided that they were submitted on time.

2. Perusall Annotations: Weekly Readings(20%)

• • 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.

3. Class Participation & Social Media Presence (20% of final grade)

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

  • All students are expected to participate in class and breakout room discussions, group activities and class feedback. (10%)

  • Please note: Twitter will be used with the course hashtag #gse570 throughout the semester. The expectation is for students to send between 3 to 5 tweets a week on related course contest.

  • A self-evaluation rubric will be distributed during the first class. (10%) and will be posted on @Perusall.

4. Class Facilitation Session (30%)

• • Starting in week 4 students will have approx. 10 - 15 minutes to introduce the weekly topic and readings. Each group will have 4 students.

    • The presentation will be followed by a 15 -20 minutes breakout room activity designed to encourage small group discussion and debate. (presentation worth 20%)

      • Each group will have a timer, a recorder, a group leader, 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 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.

      • Everyone will have opportunity to expand and share their observations/reflections in the weekly learning journal.

      • Each presentation will also include a short artifact (graphic organizer or Adobe Page or mindmap or video). These artifacts will be showcased during class 11(worth 10%)

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

  • Students can create their own pedagogical approach (use PowerPoint at your own risk !) ~ make it engaging and interactive. The group decides who presents and who works on presentation artifact (due on November 19)

  • 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, etc etc.

  • Rubric will be shared with criteria for presentation:

  • 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 regarding: -->from LOW to HIGH

          • Clarity of presentation of chapter principles from --> 1 2 3 4 5

          • Description of the leadership concepts in each topic --> 1 2 3 4 5

          • Clarity of evidence to support principles --> 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?

Class Online Rubrics and Suggestions:

The do's and don'ts for posts on Perusall, Mighty Networks, and Twitter

Rubric for evaluating weekly posts

Rubric for evaluating online discussions (whole class and small group)

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