Evaluation / Assessment

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. Class Participation with social media presence (10%) 

• • 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 discussion, group activities and class feedback.  (10%)

  • Please note: Bluesky and or LinkedIn will be used with the course hashtag #gse571 throughout the semester. The expectation is for students to send between 3 to 4 tweets  a week on related course content. A self-evaluation rubric will be distributed during the first class.   (10%)

2. Artifacts (5%)

• • Artifact #1: Select and bring in an artifact that represents who you are as a professional.

  • Artifact #2: Select and bring in an artifact that represents an effective school.

3.  Case Study (20 %)

• Mid-term (class 6) (10%)

  • Assignment details

• End of Term Analysis (10%)

  • Assignment Details ~ using Bolman and Deal four frame model

4. Weekly readings and annotations on Perusall (25 %)

• Over the course of the semester, students will highlight between 5  to 7 annotations with appropriate comments, questions, upvoting, etc for each reading.

• Questions/annotations will be evaluated based on two criteria: 

  • The relevance of the quote or summarized topic as it applies to the readings and/or other student comments/questions.

  • The creativity, importance, thoughtfulness, insightfulness and/or interesting perspective of the question.

5. Peer Teaching/Learning Presentation (15 %)

Overview

• In this class, you'll work in small groups (2  students) to lead class discussions on course readings. 

• Each week, one group will present, focusing on different aspects of the assigned material (article and video) to avoid overlap.

Group Formation and Scheduling

• Form groups of 2 - 3 students during the first class

• Each group will sign up for one presentation based on their topic preferences

• One different group will present each week (starting in week 5)

Presentation Format (20 plus 5- 10 minutes for video clip)

Your group will:

• Choose an article from the list of chapter resources --> that highlights a significant concept, challenging passage, or important theme from the week's theme

• Briefly introduce your chosen article/topic to the class. Do not put us to sleep by summarizing ~ this is a grad class

• Lead an interactive discussion using three prepared questions

• (Optional) Have the class re-read specific excerpts if focusing on particular passages

• Pick a video or video clip (no more than 5 or 6 minutes). Connect the clip to the week's main chapter reading

• PowerPoint or additional materials required should be not more than 4 to 6 slides (this includes one slide for the video, be sure to use APA format on the last slide to share resources

Group Responsibilities

Before Class:

• Read all assigned materials thoroughly

• Meet with your group to select your focus topic

• Prepare three discussion questions

• Coordinate with the other presenting group to ensure minimal content overlap

During Class:

• Present your chosen topic (15-20 minutes)

• Facilitate class discussion

• Ensure all group members participate meaningfully

After Class:

Submit a one-page summary including:

• Topic introduction

• Discussion questions used

• Description of each member's contributions

Submission

• Submit your summary through Moodle or myCourses assignments page

• Due: After your presentation class

Evaluation (10% per presentation plus 5% for one page summary)

6. Reflection Blogs (25%)

• 6 reflective blog posts (800+ words ~ 1 or 2 pages) on the class activities, weekly readings, group discussions, etc. 

  • Each post is due on the following Tuesday (after class 2, 4, 6, 8, 10, 12

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

  • Rubric —> 4.5 on 5, 4.25 on 5, 4 on 5, 3.75 on 5 —> 90, 85, 80, 75 // will be based by what you write about group/class discussion, specifically mention readings, general thoughts and any other observations on organizational theory.

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

The do's and don'ts of online discussion:

Rubric:

Rubric for facilitating online discussion: