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 & Social Media Presence (20%)

• 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: Twitter will be used with the course hashtag #gse571 throughout the semester. The expectation is for students to send between 6 to 8 tweets a week on related course content. A self-evaluation rubric will be distributed during the first class. (10%)

2. "Become An Expert" Mini-Presentation (20%) OR 2 mini quizzes on readings (Quiz 1: wks. 1 to 3 & Quiz 2: wks. 4 to 6)

• Starting in class 3 students will have approx. 20- 30 minutes to explain/synthesize the weekly topic. Students may also create a short video.
• Suggested topics may be picked from the list. Topics are the choice of the students but based on weekly topic.
• Students can create their own pedagogical approach in how they show case the theory or practice.

3. PBL Project 1 (Synthesis activity 25% )

• Watch Fullan's webinar ON May 28 th. Video link is on the worksheet .
• Marvelling at the Results: Power, Roles, Relationships, and School Reform by William G. Cunningham case study will be completed in small groups of 5 to 7 students face to face on campus. You pick the location where you meet. The activity takes approximately 3 to 4 hours to complete on Thursday, May 30th. if you prepare before. THERE will be NO ZOOM session for this activity & I will be available for support through the MN chat feature ONLY. The students will be given the case study plus:
  • Learning Objectives
  • Guiding Questions
  • The Problem
  • Your challenge will be to develop a plan to solve the problem which includes changing the culture of the school through curriculum reform
• Use the resources provided on the syllabus to propose solutions. Do this on a Google Doc so it can be shared.

4. Weekly Reflection Journal OR Policy Research Project (35%):

Go to the bottom of this page for detailed rubrics

OPTION A: Personal Learning Journal (Mighty Networks)

• Journals 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 instructors and other students.
  • A total of 6 entries are required to meet this criterion. They are posted weekly and due before the start of the Tuesday class.

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

Students that pick the research paper option will be sent specific guidelines.

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

Rubric:

Rubric for facilitating online discussion: