Course Syllabus

Note: Individual Instructors complete the asterisked (*) components of the syllabus. ALL other components will be prescribed by University College, the Department Chair, or Course Custodian and must be included on each instructor’s syllabus as provided.

x NEW (CAC Approval Date): 4/20/06

UPDATED (Date): 7/13/07

*TERM (Spring I) / YEAR (2008) / CAMPUS LOCATION (Santa Maria)

COURSE NUMBER, TITLE and CREDITS

EDAU 678 Leadership for Diversity, Equity and Community 3 credits

*INSTRUCTOR NAME AND CONTACT INFORMATION
David R. Preston, Ph.D.
voice : 805-709-0120
e-mail: dpreston.learning@gmail.com
office hours / or out of class time contact information (BY APPT.)

CUC COURSE CUSTODIAN

Michael Stuckhardt, Ed.D.
stuckhar@chapman.edu

BULLETIN COURSE DESCRIPTION

Candidates will examine issues related to equity, diversity and their implications for educational settings. Personal and community biases will be scrutinized regarding: race, gender, socio-economic status, culture, sexual orientation, religion, second language learners and persons with special needs . Through coursework, group work, and situational case studies candidates will be challenged to examine their attitudes toward these critical issues and to become sensitive and proactively responsive to them. Candidates will learn of the leadership capacities needed to ensure access, academic and social equity for all members of the extended school community.

PREREQUISITES

None

RESTRICTIONS

None

ESSENTIAL EQUIPMENT AND FACILITIES

Word, EXCEL and Site/District Data Systems

COURSE LEARNING OBJECTIVES
This is a required Course for the Preliminary Administrative Services Credential. The course content is aligned with the California Professional Standards for Educational Leaders (CPSEL) and the Standards of Quality and Effectiveness from the California Commission on Teacher Credentialing (C.C.T.C).



By the end of the course the candidate should be able to . . .
1. Examine and self assess their own stated and implied assumptions, attitudes and expectations regarding race, gender, class, sexual orientation, ability, age, culture, language and religion. Help others to identify, examine and self assess the same qualities, so that school policies, curriculum and relationships support a fair environment within the extended school community. (CCTC) 4 a, 4e, 4f, 5a, 5b, 6d6

2. Develop the concept of moral, transformational leadership and begin to apply its theoretical principles in praxis. Understand how to lead a site in creating the conditions and supervise practices that lead to high expectations and achievement for all students. This knowledge includes a collaborative approach to insuring an appropriate learning context that meets the needs for each child in the classroom as well as extracurricular and co-curricular activities. (CCTC) 4a, 4b, 4e, 4g, 6e1, 6e4, 6f3, 10e

3. Recognize the underrepresented groups of the extended school community and the historical and philosophical forces that have led to inequities, to critically analyze current conditions and to work to redress the situations that limit: respect, voice, access and opportunities to fully participate and succeed as learners/citizens in the school community. (CCTC) 4c, 4d, 5b

4. Conduct inquiry, become knowledgeable and have direct experience in working with at least one of the aforementioned groups found in California schools. This expertise includes knowledge of their history and characteristics as well as the ability to discern the historical and philosophical forces that have given rise to institutional practices, policies, laws and allocation of resources that have negatively impacted that group in schools. To understand the need for transformational leadership and systems change which make equity, diversity and access central to institutional policies and practices. (CCTC) 4b, 4c, 4d, 4h, 6d1, 6d5, 6d6, 10f

5. Understand that we change ourselves, not others. As leaders, to use the course tools to facilitate group communication and change processes that foster academic and social success based up democratic principles of equity, access, citizenship and community. (CCTC) 4e, 4f, 5g, 6d5, 6d6

6. Understand that public education needs a multi level and multipurpose system to assess whether it is meeting its
own stated purposes. If a purpose of education is to sustain a democratic society, then to be publicly accountable, assessment must include:
• the degree that there is an open, safe and welcoming environment across differences for the direct experiences of learning and living together as citizens.
• The degree that the stakeholders of the extended school community participate in educational partnerships, and contribute to building a just and fair school community with access to quality, meaningful curriculum, programs, pedagogy and discipline for all participants.
(CCTC) 4b, 4d, 4h, 5c, 5d, 6d5,6d6, 6f3, 10f
7. Reflect deeply and communicate effectively a vision, rationale and commitment to principles of affirming diversity, seeking equity and cultivating social justice for all members of the extended school community in a democratic society. (CCTC) 4a, 4c, 4e, 4f, 5a, 5b, 5e, 5g, 11f, 11i

8. Improve the learning of all students and subgroups of students based on the utilization of multiple assessment measures to evaluate student learning. (CCTC) 11c

MAJOR STUDY UNITS
1. Examining Personal Assumptions and Building Theoretical Concepts
Reading and Discussing
Adult Learning Theories, Critical Theories and Pedagogy, Moral Leadership, Transformational Leadership
Constructing Cultural Autobiographies and Cross Cultural Interviews and
Observation, Participation and Reflection on Panel Discussion

2. Identifying Underrepresented Groups and Learning About Historical and Philosophical Movements towards Equity through readings, discussions and written reflections
Race, gender, class, sexual orientation, ability, age, culture, language and religion.


3. Facilitating Connectedness and Civil Engagement between school and community
Working with parents, families and local community members
Working with community groups, (civic, business, corporate and social agencies)
Working with policy, law and finance at multiple levels
Understanding the aspirations and goals of each group through facilitation
Understanding fairness and respect as central to schooling in a democratic society
Taking action to build fair communities across differences through facilitation

4. Facilitating Connectedness and Civil Engagement among the school constituencies
Governance: Roles, Rules, Norms, Structures, Procedures and Processes
Curriculum: Core Curriculum, Pedagogy, Discipline
Programs: Co Curricular, Extracurricular, Externships, Partnerships
Staffing: Hiring, Supervision, Evaluation, Dismissal
Understanding the aspirations and goals of each stakeholder group
Understanding fairness and respect as central to schooling in a democratic society.
Taking action to build fair communities across differences.

5. Facing Challenges and Overcoming Barriers to meaningful, equitable change
Magical, naïve and transformational problem-posing- P. Freire
Roles of perpetrator, bystander and citizen.
Collection and distribution of resources
Law, policy, regulation and norms
Ethical Dilemmas-Case Studies

6. Using the following strategic tools for implementation and assessment
Cultural Proficiency: Strategic Planning, Leading the Conversations
Listening Across Differences, Discourse and Silence
School/Community Diversity Panel/Task Force
Equity Audits, Community Forum
Culture of Inquiry, Collaborative Social Action Projects
Inclusive Vision for Learning, Assessment and Accountability

7. Integrating commitment and passion for fairness and justice into your leadership profile and personal identity.


*INSTRUCTIONAL STRATEGIES
Lecture, Socratic discussion, group work, student presentations, individual research, case studies, media and alternatives/additions as appropriate



REQUIRED TEXTS

Lindsey, R.B., Roberts, L.M., and Campbell-Jones, F. (2005). The culturally proficient school: An implementation guide for school leaders. Thousand Oaks, California: Corwin Press. (ISBN: 0761946810)

Payne, R. K. Ph.D. (4th Revised) A Framework for Understanding Poverty, Aha! Process, Inc. Latest Edition. (ISBN: 1-929229-48-8)

Chapman On-Line Bookstore: WWW.mbsdirect.net/chapman



RECOMMENDED TEXTS

Amanti, C., Gonzalez, N.E. & Moll, L., (Eds.) (2005). Funds of knowledge: Theorizing Practices in Households, Communities and Classrooms. Mahwah NJ: Lawrence Erlbaum Associates. (ISBN: 0805849173)

Marshall, C. and Oliva, M. (Eds.). (In press, 2006). Leadership for social justice: Making revolutions in education.

Ryan, J. (2003). Inclusive leadership, San Francisco: Jossey-Bass.

*STUDENT PERFORMANCE REQUIREMENTS
participation & successful, timely completion of assignments


*METHODS OF EVALUATION FOR DETERMINING GRADES
observation, written/oral feedback on assignments

ATTENDANCE AND OTHER CLASS POLICIES
Class Attendance policies are determined by each instructor and shall be included on the course outline distributed during the first week of each class. The university recommends as a minimal policy that students who are absent 20% of the course should be failed.


CHAPMAN UNIVERSITY COLLEGE
ACADEMIC WRITING STANDARDS

Specific writing standards differ from discipline to discipline, and learning to write persuasively in any genre is a complex process, both individual and social, that takes place over time with continued practice and guidance. Nonetheless, Chapman University has identified some common assumptions and practices that apply to most academic writing done at the university level. These generally understood elements are articulated here to help students see how they can best express their ideas effectively, regardless of their discipline or any particular writing assignment.

Venues for writing include the widespread use of e-mail, electronic chat spaces and interactive blackboards. Chapman University is committed to guaranteeing that students can expect all electronic communication to meet Federal and State regulations concerning harassment or other “hate” speech. Individual integrity and social decency require common courtesies and a mutual understanding that writing--in all its educational configurations--is an attempt to share information, knowledge, opinions and insights in fruitful ways.

Academic writing (as commonly understood in the university) always aims at correct Standard English grammar, punctuation, and spelling.

The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of Chapman University College.

Students can assume that successful collegiate writing will generally:

• Delineate the relationships among writer, purpose and audience by means of a clear focus (thesis statements, hypotheses or instructor-posed questions are examples of such focusing methods, but are by no means the only ones) and a topic that’s managed and developed appropriately for the specific task.

• Display a familiarity with and understanding of the particular discourse styles of the discipline and/or particular assignment.

• Demonstrate the analytical skills of the writer rather than just repeating what others have said by summarizing or paraphrasing

• Substantiate abstractions, judgments, and assertions with evidence specifically applicable for the occasion whether illustrations, quotations, or relevant data.

• Draw upon contextualized research whenever necessary, properly acknowledging the explicit work or intellectual property of others.

• Require more than one carefully proofread and documented draft, typed or computer printed unless otherwise specified.
DOCUMENTATION
Any material not original to the student must be cited in a recognized documentation format (APA, ASA, MLA or Chicago-style) appropriate to the particular academic discipline. For quick reference to documentation standards for various fields you may refer to: www.chapman.edu/library/reference/styles.
Deliberate use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action. See the explanation of Academic Integrity below.

ACADEMIC INTEGRITY
As a learning community of scholars, Chapman University emphasizes the ethical responsibility of all its members to seek knowledge honestly and in good faith. Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. "Violations of academic integrity include, but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form. Such violations will be dealt with severely by the instructor, the dean/center director, and the standards committee. Plagiarism means presenting someone else's idea or writing as if it were your own. If you use someone else's idea or writing, be sure the source is clearly documented." Other guidelines for acceptable student behavior are specified in the Chapman University College Catalog.


ACADEMIC WRITING GUIDE


Student’s Name________________________________ Instructor _______________________________

Paper Assignment ______________________________Course Title______________________________


(Instructor: Read the entire paper through then reflect on its merits employing the following criteria. Our goal is to provide guidance to the student progressively in order to improve the quality of his or her writing.)

Criteria Comments NSW Dev WD
The writer demonstrates an understanding of the assignment by using a style, form and language that is appropriate for its intended audience.
The writer has chosen a topic in accord with the assignment and limited it sufficiently to explore in depth in the space allotted.
The paper focuses its presentation by means of a clear statement of purpose (thesis statement, hypothesis or instructor posed question) and logically organized sub-topic paragraphs or sections.
The writer substantiates abstractions, judgments and assertions with specific illustrations, facts and evidence appropriate to the assignment and/or discipline.




The writer has added to on-going discussions of the topic with his or her own critical analysis, rather than simply repeating what others have said through quotation-stacking, paraphrasing or summaries.




The writer draws upon research whenever necessary to support critical analysis or assertions made and properly acknowledges the work of others by utilizing a standard documentation format acceptable for the course.




The paper conforms to the minimal essentials of Standard American English grammar, word choice, spelling and punctuation.





N S W = Needs Significant Work, D = Developing WD = Well Developed


OVERALL RATING

The writer meets the needs of the particular audience and succeeds in his or her intended purpose--honestly engaging the subject and establishing her or his authority by offering a persuasive and supportable analysis. Needs
Significant Developing Well Developed
Work
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Comments:



A. If this version of the paper is to receive a grade, the grade is_______. Instructor______ Date ______


AMERICANS WITH DISABILITIES ACT STATEMENT

Any personal learning accommodations that may be needed by a student covered by the “Americans with Disabilities Act” must be made known to the Campus Director or Advisor as soon as possible. This is the student's responsibility. Information about services, academic modifications and documentation requirements can be obtained from the Director of a Chapman University College campus.

QUICK ACCESS TO THE ON-LINE CHAPMAN LIBRARY RESOURCES
http://www.chapman.edu/library/


SELECTED BIBLIOGRAPHY
Allen, B. A., & Boykin, A. W. (1992). African-American children and the educational process: Alleviating culture discontinuity through prescriptive pedagogy. School Psychology Review, 21(4), 586-596.

Arroyo, C.G., & Zigler, E. (1995). Racial identity, academic achievement, and the psychological well-being of economically disadvantaged adolescents. Journal of Personality & Social Psychology, 69(5), 903-914.

Banks, C. (2005). Improving multicultural education: Lessons from the intergroup education movement. New York: Teachers College Press.

Banks, J. (2004). (Ed.) Handbook on research on multicultural education (2nd ed.). San Francisco: Jossey-Bass.

Banks, J. (1997). Educating citizens for a multicultural society. New York: Teachers College Press.

Boler, M. (Ed.). (2004). Democratic dialogue in education: Troubling speech, disturbing silence. New York: Peter Lang.

Bracey, G.W. (Ed.) (August 2005). Equity and Excellence, Special Issue: Social Justice Implications of No Child Left Behind Act of 2001. Philadelphia: Taylor and Francis Group. 38 3.

Cortes, C. (2002). The making- and remaking- of a multiculturalist. New York: Teachers College Press.

Cortes, C. (2000). The children are watching: How the media teach about diversity. New York: Teachers College Press.

Delpit, L. (1995). Other people’s children. New York: New Press.

English, F. W. (2002). On the intractability of the achievement gap in urban schools and the discursive practice of continuing racial discrimination. Education and Urban Society, 34(3), 298-311.

Freire, P. (1987). Pedagogy of the oppressed. New York: Continuum.

Freire, P. (1998) Pedagogy of freedom: Ethics, democracy and civic courage. Lanham MD: Rowman & Littlefield Publishers, Inc.

Hollins, E. R. (1996). Culture in school learning. Mahwah, NJ: Lawrence Erlbaum.

Hooks, b. (1994). Education as the practice of freedom. New York: Routledge.

Hooks, b. (2003). Teaching community, New York: Routledge

Howard, G.R. (1999). We can’t teach what we don’t know. New York: Columbia University Press.

Kozol, J. (2005). The shame of a nation. New York: Crown Publishers.

Marshall, C. (Ed.). (2004). Special issue: Social justice challenges to educational administration, Educational Administration Quarterly. XL (1).

McCarty, T.L. (Ed.), (2005). Language, literacy and power in schooling. Mahwah, N.J.: Lawrence Erlbaum Associates.

Mitchell, A. (1998). African american teachers: - unique roles and universal lessons. Education and urban society, 31(1), 19.

Oakes, J. & Guiton, G. (1995). Matchmaking: The dynamics of high school tracking decisions. American educational research journal, 32(1), 3.

Okagaki, L. & Frensch, P. A. (1998). Parenting and children’s school achievement: A multiethnic approach. American Educational Research Journal, 35(1), 123-144.

Peeke, P. A., Steward, R. J., & Ruddock, J. A. (1998). Urban adolescents’ personality and learning styles: Required knowledge to develop effective interventions in schools. Journal of Multicultural Counseling & Development, 26(2), 120-136.

Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton NJ: Princeton University Press.

Riechl, C. (2000). The principal’s role in creating inclusive schools for diverse students: A review of normative, empirical and critical literature on the practice of educational administration, Review of Educational Research. 70(1), 55-81.

Rueda, R., & Garcia, E. (1996). Teachers’ perspectives on literary assessment and instruction with language-minority students: A comparative study. Elementary School Journal, 96(3), 311-332.

Schultz, K. (2003). Listening: A framework for teaching across differences. New York: Teachers College Press.

Shields, C.M. (2003). Good intentions are not enough: Transformative leadership for communities of difference, Lanham MD: Scarecrow Press.

Journals
Educational Administration Quarterly, Corwin Press
Educational Leadership, Association for Supervision and Curriculum Development (ASCD)
The Kappan, Phi Delta Kappa
Thrust for Leadership, Association of California School Administrators

Electronic
Education Week http://edweek.org
Education Policy Analysis Archives http://epaa.asu.edu
Education Trust http://edtrust.org
Institute of Educational Leadership http://iel.org
Southern Poverty Law Center http://teachingtolerance.org
Videos/DVDs
Last Chance of Eden (2002),
Walking Each Other Home (1998).
Lee Mun Wah Color of Fear (1995),

*INSTRUCTOR’S CLASS BY CLASS ASSIGNMENT SCHEDULE
[Attach sheets as necessary.]