FROSTBURG STATE UNIVERSITY DEPARTMENT OF …

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FROSTBURG STATE UNIVERSITY

DEPARTMENT OF EDUCATIONAL PROFESSIONS

Course Syllabus

EDAD 612: Applied Problems in Educational Leadership

Spring 2021

January 25, 2021 through May 7, 2021

Delivered online via Canvas and WebEx Conferencing

Instructor: Curt Baker, Ed.D.

Assistant Professor of Educational Leadership

Department of Educational Professions

Contact Information:

Cell Phone: 610-621-9011

Email: [email protected]

Frostburg State University website: www.frostburg.edu

GRADUATE COURSE CATALOG DESCRIPTION

The responsibilities, philosophies and techniques of the principal; approaches to the theoretical

and practical considerations for planning and implementing data-driven decision-making

processes in schools and school districts; the basic concepts of developing efficient, reliable data

resources and choosing appropriate analytical approaches; the practitioner’s perspective of the

area of human resource leadership at the school level; content specifically identified as helpful to

the practitioner.

PURPOSE

Impactful educational leaders bring out the best in those they touch. For these individuals,

achieving success is not enough; the real goal is to do something truly extraordinary in service to

students, families, and the community they serve.

This course, which is designed for aspiring educational leaders, will:

http://www.frostburg.edu/

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(i) Present difficult problems that will challenge each student to grapple with and

develop expertise in addressing difficult real-world issues faced by building

principals;

(ii) Instill in students a thorough understanding of and appreciation for the

Professional Standards for Educational Leaders (PSEL Standards); and

(iii) Enable each student to find and develop their own leadership style and approach.

It should be noted that EDAD 611 and EDAD 612 are companion courses. Their relationship is

akin to the relationship in the field of economics between macro- and micro-economics.

Whereas EDAD 611 is focused on leadership theory and big picture issues like mission, vision,

values, and beliefs. EDAD 612, in contrast, is focused on roll-up-your-sleeves problem

resolution associated with the practice of being a Principal.

APPROACH

As is illustrated in the figure above, this course features four concurrent “learning strands” that

purposefully weave around one another.

Developing basic, foundational skills in building-level leadership

Improving self-mastery skills

Leveraging the skills and insights of others through collegial interaction

Practicing (from the perspective of a Principal) the process of working through

complex, challenging problems

Just as a rope is stronger than the sum of its individual strands, the multi-varied approach used in

this course will cultivate a deeper and more nuanced understanding of the Principalship than a

more linear approach.

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LEARNING OUTCOMES

Upon completion of this course, students will be able to demonstrate:

Knowledge of:

The PSEL Standards

The alignment of the PSEL Standards to building leadership duties

Techniques, practices, and requirements associated with the broad range of

responsibilities that come with leading a school as its Principal

Skills in:

Principal-level leadership

Addressing difficult issues and challenging situations in an effective manner

Collegially planning for and implementing both transformational and incremental change

Paying attention and mastering self

Graduate level writing in conformance with APA style guidelines

Dispositions to:

Accept, appreciate, and value the duty and responsibility of being a building leader

Act ethically, especially in challenging circumstances

Place children at the center of education and accept responsibility for each student’s

academic success and well-being

Lead with interpersonal and communication skill, social-emotional insight, and

understanding of all students’ and staff members’ backgrounds and cultures

Exhibit unwavering passion, compassion, and high aspiration

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PSEL STANDARDS AND ASSESSMENTS

The PSEL Standards listed in the table below will be specifically addressed in this course. The

PSEL Standards that will be assessed are noted by a check mark in the “Key Assessment” column.

PSEL Standard Key

Assessment

1b

In collaboration with members of the school and the community and using

relevant data, develop and promote a vision for the school on the successful

learning and development of each child and on instructional and organizational

practices that promote such success

1c

Articulate, advocate, and cultivate core values that define the school’s culture and

stress the imperative of child-centered education; high expectations and student

support; equity, inclusiveness, and social justice; openness, caring, and trust; and

continuous improvement

1d Strategically develop, implement, and evaluate actions to achieve the vision for

the school 1f

Develop shared understanding of and commitment to mission, vision, and core

values within the school and the community

1g Model and pursue the school’s mission, vision, and core values in all aspects of

leadership

2a

Act ethically and professionally in personal conduct, relationships with others,

decision-making, stewardship of the school’s resources, and all aspects of school

leadership

2b

Act according to and promote the professional norms of integrity, fairness,

transparency, trust, collaboration, perseverance, learning, and continuous

improvement.

2c Place children at the center of education and accept responsibility for each

student’s academic success and well-being

2d Safeguard and promote the values of democracy, individual freedom and

responsibility, equity, social justice, community, and diversity

2e Lead with interpersonal and communication skill, social-emotional insight, and

understanding of all students’ and staff members’ backgrounds and cultures

2f Provide moral direction for the school and promote ethical and professional

behavior among faculty and staff

3f Promote the preparation of students to live productively in and contribute to the

diverse cultural contexts of a global society

3g Act with cultural competence and responsiveness in their interactions, decision

making, and practice

3h Address matters of equity and cultural responsiveness in all aspects of leadership

4e Promote the effective use of technology in the service of teaching and learning

5a Build and maintain a safe, caring, and healthy school environment that meets the

academic, social, emotional, and physical needs of each student

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PSEL Standard Key

Assessment

5b

Create and sustain a school environment in which each student is known,

accepted and valued, trusted and respected, cared for, and encouraged to be an

active and responsible member of the school community

5d

Promote adult-student, student-peer, and school-community relationships that

value and support academic learning and positive social and emotional

development

5e Cultivate and reinforce student engagement in school and positive student

conduct

5f Infuse the school’s learning environment with the cultures and languages of the

school’s community

6a Recruit, hire, support, develop, and retain effective and caring teachers and other

professional staff and form them into an educationally effective faculty

6b Plan for and manage staff turnover and succession, providing opportunities for

effective induction and mentoring of new personnel

6c

Develop teachers’ and staff members’ professional knowledge, skills, and

practice through differentiated opportunities for learning and growth, guided by

understanding of professional and adult learning and development

6d Foster continuous improvement of individual and collective instructional capacity

to achieve outcomes envisioned for each student

6f Empower and motivate teachers and staff to the highest levels of professional

practice and to continuous learning and improvement

6g Develop the capacity, opportunities, and support for teacher leadership and

leadership from other members of the school community

6h Promote the personal and professional health, well-being, and work-life balance

of faculty and staff

6i Tend to their own learning and effectiveness through reflection, study, and

improvement, maintaining a healthy work-life balance

7a Develop workplace conditions for teachers and other professional staff that

promote effective professional development, practice, and student learning

7c

Establish and sustain a professional culture of engagement and commitment to

shared vision, goals, and objectives pertaining to the education of the whole

child; high expectations for professional work; ethical and equitable practice;

trust and open communication; collaboration, collective efficacy, and continuous

individual and organizational learning and improvement.

7f Design and implement job-embedded and other opportunities for professional

learning collaboratively with faculty and staff

7g Provide opportunities for collaborative examination of practice, collegial

feedback, and collective learning

7h Encourage faculty-initiated improvement of programs and practices

8a Are approachable, accessible, and welcoming to families and members of the

community

8b Create and sustain positive, collaborative, and productive relationships with

families and the community for the benefit of students.

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PSEL Standard Key

Assessment

8c Engage in regular and open two-way communication with families and the

community about the school, students, needs, problems, and accomplishments

8d Maintain a presence in the community to understand its strengths and needs,

develop productive relationships, and engage its resources for the school

8e Create means for the school community to partner with families to support

student learning in and out of school

8f Understand, value, and employ the community’s cultural, social, intellectual, and

political resources to promote student learning and school improvement

8g Develop and provide the school as a resource for families and the community

8h Advocate for the school and district, and for the importance of education and

student needs and priorities to families and the community

8i Advocate publicly for the needs and priorities of students, families, and the

community

8j Build and sustain productive partnerships with public and private sectors to

promote school improvement and student learning

9b

Strategically manage staff resources, assigning and scheduling teachers and staff

to roles and responsibilities that optimize their professional capacity to address

each student’s learning needs

9e Protect teachers’ and other staff members’ work and learning from disruption

9f Employ technology to improve the quality and efficiency of operations and

management

9g Develop and maintain data and communication systems to deliver actionable

information for classroom and school improvement

9i Develop and manage relationships with feeder and connecting schools for

enrollment management and curricular and instructional articulation

9j Develop and manage productive relationships with the central office and school

board

9k Develop and administer systems for fair and equitable management of conflict

among students, faculty and staff, leaders, families, and community

9l Manage governance processes and internal and external politics toward achieving

the school’s mission and vision

10a Seek to make school more effective for each student, teachers and staff, families,

and the community

10b Use methods of continuous improvement to achieve the vision, fulfill the

mission, and promote the core values of the school.

10c

Prepare the school and the community for improvement, promoting readiness, an

imperative for improvement, instilling mutual commitment and accountability,

and developing the knowledge, skills, and motivation to succeed in improvement

10d

Engage others in an ongoing process of evidence-based inquiry, learning,

strategic goal setting, planning, implementation, and evaluation for continuous

school and classroom improvement

10e

Employ situationally-appropriate strategies for improvement, including

transformational and incremental, adaptive approaches and attention to different

phases of implementation

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PSEL Standard Key

Assessment

10f

Assess and develop the capacity of staff to assess the value and applicability of

emerging educational trends and the findings of research for the school and its

improvement

10h Adopt a systems perspective and promote coherence among improvement efforts

and all aspects of school organization, programs, and services

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REQUIRED AND SUPPLEMENTAL READING

Required Reading

Ubben, G.C., Hughes, L.W., and Norris, C.J. (2017). The Principal: Creative leadership for

excellence in schools. (Eighth Edition). Pearson.

Konnikova, Maria. (2020). The biggest bluff: How I learned to pay attention, master myself, and

win. New York: Penguin Press.

Other Required Reading

Edmentum. (2018). Educational Technology Evaluation Guide. Retrieved from:

https://www.edmentum.com/sites/edmentum.com/files/resource/media/0613-

21%20ED_Ed_Tech_Eval_Guide_Guide.pdf

Fiorillo, Victor. (2015). Coatesville’s Racist Texting Scandal Yields Federal Whistleblower

Lawsuit. Philadelphia Magazine. Retrieved from:

https://www.phillymag.com/news/2015/08/31/coatesville-racist-texts/

Li, Alice; Harries, Michael; and Friedman Ross, Lainie. (2020). Reopening K-12 Schools in the

era of Coronavirus Disease 2019: Review of state-level guidance addressing equity

concerns. The Journal of Pediatrics. (Volume 227). Pages 38-44. Retrieved from:

https://www.sciencedirect.com/science/article/pii/S0022347620311057

National Policy Board for Educational Administration. (2015). Professional Standards for

Educational Leaders. Retrieved from: http://www.npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Ronson, Jon. (2015). So You’ve Been Publicly Shamed. Chapters 4 (“God That Was

Awesome”) and 15 (“Your Speed”). Retrieved from: http://williamwolff.org/wp-

content/uploads/2015/08/ronson-2015.pdf

Note: Additional required reading, if any, will be identified in Canvas.

Supplemental Reading

See the “Selected Readings” section at the end of each chapter in the course textbook (Ubben et

al, 2017), which contains an extensive list of relevant books and scholarly articles. In addition:

Owings, W.A. and Kaplan, L. S. (2012). Leadership and organizational behavior in education:

Theory into practice.

Sergiovanni, T. J., & Green, R. L. (2015) The principalship: A reflective practice perspective.

(7th Edition). Pearson.

https://www.edmentum.com/sites/edmentum.com/files/resource/media/0613-21%20ED_Ed_Tech_Eval_Guide_Guide.pdf

https://www.edmentum.com/sites/edmentum.com/files/resource/media/0613-21%20ED_Ed_Tech_Eval_Guide_Guide.pdf

https://www.phillymag.com/news/2015/08/31/coatesville-racist-texts/

https://www.sciencedirect.com/science/article/pii/S0022347620311057

http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

http://williamwolff.org/wp-content/uploads/2015/08/ronson-2015.pdf

http://williamwolff.org/wp-content/uploads/2015/08/ronson-2015.pdf

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COURSE GRADING

The final course grade will be computed from the assignments listed in the table below:

Assignment

Total Points

Possible for

Assignment

Weight

(Percentage of

Final Grade)

Assignment

Due Date

Case Study Responses

(Round 1) 300 30 %

Multiple (see

course calendar)

Key Assessment: Case

Study Compendium

(Round 2)

500 50 % May 2, 2020

Reflections on Self-

Mastery 150 15 %

Multiple (see

course calendar)

Personal Bio and

Conferences with

Instructor

50 5 % Multiple (see

course calendar)

TOTAL 1,000 100 %

The final grade for this course will be awarded using the following point scale:

Grade Points Range Percent of Total Possible

A 925 to 1000 points 93% to 100%

B 835 to 924 points 84% to 92%

C 745 to 834 points 75% to 83%

F 0 to 744 points 0% to 74%

Note: The point requirements above reflect percentages being rounded up from .5

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DESCRIPTION OF COURSE ASSIGNMENTS

Graded Assignments

1. Round 1 Case studies (10 cases @ 30 points possible totaling to 300 points possible)

For each of the 10 cases, you are to describe your plan of action as Principal (what you will

do and why).

All 10 cases are presented in Appendix 1 at the end of this syllabus.

Your response to each case should be holistic in nature, demonstrating your command of

the interconnectedness of the many factors that will influence the outcome. Questions you

may wish to consider in your responses include, but are not limited to, the following:

a. What is the level of urgency and importance of this matter?

b. Should this issue be addressed symptomatically or fundamentally?

c. What don’t I know about this matter that is likely to be important?

d. Is there guidance that limits my degrees of freedom in addressing this matter?

e. What is the outcome that I am trying to achieve?

f. What options and alternatives are available?

g. Whom do I need to involve and how?

h. Are there political and/or other considerations that I need to manage?

i. What will be my communication approach, if any?

j. How will I know when I may need to course correct as things unfold?

There are no specific length restrictions for your response to each case; however, with the

exception of Case 10, you are probably getting long winded if you go beyond four or five

pages for each case.

Your papers should be written in the first person and should be: (i) double spaced and (ii)

formatted in compliance with APA style guidelines (Seventh Edition).

Grading rubric will be separately provided.

2. KEY ASSESSMENT: Case Study Compendium – Round 2 (500 points possible)

For this assignment, you are to prepare and post to Canvas three documents:

Document 1: All ten of your Round 1 Cases assembled into a single document. The

Case write-ups should be unchanged from their original submission.

Document 2: All ten of your Cases, as amended pursuant to the instructions below,

assembled into a single document. The order of the cases must be

identical to the order in Document 1.

Document 3: Using the “Compare Documents” feature in Word, a redline document

that shows how Document 2 differs from Document 1.

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About Document 2: You are to review all ten of your Round 1 Case submissions. With the

benefit of feedback and learnings since the original submission of each Case, you are to

amend and enhance your original responses. Please note that the assignment parameters

are similar to Round 1; however, the level of grading rigor will increase, reflecting the

higher level of proficiency you should have developed since the original submission.

As will be indicated more clearly in the grading rubric (which will be separately provided),

your response to each case will be assessed in two ways: (a) the strength of the response on

a stand-alone basis, and (b) the growth you have shown since your initial submission.

(This is why Document 3, which compares Documents 1 and 2, is required.)

As a Key Assessment, Document 2 will also be used to assess your level of proficiency in

the following PSEL Standards:

1b

1d

1f

1g

2b

2c

2d

2e

2f

4e 5b

5f

6a

6b

6c

6d

6f

6g

6h

6i

7a

7f

7g

7h

8a

8b

8c

8d

8g

8h

9b

9e

9f

9g

9i

9j

9k

9l

10a

10b

10c

10d

10e

10f

10h

The assessment of your proficiency will be completed separately from the grading of the

assignment; hence, a separate rubric for the assessment of proficiency will be provided.

Reflections on Self-Mastery (150 possible points)

1. Five-Year Professional Goals – Round 1 (10 points) Answer the following questions:

What are your long-term career aspirations? What are your professional goals for five years from now?

This is a credit / no credit assignment.

2. Reflections on “The Biggest Bluff” (10 points each for a total possible 120 points)

After reading the assigned chapter(s) of The Biggest Bluff, you are to write a reflection of

whatever length you see fit that addresses the following questions:

What in the chapter resonated with you, what did not, and why?

What in the chapter might help make you a better Principal, and why?

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Reflections should be kept (and posted into Canvas) in a single document. Each

reflection should contain all prior reflections, with the new assignment added (like a new

chapter) at the end. With each new submission, you are welcome (indeed, encouraged) to

amend or provide new thoughts about prior submissions.

All new material and amendments should be highlighted. (If you write in Word, use the

track changes functionality.) As you start a new reflection, remove the highlighting (or

accept all changes) from the previous submission so that the changes you are making in

each submission are apparent. It is strongly recommended that you name your files in

such a manner that you retain each submission separately.

Reflections should not be a review or regurgitation of what was said in the chapter.

Rather, your piece should convey your thoughts about how the theory presented in the

book might influence the way you conduct yourself in the future as an educational leader.

These are credit/no credit assignments.

3. Five-Year Professional Goals – Round 2 (20 points)

With the benefit of what you have learned in this course, review your “Five-Year

Professional Goals – Round 1” responses, then answer anew the following questions:

What are your long-term career aspirations? What are your professional goals for five years from now?

This is a credit / no credit assignment.

Other Credit / No Credit Assignments (50 possible points)

1. Personal Bio (10 points)

A short personal biography of yourself. (Goal is to help the instructor learn a little bit

about who you are.) Not to exceed 1 page.

2. Conferences with Instructor (10 points each, maximum of 40 points)

Four scheduled live conversations (via Webex or telephone) with the instructor to discuss

course-related matters.

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COURSE CALENDAR

Week Dates Activities Assignments Due

1 01/25 to 01/31 Acquire subscription to Taskstream Attend live session or view recording View Canvas materials

Complete required readings:

Ubban et al. Chapter 1 (The

Principal – A Creative Blend of

Substance and Style)

Ubban et al. Case 15 (Welcome:

Please Change Janie’s Teacher)

National Policy Board for

Educational Administration

Li, Harries, & Friedman Ross

Complete and submit Personal Bio

Complete and submit Five-Year

Professional Goals – Round 1

Assignment

01/31 @ 11:59 p.m.

Personal Bio

(Credit/No Credit)

Five-Year Professional

Goals – Round 1

(Credit/No Credit)

2 02/01 to 02/07 Attend live session or view recording View Canvas materials



Learning Community)

Ubban et al. Chapter 3 (Decision

Making)

Konnikova (A Prelude & Ante Up)

Complete and submit Reflection #1

02/07 @ 11:59 p.m.

Reflection #1

(Credit/No Credit)

3 02/08 to 02/14 Attend live session or view recording View Canvas materials Complete required readings:

Ubban et al. Chapter 10

(Staffing the School)

Konnikova (The Birth of a

Gambler & The Art of Losing)


Complete and Submit Case Study 1

02/14 @ 11:59 p.m.:

Case Study #1

(Graded Assignment)

Reflection #2

(Credit/No Credit)

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4

02/15 to 02/21 Attend live session or view recording View Canvas materials



(Restructuring the Deployment

of Instructional Personnel)


(Restructuring Time)

Konnikova (The Mind of a

Strategist)


Complete and submit Case Study 2

02/21 @ 11:59 p.m.

Case Study 2

(Graded Assignment)

Reflection Piece #3

(Credit/No Credit)



Ubban et al. Chapter 13 (Fiscal

Accounting, Budgeting, and

Building Management)

Konnikova (A Man’s World)

Conference #1 with instructor



02/28 @ 11:59 p.m.

Case Study 3

(Graded Assignment)

Reflection Piece #4

(Credit/No Credit)

Conference #1 with

instructor

(Credit/No Credit)




(Technology Applications)

Konnikova (No Bad Beats)



03/07 @ 11:59 p.m.:

Case Study 4

(Graded Assignment)

Reflection Piece #5

(Credit/No Credit)

15


7

03/08 to 03/14 Attend live session or view recording

View Canvas materials


Ubban et al. Chapter 5 (Creating

a Positive Learning Climate)

Konnikova (Texting Your Way

out of Millions)


Complete and Submit Case 5

03/14 @ 11:59 p.m.:

Case Study 5

(Graded Assignment)

Reflection Piece #6

(Credit/No Credit)

8 03/15 to 03/21 Attend live session or view recording


Complete required readings


School Curriculum)

Konnikova (A Storytelling

Business & The Gambler and the

Nerd)




03/21 @ 11:59 p.m.:

Case Study 6

(Graded Assignment)

Conference #2 with

instructor

(Credit/No Credit)

Reflection Piece #7

(Credit/No Credit)





(Promoting Student

Achievement)

Ubban et al. Chapter 8 (Special

Students and Special Services)

Konnikova (The Art of the Tell)



03/28 @ 11:59 p.m.:

Case Study 7

(Graded Assignment)

Reflection Piece #8

(Credit/No Credit)

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10 03/29 to 04/04 NO LIVE SESSION


Ubban et al. Chapter 9 (Human

Resources Development)

Konnikova (Reading Myself)


04/04 @ 11:59 p.m.:

Reflection Piece #9

(Credit/No Credit)

Note: For most school

districts this is Spring Break.

Week 10 Readings and

reflections can be deferred

to Week 11






(Marketing the Schools)

Konnikova (Full Tilt)



04/11 @ 11:59 p.m.:

Case Study 8

(Graded Assignment)

Reflection Piece #10

(Credit/No Credit)

Conference #3 with

instructor

(Credit/No Credit)




Fiorillo

Ronson

Konnikova (Glory Days)



04/18 @ 11:59 p.m.:

Case Study 9

(Graded Assignment)


(Credit/No Credit)

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This

continues

on the

next page

04/19 to 04/25 Attend live session or view recording



Ubban et al. Chapter 4 (School

Improvement through Systematic

Planning)

04/25 @ 11:59 p.m.

Case Study 10

(Graded Assignment)


(Credit/No Credit)

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13

(Con’t)

Konnikova (The Heart of the

Gambling Beast & The Ludic

Fallacy)



14 04/26 to 04/30 NO LIVE SESSION


Complete and submit Five-Year

Professional Goals – Round 2

Assignment

Work on KEY ASSESSMENT: Case

Study Compendium – Round 2

assignment

04/30 @ 11:59 p.m.

Conference #4 with

instructor

(Credit/No Credit)

Five-Year Professional

Goals – Round 2

(Credit/No Credit)

Final

Exams

Complete and submit KEY

ASSESSMENT: Case Study

Compendium – Round 2

05/02 @ 11:59 p.m.

KEY ASSESSMENT:

Case Study

Compendium - Round 2

(Graded Assignment)

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COURSE POLICIES

1. ASSIGNMENTS

All assignments must be submitted through Canvas. Assignments are due on the date posted

in this syllabus. Late assignments are not accepted, except in the case of personal

emergencies. If circumstances arise that hinder you from meeting a deadline, you must

contact me by email, phone, or teleconference before the deadline in order to be given

consideration. Late work may be subject to a grade reduction.

Exception: The deadline for the Key Assessment cannot be extended beyond the May 2.

2. FROSTBURG STATE UNIVERSITY POLICIES

All FSU policies are fully applicable for this course. For further information, please see:

http://www.frostburg.edu/fsu/assets/File/Administration/policies/policystatements.pdf

3. ACADEMIC DISHONESTY

The University considers academic dishonesty to be impermissible and subject to

disciplinary actions.

“Academic dishonesty is defined to include any form of cheating and/or plagiarism.

Cheating includes, but is not limited to, such acts as stealing or altering testing

instrument; falsifying the identify of persons for any academic purposes; offering, giving

or receiving unauthorized assistance on an examination, quiz, or other written or oral

material in a course including looking at another person’s answer key or test or taking an

online test with assistance from another person; or falsifying information on any type of

academic record. Plagiarism is the presentation of written or oral material in a manner

which conceals the true source of documentary material; or the presentation of materials

which uses hypotheses, conclusions, evidence, data, or the like, in a way that the student

appears to have done work which they did not, in fact do.”

(Code of Student Conduct, Frostburg State University)

4. DISABILITY

Students with a disability who require accommodations with assignments or assessment

practices should provide written notification prepared by Disability Support Services to the

instructor no later than 48 hours prior to a request. Students may request that this notification

be provided to the instructor by the Office of Student Special Services.

This course is designed to be welcoming to, accessible to, and usable by everyone, including

students who have a variety of learning styles, have disabilities, or are new to online learning.

Be sure to let me know immediately if you encounter material in this course that is not

accessible to you. Also, let me know of changes that I can make to the course so that it is

more welcoming and/or accessible to students who take this course in the future.

http://www.frostburg.edu/fsu/assets/File/Administration/policies/policystatements.pdf

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5. CONFIDENTIALITY AND MANDATORY REPORTING

Frostburg State University and its faculty are committed to maintaining a safe learning

environment and supporting survivors of violence. To meet this commitment and comply

with federal and state law, FSU requires all faculty and staff (other than the confidential

employees in CAPS and Brady Health) to report any instances of gender-based harassment,

sexual misconduct, relationship violence, or stalking against students. This means if you

share your or another FSU student’s experience with gender-based harassment, sexual

misconduct, relationship violence, or, stalking, I have a duty to report the information to the

University’s Title IX Coordinator. The only exception to my reporting obligation is when

such incidents are communicated during class discussion, as part of an assignment for a class,

or as part of a University-approved research project.

Faculty and staff are also obligated to report allegations of child abuse and neglect to

University Police and to Child Protective Services. This obligation extends to disclosures of

past abuse even if the victim is now an adult and the abuser is deceased. My duty to report

suspected child abuse and neglect extends to disclosures that are made as part of classroom

discussions and in writing assignments.

If you or someone you know has experienced an incident of harassment or violence, please

go to www.frostburg.edu/titleix to find information on reporting options and the resources

and services available for support.

6. HEALTH AND SAFETY

Your health and safety are important. Therefore, during every physical in-person meeting of

this course, everyone is required to follow state, local, and University public health mandates

as outlined in the FSU Social Compact. Everyone must wear a face mask that covers their

nose and mouth, respect posted signage, and practice good social distancing by remaining at

least 6 feet away from others. The Code of Student Conduct notes that following these health

and safety protocols constitute complying “with a reasonable request from authorized

University personnel in the performance of their official duties,” and failing to do so is a

Code of Student Conduct violation. Students who do not comply with these mandates will be

asked to leave class. Students who refuse to leave will be referred to the Dean of Students

and may be administratively removed from the class if found to be responsible for Code of

Conduct violations. (Please note that no physical in-person meetings are presently

scheduled or anticipated for this course.)

VIRTUAL OFFICE HOURS Mondays, Tuesdays, and Wednesdays: 4:00 to 5:00 p.m.

Thursdays: 4:00 to 6:00 p.m.

CLASS MODALITIES The class will utilize many of functions available in the Canvas learning management system.

Live class sessions will be conducted using WebEx videoconferencing.

http://www.frostburg.edu/titleix

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APPENDIX 1

CASE STUDIES

Case 1: Why Can’t I Play?

Note: Save for slight amendments, this is Case 32 in your textbook.

One of your responsibilities as Principal of Adams High School is to oversee student activities

across all grade levels. Your building has a total of 700 students, grades 9 through 12.

You are sitting at your desk at the end of a long day and the football coach comes in. “You’ve

got to help,” he says. “Two girls showed up at our first practice this afternoon and asked for gear

and uniforms.” He goes on, “I’m not going to have girls playing on the football team. I sent

them home.”

The coach leaves your office. Your phone rings. It is the parent of one of the girls. He is

unhappy and curious about why his daughter cannot play football.

What do you tell the parent? What do you tell the coach? What other actions do you take and

why?

Case 2: Staffing and Scheduling

Note: This is an original case that does not appear in your textbook.

You are the principal of Albert Einstein High School (“Home of the Brainiacs”), a large public

high school serving grades 9 through 12. Over the summer, you led a team of administrators in

crafting the school’s master schedule for the upcoming school year. This was, as always, a huge

undertaking. The good news is that you got it done, and every student has been given their class

schedule for the upcoming year.

You learned today that Mr. Holben in your Math Department has accepted a position as an

Assistant Principal in another school district. Unfortunately, it is a tight budget year and the

Superintendent and Business Manager have both told you that Mr. Holben’s position will not be

filled. Consequently, you need to re-cast the Master Schedule for your Math Department.

Below is the Master Schedule that you used to when issuing student class schedules. You know

that the Revised Master Schedule must accommodate the same number of students in each

course in each period or you will have a complete mess on your hands.

The schedule, by the way, shows for each teacher the course being taught in each period. The

number in parentheses is the number of students that have been assigned to the class. Below the

schedules are summary tables that show the school-wide total number of students in each course,

by period.

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ALBERT EINSTEIN HIGH SCHOOL

MATH DEPARTMENT MASTER SCHEDULE

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Classes begin in just two weeks, so you will need to make the necessary revisions promptly. The

rules you must abide by are simple: (a) no teacher can teach more than 6 or less than 5 periods

and (b) no class can have more than 31 students without the approval of the Superintendent.

(You needed her approval for one math course already, a request that was not well received.)

What changes will you make to the Master Schedule? Besides adjusting the Master Schedule,

what other actions do you intend to take and why?

Case 3: Who Gets the Money?


You are the principal of Kevin Arthur Middle School. The school has an enrollment of 950

students in grades 6 through 8. The students in your school are 85% White, 10% Black, 3%

Hispanic, and 2% mixed/other.

As principal, you are the chief fiscal officer of the school, although you do have a well-trained

bookkeeper. It is budget development time and the district office has requested your budget

proposals for next year within two weeks. As usual, departmental requests have exceeded the

possibilities. You would be disappointed if that did not happen because it is an indication that

the staff is ambitious. But there are some tough choices to be made among departments,

thousands of dollars at stake, and a high prospect that some faculty members will be unhappy.

Two departments – English and science – are requesting new computer programs that are very

expensive. The athletic department insists that its equipment needs have increased because of a

new foray into interscholastic lacrosse and an expanded effort in football for the sixth graders

that includes new helmets to better protect against concussions. The library insists that two more

paraprofessionals are needed – and the library’s new book proposals are about double the request

for last year. A greater emphasis on multicultural works is part of this increase in library needs.

You have two weeks to complete your proposal. How will you proceed and why?

Case 4: Write Your Legislators


You are the principal of James Burket Middle School, a school that now has an enrollment of

1,225 students. This morning, among other phone calls, four calls have been about a similar

subject. One was from the superintendent, one was from a member of the school board, one was

from a local state legislator, and one was from the Teacher’s Association president. The first

three were either complaining about or reporting an assignment apparently made by Mr. Malone,

one of your social studies teachers. The assignment was for each student to write a highly

charged letter to an identified legislator or the governor about proposed cuts to state school

financing; the cuts would include reduced health-care benefits and less state aid for teacher

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salaries. The Teacher’s Association president simply indicated that Mr. Malone had contacted

her, that she is aware of the situation, and that the Association has a strong interest in making

sure that the district “does the right thing.”

You investigate and discover that, in fact, Mr. Malone made such an assignment. Further

investigation indicates that Mr. Malone arranged for the mailings but did not read the letters and

that the students had been “coached” on the issues about which to write. The legislator produced

copies of the letters he had received. These were not badly written, but the authors were very

firm in their statements about the injustices that would be done by reduced funding. Many

students pleaded with legislators to spare field trips, to better fund textbooks, and to save

teachers’ salaries from the axe of budget cutters.

The school board member insists that the teacher has violated the school system’s standard of

professional conduct. Some others on the board agree. The legislator seems not to be bothered,

but is curious, in his words, about “what is being taught in social studies these days?” The local

newspaper has picked up on the story and has it featured in its well-read “What’s Happening in

Our City” section.

Mr. Malone, to this point in his career, has an unblemished record. In fact, just two years ago, he

won the district-wide best teacher award. His annual job reviews have always been good to

outstanding.

Several board members ultimately indicate they think the teacher should be dismissed for

unprofessional conduct.

The superintendent has asked for your recommendation.

How will you proceed and why?

Case 5: Why Can’t Clarisa Go to College?


The school year has just begun. You are in your first year as principal of Wilford Weber Senior

High School. Weber has an enrollment of 1,465 students comprised as follows:

White: 68%

Black: 20%

Hispanic: 10% (Mostly immigrants from Central American nations)

Other: 2%

Your white and African American populations include a wide range of income levels. Your

Hispanic students, however, are mostly the children of day workers living in low-cost public

housing.

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It’s late Friday afternoon and you are finally getting around to the mail. One handwritten letter

in particular catches your attention:

Dear [You]:

We are new to Weber High School and to this community. So far, we have been happy

with Weber and the teachers, but now our daughter Clarisa is having difficulty. This is

her third high school in the past two years. But now, it seems we have made the last of

our moves and Clarisa will finish at Weber.

A few days ago she came home quite upset because of a conference she had with Mr.

Fossey, her guidance counselor. Mr. Fossey had just told her that she needed to give up

her interest in going on to college because of her low grade-point average. Probably

Clarisa has had difficulty because of all our moves. We moved a lot when she was in

grade school too. But she is determined to improve and likes all of her teachers. She is

motivated! Or at least she was until the meeting with Mr. Fossey.

We don’t think people like Mr. Fossey should be discouraging students this way. This

seems to us to be a very bad attitude for counseling people to have – especially with new

kids. Will you tell us what, if anything, you will do about this very bad situation?

Sincerely yours,

Carol Barritta


Case 6: Late Practice


You are a middle school principal. A parent has just come in to discuss an issue concerning her

13-year-old 8th grade daughter, Ashley Jane. She is complaining about the girls’ basketball

coach. Apparently, he has been giving special after-practice instruction to her daughter and to

two other 8th grade girls, although not on the same days. He meets with these students after the

rest of the team has been dismissed.

The parent indicates that on several occasions Ashley Jane has arrived late for dinner. The

parent relates, “The coach always drives her home, but the time will frequently be as much as

half an hour after we have started our evening meal. Last evening, she arrived late, again, but

this time she had been crying.”

Ashley Jane would not tell her parent what the difficulty was, saying only, “I wasn’t good

enough.” The parent assumed she was talking about her playing ability and let the matter go

while offering a comforting word or two.

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Later, the parent noticed that her daughter’s T-shirt was torn, so her suspicions were heightened.

“What is he doing with these girls?” she asks. The parents of her daughter’s two friends were of

no help. Their daughters had been home by dinnertime even after the late practices.


Case 7: Instructional Technology Glitches


It is the start of the 2021-22 school year. The pandemic is largely behind us and students are

back in the buildings. Normalcy at last!

You are the new Principal of Eagles Nest Middle School (“Home of the Birds”), located in

Queen City, Maryland, a historic town of about 20,000 located in Wills Mountain County in the

western part of the state. Your school has 600 students, grades 6 to 8. Roughly half your

students come from low income households.

Times are tough in western Maryland, so it was a major event last spring when the School Board

of Wills Mountain County Public Schools approved a major investment in instructional

technology, supported in large part by a substantial grant from Microsoft. The grant requires that

the District use Microsoft products almost exclusively. (This created quite the controversy,

because many teachers strongly prefer Apple or Google products – and it is pretty clear that

some teachers are still angry about the decision.)

In your building, every student has received a new PC laptop. Significant connectivity and other

technology infrastructure upgrades were made throughout your school. Every classroom is well

appointed with the most current equipment – and every teacher has received a new Surface Pro

tablet. Training sessions have been available to teachers all summer, and roughly half of your

staff took advantage of the opportunity.

Given the magnitude of the investment, the School Board has made it clear that it wants the new

technology to be used – and used extensively. The Board has established a “conservative” target

that “every teacher enhances the delivery of instruction with technology in a minimum of 50% of

their class sessions.” In support of that objective, the Board has engaged BigBytes, a consulting

firm that specializes in technology analytics for education. BigBytes monitoring software has

been installed on each piece of equipment in each classroom to record usage information, which

is reported on a by-school basis to the Board on a quarterly basis. You receive a more detailed

report on a weekly basis that is by-teacher.

In fact, you just received one of the weekly reports that was accompanied by a congratulatory

note from the Assistant Superintendent for Teaching and Learning. In the note, the Assistant

Superintendent singled out Mrs. Carter, who rotates through the various teams to teach all of the

8th grade science classes in your school. Mrs. Carter has consistently achieved a nearly 100%

technology utilization score!

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Armed with this good news, you decided to sit in on one Mrs. Carter’s classes. What you saw

disturbed you. Mrs. Carter reviewed (probably for your benefit) that today was Day 3 of a three-

day unit. On Day 1, Mrs. Carter delivered a multimedia lesson on the three phases of water

(solid, liquid, gas) that included several interesting videos. On Day 2, the students enhanced

their collaboration skills by working in teams to create a PowerPoint presentation that describes

the three phases of water. Today – and isn’t it fortunate that the Principal is here! – the student

presentations will be delivered. For the next 40 or so minutes, you watched eight almost

identical presentations describing the three phases of water. By the fifth presentation, you (and

most of the students in the class) were growing restless despite Mrs. Carter’s efforts to maintain

decorum. Three full class periods were devoted to this elementary concept.

This experience prompted you to sit in on other classes. You found was that roughly 25% of

your teachers delivered outstanding lessons that fully leveraged the technology at their disposal.

Another 25% of teachers delivered good, solid lessons that were competent but not

extraordinary.

The remaining 50% of your teachers were another story altogether. Many struggled with the

new technology, sometimes spending 1/3 or more of the class period trying to make things work.

Two teachers (one in algebra and another in ELA) had developed 3-day units similar to Mrs.

Carter’s, in which elementary concepts are presented, students are tasked with creating

PowerPoint presentations in teams, then delivering their presentations in class. (You later

learned that the approach had been suggested as a best practice in the professional development

training provided over the summer.)

You also noted several teachers pointedly using their personal Apple devices to deliver

instruction instead of the Surface Pro tablets they were provided as part of the grant.

One teacher who delivered a particularly poor lesson asked you to stay behind after class.

During your conversation with her, she began to cry, indicating that she was not adept at using

the new technology and that she was humiliated by how bad a job she was doing. She said that

the pressure to use technology was pervasive and she didn’t know what else to do but do the best

she can. She apologized profusely because she felt she is letting you and her students down.

Knowing what you now know, what (if anything) are you going to do and why?

Case 8: The Dress Code is Violated


You are principal in a suburban high school with an enrollment of 1,300 students in grades 9

through 12. There is a dress code approved by the student council and a faculty advisory group.

Four students, new to the school, appear in your office one morning in September. They have

been sent to the office by their homeroom teacher. The three girls are dressed in long “dresses”

and are wearing burkas. The boy has a light beard, just beginning to sprout and become dark,

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and also wears a “cap.” Facial hair is not permitted in the school and neither are hats during

class times inside the building.

The students are unhappy about being sent to the office for their dress appearance. They

complain that the dress code is contrary to Muslim practice and that they are being subjected to

unfair discrimination.

This also may explain the message on your desk from the parents of one of the students currently

in your office.

So, there you sit with four upset students, a dress code that your teachers and most of the

students support, facing a charge of religious intolerance.


Case 9: Social Media


You are the first-year principal of Broad Creek Elementary School, which serves 395 students in

grades PK through 5. Yours is the highest performing of 15 elementary schools in the district as

measured by Maryland Comprehensive Assessment Program (MCAP) results.

You are glad that the tumult surrounding your appointment as Principal seems to have finally

quieted down. The Superintendent had strongly supported your candidacy and, with the

exception of one Board member, the Board vote was unanimous. The Board member who

opposed your candidacy lives in the Broad Creek Elementary attendance zone. He favored

hiring a recently retired teacher from the school and aggressively promoted her candidacy.

The first discordant note came at the November School Board meeting when, in public session,

the Board member who opposed your candidacy asked the Superintendent to look into parent

complaints he has been receiving about Broad Creek Elementary. “Parents are concerned,” he

said, “about the new Principal’s relentless push for student achievement. It’s overwhelming

students and, I’m told, many teachers are extremely upset about what is going on.”

After the Board meeting, the Superintendent told you not to worry about it – that it was just

political posturing.

The next day, you received a call from a parent wanting to know why it is that you are allowing

instruction to continue in a kindergarten classroom with lead paint peeling off the wall. Shortly

thereafter, you received two similar calls from other parents. When you asked about the source

of this information, which was completely false, all the parents could tell you was that they heard

it from other parents and were concerned.

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Over the next week, any number of new and baseless rumors started to surface. One asserted

that there was raw sewage in a hallway from an overflowing toilet and that students were made

to walk through it to get to recess. Another indicated that a teacher walkout was imminent after

you berated a teacher in front of students.

On the evening of the teacher walkout rumor, while waiting in line at the market, you overheard

two people talking about what they had just seen on “Broad Creek Meetinghouse.” When you

got home, you scouted around a bit and found a private Facebook group by that name with more

than 300 members. When you tried to enter, Facebook indicated that “only members can see

who’s in the group and what they post.” Your request to become a member was quickly denied.

The next morning, a teacher came to your office to tell you that she had just received an odd

phone call from a parent who wanted to know why you are trying to hack into people’s private

accounts.

What, if anything, are you going to do and why?

Case 10: Big Hairy Audacious Goals


You are the Founding Principal of Pride Elementary School, a newly opened PK-5 building in

Whistler County Public Schools in central Maryland.

The road to this day has been fraught. Whistler County has an urban hub at its center that is

surrounded on all sides by rural communities. For years, the school district has struggled with

this dichotomy. For example, the average enrollment at elementary schools in the urban parts of

the county is around 600, whereas the schools in the rural areas have average enrollments of

around 250. On a per-student basis, the cost of operating smaller schools is much higher than the

cost of operating larger schools.

The district was willing – albeit reluctantly – to shoulder the high cost of smaller rural schools

for many years. The deep cuts in education funding from the state as a result of the 2020

COVID pandemic, however, made the approach untenable. The Board adopted a plan to

consolidate schools to achieve economies of scale, starting with a merger of Misty Falls

Elementary (with an enrollment of 165) and Bucolic Elementary (with an enrollment of 275).

Both schools had very old buildings that were in desperate need of renovation. Funding that

would have been used for that purpose was consolidated (and, by miracle, the state chipped in as

well) to construct the all-new Pride Elementary School building.

The closure of Misty Falls and Bucolic was a gut-wrenching process. Folks in the communities

served by the two elementary schools felt a deep loss, and fought vigorously to keep their

buildings open. Generations of families had attended these schools. The facilities were focal

points for the community. Residents voted there. Community organizations used the facilities

extensively. As one community member told the Board at the meeting where the decision was

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made: “These schools are the heart of our communities. To close these buildings is to dishonor

our past and calls into question our future. Shame on every Board member who votes for this.

Shame on each of you for even considering this.”

That was April 2021 and it is now June 2023. The new building has been constructed and it is

everything you could ever want in an elementary school facility. You have been announced as

the new Principal. In tear-filled ceremonies, Misty Falls and Bucolic were closed two weeks

ago.

All teachers and other instructional staff from Misty Falls and Bucolic have been assigned to

Pride. The consolidation resulted in the loss of a number of administrative, support staff, and

custodial positions. The non-instructional positions that remain are all filled with individuals

who were previously at Misty Falls or Bucolic.

In general, there are both broad similarities and important differences between the student

populations of the two former schools:

% Proficient Free or

Reduced

Lunch %

Ethnicity

School Reading Math White Hispanic Black Other

Misty Falls 32% 42% 60% 91% 5% 2% 2%

Bucolic 42% 22% 35% 80% 12% 5% 3%

In a recent meeting, the Superintendent indicated that he has five goals for you as Pride’s

Principal. Here’s what he said:

1. “Get the community past the trauma of the closures by creating a school that is rightfully

described as a model of rural public education. You have a clean sheet of paper. Make

this building something special. Three years from now, I want the harshest critics of the

consolidation decision to be our greatest advocates because they see the good that we

have done for the children and the communities we serve.”

2. “I want families actively engaged with the school, and the school actively engaged with

the families. These are tough times. I want your work to extend beyond the four walls of

the building. Look after your students and their families.”

3. “I want you to deliver students to the middle school who are ready in every way for the

next chapter in their education. The middle school is under-performing in part because

we’ve not properly prepared students at the elementary level. Part of Pride’s success will

be the success of your students in middle school.”

4. “Make Pride a great place to teach and work. Cultivate a high performing culture

characterized by a warm, collegial atmosphere. If you need to turn over staff to

accomplish this, I will work with you. I want you to have the highest expectations of

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teachers of any school in the District AND I want every teacher in the District who is not

at Pride to wish that they were working for you.”

5. “Make yourself a better educator and a better leader. I want you to be a role model and

mentor for other principals in the years ahead, helping them to achieve the same

greatness that you are going to achieve at Pride.”

It’s June. Your building opens in September. Where do you go from here and why?