The University of Houston-Clear Lake
EDLS 8030 Organizational Leadership

Catalog Description

Prerequisite: EDLS 7034. Explores major philosophies and theories of leadership and their applications to successfully leading and managing educational organizations in community settings, especially ones with a diverse population. Topics would include theories of organization and their implications for diagnosis and action; managerial styles and their implications in addressing individual and group dynamics; values and ethics; cultural sensitivity; legal responsibilities; effective decision making strategies for successful outcomes. Teaching strategies would include case studies, readings, simulations, and skills development experiences. Materials from educational organizations would be used. Field experience is required.

I. Purpose of the Course

The purpose of Organizational Leadership is to familiarize candidates in major leadership philosophies and theories and their applications to leadership in the public sector.
The Organizational Leadership course requires active participation in the process of school administration.

II. Objectives of the Course

Objectives:

1. To understand the main conceptual approaches to organizational leadership, and their strengths and weaknesses,

2. To understand the key principles and practices of leadership in order to improve leadership skills,

3. To be able to apply organizational leadership concepts through critical thinking,

4. To be able to evaluate the effectiveness of particular organizational leadership styles.
   

III. Text and Additional Reading Resources

Text (Required)
Hanson, E. M. (2003). Educational Administration and Organizational Behavior, 5th edit. Boston, MA: Allyn and Bacon.

Text (Optional)
Schmuck, R. A. & Runkel, P. J. (1994). The Handbook of Organization Development in Schools and Colleges, 4th edit. Prospect Heights, IL: Waveland Press, Inc.

Owens, R. G. (2004). Organizational Behavior in Education. Adaptive Leadership and School Reform, 8th edit. Boston, MA: Allyn and Bacon.

Key Websites
http://www.cgcs.org/ (This is a link to the Council of the Great City Schools)
http://www.ncrel.org/ (Provides various types of educational research)

IV. Prerequisite Skills for the Course

Prerequisite: EDLS 7034.

V. Course Expectations

Course Project:
The case study method is a featured approach to instruction in the doctoral program. To this end, a course project requires each graduate student to prepare an original case study (a minimum of ten pages) following the case study method. This case study will require the student to identify and define his/her learning organization through three of the models provided through course content. Organizational behavior, as an expected outcome of each model must be identified, as well as both managerial and leadership behaviors. Papers are expected to be double-spaced, Times New Roman, 12 font, with one-inch margins. This activity comprises 15% of the final grade.

In addition to the course project, midterm, and final examination, each candidate will be responsible for the following four papers and several class presentations and discussion facilitations.

• Organizational Health Paper: four to six, double-spaced pages in which the student describes and interprets his or her experience of a dysfunctional individual or organizational experience.

• Organizational Frames Paper: four to six, double-spaced pages in which the student describes a problem with his or her organization, interprets the problem from the perspective of five organizational frames of reference, and proposes a method to integrate the five frames in practice.

• Leadership Philosophy Paper: four to six, double-spaced paper in which the student articulates a coherent philosophy of leadership.

• Leadership Examen Paper: four to six, double-spaced paper in which the student reflects on his or her experience with organizations, interprets it within the context of the course, and develops a plan of personal leadership development for the future.

Class Attendance and Participation:
Students are expected to be on time for class and to be present for the entirety of each scheduled class. The professor adheres to the concept that there is no such thing as an "excused" or "unexcused" absence. Common courtesy dictates that a student missing a class will contact the professor in advance. In extenuating circumstances and at student request, the professor may assign and/or negotiate alternative work for a missed class. One absence or two tardies may result in the final grade being reduced 25 points. Each additional absence or two tardies may result in a 50-point reduction of the final grade.
Many adult-learning theorists espouse the value of engaging adult learners in activities and discussions that allow for active participation. The coursework and curriculum of this class follows this line of thought. Students are encouraged to be active participants in all class activities.

Student Accommodations Under the Americans with Disabilities Act:
American's With Disabilities Act: In accordance with Section 504 of the federal Rehabilitation Act of 1973 and Americans with University of Houston??Clear Lake endeavors to make reasonable adjustments in its' policies, practices, services and facilities to ensure equal educational programs and activities. Whenever a special accommodation or auxiliary aid is necessary in order to ensure access to and fall participation by students with disabilities in university programs and services, the department responsible of the program or service will work with Health and Disabled Services and appropriate federal and state agencies to ensure that reasonable accommodations are made. The student requiring special accommodations or auxiliary aids must make an application for such assistance through the Office of Health and Disabled Services (Room 146 Bayou). Proof of disability from a competent authority will be required, as well as information regarding specific limitations for which accommodation is requested. Should you need special accommodations, please contact me after class or during office hours.

Academic Honesty Policy:
The honesty code is the university community's standard of honesty and is endorsed by all members of the University of Houston??Clear Lake academic community. It is an essential element of the University's academic credibility. It states:

I will be honest in all my academic activities and will not tolerate dishonesty.

For a complete copy of the Academic Honesty Policy please refer to the current UHCL catalog.

Late work may receive a penalty of twenty percent (20%) of the value of the work. If you have special circumstances, please discuss these with the professor prior to the due date.

VI. Grading Criteria (Assignments and % of points)

Each of the objectives described above will have a potential score as outline in the attached rubric. As per the Scoring Rubric for the course, there will be 1000 points possible for the course. The total points earned will be divided by 10 and any decimal fractions will be rounded to the next highest whole number.

The letter grade breakdowns look like this:

A 90-100
B 80-90
C 70-80
F Below 70

VII. Week-to-Week Schedule

1. Organizational Behavior in Schools" An Overview

2. The School as a Bureaucratic Organization

3. Schools as Sociopolitical Systems

4. The Professional-Bureaucratic Interface: a Case Study

5. Open System Theory and Schools

6. Contingency Theory

7. Organizational Leadership and the School Administrator

8. Midterm Examination

9. Motivation and Management

10. Organizational Communication

11. Educational Marketing and the Public Schools

12. Conflict and Stress in Education

13. Organizational Learning, Institutional Theory, and Reform

14. Educational Change

15. Final Examination

The instructor may alter this syllabus as conditions warrant.