No penalties for late work in any of my classes.

As you work on your writing assignments, please pay attention to these common academic

And, hey, life happens.

Course Schedule

Co-facilitators: Adams, DeBartolo, Hobbs

We are going to have a great learning experience together

EDUC 7100 | Course Syllabus, Spring 2021Page 3Course OverviewIn this class we are going to talk about leadership theory and practice, equity and social justice,academic thinking and writing, being a ‘scholar-practitioner,’ and lots of other fun stuff! We havefive primary goals in this course:1.Think deeply about the intersections between leadership theory and practice2.Apply equity and social justice lenses to our learning and discussions3.Critically interrogate and reflect upon our own leadership4.Practice and improve our academic writing5.Start bonding this cohort together into a cohesive, interdependent web of awesomeness

EDUC 7100 | Course Syllabus, Spring 2021Page 1EDUC 7100. Leadership for Educational OrganizationsCourse SyllabusSpring 2021Leadership for Educational OrganizationsSchool of Education and Human Development (SEHD)University of Colorado Denverucdenver.instructure.com/courses/463269(we also may use some other technology tools!)Should You Read This Syllabus?●Snoop Dogg says...Before We Get Started...Before I get into the logistical stuff, I just wanted to reiterate how proud of yourselves you shouldbe. The past year has been awful, and yet you have survived every terrible day, every difficultthing, every horrible circumstance, and every horrendous heartbreak and loss. You've adapted.You've fought through adversity. You've served as caring educators, nurturing family members,supportive friends, and local leaders. ​You've given when you thought you had no more togive.Your doctoral program is going to layer additional challenges on top of all of this. You’ll havereadings that make your head hurt. You’ll have assignments that cause you to curse yourinstructors. You’ll have the stress of academic deadlines, and you’ll be confused as you strugglewith new ways of thinking, writing, and being. ​It’s going to be worth it.​ Because when we’redone, you’ll have accomplished something less than 2 percent of Americans have done. And noone will be able to take away the new letters after your name.As we lean into the challenges before us, let’s lead first and foremost with an ​ethic of care​.Let’s support each other throughout the months and years ahead. Let’s prioritize our individualand collective well-being, which includes putting aside our egos and asking for help andaccommodations when we need them. And let’s keep giving each other productive feedbackthat helps us all get better. Alone, this will be hard. Together, we've got this, no sweat

EDUC 7100 | Course Syllabus, Spring 2021Page 1EDUC 7100. Leadership for Educational OrganizationsCourse SyllabusSpring 2021Leadership for Educational OrganizationsSchool of Education and Human Development (SEHD)University of Colorado Denverucdenver.instructure.com/courses/463269(we also may use some other technology tools!)Should You Read This Syllabus?●Snoop Dogg says...Before We Get Started...Before I get into the logistical stuff, I just wanted to reiterate how proud of yourselves you shouldbe. The past year has been awful, and yet you have survived every terrible day, every difficultthing, every horrible circumstance, and every horrendous heartbreak and loss. You've adapted.You've fought through adversity. You've served as caring educators, nurturing family members,supportive friends, and local leaders. ​You've given when you thought you had no more togive.Your doctoral program is going to layer additional challenges on top of all of this. You’ll havereadings that make your head hurt. You’ll have assignments that cause you to curse yourinstructors. You’ll have the stress of academic deadlines, and you’ll be confused as you strugglewith new ways of thinking, writing, and being. ​It’s going to be worth it.​ Because when we’redone, you’ll have accomplished something less than 2 percent of Americans have done. And noone will be able to take away the new letters after your name.As we lean into the challenges before us, let’s lead first and foremost with an ​ethic of care​.Let’s support each other throughout the months and years ahead. Let’s prioritize our individualand collective well-being, which includes putting aside our egos and asking for help andaccommodations when we need them. And let’s keep giving each other productive feedbackthat helps us all get better. Alone, this will be hard. Together, we've got this, no sweat (okay,maybe a little!).

ideally ensuring that the school will reflect thecommunity’s intended goals—to assist all students in fully realizing theirpotential with the understanding that they are connected to others througha web of interrelationships of which they may not even be conscious butthat exists nonetheless.

People likeme—White people like me—have always enjoyed privilege in this country. Ican use that privilege for myself, or I can try to use it for others; it’s mychoice and one I have to make every day. I don’t always get it right, but I domy best to learn from my mistakes and to find new ways to make a differ-ence. Mostly, that means recognizing issues and then intervening when some-thing isn’t being done above board or with all students’ best interests in mind.

Another thing I’d like to do is enlist the help of local Blackchurches, who are represented by some of the most respected leaders in theBlack community. But we are all confused about what churches can and

I want to show them that a Black man can have a good life doingbrain work. Many kids don’t see that in the community.” To others, thismeant adopting professional dress and mannerisms.

One subcommunity of scholars practiced transformational public intel-lectualism as a sustained operational norm. The school’s IB program wasa hotbed of debate, critical inquiry, and instructional and curriculum inno-vation, much of it focused on equity issues.

The decision about whom to appoint as director became fraughtwith organizational politics rather than what was best for the students.

Administrators rarely exhibited transformational public intellectualleadership practice but commonly agreed that it was important in principle.

That being said,students and neighborhood families have a sense of pride, and they valuethe school’s academic and athletic traditions, both of which are significant.Over the course of its history, the school has won state championships innearly every sport, although the banners that hang from the rafters of thegymnasium are now quite faded; the glory years seem long ago

Recognizing the human element in qualitative data analysis (Patton, 2002;Strauss & Corbin, 1998) and how focus groups have their own intersocialdynamics that affect what participants share, the methods used to collectthe data support Lincoln and Guba’s (1985) view of internal validity. Thiswas achieved by methodologically triangulating interview data with fieldnotes, observations, and document analysis.

Figure 1. A conceptual model of distributed leadership (Spillane, 2006).

Furthermore, critical activists face poten-tial threats from inside their organizations and from external stakeholdersif they challenge long-standing traditions, regardless of whether it is froma moral high ground (Larson & Murtadha, 2002)

The powerstructure, hegemonic and hierarchical, continues as is; despite the rheto-ric of vision, the researched pedagogy, and the community-shared andcommunity-supported educational goals, schools remain the same

(i.e., constructivist leadership theory), which purports that leadershipaims at the construction of meaning and purpose by members of a com-munity through their communicative relationships.

Social transformation must in-clude theory that is seen as “the production of forms of discourse that mayarise from universities, from peasant communities, from workers councils,or from within various social movements” (p. 119). Each of these sites pro-vides diverse and critical insights into the nature of domination and thepossibilities for social and self-emancipation, and they do so from the his-torical and social particularities that give them meaning.

students learn to question whichknowledge is valued and why; they examine their access to opportunitiesfor intellectual, economic, and social advancement, and they learn to reachan understanding of knowing that they know (Freire, 1989; Sernak, 2006)

The student who’s sitting at home, trying to find a quiet place to concentrate and work, separated from his friends, juggling a variety of technologies and assignments, and struggling with internet access or parent support? He’s going to be anxious, confused and disconnected.