Course Description

The purpose of this course is for future administrators to understand quantitative and qualitative research as consumers of research; to use data for school improvement; to understand models for educational program planning and evaluation; and to use action research. Students will demonstrate use of the Iowa Data Driven Leadership skills; review literature; and develop research problems and questions; research designs; data collection and analysis issues, evaluating research studies. Data Driven Leadership (DDL) certification approval will be determined separately from the overall course grade.

The vision & mission of the ISU principal preparation program is as follows: High levels of performance for every student in Iowa; schools with positive, learner-centered cultures; and caring, well-trained, and effective school staff. Reflective practice is the theme of the program, as is illustrated in our mission: "To prepare reflective leaders who promote high quality schools that result in high levels of learning for every child."

One of the tenets of research is awareness of one's own biases. We will address diversity issues (gender, race, religion, ability, sexual orientation, socioeconomic status, anything else) throughout the course as they relate to those biases and to ethical research. See assignment 3b.

The course assumes basic use of technology: that you will be familiar with and able to type and use this website, WebCT, email, and recording/transcription equipment.  We will also address the use of software in data management and analysis.

Objectives:
Readings, assignments, and class activities are intended to help you be able to:

1. Act as informed consumers of research and make research-based knowledge claims, when making decisions related to school improvement
2. Identify the unique characteristics and methods of quantitative and qualitative research
3. Articulate researchable issues and implement appropriate inquiry strategies.
4. Demonstrate effective research skills, including library research, data collection, interpreting and analyzing data, and reporting data.
5. Demonstrate how to use data for school improvement and teacher supervision/evaluation purposes.
6. Identify resources, including various forms of technology, that are available to educational researchers.
7. Demonstrate understanding of educational program planning and program evaluation models and techniques.
8. Demonstrate understanding and use of action research for school improvement.
9. Demonstrate understanding and use of Data Driven Leadership (DDL) to promote improved student achievement.

ISLL Standards addressed in this course

Knowledge (K): The administrator has knowledge and understanding of:

Dispositions (D): The administrator believes in, values, and is committed to:

Performances (P): The administrator facilitates processes and engages in activities ensuring that:

Standard 1: Vision of Learning
K1.4 Information sources, data collections, and data analysis strategies
D1.3 Continuous school improvement
D1.5 Ensuring that students have the knowledge, skills, and values needed to become successful adults
P1.8 The vision and goals for student learning shape the educational programs, plans, and actions
P1.10 Assessment data related to student learning are used to develop the school vision and goals
P1.11 Relevant demographic data pertaining to students and their families are used in developing the school missions and goals
P1.12 Barriers to achieving the vision are identified, clarified, and addressed
P1.13 Needed resources are sought and obtained to support the implementation of the school mission and goals
P1.14 Existing resources are used in support of the school vision and goals
P1.15 The vision, mission, and implementation plans are regularly monitored, evaluated, and revised

Standard 2: Advocacy, Nurturing of School Culture and Instructional Programs
K2.4 Curriculum design, implementation, evaluation, and refinement
K2.6 Measurement, evaluation, and assessment strategies
D2.7 Safe and supportive learning environment
P2.13 Curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined
P2.16 A variety of sources of information is used to make decisions
P2.17 Student learning is assessed using a variety of techniques
P2.18 Multiple sources of information regarding performance are used by staff and students
P2.23 Analyzes, interprets, and uses educational research for improving student learning

Standard 3: Management of the Organization, Operations, and Resources
P3.12 Organizational systems are regularly monitored and modified as needed
P3.18 Effective communication skills are used
P3.19 There is effective use of technology to manage school operations
P3.20 Fiscal resources of the school are managed responsibly, efficiently, and effectively
P3.21 A safe, clean, and aesthetically pleasing school environment is created and maintained

Standard 5: Acting with Integrity, Fairness, and in an Ethical manner
K5.4 Professional code of ethics
D5.4 – Bringing ethical principles to the decision-making process
P5.1 Examines personal and professional values
P5.2 – Demonstrates a personal and professional code of ethics
P5.6 – Considers the impact of one's administrative practices on others
P5.9 – Protects the rights and confidentiality of students and staff

Alignment of ISLLC Standards, Course Objectives and Assessments:

Expectations

Academic honesty: Academic honesty is an expression of an ethic of interpersonal justice, responsibility, and care. It demands that the pursuit of knowledge be conducted with sincerity and care. Thus academic dishonesty, including plagiarizing the work of others, cheating on tests, violating copyright laws, or conducting research on human subjects without IRB approval,will make the individual subject to discipline which may range from failure on the assignment to dismissal from the university. Sample papers are provided for you on WebCT through the kindness of former students. Do not use their papers dishonestly.

Assignments: All written assignments must be typed, use standard grammar and usage, and conform with the fifth edition of the Publication Manual of the American Psychological Association. Exceptional work will receive an A or A-, solid work will receive a B, and work which needs improvement will receive a C. Late work (see below) receives no higher than a D.

Attendance and participation: Students are expected to attend all classes and to participate in their activities. Professionalism includes being present, on time, prepared, and engaged. If you must be absent from class because of illness or emergency, please leave a message for the instructor in advance. You will be expected to complete Tedious Makeup Work for any missed class.

Harassment: Iowa State University does not tolerate racial, sexual, or other forms of harassment of faculty, staff, or students. If you feel you are subject to such harassment, you should notify your instructor. If you feel you are subject to harassment by your instructor, contact the chair of Educational Leadership and Policy Studies, Dr. Laura Rendón.

Late work: Late work is not acceptable unless there are medically extenuating circumstances. Late assignments will be graded automatically at a "D" or below.

Readings: Required texts are listed on the schedule. You are expected to read all required texts and bring them to class on the day in which they are assigned.

Students with disabilities: Please address any special needs or special accommodations at the beginning of the semester or as soon as you become aware of your needs. Those seeking accommodations based on disabilities should obtain a Student Academic Accommodation Request (SAAR) form from the Disability Resources (DR) office (515-294-6624) in 1076 Students Services Building.