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Group Dynamics

Syllabus

Course Description

This course examines the principles and dynamics of group interaction in educational settings. Participants will reflect on their personal

leadership style by examining key concepts of leadership and strategies for effective leadership. Participants will develop a personal

leadership vision and will integrate their knowledge and understanding of human behavior to create a collaborative work culture within their

school environment.

This course is based on the Interstate School Leaders Consortium

(ISLLC) Standards and targets ISLLC Standard 1: “Facilitating the development, articulation, implementation, and stewardship of a vision

of learning that is shared and supported by the school community.”

Competencies

Upon completion of this course, participants will be able to: Assess their leadership skills and influence on others;

Assess the culture of a school environment and understand its impact on individual and group behavior;

Learn to integrate effective strategies to build a collaborative work culture;

Practice conflict management;

Understand the importance of trust; Construct a personal leadership vision

Recognize and solve educational problems through a research-based, 5-Step Method of case analysis.

Materials

All materials are accessed via the CaseNEX website using the PIN

provided and the user name/password you create.

All readings listed can be found by going to Class MaterialsVirtual

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LibraryReadings (Search).

For further reading

o on organizations, you may wish to review Bolman, L. G., and Deal, T. E., Reframing Organizations: Artistry, Choice,

and Leadership. San Francisco: Jossey-Bass, 2003 o on school culture you may wish to review Deal, T. E., and

Peterson, K. D., Shaping School Culture: The Heart of School Leadership, 2003

o on teamwork you may wish to review Patrick Lencioni’s book, The Five Dysfunctions of a Team

If you do not have the most recent versions of the following software,

please download each from the given sites.

Windows Media Player

RealPlayer

Adobe Reader

QuickTime

Cases Used

Academy of Environmental Science Benjamin Cardozo High School

High School for Law and Public Service Trying to Cope

Course Schedule

Find session dates by selecting Syllabus on the top menu bar. For

typical courses, final Discussions, Journals, and Workbooks are due by

Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your

instructor.

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Introductory Session

Exploring the CaseNEX Site

Complete these tasks prior to the beginning of Session 1.

Readings Read the “Course Tutorial” linked from the TUTORIAL menu,

paying special attention to the Case-Analysis and Workbook Assignment Rubrics. These rubrics will be used by your instructor

throughout the course to evaluate your Journal entries, Discussion responses, and Workbook assignments where

appropriate. Group Dynamics

https://facultystaff.richmond.edu/~dforsyth/gd/groups.pdf

Discussion

Post one entry introducing yourself to your classmates. Comment briefly on a personally relevant issue from the “Group Dynamics” PDF.

Journal

Consider the groups outlined in the PDF: “The Artists,” “The

Survivors,” “The Jury,” “The Congregation,” “The Committee,” and “The Therapy Group.” Describe the dynamics of two of these groups at

work in your current school setting. Compare the groups in your school to the groups as articulated in the PDF, how are they similar and how

are they different? In what ways are the perspectives of the two groups in conflict? What actions can be taken to minimize the impact

of conflict on the school community?

Note

Use CaseMail to send a note to your instructor stating that you will be

taking this course. To do so, click on CaseMail on the top menu bar and then ‘Click here to create a new message.’ Use the marked link to

look up an address. Continue linking down until you see the class list. Select the instructor’s name and then compose your message and hit

‘Post Message.’

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Session 1

Defining Leadership

Case None this session

Readings

What Is Leadership? Fact Sheet: The Race to the Top

Leadership, Change, and Organizational Effectiveness Leadership Skills in School and Business

Discussion

Consider the following statement from “Leadership Skills in School and Business”:

It is not likely that much progress will be made over time in improving schools unless we accept the reality that ‘leadership

for the schoolhouse’ should be different and unless we begin to invent our own practice.

Identify issues that make leadership in schools distinctive. Then,

respond to your colleagues’ posts considering to what extent development and training for school leaders should be different from

training for business leaders.

Journal

Reflecting on the multiple perspectives defining leadership and the

knowledge gained from the readings in this session, describe which leadership theory or model you find the most compelling. Which

actions are critical to providing school leadership? Consider the definition of leadership posed by Kevin Kruse in “What is Leadership?”

How do incentives like “Race to the Top” skew group dynamics and affect leadership?

Note

Check your CaseMail (linked from top menu bar) and News Flash (on

the right when you login) for notes from your instructor every time you log on to the site.

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Workbook

Leadership Literature Review

Select and conduct internet research on one theory or model from this

session’s readings. Take note of the sources of information you draw from, and compose a literature review of your findings. Within your

review, you should:

o Define the theory you chose o Summarize or outline relevant research studies connected

to the model/theory o Describe how you might apply this theory to your school

environment o Identify any consequences of the actions of the

leadership approach on the intended audience(s).

Be sure to cite sources appropriately. Your final review should not

exceed 5 pages.

Due by end of Session 2

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Session 2

Exploring Characteristics of Effective School Leadership

Case Benjamin Cardozo High School

Readings

Leadership for Student Learning Characteristics of Leaders Change

Leading With Soul and Spirit: Effective Leadership in Challenging Times Boils Down to Qualities Such as Focus,

Passion, and Integrity How Leadership Influences Student Learning

Discussion

In the synopsis of “Leading with Soul,” how might Bolman and Deal evaluate the effectiveness of the Cardozo “Growth Program” in terms

of the criteria of authorship, love, power and significance from the perspective of passionate leadership?

Journal

Think of a time when a school leader whom you have known has been

successful in moving the “whole herd roughly west” (“Leading with Soul and Spirit”.) What issues were involved in attempting to move

the “herd” forward? Describe the vision held by that leader and his/her actions in moving the “herd” in one direction. Connect evidence with

action.

What were the consequences, both intended and unintended, of these leadership decisions? What issues arose in moving from

“shared governance to strategic leadership?” How might you have resolved these issues?

Workbook

Leadership Theory/Model is due by the end of this session.

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Session 3

Reframing Leadership

Case Academy of Environmental Science

Readings

Images of Leadership Reframing Leadership to Create Change

6 Leadership Styles, and How You Should Use Them

Discussion

Identify three critical issues confronting Principal Grodsky when he

assumed his new role at AES. Choose one issue, using the knowledge gained from the readings in this session, identify the

frame(s) through which he approached the issues and then propose alternative frames he might have used. As you respond to each other’s

postings, discuss the potential consequences of these alternative frames.

Journal

Identify a school leadership issue you have faced and the frame(s)

through which you sought to resolve it. Why did you choose that particular frame(s)? What were the consequences resulting from

your approach?

In addition, using the knowledge gained from the readings,

specifically “6 Leadership Styles, and When You Should Use Them,” and the case in this session, which leadership style did you use? If you

were confronted with a similar issue, would you adapt a different leadership style? Please elaborate. What outcomes would you

anticipate as a result of this adaptation?

Workbook

Four-frame Analysis of Organization

Bolman and Deal’s four-frame analysis of organizations provides a conceptual framework for much of the existing theory and research on

organizations:

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1. Structural frame— goals, roles, formal relationships, and the rational side of organization

2. Human resource frame— needs, attitudes, skills and the human side of organizations

3. Political frame— power, conflict, and coalitions among organizational participants who have interests and agendas to

protect and advance within a context of scarce resources 4. Symbolic frame— how organizations create meaning and belief

through symbols— including myths, rituals, and ceremonies

Using one of the cases in the course syllabus, conduct a 5-Step analysis of the organization through the Human Resource Frame and

one other frame of your choice. Describe the issues presented within the school and the frame(s) through which the school leader(s) sought

to address them. Explain the consequences of their actions as a

result of their choice of frames and describe whether they reframed their approach based on the issues and consequences attached to their

actions. Provide a critical assessment of their choices. Follow up with a personal reflection on what frame(s) you might have used as a

leader within that school and discuss the reasons behind your selection.

Length of assignment is 3-5 pages

Due by the end of Session 5

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Session 4

Understanding the Importance of School Culture

Case Benjamin Cardozo High School

Readings

Why School Culture Matters and How to Improve It The Dignity Act

Is Your School’s Culture Toxic or Positive? Building a Positive School Culture

Establish a School Improvement Team

Discussion

Using knowledge from the readings, describe how the administration’s actions influence the culture at Benjamin Cardozo,

whether positively or negatively or both? Connecting evidence with action, what different actions would you recommend the leaders

pursue and why? As you respond to your colleagues, imagine the consequences of implementing their ideas—whether positive or

negative, intended or unintended.

Journal

Reflect on issues related to your school’s culture. Identify one issue and imagine the perspectives of groups that comprise your larger

school community regarding this topic. How might you gauge the

accuracy of your interpretations? What steps might you take as a school leader to ensure the consistent development of a culture that

supports your vision of what a school should be?

Workbook

Four-frame Analysis of Organization due by the end of Session 5

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Session 5

Understanding the Role of Conflict in Group Dynamics

Case Academy of Environmental Science

Readings

The Trouble With Teamwork Conquer Team Dysfunction

Constructive Conflict: How Controversy Can Contribute to School Improvement

Effective Teams: The Key to Transforming Schools

Discussion

In reviewing the case Academy of Environmental Science, focus on the

issues of professional development and the establishment of a “coaching” culture. Assume the perspective of a faculty member and

comment on Principal Grodsky’s handling of these issues. Next, respond to your colleagues as if you are the leader of this school.

Apply knowledge from the readings to guide the group towards a collaborative problem-solving approach.

Journal

Describe a dysfunctional team you have been involved with and the

perspectives of various team members on the conflict. Using knowledge from the readings, specifically “Effective Teams: The Key

to Transforming Schools,” propose specific actions that might lead to

a more effective and functional team dynamic.

Workbook

Four-frame Analysis of Organization due by the end of this session

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Session 6

Building Trust and Collaboration in a School Community

Case Trying to Cope

Readings

Teacher Collaboration Gives Schools Better Results The Importance of Urgency

Creating Smarter Schools Through Collaboration Collaborative Leadership. A Self-Assessment

Pamela Tucker, Critical Perspective

Discussion

Use Dr. Tucker’s “Critical Perspective” to elucidate the issues New River Elementary principal Barry Smith has with his teachers. What

actions would you recommend he take to resolve the tension? Using suggestions from “Creating Smarter Schools through Collaboration,”

what steps should he follow to create more trust and collaboration? Assume the perspective of one of the teachers in the case as you

respond to your colleagues’ suggestions.

Journal

Using knowledge presented in the instrument, “Collaborative Leadership Self-Assessment Questionnaires,” conduct a self-

assessment of the key behaviors associated with specific collaborative

practices. Identify your most important areas for improvement and consider what actions you should take to strengthen these areas.

Workbook

None this session

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Session 7

Supporting a Professional Learning Community for Teachers

Case High School for Law and Public Service

Readings

Leadership and Collaboration 5 Leadership Secrets of Collaboration Success

Systems of Practice: How Leaders Use Artifacts to Create Professional Community in Schools

What Does Leadership Capacity Really Mean?

Discussion

Using the readings, how has HSLPS been successful in establishing a

culture of collaboration? How has this professional community responded to the challenge of graduating the overage and under-

credited population they serve? What actions might you recommend school leaders take to build a professional community in your school

setting?

Journal

Select a locally designed, a received, or an inherited artifact within your school environment and explain how the artifact helps build a

culture of collaboration within your professional community. Be sure to include a description of the artifact, its purpose, origin, and duration of

service. What have the consequences of this artifact been on the

conditions of professional community within your school?

Workbook

Personal Leadership Vision due by the end of Session 8.

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Session 8

Making Your Leadership Vision Come Alive

Case Benjamin Cardozo High School

Readings

School Leadership: Leaders for Today and Tomorrow

Vision, Leadership, and Change

The Changing Nature of Leadership

Discussion

Using knowledge gained from “The Changing Nature of Leadership”

article, compare and contrast how the definition of leadership has changed over the last five years. Explain in which of the eleven-paired

continuums there has there been a more of a shift toward leadership as a process? What leadership skills do you believe will be the most

important for school administrators in the next five years? Where do your leadership skills fit on the continuums?

Journal

Select a school leader who has particularly impressed you during your

educational career and using the knowledge from the “The Vision, Leadership, and Change” article and the “School Leadership: Leaders

for Today and Tomorrow” video, discuss how that individual embodies the qualities of successful/effective leadership. Describe his/her

personal leadership vision as demonstrated through his/her actions as

a leader. How was this vision shared with school community members?

Workbook

Personal Leadership Vision

Using the knowledge gained from the readings, cases, and your personal experience, write a clear, coherent statement describing your

vision for a quality school and what it means to you. Address and specifically link the concepts of learning, teaching, and leading. What

do they mean to you? How will you create systems of practice to support them? Possible topics to explore might include your beliefs

about the purposes of education, effective teaching, school culture and

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community, social capital, and how you define leadership. This is

more than a motto or mission statement. It is a well-developed and thoughtful reflection on what kind of leadership you believe is

important to having a quality school. It should take into consideration readings and cases explored in the previous sessions. Articulate your

ideas succinctly in 3-5 pages.

Due by end of this session