EDLD 581 – Special Topics: Leading Schools in a Flat World: Globalization and its Implications for Education The ELDA Summer Institute July 7-10, 2009 SOLES, University of San Diego Mother Rosalie Hill Hall Instructor: Paula Cordeiro Phone: 619-260-4540
Office: 205 Hill Hall E-mail: cordeiro@sandiego.edu Course Description
Drawing on prominent experts, learning from successful practitioners and integrating the most recent research, students will learn to: Our schools must have administrators who can provide leadership and support for teachers who need to help students gain the skills and knowledge now identified as important for success in a “flat” world filled with constant change and uncertainty. This course is built around the ELDA Summer Institute 2009 and offers graduate students the opportunity to actively explore the many types of curricula, programs, and schools around the world that are successfully preparing learners for the skills needed in the 21st century. This course will examine ways to ensure that every learner is prepared for the new global economy. Participants will connect with school leaders from around the world through video conferencing sessions and critique programs and curricula. Course Objectives and Reflection Questions Drawing on prominent experts, learning from successful practitioners and integrating the most recent research, participants will learn to: • • • • •
Strengthen their leadership voice: enlisting individual and organizational support for the social justice values and beliefs that guide change. Analyze multiple initiatives that engage learners with the world around them: examining and interacting with globally focused programs, people and schools. Experiment with teaching methods such as Japanese Lesson Study and Project-Based Learning: engaging learners in learning knowledge and skills through active learning strategies. Examine and employ various forms of technology; changing the way young people learn, play, socialize and participate in civic life. Develop an understanding of the skills and learning outcomes learners need in a global world: developing a vision for how learners can be successful in today’s world.
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Course Requirements and Assignment Descriptions Grades will be assigned based on the following distribution: Summer Institute Attendance and Participation 60 % Class sessions with instructor 10 % Paper 30 % The following scale will be used to determine final letter grades: 93-100% 90 - 92% 87 – 89% 83 – 86% 80 – 82% 77 – 79%
A AB+ B BC+
73 – 76% C 70 –72 % C67 – 69% D+ 63 – 66% D 60 – 62% Dless than 60% F
NOTE: Grade of Incomplete The grade of incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have been substantially completed but, for a legitimate reason, a small fraction of the work remains to be completed, and (2) that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester,otherwise the “I” grade will become a permanent “F”. Attendance and Participation (60%) Due to the nature of this special topics course, and the necessity for students’ active and thoughtful participation in discussions, it is essential for students to attend the entire ELDA Summer Institute. If you are not able to attend a session, please notify the instructor by e-mail or telephone ahead of the session if possible. Participation and attendance will be graded on the following criteria: Attendance at all required sessions Timely arrival to Institute, and staying for the duration of sessions as required Preparation for the institute sessions, including the completion of all readings and the completion of any institute assignments Engagement with institute participants as required, contributions to session discussions Demonstrated respect for peers, instructors and scholars as expressed through comments, disposition, eagerness to learn, and tolerance for
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different opinions Class Sessions with Instructor (10%) We will have two class sessions. The first will be 7/10/09 at 2:00 and the second session TBA. During the first session we will discuss possible topics and guidelines for final projects/papers. Final Paper/Project (30%) The details of this individualized project/paper will be discussed at our class session on Friday, July 10 at 2:00 immediately following the institute. Please give some thought as to what type of institute related project might be appropriate given your current job and/or your career goals. During the institute please feel free to have informal conversations with me about possible topics. Requests for Accommodation Reasonable accommodations in accordance with the Americans with Disabilities Act (ADA) will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619-260-4655, www.sandiego.edu/disability) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards will not be modified in considering specific accommodations. Meeting Schedule Attendance at the Institute from Tuesday July 7 to Friday July 10 approximately 8:00-5:00 is required. The final schedule will be on your jump drive. In addition, we will have two post institute classes. The first will be on Friday July 7th at 2:00 following the conclusion of the institute. On July 7th we will set our final class date for a time convenient to all. It will be scheduled prior to August 14th. Please see the jump drive to be distributed at the institute for all course readings (articles and two books). You will be sent electronically the first two readings: Fullan “Six Secrets of Change” and “21st Century Skills Framework” prior to the institute.
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