Main Content
Syllabus
EDLDR 530
Leadership for Inclusive Education (3) In-depth analysis and discussion of the school leaders's role in creating and sustaining an inclusive learning enviroment for all.
Overview | Objectives | Materials | Library | Technical Requirements | Course Requirements and Grading | Course Schedule | Policies | Academic Integrity
Overview
IThis course examines what it means to lead educational organizations in an increasingly diverse society. Specifically, this course will focus on policy, theory, and practice as they relate to school leadership and diversity. Students from culturally, linguistically, socially, and economically diverse backgrounds account for an increasing percentage of the school-age population in the United States. This is a seminar-type course aimed at facilitating discussion and exploration around issues related to education and diversity. Discussions and reflective inquiry will be facilitated by assigned readings and case studies, as well as the personal experiences of both the instructor and the students in this course.
Course Objectives
At the end of this course, you should be able to do the following:
- Engage in critical reflection and refine your vision as an educational leader.
- Develop a better understanding of the knowledge and skills needed to effectively promote equity and diversity.
- Learn how to use research, policy briefs, and publicly available resources to support equity-focused leadership.
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Reserves (Course Reserves)
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
|---|---|
| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Graded Assignment Overview
Late assignments (without the consent of the professor) will be penalized with lower grades.
| Assignment Category | Assignment Point | Weighted Percentage |
|---|---|---|
| Vision as a Leader | 100 | 10% |
| Reflection on Vision as Leader | 100 | 10% |
| Article Critiques | 100 each | 20% |
| Class Discussions | 100 each | 25% |
| Equity Audit | 100 each | 35% (5% presentation | 30% paper) |
Vision as a Leader
During the first few weeks of class, you will be asked to develop a vision/mission statement for yourself as a leader.
- What is important to you as an educational leader?
At the end of the semester, you will be asked to revisit this statement. Through the lens of equity and diversity, you will write a 1-page, single-spaced reflection on your vision as a leader. This reflection will be due at the end of the semester.
As you approach this assignment, think about the following questions:
- How, if at all, has your vision changed throughout the semester?
- What obstacles or supports will hinder or help you to achieve this vision?
- What strategies might you use to overcome these barriers or maximize these supports?
Article Critiques
You will identify, summarize, and critique two (2) peer-reviewed articles that have been published in the last five years that are related to the topic of equity and diversity in education.
You may not use articles listed herein or on the electronic library resources page.
APA format is to be used in the journal citations, and each entry should contain a summary of the article, a critique of the article, and a section on implementation of the strategy (strategies) presented in the article.
Each article critique will be no longer than three (3) pages, double-spaced, with 12-point font.
The following are some recommendations for highly respected journals in the field:
- American Educational Research Journal
- Educational Administration Quarterly
- the Journal of School Leadership
- Educational Researcher
- Review of Educational Research
- American Journal of Education
- Education Policy
- Educational Evaluation and Policy Analysis
You don’t necessarily need to select an article published in these journals, but they will provide a helpful starting-off point.
Your article critiques will be assessed on the following criteria:
- It was turned in on time.
- The article is a peer-reviewed journal article.
- The critique is well-written (grammar, organization, etc.).
- It demonstrates your ability to analyze rather than merely summarize.
Participation in Class Discussion
Students will be expected to complete all assigned readings for each class and participate in the discussion. The quality of the course will depend strongly on the level of student participation. Contributing to class can take a variety of formats that should allow all students to feel comfortable contributing. Students' participation can include offering their opinion/reaction, paraphrasing/summarizing what someone else said, asking for clarification, asking a question, or moving the discussion to a new idea.
Please be courteous. Don't flame (i.e., post insults or other personally disrespectful comments) or post flamebait (i.e., deliberately provocative or manipulative material intended or likely to elicit flames). Also be careful in the use of sarcasm and irony. Online communication lacks the subtle nonverbal cues that help us interpret such rhetorical flourishes in face-to-face settings, so that it is easy to miss the point or misunderstand. More importantly, it is easy to give or take offense where none is intended. Accordingly, give people the benefit of the doubt, and if you are misunderstood, don't get defensive. You might also consider using such rhetorical devices somewhat less in this medium than you would in ordinary conversation, since they are generally less effective here.
The above guidelines were adapted from online discussion guidelines and Netiquette.
Unless otherwise noted, the initial response to the discussion question should be posted by Thursday, 11:59 p.m. (ET). Then you have until Sunday, 11:59 p.m. (ET) to respond to two other students' posts, unless otherwise noted. If you forget to participate, you will receive a zero.
Signature Assessment | Equity Audit Presentation and Final Paper
Throughout the course of the semester, you will collect data related to the various aspects of identity we will be discussing. You will critically examine quantitative data, policies, and practice. (Use the Appendix in your book for inspiration.) For example, when we discuss race, you may collect achievement data and school discipline data disaggregated by race. You will synthesize the information you gather and write it up as a reflective narrative for your final paper. Specifically, your final paper will present findings and provide analysis. When appropriate, you should cite relevant course readings, assignments, or discussion. Based on your findings and analysis, you should present any recommendations at the end of your paper. However, before you present your paper, you will present your findings to the class via Zoom. Incorporate the feedback you receive from your peers in order to improve your final paper.
Your signature assessment will be assessed on the following criteria.
- Presentation
- Your presentation should be visually appealing and well-organized and should contain all the required components. You should develop a series of slides to summarize your project (5 minutes). Feel free to place explanatory information in the Notes section available in PowerPoint.
- Paper
- Your paper should be well-written, comprehensive, and engaging.
- An “A” paper
- is clear, thorough, and well-organized and reflects a depth of knowledge and understanding of the topic;
- addresses all components of the assignment;
- reflects style and language appropriate to the field of study;
- supports analysis with appropriate citations and references, some obtained independently;
- includes a complete reference list; and
- includes no (very few) noticeable errors in composition.
- A “B” paper
- is detailed and well-organized and reflects thorough knowledge and understanding of the topic;
- addresses all components of the assignment;
- supports analysis with appropriate citations and references, although few and limited in scope (i.e., course readings and little more); and
- includes few errors in composition.
- A “C” paper
- is well-organized but insufficiently detailed and reflects only adequate knowledge and understanding of the topic;
- addresses some, but not all, of the components of the assignment;
- lacks references to scholarly opinion and research in analysis; and
- includes a distracting number of errors in composition or spelling (i.e., more than 2–3 per page).
Grading Scale
| Percent | Letter Grade |
|---|---|
| 93–100 | A |
| 90–92.9 | A− |
| 87–89.9 | B+ |
| 84–86.9 | B |
| 80–83.9 | B− |
| 77–79.9 | C+ |
| 70–76.9 | C |
| 60–69.9 | D |
| Below 60 | F |
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.For additional information please refer to the Deferring a Grade page.
Non-Graded Activities
Critical Thinking
Within the various lessons, you may encounter Critical Thinking activities. These activities are not graded. Instead, they are formative assessments, providing you a chance to synthesize the course content in a safe (i.e., not graded) environment. Additionally, these activities provide the instructor an opportunity to gain insight into the mastery of key topics you are working through.
Pause to Reflect
In a sense, Pause to Reflect activities serve a similar purpose as Critical Thinking assignments (i.e., to develop self-awareness of mastery). The key difference is that the Critical Thinking assignments are true formative assessments in that you are required to input a response. Pause to Reflect activities, on the other hand, are questions that are found within the course content that don't require you to input your ideas. Instead, it is designed for you to review the question (prompt) and spend time to actually pause and reflect (Scouts' honor) in order to engage active learning.
Raise Your Hand
This is a questions and comments forum that is found within the (student) Resources section of the course (after the Syllabus module on the Modules page). Within this forum, you can post any questions or comments you have concerning the lesson's material. If you were going to raise your hand in class—hard to do in an online class!—this would be the place to ask these questions.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
In addition to the topics and assignments, the tables below list out the required readings for each lesson. Please note, these readings may be links, specific chapters from your text, and/or Library E-Reserves. To access E-Reserves, click the Library Resources link on the Canvas Navigation menu.
Lesson 1. Leadership for Equity and Diversity
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 2. Equity Audits
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 3. Intersectionality
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 4. Leadership and Ability
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 5. Leadership and Socioeconomic Status
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 6. Leadership and Race
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 7. Leadership and English Learners
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 8. Leadership and LGBTQ Students
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 9. Leadership and Gender
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 10. Leadership and Religion
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Readings: |
Textbook
Other
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Assignments: |
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Lesson 11. Family and Community Engagement
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 12. Strategies for Social Justice Leaders
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Readings: |
Textbook
E-Reserve
Other
Optional
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Assignments: |
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Lesson 13. Final Presentations
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Readings: |
Textbook
Other
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Assignments: |
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Lesson 14. End of Course Reflective Discussion
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Readings: |
Textbook
E-Reserve
Other
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Assignments: |
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Lesson 15. Course Conclusion
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Readings: |
Textbook
Other
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Assignments: |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please go to the Graduation Information on the My Penn State Online Student Portal.
University Policies
The following provides you with information regarding essential Penn State University policies. Please take time to carefully review each policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and
personal integrity; respect other students' dignity, rights, and
property; and help create and maintain an environment in which all
can succeed through the fruits of their own efforts. An environment
of academic integrity is requisite to respect for oneself and
others, as well as a civil community.
In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .
Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.
In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
CAPS
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Late Policy
Late Assignments will not be accepted. It is your responsibility to contact the instructor prior to the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline. The instructor will determine if alternative arrangements may be made.
Blank or Erroneous Assignment Submissions
It is your responsibility to ensure that you have uploaded the correct document to each assignment prior to the assignment due date. Please check your assignment submission immediately after uploading a file in Canvas to ensure that it contains content and is the correct file. If you notice an error, such as a blank or incorrect file, you must resubmit the assignment before the assignment due date. Similarly, you are responsible for ensuring that discussion forum initial posts are not blank and that any website URL submissions (such as links to documents, video recordings, etc.) have the correct sharing settings enabled so that they can be viewed by recipients. Any blank or erroneous submissions that you have not resubmitted by the assignment due date will receive a zero for the assignment.
Course Access
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Military
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Privacy Notice
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.
Report Bias
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.
Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Principles
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.