• Course Syllabus
• Atlantic Monthly online article, “Great Teachers Don't Always Want to Become Principals” (November 18, 2013). Available at: http://www.theatlantic.com/education/archive/2013/11/great-teachers-dont-always-want-to-become-principals/281483/ (You might want to also read through the Comments posted.)
• Curtis, R. (2013, February). “Finding a New Way: Leveraging Teacher Leadership to Meet Unprecedented Demands.” The Aspen Institute.
• Hess, F.M. & McShane, M.Q. (2013). Common core in the real world. Phi Delta Kappan, 9(3), 61–66.
• Lesson 01 Online Course Commentary

• Complete EDLDR Principal Certification Survey Confirmation
• Complete Academic Integrity.
• Complete Lesson 01 Class Discussion no later than 11:59 p.m. on Sunday.
• Complete Lesson 01 Assignment no later than 11:59 p.m. on Sunday.

• Boyd, W.L. (2003). Public education's crisis of performance and legitimacy. American educational governance on trial: Change and challenges. 102 yearbook of the National Society for the Study of Education, Part I (pp. 1–12 only). Chicago: National Society for the Study of Education.
• Textbook 2, Chapter 1, pp. 1–19
• David Leonhardt. (2017) “Want to Fix Schools? Go to the Principal’s Office.” New York Times
• Dweck, C. S. (2010). Mindsets and Equitable Education. Principal Leadership (29) 1–29.
• Lesson 02 Online Course Commentary

Related (and Optional) Readings of Interest

• Chapter 2, A Conspiracy of Busyness: The Structural Context of Leadership (pp. 13–25). From G.A. Donaldson, Jr. (2006). Cultivating Leadership in Schools. New York: Teachers College Press.
• Chapter 3, The Planetary Culture of Schools: The Social Context of Leadership (pp. 26–44). From G.A. Donaldson, Jr. (2006). Cultivating Leadership in Schools. New York: Teachers College Press.
• Fink, D. & Stoll, L. (2005). Educational change: Easier said than done. In A. Hargreaves (Ed.), Extending Educational Change (pp.14–41). Springer: The Netherlands.
• Tye, B.B. (2000). Hard Truths: Uncovering the deep structures of schooling. New York: Teachers College Press.

• Complete Doodle Poll for Zoom Session with PSU Librarian ASAP upon receipt.
• Complete Lesson 02 Discussion no later than 11:59 p.m. on Sunday.
• Complete Lesson 02 Assignment no later than 11:59 p.m. on Sunday.

• Cohen, D.K. & Ball, D.L. (1999). Instruction, capacity, and improvement. CPRE Research Report Series RR-43. CPRE: University of Pennsylvania. Read pages 1–17 (up to the “Invention” section)
• Cohen, Raudenbush, and Ball. (2003). Resources, Instruction and Research. Educational Evaluation and Policy Analysis, 07/2003, Volume 25, Issue 2
• Spillane, J.P. & Louis, K.S. (2002). School improvement processes and practices: Professional learning for building instructional capacity. Yearbook of the National Society for the Study of Education, 101(1) 83–104.
• Beaver, J,K, & Weinbaum, E.H. (2012, July). Measuring school capacity, maximizing school improvement. Consortium for Policy Research in Education, RB-53.
• Knapp, M.S., Copland, M.A., & Talbert, J.E. (2003). Leading for learning: A reflective tool for school and district leaders. Seattle, WA: Center for the Study of Teaching and Policy.
• Lesson 03 Online Course Commentary

• Complete Lesson 03 Discussion no later than 11:59 p.m. on Sunday.
• Complete Lesson 03 Assignment no later than 11:59 p.m. on Sunday.

• Knapp, M.S., Copland, M.A., Ford, B., Markholt, A., McLaughlin, M.W., Miliken, M., & Talbert, J.E. (2003). Leading for learning sourcebook: Concepts and examples. Seattle, WA: Center for the Study of Teaching and Policy. Read pages 11–43.
• MCREL. (2000). Asking the right questions: A leader's guide to systems thinking about school improvement.
• Textbook 1, Chapter 10, pp. 153–172.
• Textbook 2, Chapter 2, pp. 20–39
• Lesson 04 Online Course Commentary

Related (and Optional) Readings of Interest:

• Elmore, R.F. (Winter, 1979–1980). Backward mapping: Implementation research and policy decisions. Political Science Quarterly, 94(4), 601–616.
• Olsen, B. & Sexton, D. (2009). Threat rigidity, school reform, and how teachers view their work inside current education policy contexts. American Educational Research Journal, 46(1), 9–44.
• Staw, B.M., Sandelands, L.E., & Dutton, J.E. (1981). Threat rigidity effects in organizational behavior: A multilevel analysis. Administrative Science Quarterly, 26(4), 501–524.

• Complete Lesson 04 Discussion no later than 11:59 p.m. on Sunday
• Complete Lesson 04 Assignment no later than 11:59 p.m. on Sunday.

• Leithwood, K., Mascall, B., Strauss, T., Sacks, R. Memon, N., & Yashkina, A. (2007): Distributing Leadership to Make Schools Smarter: Taking the Ego Out of the System. Leadership and Policy in Schools, 6(1), 37–67.
• Kennedy, A., Deuel, A., Nelson, T.H., & Slavit, D. (2011). Requiring collaboration or distributing leadership? Phi Delta Kappan, 92(8), 20–24.
• Spillane, J. (2009). Managing to lead: Reframing school leadership and management, Phi Delta Kappan, 91(3), 70–73.
• Wahlstrom, K. L., Paul, S. T., & Michlin, M. L. (2009). Perception vs. reality: Principal actions and teacher views on instructional leadership. Paper presented at the Annual Meeting of the American Educational Research Association. San Diego, CA.
• Lesson 05 Online Course Commentary

Related (and Optional) Readings of Interest:

• Lytle, J.H. (2012). Where is leadership heading? Phi Delta Kappan, 93(8) 54–57.

• Complete Lesson 05 Group Discussion no later than 11:59 p.m. on Sunday
• Complete Lesson 05 Assignment no later than 11:59 p.m. on Sunday.

• Textbook 1, Preface, pp. ix–xv
• Textbook 1, Chapter 1, pp. 1–12
• Baldrige Performance Excellence Program. (2011–2012). Educational criteria for performance excellence. In the following order, read (1) pages 49–54, Core Values and Concepts, (2) pages 55–56, Key Characteristics of Educational Criteria, (3) pages, 33–48, Organizational Profile Category and Item Descriptors, and (4) the charts on page 67 and 79.
• Textbook 2, pp. 40–61
• Tague, N. R. (2005). Plan—Do—Study—Act Cycle. The quality toolbox. Second Edition. Milwaukee, WI: ASQ Quality Press
  Read in the following order:
  • pp. 390–396: Plan—Do—Study—Act Process,
  • pp. 35–47: The Quality Improvement Process,
  • pp. 65–68: Pearl River School District
• Lesson 06 Online Course Commentary

• Complete Lesson 06 Group Discussion no later than 11:59 p.m. on Sunday
• Complete Lesson 06 Assignment no later than 11:59 p.m. on Sunday.

• Textbook 2, Chapter 4, pp. 62–84
• Copland, M.A. (2003). Leadership of inquiry: Building and sustaining capacity for school improvement. Educational Evaluation and Policy Analysis, 25(4), 375–395.
• Porter, K.E. & Snipes, J.C. (2006, December). The Challenge of Supporting Change: Elementary Student Achievement and the Bay Area School Reform Collaborative's Focal Strategy. MDRC.
• Lesson 07 Online Course Commentary

Related (and Optional) Readings of Interest:

• Cochran-Smyth, M. & Lytle, S.L. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman & L. Miller (Eds.), Teachers Caught in the Action: Professional Development that Matters (pp. 45–58). New York: Teacher College Press.
• Stokes, L. (2001). Lesson from an inquiring school: Forms of inquiry and conditions for teacher learning. In A. Lieberman & L. Miller (Eds.), Teacher Caught in the Action: Professional Development that Matters (pp.141–158). New York: Teacher College Press.
• Dana, N.L. & Yendol-Hoppey, D. (Eds.). (2009). The reflective educator's guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks, C: Corwin.

• Classroom-based examples of PDSA's Montgomery County Public Schools
• Examples of PDSAs used in classrooms

• Complete Lesson 07 Discussion no later than 11:59 p.m. on Sunday
• Complete Lesson 07 Assignment no later than 11:59 p.m. on Sunday.

• Lesson 08 Online Course Commentary

• Work on Continuous School Improvement Assignment
• Submit Mid-Course Evaluation no later than 11:59 p.m. on Sunday

• Textbook 1, Chapter 7, pp. 99–116
• Textbook 1, Chapter 8, pp. 117–138
• Little, J. W. (2006). Professional Community and Professional Development in the Learning-Centered School. University of California, Berkeley.
• Mayer, A. P., Donaldson, M. L., LeChasseur, K., Welton, A. D., & Cobb, C. D. (2013). Negotiating site-based management and expanded teacher decision making: A case study of six urban schools. Educational Administration Quarterly, 49(5), 695-731.
• Hirsh, S. & Killion, J. (2009). When educators learn, students learn: Eight principles of professional learning. Phi Delta Kappan, 90(7), 464–469.
• Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi Delta Kappan, 90(7), 495–500.
• Lesson 10 Online Course Commentary

Related (and Optional) Readings of Interest:

• Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration. Teachers College Record, 104(3), 421–455.
• Wood, D. (2007). Teachers' learning communities: Catalyst for change or a new infrastructure for the status quo? Teachers College Record, 109(3), 699–739.
• Grossman, P., Wineburg, S., & Woolworth, W. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012.
• Curry, M. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110(4), 733–774.

• Complete Lesson 09 Discussion no later than 11:59 p.m. on Sunday.
• Complete Lesson 09 Assignment no later than 11:59 p.m. on Sunday.

• Textbook 1, Chapter 4, pp. 51–66
• Miller, L.(2005). Redefining teachers, reculturing schools: Connections, commitments and challenges. In A. Hargreaves (ed.), Extending Educational Change (pp. 249–263). Springer: The Netherlands.
• Tschannen-Moran, M. (2004). Chapter 2, What Is Trust? (pp.15–39). From Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
• S.R. Komives, N.Lucas & T.R. McMahon (2006). Chapter 3, The Relational Leadership Model (pp. 35–72). From Exploring Leadership: For College Students Who Want to Make a Difference. San Francisco: John Wiley & Sons.
• Lesson 10 Online Course Commentary

• Complete Lesson 10 Discussion no later than 11:59 p.m. Sunday
• Complete Lesson 10 Assignment no later than 11:59 p.m. Sunday

• Lesson 11 Online Course Commentary

• Work on Continuous School Improvement Assignment
• Complete Lesson 11 Discussion no later than 11:59 p.m. Sunday

• Textbook 1, Chapter 9, pp. 139–152
• Textbook 1, Chapter 12, pp. 189–200
• Textbook 2, Chapter 7, pp. 139–151
• Lesson 12 Online Course Commentary

Related (and Optional) Readings of Interest

• Walter, K.E. (2004). Making good choices: Sustainable school improvement. Naperville, IL: Learning Point Associates.

• Complete Lesson 12 Class Discussion no later than 11:59 p.m. on Sunday.
• Work on Continuous School Improvement Assignment

• None

• Complete Preparing for Continuous School Improvement no later than 11:59 p.m. on Friday.
• Complete SRTE