Note: Assignments are due by 11:59 pm ET, Sunday night of the week.

identifies readings that are available on E-Reserves through the library.

Lesson 1: Introduction to the Principalship and Associated Leadership Standards

Readings:

Textbook 2, pp. 77–90 Locate and read the Interstate School Leaders Licensure Consortium (ISLLC) standards Locate and read the Educational Leadership Constituent Council (ELCC) standards Locate and read the Core and Corollary PA Inspired Leadership (PIL) standards Lesson 1 Commentary

Activities:

Complete EDLDR Principal Certification Survey Confirmation Participate in Class Introductions discussion. Begin working on Principal Description (due end of Lesson 2). Complete Lesson 1 Exit Ticket. (Note: Exit Tickets will be common throughout this course. In responding to Exit Tickets, be concise, but specific. Your response should be limited to one paragraph, but should demonstrate that you have carefully reviewed all three sets of standards.) Complete Academic Integrity and College Contacts.

Lesson 2: The Principal as Leader

Readings:

Textbook 2, pp. 17–27 Textbook 2, pp. 28–39 Green, R.L. (2013). Contemporary theories and approaches to school leadership. In Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (4th ed). (pp. 57–73). Boston: Pearson. Lesson 2 Commentary

Activities:

Submit Principal Description. (Save this document to expand upon within your final paper.) Complete Lesson 2 Exit Ticket. Complete Field Experience Observation Paper—Identify Principal. If you cannot shadow a principal and intend to complete the alternative assignment, you should, instead, begin locating relevant research sources for the alternate assignment. Complete Lesson 2 Participation Assignment. Complete TADS Activity. (Save this document as a potential resource to generate ideas for your resume, cover letter, and the last section of your final paper.)

Lesson 3: Case Study Analysis Part I

Readings:	None
Activities:	Submit the Case Study Analysis Part I

Lesson 4: Case Study Analysis Part II

Readings:	None
Activities:	Submit the Case Study Analysis Part II.

Lesson 5: The Principal as Visionary

Readings:	Wilmore, E. L. (2002). Creating the vision of a collaborative learning community. In Principal leadership: Applying the new Educational Leadership Constituent Council (ELCC) standards. (pp. 19–24). Thousand Oaks, CA: Corwin Press, Inc. Textbook 1, Chapters 1–5 (pp. 1–110) Textbook 2, pp. 40–54 Textbook 2, pp. 55–76 Lesson 5 Commentary
Activities:	Submit Principal Contact Information. This submission is not applicable if you are not shadowing a principal and intend to complete the alternative assignment. In that event, you should, instead, continue locating and reviewing relevant research sources for the alternate assignment. Complete Lesson 5 Exit Ticket. Complete Lesson 5 Participation Assignment.

Lesson 6: The Principal as Systems Leader

Readings:	Hoy, W.K. & Miskel, C.G (2008). The school as a social system. In Educational administration: Theory, research, and practice (8th ed.). (pp. 1–40). Boston: McGraw-Hill. Textbook 2, pp. 3–16 Textbook 2, pp. 297–316 Textbook 2, pp. 348–371 Lesson 6 Commentary
Activities:	Explore the Pennsylvania Department of Education's Standards-Aligned System (SAS) website. Complete Data-Informed Instructional Leadership Presentation—Sources. Complete Lesson 6 Exit Ticket.

Lesson 7: The Principal as Symbolic Leader

Readings:	Textbook 1, Chapters 6–8 (pp. 111–176) Textbook 2, pp. 197–206 Textbook 2, pp. 274–286 Lesson 7 Commentary
Viewings:	Interview of Dr. Norman E. Hatten, Superintendent of Manheim Central School District, discussing school culture
Activities:	Prepare your Data-Informed Leadership Presentation for submission and sharing in Lesson 8. Complete Lesson 7 Exit Ticket.

Lesson 8: The Principal as Change Leader

Readings:	Textbook 2, pp. 207–219 Textbook 2, pp. 220–254 Textbook 2, pp. 255–273 Textbook 2, pp. 287–294 Lesson 8 Commentary
Activities:	Submit and share your Data-Informed Instructional Leadership Presentation for grading and peer feedback by 11:59 p.m. on Thursday. Complete Peer Review of Data-Informed Leadership Presentation.

Lesson 9: The Principal as Leader of Leaders

Readings:	Textbook 2, pp. 372–392 Textbook 2, pp. 393–422 Lesson 9 Commentary
Activities:	Participate in Hiring Process Activity discussion (initial post due by 11:59 p.m. Thursday). Complete Lesson 9 Exit Ticket. Begin Cover Letter and Resume for submission in Lesson 10.

Lesson 10: The Principal as Instructional Leader

Readings:

Marzano, R. J. (2003). A guaranteed and viable curriculum. In What works in schools: Translating research into action. (pp. 22–34). Alexandria, VA: Association for Supervision and Curriculum Development. Textbook 2, pp. 317–333 Textbook 2, pp. 334–347 Danielson, C. (2012). Observing classroom practice. Educational Leadership, 70(3), 32–37. Wiggins, G. (2012). 7 keys to effective feedback. Educational Leadership, 70(1), 10–16. Lesson 10 Commentary

Activities:

Submit Cover Letter & Resume for grading. Complete Lesson 10 Exit Ticket. Complete Lesson 10 Participation Assignment. View Framework for Teaching Rubric.

Lesson 11: The Principal as Manager

Readings:	Horng, E.L., Klasik, D., & Loeb, S. (2010). Principal's time use and school effectiveness. American Journal of Education, 116(4), 491–523. Rappaport, N. & Minahan, J. (2012). Cracking the behavior code. Educational Leadership, 70(2), 18–25. Textbook 1, Chapter 12 (pp. 231–249) Lesson 11 Commentary
Activities:	Begin School-Community Communication Assignment for submission and sharing in Lesson12. Complete Lesson 11 Exit Ticket. Complete Lesson 11 Participation Assignment.

Lesson 12: The Principal as Community Leader

Readings:	Textbook 1, Chapters 9–11 & 13–14, (pp. 177–230 & 251–289) Lesson 12 Commentary
Activities:	Participate in School-Community Communication discussion (initial post due by 11:59 p.m. Thursday).

Lesson 13: The Principal as Moral and Ethical Leader

Readings:	Stefkovich, J. A. (2006). A model for promoting the student's best interests. In Best interests of the student: Applying ethical constructs to legal cases in education. (pp. 17–27). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Textbook 2, pp. 93–110 Textbook 2, pp. 166–193 Lesson 13 Commentary
Activities:	Complete Lesson 13 Exit Ticket. Complete Lesson 13 Participation Assignment.

Lesson 14: The Principal as 21^st Century Leader

Readings:	Zhao, Y. (2009). Catching up or keeping the lead: The future of American education. In Catching up or leading the way: American education in the age of globalization. (pp. 181–198). Alexandria, VA: Association for Supervision and Curriculum Development. Textbook 2, pp. 441–449 Textbook 2, pp. 475–491 Lesson 14 Commentary
Viewings:	Above & Beyond
Activities:	Explore the Partnership for 21st Century Learning website. Complete Lesson 14 Exit Ticket. Complete Role of the Principal—Field Experience Observation (or Alternate Assignment) for submission in Lesson 15.

Lesson 15: The Principal as Sustainable Leader

Readings:	Textbook 2, pp. 492–519 Rooney, J. (2000). Survival skills for the new principal. Educational Leadership, 58(1), 77–78. Lesson 15 Commentary
Activities:	Submit Role of the Principal—Field Experience Observation (or Alternate Assignment) for grading (due by 11:59 p.m. Monday) Participate in Field Experience Observation Reflective Paper Discussion (initial post due by 11:59 p.m. Monday)