||EDA626 - Community and Diversity
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Analysis of social and political forces impacting human resources leadership and school-community relations. Internal and external components of operation of personnel and school management functions. Needs of diverse communities cultural Pluralism, personnel issues, and personnel and community relationships related to state and federal laws and local policies. Collective bargaining's impact on human resources and community relationships.
|Course Learning Outcomes:
- Analyze how the goals and aspirations of a diverse community can be use to foster an effective school learning environment.
- Incorporate information about family and community expectations into school decision-making and activities as demonstrated in a school-public relations plan that includes community and business organizations.
- Explore various avenues of school information dispursement that can be done on a continual and regular basis.
- Support the equitable success of all students and all subgroups of students by mobilizing and leveraging community support services.
- Examine administration and union roles in collective bargaining and contract management.
- Evaluate the procedures for documentation and personnel file building regarding employee discipline and termination.
|Specified Program Learning Outcomes:
- Acquire knowledge and develop skills associated with restructuring organizations, mobilizing of human and fiscal resources, and creating a school environment that identifies
institutional needs for diversity
- Analyze aspects of professional and personal ethics that are conducive to leading a school or school system.
- Analyze the larger political, social, economic, legal, and cultural context that impacts a school or school district.
- Analyze the organization, operations, and resources necessary to foster a safe, efficient, and effective learning environment.
- Build consensus among stake holders by implementing procedures for curricular improvements based upon assessment and appropriateness of diverse classroom environments
- Create a vision of learning that is shared and supported by the school community.
- Demonstrate an understanding of organizational development, and the benefits of mobilizing human and fiscal resources, restructuring, creating a school environment that identifies institutional needs for diversity and the administrative tasks of the principal and vice principal
- Demonstrate instructional leadership in maintaining and increasing teaching effectiveness provided through relevant professional development opportunities
- Demonstrate their knowledge of practice related to curriculum standards and accountability leading to the improvement of teaching and learning.
- Demonstrate through practice a sensitivity to and an understanding of cultural diversity and its significance in building effective school communities
- Design a system of collaboration that includes families and community members, and responds to diverse community interests and needs, and mobilizes community resources.
- Develop a school culture conducive to student learning and staff professional growth.
- Evaluate aspects of professional and personal ethics that are conducive to leading a school or school system.
- Evaluate, analyze, and develop new school programs and paradigms from the politics of school organizations for the improvement of instruction.
- Make better decisions regarding the management of information technology within the organization, and how information and educational technology can be used to improve instructional programs and drive professional development of the staff.
- Possess the necessary skills to become successful practicing school administrator.
- Provide candidates with the research base for reflective educational decision making.
- Understand, evaluate, and apply financial policies and practices used in schools and districts, which emphasize federal, state, and local revenue sources as well as district and school budgeting and financial management procedures.
- Understand, evaluate, and apply school district procedures for curriculum implementation and instructional improvement, based on assessment and appropriateness of multi-cultural classroom environments.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures