Higher Education

Assignment Guidelines for writing:
DEADLINE: July 22nd, 2017 -11:55pm – Eastern time (EST) – DO NOT PROCRASTINATE

Required Textbook(s) and Resources:

• Pierce, J., and Newstrom, J.W. (2010). Leaders and the Leadership Process: Readings Self-Assessments and Application (6th ed.). New York, New York: McGraw-Hill Irwin.

• American Psychological Association (APA, 2009). Publication Manual of the American Psychological Association (6th ed.). Washington, D.C: APA.

Some lectures/activities may contain additional resources. See individual lectures/activities for those requirements.

  • DO NOT PLAGIARIZE

-Do not give me fragments, run on, vague sentences. Check, check, check – for proper grammar, spelling, and make sure the content is correct, make sure it flows and back up statements with proper examples. Check, before submitting draft – proof read!

In graduate courses, you are expected to support your viewpoints with academic evidence (citing and referencing your sources using APA style. Reference the link https://owl.english.purdue.edu/owl/resource/560/01/ – Use Proper APA Format

  • APA 6 format throughout (e.g., title page, running head, in-text citations, headings, references) Double spaced, Times New Roman Size 12 font, 1″ margins.
  • Quotes must be something that could not have been paraphrased by you (because of its eloquence) The APA manual indicates that page numbers are required for all direct quotes and page numbers are optional for paraphrased material.

• In addition APA format documents have been attached so that proper APA format is used
• APA 6th Edition Quick Reference Guide
• Proper APA Style
• APA Formatting
• Basic citation styles
• Introduction to APA Style
• Paraphrasing

• In addition, I attached a Proofreading Tip file to cover writing style. Your writing must be professional and appropriate for the target audience. DO NOT use I, we, our, you. Do NOT refer to your paper (ex. In this paper…). USE PROPER writing mechanics, grammar, spelling, sentence structure, etc. Attached is a document called: Proofreading Tips

I want to put emphasis on using appropriate academic sources, APA formatting, writing clarity, and the ability to synthesize information into a thoughtful and cohesive paper
The work must be above average and truly exceptional. The paper:

  1. It not only fulfills the assignment but does so in a fresh and mature way. The paper is exciting to read; it accommodates itself well to its intended audience.
  2. The evidence is detailed and used persuasively and where appropriate; citations are used effectively where appropriate and are formatted correctly.
  3. The organization gives the reader a sense of the necessary flow of the argument or explanation. Paragraphs are fully developed and follow naturally from what precedes them; the conclusion reinforces the reader’s confidence in the writer’s control of the argument. Organizational guides are used as appropriate.
  4. The prose is clear, apt, and occasionally memorable. The paper contains few, if any, errors of grammar, mechanics, word choice or expression, none of which undermines the overall effectiveness of the paper.
  5. Try not to write sentences in the passive voice. With the active voice, the subject performs the action. This style can provide more clarity, brevity, responsibility, or certainty than passive voice. In the passive voice, the actions are performed upon the subject by someone or something else. When the subject is more important than the actor, the passive voice is a useful style. If the active voice makes sense, use it.
  6. Your writing has a clearly defined purpose and it makes a definite point. You are able to supports that point with specific information. The information is clearly connected and arranged and the words are appropriate, and the sentences are concise, emphatic, and correct.
    • QUALITY: Review/use the applicable required resources below and do your own research to ensure that they create and give QUALITY work.

• REFERENCES AND IN-TEXT CITATIONS: You MUST include citations for information cited in the essay. Use APA formatted citations. You must cite any data or research. Use APA format for in-text citations and list of references.

• BELOW ARE SOME BASICS TO HELP YOU WITH APA: http://libguides.gwumc.edu/c.php?g=27779&p=170351

JOURNAL ARTICLE – https://owl.english.purdue.edu/owl/resource/560/07/
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy
Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(3), 5-13.


BOOK – https://owl.english.purdue.edu/owl/resource/560/08/
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.
Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.


VIDEO – http://libguides.gwumc.edu/c.php?g=27779&p=170348
Author Surname, First Initial. Second Initial. OR Author screen name. (Year, Month Day {of video post}). Title of video [Video file]. Retrieved from URL of specific video.
Norton, R. (2006, November 4). How to train a cat to operate a light switch [Video file]. Retrieved from http://www.youtube.com/watch?v=Vja83KLQXZs


CHAPTER IN AN EDITED BOOK – https://owl.english.purdue.edu/owl/resource/560/08/
Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. A. Editor & B. B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher.
Note: When you list the pages of the chapter or essay in parentheses after the book title, use “pp.” before the numbers: (pp. 1-21). This abbreviation, however, does not appear before the page numbers in periodical references, except for newspapers.
O’Neil, J. M., & Egan, J. (1992). Men’s and women’s gender role journeys: A metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.),Gender issues across the life cycle (pp. 107-123). New York, NY: Springer.


WEB PAGE
It all depends on the type of webpage from which you are referencing info. See the following for a helpful list of examples: https://owl.english.purdue.edu/owl/resource/560/10/

• LECTURE: How do people become educational leaders? Standards for educational leaders
Students must be able to analyze the leadership qualities necessary to guiding educational organizations and units, and must be able to emulate these leadership qualities themselves.
READING AND RESOURCES
Read/review the following resources for this activity:
https://www.youtube.com/watch?v=DMuawiTn26Q
• Article: New Training Opportunities for Education’s Executives File
• Article: Standards for Educational Leaders File
• Textbook, Ch. 5, 7, 11
• Lecture and articles
Course Learning Outcome(s): 1, 2, 4, 6

  1. Define the concept of leadership employed within the philosophical, social and political contexts of educational organizations.
  2. Identify personal values, mission, and beliefs that build a sound philosophical foundation for becoming an educational leader.
  3. Critique the “educational leader” based on historical, political, religious, philosophical, environment, sociological, emotional and ethical perspectives that define what it means to be a “leader” and how “effective leadership” can be described.
  4. Apply leadership perspectives to create context for educational innovation and change.
    Identify an educational leader (in Orange or San Diego County California, USA) that you have known or with whom you have worked. Highlight his or her leadership traits. Then explain how you can implement these traits in an educational leadership position in which you would like to work.
    ORDER INSTRUCTIONS: Using APA format (https://www.youtube.com/watch?v=N3kElRQYhQY), provide at least two citations with corresponding references page and use appropriate in-text citation(s) to answer:
    Provide an elaborate, unique, response – specific to Part 1:
    Review your peer’s analysis of leadership traits they have identified. Do you see these traits as positive, or can these traits be a negative in guiding and leading educators. Explain how the trait could be misused.
    Keep the following in mind:
    • When responding to your classmate try to avoid very short responses like “I agree” or “Interesting point”. Elaborate!
    • Did you gain new knowledge? Explain.
    • Was there consensus/disagreement? Tell the class why you agree or disagree or why you think it is an interesting point.
    • If your view varies greatly from that of a peer, provide additional information and outside sources to help strengthen your viewpoint.
    • Any questions posed to your peers should further the discussion, not propose new questions that take the discussion in an unrelated direction.
    • Did any responses help you gain a better understanding of factors that drive higher education costs?
    • What new information is provided and how is it significant to advancing your understanding of this week’s topics?
    • Did any responses cause you to change your outlook?
    • Ask a probing question.
    • Share an insight from having read your peer’s post.
    • Offer and support an opinion.
    • Validate an idea with your own experience.
    • Make a suggestion.
    Respond with specific references and responses to the ideas presented. Your substantive response should further the discussion; challenge the comments of your peer, ask questions that will create critical thinking opportunities, or request further clarification about their statement. Inform your peer of how their response promoted new learning for you. Look for similarities and differences in your opinions of learning theorists. If they disagreed with you on a preferred definition, offer some insights regarding your contrasting views. Think about how you might persuade a peer who disagrees with your position to advocate a new point of view.
    • The response for Part 1 is separate from Part 2
    • The responses in Part 1 should be different and not the same as Part 2.
    • The references used in Part 1 should be the same references used in the response to Part 1.
    • Answer all the questions with supporting detail in Part 1 in Q: & A: format.
    • List references after your response to Part 1

• Please make sure that your writing clearly responds to the parts provided – and Please use at least two, cited, scholarly sources. Be sure to include APA references: https://owl.english.purdue.edu/owl/resource/560/02/ Your responses are organized, clear point of view or idea, using rich and significant detail. Your responses are relevant and meaningful with clarifying explanation and detail. Your response draws insightful conclusions thoroughly defended with scholarly evidence (2 or more references) and a rich array of examples. Your responses are easily understood with no errors.
Part 1 “ Certain circumstances and situations require particular forms or specific combinations of leadership abilities to maximize a successful outcome. Regarding educational leadership, the primary concern may not be the methodology utilized to lead, but rather the act of defining a basic, agreed upon idea of what “successful” means. The Educational Leadership Constituencies Council (ELCC) developed standards for current and future school administrators that “address the need to prepare educational leaders who value and are committed to educating all students to become successful adults” (ELCC, n.d.). While “preparing educational leaders” is an identifiable, measurable, and attainable goal, their preparedness being measured by a definition of “successful adults,” is not. Success as an adult is undefinable, yet it would be hard to argue the impact that a few select educators have had in each of our lives. Societal perceptions determine our individual perceptions as to what success is, so in using this perception as our basis of effectiveness as educators, and ultimately as a leader of the process, we are doing a disservice to all involved. We are operating in a world of ever-changing sensitivities to the insights of others that leads to a sense of doubt in determining the value of our self and our contributions. What constitutes success to one may be perceived as failure to another.
I know and have known leaders from all walks of life, including those committed to the educational process. Most who have achieved the greatest level of personal satisfaction in their work have found a way to compensate for the increasing level of bureaucratic influence in the process and maintained a basic servant-leader approach to their daily professional challenges. A servant-leader focuses primarily on the growth and well-being of other people and the communities to which they belong (Greenleaf Center, 2016). Despite the world around them, educational leaders (or any leader for that matter) that exercise a servant-leader style can always return to a sense of purpose unattached to the immeasurable definitions of student success. A bottom-line attitude that simply determines if every student is getting better and developing a passion to reach their own fullest potential is the ultimate form of measurement. This practice of leadership is personal, time consuming, and emotional, but worth every ounce of energy expended. Rather than limiting ourselves to a specific leadership technique, we can try to lead as a flock of eagles that work hard at acting like turkeys (Lum, 2011).
References: Educational Leadership Constituencies Council. (n.d.). Standards for Educational Leaders (Principals, Superintendents, Curriculum Directors, and Supervisors). Retrieved July 19, 2017 from http://tiffin.mrooms.net/pluginfile.php/1276213/mod_resource/content/1/NCDPI-ELCC_Educational_Leaders_Standards.pdf
Greenleaf Center for Servant Leadership. (2016). The Servant as Leader. Retrieved July 19, 2017 from https://www.greenleaf.org/what-is-servant-leadership/
Lum, M. (July 1, 2011). Leadership Styles- Geese, Eagles, & Turkeys. People Coaching Works. Retrieved July 19, 2017 from https://www.youtube.com/watch?v=DMuawiTn26Q “
Provide an elaborate, unique, response – specific to Part 2:
Review your peer’s analysis of leadership traits they have identified. Do you see these traits as positive, or can these traits be a negative in guiding and leading educators. Explain how the trait could be misused.
Keep the following in mind:
• When responding to your classmates try to avoid very short responses like “I agree” or “Interesting point”. Elaborate!
• Did you gain new knowledge? Explain.
• Was there consensus/disagreement? Tell the class why you agree or disagree or why you think it is an interesting point.
• If your view varies greatly from that of a peer, provide additional information and outside sources to help strengthen your viewpoint.
• Any questions posed to your peers should further the discussion, not propose new questions that take the discussion in an unrelated direction.
• Did any responses help you gain a better understanding of factors that drive higher education costs?
• What new information is provided and how is it significant to advancing your understanding of this week’s topics?
• Did any responses cause you to change your outlook?
• Ask a probing question.
• Share an insight from having read your peer’s post.
• Offer and support an opinion.
• Validate an idea with your own experience.
• Make a suggestion.
Respond with specific references and responses to the ideas presented. Your substantive response should further the discussion; challenge the comments of your peer, ask questions that will create critical thinking opportunities, or request further clarification about their statement. Inform your peer of how their response promoted new learning for you. Look for similarities and differences in your opinions of learning theorists. If they disagreed with you on a preferred definition, offer some insights regarding your contrasting views. Think about how you might persuade a peer who disagrees with your position to advocate a new point of view. .
• The response for Part 2 is separate from Part 1
• The responses in Part 2 should be different and not the same as Part 1.
• The references used in Part 2 should be the same references used in the response to Part 2.
• Answer all the questions with supporting detail in Part 2 in Q: & A: format.
• List references after your response to Part 2

• Please make sure that your writing clearly responds to the parts provided – and Please use at least two, cited, scholarly sources. Be sure to include APA references: https://owl.english.purdue.edu/owl/resource/560/02/ Your responses are organized, clear point of view or idea, using rich and significant detail. Your responses are relevant and meaningful with clarifying explanation and detail. Your response draws insightful conclusions thoroughly defended with scholarly evidence (2 or more references) and a rich array of examples. Your responses are easily understood with no errors.
Part 2 “Dr. Lisa Wendel worked as a guidance counselor before moving into a principal role at my former K-12 school district. As a principal, Dr. Wendel, was active in the district and formed a positive working relationship with both students and teachers. She always had a positive, professional demeanor but also knew how to make the hard decisions which were in the best interest of the school district. After a long career as a principal, Dr. Wendel transitioned into a superintendent role at the district. While I am not overly familiar with her work as a superintendent, I always remember hearing community members speak very highly of her work and commitment to the school. Recently, Dr. Wendel has taken on a role outside of the school landscape. However, her new position as a workforce specialist for the county economic development committee still connects her to the world of education. She not only works with corporations to promote local business growth and opportunities, but she also presents to local school district students on educational pathways that can lead to local job opportunities. Through her position, she takes students and groups of teachers on field trips to local businesses to spread information and awareness about local career pathways.
What I admire most about Dr. Wendel’s leadership traits is her passion and ability to work well with others. I would classify Dr. Wendel as a charismatic leaders. Charismatic leaders communicate through expressive action and use their dedication and confidence to give credibility to what they advocate (Pierce & Newstrom, 2011, p 344). As a young student I remember looking at Dr. Wendel and actually feeling her energy in the school and her commitment to the institution. Now as an adult, I have the ability to admire her work with the community while educating the local population on educational pathways that can lead to prosperity in your hometown. She has a passion for education and you can tell she is committed to wanting local students succeed. I hope that I can adopt a similar leadership style as Dr. Wendel by adopting some of her communication strategies. She has the ability to eloquently communicate her beliefs in a way that makes others want to listen and follow. She also demonstrates a commitment to others and takes the times to listen to the concerns and ideas of those around her.
Pierce, J. & Newstrom, J. (2011). Leaders and the Leadership Process: Readings, Self-Assessments and Applications. Sixth Edition. New York, NY: McGraw-Hill. “
Grading, Assessment, Directions and Requirements for Responses (min 350 words)
• Using APA format, incorporate appropriate in-text citation(s) referring to the academic concept with corresponding references page for the initial post.
• Meeting the minimum number of words (350) does not guarantee an A; you must present an in-depth discussion of high quality, integrate sources to support your assertions, and refer to peers’ comments in your secondary posts to build on concepts.
Respond to all questions: • specific • relevant • compelling • related • thorough • proper length
Your responses are organized, clear point of view or idea using rich and significant detail. Please make sure that your writing clearly and your writing responds to the questions provided.
Responses (Engagement): • substantial • organized • PROPER APA references others’ work!
Use the OWL Purdue APA pages to assist you in developing your professional formatting and style: https://owl.english.purdue.edu/owl/resource/560/01/

Provides two (2) or more relevant and meaningful responses with clarifying explanation and detail!
• Please make sure that your writing clearly responds to the parts provided – and Please use at least two, cited, scholarly sources. Be sure to include APA references: https://owl.english.purdue.edu/owl/resource/560/02/ Your responses are organized, clear point of view or idea, using rich and significant detail. Your responses are relevant and meaningful with clarifying explanation and detail. Your response draws insightful conclusions thoroughly defended with scholarly evidence (2 or more references) and a rich array of examples. Your responses are easily understood with no errors.
Responses (Critical Thinking): • sources • organized • analysis • evaluation
Draws insightful conclusions thoroughly defended with scholarly evidence (2 or more references) and a rich array of examples and thoughtfully, thoroughly and carefully use to corroborate assertions and as evidence of scholarship.

Responses (Grammar, Mechanics, Style) • language • audience • word choice • clear • concise • APA format – no error! Check your work!
Responses are easily understood with no Grammar, Mechanics or Style errors. Please use cited, scholarly sources provided. Be sure to include an APA reference list for all sources.

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