Educational Leadership and Public Relations – EDUC 742
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020
An investigation into the issues and practices of developing communication and relationships to enhance support for educational activities within and outside the school.
The Educational Leadership program is designed to provide individuals with the concepts, skills, knowledge, and dispositions necessary to positively contribute to the field of education. The purpose of Educational Leadership and Public Relations is to provide insight into the role of the institutional leader in the systematic promotion of a program, in crisis management, in directing the vision, in implementing the institution’s philosophy, and in fulfilling the institution's mission. The participants in the class will explore relevant research on the philosophies and theories of public relations, including those biblical examples which provide a model for success and failure.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Analyze the demonstrated leadership styles of specific biblical leaders and evaluate their approaches to building relationships with the public whom they interacted with.
- Analyze the community’s perception of a school or program using a demographic profile from an existing school or program, and diagnose the areas in which the school or program should take the initiative to improve its relationships.
- Evaluate multiple approaches to campaign formatting, and select the most effective technique for the task.
- Describe model public relations policies and practices.
- Analyze the roles of the key players in building positive public relations.
- Assess the integrity of campaign elements.
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Only licensure candidates must complete the practicum in order to earn a passing grade in this course. The minimum required number of hours for building-level school administration is 30 hours; for district-level/superintendent candidates, it is 50 hours. During this course, the candidate will complete practicum hours in an accredited school. The majority of the hours must be completed while school is in session and students are present. Before beginning the practicum, the candidate will submit the practicum proposal form to the instructor for approval.
Upon completion of the practicum, the candidate will submit the Field Experience Summary (FES) via Blackboard. The Field Experience Assessment (FEA) will be completed in LiveText’s Field Experience Management (FEM) program. The link to this form will be emailed to your mentor.
The form submissions are non-graded assignments; however, they are required for licensure candidates.
Discussion boards are collaborative learning experiences. Therefore, the candidate will complete two online field trips using the links provided. The candidate will write at least 350 words about his or her experience. The candidate will post two substantive replies of 200 words (MLO C, D, E, F).
Discussion boards are collaborative learning experiences. Therefore, the candidate will read the assigned case studies and write at least 750 words with a one paragraph response to each of the questions listed. Each thread must contain at least two scholarly resource citations. The candidate will post two substantive replies of 300 words each to other candidates’ threads, and incorporate at least one scholarly citation (MLO C, D, E, F).
The candidate will summarize and reflect on the main principles of the assigned readings. The candidate must critique ideas in light of a biblical worldview. The summaries will be 100–125 words, and the reflections will be 150–200 words (MLO C, D, E, F).
The candidate is required to review a minimum of seven articles which describe the public relations role of school leaders. The candidate will write a single essay that compares and contrasts the elements of the seven articles. Completed in current APA formatting, the critique must include a reference page listing all articles and must be 5–8 pages (MLO C, D, E, F).
The candidate will research a leader from the Old or New Testament, analyzing the issues the leader faced when dealing with various publics, the manner in which specific issues were handled, and the consequences of the choices made. The assignment will be 3–5 pages (MLO A).
The candidate will complete a community resources alignment project at either the district or school level. Please choose the assignment in LiveText that applies to your program. For instance, if you are in the District-level/superintendent preparation program, choose the District-level LiveText assignment. If you are pursuing a School (building)-level school administration license, choose the School-level assignment in LiveText. Those not in a specific preparation program may choose either the district or the school assignment (MLO B, C, D, E, F). Higher education majors may select the higher education option.
District-Community Resources Alignment Project or School-Community Resources Alignment Project or Higher Education-Community Resources Alignment Project
The candidate will complete a 5–8 page demographic study using at least two references. This paper must be formatted according to current APA style, submitted through SafeAssign, and include a reference page. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.
The candidate will compile a 3–5 page needs assessment using at least three references. This paper must be formatted according to current APA style, submitted through SafeAssign, and include a reference page. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.
The candidate will write a 5–8 page analysis of community resources. This report must include an annotated directory, a reference page, at least two sources, must be formatted according to current APA style, and must be submitted through SafeAssign. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.
The candidate will write a 3–5 page proposal as the final stage of the Benchmark Assignment for this course. The candidate will use the demographic study, needs assessment, and resources report completed in previous modules/weeks to develop a proposal. This assignment requires at least two references, must be formatted according to current APA style, and must be submitted through SafeAssign. This assignment will also be submitted in LiveText as part of the Benchmark Assignment.
Only licensure candidates will complete this in the provided form and will include relevant information from the practicum. This assignment is required in order for the candidate seeking licensure to pass this course.
The onsite mentor will complete the FEA in LiveText’s Field Experience Management (FEM) program. The link to this form will be emailed to your mentor with instructions for completing the FEA via LiveText. This assignment is required in order for the candidate seeking licensure to pass this course.