1. #strategicsolutions_finalproposal 1
Educational Leadership Distance Learning Development Plan
Lisa Babcock, Jonathan Case, Veronica Jo,
Nicole Pinson, & Lennice Smith
University of South Florida
EME 6457
Albert Ritzhaupt, PhD

2. #strategicsolutions_finalproposal 2
Proposal Table of Contents
Executive Summary Page 3
Needs Analysis Page 3­4
Delivery Method Page 5
Teaching/Learning Strategies Page 5­6
Course Outline Page 6­9
Student and Instructor Support Page 9­10
Design and Development Page 10­11
Evaluation of Student Progress Page 11­12
Administrative Issues Page 13
References Page 14­15
Appendix A Page 15

3. #strategicsolutions_finalproposal 3
Executive Summary
Effective, solid, and superior programs in Education Leadership are essential in all aspects in the
management of teaching, learning, and scholarship; and, ensuring that K­12 students are
obtaining the knowledge that they need, that instructors are effectually imparting this knowledge,
and that administrators are supportively directing the process are all elements that indicate
successful Educational Leadership practices. “Schools and districts across the country are
failing our children at unspeakable rates. This fact alone demands that we rethink and restructure
leadership programs to better prepare men and women who have both the courage and the will
to face the challenge and break the freefall” (Tucker qtd in gse.harvard.edu, 2014). It is clear
that there is a need for unquestionably exceptional guidance for our children, our students, and
the future of our society as a whole. To that end, the following proposal outlines a fully online
program in Educational Leadership that incorporates technological advancements in online
learning – in keeping with current trends in education – and academic excellence.
The following areas of the program will be addressed:
∙ Needs Analysis
∙ Delivery Method
∙ Teaching and Learning Strategies
∙ Student and Instructor Support
∙ Design and Development
∙ Evaluation of Student Progress
∙ Administrative Issues
Successful leadership in education is the core of academia and knowledge, and the
communication of truth. For that reason, it is important for the management of education to be
delivered in a structured and organized manner that encourages critical thinking, enhances
analytic and communication skills, and the development of new ideas.
Needs Analysis
Pedro Noguera, a professor in the Graduate School of Education at Harvard University, stated
“for the last decade, education has been widely regarded as the most important domestic policy
issue facing the nation . . . . Large numbers of public schools are perceived as failing, and not
surprisingly, much of the pressure and growing frustration is being directed toward educational
leaders” (Noguera, 2003).
The University of South Florida II has a diverse community throughout the student body.
Currently there are 10,176 graduate students and of those, 1,483 students are in the USF2
College of Education. To narrow it down further, 167 students are currently enrolled in courses

4. #strategicsolutions_finalproposal 4
towards the M. Ed. degree in Educational Leadership. In addition, there are 3,629 public K­12
schools in the state of Florida and this number is growing each year (EducationBug.org, 2014).
Since there is a strong correlation between leader effectiveness and the success level of the
organization, well prepared educational leaders are needed as the educational environment
changes due to technological advances and the demand for new fields each year. According to
Hesselbein and Cohen (1999, p. 263), organizations that take the time to teach leadership are
far ahead of the competition.
As an organization that prepares the educational leaders of tomorrow, it is our job to ensure
effective, technologically advanced, and innovative administrators rise forth from our university.
Typically, students that enter an Educational Leadership program have held teaching positions of
their own for a varying amount of time, but they may also start their career as a transfer from a
related occupation (WorldWideLearn.com, 2014). Based on a recent survey, the general
demographic of students in the M. Ed. in Educational Leadership are primarily aged 25 to 45
years old, who have career and family obligations that make it difficult to attend courses on
campus and during the week. Seventy eight percent live more than 30 miles from the campus
and it would take them just as long to travel to and from class as it would for them to actually be
in class. A report from Marketdata Enterprises Inc. found that enrollments in online degree
programs make up 30 percent of all post­secondary education enrollments. They expect that by
2015, 37 percent of all post­secondary enrollments will be online degree program enrollments
(Goldman, 2011). Another report by the Babson Survey Research Group released in January
of 2013 stated that 69.1 percent of chief academic leaders at higher education institutions now
say that online learning is critical to their long­term strategy (Allen and Seamen, 2013).
An Educational Leadership course delivered by distance education provides leadership learning
opportunities for professionals and post­secondary education students, and enables the
university to reach the audience requesting and expecting online degree programs. It also
provides an opportunity for the university to reduce costs by creating a high quality, reusable
learning program, and to partner with faculty from other departments and representatives from
outside organizations to deliver course content utilizing varied teaching styles and perspectives.
Based on student evaluations and formative and summative assessments, individual course
modules can be updated or revised when necessary, a cost­saving advantage to the university.

5. #strategicsolutions_finalproposal 5
Delivery Method
The delivery method for this program will be fully online using the current Canvas Learning
Management System (LMS). The students will not be required to attend courses on campus,
however a new student orientation is required before their first semester of coursework in the
program. Although the entire program is online, the course will be a mix of synchronous (video
and audio communication) and asynchronous communication and learning (e­mail, chat, forums,
discussions, and use of virtual libraries and web­hosted resources). There will be web
conferencing sessions scheduled throughout the courses as determined by the course instructors.
There will also be 100 hours of practicum required prior to completion of the program. The
practicum site and mentor will be approved by the academic advisor. To access the course,
students need a computer with an internet connection.
Learning/Teaching Strategies
ICE Model
The ICE model was developed by Wilson and Young (1995). The acronym ICE stands for
ideas, connections, extensions. Although it was developed almost two decades ago, the simple
model provides much more than meets the eye. It divides learning into three stages. The ideas
stage is the most simplistic of information. Ideas content and assignments are the fundamental
skills and knowledge one must have in order to move past the basic understanding of facts and
achieve the ability to connect to the real world. This level includes vocabulary, processes,
definitions, and basic skills.
The connections level is split into two parts. As the learner absorbs knowledge and skills, they
create a personal version of the information. They will make connections that mean something
within their own world. Each learner will not make the same connections and the image in their
head when they digest the information will not be the same. For instance, a person may read
the title “To Kill a Mockingbird” and automatically associate the book with a pet that died
before they even read the first page. The other part of the connection level is the connection the
learner makes with other content. They are finding a commonality between what they just
learned and a previous idea.
The final and highest level of learning and understanding is the extensions level. During this
process, the student creates new ways to use the information that have learned. These
extensions are often referred to as the the eureka moments. At this point, the knowledge is
used to say, “now that I know this, what can I do with it?” It is in this level that new inventions
are born (Fostaty­Young, 2005).

6. #strategicsolutions_finalproposal 6
Adult eLearning Motivators
Adults are more motivated when you provide an opportunity for them to make a choice on how
they want to organize their learning, apply their skills, or demonstrate proficiency. The content
and the assignments have to be real world. Abstract concepts cause learners to lose interest
very quickly. Engaging learners in case studies of compelling stories that will interest learners can
lead to conversations and debate.
The learners also need to experience success in order for their intrinsic motivation to kick in. It
is important to be careful not to make the first task too easy because it may be condescending
to students. But, if you make the task too difficult, they will lose interest and motivation from the
beginning. The use of scaffolding is essential for the course. It is also important to feed creativity
and critical thinking; rote learning becomes boring. Provide opportunities for students to think
critically. Let students engage each other in debate and/or complete group tasks.
New information, as well as new delivery styles, can motivate students. Students may be used
to seeing the same old boring slides or talking about the same topics all the time. However, if
you put a new spin on a topic or change up the look and feel as well as the delivery of the
content, the learners will be more motivated to be involved. Finally, completing the same task
over and over can be boring for users. Minor changes can make a difference. Changing up the
activities or template, using hands on experience, featuring a main character, creating podcasts,
and presenting a story, are all ways to create activities that will make the student think, analyze,
and be inspired. (Gutierrez, 2013)
Course Outline
This is a ten week, semester course, with course content delivered in three­week modules.
Because students learn when they can apply prior knowledge to new information and
experiences, each module reinforces core learning concepts of previous modules. This teaching
strategy also creates an integrated and cohesive overall course. In addition, the course content
and activities are structured to increase in complexity as the course progresses enabling students
to build confidence, comfort level working with the technology, and maintain motivation. A
variety of teaching strategies and tools intend to tailor concepts to different learning styles and
preferences. An asynchronous learning approach enables our target audience to access course
information at a time and place most conducive to their learning. They can begin and end tasks
and formulate an approach to learning based on their individual learning strategies (for example,
going through a module all at once, or breaking the module into components or specific tasks).

7. #strategicsolutions_finalproposal 7
Week 1­3
1. Curriculum and Instruction
2. Organizational Development and Management
3. Human Resource Management and Development, Working with Conflict
Week 4­6
4. Leadership Skills and Behaviors
5. Communication Skills and Diversity
6. Technology and Teamwork/Group Collaboration
Week 7­9
7. Educational Law
8. Educational Finance
9. Identify Local Problem, Complete Student Portfolios
(College of Education, 2013)
Week 10
10. Summative assessment and evaluations
Learning Objectives
1) Given a three­week module on leadership, the student will identify three leadership behaviors
he or she finds valuable for increasing leadership at work, school, local organizations, or his/her
community.
2) After participating in a three­week module on working with groups, the students will work in
groups of 5 to propose a solution to a local problem, to instructor’s approval.
3) After participating in a three­week module on working with groups, the student will recognize
three inner­personal skills he or she can adopt, to develop a better understanding of people and
more effectively work with individuals from diverse backgrounds.
4) Given a three­week module on faculty development, students will work in productive teams
to develop and use an action plan to coordinate project tasks, roles and completion dates, per
instructor’s approval.

8. #strategicsolutions_finalproposal 8
5) Given a case study example and grading rubric, students will work in groups of 5 to define
conflict, explain the conflict cycle, and provide a one­page response on how they can manage
this conflict creatively.
Instructional Activities
Students will learn theory of curriculum and instruction by accessing online, linked journal
articles, publications, Presi/PowerPoint presentations, and video provided on the Canvas
learning management system. Use of online, web­based resources (documents, audio/video
presentations, asynchronous discussions) allow students to access or download information at a
time and place convenient to them for listening, viewing, or participating. Weeks 1­2
incorporate icebreakers, social discussion, and open­ended questions so students interact with
one another and establish rapport. Additional Week 1­2 activities enable students to practice
using and navigating the LMS, posting to discussion boards, increasing confidence using the
technologies, and practice public speaking skills. Students will develop communication and
interpersonal skills by working in teams or small groups to identify a problem, establish
individual leadership roles, and develop a collaborative plan of action that provides a solution to
the problem.
To develop strategies and approaches to managing conflict, students will work through case
studies where they propose resolutions, discuss feelings and expectations, and learn how to
facilitate dialogue and work with diverse audiences. Case studies will be accessed via online
facilitator or instructor moderated discussion groups and interactive, document sharing software.
Lectures and instructional activities focus on communication, interpersonal relations, decision
making, and problem solving based on instructional objectives.
Leadership is further developed by teaching students about educational law and educational
finance, and guest lectures are encouraged to demonstrate a public/private partnership and
exemplify Educational Leadership experiences, difficulties, and successes. Group work, case
studies, and online discussions provide ongoing formative assessments, and group members will
be assigned randomly. Partnerships with faculty from other departments and representatives
from outside organizations to deliver course content is encouraged and enables to university to
promote collaboration while utilizing varied teaching styles and perspectives. We will account
for gender and cultural differences by utilizing quality assessments and educational materials that
do not promote bias, and will provide students rubrics, checklists, and project examples to
ensure they are aware of performance expectations and so they are graded objectively.
This course incorporates student­teacher interaction (synchronous discussion, lecture/guest
lecture, Presi/PowerPoint presentation tools, e­mail communication), student­student interaction
(open­ended questions, case studies, group work, facilitation, collaboration, chat, software
sharing), and student­content interaction (writing assignments, virtual library, online links and
web­hosted resources, print material, technologies, software sharing, videos, demonstrations).
Synchronous discussions incoporate all three interactions and pertain to visual, kinethetic, and

9. #strategicsolutions_finalproposal 9
audio learners by making use of polls, whiteboards, hand­raising, emoticons, and group
break­out sessions.
A summative assessment, writing assignments, student portfolio, practicum, and course
evaluation determine if learning objectives are met and provide feedback that can be used to
improve course content and modify teaching practices. Summative assessment includes
objective true/false statements, multiple­choice and sentence completion items. Quality of
problem­based learning projects and portfolios can be used by the instructor as qualitative tools
to define return on investment.
Student and Instructor Support
Student Support
Academic Services
The Office Academic Services, including Online Student Services, provides support to students
upon admission, through enrollment in each term, and through to graduation. Academic
Advising appointments with an Academic Advisor can be scheduled through Academic
Services particularly when academic issues arise, or a waiver of an academic policy is requested
by petition. Reasons for petitioning include, but are not limited to: late withdrawal from class,
late adding of a class, time extension to complete the program, readmission to the program,
among requests for other exceptions to program and university policies. However, the
submission of an Academic Petition does not guarantee its approval. Academic Services also
manages more serious cases that are in violation of academic policies including Grade Grievance
and Academic Dishonesty. Upon completion of the program, students will submit a Graduation
Application to this office, and meet with an Advisor as they see fit.
For technical issues for online classes, the Online Student Services division is available to
provide support to students particularly with username and password assistance, software and
hardware requirements, software upgrades, and server outages or crashes. In terms of online
course navigation, students are encouraged to contact their instructors if they are having
difficulty with accessing course materials or understanding course content. Should the problem
persist, instructors are encouraged to contact Faculty and Instructor Support for guidance.
Faculty and Instructor Support
Instructional Support
As a faculty and instructor advocate, the purpose of Instructional Support is assist faculty and
instructors in technical aspects in the delivery of courses within the program, as well as guide
them through student issues that may come up. For new instructors, Instructional Support
provides onboard training and workshops in collaboration with Academic Services to ensure
that educational and institutional goals are met, and that instructors are informed of, and in

10. #strategicsolutions_finalproposal 10
compliance with, university policies and procedures. Onboard training is conducted one­on­one
between each instructor and the Instructional Support Director to familiarize them with the
online course platform ­­ including available modes of communication, available resources to
students, available methods of instruction and the most effective ways to encourage learning
online ­­ as well as inform them of best practices in the delivery of Educational Leadership
content and the evaluation of outcomes through Distance Education.
Workshops are also offered on a regular basis as educational technology evolves, and as
software upgrades become available. Instructional Support will provide technical support to
faculty and instructors in instances of server issues or other technical problems that might arise
during the course of the term.
To ensure the program remains in compliance with university and accreditation policies and
requirements, Instructional Support serves as liaison to the program’s Curriculum Committee in
the development of new courses for the program. Doing so also ensures that Intellectual
Property is properly maintained.
Design and Development
Course structure and content is very important to the design and development phase of creating
a program. Because many of our students have held teaching positions of their own for a
varying amount of time, it is important to provide learners with essential, concise, and relevant
course content while limiting extraneous information. Creating a complete and effective course
will add to the overall achievement of the program. The following are steps in designing and
organizing the content and assignments of the course.
Course Structure & Content
● Set Clear Goals / Course Objectives
● Design an effective syllabus
● Recognize that students may have different learning styles, and make an effort to match your
teaching to multiple learning styles.
● Design learning environments that support a variety of learning styles
● Give students significant control over navigation of course materials
● Provide learners with some control over the sequence of learning activities
● When using technologies, provide content in multiple media to support the formation of more
robust mental models
● Recognize that learners will approach the course from different perspectives (especially for adult
learners)

11. #strategicsolutions_finalproposal 11
● Design activities that encourage active learning and participation
● Provide adequate support for students so they can perform course activities successfully and
efficiently
● Provide frequent and prompt feedback
● Convey high (yet reasonable) expectations of your students, and be consistent across the board
● Observe copyright and fair use policies and guidelines.
(San Juan College, 2014).
Evaluation of Student Progress
After completion of this program, along with the requirement of 100 hours of Practicum, the
student will be proficient in:
1. Curriculum and Instruction
2. Organizational Development and Management
3. Human Resource Management and Development, Working with Conflict
4. Leadership Skills and Behaviors
5. Communication Skills and Diversity
6. Technology and Teamwork/Group Collaboration
7. Educational Law
8. Educational Finance
9. Identify Local Problem, Complete Student Portfolios
(College of Education, 2013)
During the final semester before graduation, the prospective graduate will be responsible for
compiling and submitting a comprehensive portfolio.
The Professional [Program] Portfolio is expected to include: a sample letter of
application for an administrative position; a fine­tuned resume; an APA styled
"administrative platform" paper; a set of college transcripts; copies of certificates of
teaching/administrative certification; letters of support and recommendation from
colleagues, supervisors, former students/parents, and others with knowledge of the
student’s educational abilities; and artifacts which demonstrate mastery and
accomplishment. All of this material is collected, sorted, and professionally presented
in a three­ringed binder with a cover page specific to the place and position the student
is seeking. The Professional Portfolio may also be done electronically, which is
recommended by using OptimalResume.com ,a service provided by the university. If
no particular position is being sought at the time of graduation, the student should write
a sample letter for the type of administrative position the student first expects to seek
(Florida Gulf Coast University, 2014).

12. #strategicsolutions_finalproposal 12
The portfolio will be organized into the following areas:
1. Professional Profile
a. Letter of Application or Interest
b. Resume
2. Student’s Leadership Philosophy
3. Transcripts and Certifications
4. Letters of Recommendation and Support
5. Samples of Graduate Work
a. Demonstrating an understanding of the knowledge base in Educational
Leadership
b. That synthesizes theory, research, and practice (College of Education,
2013).
Because this course is designed to teach education professionals leadership, facilitation, and
collaboration skills, a follow up electronic evaluation will be sent to course graduates six months
after graduation to quantify return on investment. The electronic evaluations will ascertain
whether students found the portfolio useful to their existing or future career aspirations, obtain
qualitative data regarding course relevance, and will measure student satisfaction with instructor,
course content, technology, and adminstrative/technical support. End of course evaluations
measuring knowledge gain, student confidence levels, and behavior change or adoption of
practices, as well as course completion reates, and job placement data can be used to
determine return on investment (ROI) and cost effectivess.
Administrative Issues
Students will be notified at the beginning of the course in an online syllabus of equipment or
technology required to participate so they have sufficient time to secure materials and access
online tutorials if needed. Courses will be beta tested on devices such as a personal computer
and tablet, to determine functionality and accessibility. Whenever possible, links to online
information are provided and students are encouraged to access and utilize the university
software resources at a reduced fee or for a trial period to complete coursework. The university
will ensure students have library access, to inspire self­directed research and to provide a rich
source of information and access to online peer­reviewed journals, dissertations, and reference
materials. Links to web support and phone or e­mail contact information for technical issues will
be provided to students. The university’s nondiscrimination statement is included in course
syllabus. Students are notified at the beginning of the course of plagiarism software used by the
instructor to check assignments, and students are notified of university policies regarding
plagiarism. Instructors and students will review university policies on fair use, copyright law, and
plagiarism. Students in need of academic accommodations for a disability may consult with the
office of Services for Students with Disabilities to arrange appropriate accommodations.

13. #strategicsolutions_finalproposal 13
Students are required to give reasonable notice (typically 5 working days) prior to requesting an
accommodation. If accommodations are needed, a letter from the Office of Student Disability
Services (SVC1133) will be required. Whenever possible, educational tools and LMS
components will be designed with appropriate font, color and layout for visually impaired
individuals. Instructors will provide students set office hours and contact information, and will
respond to student inquiries within 48 hours. Since this course is primarily asynchronous, the
instructor is responsible for making sure links are active, relevant, and current. To determine
return on investment and obtain both qualitative and quantitative data useful to stakeholders, an
administrative database will be set up with the purpose of contacting students upon graduation
and following­up with them on career status and practices or behaviors demonstrating
leadership.
References
Allen, Isabel Elaine, and Jeff Seaman. Changing course ten years of tracking online education in
the United States. United States?: Babson Survey Research Group and Quahog Research
Group, 2013. Print.
College of Education. University of South Florida(2013). Section 15: College of Education.
Retrieved from: www.grad.usf.edu/inc/linked­files/Catalog and
Policies/2013_2014/Section_15_COED.pdf
EducationBug.org (2014). Florida Public Schools Statistics. Retrieved from:
http://florida.educationbug.org/public­schools/.
Florida Gulf Coast University. (2014). Portfolio Guidelines. Retrieved from
http://coe.fgcu.edu/faculty/valesky/Portfolios.htm
Fostaty­Young, Sue. (2005). Teaching, learning, and assessment in higher education: Using ICE
to improve student learning. Retrieved from:
http://www.queensu.ca/ctl/resources/topicspecific/assessment/ISL_paper.pdf.

14. #strategicsolutions_finalproposal 14
Goldman, Jeff. (2011). Report: 30 percent of all college students take courses online. Retrieved
from: http://www.schools.com/news/30­percent­of­university­students­take­courses­online.html
"Guide to College Majors in Educational Leadership." WorldWideLearn. QuinStreet, Inc., n.d.
Web. 12 Apr. 2014. Retrieved from:
<http://www.worldwidelearn.com/online­education­guide/education/educational­leadership­maj
or.htm>.
Gutierrez, Karla. (2013) SHIFT’s eLearning Blog. Retreieved from:
http://info.shiftelearning.com/blog/bid/310201/Six­Ways­To­Fuel­Your­Students­Motivation­in
­eLearning
Hesselbein, Frances, and Paul M. Cohen. (1999). Leader to Leader. San Francisco, CA:
Jossey­Bass Publishers. Page 263.
Noguera, Pedro. (2003) Taking on the Tough Issues: The Role of Educational Leaders in
Restoring Public Faith in Public Education. Retrieved from:
http://www.inmotionmagazine.com/er/pn_leaders.html.
San Juan College. (2014). Retrieved from http://www.sanjuancollege.edu/pages/2850.asp
Tucker, M. qtd in The Harvard Graduate School of Education. (2014). Leaders on
Leadership. Retrieved from http://www.gse.harvard.edu/academics/doctorate/edld/
Wilson, Robert J and Sue Fostaty­Young. 1995. Assessment & Learning: The ICE Approach.
Winnipeg: Portage & Main Press.
Appendix A
Presentation and Additional Information
Website with PowerPoint: http://jwcase.myweb.usf.edu/strategic_solutions/