Lewis & Clark Moodle

The term "collaborative leadership" describes an, emerging body of theory and management practice, that is focused on the leadership skills needed to, deliver results across organizational boundaries., This course focuses on the intensification of, leadership as a means to increase engagement with, the organization. Collaborative leadership styles, and techniques will be analyzed, compared, and, tested in different contexts to determine their, efficacy and applicability to educational, settings. Diagnosing school cultures, developing, alliances, creating networks to promote healthy, schools, and developing culturally responsive, leadership mindsets and skill sets will be, explored. Students will engage in critical, reflection about their own positionality, and how, this influences and constrains their ability to, collaborate authentically. The art of, collaboration will be modeled and practiced.

The ever-increasing number of students who are
English/dual language learners requires schools
and districts to become skilled at designing and
implementing inclusive, asset-oriented systems and
practices that support English language
development, equitable access, and equal
opportunity for all students. This course is
designed to prepare administrators with the skills
and mindsets required to support the cultural,
linguistic, and academic needs of English/dual
language learners. The course will include an
overview of an administrator's legal obligations
for English/dual language students, an explanation
of cultural competency through the lens of race,
culture, and language, and review of best
practices and policies for providing culturally
responsive instruction and support to students and
families who are dual language learners. An
overview of language acquisition theory with a
focus on program components will be provided.
Program design, models, and approaches will also
be explored.

Leading a just community, in an unjust social and, political context, is complicated. School leaders, need an array of protocols for engaging their, adult professional community in continuously, renewing and restoring norms of peace and justice, throughout the school community. This course is, for school leaders (administrators, restorative, justice coordinators, counselors, teacher leaders), wanting practical skills to generate peace, (dignity, connection, belonging, understanding and, forgiveness and bridging across significant, differences) and justice (forms of fairness) in, the adult community of school during times of, injustice, uncertainty, fear and expressions of, hate in the broader community. Students are, encouraged to register for this intensive course, with a team. This is not required but will make it, easier to bring these practices to life in your, own setting if you learn to do this work as a, team. The restorative justice practices taught in, this course focus on the adult community of the, school and are appropriate for staff meetings,, community meetings, and can be translated into, classroom practices. In this intensive three days, leaders (and their teams) will participate in, restorative justice practices and learn from, experience to design and facilitate a variety of, restorative processes that will strengthen and, continuously restore a sense of justice in their, professional community. School leaders are facing, unprecedented conditions in which to establish and, lead inclusive, supportive and welcoming school, communities. This course is for leaders and, leadership teams who want new social-justice, focused tools to heal the harms of divisive, socio-political rhetoric and action.

This foundational course is designed to introduce, the theories, practices, core responsibilities,, and issues associated with leadership and social, justice in educational organizations. Aspiring, principals and other educational practitioners, move toward acquiring and affirming requisites and, capacities to engage in social justice praxis, (critical reflection and action) towards improving, conditions and culture in schools in authentic and, collaborative ways. Candidates learn about, instructional, organizational, community, ethical,, and sociopolitical functions of leadership. Using, research and reflection, candidates analyze and, clarify internal and external conceptions of and, attitudes toward leadership at the intersection of, social injustice including but not limited to:, systemic racism, whiteness as privilege and power,, gender and class biases, ableism, and deficit, minded decision-making to guide them in leadership, work.