教育学代写| Leadership Observation Assignment

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With a partner, you will conduct an observation of a leadership activity in an educational setting and together, write and submit ONE write-up. For most people, this will be a public school board meeting, but it could also be a meeting of a community organization or other education-related initiative. You will be working to make sense of leadership as an activity enacted in a particular context, with various people, towards particular aims. You will use a simple protocol to take detailed descriptive notes (not meeting minutes) about how leadership is being enacted in a given space (you will include your notes as an appendix). Your task is to look at both the formal leader and how leadership is unfolding in the activity more broadly by examining:

• What is the role of the formal leader in this activity? How is that person leading for equity-focused change (or not) in this space? 
• What is the task and who is influencing the work, towards what ends? 
• What positionalities and relational dynamics (related to race, culture, gender, power, privilege, etc.) seem to shape this activity and what evidence can you provide about how that matters? 
• What gets accomplished and how, with particular attention to the ways in which issues of equity in the work are taken up (or not)?

You will need to plan ahead to schedule this observation, as timing can be challenging (please be in touch with me if you and your partner would like to attend something other than a school board meeting). Although you may, with approval, elect to conduct your observation in a professional setting of your own, be aware that there are trade-offs to doing this well in a situation in which you are simultaneously seeking to lead the work (which is why a partner helps!). 

You should include a brief context about the leadership initiative or activity you observed and the organization within which it is taking place. Please be sure to address all four issues outlined in the bullets above (leader role; leadership task; relational dynamics; outcomes w/respect to equity). You will make claims about your answers to the questions above and provide evidence for your claims (for example, descriptions of what people are saying and doing (or not!)). You should also draw upon theoretical viewpoints from the course readings (e.g., critical race theories, instructional leadership, transformational leadership, organizational or sociocultural learning theories, etc.) and cite their relevance to the claims you have made. You will close with a brief reflection on what you learned (collectively) about leading educational change as a result of this observation. 

Please also include your consolidated meeting notes as an appendix to your paper (also not included in the page count).

A few other notes that you may find helpful:

• Note initial impressions, interactions, things that surprised you, things you didn’t see that you expected to see, body language (if possible)
• Jot notes during the observation of key interactions, impressions, reactions, including select quotes, that pertain to each question. But do NOT try to script everything that everyone says!
• Meet with your partner shortly afterwards & construct collective notes about what you experienced and observed.
• Aim first to understand from the perspective of the leader and organization members’ first – an “emic” lens (their words, understandings, their story) 
• Recognize that you bring your own lenses/assumptions and be aware of them when you are observing and writing.
• Will we put further resources on Canvas!

REMINDER: We will provide feedback on your assignment but not a grade. After reviewing your feedback, you and your partner will determine a grade for this assignment and submit it to us as part of the final grade you will give yourself.

Assessment Rubric

Points & Description	Feedback/Notes
Conducted observation and took descriptive notes, analyzed both leader & leadership activity, responsiveness to all aspects of the assignment, coherently expressed, etc.
Logically argued and explicit interpretation of leader role; task; relational dynamics; outcomes w/respect to equity)
Appropriate claims & use of evidence (quotes, interactions, behaviors) to support claims
Effective and accurate use of readings, theories, concepts from the course
Well written, easy to follow, logically organized

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