educational leadership assignment

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Issues and Trends in Educational Leadership – EDUC 840

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 09/05/2023

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Course Description

A study of the current issues and trends related to the field of education leadership. Emphasis will be placed on research and analysis of practices related to effectiveness.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog .

Educational leaders serve in a world impacted by many social, economic, and political factors; thus, leaders must maintain a clear understanding of these issues in order to implement change. This course will provide an in-depth analysis current trends and issues impacting leadership. This will enable the candidate to focus on personal growth and development of characteristics of leadership.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations , the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. For each discussion, each candidate will be assigned to argue either in support or against a pre-determined topic related to an emerging issue in education. Each candidate will create a thread consisting of a minimum of 450 words. For each thread, the candidate must support his/her assertions with at least 2 scholarly citations in current APA format. In addition to the initial thread, the candidate is required to reply to 2 classmates’ threads acknowledging/ answering the opposing side of the initial post. Each reply must be a minimum of 250 words, and must include 1 scholarly citation. (CLO: B, D, E, F, G)

Journal Article Critique Assignments (2)

The candidate is required to complete 2 Journal Article Critiques throughout the course. The candidate must select articles from peer reviewed journals of his/her choice. Article topics will coincide with educational trends/issues listed in the assignment instructions. Each critique must be a minimum of 700 words, and must follow current APA style. The journal article critique must include a title page and reference sheet in current APA format. (CLO: A, D, E, G)

Letter to Principal Response Assignment

The candidate will compose a formal written response to a letter received as principal from a stakeholder regarding an emerging issue or trend in education affecting the school. (CLO: B, C, G)

Case Study Assignment

The candidate will write a paper detailing his/her 3-year strategy based on a provided case study. The paper must include a title page, a visual table, and an agenda for the meeting in current APA format. The paper should be in narrative form consisting of a minimum of 1,000 words. (CLO: A, C, D, F)

Educational Leadership Paper Assignment

The candidate will write a paper of at least 2,000 words detailing his/her response to the growing needs of education in order to engage and provide learning opportunities for today’s students. The paper must include a minimum of 5 scholarly references, a title page, and a bibliography in current APA format. (CLO: A, E, F, G)

Reflection Summary Paper Assignment

Reflecting on the varied emerging issues and trends related to educational leadership (textbook readings) learned during the term, each candidate will reflect and elaborate on one (1) educational issue/trend that was most interesting. The candidate will include scriptural insight and understanding as it applies. The paper must be a minimum of 500 words, and include 2 scholarly references in current APA format. (CLO: A, B, C, D, E, F, G)

Quizzes (3)

Each quiz will cover a combination of assigned readings, presentations, and website materials. Each quiz will be open-book/open-notes and will contain 10 multiple-choice and/or true/false questions. Quizzes will have a 30 minute time limit each, and may only be attempted once. (CLO: A, B, C, D, E, F, G)

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Leadership and Management in Learning Organizations Copyright © by Clayton Smith; Carson Babich; and Mark Lubrick is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Course Name: Educational Leadership

About Course
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Course abstract

In the context of Global, Multicultural & Virtual work environments domain knowledge alone is not a sufficient guarantee for professional success. Since long we have been talking about organizational leadership or corporate leadership. In fact leadership is an adjective mostly attached to the growth of industry. Rarely do we realize the importance of leadership in educational institutions. This course is designed to help the teaching/Academic professionals to understand how educational leadership can transform and enhance the effectiveness of educational institutions. This course intends to focus on academic community and to encourage individual members to develop various skills, competencies, abilities to enhance their leadership skills. It will also help them to develop awareness into their self-motivation, reflective practices, critical thinking and positive plans of actions for enhancing their leadership impact and institutional effectiveness. This course is aimed to mobilize human resources of education sector, educational administration and prospective teachers.

Course Instructor

Prof. Atasi Mohanty

Prof. Atasi Mohanty has done her Ph.D. in Educational Psychology from Centre of Advanced Study in Psychology, Utkal University, Bhubaneswar, India. She has also earned her M.Phil. degrees both in Education and Psychology. Prior to joining Centre for Educational Technology, IIT Kharagpur, she was teaching in Visva-Bharati university, Santiniketan. Her area/s of teaching and research interest/s are Educational Psychology, Teacher Education, Mental Health & Human Resource Development. She has also organized Workshops/Seminar/Short Term Courses on Professional Development and Educational Leadership.

Teaching Assistant(s)

Krishnendu Ghosh

MS by Research in Information Technology

Deepshikha Dash

Course Duration : Aug-Sep 2018

view course, syllabus, enrollment : 18-apr-2018 to 06-aug-2018, exam registration : 25-jun-2018 to 28-aug-2018, exam date : 07-oct-2018, course statistics will be published shortly, certificate eligible, certified category count, successfully completed, participation.

Category : Successfully Completed

Category : Elite

Category : Gold

>=90 - Elite + Gold 60-89 - Elite 40-59 - Successfully Completed <40 - No Certificate

Final Score Calculation Logic

Assignment Score = Average of best 6 out of 8 assignments.
Final Score(Score on Certificate)= 75% of Exam Score + 25% of Assignment Score

D.RAJANI 96%

VELAGAPUDI RAMAKRISHNA SIDDHARTHA ENGINEERING COLLEGE

RAJANKUMAR SADASHIVRAO BICHKAR 95%

VIDYA PRATISHTHANS KAMAL NAYAN BAJAJ INSTITUTE OF ENGINEERING AND TECHNOLOGY

KALAISELVI M 93%

CENTRAL POLYTECHNIC COLLEGE

DR KOMALA JAMES 93%

VALLIAMMAI ENGINEERING COLLEGE

S.NISHANTH 93%

SRI RAMAKRISHNA ENGINEERING COLLEGE

DR. H S MOHANA 92%

MALNAD COLLEGE OF ENGINEERING

MRINAL KUMAR 92%

DEPARTMENT OF EDUCATION, MAGADH UNIVERSITY

RADJAREJESRI SESHAYER 91%

SONA COLLEGE OF TECHNOLOGY

SUMAN KALYAN PANJA 91%

ASSAM UNIVERSITY

K LAKSHMI JOSHITHA 91%

SRI SAI RAM ENGINEERING COLLEGE

SANGEETA MANGESH KARYAKARTE 91%

JSS ACADEMY OF TECHNICAL EDUCATION

NIMITHA ABOOBAKER 91%

COCHIN UNIVERSITY OF SCIENCE AND TECHNOLOGY

G. MEENA 91%

VASAVI COLLEGE OF ENGINEERING

DEEPAK KUMAR 91%

DEWAN PUBLIC SCHOOL INTERNATIONAL RITHANI ,MEERUT

Enrollment Statistics

Total enrollment: 2245, assignment statistics, feedback videos.

Score Distribution Graph - Legend

Assignment score: distribution of average scores garnered by students per assignment., exam score : distribution of the final exam score of students., final score : distribution of the combined score of assignments and final exam, based on the score logic..

Author Rights
Diversity, Equity & Inclusion

JOLE 2023 Special Issue
Editorial Staff
20th Anniversary Issue
LEARNING FROM LEADERSHIP CAPSTONE PROJECTS

Andrew J. Wefald, Mac T. Benavides, Aliah K. Mestrovich Seay DOI: 10.12806/V21/I3/R3

Introduction

After five years of teaching a capstone leadership course and using the same student driven capstone project, the instructors of the course started noticing trends in the kinds of projects the students chose. These discussions trended towards some agreement on the categories of projects students decided to pursue. At one point, the authors asked what a qualitative research approach would reveal about these categories and topics students chose. We asked ourselves, what can we learn from capstone projects in leadership programs? What areas of leadership development do students seek out through capstone projects for a four-year leadership studies minor? What can this tell us about the program from an evaluation perspective? The purpose of this work is to examine the capstone leadership projects from a four-year leadership minor. Leadership programs across the world are becoming more prevalent due to the perceived need for leadership capacity in increasingly turbulent times (Hotho & Dowling, 2010). Higher education has responded to this need by offering academic and co-curricular leadership programs for students (Schwartz et al., 1998). Additionally, literature supports the need to support students transitioning from higher education to career (Anderson et al., 2012). Given the breadth and depth of current leadership programs, instructors at a four-year leadership program in a large research university in the Midwest region of the United States began an experiment with a senior year capstone project called the individual leadership education and development (iLEAD) project. This assignment allowed students to choose their own capstone project depending on their interests after having (nearly) completed a multi-year academic minor in leadership studies, and the project was framed in such a way that students were asked to focus on topics they felt they needed to further explore as part of their leadership learning. Over several years of assigning the iLEAD project, the instructors began asking what senior-level students were saying they still needed in terms of leadership education and development after going through a four-year leadership minor involving both curricular and co-curricular components. This broad research question became more specific over time and developed into the examination outlined in this study regarding the topics chosen for these projects. Through an examination of these project topics, we aim to explore how leadership education programs can assess potential gaps in leadership education curricula by tuning into student-driven learning experiences.

The iLEAD project is a semester-long project through which students identify what they want to work on in terms of their leadership development. As the instructors gained experience in administering the assignment, the projects appeared to fall into several common categories. Anecdotally, these categories included (a) working to be less introverted, whether through gaining more confidence or by practicing extraversion; (b) learning to listen empathically; (c) practicing self-care; (d) delegating/stepping down from a role; (e) leading or engaging with community-based projects (e.g. service learning, community engagement, etc.); and (f) examining a specific leadership concept such as personality types or motivation. For this study, we examined these projects to better understand what elements of leadership learning students sought through this project. We also offer a preliminary look at using capstone projects to assess gaps in leadership programs as a form of program evaluation (Shaeiwitz, 2002). Capstone projects offer a unique way to assess and evaluate a program. They typically give students an opportunity to demonstrate comprehensive knowledge in a given area (leadership in this case) and capstone projects have been used as the basis for curriculum modifications at other academic institutions (Shaeiwitz, 2002). Thus, our research questions are as follows:

What areas of leadership development do students seek out through capstone projects for a four-year leadership studies minor?
How can leadership educators and program administrators assess potential gaps in curricula by using capstone projects as another source of program evaluation?

Pedagogical Framework

The iLEAD project is a student-directed project. Students complete a series of self-reflective activities within and outside of class to identify an aspect of their leadership that they would like to develop. The role of the instructor is to assist and provide guidance throughout this process. Ultimately, the student determines the direction of the project and in what areas of leadership development they wish to engage. The instructor then works with students individually to find an avenue through which to enact their project. These avenues could include organizations with which the student is already involved, such as a campus organization, a place of employment, or a sorority or fraternity. Alternatively, the project could involve a club the student wishes to join or even friends and family members. Offering students the choice and autonomy in selecting the topic, managing and assessing their learning activities, and determining the timing and location of those activities aligns with the concept of self-directed learning (Knowles, 1975). Self-directed learning gives students the initiative and responsibility for their own learning. This project embodies that model.

Self-directed learning connects to the concept of exercising leadership when an authority figure is not directing a follower. When authority figures are not present or are not directing followers, it is up to those followers to exercise leadership to achieve organizational and personal goals (Ferrazzi & Weyrich, 2020; Heifetz et al., 2009). The iLEAD project gives students an opportunity to practice this kind of leadership by following a self-directed learning model with the focus and intention of furthering the students’ leadership education and development goals as determined by the students themselves. Self-directed learning is an important skill for students today, and students need opportunities to direct their own learning and create their own assignments, learning environments, and forms of feedback and assessment to create lasting and meaningful learning (Rashid & Asghar, 2016). These kinds of activities are also important in creating intrinsic motivation for students, which results in an overall stronger performance and greater success during their collegiate experience. With greater control over their own learning, students are better able to critically assess information, reflect on their learning, and assess their own performance (Douglass & Morris, 2014).

Baxter Magolda (2008) defines self-authorship as an “internal capacity to define one’s beliefs, identity, and social relations” (p. 269). Self-authorship is a transition for a person from having values, beliefs, and identities imposed on them from the outside to redefining those things for their self. The iLEAD assignment is, in essence, asking students to make this transition and create a project which gives them the freedom to determine both what they need to complete their leadership education and how they will do so. Leadership educators can utilize self-authorship as a theoretical building block where students can examine their own beliefs about leadership, their identity as leaders, and how leadership works in practice with others. Indeed, this framework reflects the leadership program in this research.

Baxter Magolda (2008) outlined three primary elements of self-authorship, which mirror the journey upon which we hope our students will embark through this iLEAD project. First, it is important for students to trust the internal voice by having enough self-knowledge and self-awareness to determine when to do something. The iLEAD project brings a sense of urgency to students’ goals because it is within the parameters of an assignment for a one-semester course, though students determine what exactly they will do. In this way, they determine the significance of their interests and prioritize developmental goals that they see as important to their next steps. The second element is building an internal foundation, which is accomplished by solidifying one’s identity internally and acknowledging strengths and weaknesses. In the context of the iLEAD project this would be reflected in one’s leadership identity (Komives et al., 2006) and the student’s strengths and weaknesses as a leader. The self-reflective nature of the iLEAD assignment engages students in a process of honest self-discovery that moves beyond simple awareness to action-oriented behavior. Students understand their strengths and areas for growth, and they use this awareness to chart a path forward through this assignment. Finally, securing internal commitments occurs when the first two elements come together to promote wisdom about oneself. As students learn more about their positive and challenging experiences in the past and present, they develop the confidence necessary to effectively address issues that will arise in the future.

Initial and Informal Data Analysis

Over the course of four semesters, instructors collectively reviewed and graded 263 iLEAD projects. These projects spanned across 13 class sections of 15-20 students each. This sample represents all the sections and projects over the four semesters. Students were a mix of junior and senior undergraduate students. Specific demographics were not recorded. Examples of past projects include: developing empathic listening skills through scheduled coaching sessions; participating in a local Toastmasters club; developing self-care habits such as mindfulness and meditation; writing a guidebook for the next generation of club leaders; teaching strengths-based leadership to coworkers; and examining a work group’s personality differences and how to leverage those differences. One student used the project to practice his speech for a non-profit he was starting, as well as to help launch the non-profit. Another student served as a leader of a student organization and made it her goal to know every one of her approximately 80 members’ names and something about each of them. The projects have had varying levels of investment by the students, but most instructors were generally pleased with the projects and student investment in their projects at both the beginning and end of the semester. Anecdotal evidence from conversations with instructors suggested seven initial categories (Table 1).

Initial Categories

Note. This table outlines anecdotal initial categories that emerged from discussion with instructors of the senior seminar course in which the iLEAD project was assigned.

Research Design

Students in a capstone leadership course participated in a semester-long project in which they identified an area to further develop their personal leadership skills and abilities. The purpose of this grounded theory study was to examine what areas of development these students identified and engaged in and how this can inform curriculum design that better prepares students for the next step in life. Grounded theory is a theoretical framework that is used as an inductive strategy to data analysis (Charmaz, 1996). Using a grounded theory approach to the iLEAD project, researchers gathered, organized, and then analyzed large amounts of student-generated qualitative data related to their final project for their leadership minor. Researchers took note of codes and categories which emerged and then mid-level themes from this inductive process and not from a pre-established hypothesis. Researchers continued to refine their data analysis process by engaging in co-construction of meaning together to “develop their ideas and intuitions about the data” (Charmaz, p. 26, 1996). Our approach to grounded theory involved organizing data through thematic analysis, which Braun and Clarke (2012) described as “a method for systematically identifying, organizing, and offering insight into patterns of meaning (themes) across a data set” (p. 57). Through this type of analysis, researchers are able to make sense of the common ways participants experience and understand phenomena. With this framework, we sought to answer our primary research question: What areas of leadership development do students seek out through capstone projects for a four-year leadership studies minor? This design will also inform our secondary research question around how leadership educators and program administrators can assess potential gaps in curricula by using capstone projects as another source of program evaluation.

Data Collection. Data for the study came from student projects in a senior level leadership course. The course was the capstone in a four-year leadership program that is primarily academic, but also includes co-curricular components. The project, called the iLEAD project, asked students to think about their own leadership education and development. They reflected on questions, such as what would be essential to their leadership development and learning as they complete a leadership program, or what would be necessary for their continued growth and development as they transition from college to career or graduate school. Students were asked to think about these questions and come up with what they wanted to do for their project and what they wanted to work on for their own leadership learning and development. Students were encouraged to be honest and vulnerable in deciding the direction of their projects and were steered away from “safe” or “fluffy” projects that entailed little engagement from the student. The parameters of the project were deliberately broad to encourage student creativity, and students were allowed to choose their own project and determine what work was necessary to develop their own leadership skills. Data were collected from 13 sections of the capstone course from 2016 to 2018, and 263 projects were collected and analyzed. The assignment asked students either to write an outline of their proposed project or to write a contract with their instructor outlining their project. These outlines and contracts were collected from the 13 sections.

Data Analysis. Each of the researchers separately analyzed the projects of 263 participants to identify primary areas of development that students focused on in their capstone. This process involved examining students’ espoused purpose of the project, the outline of the actual work in which the student engaged throughout the semester, and student reflections following completion of the project. With this holistic analysis of the project design and implementation, we used descriptive coding to describe the purpose of each project. After this initial round of descriptive coding, we each used pattern coding, which is a method of searching for relationships between codes to identify emergent themes (Saldaña, 2021). As with the initial analysis, this second round of coding was done separately so that we each identified potential categories and emergent themes through our individual analyses of the data.

The separate process of initial data analysis was a form of researcher triangulation, which enhances the credibility and trustworthiness of qualitative research (Shenton, 2004; Merriam, 1998). After performing separate individual coding analysis, the researchers brought their separate analyses together to discuss emerging categories. Over the course of two meetings, the researchers compared our interpretations and determined patterns supported by data analysis across the three researchers. Ultimately, we found no major discrepancies in researcher interpretations of the data. While in some places we organized the data patterns differently, there was a general consensus regarding overarching themes. As a result, we were able to fine-tune these through our discussions by expanding some thematic groupings and consolidating others. This process allowed us to ensure that our findings accurately reflected the gaps in leadership learning and development as depicted in students’ capstone projects.

Students, instructors, and administrators alike have much to learn from capstone projects. By examining capstone projects for students enrolled in a four-year leadership studies minor at a large research university in the Midwest region of the United States, the researchers set out to qualitatively address the research question: What areas of leadership development do students seek out through capstone projects for a four-year leadership studies minor? The purpose of the iLEAD project was to mirror how leadership is exercised when there is no authority. Students are asked to self-assess and self-direct their own leadership development. The other research question asked: What can this tell us about the leadership program from an evaluation perspective?

We identified four primary areas of leadership learning with which students engaged through their iLEAD assignments: self-care, application and understanding of leadership, interpersonal skills, and intercultural development skills. The four categories that emerged from the descriptive and pattern coding differed from the initial anecdotal categories. However, those initial categories could easily fall under the four broad categories that emerged from the analysis. There were projects that did not fit into any of these categories, but there were not enough of those other projects to support a new category. Based on these categories, we can see that students finishing a four-year leadership program that involves both curricular and co-curricular activities self-select leadership activities around self-care, understanding and applying leadership, interpersonal skills, and intercultural skill development.

Self-care was the most popular topic with our students. The broad category of self-care had several sub-categories: mental, physical, emotional, financial, and spiritual health; healthy boundaries; self-confidence focused on building the concept of self (e.g. becoming more assertive, speaking out more, and sharing thoughts and opinions); and gratitude focused on being happier and developing a full sense of self. Projects included following meditation and mindfulness routines, exercise and diet routines and journaling, adjusting financial habits, and projects that focused on building self-confidence (e.g. running for an elected position that the student had only been thinking about). One student wrote, “I would like to be more committed to getting help and talking to people when I’m struggling.” Another student wrote, “My leadership development goal for this semester is to shift my focus away from the priority of others and put priority on myself. …I realize that I need to really focus on myself… …Find new ways to manage stress along with exercising each week.” Another example of a self-care project, “My goal is to take care of myself more… …goal to center around self-care.” While the category was broad, the focus of these projects centered on making time to connect with personal needs as a way of caring for oneself.

Application of leadership and understanding of leadership was also a popular, albeit broad, category. Many students were interested in developing their knowledge and expertise around particular leadership topics and content such as CliftonStrengths, personality types, motivation sources, and leadership theories and perspectives. This category also included projects where students actively exercised leadership by working in their community through volunteering, doing service projects, or coordinating events. Other examples and sub-categories included: College to career, professional development, connecting to community partners, leadership development, leadership efficacy, coaching and mentoring projects focused on leadership development, community related projects, community support, non-profit work, event planning, how values impact leadership, time management/organizational skills, and identity based projects. For example one student wrote, “My leadership goal for myself this semester is to be more willing to put time into being a leader, attitude wise. I would use adaptive leadership and servant leadership.” Another student completed and reflected on several personality assessments such as Strengths, Myers-Briggs, and the Big 5 writing, “I would like to better understand and love myself as a leader in order to prepare myself for my future career.” In another project within this category, a student explained, “By the end of the semester I will have read StrengthsQuest and Strengths Based Leadership, then implement what I have learned in my supervisor position at work, and finally reflect on what I have learned about others and myself by focusing on strengths.” Student projects within this category represented a wide spectrum of approaches to understanding and exercising leadership.

Interpersonal skills are an important part of exercising leadership and being an effective leader and many students self-identified that they needed to further develop their interpersonal skills. Project examples include joining clubs to work on those skills and attributes, going for an elected position in an organization, and mentoring younger members of an organization. For example, one student wrote, “I want to make a genuine effort to really connect with those around me; within this semester I hope to form a new, deep, and transparent relationship at work with…” Another student wrote that they wanted to, “Engage and build more personal friendships and relationships. I picked this goal because I didn’t realize how apparent it was that I’m not strong at forming one-to-one relationships.” Interpersonal skills seem to be the kind of skills one develops over the course of their life. No leadership program with a time boundary would ever develop these skills to a person’s capacity. This does reflect some self-awareness from the students who chose projects in this category and indirectly highlights a goal of the leadership program overall (developing a sense of self-knowledge and awareness). In another project focused on interpersonal skills the student focused on “Developing deeper relationships… learn what vulnerability can be instead of fearing it. Go beyond myself and learn how to trust others.” Other examples and sub-categories included: Self-confidence projects focused on skill building such as public speaking, communication focused projects, and coaching projects focused interpersonal listening.

Intercultural skills as a category was the least popular of the four categories among students. The leadership program has an intercultural development course as part of the minor. These projects tended to focus on continuing any personal progress made in that course and sometimes restarting that process. Some students wanted to learn about other religions or racial identities and others wanted to engage in work that fostered more inclusion in their community and some students focused on developing their inclusive leadership skills. One student focused on learning about Bennett’s model of intercultural sensitivity and Boas’s anthropological theory of cultural relativism saying, “I would like to become a more inclusive, empathetic leader and seek to understand why others believe what they do, even if those beliefs are different from mine.” Another student said, “I want to improve my ability to engage in tough conversations with those around me, specifically involving the growing need for attention to social justice.” Other examples and sub-categories included: Going outside one’s comfort zone related to diversity and inclusion, engaging with a campus or community group doing diversity and inclusion work, being more accepting of others, developing more self-awareness from an intercultural context, focus on self and developing skills related to inclusion, and decreasing judgment of difference.

Taken together this research highlights several important themes for leadership classes and programs – addressing the second research question. The project examples and student quotes show how the projects led to the categories. The first theme is that all leadership programs potentially have gaps and assuming gaps exist, students will see those gaps. There are many perspectives and areas in the field of leadership and it would be difficult for any single program to cover them all. The second is that many students struggle and self-care is an important topic that schools and universities and communities should address comprehensively. Giving time and space for students to work on their own mental health and self-care is time well spent. Third, a self-directed and self-authored project gives students an excellent opportunity to exercise leadership without authority. It also provides time and space for students to think critically about their own leadership development while developing important leadership skills like critical reflection and assessing their own performance.

Instructor Reflection

One of the researchers also taught the capstone course. This researcher’s reflections from teaching the class, working with students on their projects, and working on this research project are below.

My reflections in class and experiences with students as they worked on these projects include success stories and failures, both from students and myself. Over the years I experimented with the project by making the instructions more and more specific and then letting the instructions be ambiguous and broad. I wanted the assignment to reflect our program’s perspective on leadership – that leadership can come from anywhere and anyone, often you have to make your own decisions about what needs to be done, and you often have to figure out for yourself what you need to work on. I used coaching extensively to help students figure out what they could do for their projects. Once I started to see students picking similar projects in different classes, sections, and semesters I developed some categories of projects on my own. The instructors of this class had conversations about these categories and there was some agreement and disagreement about the categories chosen and what that meant. For myself, I noticed, in hindsight, that I may have manifested some of the categories by mentioning them to students, e.g. that self-care was a popular project for students. I did try to give a wide variety of examples when students asked for examples, but it is possible I may have inadvertently steered them to those categories I believed existed. Over time I have seen some amazing projects and students make great breakthroughs in their learning and development. I have also seen students treat this project like just another thing to do or task to complete with little learning or development as a result. The categories that emerged in our work feel like a better representation of the projects than the initial and anecdotal categories. The objectivity and expertise of the two other researchers brought a welcomed perspective on this research.

Discussion & Implications

This research started with a few broad questions. What can we learn from capstone projects in leadership programs? What areas of leadership development do students seek out through capstone projects for a four-year leadership studies minor? What can this tell us about the program from an evaluation perspective? This research explored these questions from a qualitative perspective and discovered four broad categories of student capstone projects. One of the major findings was that students select self-care projects more than other projects. The research around the mental health of college students is quite clear (i.e. students are suffering and need help). Good mental health is important for leaders and for exercising leadership. The capstone project offered students a way to make progress on the aspect of well-being most relevant to them. The popularity of this category speaks to a larger issue of well-being and mental health in college and beyond as well as raising questions beyond the scope of this work. Students today are overworked, over-involved, stressed, and anxious (Oswalt, et al., 2018; Pedrelli, et al., 2014). Mental health issues have been and continue to be on the rise among adolescents and young adults (Twenge et al., 2019). For the leadership program, student health is very important and if our students need help we want to help them. This project offered an opportunity for students to address an important side of their lives, without which, they probably cannot effectively exercise leadership. Leaders’ mental health and work-life balance have direct and indirect effects on their leadership behaviors and effectiveness. Leaders with better mental health and more balance in their lives exhibit more positive leadership behaviors and are more effective (Barling & Cloutier, 2017). Work-life balance is important and giving students an opportunity to develop skills to better achieve that balance seems important and relevant. Leaders also need good mental health in order to show empathy, to be perceptive of followers’ needs, and to keep showing up to do their jobs (Brearley, 2019).

The next two categories were application and understanding of leadership and interpersonal skills. Some leadership concepts and theories are taught in the minor and some students returned to those concepts to further their learning and application of those concepts. Other students sought to practice exercising leadership through community work or campus organizations. These projects reflect students’ desire to be more effective and knowledgeable leaders and to continue their journey of lifelong leadership development. These two categories and the projects within them are not surprising and reflect a general desire to continue the leadership education and development the minor offers in its courses and programs.

Interpersonal skills and intercultural skills are important topics for any leadership program. The program highlighted in this study spends significant time and effort fostering development on these two areas in all the courses, and one of the courses specifically covers intercultural development for a semester. However, it makes sense that some students will need and want more learning and development on these topics given that everyone’s learning and development in any course or mix of courses is different. Both skills are also complex and difficult to make progress on or master depending on the person and their personality and experiences.

The last category was intercultural skills. The minor and program intentionally promote and teach intercultural skills. As mentioned above, there is an entire course within the minor centered on this topic. Therefore, it makes sense that some students might not feel the need to revisit these concepts. It is also possible that students did not like the course that focuses on these concepts or they were not comfortable exploring those topics and for those reasons did not want to revisit them. That some students still select these projects indicates both some self-awareness about where they need to grow and develop as well as a gap in the program. Other interpretations may be that students in the leadership minor who are coming predominantly from a white racial frame and other dominant cultural perspectives may have compartmentalized intercultural skills as a mere checking off of a proverbial diversity box after having completing the previous course. Since intercultural skills have not historically been incorporated consistently into the leadership minor as a whole, students may not feel the urgency or justification to make it a part of their leadership practice. This could indicate that intercultural skills should be taught more intentionally throughout the minor/program. Recently this program has been attempting to include social justice and inclusion elements throughout the program. That work continues.

This research also highlights a potentially informative way to bring student voices to program evaluation. Student voices in program evaluation are both important and informative (Maldonado-Franzen, 2020). The use of student voices is an important component in program redesign and improvement (Paufler et al., 2020). Through the iLEAD assignment, students highlighted gaps in our curriculum and programming. Students were invited to deeply explore topics that contributed to their leadership learning, and therefore the focus of their project could simply reflect interests. However, instructors were intentional in designing this project as an opportunity to cultivate self-guided leadership learning and to explore the limitations and boundaries of our current programmatic offerings. As such, the assignment specifically asked students to reflect on what they were still needing as they approached the end of their time in the leadership program. While the project topics certainly reflect students’ interests, the strategic framing of the assignment also surfaces gaps in the program and therefore has the potential to serve as a powerful source of program evaluation. We could do more around student well-being and mental health. We could focus more on building interpersonal skills and providing more depth on certain leadership concepts. We could also do more to incorporate social justice and inclusion elements throughout the minor and program. This research revealed some specific gaps in our program, and these types of capstone projects could be used by other leadership programs to evaluate their specific curriculum and program gaps. This method of program evaluation takes student voices into consideration as well as giving those students time and space to fill the gaps in their own learning and development in a manner most relevant to them.

This research suggests that this particular leadership program does have some gaps in its curriculum and programming that could be addressed. Although this was not a formal program evaluation project, the iLEAD assignment suggests gaps around student well-being, various leadership concepts, interpersonal skills, and intercultural skills. Projects similar to the iLEAD assignment could be implemented by other institutions as a way to identify and address these gaps. This type of project also promotes the concept of self-authorship which seems to be important for students to develop as they transition from college to career or graduate school.

This kind of student driven critical program reflection is important for leadership programs by providing student feedback on the program and self-directed learning for students. Additionally, student well-being and mental health are important for leadership development and learning and exercising leadership. Leadership programs should be leaders on this issue and work to foster student well-being and mental health on their campuses and in their communities.

If leadership educators wish to develop or revise existing capstone projects that are self-authored, they should consider the outcomes they wish to achieve with the projects. Our capstone project began as a way for students to take ownership of their leadership development and promote lifelong leadership learning. Over time the projects became informative about what students need and program gaps. Projects could be outlined in a way that focuses on curriculum and program gaps (e.g. what do you still need after completing our program?). They could also focus on specific learning outcomes such as interpersonal skill development. This research suggests that leadership educators have much to learn from students’ self-guided capstone projects.

The goals of this project were to examine what students need at the end of a four-year leadership program, to examine if the projects could be grouped and if those groupings would provide information for program evaluation. The results of this research suggest that there are gaps in this particular leadership program and that the projects did yield identifiable groupings. Those groupings provided useful information for the instructors of the course and for the program overall. Specifically, the results suggest that students’ well-being (physical, mental, emotional, social, financial health) is important and that many students are lacking in some aspect of their well-being. This is a larger problem than one academic minor program at one institution can fully address. However, this project did seem to help students make progress on their individual well-being and may have influenced other students to consider and address their well-being and overall life balance.

Given that the field of leadership and topics in the field of leadership are varied and deep, it is difficult to cover all the aspects of leadership in four courses. Some students are still looking for more learning on the content that has been delivered in the courses, suggesting that the program could decrease the number of topics covered and increase the depth on those topics. The project could also serve as an open opportunity for students to learn more about topics they are personally interested in, suggesting the iLEAD project is useful for students in this regard.

There are limitations to this research and the results should be taken with some caution. The results may not generalize to other leadership programs or other institutions. Given the qualitative nature of this research, the researcher’s presence and positionality during the data collection and involvement throughout the project could have affected the topics the students chose, thus affecting the results of this research. There was a large number of projects evaluated, however, and those projects happened across several years, several sections of the course and several different instructors. Two graduate students that specialize in qualitative research ran the data analysis portion of this research to provide as much rigor as possible. It should also be noted that these results are a reflection of one specific leadership program and do not represent leadership studies in general.

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Thu. Mar 28th, 2024

Category: Educational Leadership

Factors that contribute to organisational politics.

This topic describes the factors that contribute to organisational politics. Here, you will be exposed to standard performances, Machiavellian perspectives…

The School as a Social Organisation

This topic examines the school as a social organisation. In this topic, you will learn about Weberian bureaucracy and structures…

Tactics for Becoming an Empowering Leader

This topic describes the tactics for becoming an empowering leader. In this topic, you will learn the definition of empowerment,…

Educational Leadership Assignment

Task: In educational leadership today, the personal characteristics of a leader are less important than his or her capacity to respond to a wide variety of situations.

A Leader, Leadership and Educational Leadership

What thoughts and images came into your head when you read that word? Take some time to capture them, either by writing or drawing or speaking into an audio recorder.
How might these thoughts and images have been formed? Again, take some time to write or draw or record an answer to this question.

3 Ideas of Leadership

Leadership has been thought about, talked about and written about for hundreds of years. Enter the word “leadership” into your search engine and you will get something like 14,000,000 hits in 0.41 seconds! Parris and Peachy (2013) describe leadership theories as attempting "to explain and organize the complexity of the nature of leadership and its consequences" (p.377). In this activity you will look at the way leadership theories have altered over time. Understanding the history of leadership theories will give you valuable background knowledge for your study in this course.

Read Section 4 (pages 6 to 17 only) of the report, A review of leadership theory and competency frameworks by Bolden, Gosling, Marturano and Dennison (2003) from the Centre for Leadership Studies at the University of Exeter.

It will give you a good overview of the way in which thinking about leadership has changed from a focus on heroic (and usually white male) leaders, to more contemporary ideas about the influence of the context in which leadership takes place, the distribution of leadership across many people in an organisation, and the importance of relationships between leaders and their teams. Although thinking about leadership has generally moved on, it is fascinating how the ‘heroic’ theories re-emerge!

After you have read Section 4 of the Bolden, Gosling, Marturano and Dennison report, summarise the various theories that are described. You could use a table format or whatever method best suits your learning style. Keep your summary as part of your notes for this subject.

Educational Leadership: some concepts ‘Educational leadership’ is a field of knowledge in its own right. It is distinct from generic ideas about leadership in that it is situated in educational contexts such as schools, early childhood centres, universities, TAFEs, training organisations, and so on. It is distinct also in that it is concerned with learning and teaching.

A report, commissioned in England by the National College of School Leadership, published in 2003 by Tony Bush and Derek Glover provides a useful overview of the concepts in educational leadership at the time. You can access the executive summary of the 2003 report at http://www.nationalcollege.org.uk/download?id=17370&filename=school-leadership-concepts-evidence-summary.pdf It will introduce you to the distinction that is often drawn between ‘leadership’ and ‘management’, although there is no universally-accepted answer to the leadership versus management debate and the terms are often used interchangeably.

5 Leadership, management or administration? This reading from Oplatka (2009) is a more difficult piece than those you may have read so far

Oplatka has written here about the ways in which the literature (and therefore the research and thinking) produced in the field of educational leadership (or ‘management’ or ‘administration’ - the more popular terms prior to 2000) has developed over the years, and particularly so since 1980. Skim the first part of the article, but read the section 2000 – 2007: A time of critical reflections that begins on page 23 with care. This will introduce you to ideas about thinking critically about educational leadership – that is, carefully considering and evaluating what you read, rather than merely accepting every piece of literature as ‘quality’ or ‘scholarly’ just because it has been published in a journal!

6 Another speech about education This video shows a young woman named Malala Yousafzai accepting the 2014 Nobel Peace Prize.

Do you think Miss Yousafzai shows leadership? If yes, what characteristics of a leader does she display?
Do you think Miss Yousafzai shows educational leadership ? If yes, what characteristics of a leader does she display?

Think about your own context. Which speech did you find it easier to relate to your own setting? Why?

If you are interested, you might like watch Malala's speech given to the General Assembly of the United Nations in 2013. This was given a year before the speech at the Nobel Awards. You might consider the differences between the two speeches. Does this say anything about her leadership (if any)?

7. The following readings provide an insight into school leadership (although what is written can be applied to other educational settings). Harris (2005) provides a succinct overview of the field of leadership as it applied to schools, and many of these ideas are transferable to other educational settings. Bush and Glover (2014) provide a more recent account of similar ideas.

As you read, highlight or write down the answers to the following questions:

What difference does educational leadership make in schools?
How does educational leadership influence schools and student outcomes?
What are the four main lenses that Harris identifies? Write a brief summary of each and list examples from your own experience or context
What kind of work needs to be done in the future in terms of describing educational leadership ?

8 Leadership in Higher Education

Not all education happens in schools. This report looks at the leadership of academics in universities in Britain and Australia. It is a long reading that will prove useful throughout this subject. For the moment, focus on the Executive Summary and Part 1 (pp. 3 - 14).

Read these pages, make notes, and when you are done write brief responses to the Reflective Questions in Context (p.14) in your personal, private, reflective journal

Introduction Leadership has many faces at present day. It is a concept that includes corporateleaders,politicalleaders or leaders in the society and civil life which happen to actwithin the constantlyevolving scenario of dynamicsystem of the trends and pressure ofthe world.The challenge withleadership istotransform varying risks into favorable opportunities that may alsoprevent or pre-empt the risk. These opportunitiesand risks happen to vary by locality and country. Leadership, as a concept, ismostlyaccepted as one ofthe most significant responsesto the opportunitiesand challengesthat are presented in the universal context. The elaboration of leadership ismultifaceted and varied. Leadership can be referred to as a very effectiverelationship among the collaborators andleaders who aim for significant alterationswhich reflect on the mutualpurpose.

Making Decision In the paper “Areview ofleadership theoryand competencyframeworks” by Bolden, Goslin, Marturanoand Dennison, thetheory of decisionmaking is signified(Bolden et al., 2003). Making decision is a veryintegral part of aleader workingin anyfield. In the sector of education, having properdecision making skill is a very crucial part of the educationalleadership. The decision theory that is described in the paper referstothe study ofalgorithms and principles theta re used formaking any decision in the fieldof education.This is obtained by recognition of uncertainties,values and variousother things which mightpose unfavorable implicationson the decision.

The decision theories canmostly be categorized intotwo kinds of theory such as Descriptive and normative decision theory. Further, there has been relevanceof motivation as acrucial aspect ofand educationalleader. In regards to the motivational theory, the Maslow’s hierarchy of needs, subordinates and people are found to be motivated bythe effective provision of basic needs(Bolden et al., 2003). These needs encompass physiological, security and safety, theneed to be getting accepted by friends,groups and community, needfor gettingrecognized byindividuals by esteem. Further,the fulfillment of variousneeds ofindividual for self-actualization providesmotivation to the individuals workingin the education sector. It has tobe noted thattheneeds which when fulfilled provide motivationto the individuals are required to be arrangedin anorder of significance(Oplatka, 2009).

School leadership models According to the paper, “School leadership models: what do we know?” by Derel Glover and Tony Bush, the development in the significanceof school leadership is accompanies with the theory development along with new models and approaches that are established and emerging are developed(Bush & Glover, 2014). The growthwithinthesignificance of leadershipis relatedto thedevelopment of theory in the context toleadership in the field of education. It is basically identified that leadershipcomes atthe secondposition in the priority list ofeducation after teaching. The role of leadershiphas beenreferredto as catalyst for gaining advantages in thelearningsectorwhich also encompasses learning of pupil. It is also elaborated that the role of leaders has a significant implicationon the outcomes ofteach(Bush & Glover, 2014).

It has also been mentioned that the direct involvement of leader in the professional development and planning of curriculum is related with the large and prominent effects of leadership. In most of the scenario, leadership is stated to involve social implications on the process whichorients internalinfluence on one or more number ofpersons fordevisingof relationships and activities in an organization or group.

Leadership is regarded tobe independentof anysort of positional authority whereasmanagement is identified to be directly inrelation to it.Secondly, the entire process ofa managementis very intentional. In the paper, it has been statedthat,the individual seekingfor exercisinga great deal of influence doesso inorder to obtain certainobjectives(Bush & Glover, 2014).Thirdly, there maybe a great amount of influence in the management that wouldbe exercisedby individuals as well as groups. These projectsthe conceptof leadership beingdifferentfrommanagement asleadership is different from any kind of formalpositionof managementand iscapable of adhering with any organizational member whoincludes the students and the staff(Harris, 2005).

Educational Administration Accordingto the paper “The field of educational administration, A historical overview of scholarly attempts to recognize epistemological identities, meanings and boundaries fromthe 1960s onwards”, the educational administration is assumed to be an area of study that is concerned with the operation and management of educational organization(Oplatka, 2009).Variouskind of diagnosis has been developed withthe claiming of movementtheory that relates to educational leadership (Bush & Glover, 2014).

Educational leadership has changed into educational management. It is evident from the fact that the changes have been either semantic orreflective in the field in the nature of education. By the definition of educational is arbitraryand subjective(Oplatka, 2009).

Educational leadership has relates to the development leadership in teachers in various ways that assists inpromotion of achievement of students evenin difficulties.The educational leaders having high acceptability among different colleagues do not come with suitable expertise(Bolden et al., 2015).

Hariss identifies the four major lenses thatare managerial,transformative, interpretive and instructional. Managerial refersto the behavior ascompared to actions.Transformative refers to the attentionof individuals withinthe educationalleadership(Oplatka, 2009). Transformational leadership relates to the approach of leadership thatconcentrates upon inthe individualsthan structures. Interpretive leadership refers to the distributed leadership. Instructional leadership refers to refersto the behavior of educationist accordingto their engagement in the educational activities(Bolden et al., 2003).

References Bolden, R., Gosling, J., Marturano, A., & Dennison, P. (2003). A review of leadership theory and competency frameworks. Centre for Leadership Studies, University of Exeter.

Bolden, R., Jones, S., Davis, H., & Gentle, P. (2015). Developing and sustaining shared leadership in higher education. Leadership Foundation for Higher Education.

Bush, T., & Glover, D. (2014). School leadership models: What do we know?. School Leadership & Management, 34(5), 553-571.

Harris, A. (2005). Leading from the chalk-face: An overview of school leadership. Leadership, 1(1), 73-87.

Oplatka, I. (2009). The field of educational administration: A historical overview of scholarly attempts to recognize epistemological identities, meanings and boundaries from the 1960s onwards. Journal of Educational Administration, 47(1), 8-35.

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Dear Learner, Thank you for taking the course with NPTEL!! Hope you enjoyed the journey with us. The results for this course have been published and we are closing this course now. You will still have access to the contents and assignments of this course, if you click on the course name from the "Mycourses" tab on swayam.gov.in. For any further queries please write to [email protected] . - Team NPTEL

Educational Leadership : Result Published!!

***THIS IS APPLICABLE ONLY FOR EXAM REGISTERED CANDIDATES*** ****Please don't click on below link, if you are not registered/not present for the Exam**** Dear Candidate, The exam scores and E Certificates have been released for October 2023 Exam(s). Step 1 - Are the results of my courses released? Please check the Results published courses list in the below links.:- Oct 2023 Exam - Click here Step 2 - How to check Results? Please login to internalapp.nptel.ac.in/ . and check your exam results. Use the same login credentials as used to register to the exam. What's next? Please read the pass criteria carefully and check against what you have gotten. If you still have any issues, please report the same here. internalapp.nptel.ac.in/ . We will reply within a week. Last date to report queries: 3 days within publishing of scores. Note : Hard copies of certificates will not be dispatched. The duration shown in the certificate will be based on the timeline of offering of the course in 2023, irrespective of which Assignment score that will be considered. Thanks and Best wishes. NPTEL Team

Educational Leadership : Final Feedback Form !!!

Dear students, We are glad that you have attended the NPTEL online certification course. We hope you found the NPTEL Online course useful and have started using NPTEL extensively. In this regard, we would like to have feedback from you regarding our course and whether there are any improvements, you would like to suggest. We are enclosing an online feedback form and would request you to spare some of your valuable time to input your observations. Your esteemed input will help us in serving you better. The link to give your feedback is: https://docs.google.com/forms/d/10Rs_HB-BvPuE4DxGI6KZ-IERhes-oZcfYNfQjR-1GF8/edit?usp=drivesdk We thank you for your valuable time and feedback. Thanks & Regards, -NPTEL Team

October 2023 NPTEL Exams - Hall Tickets Released!

Educational Leadership : Assignment-12. Solution Released

Dear Participants,

The Assignment-12 of Week-12 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1Yc1SE3Trw3KoiW_5pJ4vDNsXoWs2Cffe/view Happy Learning!

Thanks & Regards,

Educational Leadership : Assignment-11. Solution Released

The Assignment-11 of Week-11 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1AY7F_0oQvUWflkLXKt777bdQ7loBoB9h/view?usp=sharing Happy Learning!

Exam Format - October, 2023 !!

Dear Candidate, ****This is applicable only for the exam registered candidates**** Type of exam will be available in the list: Click Here You will have to appear at the allotted exam center and produce your Hall ticket and Government Photo Identification Card (Example: Driving License, Passport, PAN card, Voter ID, Aadhaar-ID with your Name, date of birth, photograph and signature) for verification and take the exam in person. You can find the final allotted exam center details in the hall ticket. The hall ticket is yet to be released. We will notify the same through email and SMS. Type of exam: Computer based exam (Please check in the above list corresponding to your course name) The questions will be on the computer and the answers will have to be entered on the computer; type of questions may include multiple choice questions, fill in the blanks, essay-type answers, etc. Type of exam: Paper and pen Exam (Please check in the above list corresponding to your course name) The questions will be on the computer. You will have to write your answers on sheets of paper and submit the answer sheets. Papers will be sent to the faculty for evaluation. On-Screen Calculator Demo Link: Kindly use the below link to get an idea of how the On-screen calculator will work during the exam. https://tcsion.com/ OnlineAssessment/ ScientificCalculator/ Calculator.html NOTE: Physical calculators are not allowed inside the exam hall. Thank you! -NPTEL Team

Educational Leadership - Week 12 Feedback Form

Dear Learners,

Thank you for enrolling in this NPTEL course and we hope you have gone through the contents for this week and also attempted the assignment.

We value your feedback and wish to know how you found the videos and the questions asked - whether they were easy, difficult, as per your expectations, etc

We shall use this to make the course better and we can also know from the feedback which concepts need more explanation, etc.

Please do spare some time to give your feedback - comprises just 5 questions - should not take more than a minute, but makes a lot of difference for us as we know what the Learners feel.

Here is the link to the form: https://docs.google.com/forms/d/1e6MNF9nhFlXzICnfQARFptJUdlpIaooZ3lf_O03F-Kg/viewform

Educational Leadership - Week 12 content is live now!!

Dear Students

The lecture videos for Week 12 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=121&lesson=137

The other lectures of this week are accessible from the navigation bar to the left. Please remember to login into the website to view contents (if you aren't logged in already).

Assignment 12 for Week 12 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=121&assessment=153

The assignment has to be submitted on or before Wednesday, 18.10.2023 , 23:59 IST.

As we have done so far, please use the discussion forums if you have any questions on this module.

Note : Please check the due date of the assignments in the announcement and assignment page if you see any mismatch write to us immediately.

Thanks and Regards,

--NPTEL Team

Educational Leadership : Assignment-10. Solution Released

The Assignment-10 of Week-10 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/12emEqFnv1B95K-ksJAAlE5jRDvY8MQwX/view?usp=sharing Happy Learning!

Educational Leadership : Live Interactive session - 1

Dear Learners

You can interact LIVE with the Course Instructor Prof. Atasi Mohanty , IIT Kharagpur – “ Educational Leadership ".

Date:06 /10/2023

Time: 16:30

Link to login to: https://youtube.com/live/GuJe17LJRnM?feature=share

Enter your questions you want

You can interact LIVE with the Course Instructor Prof. Atasi Mohanty , to answer at: https://docs.google.com/forms/d/e/1FAIpQLSc_EVbRJDEj1LZrC8dlpjOST8BEZF0XdhkVt4qoAN185jshgw/viewform

You can also ask your doubts during the session through the chat window...

We would also like to hear from you after the session. Request you to share your thoughts in the forum. Learners are encouraged to visit bit.ly/NPTELLIVE

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Educational Leadership : Assignment-9. Solution Released

The Assignment-9 of Week-9 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1Pp8VyO0VHBL2Iz7dTlmsWrijyZdxHvST/view?usp=sharing Happy Learning!

Educational Leadership - Week 11 Feedback Form

Educational leadership - week 11 content is live now.

The lecture videos for Week 11 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=120&lesson=132

Assignment 11 for Week 11 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=120&assessment=152

The assignment has to be submitted on or before Wednesday, 11.10.2023 , 23:59 IST.

Educational Leadership - Week 10 Feedback Form

Educational leadership - week 10 content is live now.

The lecture videos for Week 10 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=119&lesson=127

Assignment 10 for Week 10 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=119&assessment=151

The assignment has to be submitted on or before Wednesday, 04.10.2023 , 23:59 IST.

Educational Leadership : Assignment-8. Solution Released

The Assignment-8 of Week-8 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1qfW-QbgEQNseyEHQ_haNiuNTJkSvixTr/view?usp=sharing Happy Learning!

Educational Leadership - Week 9 Feedback Form

Educational leadership - week 9 content is live now.

The lecture videos for Week 9 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=118&lesson=122

Assignment 9 for Week 9 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=118&assessment=149

The assignment has to be submitted on or before Wednesday, 27.09.2023 , 23:59 IST.

Educational Leadership : Assignment-7. Solution Released

The Assignment-7 of Week-7 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1tN1vGBaf-qIJshUzg5GUVEoObHTg8jxG/view?usp=sharing Happy Learning!

Educational Leadership : Assignment-6. Solution Released

The Assignment-6 of Week-6 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1OmFZqsAhVc2GlddRnWsp4C6GjR4lx-s3/view?usp=sharing Happy Learning!

Educational Leadership - Week 8 Feedback Form

Educational leadership - week 8 content is live now.

The lecture videos for Week 8 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=72&lesson=73

Assignment 8 for Week 8 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=72&assessment=117

The assignment has to be submitted on or before Wednesday, 20.09.2023 , 23:59 IST.

Educational Leadership : Assignment 3 Question no 2

Dear Students, There is typo mistake in assignment 3 question no 2. Hence the question is not considered for evaluation. The re-evaluation has been done. The updated score is displayed under Progress tab. Sorry for the inconvenience. -NPTEL Team

Educational Leadership - Week 7 content is live now!!

The lecture videos for Week 7 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=62&lesson=63

Assignment 7 for Week 7 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=62&assessment=115

The assignment has to be submitted on or before Wednesday, 13.09.2023 , 23:59 IST.

Educational Leadership - Week 7 Feedback Form

Here is the link to the form: https://docs.google.com/forms/d/1e6MNF9nhFlXzICnfQARFptJUdlpIaooZ3lf_O03F-Kg/viewform

Educational Leadership : Assignment-5. Solution Released

The Assignment-5 of Week-5 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1uDHWbdx4s0GRZitLymf0wNAP8X-gB1MM/view?usp=sharing Happy Learning!

Educational Leadership - Week 6 content is live now!!

The lecture videos for Week 6 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=54&lesson=55

Assignment 6 for Week 6 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=54&assessment=114

The assignment has to be submitted on or before Wednesday, 06.09.2023 , 23:59 IST.

Educational Leadership - Week 6 Feedback Form

Educational leadership : assignment-4. solution released.

The Assignment-4 of Week- 4 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1G1TaApBbSmIQ0ey4geyenfVN-EbJM8YI/view?usp=sharing Happy Learning!

Educational Leadership - Week 5 content is live now!!

The lecture videos for Week 5 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=46&lesson=47

Assignment 5 for Week 5 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=46&assessment=110

The assignment has to be submitted on or before Wednesday, 30.08.2023 , 23:59 IST.

Educational Leadership - Week 5 Feedback Form

Educational leadership : assignment-3. solution released.

The Assignment-3 of Week- 3 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link : https://drive.google.com/file/d/1hOVaHAJURFeETg7T95ZPiJ726ZKZGN3J/view?usp=sharing

Happy Learning!

Exam Registration for NPTEL courses extended !!

Dear Learner,

Registration for the certification exam has been extended.

CLICK HERE to register for the exam.

Choose from the Cities where exam will be conducted: Exam Cities

Last date for exam registration is extended : August 28, 2023, 5:00 PM (Monday).

Click here to view Timeline and Guideline : Guideline

Note: Kindly ignore if registered already.

NPTEL TEAM.

Educational Leadership - Week 4 Feedback Form

Educational leadership - week 4 content is live now.

The lecture videos for Week 4 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=39&lesson=40

Assignment 4 for Week 4 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=39&assessment=109

The assignment has to be submitted on or before Wednesday, 23.08.2023 , 23:59 IST.

Educational Leadership : Assignment-1&2. Solution Released

The Assignment-1&2 of Week- 1&2 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link 1: https://drive.google.com/file/d/1WM9HiEZMp-Dp1FtEqbqicO7Un4U4xCQ7/view?usp=sharing Link 2: https://drive.google.com/file/d/1oRSjIe9eU4l7zJu9TOyDQXGyTmJHTn7d/view?usp=sharing

Educational Leadership - Week 3 content is live now!!

The lecture videos for Week 3 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=33&lesson=34

Assignment 3 for Week 3 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=33&assessment=108

The assignment has to be submitted on or before Wednesday, 16.08.2023 , 23:59 IST.

Educational Leadership - Week 3 Feedback Form

Educational leadership - week 1 feedback form, educational leadership - week 2 content is live now.

The lecture videos for Week 2 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=25&lesson=26

Assignment 2 for Week 2 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=25&assessment=106

The assignment has to be submitted on or before Wednesday, 09.08.2023 , 23:59 IST.

Educational Leadership - Assignment-0. Solution Released

The Assignment-0 of Week- 0 Solution for the course " Educational Leadership " has been released in the portal. Please go through the solution and in case of any doubt post your queries in the forum.

Link: https://drive.google.com/file/d/1kOOHy_WWXGiBCKrRMZPtroKLy1ZY3-nM/view?usp=sharing

Educational Leadership - Download video links are available now!!

The download video link for the course Educational Leadership is available now in the course outline. Please check the download video link: https://nptel.ac.in/courses/109105122

-NPTEL Team

Educational Leadership - Week 1 content is live now!!

The lecture videos for Week 1 have been uploaded for the course Educational Leadership . The lectures can be accessed using the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=17&lesson=18

Assignment 1 for Week 1 is also released and can be accessed from the following link: https://onlinecourses.nptel.ac.in/noc23_hs143/unit?unit=17&assessment=105

Stay Ahead of the Curve: Follow NPTEL for a Bright Future!!

Dear Learners Don't let knowledge pass you by! Stay in the loop with all the latest updates from NPTEL! Follow us on social media to never miss a beat in your educational journey. Be the first to know about new courses, insightful articles, and exciting announcements. Join our growing community. Tap those links below and let the learning adventure begin! Twitter: https://twitter.com/nptelindia?t=Yv1BextATpcwg7K2kOxbhg&s=08 Facebook: https://www.facebook.com/NPTELNoc/ Instagram: https://www.instagram.com/nptel_india/ LinkedIn: https://www.linkedin.com/mwlite/company/nptel YouTube: https://www.youtube.com/user/nptelhrd Happy learning! Team NPTEL

Educational Leadership - Assignment-0-RELEASED

We welcome you all to this course. The assignment 0 for the course Educational Leadership has been released. This assignment is based on a prerequisite of the course. Kindly note that marks obtained in this assignment will not be considered for the final assessment. You can find the assignment under Week 0 unit on the left-hand side of your screen. You can submit the assignment multiple times. All the best !!

NPTEL: Exam Registration is open now for July 2023 courses!

Dear Learner,

Here is the much-awaited announcement on registering for the July 2023 NPTEL course certification exam.

1. The registration for the certification exam is open only to those learners who have enrolled in the course.

2. If you want to register for the exam for this course, login here using the same email id which you had used to enroll to the course in Swayam portal. Please note that Assignments submitted through the exam registered email id ALONE will be taken into consideration towards final consolidated score & certification.

3 . Date of exam: October 29, 2023

4. Exam fees:

If you register for the exam and pay before Aug 14, 2023, 5:00 PM, Exam fees will be Rs. 1000/- per exam .

5. 50% fee waiver for the following categories:

Students belonging to the SC/ST category: please select Yes for the SC/ST option and upload the correct Community certificate.

Students belonging to the PwD category with more than 40% disability: please select Yes for the option and upload the relevant Disability certificate.

6. Last date for exam registration: Aug 18, 2023, 5:00 PM (Friday).

7. Between Aug 14, 2023, 5:00 PM & Aug 18, 2023, 5:00 PM late fee will be applicable.

8. Mode of payment: Online payment - debit card/credit card/net banking/UPI.

9. HALL TICKET:

The hall ticket will be available for download tentatively by 2 weeks prior to the exam date. We will confirm the same through an announcement once it is published.

10. FOR CANDIDATES WHO WOULD LIKE TO WRITE MORE THAN 1 COURSE EXAM:- you can add or delete courses and pay separately – till the date when the exam form closes. Same day of exam – you can write exams for 2 courses in the 2 sessions. Same exam center will be allocated for both the sessions.

11. Data changes:

Last date for data changes: Aug 18, 2023, 5:00 PM :

We will charge an additional fee of Rs. 200 to make any changes related to name, DOB, photo, signature, SC/ST and PWD certificates after the last date of data changes.

The following 6 fields can be changed(until the form closes) ONLY when there are NO courses in the course cart. And you will be able to edit those fields only if you: -

REMOVE unpaid courses from the cart And/or - CANCEL paid courses

1. Do you come under the SC/ST category? *

2. SC/ST Proof

3. Are you a person with disabilities? *

4. Are you a person with disabilities above 40%?

5. Disabilities Proof

6. What is your role ?

Note: Once you remove or cancel a course, you will be able to edit these fields immediately.

But, for cancelled courses, refund of fees will be initiated only after 2 weeks.

12. LAST DATE FOR CANCELLING EXAMS and getting a refund: Aug 18, 2023, 5:00 PM

13. Click here to view Timeline and Guideline : Guideline

Domain Certification

Domain Certification helps learners to gain expertise in a specific Area/Domain. This can be helpful for learners who wish to work in a particular area as part of their job or research or for those appearing for some competitive exam or becoming job ready or specialising in an area of study.

Every domain will comprise Core courses and Elective courses. Once a learner completes the requisite courses per the mentioned criteria, you will receive a Domain Certificate showcasing your scores and the domain of expertise. Kindly refer to the following link for the list of courses available under each domain: https://nptel.ac.in/domains

Outside India Candidates

Candidates who are residing outside India may also fill the exam form and pay the fees. Mode of exam and other details will be communicated to you separately.