EDU 701: The Energetic Educator Part II: The Engaged Educator

THE CATHOLIC UNIVERSITY OF AMERICA
PROFESSIONAL DEVELOPMENT WORKSHOPS & INSTITUTES

EDU 701: The Energetic Educator: Part II (The Engaged Educator)
Summer 2012

McGivney Hall Room 005
Directions to Campus
Campus Map 

If you are driving, there is a parking lot behind McMahon Hall (adjacent to McGivney Hall) that students may park in.  There is also parking around the building and by the Mullen Library.  On the first day, you will receive a parking pass that will allow you to park in the student lots, but will not exempt you from paying in metered spots.

If you are coming by Metro, your stop will be “Brookland/CUA.” McGivney Hall is up the hill and on the other side of the library.

If you plan to arrive by cab or if you want to use online map directions or use your GPS system, the University address is 620 Michigan Avenue NE, Washington, DC 20064.

INSTRUCTORS

Jaime Willis, Esq.,CPC
Cell Phone: 202.494.1325
Email: jaime@velocitygoals.com

Scott Sullivan, M.A., M.Phil., CPC
Cell Phone: 617.416.6578
Email: scott@velocitygoals.com

COURSE DESCRIPTION
In Part II, the principals in this course will be challenged to examine how stress and negativity can limit their own potential for peak performance.  Using this powerful assessment called the Energy Leadership Index (ELI), the course will teach principals to understand how perspective, reactions, and choice of thought can lead to a shift in their own lives and create a positive culture-shift at their schools.

This course has been created for those who appreciate creative, innovative and varied teaching methods.  You will be engaged throughout.

COURSE CREDIT/CONTACT HOURS
This course provides three (3) graduate level credits, and meets the requirements of 45 contact hours.

COURSE GOALS
This course is in response to the need of K-12 schools to find creative and innovative ways to succeed despite roadblocks and seemingly impossible challenges.  Our focus on shifting the energetic output of principals will in turn lead to sustainable change among the teaching staff and to the individual student.  Our intention is to allow principals to spearhead a positive shift in their own lives so that they will learn how to create favorable working and teaching environments within their schools, which will ultimately elevate teacher and student performance.

LEARNING OBJECTIVES

The student will:

  • Explore communication styles and the fears that block us from well-being.
  • Study the science of positive psychology and how a strengths-based approach to problem solving is innovative, practical, and aligned with a set of personal values.
  • Determine healthy and effective ways to reach goals and frame achievements.
  • Understand how GRIT and Resilience influence problem-solving and personal growth.

COURSE MATERIALS
This course will feature information from the following materials:

Covey, Stephen R. The Leader in Me, 2008.

Schneider, Bruce D. Energy Leadership: Transforming Your Workplace and Your Life from the Core, 2007.

Seligman, Martin. Flourish, 2011.

In addition, other readings and discussion materials will be made available on the Velocity website.

COURSE REQUIREMENTS

Attendance:
Students are expected to attend all regularly scheduled class sessions. Absences, late arrivals to and/or early departures from class may negatively affect the student’s final grade except in cases of medical illness or unexpected emergencies. In such cases, students should contact the instructors (phone numbers above) as soon as possible to inform them of the situation, and to make necessary arrangements for making up lost time/work.

GRADING POLICIES
Courses are graded on a standard graduate level scale according to which the lowest passing grade is a B-. In order to achieve a passing grade, the student is expected to complete all assignments on time and to be an active participant in the activities (including discussions) of the class. Attendance and participation for any graduate level course are expected minimums. Grades will be assessed on the quality and timeliness of work submitted. The following scale is provided as a guide. Procedures for calculating grades are left to the instructor’s discretion.

Catholic University Grading Scale

A 96% – 100% All required assignments completed and submitted with superior quality and detail
B+ 90% – 95% All required assignments completed and submitted with excellent quality and detail
B 85% – 89% All required assignments completed and submitted with good quality and detail
B- 80% – 84% All required assignments completed and submitted with adequate quality and detail

EXPECTATIONS AND POLICIES
Academic Honesty:
Academic honesty is expected of all CUA students. Faculty are required to initiate the imposition of sanctions when they find violations of academic honesty, such as plagiarism, improper use of a student’s own work, cheating, and fabrication.

Submission of Assignments:
Students are encouraged to turn in assignments early so as to avoid last-minute rushing. However, all assignment MUST be turned in by the due dates announced by the professor in order to receive credit. Please type all assignments to be turned in. Documents should be double-spaced and typed using a Times or Garamond font. For your own protection, please keep a copy of all assignments submitted.

Accommodations for Students with Disabilities:
Any student who feels s/he may need an accommodation based on the impact of a disability is usually directed to contact the instructor privately to discuss specific needs. For further information or assistance re: accommodating students with disabilities please contact Sue Edwards (edwardss@cua.ed).

Use of Cell Phones:
Students are requested to turn all cell phones and other communication devices off or on “silent” or “vibrate” mode during class time.

ASSIGNMENTS

1. Book Reviews (20%)
2. Energy Level Journal (20%)
3. Final Project (30%)
4. Participation (30%)

COURSE OUTLINE

Day 1 and 2:  Introduction to Energy Leadership, Energy Action Model and Buy-In (August 6 & 7, 2012)

Readings: 
1. Schneider, all
2. Truth Machine Negotiation
3. Physiology of Stress

Assignments:
1. Final Project Prep
2. Energy Level Journal Assignment
3. Complete Readings for next day

Days 3 and 4: Principal as Coach (August 8 & 9, 2012)

Readings:
1. Shelly Gable Article 1
2. Shelly Gable Article 2
3. The Seven Abilities of the Linchpin
4. Seligman, Chapter 5
5. Covey, all

Assignments:
1. Energy Level Journal Assignment
2. Book Review of Schneider
3. Complete Readings for next day

Day 5:  Principal as Energetic Educator (August 10, 2012)

Final Project Presentations