EDGR 5323 680: Data Drvn Decision Mkg in Ed

This course’s Course Learning Outcomes can be found below. The policies of the TAMIU College of Education (COE) required on all COE Syllabi Graduate Policies can be found in Appendix C.

• CO1 Instructional Leadership: Analyze data-driven instructional systems such as interim assessment cycles, monitoring instructional trends to learn how to build teacher capacity to deliver differentiated, cognitively rigorous instruction- resulting in improved student engagement and academic performance.
• CO2 Executive Leadership: Demonstrate communication strategies that foster mutual respect, cultural responsiveness, and equitable engagement with diverse stakeholders, including students, families, staff, and community partners.
• CO3 Ethics, Equity, and Diversity: Demonstrate the ability to design and implement inclusive communication strategies that foster mutual respect, cultural responsiveness, and equitable engagement with diverse stakeholders, including students, families, staff, and community partners.
• CO4 Strategic Communications: Demonstrate the ability to design and implement inclusive communication strategies that foster mutual respect, cultural responsiveness, and equitable engagement with diverse stakeholders, including students, families, staff, and community partners.
• CO5 Strategic Operations: Develop operational systems that align with the school’s mission and vision, support high-quality instruction, and promote the efficient use of time, personnel, and resources to maximize student learning outcomes.

• CO6 Human Capital: Evaluate systems for recruiting, developing, and retaining high-quality teachers and staff by applying evidence-based strategies in coaching, professional development, and performance management aligned with instructional goals.
• CO7: School Culture: Create a shared vision and culture of high expectations by engaging stakeholders in a collaborative practice that promotes academic achievement, equity, and a positive learning environment for all students and staff.

Purpose of Required Textbook(s)/Materials

The required materials listed above and Course Student Learning Outcomes are aligned to §19 of the Texas Administrative Code (TAC) Chapter 149 Subchapter BB Alignment (Appendix D), and are provided to give principal candidates foundational knowledge about public education laws in Texas. In addition, the textbook selected for this course provided candidates with the latest research-based leadership practices in the field of Educational Administration.  The journal articles provided to the candidates by your instructor will supplement the course material and strengthen the candidates’ knowledge of the latest trends and research in Educational Administration.  

Other Course MaterialS

• PowerPoints – The purpose of the PowerPoints is to provide the students with a class outline, and the most important points from the class readings.  Class PowerPoints have been prepared by Dr. Maria de Lourdes Viloria from the required course textbooks referenced below:
  • Datnow, A. & Park, V. (2014). Data-Driven Leadership. Jossey-Bass, San Francisco, CA.

For certification programs only:

• Educator program standards- The purpose of the State Board for Educator Certification (SBEC) information is to present prospective public school educators with the latest standards for the profession.
• Certification domains/competencies- The purpose of presenting Texas Educator Testing information is to present transparent information regarding Texas law requiring that educators pass appropriate tests to become certified.
• TEKS- The purpose of presenting information about the Texas Essential Knowledge and Skills (TEKS) is to highlight the Texas standards that educators need to follow to prepare students. 
• College and Career Readiness Standards- The purpose of providing information about Texas College and Career Readiness Standards is to present a synopsis of the multi-level framework that focuses on the subject matter and practices that Texas educators need to follow to ensure postsecondary readiness. 

Student Course References/Bibliography:

Students, please follow the American Psychological Association Manual (APA) 6th Edition for reflections and class question(s) summaries. 

Contemporary Resources Related to Texas Educator Preparation:   

The purpose of providing web-links to important field-related information is to ensure that TAMIU College of Education graduate students are well-informed and prepared with the latest information pertinent to their respective professional roles.

·       Current Academic Excellence Indicator System (TAPR & AEIS ) Reports

·       Current Texas Administrative Code (TEC) Policies

·       Current Texas Penal Code Policies

·       Current Family Code Policies

• Texas Educator Certification Texas Examination of Educator Standards TExES Program Principal (068)

Non-Print Sources: 

Available via Blackboard in the Blackboard course page website.

Optional Instructional Material(s): 

This course does not have any optional materials.

Candidates’ Access to materials:

The class materials can be found in the Blackboard course page website located at: https://tamiu.blackboard.com/.

Course Structure

Once logged in, students will be able to find the following class folders:  Course Introduction, About the Professor, Course Content, Rubrics, and Midterm. Final and Literature Review.  Please note Maymester, Wintermester, and Summer courses do not have a midterm exam. Inside the Course Content Folder, students will find Chapter Questions, Article Reflections, as well as the respective Drop Boxes for all assignments. All course assignments will be aligned to the Course Syllabus and Course Map.  All assignments in this course are required assignments. 

Additional Course Information/ Use of Artificial Intelligence Policy 

Plagiarism is the presentation of someone else’s work as your own. It occurs when you: 

1. Borrow someone else’s words (short phrases, clauses, or sentences) deliberately, knowingly, or even accidentally and present as their own without giving proper credit to the original author or creator. You must use appropriate documentation. Failure to do this is plagiarism. 

2. Present someone else’s paper, exam, or work (stolen, borrowed, or bought) as your own; you have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism. 

3. Copy text word for word, but also use ideas, concepts, or creations without acknowledging their source. Unauthorized use of Artificial Intelligence, such as generating content without proper attribution or permission, is also considered a form of plagiarism. 

4. Claim ownership or credit for something that rightfully belongs to someone else, whether it's written material, ideas, images, or AI-generated content. Appropriate latest-edition APA documentation for any source used/cited is required. Artificial Intelligence (AI) tools, when used ethically and transparently, can enhance your learning and professional development as future educational leaders; therefore, you are encouraged to explore AI as a supplementary tool for brainstorming, organizing ideas, and generating preliminary drafts. When using AI tools for assignments, you must explicitly acknowledge their use in your work using APA format and then demonstrate substantial original analysis, critical thinking, and refinement beyond AI-generated content. As future administrators who will guide technology policies in your schools, you are expected to use this opportunity to develop a nuanced understanding of AI's capabilities and limitations while maintaining academic integrity standards and developing your authentic voice as an educational leader.

Grading Criteria

The College of Education’s grading scale is:

Based on the COE grading scale, the final grade calculation is:

Course Grades

Assignments will be graded out of the following points:

Letter Grade        Percentage

A                           93-100%

B                           84-92%

C                           75-83%

F                            Below 75%

S/CR/P/U/NC         Satisfactory/Credit/Pass/Unsatisfactory/No Credit

IP                           In Progress

W                           Dropped/Withdrawn

I                              Incomplete (See Policy on Incomplete Grades)

Based on COE grading scale the Final grade calculation is:

Letter Grade             Point Range

A                                 713-767 points

B                                 644-712 points

C                                 575-643 points

F                                  0-574 points

Course Grades

Assignments will be graded out of the following points:

Assignment                                                               Point Values

Syllabus Acknowledgement                                     2 points

Meet and Greet                                                           5 points

Campus Improvement Plan                                    100 points

Chapter TASKS (3 TASKS @ 20 points each)          60 points

Essay (2 assignments @ 20 points each)                 40 points

Critical Essays (5 assignments @ 20 points each)  100 points

Constructed Response                                              140 points

Reflection Questions (7 assignments @ 20 points each)

                                                                                       140 points

Voice Thread (2 VoiceThread @ 40 points each)         80 points

Total points                                                                     767 points 

Late/Missing Tasks/Assignments Policy:

All assignments for the course are due in the Blackboard website course page on their respective due dates that are reflected in the assignment section of this syllabus. NO LATE WORK will be accepted without prior written notice and upon approval by the professor due to medical and/or family emergencies.

Additional Course Information (e.g., Description of Assignments)

• Final Exam. The class final exam will be in an online format.  Students will have 145 minutes to complete the final exam. Questions will include essay questions at various point values
• Final Campus Improvement Plan. The Campus Intervention Plan assignment focuses on ensuring that students are able to analyze campus data and prepare an academic plan for instructional intervention. 
• Chapter Tasks. Chapter TASKS written assignments focus on course content integration, application, and critical thinking. 
• Essays.  These essays focus on reflection and personalization of the theories, concepts, and/or strategies presented in the selected journal articles and from the course materials. 
• Critical Essays.  These essays focus on the logical progression of course ideas with a clear structure that enhances the students’ understanding of educational administration topics. 
• Class Discussions. The purpose of the discussion board questions is to provide students with an opportunity to reflect on the class topics and respond to classmates’ posts in relation to class topics. Students will need to respond to discussion prompts. In addition, students will also respond to two of their peers to obtain full credit for a discussion grade.
• VoiceThread Discussions. The purpose of the VoiceThread is to enhance and develop student community and cooperative feedback. VoiceThreads will be required of all students which will include recording voice and video responses directed to the class instructor and to two classmates.

Participation/Attendance:

Make sure to turn in all assignments in a timely manner. Late work is not accepted unless of a medical or family emergency and with documentation and permission of instructor. Please email instructor if this occurs. 

Academic Honesty:

See “Appendix C: Policies of the College of Education (COE)”.

Minimum Technical Skills Expected:

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage. Additional skills required for this course include knowing how to use Turnitin.

Accommodations/Accessibility Policy: 

Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodations. For more information, contact the online at Office of Disability Services for Students (DSS), or via phone at 956.326.2230, or by visiting the staff at the Senator Judith Zaffirini Student Success Center, room 138. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.

Student Support Resources: 

The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit Instructional Technology and Distance Education Services’ page on University Resources and Support Services.

Student-Instructor Communication Policy and Response Time

Student should expect the instructor to answer all Blackboard e-mails within 24 hours. Students’ telephone texts will be answered immediately 956-744-2974. 

Assignments and Assessments:

Assignments and feedback will be graded within 72 hours. Make sure to turn in all assignments in a timely manner. Late work is not accepted unless of a medical or family emergency and with documentation and permission of instructor. Please email instructor if this occurs. 

Classroom and On-line Etiquette (Netiquette)

TAMIU eLearning team provides a web page on netiquette guidelines that can be found in the course menu under Student Resources and inside the Technology Skills and Training Folder. The following are additional netiquette guidelines presented for your review.

When participating in online discussions, emails and other forms of communication in this course students are expected to:

• Participate: This is a shared learning environment. No lurking in the cyberspace background. It is not enough to login and read the discussion thread of others. For the maximum benefit to all, everyone must contribute.
• Report Glitches: Discussion forums are electronic. They break. If for any reason you experience difficulty participating, please call, email, or otherwise inform me of the issue. Chances are others are having the same problem.
• Help Others: You may have more experience with online discussion forums than the person next to you. Give them a hand. Show them it’s not so hard. They’re really going to appreciate it!
• Be Patient: Read everything in the discussion thread before replying. This will help you avoid repeating something someone else has already contributed. Acknowledge the points made with which you agree and suggest alternatives for those with which you don’t.
• Be Brief: You want to be clear—and to articulate your point—without being preachy or pompous. Be direct. Stay on point. Don’t lose yourself, or your readers, in overly wordy sentences or paragraphs.
• Use Proper Writing Style: This is a must. Write as if you were writing a term paper. Correct spelling, grammatical construction and sentence structure are expected in every other writing activity associated with scholarship and academic engagement. Online discussions are no different.
• Cite Your Sources: Another big must! If your contribution to the conversation includes the intellectual property (authored material) of others, e.g., books, newspaper, magazine, or journal articles—online or in print—they must be given proper attribution.
• Emoticons and Texting: Social networking and text messaging has spawned a body of linguistic shortcuts that are not part of the academic dialogue. Please refrain from :-) faces and c u l8r’s.
• Respect Diversity: It’s an ethnically rich and diverse, multi-cultural world in which we live. Use no language that is—or that could be construed to be—offensive toward others. Racists, sexist, and heterosexist comments and jokes are unacceptable, as are derogatory and/or sarcastic comments and jokes directed at religious beliefs, disabilities, and age.
• No YELLING! Step carefully. Beware the electronic footprint you leave behind. Using bold upper-case letters is bad form, like stomping around and yelling at somebody (NOT TO MENTION BEING HARD ON THE EYE).
• No Flaming! Criticism must be constructive, well-meaning, and well-articulated. Please, no tantrums. Rants directed at any other contributor are simply unacceptable and will not be tolerated. The same goes for profanity. The academic environment expects higher-order language.

●      Lastly, Remember: You Can't Un-Ring the Bell. Language is your only tool in an online environment. Be mindful. How others perceive you will be largely—as always—up to you. Once you've hit the send button, you've rung the bell.

Review your written posts and responses to ensure that you’ve conveyed exactly what you intended. This is an excellent opportunity to practice your proofreading, revision, and rewriting skills—valuable assets in the professional world for which you are now preparing.

Netiquette: Ground Rules for Online Discussions by Peter Connor is licensed under a Creative Commons Attribution-Noncommercial-ShareAlike 4.0 International License.

I.       Technology Requirements

Computer/Technology Requirements

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection.

It recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.

Additional Hardware. For this class, you will need the following additional hardware: a webcam and microphone for VoiceThread discussions assignments. Recently purchased laptops may have these built in already. If you do not have this equipment, it is recommended to purchase a stand-alone webcam, microphone or a webcam with a built-in microphone from your local electronic store or any online store.

Additional Software. You will need the following additional software: You will need the following additional software: Microsoft PowerPoint for viewing lesson presentations and Microsoft Word for viewing course files and submitting assignments. TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.

Note: Students if you do not own the required hardware, software or do not have access to internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you to find solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, computer labs, and classrooms. In addition, you may also purchase any of these items at any electronic store.

Learning Management System (Blackboard)

This online course and its materials may be found at https://elearning.tamiu.edu/. Students are provided with guides on how to use the Blackboard LMS and can be found at http://www.tamiu.edu/distance/students/elearning-orientation.shtml or by contacting the eLearning team at elearning@tamiu.edu. 

Technical Support Services

Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.

Necessary Technical Knowledge and Skills for Distance Learning

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage. Additional skills required for this course include knowing how to use VoiceThread and Turnitin.

Accessibility and Privacy Statements on Course Technologies:

At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. In this class, we will utilize Blackboard, SoftChalk, VoiceThread, andTurnitin. You may find the accessibility and privacy policies of these technologies on the following pages: Accessibility Statements and Privacy Statements.

Course Specific Recommendations:

            The Texas A&M University System, in congruence with best security practices, is            requiring all System members to implement multi-factor authentication (MFA) to access     systems containing confidential, sensitive, or private information.

 MFA is a method of authentication where more than one authentication factor is   presented in order to validate the user’s identity. These factors are usually based on knowledge (i.e. passwords), possession (i.e. keys, random number-generating devices),    inherence (i.e. DNA, fingerprints), or geospatial (i.e. location). Many of us already use     MFA with services like Facebook, Microsoft, Google, and some banking/financial institutions. 

 TAMIU will require MFA to access applications accessed via single sign-on such as Banner, Blackboard, Uconnect, Workday, Canopy, etc.  You must enroll or you will be unable to access University resources requiring a login such as Blackboard and Uconnect. You can start using MFA today by logging into https://duo.tamiu.edu and clicking “Enroll”.  OIT will have information and assistance tables set up at the following        places and time to assist faculty, staff, and students with the process. 

Once logged in students will be able to find the following main course sections: “Start Here”, “Syllabus, Course Rubrics, Course Objectives & Alignment Document”, “About Your Faculty”, and the Module content areas.  Inside each module folder, students will find module objectives, activities, and links to supplemental materials and assessments. All assessments will be aligned to the Course Syllabus and Course Map and are required.

Online Courses and On-Campus Meetings

Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):

• Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
• 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.

Services

Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.

Web Conferences/Synchronous sessions

Optional meet up sessions will be held once every two weeks. Instructors will inform students. 

Course Evaluation

At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link. Course evaluations will open on September 30. 

Accessibility and Privacy Statements on Course Technologies

At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. You may find the accessibility and privacy policies of the technologies used in this class on the following pages: Accessibility Statements and Privacy Statements.

Description of Assessments:

Final Exam. The class final exam will be in an on-line format.  Students will have 120 minutes to complete the final exam. Questions will include essay questions at various point values.  The Final Exam can be found on the course menu, inside the “Final  Exam” folder under the “Content” link.  

The final exam will be proctored via Respondus Monitor through Blackboard. 

Please download the software (free of charge for all students) from the TAMIU Instructional Technology and Distance Learning site: 

https://www.tamiu.edu/distance/technology/respondus-ldb-and-monitor.shtml

When you download your software for the tests with Respondus Monitor, you will open your course in any browser, and when you open the test, it will launch the Respondus Monitor that they should have already installed in your computer once you downloaded the software.

Any questions on this please contact TAMIU's elearning department, at elearning@tamiu.edu and cc'd me as well.

Final Campus Improvement Plan. The Campus Intervention Plan assignment focuses on ensuring that students are able to create and analyze campus data and prepare an academic plan for instructional intervention. 

Chapter Tasks. Chapter TASKS written assignments focus on course content integration, application, critical thinking. 

Reflective Essays.  These essays focus on reflection and personalization of the theories, concepts, and/or strategies presented in the selected journal articles and from the   course materials. 

Critical Essays.  These essays focus on the logical progression of course ideas with a       clear structure that enhances the students’ understanding of educational administration topics. 

Class Discussions. The purpose of the discussion board questions is to provide students   with an opportunity to reflect on the class topics and respond to classmates’ posts   in relation to class topics. Students will need to respond to discussion prompts. In addition, students will also respond to two of their peers to obtain full credit for a discussion grade.

Case Studies: The purpose of the Case Study Assignments is to help students develop problem solving and decision making skills.  

Constructed Response Questions: The purpose of the constructed response assignments is to help assess the students’ content knowledge from Domains I, II, and III only (School Culture, Leading Learning, and Human Capital).

The constructed response will be conducted through Respondus Monitor through Blackboard. 

Please download the software (free of charge for all students) from the TAMIU Instructional Technology and Distance Learning site: 

https://www.tamiu.edu/distance/technology/respondus-ldb-and-monitor.shtml

When you download your software for the tests with Respondus Monitor, you will open your course in any browser, and when you open the test, it will launch the Respondus Monitor that they should have already installed in your computer once you downloaded the software.

Any questions on this please contact TAMIU's elearning department, at elearning@tamiu.edu and cc'd me as well.

Selected Response Questions:  The purpose of the selected response assignments is to help students develop problem solving skills in a 268 format.

VoiceThread Discussions. The purpose of the VoiceThread is to enhance and develop student community and cooperative feedback. VoiceThreads will be required of all students which will include recording voice and video responses directed to the class instructor and to two classmates.

Attachment/s (e.g., Rubrics):

●      Rubrics will be found inside Blackboard course shell.

●      Appendix D, Student Learning Outcomes aligned to 19 TAC Chapter 149 Subchapter BB Alignment

Late/Missing Tasks/Assignments Policy:

Assignments and feedback will be graded within 72 hours. 

Make sure to turn in all assignments in a timely manner. Late work is not accepted unless of a medical or family emergency and with documentation and permission of instructor. Please email instructor if this occurs. 

Syllabus Subject to Change

While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.

Important Dates:

September 30 (Course Evaluations)

October 3 (Last day to Drop or Withdraw from course)