EDAD 6905 - Responsive Teaching and Ethical Leadership
Fall 2026 Syllabus, Section A02, CRN 44333,
Credit hours: 3
Course Meeting Times
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Instructor
Melissa Mlakar
Email: mkmlakar@ysu.edu
Course Description
6905. Responsive Teaching and Ethical Leadership . This course prepares teacher leaders to promote equity-centered leadership through culturally responsive and ethical practices. Aligned with the 2025 Ohio Teacher Leader Framework, candidates will examine the professional values of integrity, fairness, and dignity while developing the ability to foster inclusive learning environments. Emphasis is placed on collaborating with colleagues, administrators, families, and community partners to address systemic inequities in curriculum, school culture, and policy. Candidates will engage in case analysis, data review, and field-based experiences to strengthen their capacity to lead with cultural competence, promote shared leadership, and support individual learning opportunities where diverse perspectives are welcomed and valued. 3 s.h.
Course Readings
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press. | Milner, H.R. | 978-1682534397 |
| Required | Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. New York, NY Teachers College Press. | Paris, D., & Alim, S. | 978-0807758335 |
| Required | “He looks like a terrorist!” Special education and stereotype threat. In Teaching for educational equity: Case studies for professional development and principal preparation, volume 2. Lanham, MD: Rowman & Littlefield. | Beese, J. A., & Martin, J. L. | |
| Required | The essence of innocence: Consequences of dehumanizing black children. Journal of personality and social psychology. Retrieved from http://www.apa.org/pubs/journals/releases/psp-a0035663.pdf | Goff, P. A., Jackson, M. C., Di Leone, B. A. L., Culotta, C. M., & DiTomasso, N. A. | |
| Required | Factors contributing to microagressions, Racial Battle Fatigue, Stereotype Threat, and Imposter Phenomenon for Nonhegemonic Students: Implications for Urban Education: Influence and Implications. In Microaggression Theory: Influence and Implications. Pp. 102-120. DOI: 10.1002/9781119466642.ch7. | Martin, J. | |
| Required | Marginalization or necessary push-out? Educating ELL students. In Teaching for educational equity: Case studies for professional development and principal preparation, volume 1. Lanham, MD: Rowman & Littlefield. | Martin, J. L., & Beese, J. A. | |
| Required | Analyzing poverty, learning, and teaching through a critical race theory lens. Review of Research in Education, 37, 1-53. | Milner, H. R. | |
| Required | On learning: Reflections on learning and myself as a learner. Literacy and Learning Journal. Retrieved from https://jmnmath.wordpress.com/2013/07/20/not-learning/ | Newman, J. M. | |
| Required | Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. Retrieved from https://doi.org/10.1037/0003-066X.62.4.271 | Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. | |
| Required | Civil rights data collection data snapshot: School discipline. Retrieved 1 April 2014 from http://www2.ed.gov/about/offices/list/ocr/docs/crdc-discipline-snapshot.pdf | U.S. Department of Education Office for Civil Rights | |
| Required | A framework for culturally responsive teaching. Educational Leadership. 53(1), 17-21. Retrieved from http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/A-Framework-for-Culturally-Responsive-Teaching.aspx | Wlodkowski, R. J., & Ginsberg, M.B. | |
| Optional | Publication manual of the American Psychological Association (7th ed.). Washington, DC: Author. | American Psychological Association (APA). | 978-1433832161 |
Blackboard: Please be sure to login to Blackboard at least weekly during the duration of the course. Blackboard will be used regularly to share important course information.
The course readings are subject to change in the event of extenuating circumstances, research developments, current events, and/or to ensure better learning.
Assignments/Assessments
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Schedule of Topics and Assignments
| Week of | Reading(s) | Proposed Topic | Due/To Prepare for Class |
|---|---|---|---|
| 10/19 | Milner chapters. 1-3. McIntosh pg. 10-12. |
Diversity and Opportunity Gaps | Reaction Paper Due October 24, 2026 |
| 10/26 | Milner (2013). Chapters 4-5. Beese & Martin. (2016). He Looks Like a Terrorist! Sue, Capodilupo, Torino, Bucceri, Holder, Nadal, & Esquilin (2007). Pgs. 271-286. Martin. (2018). Pgs. 102-120. |
Responding to Issues Related to Race, Ethnicity, Social Class, Gender, and Sex | Reaction Paper Due October 31, 2026 |
| 11/2 | Paris & Alim (2017). Pgs. 1-24. Wlodkowski. (1995). 17-21. Newman. (2013). |
Culturally Proficient Teaching and Leading | Interviews with Community Stakeholders Due November 7, 2026 |
| 11/9 | Paris & Alim (2017). Pgs. 43-98. Martin & Beese. (2016). Marginalization or Necessary Push Out? Goff, Jackson, Di Leone, Culotta, & DiTomasso (2014). NAACP Legal Defense Fund and Educational Fund. U.S. Department of Education Office for Civil Rights (2014). |
Consequences of Inequitable Opportunity | Reaction Paper Due November 14, 2026 |
| 11/16 | Paris & Alim (2017). Pgs. 43-60 & 175-190. | Overcoming Barriers to Cultural Proficiency | Cultural Responsive Audit and Review Due November 21, 2026 |
| 11/23 | Paris & Alim (2017). pgs. 191-206 & 261-274. Milner (2013). Pgs. 1-53 (article in module). |
Your Role as a Teacher Leader | Reaction Paper Due November 28, 2026 |
| 11/30 | Milner (2013). Read Conclusions and Recommendations for Practice pgs. 178-198. | Facilitating Cultural Responsiveness | Culturally Responsive Professional Development Plan Due December 5, 2026 |
The course schedule, policies, procedures, and assignments in this course are subject to change in the event of extenuating circumstances, by mutual agreement, and/or to ensure better learning.