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Rossier School of EducationRossier School of EducationUniversity of Southern University of Southern

CaliforniaCalifornia

Assignment #3: Considering the Assignment #3: Considering the Need for a Signature PedagogyNeed for a Signature Pedagogy

October 24, 2007October 24, 2007

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How have you drawn from earlier How have you drawn from earlier work of the Carnegie Foundation?work of the Carnegie Foundation?

We have focused primarily on other work We have focused primarily on other work in education and business leadership.in education and business leadership.

We focus on “leaders of practice” and We focus on “leaders of practice” and ask:ask:1.1. What are educational leaders’ goals and What are educational leaders’ goals and

daily tasks?daily tasks?

2.2. What skills and competencies do they need What skills and competencies do they need to function more successfully in their roles?to function more successfully in their roles?

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What are the key components of What are the key components of this approach?this approach?

One model used in two of the four One model used in two of the four core courses is “gap analysis” (Clark core courses is “gap analysis” (Clark & Estes, 2002) based on the & Estes, 2002) based on the consideration of organization and consideration of organization and performance goalsperformance goals

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Rationale for gap analysisRationale for gap analysis

Evidence that people do not analyze the Evidence that people do not analyze the causes of performance gaps:causes of performance gaps:

Leaders often fail to have clear goals Leaders often fail to have clear goals before they embark on finding solutions before they embark on finding solutions to problems.to problems.

Leaders often select and implement the Leaders often select and implement the wrong solutions.wrong solutions.

When solutions do not work leaders often When solutions do not work leaders often blame the people who have the problem.blame the people who have the problem.

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Why gap analysis?Why gap analysis?

3 Major causes of performance problems:3 Major causes of performance problems:

1.1. KnowledgeKnowledge: We don’t know how (why, : We don’t know how (why, where, when).where, when).

2.2. MotivationMotivation: We don’t want to do it (or : We don’t want to do it (or think we can’t) or don’t value it.think we can’t) or don’t value it.

3.3. Organizational PolicyOrganizational Policy: We are : We are prevented by policy/procedures and/or prevented by policy/procedures and/or lack of facilities and equipment. lack of facilities and equipment.

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What are the key components of What are the key components of gap analysis?gap analysis?

Answers these questions:Answers these questions:1.1. What is our What is our performanceperformance goal? goal?2.2. Where are we now (related to goal)?Where are we now (related to goal)?3.3. What is the size of the gap?What is the size of the gap?4.4. What is causing the gap?What is causing the gap?5.5. What solutions will close the gap?What solutions will close the gap?6.6. How do we implement the solutions?How do we implement the solutions?7.7. How do we measure our progress?How do we measure our progress?

* * Gap analysis discussion based on material from Professor Richard Gap analysis discussion based on material from Professor Richard Clark, Professor of Education at USCClark, Professor of Education at USC

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How are we promoting our How are we promoting our signature pedagogy?signature pedagogy?

Arrive at faculty-wide agreement on the Arrive at faculty-wide agreement on the role of the model.role of the model.

Consider the adoption of additional Consider the adoption of additional inquiry modelsinquiry models

Investigate ways to more fully utilize Investigate ways to more fully utilize the model in the inquiry and the model in the inquiry and concentration courses.concentration courses.

Determine how it can serve as a Determine how it can serve as a required central feature in additional required central feature in additional capstone experiencescapstone experiences