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EDAD 5630 2014
UNIVERSITY OF NORTH TEXASEDAD 5630 Organizational Change and School Improvement
Spring 2014
Course Information | Tech Requirements | Access & Navigation | Requirements | Communications | Assessment | Academic Calendar | Course Evaluation | Scholarly Expectations | Resources |
Course Policies | UNT Policies |
COURSE INFORMATION
EDAD 5630 – Organizational Change and School ImprovementSpring 2014Fully Online Course
Professor / Instructor Contact Information
Stephanie N. Brown Ph.D.Matthews Hall 211Cell: (804) 929-3084Office hours: Wednesday: 11:00 a.m. – 1:00 p.m.Email: [email protected]
Technical Pre‐requisites and Requirements
Knowledge of personal computer operation is prerequisite to registering for and successfully completing this online course.
Blackboard LEARN is fully supported for both Windows and Apple computers. At the course login screen, click the “Check Browser” to verify your computer is configured properly before logging in the first time.
Materials – Text, Readings, Supplementary Readings Required Texts:Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.Hoy, W. & Miskel, C. (2013). Educational administration: Theory, research, and practice (9th ed.). New
York: McGraw-Hill.Recommended Text:American Psychological Association. (2009). Publication manual of the American psychological
association (6th ed.). Washington, DC: Author.
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Other required readings consist of other documents attached in the "The Week at-a-glance" section, as well as resources embedded within the discussion threads.
Course Description
This course is completely online, with no face-to-face classroom meetings.
We define a positive school culture broadly to include the school wide ethos and the culture of individual classrooms, high expectations for learning and achievement, a safe and caring environment, shared values and relational trust, a powerful pedagogy and curriculum, high student motivation and engagement, a professional faculty culture, and partnerships with families and the community.
Because a positive school culture is central to student success and holistic school transformation, we define and inhibit relevant perspectives from multiple educational theories to help school administrators acquire the tools needed to develop and assess such organizational cultures. Schools must also be held accountable for assessing the quality of their school cultures to induce effective organizational change and school improvement. Throughout the course of the semester we will navigate educational theories to structure multiple perspectives of Organizational Change and School Improvement.
Course Learning ObjectivesYour work and participation in this class will provide you the opportunity to gain a firm foundation in the following areas:
Fundamental theories influencing school change and improvement Major reform initiatives that influence school change and improvement How learning environments can be structured to support learning
At the end of this course, the student will be able to:
Identify and critique important change theories and their application to various school environments
Establish operational plans and processes to accomplish strategic goals, utilizing practical application of organizational theories
Apply a systems perspective, viewing schools as interactive internal systems operating within external environments
After completing this course, the student will have an understanding of how to:
Delegate authority, and determine accountability for campus goal attainment Develop, implement, and evaluate change processes for organizational effectiveness Utilize effective planning to maximize attainment of district and campus goals Respond to pertinent political, social and economic issues that exist in the internal and external
environment Facilitate implementation of sound, research-based school improvement strategies
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Facilitate the development and implementation of a shared vision and strategic plan for the school or district that focuses on student learning
Initiate, manage, and evaluate the change process
Course Assessment Scale
A = 90 - 100% B = 80 - 89% C = 70 - 79% D = 60 - 69% F = 59% or below
Course Requirements
Reading assignments: Each week, you will be expected to thoroughly read all required readings. The required reading will be from the two textbooks, other documents attached in the "The Week at-a-glance" section, as well as resources embedded within the discussion threads. Reading guides are also attached to help you navigate the weekly readings.
Assignments: Each week throughout the course, you will complete smaller assignments that are geared toward guiding you in the development of your proposal. Also each week, I've provided resources that will be beneficial in completing these assignments. Your cumulative grade for these assignments will be based on your participation, which includes posting the assignments on time and providing feedback on your peers’ assignments.
Some assignments will be submitted as assignments to the instructor only and others will be posted to a discussion board so that you can receive feedback from your classmates.
You'll use several resources I've provided with the assignments to help guide you through the process -- see those links in the Week 1, Getting Started on Your Proposal.
o Open and refer to the Timeline for Proposal Assignments for an overview of the entire process for completing the assignments and developing the project proposal. The timeline is also included in the syllabus for your review.
o Please see the Grading Rubric for the final paper.
Final Project Proposal Description – Due Week 7
Write a 15-page paper outlining a project proposal for a study you would like to implement in your school.
The assignment is designed for you to examine the impact of an educational program in your school or place of work.
The paper should include the following sections: o Introductiono Literature Reviewo Methodo Data Analysis
The paper will include a strong theoretical framework and a thorough review of related literature that clearly links to the theoretical framework.
The paper will be graded on overall quality and content, as well as APA formatting.
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Final Exam: The final exam will be a comprehensive exam in the form of case studies. These case studies cover all topics discussed in class. In your answers, you will propose solutions to the case studies. Your answers will be graded on clarity, thoroughness of proposed solution, and your ability to support your solutions with theories and literature from the texts.
Participation: Active class participation is required in this course. Students are expected to participate actively in all online class discussions and to demonstrate interest and proficiency in the topics covered in class discussions.
TECHNICAL REQUIREMENTS / ASSISTANCEThe following information has been provided to assist you in preparation for the technological aspect of the course. -Hardware and software necessary to use Blackboard:
PC: Windows 98 (2nd Edition), 2000, XP, Vista, Windows 7Mac: OS 9, OSXInternet Access with compatible web browser (Select link for Vista 8.0 SP4) Java: Version 1.6.0 Update 24 (JRE 1.6.0_24): Click HERE and choose “Download Java”Word Processor [Other related hardware or software necessary for the course]
-Browser and computer settings check: https://ecampussupport.unt.edu/browser-Computer and Internet Literacy: Visit http://www.clt.odu.edu/oso/index.php?src=pe_comp_lit-Plug-ins necessary to access course materials and resources: https://ecampussupport.unt.edu/plugin
ACCESS & NAVIGATIONAccess and Log in InformationThis course was developed and will be facilitated utilizing the University of North Texas’ Learning Management System, Blackboard Vista. To get started with the course, please go to: http://ecampus.unt.edu
You will need your EUID and password to log in to the course. If you do not know your EUID or have forgotten your password, please go to: http://ams.unt.edu.
Ticket to Learn TutorialAs a student, you will have access to the Learn tutorial via Blackboard. It is recommended that you become familiar with the tools and tutorials found in the “Get off to a good start” section under “Start Here” (in the course) to better equip you to navigate the course.
Being a Successful Online Student-What Makes a Successful Online Student?-Self Evaluation for Potential Online Students
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What Should Students Do First?Students should submit the following information via Blackboard messages the first week of class:NameStudent IDEUIDBest phone number for emergency alerts
How Students Should Proceed Each Week for Class Activities Students should access Blackboard daily for announcements and emails regarding the course.
Student SupportThe University of North Texas provides student technical support in the use of Blackboard and supported resources. The student help desk may be reached at: Email: [email protected]: 940.369.7394In Person: Chilton Hall, Rm. 112CHelp desk hours: Monday – Thursday: 8am-9pm; Friday: 8am-5pm; Saturday: 11am-3pm; Sunday: closed
COMMUNICATIONSInformation about the communication tools in the course and how they will be used:
-Email For all course-related questions, please read this syllabus carefully before seeking assistance. You must use the Mail or Messages feature in Blackboard for all electronic communications with your professor.
Students can expect a response from the instructor within 24-hours of sending a message. If your concern is urgent, please call and speak by phone or leave a message.
- AnnouncementsPlease check the Announcements frequently for updated information and changes.
- DiscussionsYou are expected to fully participate in all discussion threads for each week. Discussions are the heart of online courses; the more you participate in meaningful ways, the more you will learn and the more your classmates will to learn from you. Your responses in the discussion threads should be well thought-out, professional, and respectful. Varying perspectives and disagreements are natural and should be explored through discussion, but in a respectful manner. Please extend the receiver of your message the same courtesy you would expect when communicating. Please read and consider the content of the message before responding. Profanity and insults will not be tolerated.
ASSESSMENT & GRADING
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Assessments This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course.
Online discussionsOnline assignmentsProject proposal paperOnline final exam
Grading ProcedureGrades will be determined by the following weights:Participation in the 7 case study discussions – 25% Posting weekly assignment & providing feedback to peers – 25%Project proposal paper – 25%Final Exam – 25%
Final grades are determined as follows:90 – 100% = A80 – 89% = B70 – 79% = C60 - 69% = D 0 – 59% = F
If a student believes he/she will miss class over an extended period of time and may be unable to complete all assignments timely, the student should contact the instructor immediately to discuss options. Because completion of all mandatory exercises is required, repeated absences can result in a failing grade for the course.
Accessing GradesGrades will be accessible to students after exams are completed by all students and graded.
Assignment Submission InstructionsAssignments required to be submitted online must be in Word format and submitted by the deadline noted in each assignment found in the Assignments tab of Blackboard. Late submissions will not be accepted.
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COURSE SCHEDULEASSIGNMENT SCHEDULE
Educational Leadership 5630-001
Session Topic Readings(TExES Domain - Competency)
Week #1 Historical Overview of Educational Change Cuban (2003); Cuban (1990); Fullan (2009); Chapters 1 & 2 in Fullan book
Week #2 Understanding Educational Change Fullan Chapters 3-11
Week #3 The School as a Social System Hoy & Miskel Chapters 1, 5, 6
Week #4 Decision Making in Schools – Using both Hoy & Miskel Ch. 9 & 10 Qualitative and Quantitative Data
Week #5 Decision Making in Schools – Using both Hoy & Miskel Ch. 11 & 12 Qualitative and Quantitative Data
Week #6 Power and Politics and the Impact of the External Environment Hoy & Miskel Ch. 7 & 8
Week #7 Local Reform Efforts Visioning Document; Cohen Project Proposals Due (1990); “In Finland’s Footsteps”
Week #8 Principals as Change Agents Hoy & Miskel Ch. 13 & 14
Final Exam
COURSE EVALUATIONToward the end of the semester, students will be able to complete a course survey at www.my.unt.edu. Please logon and select SETE.
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SCHOLARLY EXPECTATIONS All works submitted for credit must be original works created by the scholar uniquely for the class. It is considered inappropriate and unethical, particularly at the graduate level, to make duplicate submissions of a single work for credit in multiple classes, unless specifically requested by the instructor.
RESOURCESUNT Portal: http://my.unt.edu
UNT Blackboard Student Resources: Technical Support: https://ecampussupport.unt.edu/index.cfm?M=Student_Resources
UNT Library Information for Off-Campus Users: http://www.library.unt.edu/services/for-special-audiences/offcampus/information-for-off-campus-users
UNT Computing and Information Technology Center: http://citc.unt.edu/services-solutions/students
Computer Labs: [provide information if departmental labs are available for use to students]. General access computer lab information (including locations and hours of operation) can be located at: http://www.gacl.unt.edu/
COURSE POLICIESCOLLECTION OF STUDENT WORK SAMPLES POLICYIn order to monitor students’ achievement and improve its instructional programs, the Department of TE&A collects random, anonymous student work samples to be analyzed by internal and external reviewers.
EAGLE CONNECTAll students should activate and regularly check their Eagle Connect (e-mail) account. Eagle Connect is used for official communication from the University to students. Many important announcements for the University and College are sent to students via Eagle Connect. For information about Eagle Connect, including how to activate an account and how to have Eagle Connect forwarded to another e-mail address, visit http://eagleconnect.unt.edu/
ETHICAL BEHAVIOR AND CODE OF ETHICSThe Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code HtmlResAnchor www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).
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NATIONAL COUNCIL FOR THE ACCREDITATION OF TEACHER EDUCATION (NCATE)UNT is an NCATE-accredited institution. The educator as an agent of engaged learning” summarizes the conceptual framework of UNT’s basic and advanced programs. The program of educator preparation at UNT is based on the following key concepts: (1) content and curricular knowledge, (2) knowledge of teaching and assessment, (3) promotion of equity for all learners, (4) encouragement of diversity, (5) professional communication, and (6) engaged professional learning.
TK20Some courses require an assignment that must be uploaded and graded in the UNT TK20 Assessment System. All students in such courses must purchase access to TK20. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20. Announcements regarding training on use of the TK20 system will also be posted on this website.
IMPORTANT NOTICE FOR F-1 STUDENTSTo read INS regulations for F-1 students taking online courses, please go to this website http://www.immigration.gov/graphics/services/visas.htm and select the link to "8 CFR 214.2(f)" in the table next to "F-1." Paragraph (f)(6)(i)(G)
A Final Rule with clarifications on the restriction can be found in a pdf file located at http://www.immigration.gov/graphics/lawsregs/fr121102.pdf Within this document, refer to Section IX on page 9 with the subject header "Online and Distance Education Courses."
To comply with immigration regulations, an F-1 visa holder within the United States may need to engage in an on-campus experiential component for this course. This component (which must be approved in advance by the instructor) can include activities such as taking an on-campus exam, participating in an on-campus lecture or lab activity, or other on-campus experience integral to the completion of this course.
If such an on-campus activity is required, it is the student’s responsibility to do the following:(1) Submit a written request to the instructor for an on-campus experiential component within one week of the start of the course. (2) Ensure that the activity on campus takes place and the instructor documents it in writing with a notice sent to the International Advising Office. The UNT International Advising Office has a form available that you may use for this purpose.
Because the decision may have serious immigration consequences, if an F-1 student is unsure about his or her need to participate in an on-campus experiential component for this course, s/he should contact the UNT International Advising Office (telephone 940-565-2195 or email [email protected]) to get clarification before the one-week deadline.
IMPORTANT INFORMATION FOR PRINCIPAL CERTIFICATION STUDENTSIf you already have a Master’s degree and are enrolled in Educational Administration classes as a non-degree seeking or certification-only student and decide to change to degree seeking, you must do that change before you have taken 12 hours. If you take over 12 hours as a non-degree or certification-only student, you will not be able to use those hours to attain a degree. In order to change to degree seeking, you also have to fulfill all of the requirements for admission to the Educational Administration Master’s Program. See your instructor or contact your advisor to determine what you need to do to make this change.
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UNT POLICIESStudent Conduct and Discipline Please refer to the UNT Faculty Handbook or your department regarding the Student Code of Conduct Policy.
CHEATING AND PLAGIARISM POLICYThe UNT Code of Student Conduct and Discipline provides penalties for misconduct by students, including academic dishonesty. Academic dishonesty includes cheating and plagiarism. The term “cheating” includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests, or examinations; (2) dependence upon the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; and (3) the acquisition, without permission, of tests or academic material belonging to a faculty or staff member of the university. The term “plagiarism” includes, but is not limited to, the use of the published or unpublished work of another person, by paraphrase or direct quotation, without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. If a student engages in academic dishonesty related to this class, the student will receive a failing grade on the test or assignment and a failing grade in the course. In addition, the case will be referred to the Dean of Students for appropriate disciplinary action.
Students with Disabilities ACCOMODATION & ACCESS
The Department of Educational Leadership is committed to full academic access for all qualified students, including those with disabilities. In keeping with this commitment and in order to facilitate equality of educational access, faculty members in the department will make reasonable accommodations for qualified students with a disability, such as appropriate adjustments to the classroom environment and the teaching, testing, or learning methodologies when doing so does not fundamentally alter the course.
It is the responsibility of the student to inform the course instructor of any disabling condition that will require modification or accommodation. If you have a disability, it is your responsibility to obtain verifying information from the Office of Disability Accommodation (ODA) and to inform me of your need for an accommodation. Requests for accommodation must be given to me no later than the first week of classes for students registered with the ODA as of the beginning of the current semester. If you register with the ODA after the first week of classes, your accommodation requests will be considered after this deadline.
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Grades assigned before an accommodation is provided will not be changed. Information about how to obtain academic accommodations can be found in UNT Policy 18.1.14, at www.unt.edu/oda, and by visiting the ODA in Room 321 of the University Union. You also may call the ODA at 940.565.4323. AMERICANS WITH DISABILITIES ACT (ADA) POLICY ON AUXILIARY AIDES AND REASONABLE ACCOMMODATION.
The College of Education does not discriminate on the basis of disability in the recruitment and employment of faculty and staff, the operation of any of its programs and activities, as specified by federal laws and regulations. Copies of the College of Education ADA Compliance Document are available in the Dean’s Office, Matthews Hall 201.
Important Notice for F-1 Students taking Distance Education Courses: Federal RegulationTo read detailed Immigration and Customs Enforcement regulations for F-1 students taking online courses, please go to the Electronic Code of Federal Regulations website at http://ecfr.gpoaccess.gov. The specific portion concerning distance education courses is located at "Title 8 CFR 214.2 Paragraph (f) (6) (i) (G)” and can be found buried within this document: http://frwebgate.access.gpo.gov/cgi-bin/get-cfr.cgi?TITLE=8&PART=214&SECTION=2&TYPE=TEXT
The paragraph reads:
(G) For F–1 students enrolled in classes for credit or classroom hours, no more than the equivalent of one class or three credits per session, term, semester, trimester, or quarter may be counted toward the full course of study requirement if the class is taken on-line or through distance education and does not require the student's physical attendance for classes, examination or other purposes integral to completion of the class. An on-line or distance education course is a course that is offered principally through the use of television, audio, or computer transmission including open broadcast, closed circuit, cable, microwave, or satellite, audio conferencing, or computer conferencing. If the F–1 student's course of study is in a language study program, no on-line or distance education classes may be considered to count toward a student's full course of study requirement.
University of North Texas Compliance
To comply with immigration regulations, an F-1 visa holder within the United States may need to engage in an on-campus experiential component for this course. This component (which must be approved in advance by the instructor) can include activities such as taking an on-campus exam, participating in an on-campus lecture or lab activity, or other on-campus experience integral to the completion of this course.
If such an on-campus activity is required, it is the student’s responsibility to do the following:
(1) Submit a written request to the instructor for an on-campus experiential component within one week of the start of the course.
(2) Ensure that the activity on campus takes place and the instructor documents it in writing with a notice sent to the International Student and Scholar Services Office. ISSS has a form available that you may use for this purpose.
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Because the decision may have serious immigration consequences, if an F-1 student is unsure about his or her need to participate in an on-campus experiential component for this course, s/he should contact the UNT International Student and Scholar Services Office (telephone 940-565-2195 or email [email protected]) to get clarification before the one-week deadline.
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The Educator as Agent of Engaged Learning:
Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher and administrator certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.
The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.
Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.
1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.
2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.
3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.
4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.
5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.
6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.
Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.
A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.
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Principal TExES Competencies Covered in this Course
DOMAIN II—INSTRUCTIONAL LEADERSHIPCompetency 005The principal knows how to advocate, nurture, and sustain an instructional programand a campus culture that are conducive to student learning and staff professionalgrowth.The principal knows how to:• facilitate the development of a campus learning organization that supportsinstructional improvement and change through ongoing study of relevantresearch and best practice.• facilitate the implementation of sound, research-based instructional strategies,decisions, and programs in which multiple opportunities to learn and besuccessful are available to all students.• create conditions that encourage staff, students, families/caregivers, and thecommunity to strive to achieve the campus vision.• ensure that all students are provided high-quality, flexible instructional programswith appropriate resources and services to meet individual student needs.• use formative and summative student assessment data to develop, support, andimprove campus instructional strategies and goals.• facilitate the use and integration of technology, telecommunications, andinformation systems to enhance learning.• facilitate the implementation of sound, research-based theories and techniquesof teaching, learning, classroom management, student discipline, and schoolsafety to ensure a campus environment conducive to teaching and learning.• facilitate the development, implementation, evaluation, and refinement of studentservices and activity programs to fulfill academic, developmental, social, andcultural needs.• analyze instructional needs and allocate resources effectively and equitably.• analyze the implications of various factors (e.g., staffing patterns, classscheduling formats, school organizational structures, student discipline practices)for teaching and learning.• ensure responsiveness to diverse sociological, linguistic, cultural, and otherfactors that may affect students' development and learning.
Competency 007The principal knows how to apply organizational, decision-making, and problemsolvingskills to ensure an effective learning environment.The principal knows how to:• implement appropriate management techniques and group process skills todefine roles, assign functions, delegate authority, and determine accountabilityfor campus goal attainment.• implement procedures for gathering, analyzing, and using data from a variety ofsources for informed campus decision making.• frame, analyze, and resolve problems using appropriate problem-solvingtechniques and decision-making skills.• use strategies for promoting collaborative decision making and problem solving,facilitating team building, and developing consensus.• encourage and facilitate positive change, enlist support for change, andovercome obstacles to change.• apply skills for monitoring and evaluating change and making neededadjustments to achieve goals.
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