Leadership in School Change

Course Details

Course Number: EDLE 5673 Section Number: 401

Fall 2012

Location: Ferguson Hall

Classroom Number: 303

Days & Times:

EDLE 5673 Tentative Schedule

Date	Topic	Assignments due
Aug. 28-Sept. 2 Class meeting	Introductions – people, course, Desire2Learn (D2L)	Student Introductions due Sept. 2
Sept. 3-Sept. 9	Articles, videos Introduction of case study
Sept. 10-16 Class meeting 9/11 (5:30 – 8:30)	Hall and Hord Chap. 1 Compare and contrast theories – Clarify what the theories are. Lewin/Schein, Systems, PLC, CBAM Discuss future assignments	Vision essay due Sept. 16
Sept. 17-23	HH Ch. 2 – Professional Learning Communities theory
Sept. 24-30	Ch. 4 CBAM – Concerns Based Adoption Model theory	Climate survey due. Sept. 30
Oct. 1-7 Class meeting 10/2	Ch. 9 – Systems thinking theory Discuss theories Discuss future assignments	Theory study due Oct. 7
Oct. 8-14	Ch. 5 Levels of Use Resisters Additional readings
Oct. 15-21	Ch. 6 – Change leaders and change facilitation style Models of change	Data-gathering due Oct. 21
Oct. 22-28 Class meeting 10/23	Ch. 7 - What change leaders do
Oct. 29-Nov. 4	Online resources Tools for change
Nov. 5-11	Ch. 10 – Diffusion, adopter categories Continue what change leaders do; interventions, group process skills	Facilitation activity due Nov. 11
Nov. 12-18 Class meeting 11/13	Ch. 11 – Organization Development - training, team building, planning
Nov. 19-25	Change issues – finding and sharing innovative ideas in education	Online reading and sharing
Nov. 26-Dec. 2	Online reading and sharing	Action Plan due Dec. 2
Dec. 3-9 Class meeting 12/4	Online reading and sharing	Online reading and sharing
Dec. 10-14

Course Attachments

Textbooks

MSU Faculty Member

Dr. Martha Burger
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Course Objectives

Objectives

Gather and analyze authentic data on a proposed change in a school setting.
Describe issues related to school change and formulate a personal vision for schools based on assigned readings.
Assess the climate for change at a school and among families and the community; draw conclusions from the findings; develop strategies for mobilizing resources and responding to school and community needs.
Compare and contrast change theories and systems theory and apply them in a plan for school change.

Course Expectations

Assignment weights:

Table of theories (10%)
Climate survey(s) (15 %)
Data-gathering project (15 %)
Vision essay (10%)
Completed case study including Action Plan for School Change (20%)
Online activities and discussions (20%)
Group facilitation activity (10 %)

Grading Standards

Grading procedures:

Preparation for class and for discussion board assignments is imperative in order to participate adequately in class discussion that leads to learning. Failure to prepare reflects badly on you and is unfair to classmates. Points can be subtracted for obvious lack of preparation.
Assignments not turned in by the due date will not receive full credit.
Grading will otherwise be based on the quality of the work done. Work should reflect graduate level depth and quality. Obvious effort, pride, and precision result in more points than work of lesser quality.

Submission Format Policy

Writing assignments will follow APA style format.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

Late papers are subject to point reduction.

Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

Attendance Policy:

Regular class and online attendance is expected; discussions and assignments are time-bound. Points will be taken off for late participation in online activities.

Other Policies

Other Class Policies:

Respect for others demonstrates professionalism. Issues covered in this class can lead to heated discussion and disagreements among class members. This is to be expected and is not discouraged. It is important to remember that you may disagree with the thought or idea of another person, but not disrespect the person who has it. A diversity of opinions brings growth, especially if we concede that other people’s ideas may be as valid as our own. Points may be subtracted for disrespectful behavior.

Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.