Educational Leadership Program
EP 7030 Transforming the Educational Agenda CRN: 20112 Instructor: Cheryl B. Baker, EdD
Office Location: Highland Hall or 2 Pillsbury St. in Concord.
Office and/or Online Availability: by appointment
Office Phone: 603-535-2737 PSU E-mail: [email protected] Winter 2014
Course Delivery: Online Catalog Description
This course focuses on the development of a self-renewing capability inherent in professionals and organizations. Students will discuss the notion of transformation in the context of knowledge base, self-reflection, and the socio-professional processes in educational change. Students will explore the integration of ecological perspectives within a changing society and the demand for greater tolerance of human behavior in the context of learning. Students will demonstrate an understanding of the need to keep student learning and development as the central core of educational change. Prerequisites: EP 7020 and EP 7040.
This course has an online component. Course Overview
ESSENTIAL QUESTIONS
How does internal reflective dialog impact change leadership? What factors should be considered when leading change?
How can leaders mitigate the impact of change on organizations and individuals? Participants will be able to:
Outline the impact of change on a system and individual level (Leadership and Advocacy)
Identify the different communities of stakeholders involved in change (Professionalism and Service; Global Awareness and Social Responsibility)
Analyze their own leadership abilities and identify areas of strength and improvement (Reflection and Innovation)
Use the Concerns-based Adoption Model (CBAM) to provide a framework for change with regard organizational issues (Scholarship and Application)
Textbook List/Bibliography/Recommended Reading/Resources REQUIRED:
Hall & Hord. (2010). Implementing Change: Patterns, Principles, and Potholes (3rd Ed). Prentice-Hall.ISBN-10: 0137010273 | ISBN-13: 978-0137010271
Northouse, P. (2013). Leadership:Theory and practice (6th ed). Sage Publishing. ISBN-13 978-1-4522-0340-9
Recommended Readings:
Conzemius & Morganti-Fisher. (2011). More Than a SMART Goal: Staying Focused on Student Learning. Solution Tree. ISBN-10: 1935543245 | ISBN-13: 978-1935543245
Duncan, R. (2012). Change-Friendly Leadership: How to Transform Good Intentions into Great Performance. Maxwell Publishing. ISBN-10: 0985213507 | ISBN-13: 978-0985213503 Gardner, H. (2009). Five Minds for the Future. Harvard Business School Press.
ISBN-10: 1422145352 | ISBN-13: 978-1422145357
Jennings, Hyde & Blanchard. (2012). The Greater Goal: Connecting Purpose and Performance. Berrett-Koehler Publishers ISBN-10: 1609942884| ISBN-13: 978-1609942885
Komives & Wagner. (2009). Leadership for a Better World: Understanding the Social Change Model of Leadership Development. Jossey-Bass. ISBN-10: 0470449497 | ISBN-13: 978-0470449493
Leithwood & Seashore-Louis. (2011). Linking Leadership to Student Learning. Jossey-Bass. ISBN-10: 0470623314| ISBN-13: 978-0470623312
Sahlberg, P. (2011). Finnish Lessons: What Can the World Learn from Educational Change in Finland? (Series on School Reform). Teacher’s College Press. ISBN-10: 0807752576 | ISBN-13: 978-0807752579
Tough, P. (2009). Whatever It Takes: Geoffrey Canada's Quest to Change Harlem and America. Houghton Mifflin Harcourt. ISBN-10: 0618569898 | ISBN-13: 978-0618569892
Williams & Denney. (2012). Leadership Excellence: The Seven Sides of Leadership for the 21st Century. Barbour Books. ISBN-10: 1616267275| ISBN-13: 978-1616267278
Professional Standards, Course Goals/Objectives, and Assessment
Assignment ELCC Standard(s) Assessed Assessment Tool Discussion forum responses to
writing prompts in reference to readings regarding
Leadership styles and their relevance to change,
Stages of Concern, and Levels of
Implementation
Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and
stewardship of a school or
district vision of learning supported by the school community.
1.1 Develop a Vision
B: Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.
1.3 Implement a Vision B: Candidates develop plans and processes for
implementing the vision.
Presentation Rubric
Journal assignments based on the leadership questionnaires from Northouse
5.0 Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner.
5.1 Acts with Integrity A. Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.
B. Candidates demonstrate the ability to combine
impartiality, sensitivity to student diversity, and ethical
Graduate reflective writing rubric
Innovation Configuration Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and
Innovation Configuration Rubric
stewardship of a school or district vision of learning supported by the school community.
1.3 Implement a Vision B: Candidates develop plans and processes for
implementing the vision. Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by
understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. 6.1 Understand the larger context
H: Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities.
6.2 Respond to the Larger Context
A: Candidates demonstrate the ability to communicate with members of a school
community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representative of diverse community groups.
Content of Course Which Addresses Technological Standards/Competence
This course is completely on-line. There are discussion forum postings required as well as significant on-line research.
Evaluation Plan/Grading Scale
Journal Assignments Up to 30 points Discussion Forum Postings Up to 25 points Innovation Configuration Work Up to 45 points TOTAL POSSIBLE POINTS 100
Grading Scale: 94-100 = A 90-93 = A- 87-89 = B+ 84-86 = B 80-83 = B- 77-79 = C+ 74-76 = C 70-73 = C- 0-69 = F
Incompletes: An instructor may decide to enter a grade of incomplete (IC) on a student’s record if unusual circumstances prevent completion of the course on time, and a minimal portion of the total class work needs to be completed. The course must be completed by the date specified by the instructor which cannot exceed one year beyond the original term of course completion. If the course is not completed by this date, the grade specified by the instructor will be recorded. If no grade is specified, a default grade of F will be recorded. The instructor is responsible for documenting and notifying the student of the work to be completed and the deadline. A student may not graduate with an incomplete on his or her transcript.
Course Calendar/Agenda
Modules are scheduled within the Moodle Course Management System Assessment Rubrics
The following rubrics will be available for review in Moodle: Discussion Forum Rubric
Graduate Writing Rubric Presentation Rubric
Innovation Configuration Rubric Conceptual Framework
PSU College of Graduate Studies Program Hallmarks Leadership and Advocacy
Reflection and Innovation Scholarship and Application Professionalism and Service
Global Awareness and Social Responsibility University Policies and Procedures
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3.1.0.3 The University has a responsibility to protect students’ and staff rights as well as ensure the accuracy of its business processes based on e-mail
correspondence. Therefore, email containing official business of the University shall be addressed to the person’s official University email address and should not be addressed to alternative addresses.
In order to comply with this policy, CoGS staff members use only PSU email addresses. We ask that you please use your Plymouth e-mail address for all correspondence.
ADA Policy: Plymouth State University is committed to providing students with
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Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge.
All members of the academic community are expected to be dedicated to the pursuit of knowledge in an honest, responsible, respectful, and ethical manner. Every violation of academic integrity is an affront to the academic community. Violations of academic integrity make fair evaluation impossible and cast doubt upon the seriousness with which students accept the responsibility of acquiring an education. Members of the academic community are expected to report all instances of those violations of academic integrity that come to their attention. Both faculty and administration consider it their duty, as guardians of academic standards and intellectual honesty, to enforce the academic integrity policy by prosecuting all cases of violation of academic integrity to the fullest extent. Students are urged to consider that it is the toleration of violations of academic integrity, and not the reporting of it, that is dishonorable. Please refer to the Graduate Catalog for more information and the entire policy.
Sensitive Materials: Material in this course, in some instances, may be sensitive or
emotionally provocative. As you review the syllabus, or at any time during the course, please let your instructor know if you anticipate, or are having, a problem with any assignment or classroom activity. We can then discuss how this assignment or activity is necessary for meeting course competencies and whether an alternative assignment or activity can be considered. We can also discuss campus resources that you may find helpful in dealing with your concerns.
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University normally remains open through inclement weather. Because most students live within minutes of the campus, every effort is made to avoid an official closing. There may be times, however, when an emergency or extreme weather conditions necessitate a general closing of the University.
Please sign up for PSU Alert Emergency Text Messaging at: plymouth.edu/alerts Following are the PSU curtailed operations and/or class cancellation notification
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In the event of severe weather or an emergency, the University Administration will do all it can to decide on and post notifications of class/event cancellations and/or facility closures by 6:00 a.m. for classes running during the day. For canceling evening classes, the decision is usually made and communicated no later than 3:00 p.m. Every effort will be made to make the decision as early as possible. If you are wondering, call the storm line (603-535-3535) or check the PSU website.
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