EDA 6106Summer, 20136
UNIVERSITY OF SOUTH FLORIDA
COLLEGE OF EDUCATION
DEPARTMENT OF EDUCATIONAL LEADERSHIP AND POLICY STUDIES
EDA 6106: Administrative Analysis and Change
Summer C, 2013: Section 001, 58038
Mondays 5:15 – 9:30 in EDU 408A
May 13 – July 19
Instructor
Dr. Jenifer Neale
Adjunct Professor, Educational Leadership and Policy Studies
Phone: 813/389-2111
Email: or
Office Hours: By appointment
The College of Education CAREs
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideas will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the conceptual framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
The Purpose Statement for the Department of Educational Leadership and Policy Studies is to:
Prepare morally centered, compassionate, public intellectuals to become critical and transformative leaders committed to social justice in America’s schools. The primary means to achieve our purpose are: collaborative inquiry, culturally relevant pedagogy and public deliberation on the historical and perennial issues that confound public education in our nation. We expect our faculty and students to make value-added contributions to nation, state, district, and school-level policy and purposeful inclusive practices that lead to social justice and learning for all children, youth, and adults.
Supporting Values:
1. Faculty and students advocate for an inclusive, democratic, and just schools, institutions, communities, and society.
2. Collegiality, collaboration, and ethical practice based upon mutual respect for the scholarship and practice of self and others.
3. Conducting and fostering research that informs and strengthens leadership in education and adult and student learning.
4. Direct engagement with individual schools, districts, state and local communities and agencies to shape the direction and quality of education provided to all.
5. Authentic, engaging, and problem-based teaching that addresses changing conditions in leadership and education.
Course Description:
Key concepts covered in the class will include organization change and purpose, leadership and organizational learning, capacity building, motivating groups and constituencies, system coherence, distributed leadership, organizational trust, organizational culture and norms, and developing a critical perspective on leadership. Students will analyze change processes in their own organizational lives as well as other relevant and school reform efforts. We will utilize case studies, interviews of current educational administrators, and readings that engage theoretical perspectives on organizational change and systems learning processes.
Course Goals and Objectives:
1. Develop awareness of the inevitability of change in organizations and in society and demonstrate understanding of theories of organizational change that facilitate sustainable organizational improvement for the benefit of all students.
2. Reflect on one’s own disposition to change, as well as reflect on leadership vision, responsibility and ethics, and work in educational contexts that are permeated with the perennial problems of social class, gender, ethnicity, sexual orientation, and ability or disability of our students.
3. Understand concepts of culture and norms in school organizations and develop the ability to examine the assumptions and beliefs underpinning the status quo model of administrative, teaching, and community relationships functions in order to develop situational awareness and practical avenues for change.
4. Diagnose social systems in her/her own working environment and work collaboratively with colleagues on selected organizational change issues that capitalize on shared vision, inquiry, diversity, and other crucial elements to improve educational programs, school culture, and community engagement.
5. Understand and apply change theories that target systemic and curricular strategies to promote collaborative processes and identify feasible strategies that can be used to distribute leadership through administrative leaders, teams and stakeholder groups.
6. Identify how organizations learn and use date to support and measure continuous growth.
7. Develop the ability to ask critical and difficult questions in order to assist stakeholders formulate alternative views and democratic possibilities for change in educational institutions.
8. Recognize strategies and rational behaviors involved in resisting change and more effectively learn how to manage resistance.
9. Understand how resource, values, and power are allocated across their local school community and articulate means to build the capacity of various groups, including teacher leaders.
10. Understand various forms of accountability and responsibility for school achievement, opportunity to learn, and educational health.
Florida Principal Leadership Standards addressed in this class:
Full description can be found at: https://www.floridaschoolleaders.org/fpls.aspx
Domain #1 Student Learning
Standard 1: b
Standard 2: a, b, c, c
Domain #2 Instructional Plan Implementation
Standard 4: b, c, e
Standard 5: b, d, e
Domain #3 Organizational Leadership
Standard 6: a, c, d, e
Standard 7: a, d, e
Standard 8: a, c
Standard 9: a, c, d, e
Domain #4 Professional and Ethical Behavior
Standard 10: b, c, d, f
ISSLC standards addressed in the class:
1. Vision Standards covered: 1.a, 1.b, 1.c, 1.d, 1.e
2. Culture and Learning Standards covered: 2.a, 2.b, 2.c, 2.e, 2.f, 2.g, 2.i,
3. Management Standards covered: 3.d, 3.e
4. School Diversity and Community Standards covered: 4.b, 4, c, 4.d
5. Ethical Leadership Standards covered: 5.a, 5.b, 5.c
6. Socio-political Context Standards covered: 6.a, 6.c
Content Outline
· Required Readings:
Required reading
Not required reading for all, groups must address these
Asterisks * or ** indicate related readings for group assignment
Indicates group led discussion topic
Session 1, May 13:
o Course Introduction
o What do we mean by change?
o Ongoing school reform efforts
o Elements of successful change
· Required Readings:
o Fullan: The Meaning of Educational Change (chapter 2) The new meaning of educational change
o Fullan: Insights into the Change Process (chapter 3) The new meaning of educational change
o Tyack, D. & Cuban, L. (1995). Preface. In Tyack, D. & Cuban, L. Tinkering toward utopia: A century of public school reform.
Session 2, May 20:
o Elements of successful change continued
o Causes of Change
o Program Coherence
· Required Readings:
o Fullan: Causes and Processes of Initiation Change (chapter 4) The new meaning of educational change
o Fullan: Causes and Processes of Implementation and Continuation (chapter 5) The new meaning of educational change
o Fullan: Leading WWFFP Into Action (chapter 6) What’s worth fighting for in the principalship (2nd ed)
o Newmann, F.M., Smith B., Allensworth, E. & Bryk, A.S.: Instructional program coherence: What it is and why it should guide school improvement policy.
Session 3, May 27:
o Resistance/Change Forces – Memorial Day Holiday
o Reflections Due by May 31 (in place of class attendance)
· Required Readings:
o Fullan: The Vise Principal (chapter 1) What’s worth fighting for in the principalship (2nd ed)
o Williamson, R. & Blackburn B. (2010). Dealing with Resistance
o Lunenburg, F.C. (2010). Forces For and Resistance to Change
Session 4, June 3:
o Distributed leadership*
o Resistance/Change Forces
· Required Readings:
o Fullan: Leading Legacies (chapter 2) What’s worth fighting for in the principalship (2nd ed)
o Fullan: Leading Learning Communities (chapter 4) What’s worth fighting for in the principalship (2nd ed)
o Spillane, J.P.: Distributed leadership*
o Leana, C.R.: The missing link in school reform*
o Natsiopoulou, E. & Gioroukakis, V.: When teachers run the school*
Session 5, June 10:
o Capacity building*
o Issues relating to teachers
o School reconstitution
· Required Readings:
o Fullan: The Teacher (chapter 7) The new meaning of educational change
o Fullan: Leading Knowledgeably (chapter 3) What’s worth fighting for in the principalship (2nd ed)
o Ingersoll, R.M. (2007) Short on power, long on responsibility
o Rice, J.K. & Malen, B. (2003). The Human Costs of Education Reform
o Argyris, C. (1991). Teaching smart people how to learn*
o Fullan: Professional Preparation of Teachers (chapter 13) The new meaning of educational change*
Session 6, June 17:
o Guest Lecturer – high school turnaround
o School culture/climate*
o Issues relating to the principalship
o Interview/Critical Task Assignments Due
· Required Readings:
o Fullan: Professional Learning of Educators (chapter 14) The new meaning of educational change*
o Fullan: The Principal (chapter 8) The new meaning of educational change
o DuFour, R. & Marzano, R.J. (2009). High-leverage strategies for principal leadership
o Center on Education Policy: Changing the school climate is the first step to reform in many schools with federal improvement grants*
o Bryk, A.S. & Schneider, B.: Trust in schools: A core resource for school reform*
Session 7, June 24:
o Issues of scale*
o New York and San Diego**
o Systemic change
· Required Readings:
o McKenna, M.C. & Walpole, S.: Planning and evaluating change at scale: Lessons from Reading First*
o Fullan: Governments (chapter 12) The new meaning of educational change
o Coburn, C.E.: Rethinking scale: Moving beyond numbers to deep and lasting change*
o Hargreaves, A. & Fink, D. (2006). The ripple effect*
o Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. (Chapters 3 and 4)** (Handout)
Session 8, July 1:
o Critical approaches to leadership
· Required Readings:
o Gunter. H.: Critical approaches to leadership in education
o Leistyna, N.: Neoliberal non-sense
o Apple, M.: Markets, standards, God, and inequality
§ -OR-
o Apple, M.: Systems management and the ideology of control
Session 9, July 8:
o Guest Lecturer – move toward common core
o Leading in the midst of diversity*
o District Role in School Capacity Building
o Partner Presentations
· Required Readings:
o Fullan: The District Administrator (chapter 11) The new meaning of educational change
o Fullan: Leading Systems (chapter 5) What’s worth fighting for in the principalship (2nd ed)
o Shields, C.M. & Sayani, A. (2005). Leading in the midst of diversity: The challenge of our times. *
o Wright, H. & Harris, S. (2010). The Role of the Superintendent…*
Session 10, July 15:
o Intervention and Implementation Plan/Critical Task Assignments Due
o Partner Presentations
o Final reflections (done in class)
Required Texts
Fullan, M. (2007). The new meaning of educational change (4th ed). New York: Teachers’
College Press.
Fullan, M. (2008). What’s worth fighting for in the principalship (2nd ed). New York: Teachers’
College Press.
Recommended Text
Ravitch, D. (2010). The death and life of the great American school system: How testing and
choice are undermining education. New York: Basic Books.
Other Readings (on Blackboard)
Apple, M. (2006). Markets, standards, God, and inequality. In Apple, M., Educating the “right” way: Markets, standards, God, and inequality (2nd ed., pp. 1-28). New York: Routledge.
Apple, M. (2009). Systems management and the ideology of control. In Apple, M., Ideology and curriculum (3rd ed., pp. 99-115). New York: RoutledgeFalmer.
Argyris, C. (1991). Teaching smart people how to learn. Reflections, 4(2), 4-15.
Bryk, A.S. & Schneider, B. (2003). Trust in schools: A core resource for school reform. Educational Leadership, 60(6), 40-45.
Center on Education Policy. (2012). Changing the school climate is the first step to reform in many schools with federal improvement grants. Graduate School of Education and Human Development: The George Washington University, Washington, D.C.
Coburn, C.E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change.
Educational Researcher, 32(6), 3-12.
Debowsky, S. (2007). Achieving sustainable systemic change: an integrated model of
educational transformation. Retrieved April 1, 2013 from http://www.aare.edu.au/07pap/deb07328.pdf.
DuFour, R. & Marzano, R.J. (2009). High-leverage strategies for principal leadership.
Educational Leadership, 66(5), 62-68.
Fullan, M., Cuttress, C. & Kilcher, A. (2005). 8 forces for leaders of change. Journal of Staff
Development, 26(4), 54-64.
Gunter. H. (2001). Critical approaches to leadership in education. Journal of Educational Enquiry, 2(2), 94-108.
Hargreaves, A. & Fink, D. (2006). The ripple effect. Educational Leadership, 63(8), 16-21.
Harris, A. & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31-34.
Ingersoll, R.M. (2007). Short on power, long on responsibility. Educational Leadership, 65(1), 20-25.
Leana, C.R. (2011). The missing link in school reform. Stanford Social Innovation Review, Fall 2001, 30-35.
Leistyna, N. (2007). Neoliberal non-sense. In McLaren, P. & Kincheloe, J.L., Critical pedagogy: Where are we now? (pp. 97-123). New York: Peter Lang Publishing.
Lunenburg, F.C. (2010). Forces for and resistance to organizational change. National Forum of Educational Administration and Supervision Journal, 27(4), 1-10.
McKenna, M.C. & Walpole, S. (2010). Planning and evaluating change at scale: Lessons from
Reading First. Educational Researcher, 39(6), 478-483.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office.
Natsiopoulou, E. & Gioroukakis, V. (2010). When teachers run the school. Educational Leadership 67(7)
Newmann, F.M., Smith B., Allensworth, E. & Bryk, A.S. (2001). Instructional program
coherence: What it is and why it should guide school improvement policy. Educational Evaluation and Policy Analysis, 23(4), 297-321.
Rice, J.K. & Malen, B. (2003). The human costs of education reform: The case of school reconstitution. Educational Administration Quarterly, 39(5), 635-666.
Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher,
10(7), 10-18.
Scribner, J.P., Sawyer, R.K., Watson, S.T., & Myers, V.L. (2007). Teachers teams and distributed leadership: A study of group discourse and collaboration. Educational Administration Quarterly, 43(1), 67-100.
Shields, C.M. & Sayani, A. (2005). Leading in the midst of diversity: The challenge of our times.
In, English, F.W. (Ed.) The sage handbook of educational leadership: Advances in theory, research, and practice (pp. 380-402). Thousand Oaks, CA: Sage Publications.
Spillane, J.P. (2005). Distributed leadership. The Educational Forum, 69(2), 143-150.
Tyack, D. & Cuban, L. (1995). Prologue. In Tyack, D. & Cuban, L. Tinkering toward utopia: A century of public school reform (pp. 1-11). Cambridge, MA: Harvard University Press.
Williamson, R. & Blackburn, B.R. (2010). Dealing with resistance to change. Principal Leadership, 11(7), 73-75.
Woody, E.L. (2003). Constructing and resisting a theory of difference: Student experiences in California’s single gender academies. In Rubin, B.C. & Silva, E.M. (Eds.) Critical voices in school reform: Students living through change. (pp 73- 213). New York: RoutledgeFalmer.
Wright, Jr. H. & Harris, S. (2010). The role of the superintendent in closing the achievement gap
in diverse small school districts. Planning and Changing, 41(3/4), 220-233.
Student Outcomes and Process for Study
· In this class, students are expected to begin their journey to becoming both skilled practitioners and leaders of learning organizations. We will do this through multiple avenues:
o Project-based Learning designed to guide student self reflection as well as inquiry within school environments to plan interventions and implementation plans;