/ UNIVERSITY OF NORTH TEXAS
EDAD 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 Improvement
Spring 2014
Fully Online Course
Professor / Instructor Contact Information
Stephanie N. Brown Ph.D.
Matthews Hall 211
Cell: (804) 929-3084
Office hours: Wednesday: 11:00 a.m. – 1:00 p.m.
Email:
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.
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 Objectives
Your 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
· 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 theTimeline for Proposal Assignmentsfor 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 theGrading Rubricfor 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 Introduction
o Literature Review
o Method
o 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.
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 / ASSISTANCE
The 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 7
Mac: OS 9, OSX
Internet 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 & NAVIGATION
Access and Log in Information
This 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 Tutorial
As 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
What Should Students Do First?
Students should submit the following information via Blackboard messages the first week of class:
Name
Student ID
EUID
Best 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 Support
The 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:
Phone: 940.369.7394
In Person: Chilton Hall, Rm. 112C
Help desk hours: Monday – Thursday: 8am-9pm; Friday: 8am-5pm; Saturday: 11am-3pm; Sunday: closed
COMMUNICATIONS
Information about the communication tools in the course and how they will be used:
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.
- Announcements
Please check the Announcements frequently for updated information and changes.
- Discussions
You 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
Assessments
This course will utilize the following instruments to determine student grades and proficiency of the learning outcomes for the course.
Online discussions
Online assignments
Project proposal paper
Online final exam
Grading Procedure
Grades 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% = A
80 – 89% = B
70 – 79% = C
60 - 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 Grades
Grades will be accessible to students after exams are completed by all students and graded.
Assignment Submission Instructions
Assignments 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.
COURSE SCHEDULE
ASSIGNMENT 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 EVALUATION
Toward the end of the semester, students will be able to complete a course survey at www.my.unt.edu. Please logon and select SETE.
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.
RESOURCES
UNT 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 POLICIES
COLLECTION OF STUDENT WORK SAMPLES POLICY
In 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 CONNECT
All 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 ETHICS
The 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 ) 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).
NATIONAL COUNCIL FOR THE ACCREDITATION OF TEACHER EDUCATION (NCATE)