Policy and Practice for Educational Leaders I
EDD 602
Fall 2015
Specific class dates in schedule at end of syllabus
ARC 1008
Mary K. KirlinOffice: Tahoe Hall 3036
278-4209 (o)Office hours: Tuesday1-3,
480-0525 (h) (8am-8pm please)before EDD class Fridays 3-5
email:
Introduction and course objectives
This is the second course in the policy sequence and builds on previous learning in both the policy course and other courses. As doctoral students, you are learning theories, skills and tools, in addition to facts or “rules”. As you learn more you need to become comfortable with how and when to use the theories and tools. This course is designed as an applications course, encouraging students to apply what they have been learning in their graduate studies. Because policies are rarely tidy and are not developed or implemented in a vacuum we will conduct our applications in as realistic a model as possible, in other words, our work will not always be “tidy”.
Effective managers and leaders seldom know the answers to everything, but they know instinctively how to ask questions that will give them new and different perspectives on problems. I will push you to understand how different perspectives help and how our own experiences make it hard to expand our view.
Following are the broadpolicy related learning objectives for this program. Students will be able to:
(1) Critically analyze and describe a policy problem;
(2) Delineate options for solving it;
(3) Think about and understand economic concepts and analysis;
(4) Think about and understand socio-political environment and analysis;
(5) Understand the role of public, private, non-profit sectors in education
Format of Course
The course is taught in a seminar style. That is, students are expected to come to class prepared to participate in conversations about the materials they have read. I will rarely lecture for an entire session– this is rather boring for all of us, me included. Instead I will facilitate conversations and exercises designed to further learning. If you have not done the reading, you will not be able to participate. Consistent lack of participation will result in a reduced class participation grade (in addition to the fact that you will learn less).
Students are expected to attend class regularly, participate, and turn in assignments in a complete and professional manner. Complete and professional means proofread, well written, appropriately cited, and on time. Especially poorly written papers may be returned to be re-done at the discretion of the instructor.
No late work will be accepted. I understand that many students are working full-time and attending classes. I will accommodate work "issues" as much as possible but expect you to complete your assignments on time. If you must miss class when an assignment is due, you may e-mail it to me prior to class starting. If you email it, it is your responsibility to insure that I have received it and that it is retrievable. I am most likely to receive it in Microsoft Word Format.
Paper 1 Policy Problem paper 30%
Paper 2 Full CAM analysis30%
Team Presentation and handout30%
Class participation10%
(Attendance, preparation and active participation in conversations contribute to this grade.)
Total 100%
Assignments
Policy Problem/CAM paper
This is a two-part assignment that will ultimately result in a paper that identifies a specific problem, documents the scope and scale of the problem with evidence, delineates criteria to be used for evaluating alternatives, describes the alternatives, and makes a recommendation. This paper is heavily dependent on logic as will become clear.
The Policy Problem part, Draft due October 10 in class, final due by email, NOON Oct 18, will take you through the first two steps in the Bardach book, defining a problem and “assembling evidence” that the problem warrants attention (30%).
Write the paper so that it clearly defines the problem and uses data/evidence to frame why this is an important issue to tackle. Remember, this process isevidence driven. You do not need to go any further than this for this paper. The paper may not be more than 4 pages. It must be typed, double spaced and include citations. It should also include graphs and tables as they assist in understanding the issue.
Pay particular attention to problem definition. This is much harder to do than it appears. You will bring a working draft of this paper to the first weekend. We will work with the drafts in class, learning from them and helping our colleagues to improve papers. If you do not bring a real working draft (as in nothing or only the most minimal sketch), you final grade will be reduced.
The final product (the full Criteria Alternatives Matrix (CAM) analysis, including all parts mentioned in the opening paragraph) will initially be brought to class as a draft, due to me Nov 1. The final paper is due to me by 11 pm November22 (30%).
First, improve your paper above by addressing any issues I raised when I graded and returned the first paper. (This is part of your grade.) Then extend the paper through the following steps. First you will determine what criteria you will use and provide percentage weights for the different criteria, how much will each be worth in your analysis of alternatives? This will, of course, require an explanation (for example, why is the equity more important than the cost etc.?).
Next, describe the alternatives you will consider and then conduct your analysis using the mechanism you developed above. You will need to use real information that is appropriately cited. If the information is not readily available you will need to address this by explaining what you attempted to find and then addressing what you will do to fill the gap. Options include nothing, making an educated guess, etc. Finally, summarize your findings from the CAM analysis and make a policy recommendation to the decision maker.
A CAM naturally makes some assumptions about what will happen given different choices. You must be explicit about those assumptions. You can think about them in Bardach’s terms, projecting the tradeoffs, or more like a logic model where you identify your anticipated inputs, activities/processes, outputs and outcomes.
We will discuss all of these steps extensively in class.
Presentations to be given in class: Nov 6/7 (30%)
Groups of 2-3 students will work together to identify a complex education issue that is worth exploring and clarifying. You will learn everything you can about the issue including the background, major concern/s, political dimensions, policy quandaries etc. Unlike your CAM effort, this will not result in a recommendation. Rather, you will be learning to aggregate large amounts of evidence and understand the underlying complexity of knotty problems using more formal policy analysis tools.
This information will be distilled into a 15 minute presentation to the class, the “essential elegance” of the topic. You will use a handout of no more than 2 sides of 11x14 paper. We will discuss this project the first weekend. I will be available outside of class time to work with groups on this. Groups that do not make time to meet with me and get ongoing feedback are likely to do poorly on this project.
Formatting papers:
All papers are to be typed, double spaced, paginated, and fall within the page limits specified. Please put a cover page on each assignment containing your name, your email, and the assignment title. Do not use more than 12 point or less than 10 point type. (No squished margins either!) Correct punctuation, spelling and citations are expected. All papers should be analytical in nature, using the theories and concepts from class to illuminate a particular situation.
Academic Honesty
I take plagiarism and other acts of academic dishonesty very seriously. I reserve the right to fail students that are academically dishonest and escalate the case to the University. Note that academic dishonesty can be grounds for dismissal from the university. Details are available at the University Policy Manual found at .Plagiarism is one case of academic dishonesty, and here is an excerpt from the manual on plagiarism:
Plagiarism: Plagiarism is a form of cheating. At CSUS plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person's contribution. Regardless of the means of appropriation, incorporation of another's work into one's own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at CSUS includes but is not limited to:
1. The act of incorporating into one's own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another's work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word- for-word copying, but also the "mosaic" (i.e., interspersing a few of one's own words while, in essence, copying another's work), the paraphrase (i.e., rewriting another's work while still using the other's fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another's work as one's own) and failure to include quotation marks on material that is otherwise acknowledged; and
2. Representing as one's own another's artistic or scholarly works such as musical compositions, computer programs, photographs, paintings, drawing, sculptures, or similar works.
I have bolded “the mosaic” because students commonly do not realize that this is cheating. If this is not crystal clear to you, please let me know ASAP – definitely before you submit your first assignment.
I will be exploring using Turnitin as a tool to help you avoid inadvertent plagiarizing. The tool allows students to turn the paper in through the site. It will provide you with information about the extent to which your work is “similar” to published work. The tool does not determine if plagiarism has occurred, but if you find your “similarity” score is high I will urge you to assess your approach to using published sources.
Attendance: Students are expected to attend all course session and to be active participants in class. As students of educational leadership, your ability to understand and speak with authority about policy is an extremely important skill. As scholars of education, your ability to converse comfortably with other scholars about educational issues, in research or in practice, is of the utmost importance. As such, this course will emphasize discussion in class.
Policies and Logistics
Please complete all readings listed for the class date prior to coming to class.
B- is a failing course grade in the EdD program. If you receive a B- in a course, you will have to retake it.
The problem definition paper and CAM analysis must be submitted via e-mail. Late papers will only be considered at my discretion.
Attendance is graded on whether or not you are in class and participate. Each four-hour session missed will result in a whole grade reduction for this portion of your grade (e.g. from A to B). Being late, results in a 1/3 grade reduction for this portion of your grade.
If you have a disability and require accommodations, you need to provide disability documentation to SSWD, Lassen Hall 1008, (916) 278-6955. Please discuss your accommodation needs with me after class or during my office hours early in the semester.
Please no cell phones or web surfing in class. If laptops are being abused in class, I may prohibit their use for all.
Required Readings and Texts
The books may be purchased through Amazon or another on line provider (many students use Electronic readings are embedded in the syllabus or available on SacCt. Access to these may require a University library connection, either from campus or through your home computer that has been set up for remote access to campus. Please bring the appropriate readings to class (including embedded electronic material) we will often use them in exercises. You don’t need hard copies of the electronic resources but please have them available to use in class.
Required texts:
Bardach, Eugene (2015) A Practical Guide to Policy Analysis: The Eightfold Path to More Effective Problem Solving, Fifth Edition, CQ Press (You can purchase the 4th edition, it is very similar, but I’m moving to the 5th edition. I have pre-ordered my own copy on Amazon and it should arrive this weekend.) $30 new
Levitt, Steven D. and Stephen J. Dubner. (2015). Think like a Freak: The Authors of Freakonomics Offer to Retrain Your Brain. Willim Morrow Paperbacks. $10.50 new
Wheelan, Charles (2010) Naked Economics: Undressing the Dismal Science.Norton Publishing $10 new
EDD 602
Schedule Fall 2015
Date / Topics and Assigned Readings / Assignments1 / Oct 9
5:30-9:30 / Public Private and Non-profit sectors
Overview of education in CA
Read the following and bring to class (electronic is fine as long as you can access it):Cal Facts Review through page 46. You can skim the balance to get an idea what other policy areas confront. / Come with 3-5 policy topics that you think would make an interesting team project. I’m looking for broad topics like LCFF, teacher tenure, readiness gap etc.
Just the topic, no research.
2 / Oct 10
8-5:30 / Policy Analysis
Think Like a Freak, Chapters 1-4
BardachPractical Guide to Policy Analysis (intro, Parts 1 and 2)
* Radenbush, Stephen W. “Value Added: A Case Study in the Mismatch Between Research and Policy. “ Educational Researcher. March 2015 (articles with an asterisk will be available on SacCt or you can access through the library)
Rules of the GameIHELP 2007
Average Won’t DoIHELP 2014
PPIC Education Overview / Bring a working draft of paper 1 to class.
Sunday
Oct 18 / Final paper 1 due by NOONso I can grade and return prior to class 10/23
3 / Oct 23
5:30-9:30 / Designing and consuming analytical presentations
Prior to class please watch the following videos. As you watch consider the following; Why is a unit on visualization part of a policy class? How do you see data used in the process of informing education policy? What types of policy questions lend themselves to visualization?
Hans Roseling: 200 years in 4 minutes
(The power of data to tell a story)
PBS Off Book: The Art of Data Visualization
(why visualizations work so effectively)
Beauty of Data Visualization David McCandless (TED talk)
Religion and Babies Hans Roseling (TED talk)
(The power of a “showing” your story)
If you love this stuff you’ll also enjoy:
The Best Stats You’ve Ever Seen Hans Roseling (TED talk) This is the expanded version of the 4 minute above / Outline of topic and main evidence points related to team presentations
Bring in at least 3 reports related to your team topic.
4 / Oct 24
8-5:30 / Policy analysis
Think Like a Freak, Chapters 5-9
Read Wheelan, Naked Economics, Introduction, Chapters 1, 2,3,4,5, skim 6 and 8. Epilogue is interesting but not required.
* Davidson et al. “50 Ways to Leave a Child Behind” Educational Researcher. Aug/September 2015
Listen to Freakonomics Podcast Is College Really Worth It? / Bring your primary evidence sources (reports, articles, briefs) for your team effort. We will be using them to discuss the topics from Wheelan.
Nov 1 / Draft of full CAM with graphics due Nov 1 at NOON. I will provide feedback and we will return to these in class Nov 6/7.
5 / Nov 6
5:30-9:30 / Policy Briefs: presentations and discussions / Each team will present their briefs
6 / Nov 7
8-5:30 / Policy Tools
Bardach, Appendix B
Using team briefs and your ongoing CAM analysis for further learning
This last weekend is left intentionally flexible. I will adjust the materials as necessary to insure you are comfortable with the materials to date and prepared to complete your CAM.
Nov 22 / Final CAM analysis due by 11 pm
Writing an Analytical Paper
The easier part:
Use proper grammar, capitalization, punctuation, source citation, italics etc.
Good paragraphs have the following components:
A topic sentence, usually at the beginning
Supporting evidence
A transition to the next idea
Avoid personalizing (I will now, we do this etc…).
Answer the question asked. If it has multiple parts that are not rhetorical, answer all of them.
Tell the readers what you are going to say. It is much easier to read analytical work if you know where the author is going. This is not a mystery novel.
Start at the beginning of the thought, not in the middle. (How much can you reasonably assume the reader knows? Who is audience and what is the purpose?)
Make statements which you can support with evidence as opposed to beliefs.
Every sentence should make or support a point, hopefully one that is connected to your overall argument.
Avoid long explanations of details that are irrelevant. This is probably not the time to dazzle someone with your specialized knowledge of a particular project.
Watch your choice of words, both incorrect and unintended meanings can get you in trouble.