EDU 805 exposes students to critical competencies (attitudes, knowledge, skills) needed by leaders to create the conditions for systematic and productive change, and to facilitate the process of introducing and sustaining innovation with maximum collaboration and minimum disruption. Also considered are various perspectives on how organizations function, and how individuals and groups within those settings can interact to achieve organizational goals for planned, purposeful change.
The course is designed to guide change agents in critically evaluating the functioning of their organization, developing a change proposal, and planning its implementation. The Change Proposal (CP) requires application of organizational theory, transformative leadership, and program evaluation processes.
Student Learning Outcomes
Major Course Activities:
Your grade in this course will be determined by the following criteria:
Assignment | Percentage of Grade |
---|---|
Critical Problem Inventory - 801 site study or new one | 10 |
Critical Problem Inventory - Group Case Study | 10 |
Situational Leadership Critique | 10 |
Reflection on Leadership | 10 |
Interactive Postings | 10 |
Change Proposal | 50 |
The criteria for all courses in the Ed. D. program are described in the modules and/or rubrics. Assignments will include guidelines with rubrics, descriptions of expectations, or examples, and include point values. Coursework will be assessed and graded using individual evaluation protocols that are provided for the three major assignments. Final “grades” will reflect the following schema:
Note** The instructor will determine if an assignment may be revised and resubmitted for rescoring. Candidates may proceed to subsequent courses in the curriculum with one LP grade, and although there is no failing grade, a second LP course grade results in termination from the doctoral program.
All assignments are to be completed in a timely manner with appropriate accuracy, detail, thought and reflection fitting of doctoral-level degree candidates. All assignments (done in writing or with other media applications) are graded on the basis of faculty assessment of your ability to accurately apply concepts from readings, organization, and mechanics. See the appendices for grading rubrics. Please note that you must save all submitted documents in Microsoft Word in order for them to transmit successfully. All work must be properly identified and include author(s)’ name(s). Submit all written work in APA style (Refer to the APA Publication Manual for guidance; Purdue OWL is an excellent, user-friendly resource).
Week Activities and Assignments |
Due dates |
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1 |
Pre-week Welcome activity: Leadership quote reflection |
9-02 |
|
1 |
Read: Kotter, Part One Wheatley Introduction |
9-06 |
|
1 |
Watch videos: In Module Overview and Intro: Getting Started In Assignments & Assessments: John Kotter’s 8 Steps: The importance of urgency Meg Wheatley’s: 8 Fearless Questions |
9-06 |
|
1 |
Download and review CPI prompts |
9-06 |
|
1 |
Review the 5 case study abstracts and sign up for a case (4-5 students per case) |
9-06 |
|
2 |
Read: Dyer, Part One & Part Two; Wheatley Ch 1 – 4 Bolman & Deal, web-based link RE: frameworks (optional) |
|
9-13 |
2 |
Watch video: Critical Problem Inventory |
9-13 |
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2 |
Set up session(s) with Study Group to discuss case. |
TBD |
|
2 |
Use CPI for diagnosis of own site study Submit CPI of your own site |
9-13 |
|
3 |
Read: Wheatley 5-7 |
9-20 |
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3 |
Watch video: Situational Leadership Overview |
9-20 |
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3 |
Identify three articles or web-based resources on Situational Leadership. Post critique of Situational Leadership |
9-20 9-20 |
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3 |
Finalize case analysis/repot with Study Group (Use CPI for case analysis) |
9-22 |
|
3 |
Post Case Study analysis to Study Group Discussion Board |
9-22 |
|
4 |
Read: Wheatley 8 and 9 |
9-27 |
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4 4 |
Complete and submit a formal leadership reflection. Note: This essay should be informed by 3 resources about reflective practice (selected from course links), and also 3 sources/citations from literature on facilitating organizational change. Submit an individual reflection on your group collaboration experience |
9-27 9-27 9-27 |
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4 |
Register for: Webinar – Post questions about Change Proposal |
9-27 |
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5 |
Consultation on Change Proposal Webinar
|
10-7 7:30 PM |
|
5 |
Watch video: Crafting your change proposal |
10-4 |
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5 |
Read: Kotter, Part 2 Brown: Section I: The Inside Story |
10-4 |
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5 |
Draft PART ONE of your Change Proposal and submit for formative feedback |
10-5 |
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6 |
Read: Kotter, PART 3 Read excerpt from Beaudoin, M. (2012). Institutional Leadership: Transformative Change or Disruptive Technology. Read Brown, Section II & III |
10-11 |
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6 |
Continue work on PART TWO draft of your Change Proposal. |
10-11 |
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6 |
Post completed Change Proposal draft sections 1 & 2 in your Study Group file exchange. Request feedback from 1-2 Study Group members. |
10-11 |
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7 |
Read: Brown: Section IV |
10-18 |
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7 7 |
Submit full final draft (inc. PART 3) of your change proposal. Submit when ready for final non-graded feedback. Share with SGDB peers if wanting feedback
|
10-18 10-18 |
|
7 |
Take draft document to your worksite team and stakeholders and ask for feedback (Optional) |
10-17 Friday |
|
8 |
Submit Final Draft |
10-23 (Friday) |
|
8 |
Discussion Board: Revisit quotes posting Complete course evaluation (as soon as available). |
9-24 |
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
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