Regardless of how beneficial a desired change may seem, new initiatives are often difficult to implement. Each educational setting has its own culture, and innovations and changes that are incompatible with the prevailing climate may elicit resistance and hostility. The course examines change theory; studies case histories of successful and not so successful change efforts; and reviews change strategies to equip students with skills for introducing effective reforms.
Competencies (Interstate School Leaders Licensure Consortium-(ISLLC) Standards)
Week 1
Students will:
Week 2
Students will:
Week 3
Students will:
Week 4
Students will:
Week 5
Students will:
Week 6
Students will:
Week 7
Students will:
Week 8
Students will:
Module 1 APA Quiz
Module 2 First Interview
Module 3 Research Critique or Annotated Bibliography
Module 4 Report on a School Reform Model or Program
Module 5 What’s your stage of concern? What’s your level of use?
Module 6 Reform and Change in your School
Module 7 None
Module 8 Synthesis of School Reform and Change Journal
In addition to written assignments, students will participate in threaded discussions with classmates.
Each Week Students are Expected to:
A typical substantive post:
Note: In some cases a posting that asks pertinent, insightful, and/or helpful questions can be substantive even without a reference. These discussions require students to carefully read assigned material and then make connections among key ideas and synthesize their learning through thoughtful written responses.
Your grade in this course will be determined by the following criteria:
Assignment | Points | Percentage |
---|---|---|
APA Quiz | 10 | 9.8% |
School Reform Interview Reportn | 10 | 9.8% |
Research Article Analysis or Annotated Bibliography | 10 | 9.8% |
Report on a School Reform Model or Program | 10 | 9.8% |
CBAM Assignment | 10 | 9.8% |
Reform and Change in Your School | 10 | 9.8% |
School Reform Journal Reflection Rubric | 10 | 9.8% |
School Reform Journal Reflection Rubricn | 10 | 9.8% |
Discussion Boards (Weeks 1-8) | 32 | 31.4% |
TOTAL |
Grade | Points Grade | Point Average (GPA) |
A | 94 – 100% | 4.00 |
A- | 90 – 93% | 3.75 |
B+ | 87 – 89% | 3.50 |
B | 84 – 86% | 3.00 |
B- | 80 – 83% | 2.75 |
C+ | 77 – 79% | 2.50 |
C | 74 – 76% | 2.00 |
C- | 70 – 73% | 1.75 |
D | 64 – 69% | 1.00 |
F | 00 – 63% | 0.00 |
Week |
Topic |
Activities & Assignments |
Dates |
1 |
Background and Examples from Recent History |
Readings and Viewings: Article-A New Era of School Reform: Going Where the Research Takes US View: Drivers of Whole Systems Reform Threaded Discussion APA Quiz |
Due: Sept. 6 2015 at 11:55 pm. EST |
2 |
Active School Reform Models: NCLB/RTI, Race to Top, CBE and CCSS |
Readings and Viewings: Four articles and one viewing related to active school reform Group Threaded Discussion Assignment: Interview about School Reform |
Due: Sept 13, 2015 at 11:55 p.m. EST |
3 |
Digging Deeper Into the Research of School Reform |
Readings and Viewings: There are two ASCD articles this week and a policy information report. Group Threaded Discussion Assignment: Research Critique or Annotated Bibliography |
Due: Sept. 20, 2015 at 11:55 p.m. EST |
4 |
Centered on Results: Student Centered Learning and Teacher Support |
Readings and Viewings: The readings are individualized since you can select the topic that you wish to learn more about. You may select one of the three options to read. Group Threaded Discussion Assignment: School Reform Assignment: Implement an Implementer Interview |
Due: Sept. 27, 2015 at 11:55 p.m. EST |
5 |
Knowing Reform when we see it: the Concerns-based Adoption Model (CBAM) |
Readings and Viewings: YouTube. SEDL.org and National Academies.org Group Threaded Discussion Assignment: What’s your stage of concern? What’s your level of use? |
Due: Oct 4, 2015 at 11:55 p.m. EST |
6 |
School-based Reform and Change |
Readings and Viewings: There are three readings and one YouTube this week. Group Threaded Discussion Assignment: Reform and Change in your School Assignment |
Due: Oct. 11, 2015 at 11:55 p.m. EST |
7 |
The True Implementers of Change |
Readings and Viewings: There are two YouTube videos to view and a Wallace Foundation research articles for reading. Threaded Discussion Assignment: None |
Due: Oct. 18, 2015 at 11: 55 p.m. EST |
8 |
Synthesis of Learning |
Readings and Viewings: Locate your own article based on school reform and/or school change. Group Threaded Discussion Share the article that you found and share it in the discussion board. By summarizing the article and posting the find! Assignment: Synthesis of School Reform and Change-Synthesis of Information Course Evaluation |
Due: Oct. 25, 2015 at 11:55 p.m. EST |
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Education page
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
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The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.