Syllabus

Master of Science in Education

EDU 703 Educational Change/School Reform – Fall A 2015

Credits - 3

Description

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.

Materials

Learning Objectives and Outcomes

Competencies (Interstate School Leaders Licensure Consortium-(ISLLC) Standards)

Week 1

Students will:

• Examine emerging issues and trends that potentially impact the school community (6C)
• Compare the political, social, cultural, and economic systems and processes that impact schools (4B, 6B, 6C)
• Analyze the dynamics of policy development and advocacy under our democratic political system (4D, 6B)
• interpret the background, concepts and contemporary issues of educational reform and school change (6C)
• Analyze assessment and accountability that aligns to the vision of the district (1,2)

Week 2

Students will:

• Apply consensus building and negotiation
• Explain the principles of organizational development (1B, 2A)
• Apply the community relations and marketing strategies and processes that impact schools (4B, 6B, 6C)
• Categorize models and strategies of change (1A, 1E)
• Apply conflict resolutions as related to the larger political, social, cultural and economic contexts of schooling (2A, 4B)

Week 3

Students will:

• Investigate emerging issues and trends that potentially impact the school community (6C);
• Analyze models and strategies of change (1A-1E);
• Examine and apply research to better understand a complex issue (1B).

Week 4

Students will:

• Students will:
• Apply effective consensus building and negotiation skills (1A, 2A);
• Summarize the principles of organizational development (1B, 2A);
• Interpret emerging issues and trends that potentially impact the school community (6C);
• Analyze case studies, a cross-case analysis of the research in student centered learning, (1, 2);
• Assess resources and support for teachers evaluation and retention; (2, 5, 6)
• Describe supportive relationships between students and teachers in academic environment (4)

Week 5

Students will:

• Explain and apply continuous improvement, accountability, and action planning for reform 1C, 1D, 1E);
• Describe desired results, standardized state tests and standards-based education (2E, 2H, 2I, 3E);
• Analyze, study and use research to better understand a complex issue (1B).

Week 6

Students will:

• Evaluate emerging issues and trends that potentially impact the school community (6C);
• Interpret models and strategies of change (1A-1E);
• Explain continuous improvement, accountability, and action planning for reform 1C, 1D, 1E).

Week 7

Students will:

• Apply effective consensus building and negotiation skills (1A, 2A);
• Demonstrate the principles of organizational development (1B, 2A);
• Support Continuous improvement, accountability, and action planning for reform 1C, 1D, 1E);
• Desired results, standardized state tests and standards-based education (2E, 2H, 2I, 3E).

Week 8

Students will:

• Apply the concepts of school change and articulate the benefits and pitfalls (1B,D)
• Synthesize different school reform initiative and determine how they relate to effective learning environments (3 C, E)
• Recommend  school reform initiative that supports successful school change  2( B, E, G)
• Apply effective consensus building and negotiation skills (1A, 2A);
• Demonstrate the principles of organizational development (1B, 2A);
• Support Continuous improvement, accountability, and action planning for reform 1C, 1D, 1E);
• Desired results, standardized state tests and standards-based education (2E, 2H, 2I, 3E).

Assignments

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:

• Post a response to a question or problem presented in the threaded discussion prompt. This posting must be completed by the end of the day on Wednesday. Your initial posting must include at least one in-text citation and reference in APA format. During the first week, initial postings must be made by the end of Friday.
• Make substantive comments on the postings of at least two other students.
• Be sure to read and understand the definition of “substantive” that follows.

A typical substantive post:

• Has adequate length to communicate new learning or information to the other learners in your class
• Goes beyond your personal opinion by providing new or supporting information in references and/or examples.
• Integrates theory, research, and/or specific examples from professional experience
• Includes specific examples and/or substantiating evidence 

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.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

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 Scale

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