app. Web viewThe integrity of the academic process requires fair and impartial evaluation on the part of faculty and honest academic conduct on the part of students. To this end

Syllabus Date: August 18, 2014

Ed.D. Program – Education Leadership ARCO SequenceADMPS 3088: Competent Knowledge Management

3 credits, Fall 2015 (215-1)

SyllabusINSTRUCTOR

Cindy Tananis, EdDAssociate Professor4314 Posvar [email protected] Hours: By appointment

MEETING TIMES

Face-to-Face: Saturday, September 6, 1 to 5 pmSaturday, October 4, 1 to 5 pmSaturday, November 1, 1 to 5 pmSaturday, December 6, 1 to 5 pm

Online: Asynchronous, August 25 – December 13, 2014

COURSE DESCRIPTION

This course explores four important areas of intersection for educational leadership. Exploration begins with exploring the dynamic changing environment of education today and the need for effective knowledge management systems within these changing environments. Two critical aspects of a knowledge management system are considered more fully, namely, student learning assessment and planning and evaluation of educational initiatives through good use of information.

OBJECTIVES OF THE COURSE

ADMPS 3088 is designed to provide opportunities to explore:

Envisioning the Futures of Schooling. The current and future landscape of education is radically different that what our prior generations of educators have experienced. The rate of change is beyond comprehension for many. That change creates pressures and opportunities that offer visions of policy and practice that we can barely imagine. How do we lead in these highly adapting and evolving environments? What role does knowledge play?

Knowledge Management. In a knowledge-‐rich environment, “moderate skills with ample sets of information” is no longer good enough - -‐ -‐ ‐ to be an innovative and responsive organization in an ever-‐changing world, we need “highly honed skills and adaptable strategies with robust knowledge.” How do we best incorporate robust sources of explicit and tacit knowledge that can draw meaning from all aspects of our practice and the scholarship of the field to influence what we choose to do and how we do it? Knowledge literacy for educators, especially educational

mailto:[email protected]

ADMPS 3088: Competent Knowledge Management, C. Tananis

leaders who seek to influence policy and impact practice, is no longer an option for specialization ---‐ -‐ ‐ it forms the bedrock for leadership.

Assessment from Classrooms to Systems. Learning assessment is a key feature of a knowledge management system in an educational organization. Assessment planning and policy development is a critical area of leadership that influences the basic processes of education: teaching and learning. We will consider various types of assessment and critiquing and developing an institutional assessment plan. (This course does not explore technical aspects of assessment design, analysis, or use).

Planning and Evaluation. Educational leaders are called upon to plan, manage, and evaluate a variety of services, activities, programs, and initiatives that comprise the business of schools. Planning and evaluation are complementary processes that often determine the success and sustainability of educational efforts. Strategic planning develops a model based on mission that guides the course of what and how schools operate. Good planning involves stakeholders and helps to create buy-in with a respect for varied visions. Strategic management moves a plan from paper to reality in an organization. Evaluation completes the circle, gathering meaningful and relevant formative and summative information that can form the basis of knowledge and wisdom to better calibrate continued planning and implementation.

DOCTORAL MILESTONES

No formal milestones are reached in this course.

PREREQUISITES

No specific pre-requisites are required for this course.

TEXTS

Each major theme of the course is explored through a variety of materials and student work. Each section has associated readings (books and articles) that form the basic foundation for discussion and project work. All of the required readings are available via Courseweb. They are listed here in alphabetical order, within each area of focus for the course. The Course Schedule indicates when these readings will be addressed in the course and assignments.

Envisioning the Futures for EducationFacer, K. (2011). Learning Futures: Education, Technology, and Social Change. New York:

Routledge -Taylor & Francis Group.

Knowledge ManagementAsian Development Bank. (2014). Knowledge management framework. Available at:

http://www.adb.org/site/knowledge-management/knowledge-agenda/knowledge-management-framework

Balanced Scorecard. Excerpts from: www.toolshero.com Compiled by C. Tananis, 2014.Dataware Technologies, Inc. (1998) Corporate executive briefing: Seven steps to implementing

knowledge management in your organization.

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http://www.toolshero.com/


Kidwell, J.J., Vander Linde, K.M., and Johnson, S.L. (2000). Applying corporate knowledge management practices in higher education. Educause Quartery, Number 4, 2000, p. 28-33.

Office of Head Start. US Department of Health and Human Services. (2014). Developing a knowledge management strategy. Available at: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/mgmtadmin/communication/knowledge/manage_art_00013_071905.html

Petrides, L. A., and Nodine,T. R. (2003). Knowledge management in education: Defining the landscape. Half Moon Cay, CA: Institute for the Study of Knowledge Management in Education.

Weggeman. Excerpts from: www.toolshero.com Compiled by C. Tananis, 2014.

Assessment: From Classrooms to SystemsBrimijoin, K. (2006). Differentiation and high-stakes testing: An oxymoron. Theory Into Practice

44(3), p. 254-261. Englert, K., Fries, D., Goodwin, B., et al. (2004). Understanding how principals use data in a new

environment of accountability. Aurora, CO: Mid-continent Research for Education and Learning (McREL).

Englert, K., Fries, D., Martin-Glenn, M., & Michael, S. (2005). How are educators using data? A comparative analysis of superintendent, principal, and teachers’ perceptions of accountability systems. Aurora, CO: Mid-continent Research for Education and Learning (McREL).

Goodwin, B., Englert, K., & Cicchinelli, L. (2003). Comprehensive accountability systems: A framework for evaluation. Aurora, CO: Mid-continent Research for Education and Learning (McREL).

Kalamaros Skalski, A. & Romer, M. (2011). Data-based decision making. Principal Leadership, Jan, 2011. National Association of Secondary School Principals.

Reeves, D. “From Differentiated Instruction to Differentiated Assessment” Blog entry: December 13, 2011 by ASCD Whole Child Bloggers. Available at: http://www.wholechildeducation.org/blog/from-differentiated-instruction-to-differentiated-assessment/

Tomlinson, C.A. & Doubet, K. (2005). Reach them to teach them. Educational Leadership (April, 2005). p. 8-15.

Tomlinson, C.A. (2006). Grading and differentiation: Paradox or good practice? Theory Into Practice 44(3), p. 262-269.

Waters, T. & Grubb, S. (2004). Leading schools: Distinguishing the essential from the important. Aurora, CO: Mid-continent Research for Education and Learning (McREL).

Waters, T., & Marzano, R. (2006). School district leadership that works: The effect of superintendent leadership on student achievement. (Working Paper). Aurora, CO: Mid-continent Research for Education and Learning (McREL).

Waters, T., Marzano, R., & B. McNulty (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Aurora, CO: Mid-continent Research for Education and Learning (McREL).

Planning and EvaluationBaird-Wilkerson, S. (2003). A monograph on creating organizational change using a living systems

approach. Washington, DC: Institute for Educational Sciences, US Department of Education, contract #ED-01-CO-0006. Available at:

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http://www.wholechildeducation.org/blog/from-differentiated-instruction-to-differentiated-assessment/

http://www.wholechildeducation.org/blog/from-differentiated-instruction-to-differentiated-assessment/

http://www.wholechildeducation.org/blog/author/whole-child

http://www.toolshero.com/

http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/operations/mgmt-admin/communication/knowledge/manage_art_00013_071905.html




http://fosterwhatmatters.com/wp-content/uploads/2012/07/MCREL_OrgChangeMonograph.pdf

Bernhardt, V. L. (2004a). Continuous improvement: It takes more than test scores. ASCD Leadership, November/December, 2004, p 16-19. Available at: http://eff.csuchico.edu/downloads/TestScores.pdf

Bernhardt, V. L. (2004b). Intersections: New routes open when one type of data crosses another. Journal of Staff Development, (21) 1, p. 33-36. Available at: http://eff.csuchico.edu/downloads/Intersct.pdf

Israel, G. D. (2012). Using logic models for program development. Publication #AEC360. University of Florida. Available at: http://edis.ifas.ufl.edu/wc041 .

Reagan, T. G., Case, C. W., and Brubacher, J. W. (2000). Becoming a Reflective Educator, 2e: How to Build a Culture of Inquiry in the Schools. Toward a “culture of inquiry” in the school (chapter

W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and action. Logic model development guide. Battle Creek, Michigan: WK Kellogg Foundation. Available at: http://www.wkkf.org/knowledge-center/resources/2006/02/WK-Kellogg-Foundation-Logic-Model-Development-Guide.aspx

The following text is recommended but not required and is available at the University Store:

American Psychological Association (APA). (2009). Publication manual of the American Psychological Association, 6th ed. Washington, DC: Author. [ISBN 978-1-4338-0561-5] $29.95 for paperback. Spiral bound recommended: [ISBN 978-1-4338-0562-2] $36.95 [reference copies in library]

COURSE REQUIREMENTS AND EXPECTATIONS

This class is designed in an executive format using hybrid design. What does that mean? It means that as faculty, we acknowledge that you are busy, engaged, and seasoned practitioners. To integrate focused learning opportunities in your life, you need flexibility in your schedule (with work, learning, and personal aspects of life), opportunities to explore learning resources on your own and in collaboration with your colleagues, use of your time toward the development of useful and meaningful products that you and your colleagues can use in practice, and a focus on the big issues rather than the minutia often associated with more traditional education formats.

I carry those assumptions forward in these specific and tangible ways:1. You want to learn the most you can from your investment in this experience and will manage your

resources to accomplish that personal- professional goal.‐2. Readings are designed to inform your thinking and enrich your learning and engagement in the

course activities. In a course that meets face- to-‐ face only a few times, what we read and how we ‐think about those concepts, individually and collectively, form the true “text” of the course. You will manage your resources and schedule to read the materials as preparation for meaningful engagement with your colleagues.

3. You are responsible to yourself and colleagues much more so that you are to me as an instructor - being prepared and engaged appropriately is the mark of a professional.

4. We have very limited face to face meeting time. The bulk of the interaction for the course will be ‐ ‐through course wikis on particular themes and issues posed to you, and through individual work you will complete. You will need to manage resources to accomplish tasks.

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http://www.wkkf.org/knowledge-center/resources/2006/02/WK-Kellogg-Foundation-Logic-Model-Development-Guide.aspx

http://www.wkkf.org/knowledge-center/resources/2006/02/WK-Kellogg-Foundation-Logic-Model-Development-Guide.aspx

http://edis.ifas.ufl.edu/wc041

http://eff.csuchico.edu/downloads/Intersct.pdf

http://eff.csuchico.edu/downloads/TestScores.pdf




5. I am neither your cheerleader nor your cop my job is to provide learning opportunities and provocative and engaging content to allow you to design and manage your engagement -- not to either endorse mediocre work or to monitor you to “make” you work at a higher capacity. I can offer insight from my expertise and experience - and I can assist you in your learning process. I assume I am a learner in this community just as you are. We are each equally responsible for the quality of the experience.

6. I teach courses because I find the content and the interactions with educators exciting and educative. I assume you take courses with a similar disposition.

HYBRID TIME FORMAT

In addition to the 16 face-to-face hours of class time outlined in the schedule, you are expected to spend an additional 28 hours online in active discussion and exploration of resources including discussion, accessing provided and other resources, and completing assignments.

This does not include the time in addition to class that you are expected to spend on reading, studying, and completing assignments. For doctoral level courses, a minimum of 1.5 hours is required for every instructional hour.

To adequately manage the content requirements of this course, you should plan for the following, at minimum: 16 class hours + 28 active online hours + 66 hours class-related work = 110 minimal hours of active engagement

GRADING, RUBRICS, AND ACADEMIC INTEGRITY

Evaluation rubrics will be used to evaluate your work in this course. The rubrics provide more detailed information concerning what is expected and descriptions of the quality of work expected. Review and consult the rubrics for each assignment --- they will assist you in knowing whether your work is of graduate quality and rigor and will help you to diagnose issues that may help you to improve your performance. The evaluation rubrics are presented at the end of the syllabus and are also available on the course website.

Graded Assignments and ScaleAssignment Values:

Assignment Points Possible

Assign 1: Future of Schooling Blog 10Assign 2: “Learning Futures” Book Wiki 10Assign 3: KM Inventory 20Assign 4: KM Wiki 10Assign 5: Assessment Practices Paper 25Assign 6: Logic Model & Evaluation Plan 25Total 100

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Grading Scale:

PointTotal

Final Letter Grade

97-100 A+94-96 A90-93 A-87-89 B+84-86 B80-83 B-77-79 C+74-76 C70-73 C-60-69 D59 or

belowF

General Expectations for Assignments

Assignments are to be submitted electronically via Courseweb. Use APA style, as explained in the APA tutorial, for all citations and references. Submit work in an easily readable 11- or 12-point font, double-spaced. Attend to the word/page ranges specified in the assignments. Late work slows down the process of review and work on subsequent assignments. As further incentive to complete work on time, late submissions will be reduced the equivalent of one-third of a letter grade for each day late. Exceptions are granted for documented illness or emergencies only.

Assignments submitted through our Courseweb site will be filtered through SafeAssign, a software that checks for instances of plagiarism and misattribution.

School of Education Statement on Academic Integrity. The integrity of the academic process requires fair and impartial evaluation on the part of faculty and honest academic conduct on the part of students. To this end, students are expected to conduct themselves at a high level of responsibility in the fulfillment of the course of their study. It is the corresponding responsibility of faculty to make clear to students those standards by which students will be evaluated and the resources permissible for use by students during the course of their study and evaluation. Cheating/plagiarism will not be tolerated. Students suspected of violating the University of Pittsburgh Policy on Academic Integrity, from the February 1974 Senate Committee on Tenure and Academic Freedom reported to the Senate Council, will be required to participate in the outlined procedural process as initiated by the instructor. Students in this course are expected to comply with the University of Pittsburgh Policy on Academic Integrity, which can be found online at: http://www.provost.pitt.edu/info/ai1.html

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ASSIGNMENT DESCRIPTIONS

Wikis and Blogs

Wikis and blogs are forms of asynchronous online discussion. They are used often in hybrid and online courses, including this one. A blog and wiki differ in their design and purpose, thiugh they are very similar. A BLOG allows each poster to add an entry (or post) and others may choose to “comment” on that particular post. As discussion continues, either new blog posts are added (in succession) or additional comments are entered in relation to a particular original post or blog entry. The design is sequential and there is no danger of editing someone else’s text entries.

I use BLOGS when the expected content responds to a single prompt or general area, for example: What do you find compelling as an educational leader in a particular reading? The resulting blog would have a number of original posts, related to specific factors, for example Factor A, Factor B, and Factor C. As people enter the blog to enter their own thoughts, they would either add an additional Factor (via a post) or they would add a comment to an existing Factor, or perhaps even comment in response to someone else’s comment. The blog serves to respond to the prompt through large concepts (posts) and additional discussion related to those concepts (comments). Blogs automatically organize responses and indicate the author of the comment or post.

WIKIS serve a somewhat different purpose. I use wikis when I have numerous prompts related to the same topic/concept/issue/reading/etc. A wiki is a collaboratively edited document. This creates the opportunity for one person to alter or destroy previous work by others, so a great deal of caution should be used when working with wikis! I post a series of prompts in the original wiki document. As students come into the wiki, they find the place to respond to the prompt. Perhaps the particular prompt you want to responds to might be halfway into the document. When you find the place you wish to enter your response, you edit the document at that point, add what you wish to say, and then save the document. The next person may choose to add a comment after your own in the place just below your comment, or to add comment anywhere else in the document they wish. As comments are entered the document grows in length. Wikis do NOT automatically indicate who has commented, so we need certain conventions to help us know who has added a comment. I use both color and last name in brackets (as you will find in the wiki directions) to record who is adding comments. The advantage to a wiki is that responses can be ordered by the participants as they choose where they wish to edit the document -- and that allows for a self-regulated logic to the document, rather than a somewhat disconnected logic of a blog.

Learn to use both BLOGS and WIKIS appropriately --- follow the directions that are available through Courseweb as well as the INSTRUCTIONS I have posted there prior to entering anything in either the blogs or the wikis. These tools and resultant discussion are only as good and useful as you make them --- if you and colleagues enter garbage (somewhat meaningless redundancies, for example), the resultant discussion becomes protracted and less meaningful for everyone. On the other hand, in an online environment, these tools can become very meaningful discussions of the course texts, concepts, and issues you experience as you go through the materials and assignments. Make them useful by the quality of your input. QUALITY is what is expected --- not QUANTITY. Use the space well as a working area for discussion, not a place to skim through and leave droppings.

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VISIONING THE FUTURE OF SCHOOLING Reflect on the changing nature of schooling and school needs related to knowledge management, technology, strategic planning, and organizational learning by considering a number of concepts, issues and problems of practice.

Assignment 1: Future of Schooling Blog DUE DATE: 9/4/2014, midnightChoose a minimum of three of the concepts, issues and problems of practice listed below to discuss how these factors are presently impacting our educational environments and how you envision them influencing the future landscape of P-12 education . Concepts, Issues, and Problems of Practice:

a. the increasingly integrated role of educational systems within communities and with other organizations that impact a student’s life

b. the increasingly complex role of educational leaders, expected to master many areas and manage learning for stakeholder groups including boards, community members, business and industry leaders, students, parents, staff, etc.

c. that change and fluidity are hallmarks of a post-‐modern world and developing strategies to best address those factors

d. the role of technology as a medium for instructional delivery, managing learning via technological delivery, and considering cyber communities of learning

e. the generational differences with students on the cutting edge of technological communication

f. what’s happening, how to keep abreast, how to make best use of the resources educators as reluctant participants and hesitant voyeurs: how to bridge the gap, establishing on-‐ramps for learning and use

g. the new terrain created by crossing boundaries of learning: people, places, and ideas via technology

h. emerging issues and problem areas with the interface of technological communication

i. the establishment of cultural norms for learning and teaching making integrated use of technologies

j. the need to develop new skill sets and strategies for mastering an ever-‐increasing knowledge pool and higher order skills

k. the lifelong professional learning communities available in cyber environments

The Product:Discuss these concepts among peers, online in the Futures-Issues blog.The Evaluation:Blog participation will be evaluated by the instructor using the Online Participation Rubric (10/100 points). Due

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Assignment 2: “Learning Futures” Wiki DUE DATE: 9/20/2014, midnightRead the “Learning Futures” book. Consider the following questions:

How do schools keep pace with - ‐ and lead - ‐ the integration required across a child’s (and family’s) life within their community? How can school escape the risk of becoming anachronistic as an irrelevant and disconnected institution of no real impact?

What are the proclivities and strategies and skills needed to be a leader in these newly visioned landscapes? How do we help each other get there?

How do you plan within the inevitability of fast-‐paced change and evolution that creates a fluid environment?

What do we “teach” in this evolving fluidity? What does teaching mean and look like in these environments?

How do we break out of the old barriers that have defined educational systems of the past: age, subject/discipline, class size, power roles?The Product:Discuss these concepts among peers, online in the Futures-Book wiki (organized by questions listed above).The Evaluation:Wiki participation will be evaluated by the instructor using the Online Participation Rubric (10/100 points).

KNOWLEDGE MANAGEMENT Frame issues in educational policy and practice that can be explored and addressed through the use and analysis of knowledge sources; develop appropriate and productive strategies to explore issues in educational policy and practice that make use of varied and appropriate sources of knowledge; and, identify, evaluate, manage and use a variety of sources available to address issues of educational policy and practice.

Assignment 3: Knowledge Management Inventory DUE DATE: 10/2/2014, midnightTake the problem of practice that you have been working with and toward through the Foundations 1 and Fundamentals of Research course and think about the problem through the lens of Knowledge Management. Consider the knowledge sources that broadly frame and inform your problem of practice. What knowledge sources, internal and external to the organization, would inform this problem? What are the explicit and tacit sources you might draw from? What are the underlying and influencing policies that impact your problem of practice? What information sources regarding policies might serve your inquiry?This is a leadership exercise --- I am asking you to do a KM inventory and analysis of KM procedures, processes, and policies that are related to your problem of practice in an organizational setting.

The Product:Complete the knowledge sources table that is available in Courseweb, related to your problem of practice. Find example sources for each of the knowledge sources identified, and consider issues of access, availability, analysis, use, and reporting. Write a brief synopsis (1-2 pages) of your efforts with this activity and a more lengthy summary of next steps (3-4 pages) you might consider in terms of knowledge management related to your problem of practice. What KM techniques, data sources, policies, procedures would help you to better inquire about your problem of practice? What processes, procedures, policies

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related to KM might assist others in future inquiries related to your problem of practice? How can your organization build KM processes and procedures to benefit the system through information.The EvaluationThe table and summary will be evaluated by the instructor, according to the Writing Guidelines and KM Inventory Rubric (20/100 points).

Assignment 4: Knowledge Management Wiki DUE DATE: 10/18/2014, midnightConsider the following questions:

How do we inventory and manage our explicit and tacit knowledge as a critical and informative resource?

How do we use it to fuel our thinking - in problem solving and innovation throughout the organization?

What are the dilemmas with democratizing knowledge – procurement, management, use? How do we benefit from democratization and what systems need to be in place to protect it?

What are the proclivities and strategies and skills needed to be a leader in knowledge management and innovation? How do we help each other get there?

How do we break out of the old barriers that have defined knowledge systems in education of the past: silos, knowledge chasms (explicit/tacit and scholarship/practice), sophistication for analysis, power roles?The Product:Discuss these concepts among peers, online in the KM wiki (organized by questions listed above).The Evaluation:Wiki participation will be evaluated by the instructor using the Online Participation Rubric (10/100 points).

Assignment 5: Assessment Practices Critique and Action Plan DUE DATE: 11/15/2014, midnightThis assignment presents you with a practical exercise in a critical knowledge management area in education: student learning assessment. After what you have learned about good principles and practices of KM, and also what good assessment planning can and should be in an educational institution, consider the following assessment system analysis task:

You are an incoming Superintendent for the school district. You value meaningful student assessment and want to appropriately lead the district in this critical area. You need to consider existing assessment practices and policies and critique them in a meaningful way. Additionally, you need to identify the priority areas that you feel need to be addressed within the first year of your tenure.The tools and process: Gather appropriate source materials from your district related to its assessment plan. Analyze the plan/materials by interrogating the plan. For example --- here are SOME useful questions to get you started --- Is the plan comprehensive? Robust? Does the plan address assessment needs at all appropriate tiers of assessment (tiers 1 through 3)? Are the appropriate people involved in assessment and planning for assessment? How are data gathered, analyzed and utilized? How are they reported and to whom? How is assessment connected to planning and action? Critique the plan (and resulting actions) thoroughly.

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The Product: A professional/scholarly written document of no more than 10 pages must include:1. a description of existing practices/policies/plans2. an analysis/critique of areas of strength and challenge that is evidence-based 3. a briefly described plan for addressing your critique that identifies the top priorities for

action in your first year as a district leader. The Evaluation:The paper will be evaluated by the instructor using the Writing Guidelines and Assessment Plan Rubric (25/100 points).

Assignment 6: Logic Model, Theory of Action, and Evaluation Plan DUE DATE: 12/13/2014, midnightThis assignment presents you with another practical exercise in a critical knowledge management area in education: program evaluation. After what you have learned about good principles and practices of KM, and also what good program evaluation can and should be in an educational institution, consider the following assessment system analysis task:

You have just started as an “Assistant Superintendent for All Things” in the district. The superintendent has spoken with you about a key reform initiative occurring within the district and has asked you to get a handle on what the project is accomplishing and how the district is going to document its progress and outcomes --- next year’s funding is dependent on this and the program will die without that funding.The tools and process: Choose either an existing or proposed project or program in your district. It can be internally driven or something that was newly developed with grant funding. It must be directly connected to the core issues of teaching and learning. APPROVE THE TOPIC WITH DR. TANANIS. Develop a logic model (or models) that fully lay out a cogent description of the major inputs, activities/interventions, and expected outputs and outcomes. Consider the external and internal environmental issues that will impact each as you develop the model. Articulate in one paragraph --- four sentences or less, the theory of action/change that is operating as the core of the initiative. Develop an appropriate matched evaluation plan to address formative and summative indicators of progress.

The Product: A professional/scholarly written document of no more than 10 pages must include:1. a narrative description of the initiative 2. the succinctly stated theory of action/change3. the graphic logic model(s)4. an evaluation plan chart The Evaluation:The paper will be evaluated by the instructor using the Writing Guidelines and Logic Model and Evaluation Plan Rubric (25/100 points).

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INSTRUCTOR POLICIES THAT APPLY IN THIS COURSE

Communication:Sending emails: Because of the short and intense nature of the course, we are setting up specific guidelines for email communication.

Pose questions of general interest and information via the “Course Questions” Wiki on Courseweb. Answers will be posted there. General questions sent via email will be reposted and answered there also.

Contact the instructor by email only with questions of specific interest that cannot be shared with the whole class.

When emailing, please use your pitt.edu email address. You can email directly from the course web site or from your [email protected] email. Please be careful about this; Pitt has an aggressive spam filtering system, and many students emailing from gmail accounts, etc., find their emails do not reach faculty.

Tell us who you are and help us figure out what you need: In the subject line, indicate the course number. Be descriptive. To avoid confusion, please remember to sign your email with your first and last name.

Telephone calls or office appointments: You may need to have a conversation about something in the course. I will arrange either a telephone “office hours” or meetings on an as needed basis. Just email me and let us know your available time/days. I will be glad to schedule a conference between 9 am and 5 pm Monday through Friday, at a mutually convenient time.

Incomplete Grades:For this course, an I-Grade will be granted only if the student has actively attended to the course requirements but needs extended time to complete the required work to meet minimum expectations. If an Incomplete grade becomes necessary, the instructors will require you to propose a plan of action outlining how you will complete the work within no more than one term from the end of the course (and preferably a shorter period of time).

SCHOOL OF EDUCATION POLICIES THAT APPLY TO THIS COURSE

Attendance Policy:Attendance is required at all scheduled classes. As a doctoral student, you are expected to be present, to be on time, to be prepared for every class, and to remain for the duration of the class. In the event of an emergency (emergency is defined as a crisis, tragedy, and/or disaster), please contact your instructors by email to notify them that you will not be present in class. When you return to class, please provide the instructors with documentation concerning your emergency.

There are no make up days or additions in the EdD program. Unexcused absences will require that you drop out of the current cohort to join the next year’s cohort at the point in the program that you had the unexcused absence.

Grievance Procedures:The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a student believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines by (1) first trying to

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resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (3) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school- level academic integrity officer. [Dr. Michael Gunzenhauser is the Associate Dean and ‐Integrity Officer.]

Academic Integrity:Please see the policy on academic integrity as explained earlier in the syllabus.

Disability Services:If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 William Pitt Union on the Oakland campus.

Statement on Classroom Recording:To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use.

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ADMPS 3088 SCHEDULEDATE TOPIC READINGS for PREP ASSIGNMENTS

August 25 – September 5

Facer, K. (2011) Assignment 1:Future of Schooling Blog DUE DATE: 9/4/2014, midnight

CLASSSaturday September 61:00p-5:00p

Envisioning the Futures for Education ANDKnowledge Management

Petrides, L. A., and Nodine,T. R. (2003)

Dataware Technologies, Inc. (1998)Weggeman. Excerpts

September 7 – October 3

Kidwell, J.J., Vander Linde, K.M., and Johnson, S.L. (2000)

Office of Head Start. US Department of Health and Human Services. (2014)

Assignment 2: “Learning Futures” Wiki DUE DATE: 9/20/2014, midnightAssignment 3: Knowledge Management Inventory DUE DATE: 10/2/2014, midnight

CLASSSaturday October 4 1:00p-5:00p

Assessment: From Classrooms to Systems

Brimijoin, K. (2006)Tomlinson, C.A. & Doubet, K. (2005)Tomlinson, C.A. (2006).Goodwin, B., Englert, K., &

Cicchinelli, L. (2003)Reeves, D. Blog entry: December 13,

2011October 5 – October 31

Kalamaros Skalski, A. & Romer, M. (2011)

Englert, K., Fries, D., Goodwin, B., et al. (2004)

Englert, K., Fries, D., Martin-Glenn, M., & Michael, S. (2005).

Waters, T. & Grubb, S. (2004).Waters, T., & Marzano, R. (2006).Waters, T., Marzano, R., & B.

McNulty (2003).

Assignment 4: Knowledge Management Wiki DUE DATE: 10/18/2014, midnight

CLASSSaturday November 1 1:00p-5:00p

Planning and Evaluation

Bernhardt, V. L. (2004a)Bernhardt, V. L. (2004b)Balanced Scorecard. Excerpts

November 2 – December 5

Israel, G. D. (2012.Reagan, T. G., Case, C. W., and

Brubacher, J. W. (2000W. K. Kellogg Foundation. (2004).

Assignment 5: Assessment Practices Critique and Action Plan DUE DATE: 11/15/2014, midnight

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DATE TOPIC READINGS for PREP ASSIGNMENTSCLASSSaturday December 6 1:00p-5:00p

Planning and Evaluation AND Knowledge Management

Baird-Wilkerson, S. (2003)

December 7 – December 13

Assignment 6: Logic Model, Theory of Action, and Evaluation Plan DUE DATE: 12/13/2014, midnight

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EVALUATION RUBRICS

Online Participation (10 points)This rubric is used for Assignments 1, 2, and 4

Item Unacceptable(0 pts)

Satisfactory – Well Executed (1 pts)

Exceptional(2 pts)

Conversation with Others

Does not engage in any meaningful conversation.

Interacts appropriately with others in conversation.

Leads conversations when appropriate and follows others appropriately in the ebb and flow of conversation

Engagement with Ideas

No real engagement with the major ideas under discussion.

Adequate comment on major related issues through reasonable use of discussion.

Fully addresses all relevant key issues through discussion that leads others to engage more fully and deeply in the discussion

Involvement Drops in relatively little or never

Appropriately checks in on discussions and participates

Consistently involved in the key conversations and discussions

Appropriate Sources

Only shares opinion or agrees/disagrees with others

Offers opinions that are sometimes presented with evidence, from practice and literature

Regularly offers evidence-based positions from experience and appropriate literature

Consistency Highly inconsistent in communication

Consistent in a few conversations in a meaningful way

Regularly consistent with participation across numerous conversations in a meaningful way

TOTAL POINTS / 10

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Knowledge Management Inventory (20 points)This rubric is used for Assignment 3

Item Unacceptable(0-1 pts)

Satisfactory – Well Executed (2-3 pts)

Exceptional(4 pts)

Logical Composition

Apparently haphazard and random presentation of material

Some logical progression, though not a fully coherent presentation of material

Clear logical progression to the material to present a meaningful presentation of material

Thoroughness of Information

Large pieces missing, no consultation of related literatures; Information is lacking and/or unusable

Adequate coverage of major related issues through reasonable related literatures and information sources; information is clear and useable

Full coverage of all relevant major and some minor issues through good use of related literatures and appropriate data sources; information is relevant, clearly applicable, readable and adequately “sourced” to allow follow-up

Readability Poorly organized and/or written

Organized and written in adequately readable format

Well organized and professionally written

Usefulness for Decisions

Information presented not linked to decision-making in any definable way

Information presented is linked loosely to decision-making that allows the reader to assume relevance and applicability

Information presented is formally and clearly linked to decision-making through the presentation of clear options for action and consideration

Meets Assignment Objectives

Missing some or key elements of the assignment

Fully addresses all requirements of the assignment

Fully and thoroughly addresses all requirements of the assignment, with thoughtful attention to detail

TOTAL / 20

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Assessment Practices Critique and Action (25 points)This rubric is used for Assignment 5



Exceptional(4-5 pts)

Logical Composition








Readability Poorly organized and/or written

Organized and written in adequately readable format

Well organized and professionally written


Information presented not linked to decision-making in education in any definable way







TOTAL / 20

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Logic Model. Theory of Action, and Evaluation Plan (25 points)This rubric is used for Assignment 6



Exceptional(4-5 pts)

Logical Composition








Readability and Visual Aesthetic

Poorly organized and/or written, poor visual presentation

Organized and written in adequately readable format, good visual aesthetic

Well organized and professionally written, engaging visual aesthetic


Information presented not linked to decision-making in education in any definable way







TOTAL / 25

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Documents

app. Web viewThe integrity of the academic process requires fair and impartial evaluation on the part of faculty and honest academic conduct on the part of students. To this end