EDL 540, Summer 2015 540 SU 15 Syllabus.pdfA proven way to boost morale and improve results. New York: NY, Hyperion. ISBN: 9780786866021 Malhotra, D. (2013). I moved your cheese: For

Course Developed by Wolff 2014

EDL 540, Summer 2015 School Improvement Western Illinois University

Carol E. Webb, Ph.D. Associate Professor Educational Leadership Moline Campus Work: (309) 762-9481 Ext. 62296 Cell: (563) 529-1901 E-mail: [email protected]

Office Hours: Office hours will be held one hour before and after each Thursday class session and one hour before each Friday class session or by appointment. Office: QC Complex, Room 2123 Class is held in Room 2206

Catalog Description

School Improvement. (3) School improvement process, qualities of an effective change agent, mission and vision alignment, planning for implementation of school change.

Prerequisites EDL 500, EDL 504, EDL 508, and EDL 510, or permission of instructor

Course Meeting Dates in QC Complex 2206

Session 1: Thursday, June 25 (8 a.m. – 4:30 p.m. with a 30-minute lunch) ___ Friday, June 14 (8 a.m. – 1:30 p.m.) Session 2: Thursday, July 16 (8 a.m. – 4:30 p.m. with a 30-minute lunch) ___ Friday, July 17 (8 a.m. – 1:30 p.m.) Session 3: Thursday, July 30 (8 a.m. – 4:30 p.m. with a 30-minute lunch) ___ Friday, July 31 (8 a.m. – 1:30 p.m.)

WESTERN ONLINE

Be sure you access our class via Western Online. The website is—http://westernonline.wiu.edu/ You will need to have your WIU ECOM user name and password. If you have trouble, contact the help desk (309-298-2704). WesternOnline will be open beginning June 5, 2015 Note: The syllabus is subject to change at the discretion of the instructor. Should the syllabus change, a revised syllabus will be distributed to students via WIU email and posted to WesternOnline.


OBJECTIVES

The student will: 1. Access data from the IIRC and the Iowa School Profile websites and conduct a

climate/culture survey (or use the survey conducted during EDL 545) to set forth a plan of action for school improvement.

2. Analyze and describe the current instructional and student support strategies in use in the building as well as the future strategies that need to be employed to catapult student learning and student achievement.

3. Analyze data on school culture and climate. 4. Analyze publicly displayed data (district, school, and Illinois State Report Card) of

preschool, elementary, middle school/junior high, and high school students in general education and for students with IEPs, IFSP, Section 504 Plans, culturally diverse students, and those identified for ELL and talented and gifted services to identify areas for improvement.

5. Articulate the purpose and process of aligning the school mission and vision to the district mission and vision to create a culture of high student achievement.

6. Conduct data collection of the external community and its cultural, social and economic context.

7. Create a plan for the implementation of a change in a school. 8. Demonstrate the ability to implement a professional learning community to include

developing a vision, mission, core values and SMART goals in a school building. 9. Explain the role of the school vision in the school improvement planning process.

10. Identify the challenges of meeting the academic and social-emotional needs of diverse preschool, elementary, middle school/junior high, and high school students in general education and for students with IEPs, IFSP, Section 504 Plans, culturally diverse students, and those identified for ELL and talented and gifted services.

11. Identify the knowledge and skills for leading change in various change models. 12. Promote a belief in equality and accessibility of educational opportunities for all

preschool, elementary, middle school/junior high, and high school students in general education and for students with IEPs, IFSP, Section 504 Plans, culturally diverse students, and those identified for ELL and talented and gifted services.

13. Select and defend research-based interventions which contribute to higher student achievement in several specific contexts in preschool, elementary, middle school/junior high, and high school education.

GRADING 93 - 100% A A = Superior Graduate Work 465-500 points

85 - 92% B B = Good Graduate Work 425-463 points 70 - 84 % C C = Unacceptable Work at the Graduate Level 350-424 points 60 - 69 % D 300-349 points 00 - 59% F 000-299 points


Grading Procedures Assignment of grades will reflect both a quantitative and qualitative assessment of each student’s performance in class discussion, on assignments, in-class activities, group activities, and on projects. I anticipate a majority of students will earn A’s and B’s in this course. You should be sure that the work you submit is of the highest quality possible on your first submission. Inadequate or unsuccessfully completed assignments (those with a “C” or lower) may be resubmitted. However, a conference is needed with the instructor prior to resubmission.

Required Texts We will read, discuss and analyze all three of the books below. I feel these are pivotal books to have in your professional library. However, you may be able to borrow them from colleagues at your school.

1. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. ISBN: 0-87120-717-6

2. Reeves, D. (2006). The learning leader: How to focus on school improvement for better

results. Alexandria, VA: ASCD. ISBN: 978-1-4-4166-0322-0

3. Reeves, D. (2009). Leading change in your school. Alexandria, VA: ASCD. a. ISBN: 978-1-4166-0808-0

ONE of the following books has been assigned for you to read (See description of Assignment 8 for book assignments): Blanchard, K., Britt, J., Hoekstra, J., & Zigarmi, P. (2009) Who killed change?. New York,

NY: HarperCollins Publishing. ISBN: 9780007317493

Cottrell, D. (2012). Tuesday morning coaching: Eight simple truths to boost your career

and your life. New York, NY: McGraw-Hill. ISBN: 9780071806145

Hiatt, J. M. (2006). ADKAR: A model for change in business, government and our

community. Loveland, CO: Prosci Learning Center Publications. ISBN: 978-1930885509

Johnson, S. & Blanchard, L. (1998).Who moved my cheese? New York: NY, Penguin

Group. IBSN: 9780399144462

Kotter, J. (2005). Our iceberg is melting. New York, NY: St. Martin’s Press.

IBSN: 978031236198-3

Lundin, S., Christensen, J., Paul, H. & Blanchard, K. Fish!: A proven way to boost morale

and improve results. New York: NY, Hyperion. ISBN: 9780786866021

Malhotra, D. (2013). I moved your cheese: For those who refuse to live like mice in

someone else’s maze. San Francisco, CA: Berrett-Koehler Publishers, Inc. ISBN:

9781609949761

Additional materials/documents from the instructor will be posted to Western Online and will need to be downloaded and printed (e.g. PowerPoints).


Supplemental Resources (We will reference these books, but you do not need to

purchase them. You may want to put them on your future reading list.)

Covey, S. (2013). The seven habits of highly effective people. New York, NY: Simon and

Schuster. ISBN: 9781451639612

Dean, C., Hubbell, E.R., Pitler, H., & Stone, B.J. (2012). Classroom instruction that works:

Research-based strategies for increasing student achievement (2nd ed.). Alexandria,

VA: ASCD. ISBN: 9781416613626

Dufour, R., Eaker, R., Karhanek, G., & Dufour, R. (2004). Whatever it takes. How professional

learning communities respond when kids don't learn. Bloomington, IN: National

Educational Service. ISBN: 9781932127287

Marzano, R.J., Pickering, D. J., & Pollock, J.E. (2007). Classroom instruction that works:

Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

ISBN: 9780871205049

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From

research to results. Alexandria, VA: ASCD. ISBN: 978-1416602279

Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning.

Alexandria, VA: ASCD. ISBN 9781416611301

Schmoker, M. (2006). Results now. Alexandria, VA: ASCD. ISBN 978-1-4166-0358-1

Methods of Instruction Instruction will employ lecture, discussion (both whole class and small group), and collaborative activities.

Class attendance and participation is paramount. Additionally, discussion, group exercises/activities, and lecture participation will occur and be evaluated.

Calendar of Topics/Course Outline A tentative calendar of topics/course outline is available on pages 14-18 of the syllabus. A specific outline for each day of class will be provided prior to each day.

University Writing Center The University Writing Center is available to assist you with general and specific questions on writing assigned in any discipline and at any academic level. The one-on-one assistance available at the University Writing Center is valuable for generating ideas, talking about global-level issues such as organization, and even working through grammatical problems. The University Writing Center is located on the second floor of the Quad Cities Complex. Call or sign up for an appointment and be sure to take a copy of your assignment.


Policies and Expectations ATTENDANCE For courses at the 500 level: A student who is absent for more than 50% of a scheduled day of a Weekend Academy class will be assigned a grade of Incomplete (I) by the instructor and must make up the appropriate day in its entirety the next time the course is offered in order to change the “Incomplete” to a letter grade. If a student is absent for more than 50% of the first day of a weekend academy class, the instructor may, at his/her discretion, either exclude the student from attending the class or award an Incomplete under this attendance policy.

Incomplete Grade for Missing Course Requirements An Incomplete grade may be given only when a student, due to circumstances beyond his or her control, is unable to complete course requirements within the official limits of the term. The instructor may allow additional time for completion of the requirements after consideration of a written petition from the student to the instructor. The petition must include what the student will do to complete the requirement and the expected date of completion of the incomplete requirements.

Academic Accommodations In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. For the instructor to provide the proper accommodation(s) you must obtain documentation of the need for an accommodation through Disability Support Services and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 309-298-2512 for additional services.

WIU Academic Dishonesty Policy Western Illinois University is dedicated to the discovery and communication of knowledge. The University can best function and accomplish its objectives in an atmosphere where high ethical standards prevail. For this reason and to insure that the academic work of all students will be fairly evaluated, the University strongly condemns academic dishonesty. The most prevalent forms of academic dishonesty are cheating and plagiarism. Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating. It is the responsibility of the student to not only abstain from cheating, but also to avoid making it possible for others to cheat. Any student who knowingly helps another student cheat is as guilty of cheating as the student he or she assists.

The submission of the work of someone else as one's own constitutes plagiarism. Academic honesty requires that ideas or materials taken from another course for use as a course paper or project be fully acknowledged. Plagiarism is a very serious offense in whatever form it may appear, be it submission of an entire article falsely represented as the student's own, the inclusion within a piece of the student's writing of an idea for which the student does not provide sufficient documentation, or the inclusion of a documented idea not sufficiently assimilated into the student's language and style.

Grade Appeal Information about appealing your grade may be reached at: WIU home page, Personnel, Provost page, on the right side the link is listed. The 'Rights and Responsibilities' page is updated regularly. All necessary information related to grade appeals is made available to students at this site.

Student Rights and Responsibilities A complete set of links to student rights and responsibilities can be found at the following URL: http://www.wiu.edu/Provost/students/.


Assessments and Activities Note: Assignments 1 and 2 (see below) are due prior to the first class meeting. A further description of Assignments 3, 4, 5, 6, 7 and 8 can be found later in this document.

Note: Students will need a laptop with wireless Internet access for each class meeting.

Activity Points Notes

Assignment 1--PHOTO: Upload a photo of yourself to WesternOnline

-- Please do this prior to the first class. There are no points attached to this assignment. However, to earn an “A” or “B” in the course, this needs to be completed.

Assignment 2--Letter of Introduction Students will write a letter of introduction (See additional information later in the syllabus) and upload to the WesternOnline dropbox prior to the first class. NOTE: This is an informal piece of writing and does not need to be a polished document worthy of future publication. See p. 7 for more details.

5 Please submit prior to the first class meeting.

Assignment 3—Take Aways and To Dos See Template in “Assignments” folder. Due Session 1 (Friday). See page 7 of syllabus for more information.

15 This assignment is a reflection on EDL coursework to date.

Assignment 4—Exceptional Leader Interview See additional information on page 7 of the syllabus.

50 This activity assesses student proficiency on the knowledge dimension of ELCC Standard Indicators 6.1.

Course objectives: 11, 13

Assignment 5— School Improvement 5A: Group Portion: 50 points 5B: Individual Portion: 100 points See additional information on pp. 9-10 of the syllabus.

150 This activity assesses student proficiency on the knowledge dimension of ELCC Standard Indicators 1.2, 2.5, 3.1, and 4.1, on the Performance dimension of ELCC Standard Indicators 1.2, 2.5, 4.1, and 6.3. Course objectives: 1, 2, 3, 4, 5, 6, 7, 8, 9, 12

Assignment 6—The Learning Leader Graphic Organizer See page 10 of the syllabus for more details.

60 This activity assesses student proficiency on the knowledge dimension of ELCC Standard Indicators 2.2. Course objectives: 5, 9, 11, 13

Assignment 7—What Works in Schools, Salient Points/Summary and Reflection Submitted in three parts—7A (50 pts), 7B (30 pts), and 7C (30 points) See page 11 for more details about this assignment

110

This activity assesses student proficiency on the knowledge dimension of ELCC Standard Indicators 2.2, 2.3 and 4.1. Course objectives: 2, 10, 13

Assignment 8—Change Read an assigned book on change and make a group presentation. See page 12 of syllabus for more information.

50 This activity assesses student proficiency on the knowledge dimension of ELCC Standard Indicator 3.1. Course objectives: 7, 10, 11, 13

In-class Activities—Students will participate in in-class activities and discussions (small group and large group). Each class session will be worth 10 points.

60 Note: Students must be present and contribute productively to the class discussion and class activities to earn points for the in-class activities.


Assignment 1: Upload your photo to WesternOnline Log on to WesternOnline On the upper, right hand side in the purple bar, click on the triangle immediately to

the right of your name Select “profile” Click on “change photo” on the left hand side of the screen Drag your photo to the box that says “Drop photo here” or click on “Upload” and

navigate to your photo Click on done! One assignment done! You need to do this to earn an “A” or a “B” in this class.

Assignment 2: Letter of Introduction (5 points) Each student will create a letter of introduction. The letter should cover the following topics—

your name your current position (grade level, subject area) how long you’ve been teaching and at what levels and in what subject areas your 2-5 year career goals your thoughts on change and the change process as it pertains to schools and school

leadership your thoughts on your school/district’s mission statement and vision

The assignment should be completed no later than the Tuesday before the first class meeting. You should post this to “Assignment—Dropbox—Assignment 2” on Western Online. Assignment 3: Take Aways and To Dos (15 points) For this assignment you will reflect on the content, big ideas, essential questions, discussions, and readings in your EDL courses so far in the program. For each class you have taken you will list at least two points that you will take away or things you will put on your “to do” list as a building principal. Also include a sentence or two of explanation for each item.

We will spend a bit of class time working on this assignment the first Session. You do not need to work on this prior to the first class meeting.

Due: By the end of Session 1 (Friday @ 1:30 p.m.)

Assignment 4—Exceptional Leader Interview (1-2 pages single-spaced) 50 points Description: As a class we will interview three (3) exceptional leaders of a school (or a district) which has been identified as an Illinois Spotlight School, Blue Ribbon School, or has received some other type of state or federal recognition. I will arrange these interviews and they will occur during our class time. Prior to the interviews, we will have


an in-class activity where we write questions for the interviews. After we conduct the interviews, you will individually write a two-page (single-spaced or 4 pages double-spaced) summary of the information gathered from the interviews and reflect on the information including the leaders’ vision for their school/district. Your written analysis is due prior to class on Session 3-Thursday.

Additional Information 1. We will develop a series of targeted questions that could be completed in about 30

minutes to fill in your knowledge of the school and its leader. This will be done in your groups. Then we will compile the lists, narrow the questions down, and create a list of questions to ask the principals.

2. For each of the three principals you should conduct a review of the district’s and/or school’s comprehensive school improvement plans, strategic plans, and the data reported on the school by the IIRC or Iowa Department of Education. This could be done in your group.

3. You should review the district and school website for information about the school’s programs and initiatives. This could be done in your group.

4. You will write a two-page (single-spaced) summary highlighting your interpretation and analysis of… a. the strengths and weaknesses of the Exceptional Leaders’ school improvement

plan(ning) and processes b. the leader’s vision for his/her school c. the leaders’ explanation of how continuous and sustainable improvement is

possible d. the leaders’ explanation of how he or she monitors and evaluates progress and

the decision-making model used in revising plans 5. You will share your analysis in a structured discussion in class on the third Session.

Assignment 5—School Improvement Project Your school visioning project will have two parts—an individual component and a group component.

Part 1: Individual Portion Value: 100 points—Due no later than the Friday of Session 3 @ 5 p.m. Part 2: Group Portion Value: 50—Due in class on Session 3. Due Date: Session 3

Note: You will receive additional information on this project as a separate document. Part 1: Group Portion—School Improvement Plan

a. You will collaborate with two or three other students to interpret data and create a school improvement plan for a simulated school. Choose your group carefully.

b. Specific materials, documents, or tools that could be utilized in the development of a school improvement plan and the development of a school mission and vision.


c. We will outline the school improvement plan on Session 1 (most likely on Friday)

d. Each person in your group needs to turn in a Part 1 (hard copy in a three-ring binder). The title page should say, “Part 1 Developed Collaboratively with ……”

e. Samples of some sections will be provided for you to use in class as guides/models.

f. Some class time will be provided for group work on this assignment on Sessions 1 and 2. However, a considerable portion of this assignment will occur outside of class. Be sure to exchange contact information with your group members.

g. Your Part 1 document will not be returned. h. Your Part 1 document will not be uploaded to WesternOnline and must be

submitted as a hard copy.

More on this project (Individual Portion: Part 1) is on the following page. Part 2: Individual Portion –School Improvement Plan (completed after a bulk of your group portion is completed)

a. Will be an individual paper (1000-2000 words) focusing on school improvement including visioning for a simulated school building.

b. You will upload your individual portion (Assignment 5B) to the dropbox in WesternOnline. c. Ideally, you would print a copy of your individual portion and insert it as the first pages of

your school improvement plan (Part 2). d. Please review the rubric on pp. 15-19. e. Your individual portion needs to focus on visioning, the importance of visioning in school

improvement, and the school improvement process. The following topics should be addressed (I would suggest using headings or clear topic sentences to guide the readers—these will be scored for a grade by me AND by department members to turn into the accreditation bodies related to the principal certification requirements using the rubric)…How will you as a building principal: a. Collaboratively develop and implement a shared vision and mission? b. Collect and use data to identify goals, assess organizational effectiveness, and promote

organizational learning? c. Create and implement plans to achieve goals? d. Promote continuous and sustainable improvement? e. Monitor and evaluate progress and revise plans? f. Ensure teacher and organizational time is focused to support quality instruction and

student learning? g. Collect and analyze data and information pertinent to the educational environment? h. Build and sustain positive relationships with community partners? i. Advocate for children, families and caregivers? j. Act to influence local, district, state and national decisions affecting student learning?

f. Consider…

1. Viewpoint: You are writing from the perspective of a building principal 2. References: Refer the reader to pages in your Part 2 document for more details. You

don’t need to regurgitate all the information from Part 2. 3. Citing Sources and Content: Reference content from this class and others (books,

articles, authors, assignments). I don’t expect perfect APA format, but try to get close. 4. a reflection on your school/district’s vision…or


5. a reflection on the books you’ve read in the EDL program so far and how what you read (and what we’ve discussed) relates to the development of a vision, leadership and school improvement….or

6. a reflection on your development as a leader, how your vision for leadership matches the reading and discussion, and where you need to continue to grow.

g. Additional information—

a. Comments for Part 2 of this assignment will be posted online. PLEASE NOTE: I sometimes keep samples of student work to use as exemplars. If your work is selected for future use, I will ask for permission to use it for up to five years. (Every five years WIU undergoes an accreditation visit by the State of Illinois and NCATE. These organizations need to see samples of student work and so I need your permission to span a possible five-year window). At the end of five years it will be shredded or you will be contacted for continued permission.

Assignment 6: The Learning Leader Description: This is a multi-part assignment. A template has been created for you and can be found in the “Assignments” folder of WesternOnline. Total value: 60 points Part 1: Read all chapters of The Learning Leader (Doug Reeves) (See schedule below).

Prior to Session 1 (78 pages of reading) a. Read Preface (pp. vii-xvi) b. Read “Introduction: What The Learning Leader Will Do for You (pp. xvii-xxv) c. Read Chapter 1: “The Results Paradox” (pp. 1-8) d. Read Chapter 2: “Challenging Leadership Myths (pp. 9-23) e. Read Chapter 3: “Architectural Leadership: Why You Cannot Do It Alone (pp. 24-31) f. Read Chapter 4: “The Dimensions of Leadership” (pp. 32-60)

Prior to Session 2 (78 pages of reading) a. Read Chapter 5: “What Matters Most: From Planning to Performance (pp. 61-79) b. Read Chapter 6: “Transforming Research into Action” (pp. 80-112) c. Read Chapter 8: “Using Leadership Maps to Improve Your School (pp. 132-157)

Prior to Session 3 (41 pages of reading) a. Read Chapter 7: “Leadership and Effective Feedback: The Dilemmas of Grading (pp.

113-131) b. Read Chapter 9: “Putting It All Together: The Essential Transformations of the Learning

Leader” (pp. 158-181)

Part 2: Complete the graphic organizer for each chapter of the book.

Prior to Session 1—Submit the graphic organizer for Preface, Introduction, and Chapters 1-4 (Thursday, 7:30 a.m.); Learning Leader Part 1 (Assignment 6A—20 points)

Prior to Session 2—Submit the graphic organizer for Chapters 5-6, 8; Learning Leader Part 2 (Assignment 6B—20 points)

Prior to Session 3—Submit the graphic organizer for Chapters 7, 9 and Final Reflection; Learning Leader Part 3 (Assignment 6C—20 points)


Note: You will want to have these assignments available either in hard copy or electronically for our class discussions.

Assignment 7: What Works in Schools Chapter Summaries & Reflective Journal Description: This is a multi-part assignment. A template has been created for you and can be found in the “Assignments” folder of WesternOnline. Total value: 110 points

Part 1: Read all chapters of What Works in Schools (Robert Marzano) (See schedule below). Part 2: Create a list of salient points and/or a summary for each chapter.

a. This can be a list, an outline, or a narrative. b. This portion needs to be useful if you were to use this book with your staff,

administrative team, or parent advisory group. Part 3: Write a reflective journal (See Reflective Journal Template in WesternOnline).

a. Journal entries should be thoughtful, thorough and reflective. b. Journal entries do not need to be polished pieces of writing. However, please run a

spell check.

Assignment 7A: Due Session 1, Thursday at 7:30 a.m. (70 pages of reading) Read Chapter 1: “Introducing the Best of Times” (pp. 1-14); NO summary or reflection

Read Chapter 2: “The School Level Factors” (pp. 15-21); NO summary or reflection

Read Chapter 3: “A Guaranteed and Viable Curriculum” (pp. 22-34); summary and reflection

Read Chapter 4: “Challenging Goals and Effective Feedback” (pp. 35-46); summary and reflection

Read Chapter 5: “Parent and Community Involvement” (pp.47-52); summary and reflection

Read Chapter 6: “Safe and Orderly Environment” (pp. 53-59); summary and reflection

Read Chapter 7: “Collegiality and Professionalism” (pp. 60-70); summary and reflection

Each entry is chapter with a summary and reflection is worth a maximum of 10 point (five points for

the summary and five points for the reflection). Assignment 7A (listed above is worth 50 points).

The entries for Chapter 3-7 should be submitted to the Assignment—Dropbox—Assignment 7A—no

later than 7:30 a.m. on the Thursday of Session 1.

Assignment 7B: Session 2, Thursday at 7:30 a.m. (85 pages of reading)

Read Chapter 8: “The Teacher-Level Factors” (pp. 71-77); NO summary or reflection

Read Chapter 9: “Instructional Strategies” (pp. 78-88); summary and reflection (also think back to

your reading of Classroom Instruction That Works from EDL 525 with Dr. Watkins)

Read Chapter 10: “Classroom Management” (pp. 89-105); summary and reflection

Read Chapter 11: “Classroom Curriculum Design” (pp. 106-122); summary and reflection


the summary and five points for the reflection). Assignment 7B (listed above is worth 30 points).

The entries for Chapter 9-11 should be submitted to the Assignment—Dropbox—Assignment 7B—

no later than 7:30 a.m. on the Thursday of Session 2.

Assignment 7C: Session 3, Thursday @ 7:30 a.m. (36 pages of reading)

Read Chapter 12: “The Student-Level Factors” (pp. 123-125); NO summary or reflection

Read Chapter 13: “Home Environment” (pp. 126-132); summary and reflection

Read Chapter 14: “Learned Intelligence and Background Knowledge” (pp. 133-143); summary and

reflection

Read Chapter 15: “Student Motivation” (pp. 144-156); summary and reflection



the summary and five points for the reflection). Assignment 7C (listed above is worth 30 points).

The entries for Chapter 12-15 should be submitted to the Assignment—Dropbox—Assignment 7C—

no later than 7:30 a.m. on the Thursday of Session 1.

Note: You will want to have these assignments available either in hard copy or electronically for our class discussions.

Assignment 8: Change Book & Group Presentation

Description: Read, analyze and present assigned book on “change.” Point value: 50 Overview of Project Step 1: Each person will read one of the books below as assigned (although you may swap

with another person if you can arrange that…please let me know). Book should be read prior to Session 2.

Step 2: Each person will list main topics and ideas for group presentation. Step 3: Groups will prepare a presentation on the book. A PowerPoint should be utilized,

but the presentation should include a variety of techniques to create an interesting lesson.

Step 4: Groups will present their book. Other information:

1. Presentations will be on Session 2. 2. Some class time will be provided on Session 1 and Session 2 for groups to prepare

their presentations. 3. A rubric for the presentation will be available on WesternOnline. 4. All group members should be actively involved in the presentation. 5. Including information from our class discussion on change and other EDL courses

would be appropriate. Books

Blanchard, K., Britt, J., Hoekstra, J., & Zigarmi, P. (2009) Who killed change?. New

York, NY: HarperCollins Publishing. ISBN: 9780007317493

Cottrell, D. (2012). Tuesday morning coaching: Eight simple truths to boost your

career and your life. New York, NY: McGraw-Hill. ISBN: 9780071806145

Hiatt, J. M. (2006). ADKAR: A model for change in business, government and our

community. Loveland, CO: Prosci Learning Center Publications. ISBN: 978-

1930885509

Johnson, S. & Blanchard, L. (1998).Who moved my cheese? New York: NY, Penguin

Group. IBSN: 9780399144462

Kotter, J. (2005). Our iceberg is melting. New York, NY: St. Martin’s Press.

IBSN: 978031236198-3

Lundin, S., Christensen, J., Paul, H. & Blanchard, K. Fish!: A proven way to boost

morale and improve results. New York: NY, Hyperion.


ISBN: 9780786866021

Malhotra, D. (2013). I moved your cheese: For those who refuse to live like mice in

someone else’s maze. San Francisco, CA: Berrett-Koehler Publishers, Inc.

ISBN: 9781609949761

Group and Book Assignments Book Group Member Group Member Group Member Group Member Who Killed Charlotte Ackerman Ivory Clark Mychele Mack Corey Ramsey Tuesday Morning Jarrett Bertog Heather Francque Philip Moe Breelyn Seifert ADKAR Katie Burbridge Caleb Hall Ben Mooney Aaron Sester Who Moved Heidi Burchard Alma Henderson Scott Moore Don Smith Our Iceberg Merritt Burns Corey Henderson Krystle Padilla Laura Vandemoortel Fish Marcus Bush Jr. Jimenez Trisha Phillips Steve VanDeWalle I Moved Chris Champion Jodi Keever Heather Pine Kim Verheecke


Calendar of Topics (Tentative)

When Topics Materials/Readings Due

Prio

r t

o S

essio

n 1

Log on to Western Online and review all course materials.

-- Tuesday prior to Session 1

Bring a laptop with wireless internet access

to all class sessions.

--

Assignment 1: Upload photo to WO*

-- Tuesday prior to Session 1

Assignment 2: Class Introduction—Write and

Post to WO* (Assignments—Dropbox)

See description on pp. 7-8 of Syllabus

Tuesday prior to Session 1

What Works in Schools (WWIS)--Read Chap. 1—pp. 1-14; No summary or reflection

Prior to Session 1

WWIS—Read Ch. 2: The School-Level Factors (pp. 15-21); No summary or reflection

Prior to Session 1

WWIS—Read Ch. 3: A Guaranteed and Viable Curriculum (pp. 22-34);

Complete Ch. 3 reading guide

Prior to Session 1

WWIS—Read Ch. 4: Challenging Goals and Effective Feedback (pp. 35-46); Complete Ch. 4

Prior to Session 1

WWIS—Read 5: Parent and Community Involvement (pp. 47-53); Complete Ch. 5 reading guide

Prior to Session 1

WWIS—Read Ch. 6: Safe and Orderly Environment (pp. 53-59); Complete Ch. 6 reading guide

Prior to Session 1

WWIS—Read Ch. 7: Collegiality and Professionalism (pp. 60-70); Complete Ch. 7 reading guide

Prior to Session 1

Learning Leader: Preface Read pp.

vii-xvi & complete reading guide

Prior to Session 1

Learning Leader: Read Introduction pp. xvii-xxv reading guide

Prior to Session 1

Learning Leader: Read Chapter 1 pp. 1-8 and reading guide

Prior to Session 1


Prior to Session 1


Prior to Session 1


Prior to Session 1

Use Learning Leader Reading Guide

Part 1 (Available on WesternOnline)

Assignment 6A Due Session 1—Friday@ 7:30 a.m.

Use WWIS Assignment 7A Reading

Guide (Available on WesternOnline)

Assignment 7A Due Session 1—Friday@ 7:30 a.m.



When Topics Materials/Readings Due

Sessio

n 1

Overview of Course, Syllabus and Assignments

PowerPoint 1 (Available on WO)

School Improvement & Organizational Development

School Improvement PP (Available on WO)

Learning Leader Discussion of Chapter 1-4 of Learning Leader

Assignment 6A Due Friday @ 7:30 a.m.

What Works in Schools (School Level Factors)

Discussion of What Works School-Level Factors (Chapters 2-7) PP (Available on WO)

Assignment 7A Due Friday @ 7:30 a.m.

Write “Exceptional Leader” interview questions

In-class activity

Group Work—School

Visioning Project (Form groups, whole group planning, group work time)

In-class activity

Take Aways and To Dos

Time will be provided in class to complete this assignment

Assignment 3 Due Session 1-Thursday @ 1:30 p.m.

May begin working on Reeves’ book in-class on Session 1 As time permits

Topics Materials/Readings Due

Betw

een

Sessio

ns 1

& 2

WWIS—Ch. 8 Read WWIS—Ch. 8: The Teacher-Level Factors (pp. 71-77)

Prior to Session 2

WWIS—Ch. 9 Read WWIS—Ch. 9: Instructional Strategies (pp. 78-87)

Prior to Session 2

WWIS—Ch. 10 Read WWIS—Ch. 10: Classroom Management (pp. 88-105)

Prior to Session 2

WWIS—Ch. 11 Read WWIS—Ch. 11: Classroom Curriculum Design (pp. 106-122)

Prior to Session 2

Learning Leader--Chapter 5

Read LL—Ch. 5: What Matters Most: From Planning to Performance (pp. 61-79) & complete study guide

Prior to Session 2


Read LL-Ch. 6: Transforming Research into Action (pp. 80-112) &

complete study guide

Prior to Session 2


Read LL-Ch. 8: Using Leadership Maps to Improve Your School (pp. 132-157) & complete study guide

Prior to Session 2

Assignment 6B Due Session 2—

Friday @ 7:30 a.m.

Assignment 7B Due Session 2— Friday @ 7:30 a.m.

Read Assigned Book on Change

Assignment 8 Due on Session 2--Thursday



Sessio

n 2


Exceptional Leader Interviews Exceptional Leader Interview Questions developed Session 1

Assignment 4—Exceptional Leader due prior

to Session 3

Change Change PP (WO)

Leading Change in Your School (Ch. 1-16); Tentative plan: we will read this book as part of in-class activities

It is likely that this will

occur on

Book group presentations on

Change Who Killed Tuesday Morning ADKAR

Who Moved Our Iceberg

Fish I Moved

Assignment 8

Due on Session 2--Thursday

Demographics Demographics PP (WO) As time permits

Learning Leader Discussion of LL Chapter 5, 6, 8

What Works in School—Teacher-level Factors

Access What Works in Schools PP (previously downloaded); Ch. 8-11 in WWIS

Group Work—School Visioning Project (Whole group planning,

group work time)

Catch up from Weekend 1

17


Betw

een

Sessio

n 2

& S

essio

n 3


WWIS—Ch. 12 Read WWIS—Ch. 12: The

Student-Level Factors (pp. 123-125)

Prior to Session 3

WWIS—Ch. 13 Read WWIS—Ch. 13: Home Environment (pp. 126-132)

Prior to Session 3

WWIS—Ch. 14 Read WWIS—Ch. 14: Learned

Intelligence and Background Knowledge (pp. 133-143)

Prior to Session 3

WWIS—Ch. 15 Read WWIS—Ch. 15: Student Motivation (pp. 144-156)

Prior to Session 3

WWIS—Ch. 16 Read WWIS—Ch. 16: Implementing the Model (pp. 157-159)

Prior to Session 3

WWIS—Ch. 17 Read WWIS—Ch. 17: Using the Model (pp. 160-171)

Prior to Session 3

WWIS—Ch. 18 Read WWIS—Ch. 18: The Critical Role of Leadership (pp. 172-178)

Prior to Session 3

Learning Leader—Ch. 7 Reading Learning Leader—Chapter 7: Leadership and

Effective Feedback—The Grading Dilemma (pp. 113-131)

Prior to Session 3

Learning Leader—Ch. 9 Read Learning Leader—Chapter 9: Putting It All Together (pp. 158-181)

Prior to Session 3

Assignment 4—Exceptional Leader Interview due prior to Session 3

Assignment 5A—

Visioning Group

Portion due Session 3 Thursday @ 1:30 p.m.

Assignment 6C The

Learning Leader Due Session 3—Friday @ 7:30 a.m.

Assignment 7C WWIS Due Session

3—Friday @ 7:30 a.m.

18



Sessio

n 3

Visioning Project Part 2 (Group)

Hard copy turned in (1 copy per group)

Session 3--Thursday

Exceptional Leader Analysis Due

Assignment 4—Exceptional Leader Interview due prior to

Session 3

Learning Leader Chapter 7 of LL Chapter 9 of LL

Assignment 6C The Learning Leader Due Session 3—Friday

@ 7:30 a.m.

Discussion of Exceptional Leader Interview & Analyses

Session 3

Grading Practices Grading PP (WO) As time permits

Change Leading Change in Your

School (Ch. 1-16)

What Works in Schools—Student-level Factors

Access What Works in Schools PP (previously downloaded); As time permits read Ch. 12-15, 16-18 in WWIS

Assignment 7C WWIS Due Session 3—Friday @ 7:30 a.m.

Student Information Systems—Grading and Standards-based Report Cards

9 Hard Things About School

Reform

9 Hard Things PP As time permits

Change (Continued from Session 2)

Leading Change in Your School (Ch. 1-16); Tentative plan: we will read this book

as part of in-class activities

Catch-up from Sessions 1 and 2

Course Evaluation

Aft

er S

essio

n

3

Visioning Project Part 2 Submitted to WO Assignment 5B—

Individual portion of Visioning Project due by 5 p.m. on the last day of class

Last day to submit any late

assignments

Thursday, July

26th at 5 p.m. without taking an incomplete

Documents

EDL 540, Summer 2015 540 SU 15 Syllabus.pdfA proven way to boost morale and improve results. New York: NY, Hyperion. ISBN: 9780786866021 Malhotra, D. (2013). I moved your cheese: For