Fairleigh Dickinson University

Peter Sammartino School of Education

 

Syllabus

 

Course:                                  EDUC 6704.84

Change: Instructional Leader as Action Researcher

 

Day and Time:                      Tuesday and Thursday Franklin Township

4:00-6:30

 

Instructor:                             Edward J. Glickman, Ed.D.

                                                (973) 443-8365         

                                                glickman@fdu.edu

                                                http://edweb.fdu.edu/faculty/GlickmanE

 

Required Texts/Resources:  Educational leadership (2000). San Francisco, CA: Jossey-Bass.

                                               

Calhoun, E. F. (1994). How to use action research in the self-renewing school. Washington, DC: ASCD.

 

                                                Sagor, R. (2000). Guiding school improvement with action research. Washington, DC: ASCD.

 

Publication manual of the American Psychological Association (2001). Washington DC: American Psychological Association

 

 


                                                           

Course Description

 

This course is a pre-requisite to the field-based internship and school-based action research project.  Students examine current research on educational change, qualitative, quantitative, and technological, methodologies in school-based action research, and school improvement.  Students learn how to evaluate school programs for continuous improvement, including curricular and instructional practices, professional development, athletics, co-curricular, technology, support services, and community involvement.  Students extent and reinforce their knowledge, skills, and competencies related to professional educational practices through identification and preliminary research of an authentic school-based problem, which is developed and completed during their field-based internship.

 

Course Objectives

 

Upon completion of this course students will:

 

  1. Develop a depth of knowledge regarding the literature on educational change.

 

  1. Understand and apply school-based action research models.

 

  1. Understand and apply various models for continuous improvement and systemic change

 

  1. Understand and apply comprehensive assessment strategies in the evaluation of school instructional and non-instructional programs.

 

  1. Begin the preliminary identification, selection, and planning of an authentic school-based problem to apply the principles of action research.

 

Topic Sequence and Assignments

 

Session #1                        Course Overview

May 25                 Systems Thinking

Individual Philosophies and Shared ÒVisionÓ

                             

                              Assignments:

                              Reading:

Moffett, C.A., (April, 2000).  Sustaining change: The answers are blowing in the wind. Educational Leadership, 57, 35-38.

 

Educational Leadership. (Chapter 2) Senge, P. Give me a leaver long enoughÉ and single-handed I can move the world.

 

Chapter 1 - The Nature of Leadership, pp. 1-12

 

Assignment #1

Select three practices that currently exist in your school, that are incompatible with your personal vision.  Research the origins and rationale for these practices, and be prepared to share your findings with your colleagues.

Due: May 26th


 

 

Session #2                  ÒChange ForcesÓ

May 26 (Wed)           Reflective Thinking

Presentation #1 Ð three practices that currently exist in your schoolÉ

                                   

                                    Assignments:

                                    Readings:

The Concerns-Based Adoption Model (CBAM); A Model for Change in Individuals

Organizational Change Monograph pp. 1-25

                                    Jossey-Bass Reader:

Chapter 4 Ð We Need Non-coercive Lead Management from the State Superintendent to the Teacher, pp. 28-37

Chapter 12 Ð Leadership for the Twenty First Century, pp. 156-163

 

Session #3                  Resistance to Change

June 2 (Wed)             Reducing Resistance to Change

                                    Concerns-Based Adoption Model (CBAM)

 

                                    Assignments:

                                    Readings:

Feiler, R., Heritage, M., Gallimore, R. (April 2000) Teachers leading teachers.  Educational Leadership, 57, 66-69.

 

McChesney, J., Hertling, E. (April 2000) The path to comprehensive school reform.  Educational Leadership, 57, 10-15.

 

Redefining the teacher as a leader (April 2001).  Institute for Educational Leadership, Washington, DC.

http://www.iel.org/pubs.html

 

Assignment #2:

Develop a list of questions for an interview with your building principal regarding the infrastructure for change and continuous improvement in your school.  Independently interview your principal and be prepared to share the results with your colleagues.

Due: June 8th

 

Session #4                  Ten Challenges of Initiating Change, Senge

June 3                         Systems Diagram

                                    Scenario Planning

 

                                    Assignments:

                                    Assignment #3

Analyze your principalÕs change plan.

á      What would you do differently?

á      Using a Òsystems diagram,Ó Construct visual representation of your change plan with an action plan for implementation.

Due: June 8th

 

Session #5                  Habits of Reflection

June 8                         Systemic Change

                                    Four Futures for a Change Initiative, Senge

Presentation #2 Ð analysis of your principalÕs change plan

 

                                    Assignments:

Readings:

Reinventing the Principalship, IEL Publication (October 2000) http://www.iel.org/pubs.html

 

OÕNeal, J., (April 2000) Fads and fireflies: The Difficulties of sustaining change. Educational Leadership, 57, 6-9.

 

Costa, A., Kallick, B., (April 2000) Getting into the habit of reflection. Educational Leadership, 57, 60-62

 

Session # 6                 Strategic Planning and Change

June 10                       Goal Setting, Implementation, and Evaluation

                                    Changing roles of students, teachers, principals, and parents

                                    The role of boards of education and the central office

 

Assignments:

Readings:

Calhoun, E.F. (1993). Action research: Three approaches. Educational Leadership, 51, 62-65.

 

Sagor, R. (2000). Guiding school improvement with action research. Washington, DC: ASCD. pp. 3-43.

 

Session #7                  Field Based Internship Orientation, Jeff Ross

June 15                       Lenfell Hall, Madison Campus, 5:00 PM - 8:00 PM

 

                                    Assignments:

                                    Readings:

Restructuring school district leadership, IEL Publication (October 2000) http://www.iel.org/pubs.html

                                   

                                    Peter Senge and the Learning Organization

                                    http://www.infed.org/thinkers/senge.htm

 

Session #7                  

 

Session #8                  Exam # 1

June 17                       Introduction to Action Research

           

                                    Assignments:

                                    Readings:

Teacher-As-Researcher

 

Calhoun, E.F. (1994). How to use action research in the self-renewing school,  Phase I, selecting an area for focus. ASCD. pp 42-49.

 

Session #9                  Independent Study Project

June 22                      

Assignments:

Readings:

Sagor, R. (2000). Guiding school improvement with action research. Washington, DC: ASCD. 47-75.

 

Assignment #4

Develop and present a proposal for a school-based action research problem

Due: June 29th

 

 

Session #10                Phase 1 Action Research Ð Selecting an Area or Focus for study

June 24                       Dominant Themes of Interest (Process of selection, tasks, results)

á      Focus Area aimed directly at student learning

á      Innovations

á      Organization and social refinements

á      Other areas

Concept of Individual and Collective Òwill and disciplineÓ for School Improvement

 

View - Videotape #2 Augusta Georgia Ð Barton Chapel Elementary School

Group Debriefing of Videotape focusing on Phase 1: Selecting an Area or Focus

 

Assignments:

Readings:

Calhoun, E.F. (1994). How to use action research in the self-renewing school, Phase I, Selecting an area for focus. ASCD. pp 50-61.

 

Sagor, R. (2000). Guiding school improvement with action research. Washington, DC: ASCD. 76-94.

 

Session #11                Phase 2 of Action Research Ð Collecting Data & Information

June 29                       Collecting Data & Information

á      Existing Archival Data

á      Sources of Information

á      Multiple data sources

 

Data Sources

á      Behavioral (grades, test scores)

á      Perception (opinions, attitudes, feelings)

Summary of Phase 1 and Phase 2 of Action Research

 

Assignments:

Readings:       

Calhoun, E.F. (1994) How to use action research in the self-renewing School, Phase 3 Organizing data, ASCD. pp. 71-79.

 

Resource Packet #1 Use of Multiple Data Sources, ASCD Workshop Materials

 

Session # 12               Exam #2

July 1                         Self-Renewing Organizations & Action Research

Activities and Behaviors in Phases of Action Research

 

Viewing Videotape #3 Ð Case study Ames Community School, Ames Iowa

Concept of School Renewal

Conditions that support school-wide Action Research

á      Tangible Conditions

á      Intangible Beliefs

 

Introduce topic - Phase Three of Action Research - Organizing Data

á      Frequency Distributions

á      Tables with Simple Statistics

á      Pattern Analysis

 

Assignments:

Readings:       

Sagor, R. (2000). Guiding school improvement with action research Chapter 8 Data Collection: Creating instruments to answer research questions. Washington DC: ASCD. 95-108.

 

 

ASSESSMENT AND EVALUATION

 

Assessment and evaluation for this course will be performance-based. Therefore, involvement in class discussions and activities is essential and regular attendance is expected. There will be a midterm and final written examinations, and several assignments throughout the semester beyond the required textbook readings.

 

FINAL GRADES

 

The final grade is based on the points assigned to each of the assignment:

 

Assignment                                         Point Value

Exam #1                                              30

Exam #2                                              30

Assignment #1                        15

Assignment #2                        15       

Assignment #3                        15

Assignment #4                        15

Presentation #1                                    10

Presentation #2                                    10

Class attendance and participation       15

 

Total                                                   155

 

Grades:

A         145-155

A-        140-144          

B         130-139

B-        125-129

C         115-124

F          0    -114

 

 

Policy on Course Completion-Leave of Absence

 

In order to maintain matriculation status, students must register consecutively for the fall and spring semesters.  If consecutive registration is not maintained, students must reapply through the Admissions Office.

 

A leave of absence allows the student to interrupt their graduate studies if necessary.  A request for a leave of absence must be in accordance with the rules stated in the Student Handbook and submitted to the Program Director and Dean of the College

 

 

Disclaimer

 

This syllabus is subject to change as the need arises.  Students will be given ample notice of any changes in assignments and due dates.

 

           

Additional Resources

 

Deal, T., & Peterson K.D. (1999). Shaping school culture. San Francisco: Jossey-Bass.

 

Fullan, M. (Ed.). (1997) The challenge of school change. Arlington Heights: Skylight.

 

Fullan, M. (1993). Change forces. New York: Falmer Press.

 

Fullan, M. (1999). Change forces the sequal. New York: Falmer Press.

 

Goodlad, J.L. & McMannon, T.J. (Eds.). (1997) The public purpose of education and schooling.  San Francisco: Jossey-Bass.

 

Haller, E.J. & Kleine, P.F. (2001). Using educational research: A school administratorÕs guide. New York: Addison Wesley Longman.

 

Holcomb, E (2004). Getting excited about data (2nd ed.). Thousand Oaks: Corwin Press.

 

Huck, S.W. (2004) Reading statistics and research. (4th ed.) Boston: Person Education.

 

Katzenmeyer, M., & Moller, G. (2nd ed.). (2001) Awakening the sleeping giant. Thousand Oaks: Corwin Press.

 

Martin Ryder University of Colorado at Denver School of Education. Action Research http://carbon.cudenver.edu/~mryder/itc/act_res.html

 

Mortimore, P. (1998). The road of improvement: Reflections of school effectiveness. London: Swets & Zeitlinger.

 

Rowntree, D (2004) Statistics without tears. Boston: Person Education.

 

Sarason, S. (1990) The predictable failure of educational reform. San Fransisco: Jossey-
Bass.

 

Schlechty, P. C. (1990). Schools for the 21st century. San Francisco: Jossey-Bass.

 

Senge, P.M. (1990). The fifth discipline. New York: Doubleday.

 

Senge, P.M. (1999) The dance of change.  New York: Doubleday.

 

Senge, P.M (2000) Schools that learn. New York: Doubleday

 

Sergiovanni, T. J.1994). Building community in schools. San Francisco: Jossey-Bass.

 

Wheatly, M.J. (1992) Leadership and the new science. San Francisco: Berrett-Koehler.