Section+I++Educational+Leadership

=Focus: Planning, managing, and applying leadership in school/institutional improvement and/or management.=

=﻿Purpose: To assess students' knowledge and skills of leadership through the application. analysis, synthesis, and evaluation of important concepts and theories from the major field of study.=

=﻿Format: Respond to two questions from the three provided.=


 * Recommended Topics of Study by Major**

Bryson Taken From: [] John M. Bryson, Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement, rev. ed. (San Francisco: Jossey-Bass, 1995), 21-44. Bryson states that the ten steps "should lead to action, results and evaluation." Bryson, 23. __The numbers are links to the purpose of and approaches to the step. The linked words are definitions and evaluation criteria.__ [|1.]Initiate and agree upon a strategic planning process. [|2]. Identify organizational mandates. [|3.] Clarify organizational [|mission]and values. [|4.]Assess the organization's external and internal environments to identify strengths, weaknesses, opportunities, and threats. [|5]. Identify the [|strategic issues]facing the organization. [|6.] Formulate [|strategies]to manage these issues. [|7]. Review and adopt the strategic plan or plans. [|8]. Establish an effective organizational [|vision]. [|9]. Develop an effective implementation process. [|10.] Reassess strategies and the strategic planning process. = //**CBAM at**// = [] > //Reprinted with permission from the chapter entitled " Professional Development for Science Education: A Critical and Immediate Challenge," by Susan Loucks-Horsley. **National Standards & the Science Curriculum**, edited by Rodger Bybee of the Biological Sciences Curriculum Study. Dubuque, Iowa: Kendall/Hunt Publishing Co., 1996. For more information call 1-800-KH-BOOKS (542-6657).// Another framework that has implications for the //practices// of professional development acknowledges that learning brings change, and supporting people in change is critical for learning to "take hold." One model for change in individuals, the Concerns-Based Adoption Model, applies to anyone experiencing change, that is, policy makers, teachers, parents, students (Hall & Hord, 1987; Hord, Rutherford, Huling-Austin, & Hall, 1987; Loucks-Horsley & Stiegelbauer, 1991). The model (and other developmental models of its type) holds that people considering and experiencing change evolve in the kinds of questions they ask and in their use of whatever the change is. In general, early questions are more self-oriented: What is it? and How will it affect me? When these questions are resolved, questions emerge that are more task-oriented: How do I do it? How can I use these materials efficiently? How can I organize myself? and Why is it taking so much time? Finally, when self- and task concerns are largely resolved, the individual can focus on impact. Educators ask: Is this change working for students? and Is there something that will work even better? The concerns model identifies and provides ways to assess seven stages of concern, which are displayed in Table 3. These stages have major implications for professional development. First, they point out the importance of attending to where people are and addressing the questions they are asking when they are asking them. Often, we get to the how-to-do-it before addressing self-concerns. We want to focus on student learning before teachers are comfortable with the materials and strategies. The kinds and content of professional- development opportunities can be informed by ongoing monitoring of the concerns of teachers. Second, this model suggests the importance of paying attention to implementation for several years, because it takes at least three years for early concerns to be resolved and later ones to emerge. We know that teachers need to have their self-concerns addressed before they are ready to attend hands-on workshops. We know that management concerns can last at least a year, especially when teachers are implementing a school year's worth of new curricula and also when new approaches to teaching require practice and each topic brings new surprises. We also know that help over time is necessary to work the kinks out and then to reinforce good teaching once use of the new practice smoothes out. Finally, with all the demands on teachers, it is often the case that once their practice becomes routine, they never have the time and space to focus on whether and in what ways students are learning. This often requires some organizational priority setting, as well as stimulating interest and concern about specific student learning outcomes. We also know that everyone has concerns-for example, administrators, parents, policy makers, professional developers-and that acknowledging these concerns and addressing them are critical to progress in a reform effort. Professional developers who know and use the concerns model design experiences for educators that are sensitive to the questions they are asking when they are asking them. Learning experiences evolve over time, take place in different settings, rely on varying degrees of external expertise, and change with participant needs. Learning experiences for different role groups vary in who provides them, what information they share, and how they are asked to engage. For instance, addressing parents' and policy makers' question "How will it affect me?" obviously will look different. The strength of the concerns model is in its reminder to pay attention to individuals and their various needs for information, assistance, and moral support. Traditionally, those who provided professional development to teachers were considered to be trainers. Now, their roles have broadened immensely. Like teachers in science classrooms, they have to be facilitators, assessors, resource brokers, mediators of learning, designers, and coaches, in addition to being trainers when appropriate. Practitioners of professional development, often teachers themselves, have a new and wider variety of //practices// to choose from in meeting the challenging learning needs of educators in today's science reform efforts. **Typical Expressions of Concern about an Innovation/ Table 3.** || **Stage of Concern** || **Expression of Concern** ||
 * __K-12 Administration__**
 * School/institutional improvement and planning models (such as Bryson’s strategic planning)
 * Change process research and models such as CBAM
 * Data driven decision making process
 * Curriculum, instruction and assessment cycle
 * Special education
 * Hiring processes and the legal components of the HR function
 * Evaluation models and tools for all staff members
 * Federal constitution related to control of the education system and policy related to students
 * || The Concerns-Based Adoption Model (CBAM): A Model for Change in Individuals
 * 6. Refocusing || I have some ideas about something that would work even better. ||
 * 5. Collaboration || How can I relate what I am doing to what others are doing? ||
 * 4. Consequence || How is my use affecting learners? How can I refine it to have more impact? ||
 * 3. Management || I seem to be spending all my time getting materials ready. ||
 * 2. Personal || How will using it affect me? ||
 * 1. Informational || I would like to know more about it. ||
 * 0. Awareness || I am not concerned about it. ||

**Levels of Use of the Innovation: Typical Behaviors** || **Levels of Use** From //Taking Charge of Change// by Shirley M. Hord, William L. Rutherford, Leslie Huling-Austin, and Gene E. Hall, 1987. Published by the Association for Supervision and Curriculum Development (703) 549-9110 Reprinted with permission.
 * **Behavioral Indicators of Level** ||
 * VI. Renewal || The user is seeking more effective alternatives to the established use of the innovation. ||
 * V. Integration || The user is making deliberate efforts to coordinate with others in using the innovation. ||
 * IVB. Refinement || The user is making changes to increase outcomes. ||
 * IVA. Routine || The user is making few or no changes and has an established pattern of use. ||
 * III. Mechanical || The user is making changes to better organize use of the innovation. ||
 * II. Preparation || The user has definite plans to begin using the innovation. ||
 * 0I. Orientation || The user is taking the initiative to learn more about the innovation. ||
 * 0 . Non-Use || The user has no interest, is taking no action. ||
 * [[image:http://www.nationalacademies.org/elements/copyright.gif caption="Copyright National Academy of Sciences. All rights reserved." link="http://www.nationalacademies.org/legal.html"]] ||
 * [[image:http://www.nationalacademies.org/elements/copyright.gif caption="Copyright National Academy of Sciences. All rights reserved." link="http://www.nationalacademies.org/legal.html"]] ||


 * __Educational Technology__**
 * Technology integration and planning related to infrastructure and curriculum
 * Critical issues related to technology (such as information literacy, professional development, Internet security and safety, and/or other social, legal, and ethical concerns about technology uses)
 * Technology integration based on the application of concepts and principles from instructional design models and/or learning theories
 * Technology use in addressing systemic problems/crises facing education today
 * Technology use in improving learning outcomes and learner engagement
 * Effective online course design and development
 * Emerging technologies for teaching and learning
 * Technology and special education

According to Reiser (2007), “the use of systematic instructional design procedures and the use of media for instructional purposes – have formed the field of instructional design and technology” (p.18). One of the main problems in the field today is getting the technology into the hands of schools, and more importantly, the student. Weiser’s view of ubiquitous computing is taking shape in our classrooms and homes through small, inexpensive, and sturdy laptops called netbooks. Dessoff (2009) notes, “thanks largely to cloud computing, which provides access through data only through the Internet, and the Intel Atom processor, built purposefully for affordable and easy-to-use mobile devices, netbooks are proving to be effective one-on-one learning tools” (p.47).

Netbooks are rooted in the One Laptop Per Child (OLPC) program founded by MIT professor Nicholas Negroponte. The program’s goal of providing poor and impoverished children with $100 laptops has forced the technology industry to both acknowledge an untapped market and to design systems geared more towards education. Negroponte’s netbook called XO is built from the ground up to access applications and the Web from a child student’s point of view (“Gadget Speak”, 2008). Traditional laptops are expensive and derived from business-end machines. Negroponte (2008) describes laptops, “what is surprising is the degree to which they are all cost-downs of normal office laptops, versus, design-ups from new concepts of what children need for learning” (Trotter, 2008).

Negroponte’s vision of a $100 laptop was never realized, the best cost of an XO netbook is approximately $200. Further reduction of costs for netbooks may be on horizon as a new XO machine is being developed. According to Hatch, “Negroponte is pushing the envelope on price, with a target of $75 per machine, and on features, including half the power consumption of today’s version, less weight, and a smaller size” (Hatch, 2009). It appears that netbooks and the One Laptop Per Child program are just the beginning of a low cost, tailored use group of small computers, “the movement continues to grow, not replacing concern for child and adult literacy but expanding it to include technological literacy, which seems indispensable for success in the world of tomorrow” (“One Laptop Per Child”, 2009).

One of the founders of instructional design, Seymour Papert was critical of early use of technology in schools. He believed that students must be able to use technology for more than drill and practice activities. By adapting these low costs trends technologists can assure that students have a better constructivist experience. This is a true adaptation of what Papert refers to as “thinking about thinking” and “the best learning takes place when the learner takes charge” (Papert, 1993, p.214). With boundaries of cost coming down and the technology becoming more student-centric and common, education is coming close to Wesier’s vision of ubiquitous computing. We are getting close to where useful technology tools in schools are as common as a textbooks, whiteboards and pencils.

__Theorists__
 * AFFORDANCES= Benefits**
 * Theorists and Theories:**
 * UbD, UDL, Papert, Weglensky, Constructivism, Piaget, Vygotsky's Social Learning Theory**


 * Prensky's Digital Natives/Digital Immigrants
 * Daniel Pink's Whole new mind


 * Raymond Kurzweil- ED 646 (Adaptive and Assistive Technology)- Kurzweil is the pioneer in speech recognition. One of his main missions in life is to create hardware and software to allow disable individuals to use computers and other modern day technologies with a similar ease as a person without disabilities. To cite him you could mention that to deploy a school wide (curriculum, software, hardware) you will need to consider alternative ways to access the item and individuals like Kurzweil are developing software to do this.
 * Bruce Schneider ED 631 (Principles of Information Security )- Schneider is an expert in computer security. Some of the topics you could cite him for include the fact that no computer security system is fool proof, to improve security in a system you need a multiple methods of identification (password, token, biometric), and how to secure a network. Other key topics can be found here
 * Rickford GrantED 637 (System Proposal)- Grant is a leading author on Ubuntu Linux. You could cite him on the use of open-source computer software such as the Ubuntu system.
 * Bruce A. Hallberg ED 637 (System Proposal)- Hallberg is an expert on network design. He can be cited for most things involving networking. If you need to talk about the implementation of any network hardware he is the guy to mention.
 * Cory Doctorow ED 631 (Principles of Information Security )-Doctorow is not a main person to cite, but if any questions about creative commons or file sharing which he openly supports.
 * Howard Gardner

For technology to be used in effective ways, many suggests it needs to be used in a constructivist fashion (Papert, Wenglinsky, Reiser & Dempsey, Jonassen et al.)

=Kotter's Change Model= = =

John P Kotter's 'eight steps to successful change'
American John P Kotter (b 1947) is a Harvard Business School professor and leading thinker and author on organizational change management. Kotter's highly regarded books 'Leading Change' (1995) and the follow-up 'The Heart Of Change' (2002) describe a helpful model for understanding and managing change. Each stage acknowledges a key principle identified by Kotter relating to people's response and approach to change, in which people **see**, **feel** and then **change**. Kotter's eight step change model can be summarised as: Kotter's eight step model is explained more fully on his website www.kotterinternational.com. Related to Kotter's ideas, and particularly helpful in understanding the pressures of change on people, and people's reactions to change, see a detailed interpretation of the personal change process in [|John Fisher's model of the process of personal change].
 * 1) **Increase urgency** - inspire people to move, make objectives real and relevant.
 * 2) **Build the guiding team** - get the right people in place with the right emotional commitment, and the right mix of skills and levels.
 * 3) **Get the vision right** - get the team to establish a simple vision and strategy, focus on emotional and creative aspects necessary to drive service and efficiency.
 * 4) **Communicate for buy-in** - Involve as many people as possible, communicate the essentials, simply, and to appeal and respond to people's needs. De-clutter communications - make technology work for you rather than against.
 * 5) **Empower action** - Remove obstacles, enable constructive feedback and lots of support from leaders - reward and recognise progress and achievements.
 * 6) **Create short-term wins** - Set aims that are easy to achieve - in bite-size chunks. Manageable numbers of initiatives. Finish current stages before starting new ones.
 * 7) **Don't let up** - Foster and encourage determination and persistence - ongoing change - encourage ongoing progress reporting - highlight achieved and future milestones.
 * 8) **Make change stick** - Reinforce the value of successful change via recruitment, promotion, new change leaders. Weave change into culture.