Edul 7043 Org. Dev

Dr. William Allan Kritsonis Professor Doctor of Philosophy Program in Educational Leadership Prairie View A&M University Department of Educational Leadership and Counseling College of Education Prairie View, Texas 77446 936-857-4146 Office – Home: 281-550-5700 [email protected] Office Hours: As Posted/Schedule appointments ONLY with Professor Kritsonis EDUL 7043 Organizational Development and Change in Education (3-0) Credit 3 I.

COURSE DESCRIPTION: Explores global educational change from the perspectives of classical/rational organizational theory open systems theory, contingency theory, and social systems theories. Educational Leader will understand the dynamics of educational change and the process to manage change. From Dr. Kritsonis This course will examine concepts of organizational development and change in education. Topics include types of organizational development and change, forces affecting change; techniques to successfully implement, manage, and evaluate change; and the effects of change on the individual and on the organization. Students will design and implement change projects using selected processes. A special emphasis will on implementing Fenwick W. English’s perspective of postmodernism. KNOWLEDGE BASE – REQUIRED TEXTS Textbook Required TITLE: The Postmodern Challenge to the Theory and Practice Of Educational Administration Required AUTHOR: Fenwick W. English, PhD PUBLISHER: Charles C Thomas ISBN: 0-398-07382 (Hard Cover) – 0-398-07383-X (Paper Cover) Suggested Reading TITLE: AUTHOR: PUBLISHER: ISBN:

William Kritsonis, PhD on Schooling: Historical and Philosophical Events and Milestones William Allan Kritsonis, PhD BookMasters (Order: atlasbooks.com/marketplc/10159.htm) 0-935545-01-12

Chronicle of Higher Education – Highly Recommended It is suggested that doctoral students purchase a current APA Style guide if they do not have one.

NOTE: Links to journals, research reports, and other sources will be posted on the class WebCT site, and additional materials may be presented in class. All posted and distributed materials form part of the knowledge base for the course. E-FOLD-P (CONCEPTUAL FRAMEWORK) Educator as Facilitator of Learning for Diverse Populations 5.0 To prepare beginning administrators as problem solvers, critical thinkers and decisions makers. 6.0 To prepare beginning administrators as facilitators of teacher and student growth and development through understanding of leadership dimensions. 7.0 To provide beginning administrators with an awareness of human diversity, a knowledge of the importance and skills needed for effective community and parental involvement. 8.0 Top prepare beginning administrators to be reflective and continual learners with knowledge and value of self-appraisal techniques and goal setting for a strong personal commitment. . II.

LEARNING OUTCOMES, ACTIVITIES, AND ASSESSMENTS

GOAL 1: Comprehend the elements of organizational development and change and the effects of change on the individual and the organization. Learning Outcomes: 1. Demonstrate a leadership role in planning, developing, implementing, communicating, monitoring change in an organization. a. Comprehend the terms change and innovation. b. Comprehend the types of organizational development. c. Comprehend the levels of organizational development and change. d. Comprehend the terms reform and restructuring. e. Comprehend the basic sources of power available to effect change in an organization. f. Comprehend leadership styles affecting decision-making. g. Comprehend the difference between leadership and management. h. Comprehend the elements comprising an organization’s culture. i. Understand and implement the process of managing change. GOAL 2: Comprehend and be able to implement steps to effect change. Learning Outcomes: 1. Comprehend and explain the significant elements of Fenwick W. English’s postmodernism. 2. Comprehend and explain the significant elements of the Kotter Change Process.

3. Provide insight into the linkage between a leader’s personal dispositions and organizational development and change culture. GOAL 3: Comprehend how to create and inspire a shared vision. Learning Outcomes: 1. Explain how to develop an organization vision. 2. Explain how to model behavior as a positive example for others to follow. GOAL 4: Develop a system to create organizational development and change and enable others to act. Learning Outcomes: 1. Develop the ability to assume risk to create organizational development and change. 2. Develop the ability to enable others to act. 3. Develop the ability to earn trust and respect from your colleagues. 4. Comprehend and develop strategies for planned organizational development and change.

III.

STRUCTURED EXTERNAL ASSIGNMENT – DEVELOMENT AND CHANGE – Research Paper

ORGANIZATIONAL

Analyze an organizational practice as it relates to school improvement and/or organizational change. The research paper should be based on a practice or plan that can be studied based upon first hand experience and how Fenwick W. English’s postmodernism process can be successfully implemented. Guidelines for the Research Paper: The research paper should be 15-20 pages including an abstract and 5-10 references. The specific tasks for this assignment include the following:

a. Choose a work environment that you are reasonably familiar – either your own or some other organization. You may focus on a particular unit, department, school, or the system as a whole. Follow Fenwick W. English’s postmodernism for organizational development and change. b. Based upon a review of the literature and your own analysis of the organization’s/unit’s strengths and weaknesses, identify the need for potential change in your outline. Provide a brief outline of the issue to be analyzed and the way you intend to investigate potential improvements (due not later than session three).

c. If possible, include interviews with the leader of the unit before the study and an exit interview with your conclusions and recommendations. d. You may revise your position as you deem appropriate.

e. Include in your research paper the following elements: The work environment, key provisions of the current organizational practice, the concerns or deficiencies with the current practice, the evidence upon which this judgment was based (literature, interviews, personal experience, etc.), proposed changes, rationale for the changes, interview reactions if applicable, and the final revisions you made with the reasons for the revisions. Make absolutely certain apply the concepts set forth by Dr. Fenwick W. English.

SPECIFIC RESEARCH PAPER TOPIC In your doctoral program you are required to read the textbook by Dr. Fenwick W. English, R. Wendell Eaves Distinguished Professor of Educational Leadership, School of Education, The University of North Carolina at Chapel Hill. The title of his book is titled The Postmodern Challenges to the Theory and Practice of Educational Administration (2003) published by Charles C Thomas, Publisher, Ltd. This book deals with postmodern philosophical thinking and recommendations for educational leaders. Make certain to be consistent with your educational philosophy. In your essay, include the terms of metaphysics, epistemology, and axiology. Write your essay highlighting significant aspects of postmodernism as it relates to educational leadership. You must use the following format: a. b. c. d. e. f. g. h. i. j.

Title (Select Unique Title) Abstract (50-75 words) First paragraph, strong, attention getting Second paragraph, must start with…The purpose of this essay is to discuss… The content of your essay must present your unique strategies for implementing postmodernism in today’s schools or organizations, public or private universities. Last paragraph, must start with…In conclusion, … References must follow APA format (5-10 references, minimum) Follow specific format of articles published in the DOCTORAL FORUM, www.nationalforum.com Page length: 15-20 pages, including an abstract and references Due date: Two weeks prior to the end of the semester. Submit two hard copies.

1. In your doctoral program you are required to study the work of Michael Fullan the former Dean of the Ontario Institute for Studies in Education of the University of Toronto. He is a recognized internationally authority on educational reform and is engaged in training, consulting, and evaluating change projects.

Group Power Point Presentation. Doctoral students will be required to do independent research in gathering information for presenting Dr. Michael Fullan’s ideas on change. Class members will need to decide how to present the following information based on Dr. Fullan’s philosophy for change. a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p. q. r.

Leadership The Change Puzzle Why Change is Complex What is Change? New Insights Brain Barriers Sustainability – The Eight Elements of Sustainability Relationship Building as a Change Agent The New Meaning of Educational Change – Who? Why? What? Where? How to developed a shared meaning on the process of making change Change and the pedagogy of constructivism Key Players: School Principal – Teachers - Schools Key Words Dr. Fullan’s Beliefs Causes of Ineffective School Reform Main Agent of Change in Schools Leadership for Change Dr. Fullan’s ongoing journey to better schools

Evaluation of Research Papers A (90-100 pts) - This research paper has a clear beginning, middle, and an end delineating the line of argument/analysis developed by the candidate. This is clearly original, superior work product with no spelling or grammatical errors. The arguments are compelling and supported. The paper has a conclusion that is supported by the evidence. This paper conforms to the articles published in the DOCTORAL FORUM – www.nationalforum.com. B (80-89 pts) - This research paper has most of the requirements to receive an “A”, but falls short in one or more areas. Spelling and grammatical errors, no matter how minor, usually result in the grade of a “B” even if all other indices have been met. C (70-79 pts) - This research paper fails to meet one or more of the above requirements and contains many spelling, grammatical or syntactical errors. The line of argument is not clear or not supportable. The paper is a superficial treatment and not very original. D (60 – 69) - This research paper is unacceptable. It fails to develop a coherent line of argument or analysis. What points are made are not supported logically and show no real understanding of the premises. The connections are not clear.

F (59 and below) - This research paper is unacceptable. In addition to the above errors, there are many spelling, grammatical or syntactical errors in this paper.

IV.

METHODOLOGY – APPLICATION OF ADULT LEARNING THEORY The perspective of this course is that doctoral students are adults and they learn best when they can … - Direct their own learning. - Influence and participate in meaningful decision making. - Focus on problems relevant to practice. - Use their own, rich experiential backgrounds. - Build strong relationships with peers. - Exercise some control over both the content and the process of learning. - Influence activities and topic format of discussions. - Develop goals, design and implement activities, and evaluate outcomes. - Feel a sense of ownership. Course requirements, the classroom environment, learning activities, and assessment strategies will reflect the above principles.

V. ASSESSMENT FOR DETERMINING GRADES 120 Points – Examination (Date to be determined) 100 Points – Group Power Point Presentation – Dr. Michael Fullan’s Research 130 Points – Benjamin Franklin’s Thirteen Virtues (page .94 – Schooling Text) 200 Points – Research Paper 150 Points – Classroom Participation/Attendance 700 Total Points 615 – 700 = A 529 – 614 = B 443 – 528 = C 357 – 442 = D Below 356 = F (12 pt. grading scale) VI. CLASS ATENDANCE POLICY Prairie View A&M University (Member of the Texas A&M University System) requires regular class attendance. Attending all classes supports full academic development of each learner whether classes are taught with the instructor physically present or via distance learning technologies such as interactive video. Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in assignment of a grade of “F”. Absences are accumulated beginning with the first day of class during regular semesters and summer terms. Each faculty member will include the University’s attendance policy in each course syllabus. VII.

DISABILITY STATEMENT

Students with disabilities, including learning disabilities, who wish to require accommodations in class should register with the Services for Students with Disabilities (SSD) or Office of Disability Services early in the semester so that appropriate arrangements may be made. In accordance with federal laws, a student requesting special accommodations must provide documentation of their disability to the SSD coordinator.

VIII.

ACADEMIC MISCONDUCT You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the second on academic misconduct,. Students who engage in academic misconduct are subject to university disciplinary procedures. Forms of academic dishonesty: 1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations. 2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test. 3. Fabrication: use of invented information or falsified research. 4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism.

IX.

NONACADEMIC MISCONDUCT The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures.

X.

SEXUAL MISCONDUCT Sexual harassment of students and employers at Prairie View A&M University (Member of the Texas A&M University System) is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action.

______________________________________________________________ About Professor Kritsonis In 2005, Dr. William Allan Kritsonis lectured at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled Ways of Knowing Through the Realms of Meaning. Dr. Kritsonis Recognized as Distinguished Alumnus In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.” Educational Background Dr. Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he served as a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California. Professional Experience Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of field experiences and student teaching, consultant, invited guest professor, author, editor, and publisher. He has earned tenure at the highest academic rank as a professor at two major universities. Founder of National FORUM Journals – Over 4,000 Professors Published Dr. Kritsonis is founder of NATIONAL FORUM JOURNALS. These periodicals represent a group of highly respected academic professional journals. Over 4,000 authors in higher education have been published in these refereed, peer-evaluated, blind-reviewed, juried academic scholarly journals. In 1983, he founded the National FORUM of Educational Administration and Supervision Journal recognized by many as the United States’ leading nationally recognized scholarly academic refereed journal in educational administration and supervision.

In 1987, Dr. Kritsonis founded the National FORUM of Applied Educational Research Journal (National FORUM AERJ) whose aim is to conjoin the efforts of researchers worldwide with those of practitioners. In subsequent years he founded the National FORUM of Teacher Education Journal, National FORUM of Special Education Journal, National FORUM Multicultural Issues Journal, International Journal of Scholarly Academic Intellectual Diversity. In 2005 he established the International Journal of Management, Business, and Administration, and the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are completing course work in their doctoral programs. In 1997, he established the Online Journal Division of NATONAL FORUM JOURNALS that publishes articles daily following the completion of a rigorous national refereeing process. Over 500 professors have published online. Over 250,000 readers visit the website yearly at: www.nationalforum.com. Books – Articles – Lecturers – Workshops Dr. Kritsonis lectures and conducts workshops and seminars on a variety of topics. He conducts workshops on writing for professional publication in refereed journals in education. He is author or coauthor of more than 500 articles in professional journals and several books. His popular book SCHOOL DISCIPLINE: The Art of Survival is now scheduled for its fourth edition. His textbook William Kritsonis, PhD on SCHOOLING is used by many colleagues at colleges and universities throughout the nation. In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with Dr. Philip H. Phenix. Dr. Kritosnis was in continuous communication with Dr. Phenix until his death in 2002. In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis has been invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History. International Travel Dr. Kritsonis has traveled internationally. Some recent international tours include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte

Carlo, Spain, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, and many more. Professorial Roles Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; Wright State University, Ohio; and Louisiana State University (LSU) at Baton Rouge, Louisiana in the Department of Administrative and Foundational Services. Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University a Member of the Texas A&M University System. He teaches in the newly established Doctor of Philosophy Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the PhD program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first student to earn a PhD in Educational Leadership at Prairie View A&M University. He lives in Houston, Texas. ______________________________________________________________