EDLS+670

Leadership In Technology
** Learning Topic 1: Overview of Leadership ** (2012 Spring 8W2) Link to student wiki

Leadership is a cornerstone of effective schools based on numerous research studies. The term “leadership” is loaded with all sorts of connotations, but research has identified critical responsibilities that make an effective school leader. The first topic of this course will give students an overview of the history of American education to gain an awareness of how the educational system ended up where it is today. There is a difference in school management and instructional leadership, which will be examined for the benefit of defining effective school leadership. Finally, you will study leadership theories in order to understand effective leadership characteristics. ü Email(s) ü LTUD Systems ü Newsletter Final Project Rubric ü Summary of Assessments and Points ¨ Contact Sheet
 * __ Background/Rationale __**
 * __ Learner Outcomes __**
 * At the end of Learning Topic 1, the student will be able to: **
 * Critique historical events in education that impact the current state of public education in the United States
 * Explore the motivating factors that inspire the individual student to become a school leader
 * Recognize the difference between managing a school and being an instructional leader
 * __ Readings and Research __**
 * Research the History of Education in the United States on the Internet, library, etc.
 * Research Tutorial []
 * Library Services []
 * Services for Distance Learners []
 * Online Learning Student Resources []
 * Glickman, Gordon and Ross-Gordon text, read “The Norm: Why Schools Are as They Are”
 * __ Learning Activities __**
 * __ Direct Instruction __**
 * Warm-up: (refer to Activity #1 below)
 * Review:
 * Transition:
 * Administrative Issues:

GUIDING QUESTIONS: a) What are the key elements in effective leadership? b) Who inspires you as a leader and why? c) What kind of leadership role do you see for yourself in the next three years? 3. The instructor will provide a brief perspective to the guiding questions.  Your task is to research the history of education, of which there are numerous sources online and the Regis library online.  1. Watch the YouTube Video “Changing Paradigms” by Sir Kenneth Robinson found on the following web site: [|www.youtube.com/watch?v=zDZFcDGpL4U] (the length of the video is 11:40). The following viewing protocol is recommended:  ü Stop / pause as needed ü add to / emphasize notes as needed ü document questions and / or comments as needed ü Following the viewing of the video, the instructor will provide a document for you to read. 2. After you have read the "Hyperindividualism" document be prepared to discuss the following Guiding Question: “How does the video, the reading, and your professional experiences influence your current thinking the quantity and quality of leadership in schools today? Email your Reflections response to Mike Campbell at mcampbel@regis.edu.
 * Activity 1: Discussion - Introductions & Creating a Context ** ** Context: ** As we begin studying leadership and becoming a principal, let’s introduce ourselves and some of our initial perspectives about leadership.
 * 1) Please share your name, your current position and experience in education. Then follow your introduction with answers to the following questions.
 * 2) Respond to the three questions below using the following protocol:
 * Step 1--Using the card provided by the instructor answer each question.
 * Step 2--In conversation with a partner, reach agreement on a response to each question. Be prepared to share your response with the group?
 * Step 3--Following each dyad/partner report, there will be a short conversation about each question.
 * Activity 2: History of Education in the United States ** ** Context: ** In order to understand the current state of education in the United States, it is important to review the history of education. There have been monumental events that have altered the direction of education and have established laws that impact the operation of schools today. This activity will allow you to determine the top 5 most significant factors impacting education over the past 200 years.
 * 1) Review the history of education and choose the 5 most significant factors that impact education today.
 * 2) Create a top 5 list and be prepared to explain why you believe this item should be on the list as a significant factor AND explain the event’s relevance to the current state of education.
 * 3) Each individual will place identify what they believe are the THREE most significant elements and place them on the timeline provided by the Instructor. They will explain the important of each of their selections.
 * 4) The instructor will facilitate a conversation using the following Guiding Question: What is the impact of these historical events on the educational institution as it exists today.
 * Activity 3: Management versus Instructional Leadership ** ** Context: ** In most of today's schools, leadership is about managing and leading a system that has many micro elements and macro elements. In this learning activity an analysis and conversation around the concept of management versus leadership will take place.
 * View the entire video all of the way through with stopping or pausing.
 * Review the video again
 * __ Assessments: __** There are two graded assessments for this Learning Topic. The class activities is one graded assessment and the Reflections is the second graded assessment.
 * Reflections #1 Assessment: ** (due Sunday, March 11) **//(worth 3 points)//**
 * Instructions: Please take time to reflect on your learning in this course. The two-sided reflection template provides you the prompts for this introspection. You can use the return or tab to move between the cells in the document. Save this electronically and submit in accordance with the guidelines provided by your facilitator. ||
 * ** What does it mean to be an Instructional Leader? ** || ** What does it mean to be a leader of learning, thinking, and understanding? ** ||
 * Additional comments or things I want to remember: ||
 * Additional comments or things I want to remember: ||

Reading Packet Internet Review: --click on link “Organizational Learning” (link is at the top) --READ and REVIEW document “The Five Disciplines of Organizational Learning” --READ and Review “Personal Mastery,” “Mental Models,” and “Systems Thinking” document links --click on the link “Using Systems Thinking” --click on “What, why, How” --READ and REVIEW all thirteen documents --click on the link “21st Century Learning” --click on link “Resources for 21st Century Skills”—READ and REVIEW resource page --click on the link “CFSD Rubrics” --click on the link “Systems Thinking”—READ and REVIEW 12 page document --READ and REVIEW
 * __ Advanced Preparation __** (for Learning Topic #2)
 * Garmston and Wellman, “What Is an Adaptive School? The Adaptive School: A sourcebook for developing collaborative groups”
 * Society for Organizational Learning (SOL) [|www.solonline.org]
 * Waters Foundation [|www.watersfoundation]
 * Catalina Foothills School District (Arizona) [|www.cfsd16.org]
 * “I Used to Think…and Now I think…”, Reflections on the work of school reform—by Richard Elmore in the Harvard Education Letter [|www.hepg.org/hel/article/434]

** Learning Topic 2: Mission, Vision, Core Values and Culture/Climate **
 * __ Background/Rationale __**

Building the mission and vision of a school must be based on the core values of the district, stakeholders, staff, students and the administrators. The educational leader must lead people with a specific destination in mind from which to derive direction and approach change with purpose and tenacity. Ultimately there is a serendipitous and interactive relationship between vision, mission, and values and the culture and climate of the organization.


 * __ Learner Outcomes (vision statement) __**

At the end of Learning Topic 2, the student will be able to:


 * Explore one process to build a mission statement
 * Critique a mission and vision based on core values
 * Integrate the mission into decision making and goal setting within the school
 * Understand the relationship of vision, mission, values, culture and climate and its relationship to continuous improvement


 * __ Readings and Research __**


 * Rath and Conchie text: “Introduction,” “Part 1,” and “Part 2”

Print Reading:


 * Garmston and Wellman, “What Is an Adaptive School? The Adaptive School: A sourcebook for developing collaborative groups”
 * Creighton, John. "Public Schools in the Era of Hyperindividualism." Feb. 2007

Internet Review:


 * Society for Organizational Learning (SOL) [|www.solonline.org]

--click on link “Organizational Learning” (link is at the top) --READ and REVIEW document “The Five Disciplines of Organizational Learning” --READ and Review “Personal Mastery,” “Mental Models,” and “Systems Thinking”


 * Waters Foundation [|www.watersfoundation]

--click on the link “Using Systems Thinking” --click on “What, why, How” --READ and REVIEW all thirteen documents


 * Catalina Foothills School District (Arizona) [|www.cfsd16.org]

--click on the link “21st Century Learning” --click on link “Resources for 21st Century Skills”—READ and REVIEW resource page --click on the link “CFSD Rubrics” --click on the link “Systems Thinking”—READ and REVIEW 12 page document


 * “I Used to Think…and Now I think…”, Reflections on the work of school reform—by Richard Elmore in the Harvard Education Letter [|www.hepg.org/hel/article/434]

--READ and REVIEW
 * __ Learning Activities: __**


 * __ Direct Instruction __**


 * Warm-up:


 * Review:

ü Email(s)


 * Transition:

ü Course Modifications ü Continuous Improvement Project Rubric


 * Administrative Issues:

¨ Contact Sheet


 * Activity 1: Management versus Instructional Leadership ** ** Context: ** In most of today's schools, leadership is about managing and leading a system that has many micro elements and macro elements. In this learning activity an analysis and conversation around the concept of management versus leadership will take place.

1. Watch the YouTube Video “Changing Paradigms” by Sir Kenneth Robinson found on the following web site: [|www.youtube.com/watch?v=zDZFcDGpL4U] (the length of the video is 11:40). The following viewing protocol is recommended:


 * View the entire video all of the way through with stopping or pausing.
 * Review the video again

ü Stop / pause as needed ü add to / emphasize notes as needed ü document questions and / or comments as needed ü Following the viewing of the video, the instructor will provide a document for you to read. 2. After you have read the "Hyperindividualism" document be prepared to discuss the following Guiding Question: “How does the video, the reading, and your professional experiences influence your current thinking the quantity and quality of leadership in schools today?

file://localhost/var/folders/em/em7gZUNyER4+KHslChG4mU+++TI/-Tmp-/Screen%20Capture.galleryitem ** Activity 2: A Brainstorming process for core values ** ** Context: ** Educators spend considerable time looking at and in some cases developing mission, vision, and values that can create a culture and a climate that aligns with school goals, supports patterns of student achievement, accountability, safety and excellence.


 * Core values define a person, their beliefs and their understanding of the world around them. These values come with a person each and every day on the job. Therefore, when beginning to understand a vision and mission for a school, the leader must be aware and understand the values that are the foundation of a vision and mission. They are the norms people live by and play by.
 * Respond to the three questions below using the following protocol:

ü Step 1--Using the card provided by the instructor answer each question. ü Step 2--In conversation with a partner, reach agreement on a response to each question. Be prepared to share your response with the group? ü Step 3--Following each dyad/partner report, there will be a short conversation about each question. GUIDING QUESTIONS: a) In your opinion, what are the FIVE key values for an effective school? b) Are these values found in your school? To what degree are these values found in your school? c) If those values are not found in your school, what are the key values of your school? The instructor will provide a brief perspective to the guiding questions.

file://localhost/var/folders/em/em7gZUNyER4+KHslChG4mU+++TI/-Tmp-/Screen%20Capture.galleryitem//



//** Activity 3: Crafting A Vision Statement **// //** Context: ** Creating a vision and mission statement that is reflective of ones values is both simple and complex. Typically schools develop vision and mission statements as a collaborative activity, yet the importance of individual vision and mission is often times overlooked. In this learning activity you will extend an individual vision and mission into a "group" vision and mission. //

An example of a mission statement: //

“Every child is a lifelong learner.” Our commitment is:


 * to provide a safe and trusting environment
 * to achieve rigorous academic standards
 * to welcome accountability
 * to value diversity
 * to practice compassion
 * to foster a sense of wonder and joy


 * Respond to the three questions below using the following protocol:

ü Step 1--In two groups, using the key values that were developed in the previous learning activity, your group should develop a vision statement and a mission statement. ü Step 2--Share your response with the class? ü Step 3--Following each report, the instructor will facilitate a conversation.


 * Activity 4: Discussion - Culture / Climate and Continuous Improvement (CI) ** ** Context: ** As values are the foundation of vision and mission, so are they both indicators of and a framework for the organization's culture and climate. Using the work done in the previous learning activity, each group will provide a description of the culture and climate that emanates from their vision and mission. Also, the group should be prepared to explain how their "school" would respond to a need for continuous improvement that will be provided by the facilitator.


 * Activity 5: Resource review ** ** Context: ** There were a number of additional "readings" that were assigned. These readings provide some different perspectives on issues of educational vision, mission, values (VMV), culture, climate and change (CI).


 * Following the instructor's designation, dyads/triads will provide an analysis of what the assigned resources indicates about VMV, culture and climate, and change (CI).
 * Each dyad/triad will report to the class the results of their analysis.


 * __ Assessments: __** There is one graded assessment (worth 4 points) for this Learning Topic. The assessment is to develop a "Context Profile" as a preliminary step in your Culminating Project. This profile should provide a description of the follow elements in your professional organization.


 * Describe the Vision, Mission, and values of your organization. This is not only any "statements" that your organization uses, but your interpretation and analysis of those.
 * Describe the culture and climate of your organization. If you organization has a set of written "beliefs" then your description would be your interpretation and analysis of those.
 * Describe your organization's attitude toward change/continuous improvement



** Learning Topic 3: Effectiveness **** (f2f 20128W2) ** Attached you will find the information for next Tuesday's session. I would elaborate as follows:

1. Learning Topic #3--This is the "script" for Tuesday night. Please note the details of the Activities

and the Readings, particularly the website resources.

2. "State Council for Teacher Effectiveness..."--This is the entire document (it is from April 2011 and

was the draft part minus the fancy pictures). While you may find a number of sections that are

beneficial reading, the section that is to be read and reviewed by Tuesday starts on page nine

and ends on page twenty. St Council Teacher Effectiveness_report.doc

3. "Effectiveness"--This is MY abridged version of the effectiveness aspects for teachers and Principals.

It is obviously more concise and at times is somewhat easier to conceptualize. EFFECTIVENESS (CDE).doc


 * __ Background/Rationale __**

Once a school has determined the school mission, vision and core values, the administrators must ensure the culture of the school nourishes the direction the school is headed. Situational awareness is a critical leadership responsibility in determining the culture of the school and in leading the school to the next level.

In our text, Glickman, et al. (2010) explains “The Norm: Why Schools Are the Way They Are.” This research shows us that effective schools must break through the longstanding barriers that are ingrained in most educational environments. This week, we will explore how to develop healthy school climates so that the purposeful work of increasing student achievement can be accomplished.


 * __ Learner Outcomes __** At the end of Learning Topic 4, the student will be able to:


 * Define an effective school and the components included
 * Understand the barriers to effectiveness and the strategies for overcoming these barriers


 * __ Readings and Research __**


 * Glickman, et al text, “The Exception: What Schools Can Be”


 * document attchements:

ü "State Council for Teacher Effectiveness: Report and Recommendations"--read and review "Executive Summary and Key Recommendations" (p. 9-20) ü "Effectiveness"--read and review


 * website sources:

ü "How To Become a More Effective Learner"--read and review article www.psychology.about.com/od/educationalpsychology/tp/effective-learning.htm ü "Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory"--read and review article www.innovate.info/index.php?view=article&id=54 ü What is Effective School Research--"Correlates of Effective School"--read and review www.mes.org/correlates.html ü "What Makes A School Effective?" read and review the article (click on //__view full article__//) www.education.com/reference/article/Ref_What_Makes_School.


 * __ Learning Activities __** **__ Direct Instruction __**
 * Administrative Issues:

¨ Contact Sheet


 * Activity 1: Discussion - Effective School Components ** ** Context: ** Research shows that effective schools have similar components. It is less clear what are the most effective components for classrooms. After review the research and the readings and using your professional experiences, be prepared to complete the following protocols. Step 1--Come to class having developed a personal definition of effectives. This definition could include a list of components which you would need to be prepared to explain. Step 2--In partner/triad groups (designated by the instructor), you will share/explain your individual definition. Following the sharing, the group will develop a common definition of effectiveness in the classroom. Step 3--Each group will share their definition. Step 4--The instructor will facilitate a conversation on effectiveness.


 * Activity 2: Resource Review ** ** Context: ** There were a number of additional "readings" that were assigned. These readings provide some different perspectives on issues of effectiveness and educational effectiveness.

Step 1--Following the instructor's designation, dyads/triads will provide an analysis of what the assigned resources indicates about issues of effectiveness and educational effectiveness. Step 2--Each group should also consider the relationship of effectiveness to vision, mission, values, and culture/climate. Step 3--Each dyad/triad will report to the class the results of their analysis.


 * __ Assessments: __** There are two graded assessments for this Learning Topic. The class activities is one graded assessment and the Reflections is the second graded assessment.


 * Reflections #2 Assessment: ** (due Saturday, March 24th--**//worth 3 points)//**


 * Instructions: Please take time to reflect on your learning in this course. The two-sided reflection template provides you the prompts for this introspection. You can use the return or tab to move between the cells in the document. Save this electronically and submit in accordance with the guidelines provided by your facilitator. ||
 * ** What are the components of effectiveness in general and how do those play out in a classroom? ** || ** From your perspective, what is the quantity and quality of effectiveness in the classrooms in your professional setting? ** ||
 * Additional comments or things I want to remember: ||
 * Additional comments or things I want to remember: ||

Email your Reflections response to Mike Campbell at mcampbel@regis.edu.


 * __ Advanced Preparation: __**


 * Readings and Research: TEXT **


 * Marzano, et al text, the following three chapters:

ü “Two Types of Change" ü “Doing the Right Work”


 * Glickman, et al. text, the following two chapters:

ü “Facilitating Change”


 * Readings and Research: Web resources **


 * [|www.centerforpublicleadership.org/index.php?option.com]

“Diagnosing the Change You Want to Make,” Berger


 * [|www.smallschoolsproject.org]

“Understandings about School Change”


 * [|www.managementconsultingnews.com/interview/bridges_interview.com]

“Meet the MasterMinds: William Bridges on Managing Transitions”


 * Readings and Research: Learning Topic 4 Reading Packet (distributed in class) **


 * The Role of Organizational Climate and Culture in the School Improvement Process: A Review of the Knowledge Base,” Lindahl
 * “Why School Reform Fails,” Samuelson
 * “Public Schools in an Era of Hyper-Individualism,” Creighton (review again)
 * “Capacities for School Change,” (//The Adaptive School//—Chap. 11)

**Learning Topic 4: Leadership and Continuous Improvement (CI)--pt. 1** ** (f2f 20128W2) **
 * __Background/Rationale__**

Emphasis this week is on the change process and leading people through change. Education is notorious for being in a constant state of change: new programs, new mandates, new technology, new students and faculty, new strategies, etc. As educational leaders, we will be expected to serve as change agents. It is distinctly helpful to understand the two types of change and how to help people work through issues caused by change.


 * __Learner Outcomes__**

At the end of Learning Topic 6, the student will be able to:


 * Types of change
 * Leadership roles in individual change


 * __Readings and Research__**

Marzano, et al text, the following three chapters:


 * 1) “Two Types of Change”
 * 2) “Doing the Right Work”

Glickman, et al. text, the following two chapters:


 * 1) “Facilitating Change”
 * Readings and Research: Web resources **


 * [|www.centerforpublicleadership.org/index.php?option.com]

“Diagnosing the Change You Want to Make,” Jennifer Garvey Berger


 * [|www.smallschoolsproject.org]

“Understandings about School Change” Coalition of Essential Schools, Small Schools Project


 * [|www.managementconsultingnews.com/interview/bridges_interview.com]

“Meet the MasterMinds: William Bridges on Managing Transitions”


 * http://www.youtube.com/watch?v=QfLLDvn0pI8 "The Nature of Adaptive Leadership." Ron Heifetz


 * Readings and Research: Learning Topic 4 Reading Packet **


 * The Role of Organizational Climate and Culture in the School Improvement Process: A Review of the Knowledge Base,” Lindahl
 * “Why School Reform Fails,” Samuelson
 * “Public Schools in an Era of Hyper-Individualism,” Creighton (review again)
 * “Capacities for School Change,” (Garmston & Wellman,//The Adaptive School//—Chap. 11)
 * __Learning Activities__**
 * __ Direct Instruction __**
 * Administrative Issues:

¨ Tuesday, April 10th Class--__4:00 PM start time__ (end at 5:45)


 * Learning Topic #3 Doc: "TEN CORE PRINCIPLES FOR DESIGNING EFFECTIVE LEARNING ENVIRONMENTS..."--A FOCUSED CONVERSATION

ü MARZANO'S THREE PRINCIPLES

ü RANK ORDERING "FIRST FIVE" FROM DOCUMENT--AFTER RE-READING THE DOCUMENT COMPLETE THE FOLLOWING PROTOCOL:


 * AS AN INDIVIDUAL, COME TO CLASS WITH YOUR RANK OF THE TOP FIVE "PRINCIPLES" IN ORDER OF IMPORTANCE
 * SHARE YOUR RANK WITH ANOTHER COLLEAGE. BE PREPARED TO REPORT A DYAD CONSENSUS ON THE RANK ORDER
 * THE INSTRUCTOR WILL FACILITATE A CONVERSATION FOLLOWING DYAD REPORTS.
 * Activity 1: Interacting with the Reading**


 * Context: ** Change is a spectrum. One can look at it from a micro/macro perspective. Most all of the perspectives have some validity but it would be a challenge to operate at the “in the trenches level” using all of them. Complete the following protocol.

Step 1--In dyads, the instructor will assign you one of three "change perspectives" to develop a summary report for the class. The three "change perspectives" are as follows:


 * Marzano--Type 1 and Type 2
 * Heifetz--Technical and Adaptive
 * Bridges--Change and Transition

Step 2--Following a dyad conversation, each dyad will provide a summary of their assigned change perspective and an explanation of how that change perspective might relate to the "micro" perspective.

Step 3--The instructor will facilitate a class conversation following the dyad reports.
 * Activity 2: Understanding Continuous Improvement (Change)--Additional Macro perspectives **


 * Context: ** In the first learning activity we looked at one set of perspectives about change. These were broad and had both micro and macro implications. There were several other readings and research that you completed for this Learning Topic. After reading and reviewing the following sources, complete the following protocol.


 * Berger source
 * Small Schools Project source
 * Adaptive Schools source
 * Lindahl source
 * Samuelson source
 * Bridges interview

Step 1--In dyads, select two of the above sources and prepare to report on what was important about that source and why.

Step 2--Dyads will report their conversation.

Step 3--The instructor will facilitate a class conversation following the dyad reports.


 * Activity 3: Continuous Improvement Project**


 * Context:** The culminating project is a "Continuous Improvement Project." The instructor will provide guidance on the initial presentation of individuals "Project." Conversation and feedback will follow each presentation.


 * __Assessments:__** There is one graded assessment (worth 4 points) for this Learning Topic. The assessment is to write a short essay (one to two pages) on "The Key Factors in Continuous Improvement." This essay is your perspective about the elements that you believe you will need to address in your culminating project and/or in continuous improvment efforts in your professional setting. Email your completed " The Key Factors in Continuous Improvement " to mcampbel@regis.edu by Sunday, March 31st.
 * __Advanced Preparation__** (for Learning Topic #5):


 * Readings and Research: Email ATTACHMENTS**
 * Change for Good
 * Change (Fullan)


 * Readings and Research: Reading Packet** (distributed during L.T. #5)


 * "Facilitating Change," Glickman, et al. //Supervision...(text)//
 * “Model for Shared Decision Making” + “The Ironies of Collaborative Decision-Making”
 * “The Change Need Quotient”
 * A Call to Action for Public Schools,” Ripley
 * “U.S. Students in the Middle of the Global Pack,” Denver Post + “They’re Number One,” Darling Hammond
 * “Teacher Quality: What’s Wrong with U.S. Strategy,” Tucker
 * “Sustainable Change,” + “Effective Schools: A Systems Approach”

**Learning Topic 5: Leadership and Continuous Improvement (CI)** **--pt. 2**** (f2f 20128W2) ** Emphasis this week is on the change process and leading people through change. Education is notorious for being in a constant state of change: new programs, new mandates, new technology, new students and faculty, new strategies, etc. As educational leaders, we will be expected to serve as change agents. It is distinctly helpful to understand the two types of change and how to help people work through issues caused by change.
 * __Background/Rationale__**

At the end of Learning Topic 5, the student will be able to:
 * __Learner Outcomes__**
 * Differentiate between the two types of change that people experience.
 * Identify the key responsibilities of a leader to assist people through different types of change.
 * Reflect on the qualities of affirmation and change agent as leadership characteristics.


 * __Readings and Research__**


 * Readings and Research: Email ATTACHMENTS **
 * Change for Good
 * Change (Fullan)


 * Readings and Research: Web resources **
 * search for a continuous improvement model--be prepared to share the model you found with the class


 * Readings and Research: Learning Topic 6 Reading Packet ** (to be distributed in class)
 * “Model for Shared Decision Making” + “The Ironies of Collaborative Decision-Making”
 * “Teacher Quality: What’s Wrong with U.S. Strategy,” Tucker
 * “Sustainable Change,” + “Effective Schools: A Systems Approach”
 * “The Change Need Quotient


 * __Learning Activities__**


 * __ Direct Instruction __**
 * Warm-up:


 * Review:

ü Email(s) ü ü ¨ Tuesday, April 10th Class--__4:00 PM start time__ (end at 5:45)
 * Transition:
 * Administrative Issues:

Step 1--In dyads, you will be prepared to explain what you believe to be the most critical factors in change. Step 2--Following a dyad conversation, each dyad will provide an explanation of their response to what are the most critical factors. Step 3--Following the group reports, each individual will share the information they found on a model of continuous improvement. Step 4--The instructor will facilitate a class conversation following the reports.
 * Activity 1: Interacting with the Reading**
 * Context:** We will review the readings (email attachments and the documents distributed in class). Following the review, we will consider what are the critical factors in change. Complete the protocol outlined below:

Step 1--You will identify questions and comments regarding the document "Change for Good." Step 2--With a partner/group, you will share your questions and comments. Be prepared to report to the class what the partner/group came up with. Step 3--The instructor will facilitate a class conversation following the document review and conversation.
 * Activity 2: Looking at Individual Change**
 * Context:** Using the "Change for Good" document (sent as an attachment with Learning Topic 5), the instructor will facilitate a comprehensive conversation about the change for good model and the leverage points to consider when looking at individual transitions. This conversation could be applicable to the culminating project but perhaps more importantly is the opportunity to acquire pragmatic tools to support changes in individual learners.

Step 1--In dyads, you will develop a presentation on how communications relates to shared decision making and to conflict. Step 2--The instructor will facilitate a class conversation following the reports.
 * Activity 3: Communications**
 * Context:** Communications is simple and complex as well as dynamic. The instructor will share a communications model and then we will begin to look at two of the most significant issues: shared decision making and conflict.
 * __Assessments__****:** There are two graded assessments for this Learning Topic. The class activities is one graded assessment and the Reflections is the second graded assessment.

Name: Reflection #3


 * Instructions: Please take time to reflect on your learning in this course. The two-sided reflection template provides you the prompts for this introspection. You can use the return or tab to move between the cells in the document. Save this electronically and submit in accordance with the guidelines provided by your facilitator. ||
 * **//If there was one thing you could change in your current professional setting what is it? How would you plan and implement that change?//** || **//How would your proposed change interface with the vision, mission, values and culture and climate of your setting?//** ||
 * Additional comments or things I want to remember: ||
 * Additional comments or things I want to remember: ||


 * Reflections #3 Assessment: ** (due Saturday, April 7th--**//worth 3 points//**) [[file:Learning Topic 5 reflection Betty.doc]]

The aspiring educational leader should know several absolutes about both communications and decision-making. First, it is almost impossible to over communicate, but much can go wrong when inadequate communications occur. It is critical to communicate on a regular basis. A similar contrast is true for decision-making; it is foolish to involve many in small decisions, but it is wise to have ideas and input from all constituencies for major decisions. Making decisions is a responsibility that effects and affects all parts of a school setting. Decisions may be collaborative and need stakeholders’ input while others remain unilateral with the principal making the final decision. Decision-making involves communicating thoughts and feelings, listening respectfully, assuming positive intentions, analyzing problems, thinking critically, brainstorming solutions, predicting outcomes, and developing plans are all roles the participants must be cognizant of as the group works through an issue or problem. The key to a productive group is the resolution of conflict that occurs during this process. ü Macro Improvement/Change ü Micro Improvement/Change * Administrative Issues: ¨ Field Experience Status check
 * ** Learning Topic 6: **** Communications, Empowerment, and ** ** Shared-Decision Making **** (f2f 20128W2) ** **__ Background/Rationale __** Leadership (of nonprofit organizations) is not about being “soft” or “nice” or purely “inclusive” or “consensus-building.” The whole point is to make sure the right decisions happen- no matter how painful- for the long-term greatness of the institution and the achievement of its mission, by Jim Collins author of //Good to Great// (2001), captures the essence of leadership.
 * __ Learner Outcomes __** At the end of Learning Topic 6, the student will be able to: * Develop an understanding of effective communications strategies
 * Understand the interaction between communications, empowerment, and shared- decision
 * Examine strategies on conflict resolution
 * Understand how conflict may be used as an opportunity for change
 * Reflect on the qualities of your own personal leadership characteristics/strengths
 * __ Readings and Research __*** Explore the link: []
 * Explore key words on the internet such as: conflict resolution, problem solving, decision making, empowerment to deepen your understanding on the process of conflict as an effective tool
 * Empowerment [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="/file/view/Empowerment%5B1%5D.doc"]] Empowerment[1].doc
 * __ Learning Activities __**
 * __ Direct Instruction __*** Warm-up: NO warm-up for Learning Topic 6
 * Learning Topic Review: The “Learning” Arc


 * __ Activity 1: __**** Communications and Shared Decision Making Context: ** Shared decision-making is one application of communications. After a quick review of the document "Model for Shared Decision Making," two groups will be prepared to "answer" the following question: How is shared decision-making influenced by communications?. The group will report their response to the class and a conversation will follow. ===__ Activity 2: __ Communications and Empowerment ** Context: ** Empowerment is a frequently used term whose meaning and use is sometimes not that clear. Complete the following protocol. Step 1--In dyads/triads, list three words to describe "power." Explain how these words are related to communications and shared decision-making. Step 2--Each dyad/triad will report their findings to the class. Step 3--The instructor will facilitate a class conversation on communications, shared-decision making and empowerment. ===

**Learning Topic 7: Conflict Resolution** ** (f2f 20128W2) **
 * __ Assessments: __** Th ere is one graded assessment (worth 4 points) for this Learning Topic. The assessment is to write a short essay (one to two pages) on "Conflict Resolution." Use the following protocol: Step 1—Gather information—Using either a conflict that you are currently involved in or were recently involved in describe the nature of the conflict and your role in it. Please include to the best of your understanding what you believe the motivation(s) of the other individuals involved. Step 2—Describe the problem—Provide a description to the problem. If you believe that there are secondary issues/problems include those in your description and indicate how they impact the situation. Step 3—Describe a “Solution” and your Role—In this last section first describe what you believe the other individual(s) see as a solution and what your perception of that solution(s) is. Then describe what you believe to be the solution (might be more than one actually) that would best address the issue. Submit your response to mcampbel@regis.edu by Sunday, April 15th.
 * __Background/Rationale__** Leadership (of nonprofit organizations) is not about being “soft” or “nice” or purely “inclusive” or “consensus-building.” The whole point is to make sure the right decisions happen- no matter how painful- for the long-term greatness of the institution and the achievement of its mission, by Jim Collins author of //Good to Great// (2001), captures the essence of leadership.

Making decisions is a responsibility that effects and affects all parts of a school setting. Decisions may be collaborative and need stakeholders’ input while others remain unilateral with the principal making the final decision. Decision-making involves communicating thoughts and feelings, listening respectfully, assuming positive intentions, analyzing problems, thinking critically, brainstorming solutions, predicting outcomes, and developing plans are all roles the participants must be cognizant of as the group works through an issue or problem. The key to a productive group is the resolution of conflict that occurs during this process.


 * __Learner Outcomes__** At the end of Learning Topic 7, the student will be able to:


 * Examine strategies on conflict resolution
 * Understand how conflict may be used as an opportunity for change
 * Reflect on the qualities of your own personal leadership characteristics/strengths


 * __Readings and Research__**

Marzano, et al. text chapters:


 * “A Plan for Effective School Leadership” (Chap. 7)

Explore the link: [] Explore key words on the internet such as: conflict resolution, problem solving, decision making to deepen your understanding on the process of conflict as an effective tool Read and Review the attachment entitles "Managing Conflict in Meetings" Managing Conflict in Meetings.doc Additional articles related to above reading:  Running Effective Meetings.docx Conflict Resolution - resolving rationally and effectively.docx Resolving Team Conflict.docx
 * __Learning Activities__**


 * __ Direct Instruction __**


 * Warm-up:


 * Learning Topic Review: The “Learning” Arc

ü Course Review


 * Administrative Issues:

¨ Final Grade Submission

===__Activity 2:__ Discussion - The Four Corners **Context:**Conflict often is often exacerbated out of fear, reluctance to change, lack of understanding, miscommunication, and complacency. Four areas often surface when resolving conflict, including safety, achievement, trust, and change. These areas often hold "emotional" power as people hang their core values upon them.===
 * __Activity 1:__** **Beginning the Conversation on Conflict Context:** While we most often we think of conflict as negative that is not always the case. Conflict is often times indicative of issues that we may not be aware of and can provide an opportunity for awareness and growth. How can conflict move people’s thinking and action forward to solve a problem or make a change in practice? One effective way to deal with conflict is to have established protocols in place as a part of culture and a communications model. A protocol is an agreed upon guideline for a conversation and it is the existence of this structure that permits a certain kind of conversation to occur, often the kind of conversation that people may not be in the habit of having. Protocols are vehicles for building communications skills and the positive culture necessary for collaborative work. Thus, using protocols often allows groups to build trust by actually doing substantive work together. It creates a safe place to ask challenging questions of each other. Use the following protocol to begin the conversation on conflict: Step 1: Gather TWO quotations on conflict. Collect them from colleagues, texts, readings or internet searches that speak personally to you. Step 2: Analyze both of the quotes. What do these quotes say about values? What is the "purpose" of the quote (what is the author trying to accomplish)? What other observations would you make about these quotes. Share your analysis with a partner. Step 3: You will be sharing your analysis with a classmate and then in a group. Be prepared to share your group's response. Step 4: The instructor will facilitate a conversation about the analysis of the quotes on conflict.


 * 1) In this activity, using ONE of the quotations that you used in Activity 1, as an INDIVIDUAL identify one of the four "value" areas (from the list below) that you believe are most predominate in the quote.
 * 2) The instructor will assign each corner of the room to one of the four "value" areas listed below.


 * Safety
 * Achievement
 * Trust
 * Change


 * 1) Based upon your determination of the predominate "value" found in the quote, discuss with others in your corner how the "value" impacts conflicts and communications.
 * 2) After you have participated in your corner discussion, be prepared to share a summary of your conversation with the class. A class discussion will follow.


 * Activity 3: A Protocol for Conflict Resolution—**One of the readings for this topic is entitled "Managing Conflict in Meetings" (although it is applicable to much more than conflict in meetings). Using that reading as background, you will be assigned to a group and in that group follow the protocol outlined below: Step 1—Gather information—Using either a conflict that you are currently involved in or were recently involved in describe to those in your group the nature of the conflict and your role in it. Please include to the best of your understanding what you believe the motivation(s) of the other individuals involved. Step 2—Describe the problem—Provide a description to the problem. If you believe that there are secondary issues/problems include those in your description and indicate how they impact the situation. Step 3—Describe a “Solution” and your Role—In this last section first describe what you believe the other individual(s) see as a solution and what your perception of that solution(s) is. Then describe what you believe to be the solution (might be more than one actually) that would best address the issue. Step 4--In your group analyze what the conflicts that you shared indicate about conflict and communications. Be prepared to provide a summary to the class and to participate in the conversation to follow.


 * __Assessments__****:** There are THREE graded assessments for this Learning Topic. #1 The class activities (worth 6 points) is one graded assessment. #2 Field Experience Summary (worth 6 points)--Please summarize each of your Field Experiences in two to three sentences for each experience. Be sure to indicate the "location" of your field experience. Your "Field Experience Summary" document will need to be submitted to the instructor by ** Sunday, April 22nd **. Also, you will provide a "key learnings" summary as one of the Learning Activities in Learning Topic 8. #3 Reflections #4 (worth 3 points) is the third graded assessment and is to be submitted by ** Sunday, April 22nd. **

Name: Reflection #4 || ** (f2f 20128W2) **
 * **Learning Topic 8: Overview of Leadership- The Assessment**
 * **Learning Topic 8: Overview of Leadership- The Assessment**

This course has covered an overview of leadership topics ranging from history and theories to communication and conflict resolution. Management of school and instructional leadership are different just as some decisions are made collaboratively and some are administrative. Change is inevitable which often causes conflict, but effective schools weather these opportunities based on shared values, a common mission and a positive school culture. The goal this Learning Topics communicates your competency of the content.
 * __Background/Rationale__**

At the end of Learning Topic 8, the student will be able to:
 * __Learner Outcomes__**
 * Demonstrate competency on all the topics covered in this course.
 * Identify the key content materials and evaluate their use and usefulness.
 * Reflect on what leadership is and explain the complexities of leadership.

None
 * __Readings and Research__**


 * __Learning Activities__**


 * __ Direct Instruction __**
 * Warm-up:
 * Learning Topic Review: The “Learning” Arc
 * Administrative Issues:


 * Activity 1: Final Project - Sharing your Culminating Project //__ALTERNATING__// with Field Experience Summary**
 * Context:** In order to demonstrate that you have mastered the content in this course, your task is to create a newsletter OR a continuous improvement project for the class.


 * __ NEWSLETTER: __**Sections (criteria) to be addressed:
 * 1) What is leadership?
 * 2) What is the organization's vision? Mission? Values?
 * 3) A description of the desired culture and climate.
 * 4) Outline the organization's position on decision-making and conflict resolution?
 * 5) Outline the organization's position on “change.”

**O R**

Project Elements--In the project consider and respond to the following: 1. __Destination:__ 2. __Current Context:__ ü vision ü mission ü values ü culture and climate 3. __Plan:__ To reach the destination in the most effective manner possible, describe how you would do that--consider the following: media type="custom" key="15428320"
 * __ Continuous Improvement Project __**
 * Task**--To identify an area that a leader can develop a strategy for continuous improvement and create a plan towards that end.
 * What is the desired outcome?
 * Why is that a desired outcome?
 * How would you characterize the following at this time:
 * Describe any other contextual factors that are relevant to the current context.
 * Provide a profile of key individuals in relationship to the destination and the current context.
 * What do you want the target individual/group to know and be able to do?
 * How will you know if they know it? ...can do it?
 * What will you do if they do NOT know it? ....CANNOT do it?
 * What will you do if they DO know it? ...CAN do it?


 * Activity 2: SUMMARY OF FIELD EXPERIENCES-** **Sharing your Field Experience Summary //__ALTERNATING__// with Culminating Project**

Using your summary of your Field Experiences that you completed as an assignment for Learning Topic 7, you will provide a short report that shares your "key learnings" from your Field Experience activities.


 * Congratulations!** You have completed this course. ||