EDL 540, Spring 2016 School Improvement Western Illinois University Lora L. Wolff, Ph.D. Assistant Professor Department of Educational Leadership Room 115D Macomb Campus Work: (309) 298-­‐1776 (least useful) Cell: (319) 670-­‐8717 Home: (319) 524-­‐8184 (before 9 p.m.) E-­‐mail: ll-­‐wolff@wiu.edu Skype: dr_wolff_kcsd Office Hours: Office hours will be held one hour before and after each Saturday class meeting and one hour before and after each Sunday class meeting. Tuesday: 11 a.m. – 1 p.m./1 p.m. – 3 p.m. alternating weeks Thursday: 1 p.m. – 3 p.m. Class will meet via video-­‐conferencing Room locations are tentative-­‐-­‐ HH 7 & QC 2204 Lora will rotate between the two locations. CATALOG DESCRIPTION School Improvement. (3) School improvement process, qualities of an effective change agent, mission and vision alignment, planning for implementation of school change. PREREQUISITES EDL 500, EDL 504, EDL 508, and EDL 510; Or permission of instructor COURSE MEETING DATES Saturday, Jan. 23 (8 a.m. – 4:30 p.m. with a 30-­‐minute lunch)/Lora @ Moline Sunday, Jan. 24 (8 a.m. – 1:30 p.m. with no lunch break)/Lora @ Macomb Saturday, Feb. 6 (8 a.m. – 4:30 p.m. with a 30-­‐minute lunch)/Lora @ Moline Sunday, Feb. 7 (8 a.m. – 1:30 p.m. with no lunch break)/Lora @ Macomb Saturday, Feb. 20 (8 a.m. – 4:30 p.m. with a 30-­‐minute lunch)/Lora @ Macomb Sunday, March 6 (8 a.m. – 1:30 p.m. with no lunch break)/Lora @ Moline Notes: 1. The course will be delivered via video-­‐conferencing (Moline/Macomb). 2. This option is being provided so that students in Cohort 4 (Macomb) and Cohort 5 (Moline) do not have to take EDL 540 in future semesters. 3. We may have students from other cohorts joining us 4. I will rotate between the two locations with tentative locations listed above. 5. Both cohorts (4 & 5) are involved with their internships Spring 2016. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 1 WESTERN ONLINE
Be sure you access our class via Western Online. The website is—http://westernonline.wiu.edu/. You will need to have your WIU ECOM user name and password. If you have trouble, contact the help desk (309-­‐298-­‐2704). WesternOnline will be open no later than December 1, 2015 if you want to get a jump start on the class. Note: The syllabus is subject to change at the discretion of the instructor. Should the syllabus change, a revised syllabus will be distributed to students via WIU email and posted to WesternOnline. No graded assignments will be added. OBJECTIVES—This course focuses on school improvement. The student will: 1. Identify the knowledge, leader characteristics, and skills for leading change in various change models. 2. Create a plan for the implementation of a change in a school. 3. Access and use a variety of data types from a variety of sources to set forth a plan of action for school improvement. 4. Analyze data on school improvement including achievement data, demographic data, and culture and climate data. 5. Analyze publicly displayed data (district, school, and state report cards) of multiple grade levels (e.g. preschool, elementary, middle school/junior high, and high school students) in general education and for students with IEPs, Section 504 Plans, RtI plans, culturally diverse students, and those identified for ELL and talented and gifted services to identify areas for improvement. 6. Outline a plan to conduct data collection of the external community and its cultural, social and economic context. 7. Explain the role of the school vision in the school improvement planning process. 8. Articulate the purpose and process of aligning the school mission and vision to the district mission and vision to create a culture of high student achievement. 9. Demonstrate the ability to develop a vision, mission, core values and SMART goals in a school building. 10. Analyze and describe the instructional and student support strategies in use in the building as well as the future strategies that need to be employed to catapult student learning and student achievement forward as part of school improvement efforts. 11. Select and defend research-­‐based interventions which contribute to higher student achievement in several specific contexts in preschool, elementary, middle school/junior high, and high school education. 12. Identify the challenges of meeting the academic and social-­‐emotional needs of diverse preschool, elementary, middle school/junior high, and high school students in general education and for students with IEPs, Section 504 Plans, culturally diverse students, and those identified for ELL and talented and gifted services. 13. Promote a belief in equality and accessibility of educational opportunities for all preschool, elementary, middle school/junior high, and high school students in general education and for students with IEPs, Section 504 Plans, culturally diverse students, and those identified for ELL and talented and gifted services. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 2 GRADING
93 -­‐ 100% 85 -­‐ 92 % 70 -­‐ 84 % 60 -­‐ 69 % 00 -­‐ 59% A A = Superior Graduate Work 465-­‐500 points B B = Good Graduate Work 425-­‐463 points C C = Unacceptable Work at the Graduate Level 350-­‐424 points D 300-­‐349 points F 000-­‐299 points GRADING PROCEDURES
The assignment of grades will reflect both a quantitative and qualitative assessment of each student’s performance on class discussions, individual assignments, in-­‐class activities, group activities, and projects. I anticipate a majority of students will earn A’s and B’s in this course. You should be sure that the work you submit is of the highest quality possible on your first submission. Inadequate or unsuccessfully completed assignments (those with a “C” or lower) may be resubmitted. However, a conference is needed with the instructor prior to resubmission. REQUIRED TEXTS We will read, discuss, and analyze What Works in Schools. I feel this is a pivotal book to have in your professional library. However, you may be able to borrow them from colleagues at your school. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. ISBN: 0-­‐87120-­‐717-­‐6 You will read ONE additional book (See Assignment #5 for book assignments). Additional materials/documents from the instructor will be posted to WesternOnline and will need to be downloaded and/or printed (e.g. PowerPoints and articles). SUPPLEMENTAL RESOURCES (We will reference these books, but you do NOT need to purchase them. You may want to put them on your future reading list.) Covey, S. The Seven Habits of Highly Effective People. (2013). New York, NY: Simon and Schuster. ISBN: 9781451639612 Dean, C., Hubbell, E.R., Pitler, H., & Stone, B.J. (2012). Classroom instruction that works: Research-­‐based strategies for increasing student achievement (2nd ed.). Alexandria, VA; ASCD. ISBN 978-­‐1-­‐4166-­‐1362-­‐6 Dufour, R. et. al. (2004). Whatever it takes. Bloomington, IN: National Educational Service. Marzano, R.J. (2001). Classroom instruction that works: Research-­‐based strategies for increasing student achievement. Alexandria, VA: ASCD. ISBN UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 3 Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: ASCD. ISBN Reeves, D. (2006). The learning leader: How to focus on school improvement for better results. Alexandria, VA: ASCD. ISBN: 978-­‐1-­‐4-­‐4166-­‐0322-­‐0 (This book was previously a required book for the class.) Reeves, D. (2009). Leading change in your school. Alexandria, VA: ASCD. ISBN 978-­‐1-­‐4166-­‐0808-­‐0 (This book was previously a required book for the class.) Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: ASCD. ISBN 978-­‐1-­‐4166-­‐1130-­‐1 Schmoker, M. (2006). Results now. Alexandria, VA: ASCD. ISBN 978-­‐1-­‐4166-­‐0358-­‐1 METHODS OF INSTRUCTION Instruction will employ lecture, discussion (both whole class and small group), and collaborative activities. Class attendance and participation is paramount. Additionally, discussion, group exercises/activities, and lecture participation will occur and be evaluated. Because we’re utilizing video-­‐conferencing, it will be imperative that students: a. Identify themselves when speaking. b. Be courteous to peers in the classroom and at the remote site. c. Be patient with the technology. d. Particularly when at the remote site, ensure your “voice” is heard when you have contributions to the discussions. This may mean restating your question/statement. CALENDAR OF TOPICS/COURSE OUTLINE
A tentative calendar of topics/course outline is available on pages 15-­‐18 of the syllabus. A specific outline for each day of class will be provided prior to each day via WesternOnline or WIU email.
UNIVERSITY WRITING CENTER The University Writing Center is available to assist you with general and specific questions on writing assigned in any discipline and at any academic level. The one-­‐on-­‐one assistance available at the University Writing Center is valuable for generating ideas, talking about global-­‐level writing issues such as organization, and even working through grammatical problems. The University Writing Center is located in Malpass Library (3rd floor, west side). Call for an appointment (309-­‐298-­‐2815) and be sure to bring a copy of your assignment. There is also a Writing Center at the Moline campus. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 4 POLICIES AND EXPECTATIONS ATTENDANCE
For courses at the 500 level: A student who is absent for more than 50% of a scheduled day of a Weekend Academy class will be assigned a grade of Incomplete (I) by the instructor and must make up the appropriate day in its entirety the next time the course is offered in order to change the “Incomplete” to a letter grade. In some instances the professor may provide additional activities in lieu of making up the course at another time. If a student is absent for more than 50% of the first day of a weekend academy class, the instructor may, at his/her discretion, either exclude the student from attending the class or award an Incomplete under this attendance policy. INCOMPLETE GRADE FOR MISSING COURSE REQUIREMENTS An Incomplete grade may be given only when a student, due to circumstances beyond his or her control, is unable to complete course requirements within the official limits of the term. The instructor may allow additional time for completion of the requirements after consideration of a written petition from the student to the instructor. The petition must include what the student will do to complete the requirement and the expected date of completion of the incomplete requirements. ACADEMIC ACCOMMODATIONS In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. For the instructor to provide the proper accommodation(s) you must obtain documentation of the need for an accommodation through Disability Support Services and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Support Services at 309-­‐298-­‐2512 for additional services. WIU ACADEMIC DISHONESTY POLICY Western Illinois University is dedicated to the discovery and communication of knowledge. The University can best function and accomplish its objectives in an atmosphere where high ethical standards prevail. For this reason and to insure that the academic work of all students will be fairly evaluated, the University strongly condemns academic dishonesty. The most prevalent forms of academic dishonesty are cheating and plagiarism. Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating. It is the responsibility of the student to not only abstain from cheating, but also to avoid making it possible for others to cheat. Any student who knowingly helps another student cheat is as guilty of cheating as the student he or she assists. The submission of the work of someone else as one's own constitutes plagiarism. Academic honesty requires that ideas or materials taken from another course for use as a course paper or project be fully acknowledged. Plagiarism is a very serious offense in whatever form it may appear, be it submission of an entire article falsely represented as the student's own, the inclusion within a piece of the student's writing of an idea for which the student does not provide sufficient documentation, or the inclusion of a documented idea not sufficiently assimilated into the student's language and style. GRADE APPEAL Information about appealing your grade may be accessed at: WIU home page, Personnel, Provost page, on the right side the link is listed. The 'Rights and Responsibilities' page is updated regularly. All necessary information related to grade appeals is made available to students at this site. STUDENT RIGHTS AND RESPONSIBILITIES A complete set of links to student rights and responsibilities can be found at the following URL: http://www.wiu.edu/Provost/students/. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 5 ASSIGNMENT SUBMISSION Save your assignments electronically (documents) in the following manner: Last Name Assignment #X (where X = the assignment number) Johnson Assignment #5 Include the following information on the left side of the first page (single-­‐spaced): • First name Last name • EDL 540 – SPRING 2016 • Assignment #X: Name of Assignment (where X = the assignment number) • Date Please note there are deadlines for your assignment submissions. See the detailed assignment description for deadlines. Should you miss a deadline, please email or call me and we will discuss this. Please see “Problems” and “Extensions” for more information. PROBLEMS If personal, work or family problems arise that interfere with your ability to complete assignments or continue this course (in a timely manner), contact me immediately. We will work together to resolve the problems as they relate to EDL 540. EXTENSIONS I understand that we are all busy people and sometimes we are not able to adhere to stated due dates. If you need an extension, please talk with me (Skype or phone). Make sure you contact me prior to the due date if you need an extension. If you choose to abuse my liberal extension policy, I will not grant any future extensions. Note: Extensions will not be given for group projects. REWRITES Three of the assignments (#3, #4 and #7) if turned in on or before the due date will be allowed one subsequent rewrite. That rewrite must be submitted within one week of your having received feedback from me. Students need to let me know if they are going to rewrite, prior to rewriting. Additionally, the rewrite should be a substantial revision and not just addressing any editing errors. In other words, do not consider me your editor. PLEASE NOTE I sometimes keep samples of student work to use as exemplars. If your work is selected for future use, I will ask for permission to use it for up to five years. (Every five years WIU undergoes an accreditation visit by the State of Illinois and NCATE. These organizations need to see samples of student work and so I need your permission to span a possible five-­‐year window). At the end of five years it will be shredded or you will be contacted for continued permission. The “group portion” of the school improvement project will be kept and used in subsequent classes. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 6 ASSESSMENTS AND ACTIVITIES Note: Assignments #1 and #2 (see below) are due prior to the first class meeting. A further description of Assignments #3, #4, #5, #6, and #7 can be found later in this document. Activity Points Notes Assignment #1-­‐-­‐PHOTO: Upload a photo of yourself to WesternOnline -­‐-­‐ Assignment #2-­‐-­‐Letter of Introduction Students will write a letter of introduction (See additional information later in the syllabus) and upload to the WesternOnline dropbox prior to the first class. NOTE: This is an informal piece of writing and does not need to be a polished document worthy of future publication. See p. 8 for more details. Assignment #3—Exceptional Leader Interview See additional information on page 9 of the syllabus. -­‐-­‐ 100 This activity assesses student proficiency on
the knowledge dimension of ELCC Standard
Indicators 6.1.
Assignment #4—What Works in Schools Reflective Journal See page 10 for more details about this assignment Assignment #5—Change Read an assigned book on change and make a group presentation. See page 11 of syllabus for more information. Assignment #6— School Improvement Plan See additional information on p. 12 of the syllabus. Additional materials will be available. 140 This activity assesses student proficiency on
the knowledge dimension of ELCC Standard
Indicators 2.2, 2.3 and 4.1.
50 This activity assesses student proficiency on
the knowledge dimension of ELCC Standard
Indicator 3.1.
50 Assignment #7— School Improvement Plan See additional information on p. 13 of the syllabus. 100 In-­‐class Activities—Students will participate in in-­‐
class activities and discussions (small group and large group). Each class session will be worth 10 points. 60 This activity assesses student proficiency on
the knowledge dimension of ELCC Standard
Indicators 1.2, 2.5, 3.1, and 4.1, on the
Performance dimension of ELCC Standard
Indicators 1.2, 2.5, 4.1, and 6.3.
This activity assesses student proficiency on
the knowledge dimension of ELCC Standard
Indicators 1.2, 2.5, 3.1, and 4.1, on the
Performance dimension of ELCC Standard
Indicators 1.2, 2.5, 4.1, and 6.3.
Note: Students must be present and
contribute productively to the class discussion
and class activities to earn points for the
in-class activities.
Please do this prior to the first class. There are
no points attached to this assignment.
However, to earn an “A” or “B” in the course
this needs to be completed.
Please submit prior to the first class meeting.
There are no points attached to this
assignment. However, to earn an “A” or “B”
in the course this needs to be completed.
You will post to both “Assignment #2” and
to “Discussion #1.”
Note: Students will need a laptop with wireless Internet access for each class meeting. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 7 Assignment #1: Upload your photo to WesternOnline •
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Log on to WesternOnline On the upper, right hand side in the purple bar, click on the triangle immediately to the right of your name Select “profile” Click on “change photo” on the left hand side of the screen Drag your photo to the box that says “Drop photo here” or click on “Upload” and navigate to your photo Click on done! One assignment done!!!! You need to do this to earn an “A” or a “B” in this class. Assignment #2: Letter of Introduction Each student will create a letter of introduction. The letter should cover the following topics— • your name. • your current position (grade level, subject area). • how long you’ve been teaching and at what levels and in what subject areas. • your 2-­‐5 year career goals. • your thoughts on change and the change process as it pertains to schools and school leadership. • your thoughts on your school/district’s mission statement and vision. The assignment should be completed no later than the Thursday before the first class meeting. You should post this to: a. “Assignment—Dropbox—Assignment 2” on WesternOnline. b. “Discussion #1” on WesternOnline. You need to do this to earn an “A” or a “B” in this class. No points are attached to this assignment. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 8 Assignment #3—Exceptional Leader Interview Point Value: 100 points Due: Paper due prior to class on day #5 Format: 1” margins on all sides Font: Cambria, Palatino, Palatino-­‐linotype or a similar serif font Font Size: 12 point (10 point font is acceptable) Spacing: Single-­‐spaced preferred Page Numbers: Include as footer Description: You will interview four (4) exceptional leaders and write a reflective paper. As a class we will interview three (3) exceptional leaders of a school (or a district). I will arrange these interviews and they will occur during our class time on Weekend #2. You will also interview a fourth leader which could be your building principal, your internship mentor, or another principal in your district. This will be done outside of class time. Prior to the interviews, we will have an in-­‐class activity where we write questions for the interviews. After we conduct the interviews, you will individually write a two-­‐page single-­‐spaced or four-­‐page double-­‐
spaced reflection on the information gathered from the interviews. Additional Information 1. We will develop a series of targeted questions that could be completed in about 30 minutes to fill in your knowledge of the school and its leader. This will be done in your groups. Then we will compile the lists, narrow the questions down, and create a list of questions to ask the principals. 2. For each of the four principals you should conduct a review of the school beginning with the website that might include the school’s comprehensive school improvement plans, strategic plans, and the data reported on the school by the IIRC or Iowa Department of Education along with the school website for information about the school’s programs and initiatives. This review could be done in your group…a divide and conquer approach seems appropriate. We will form groups of three for this task. 3. You will write a two-­‐page (single-­‐spaced) reflection highlighting your interpretation and analysis of the four exceptional leaders. The content and format is up to you. Some potential areas you may want to consider (obviously, you would focus on one or two of these, not all of them…you’re to write an in-­‐depth reflection rather than just touch on a lot of topics)… a. the similarities between the four principals. b. the differences between the four principals. c. the important takeaways from the four principals. d. the connections you made between the principals, the topics in this class, your other coursework, your internship, and/or your current building. e. the strengths and weaknesses of the exceptional leaders’ school improvement plan(ning) and processes. f. the leader’s vision for his/her school. g. the leaders’ explanation of how continuous and sustainable improvement is possible. h. the leaders’ explanation of how he or she monitors and evaluates progress and the decision-­‐making model used in revising plans. 4. You will share your analysis in a structured discussion in class on Day 5. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 9 Assignment #4: What Works in Schools Chapter Summaries & Reflective Journal Description: This assignment is based on What Works in Schools. Your “paper” will have 12 sections and should be based on the text and the RAFT (See below). It is a multi-­‐part assignment (12 parts). Point Value: 140 points Length: It depends on what you have to say. I’m guessing between 6-­‐20 pages single-­‐spaced. We’re looking for in-­‐depth thinking and reflection. Due: On or before February 27 @ 8 a.m. Role = Future principal Audience= Self Format= Journal, critique, or reflection Topic= Issues from each chapter that are relevant to you in your role as a future principal Step 1: Read chapters as assigned of What Works in Schools (Robert Marzano). Step 2: Format your paper. Margins: 1” on all sides Font: 12 point, Palatino/Palatino Linotype/Cambria/Book Antiqua/Caslon/Baskerville Heading: Flush left Your Name EDL 540: School Improvement Assignment #4: What Works in Schools Instructor: Lora Wolff Date Spacing: Single-­‐spaced Include page numbers as a footer
Step 3: Format the sections for your paper Section 1: Introduction Section 2: A Guaranteed and Viable Curriculum Section 3: Challenging Goals and Effective Feedback Section 4: Parent and Community Involvement Section 5: Safe and Orderly Environment Section 6: Collegiality and Professionalism Section 7: Classroom Management Section 8: Classroom Curriculum Design Section 9: Home Environment Section 10: Learned Intelligence and Background Knowledge Section 11: Student Motivation Section 12: Closing Remarks You should use each of the above items as the heading for the appropriate section of this assignment. Step 4: Write your paper…section by section as you read and we discuss in class. As you read the chapters prior to the first weekend, you might take some notes as you read, but do not start this assignment until after we discuss the assignment in class on Day 1. I’d also recommend you don’t draft each section until we discuss that chapter/section in class. Some thinking, reflecting and writing time will be provided in class to get you going on each section of this assignment. However, time will be required outside of class to complete this assignment. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 10 Assignment #5: Change Book & Group Presentation Description: Read, analyze and present an assigned book on “change.” Point value: 50 Due: Day 5 at 8 a.m. Overview of Project Step 1: Each person will read one of the books below as assigned (although you may swap with another person…if you can arrange that, please let me know). The book should be read prior to Day 3. Step 2: Prior to Day 3 each person will list main topics and ideas for group presentation. Step 3: Groups will prepare a presentation on the book. A PowerPoint should be utilized, but the presentation should include a variety of techniques to create an interesting lesson. Step 4: Groups will present their book. Plan for a presentation between 15-­‐30 minutes in length. Other information: 1. Presentations will be on Day 5. 2. Some class time will be provided on Day 3 and/or Day 4 for groups to prepare their presentations. 3. A rubric for the presentation will be available on WesternOnline. 4. All group members should be actively involved in the presentation. 5. Including information from our class discussion on change, school improvement, and other EDL courses would be appropriate. Books Blanchard, K., & Bowles, S. (1998). Gung ho! New York, NY: William Morrow. ISBN: 0-­‐688-­‐15428-­‐X Blanchard, K., Britt, J., Hoekstra, J. & Zigarmi, P. (2009). Who killed change?: Solving the mystery of leading people through change. New York, NY: William Morrow. ISBN: 979-­‐0-­‐06-­‐177893-­‐3 Blanchard, K., Lacinak, T., Tompkins, C., & Ballard, J. (2002). Whale done! The power of positive relationships. New York, NY: Free Press. ISBN: 0-­‐7432-­‐3538-­‐X Britt, J. & Mountjoy, M. (2012). Who pardoned accountability? How to “unleash” accountability in your organization. Louisville, KY: Butler Books. ISBN: 978-­‐1-­‐935497-­‐50-­‐9. Johnson, S. and Blanchard, L. (1998). Who moved my cheese? New York: NY, Penguin Group. IBSN: 9780399144462 Kotter, J. (2005). Our iceberg is melting. New York, NY: St. Martin’s Press. IBSN: 978-­‐0-­‐312-­‐36198-­‐3 Lundin, S., Christensen, J., Paul, H. & Blanchard, K. Fish. New York: NY, Hyperion. ISBN: 9780786866021 Malhotra, D. (2013). I Moved Your Cheese: For Those Who Refuse to Live Like Mice in Someone Else’s Maze. San Francisco, CA: Berrett-­‐Koehler Publishers, Inc. ISBN: 9781609949761 1Group and Book Assignments Book Who Moved Our Iceberg Fish I Moved Who Killed Gung Ho 2Who Pardoned Whale Done Group Member Rebecca Baney Michael Fauth Kristi Anderson Tony Fesler Joe Mullikin Nick Stoneking Lisa Otten Alysee Mancusco Group Member Matt Crowley Jim Thompson Scott Douglas Corky Galvan Kelly Ronnebeck Mia Suarez Taylor Anderson Emily Backus Group Member Jose Galvan Kenny Crosby Kaleb Smith Jesse Synder Group Member 1 It is possible that students may be added to the groups if there are late enrollments and students will be dropped from groups if they drop the course. Names in italics were registered for the course on Nov. 21st. 2Will present on Day 6 UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 11 Assignment #6—School Improvement Project Group Portion
Your school improvement project will have two parts—an individual component (Assignment #7) and a group component (Assignment #6). Group Portion Value: 50—Due in class at the end of the last class meeting. Individual Portion Value: 100 points—Due no later than March 14th. Note: You will receive additional information on this project as a separate document. Part 1: Group Portion—School Improvement Plan a. You will collaborate with two or three other students to interpret data and create a school improvement plan for a simulated school. Choose your group carefully. b. You will create specific materials, documents, or tools that could be utilized in the creation, implementation and evaluation of a school improvement plan including the school mission and vision. c. We will outline the school improvement plan project on Weekend #1 (most likely on Sunday). d. Your group will turn in one copy of Part 1 (hard copy in a three-­‐ring binder). The title page should say, “Part 1 Developed Collaboratively with ……” e. Samples of some sections will be provided for you to use in class as guides/models. You may take notes about these samples, but they are not provided to you with the intent of copying the work of others, but to spark your thinking. f. Some class time will be provided for group work on this assignment on Days 1-­‐2-­‐3-­‐4-­‐5. However, a considerable portion of this assignment will occur outside of class. Be sure to exchange contact information with your group members. g. Also, your group will early on need to map out a plan to complete this project. • Googledocs may be an option, but may not work well for all components. • Will you use a compiler? Everyone does their assignment portion and then submits to the compiler? If so, the compiler should have fewer portions to do than the others in the group because of the time involved. • Consider developing a style sheet so all group members utilize the same format and style (Font(s), margins, page #s, etc.) h. Your Assignment #6 document will not be returned. You may want to consider making a copy of this for all members of your group. i. Your group’s document will not be uploaded to WesternOnline and must be submitted as a hard copy on the last day of class. j. Please note: I will keep your group’s submission of Assignment #6 and use in subsequent classes. More on this project (Assignment #7) is on the following page. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 12 Assignment #7—School Improvement Project Individual Portion Part 2: Individual Portion –School Improvement Plan (completed after a bulk of your group portion is completed) a. Will be an individual paper (1000-­‐2000 words) focusing on school improvement and the school improvement project. b. You will upload your individual portion (Assignment #7) to the dropbox in WesternOnline. c. Due: March 14 d. Specifications: a. Margins: 1” on all sides b. Font: Cambia, Palatino, Palatino-­‐Linotype c. Font Size: 12 point (10 point font size is acceptable) d. Spacing: Single-­‐spaced preferred e. A rubric for this assignment will be uploaded to WesternOnline. f. Your individual portion needs to focus on visioning, the importance of visioning in school improvement, and the school improvement process. The following topics should be addressed (I would suggest using headings or clear topic sentences to guide the readers—these will be scored for a grade by me AND by department members to turn into the accreditation bodies related to the principal certification requirements using the rubric)…How will you as a building principal: a. Collaboratively develop and implement a shared vision and mission? b. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning? c. Create and implement plans to achieve goals? d. Promote continuous and sustainable school improvement? e. Monitor and evaluate progress and revise school plans? f. Ensure teacher and organizational time is focused to support quality instruction and student learning? g. Collect and analyze data and information pertinent to the educational environment? h. Build and sustain positive relationships with community partners? i. Advocate for children, families and caregivers? j. Act to influence local, district, state and national decisions affecting student learning? g. Consider… 1. Viewpoint: You are writing from the perspective of a building principal 2. References: Refer the reader to pages in your Part 1 document for more details. However, you don’t need to regurgitate all the information from Part 2. 3. Citing Sources and Content: Reference content from this class and others (e.g. books, articles, authors, assignments) that support your points. I don’t expect perfect APA format, but try to get close. 4. Other components you might consider including— a. a reflection on your learning throughout the EDL program so far. b. references to the books you’ve read in the EDL program so far and how what you read (and what we’ve discussed) relates to the development of a vision, leadership and school improvement. c. a reflection on your development as a leader, how your vision for leadership and school improvement matches the readings and discussiosn, and where you need to continue to grow. h. Additional information— a. Comments for Assignment #7 of the school improvement project will be posted WesternOnline. b. The format of this paper is up to you. UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 13 Calendar of Topics (Tentative)
Prior to Day 1-2
When
Topics
Materials/Readings
Due
Log on to Western Online and
review all course materials.
Order, borrow, or acquire the
textbook for class (What
Works in Schools)you're your
assigned “change” book
Bring a laptop with wireless
internet access to all class
sessions. Also consider
bringing a power strip or
extension cord.
Assignment 1: Upload photo
to WesternOnline
Assignment 2: Class
Introduction—Write and Post
to WesternOnline
(Assignments—Dropbox)
Reading Assignments
(69 pages of reading)
--
Thursday prior to Wkd #1
Acquire as soon as
possible
--
See description on p. 8
Thursday prior to Wkd #1
See description on pp. 8
Thursday prior to Wkd #1
What Works in Schools (WWIS)-Read Chap. 1—pp. 1-14
WWIS—Read Ch. 2: The SchoolLevel Factors (pp. 15-21)
WWIS—Read Ch. 3: A Guaranteed
and Viable Curriculum (pp. 22-34)
WWIS—Read Ch. 4: Challenging
Goals and Effective Feedback (pp.
35-46)
WWIS—Read 5: Parent and
Community Involvement (pp. 4753)
WWIS—Read Ch. 6: Safe and
Orderly Environment (pp. 53-59)
WWIS—Read Ch. 7: Collegiality
and Professionalism (pp. 60-70)
Prior to Day 1
UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 14 Prior to Day 1
Prior to Day 1
Prior to Day 1
Prior to Day 2
Prior to Day 2
Prior to Day 2
When
Calendar of Topics (Tentative)
Topics/Tasks
Materials/Readings
Between Weekends 1 & 2
Weekend 1
Overview of Course, Syllabus
and Assignments
PowerPoint #1 (Available on WO)
Due
--
Videoconferencing Protocol
--
It’s All About Me
--
School Improvement &
Organizational Development
What Works in Schools
(School Level Factors)
School Improvement PP
(Download from WesternOnline
and have available on your laptop)
Discussion of What Works:
School-Level Factors
(Chapters 2-7) PP (Available on
WO)
Write “Exceptional Leader”
interview questions
Group Work—School
Improvement Project (Form
groups, whole group planning,
small group work time)
--
--
In-class activity
In-class activity
Topics/Tasks
Materials/Readings
Due
WWIS—Ch. 8
(16 pages)
Read WWIS—Ch. 8: The TeacherLevel Factors (pp. 71-77)
Prior to Weekend 2
WWIS—Ch. 9 Optional
Reading
Reading WWIS--Ch. 9 is optional
since you read Classroom
Instruction That Works in EDL 525
WWIS—Ch. 10
(17 pages)
Read WWIS—Ch. 10: Classroom
Management (pp. 88-105)
Prior to Weekend 2
WWIS—Ch. 11
(16 pages)
Read WWIS—Ch. 11: Classroom
Curriculum Design (pp. 106-122)
Prior to Weekend 2
Schedule your interview with
your local “exceptional leader”
See Assignment #3
Prior to February 15
Individually brainstorm on
your group’s School
Improvement Plan
Read assigned book on
“change”
Prior to Day 3
Brainstorm on your group’s
“change” book project
Prior to Day 3
Finish Assignment #4 for
“Introduction” and Chapters 37 of What Works in Schools
You’ll submit once all
sections are
complete.
Assignment #4
due on or before
February 27
UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 15 Day 3 & Day 4
Calendar of Topics (Tentative)
Topics/Tasks
Materials/Readings
Due
Exceptional Leader Interviews
(Saturday morning)
Exceptional Leader Interview
Questions developed Wkd #1
Assignment #3—
Exceptional Leader
due prior to Day 5
Change
Change PP (WO)
Demographics
What Works in School—
Teacher-level Factors
Group planning time for “change”
book presentations
Demographics PP (WO)
Access What Works in Schools PP
(previously downloaded);
Ch. 8, 10-11 in WWIS
Group Work—School Visioning
Project (Whole group
planning, small group work
time)
Catch up from Weekend 1
Calendar of Topics (Tentative)
Topics/Tasks
Materials/Readings
Between Day 4 & Day 5
As time permits
WWIS—Ch. 12
(2 pages)
WWIS—Ch. 13
(6 pages)
WWIS—Ch. 14
(10 pages)
WWIS—Ch. 15
(14 pages)
WWIS—Ch. 16
(2 pages)
WWIS—Ch. 17: optional
(11 pages)
WWIS—Ch. 18
(6 pages)
Read WWIS—Ch. 12: The
Student-Level Factors (pp. 123125)
Read WWIS—Ch. 13: Home
Environment (pp. 126-132)
Read WWIS—Ch. 14: Learned
Intelligence and Background
Knowledge (pp. 133-143)
Read WWIS—Ch. 15: Student
Motivation (pp. 144-156)
Read WWIS—Ch. 16:
Implementing the Model (pp.
157-159)
Optional Reading:
WWIS—Ch. 17: Using the Model
(pp. 160-171)
Read WWIS—Ch. 18: The
Critical Role of Leadership (pp.
172-178)
Finish Assignment #4 for
complete Ch. 10-11 of What
Works in Schools
UPDATED 11.22.2015 ◆ EDL 540 ◆ SPRING 2016 ◆ Wolff ◆ Page 16 Due
Prior to Day 5
Prior to Day 5
Prior to Day 5
Prior to Day 5
Prior to Day 5
Prior to Day 5
Prior to Day 5
You’ll submit once all
sections are
complete.
Due #4 on or
before February 27
Calendar of Topics (Tentative)
Topics/Tasks
Materials/Readings
Day
5
Discussion of Exceptional
Leader Interview & Analyses
Exceptional Leader Analysis
Due
What Works in Schools—
Student-level Factors
Weekend 3
Assignment #3—
Exceptional Leader
Interview due prior to
Day 5
Access What Works in
Schools PP (previously
downloaded);
Ch. 12-15, 16, 18
Change book group
presentations
Between Day 5 & Day 6
Assignment #5 Due on
Day 5
9 Hard Things About School
Reform
Group Work—School
Visioning Project (Whole
group planning, small group
work time)
Catch-up from Days 1-4
9 Hard Things PP
Topics/Tasks
Materials/Readings
Exceptional Leader Analysis
Due
Finalize materials for group
portion of School
Improvement Plan Part A
Draft individual portion of
School Improvement Plan
Part B
Finish Assignment #4 for
Chapters 13-14-15 in What
Works in Schools
Due
As time permits
As time permits
Due
Assignment #X—
Exceptional Leader
Interview due prior to
Day 5
Assignment #6 Due on
Day 6
Due: March 10
Due #4 on or before
February 27
DRAFTED 11.22.2016 ◆ EDL 540 ◆ SUMMER 2014 ◆ Wolff ◆ Page 17 After Day 6
Day 6
Calendar of Topics (Tentative)
Topics
Materials/Readings
Visioning Project Group
Portion (Assignment #6)
Change: Grading Practices
Hard copy turned in (1 copy
per group)
Grading PP (WO)
Student Information
Systems—Grading and
Standards-based Report
Cards
9 Hard Things About School
Reform
Catch-up from Days 1-5
Take Aways and To Dos
Activity
9 Hard Things PP
Course Evaluation
Individual Portion of Visioning
Project Part 2
Submitted to WO
Due
End of class Day 6
As time permits
As time permits
As time permits
As time permits
In-class activity
Assignment #7—
Individual portion
of Visioning
Project
Due: March 14
Last day to submit any late individual assignments.
Sunday, April 10th
DRAFTED 11.22.2016 ◆ EDL 540 ◆ SUMMER 2014 ◆ Wolff ◆ Page 18