EDAD 5331 ORGANIZATIONAL BEHAVIOR AND THEORY
WAYLAND BAPTIST UNIVERSITY
Virtual Campus
School of Education
Fall 2015
WBU Mission: Wayland Baptist University exists to educate students in an academically challenging, learning focused and distinctively Christian environment for professional success and service to God and humankind.
COURSE NUMBER AND TITLE :
EDAD 5331 Introduction to School Administration - Organizational Behavior and Theory
TERM AND DATES :
Fall 2015 August 17 – Oct 31, 2015
INSTRUCTOR :
Instructor:
Office:
Cell Phone:
Email:
Dr. Lisa Leach
NA
806-928-6521 lisasleach@gmail.com
; lisa.leach@wayland.wbu.edu
OFFICE HOURS:
By Email or Phone Appointment
I will respond to your e-mail or phone call within 48 hours.
CATALOG COURSE DESCRIPTION:
Theory and research regarding human behavior in organizations with special reference to schools. Major topics include the following: historical schools of thought; power and authority; motivation; and social systems concepts.
TEXT:

Hoy, Wayne, Miskel, Cecil, and C. John Tarter (2013). Educational Administration:
Theory, Research, and Practice, Ninth Edition. San Diego, California: Mc-Graw Hill.
COURSE OUTLINE : Reading Assignments and Learning Outcomes
Week 1, Chapter 1: School as a Social System
1. Discuss with understanding the meaning of theory
2. Differentiate between the terms concept, assumption and generalization
3. Describe the major schools of organizational analysis with respect to their epistemological beliefs and social theories.
4. Describe the social system properties of schools, demonstrating knowledge of the following concepts, boundaries, homeostasis, feedback, equilibrium, input, entropy, equifinality, and output.
Week 2, Chapter 2: The Technical Core: Learning and Teaching
1. Describe the three general learning perspectives
2. Differentiate between the applications of behavioral learning approaches.
3. How does the information processing cognitive theory impact the way a teacher presents information and material.
4. Three promising applications of the constructivist approach are inquiry, cognitive apprenticeships and cooperative learning.
Week 3, Chapter 3: Structure in Schools
1. Describe Weber’s elements of bureaucracy and give manifestations of each element in the public schools.
2.
Using Gouldner’s model, analyze the intended and unintended consequences of rules.
3. Using Mintzberg’s framework for examining bureaucratic structure, analyze structure of a school. Utilize power point slide of school structure and apply to a school organization.
4. Compare Carl Weick’s loose coupling theory to that of Weber and Mintzberg.
5. Analyze similarities and differences in bureaucratic and professional norms. (Hall typology)

6. Analyze an organization utilizing the typologies on Pg 110, pg. 118
7. Describe the differences in bureaucratic and professional orientations.
Weeks 4, Chapters 4-7: Work Motivation. Climate and Culture
1. Describe the following theories of motivation: Maslow’s, Herzberg, McClelland’s theory of achievement, expectancy theory, self-efficacy theory, and goal-setting theory.
2. Discuss the elements impacting organizational climate.
3. Discuss changing the culture and climate of schools
4. Describe various rites as seen in school organizations
5. Discuss the impact of a culture of trust and how that relates to academic optimism
6. Discuss the organizational design that impacts pupil control orientation.
7. Distinguish between the organizations climate and culture.
8. Utilizing one of the climate instruments describe the climate of the organization where you are working.
9. Distinguish between power and authority.
10. Describe and explain the political tactics and games that are played in your organization.
11. Identify which Conflict Management style is appropriate for various situations.
Week 5: Test 1, Chapters 1-7
Weeks 6-9, Chapters 8-11: Effectiveness and Quality Schools
1. Describe the organization utilizing one or more of the models of organizational effectiveness.
2. Describe the organizational effectiveness using outcome criteria.
3. Discuss the impact of accountability on school reform.
4. Describe decision making as an administrative strategy.
5. Given a problem determine which decision model would be the appropriate one to apply to the case.

6. Develop guidelines for participatory decision making using the Hoy-Tartar model.
Week 10, Chapter 12: Leadership
1. Discuss how contingency theory of leadership could be applied to a school setting.
2. Describe how situational leadership is a viable approach for helping a staff growth and development.
3. Describe how the Yukl framework of leader behavior views schools and its organization.
4. Describe the differences between transactional and transformational leadership.
5. Describe various means for improving leadership in schools
Week 11: Test 2, Chapters 8-13
COURSE OUTCOMES:
The student will

apply various typologies to social systems operating in schools/ learning organizations.

analyze ways organizations/schools can be structured from viewpoints of major theorists.

explain how motivation and culture impact organizations.

describe how effective, quality schools are organized.

articulate the when to use various decision making strategies in school organizations.

explain the impact of various leadership styles on school organization.
.
COURSE REQUIREMENTS:
A.
Participation: The student will read the textbook and be ready to use the concepts of the assigned text readings in blogs and discussion boards. The student will apply this knowledge to the analysis of an educational organization.
The class format requires active participation of the student in responding to scenarios and synthesizing of ideas. Be prepared to respond to questions regarding the case for leadership that is at the end of the textbook chapters.
B.
Discussion Board: topics will be ongoing. You are to comment on the discussion thread each week and provide an original, substantive response. You are also required to respond to your classmates with a minimum of three peer comments required for each thread.
C.
Blogs: You will have a weekly blog. In the blog, you will respond to prompts and questions related to the assigned content.

D.
Tests: You are expected to perform satisfactorily on two tests.
MEANS FOR ASSESSING OUTCOME:
A. Participation will be determined by contributions and comments made during each class session week. You will receive up to 20 pts for each class session week for your discussion and participation. Maximum participation points: 200 points.
B. The blog discussions focus on cases and the application of issues regarding the cases. You are to apply theory to the cases and suggest solutions to the problems.
You are encouraged to respond to your peers’ blog postings in order to create productive professional discourse. In-depth responses with evidentiary support are required. Maximum blog discussion points: 100 points.
B. Issue papers will be presented over organization based issues. You will find articles relevant to the issue and apply them to the organization which you are studying. Each paper is worth 20 points.
D. Each test is worth 100 points.
Discussion Board
BLOGS
Test 1
200 points
100 points
100 points
Test 2
TOTAL POSSIBLE POINTS 500 points
100 points
PROCEDURAL POLICY :
A. Students will submit all responses each week. Late work is not acceptable.
The discussion postings and blogs are due by Sunday evening at midnight (Central Standard Time).
B. The student will expect responses to his/her posting from peers by the following Sunday evening.
C. Tests will be graded and grades will be recorded by the week following the test due date.
D. All writing is to be submitted in APA style. If you are uncertain of the style rules, you can use the writing center handbook at the University of Wisconsin – Madison: http://writing.wisc.edu/Handbook/DocAPA.html. The handbook is very concise and user-friendly.

EVALUATION: University Grading System
A 450 - 500 pts Cr for Credit
B
C
D
F
400 - 449 pts
350 - 399 pts
300 – 349pts below 305 pts
NCR No Credit
I
W
Incomplete* for withdrawal
WP Withdrawal Passing
WF Withdrawal Failing
X No grade given
IP In Progress
*A grade of incomplete is changed if the work required is completed prior to the date indicated in the official University calendar of the next long term, unless the instructor designates an earlier date for completion. If the work is not completed by the appropriate date, the I is converted to the grade of F. An incomplete notation cannot remain on the student’s permanent record and must be replaced by the qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.
ACADEMIC HONESTY :
University students are expected to conduct themselves according to the highest standards of academic honesty. Academic misconduct for which a student is subject to penalty includes all forms of cheating, such as illicit possession of examinations or examination materials, forgery, or plagiarism. (Plagiarism is the presentation of the work of another as one’s own work).
Disciplinary action for academic misconduct is the responsibility of the faculty members assigned to the course. The faculty member is charged with assessing the gravity of any case of academic dishonesty, and with giving sanctions to any student involved.
Penalties may be applied to individual cases of academic dishonesty see catalog for more information about academic dishonesty.
DISABLED PERSONS
Disability Statement: In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist University that no otherwise qualified person with a disability be excluded from participation in, be denied

the benefits of, or be subject to discrimination under any educational program or activity in the university. The Coordinator of Counseling serves as the coordinator of students with a disability and should be contacted concerning accommodation requests at (806) 291-3765. Documentation of a disability must accompany any request for accommodations.
COURSE CALENDAR:
Power Point slides will be online to assist you in understanding the chapter assigned.
Session 1: August 17 - 23, 2015
The School as a Social System
Assignment: Read Chapter 1, School as a Social System
Discussion Board 1 – Case: Lunchtime Streaker, p. 35

You are to have at least one original post and a minimum of three responses to your peers ’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 1 – Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 2: August 24 - August 30, 2015
The Technical Core: Learning and Teaching
Assignment: Read Chapter 2, The Technical Core
Discussion Board 2 – Case: Cooperative Learning, p. 88

You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your

suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 2
–
Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 3: August 31 – September 6, 2015
Structure in Schools
Assignment: Read Chapter 3, Structure in Schools
Discussion Board 3 Case: Problems at West High, p. 131

You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 3 – Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 4
Individuals in Schools
Assignment: Read chapter 4, Individuals in Schools
Discussion Board 4 – Case - Motivation and Leadership Challenge, p. 172

You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.

BLOG 4
–
Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 5: September 14 – 20, 2015
Organizational Culture and Climate in Schools
Assignment: Read Chapter 5
– Organizational Culture of Schools
Read Chapter 6 – Organizational Climate of Schools
Discussion Board - Case : Ambivalence at East High School, pg. 204

You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 5 – Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 6: September 21 - 27, 2015
Power and Politics in Schools
Assignment: Read Chapter 7 - Power and Politics in School
Discussion Board 6
– Case: Conflict at Washington High School, p. 263

You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.

BLOG 6
–
Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus
____________________________________
TEST: September 27- September 29, 2015
Chapters 1 - 7
Test will be available on Sunday, September 27 and will remain open to September 30.
The test will close at midnight on September 30. Once the test is opened, you will have three hours to complete the test. Once opened, you must complete the test. You may not close and re-enter the test.
____________________________________
Session 7: September 30 – October 4, 2015
School Effectiveness
Assignment: Read Chapter 9 - School Effectiveness
Discussion Board 7 – Case: Turn Around School, page 325

You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 7 – Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 8: October 5 – October 11, 2015
Decision Making in Schools
Assignment: Read Chapter 10 - Decision Making in Schools
Discussion 8: Case
–The Teachers Council, p. 352


You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 8 – Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 9 October 12 – 18, 201
Shared Decision Making: Empowering Teachers
Assignment: Read chapter 11 – Shared Decision Making: Empowering Teachers
Discussion 9: Case: Special Treatment?

You are to have at least one original post and a minimum of three responses to your peers’ postings.

Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 9
–
Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
Session 10: October 19 - 25, 2015
Communication and Leadership in Schools
Assignment: Read Chapter 12: Communication in Schools
Read Chapter 13: Leadership in Schools
Discussion 10: Case: Facebook Dilemma

You are to have at least one original post and a minimum of three responses to your peers’ postings.


Apply the knowledge from the chapter readings to the case. Your answers should demonstrate knowledge and applications of the theories presented. Your suggestions need to reflect an understanding of schools and realistic solutions to the problems.
BLOG 10 – Go to the BLOG and respond to the questions posted. You need to supply adequate detail so that the reader can understand the frame of reference of the campus related to the issues involved.
____________________________________
Test 2: October 25 -28, 2015
Test will be available on Sunday October 25, 2014 and will remain open to October 29.
The test will close at midnight on October 28, 2014. Once the test is open, you will have three hours to complete the test. Once opened you must complete the test. You may not close and reenter the test.
____________________________________