(EDL 700) Educational Leadership and Change
Syllabus of Record
Catalog Description: This course is designed to develop understandings and skills
associated with generating a school culture that is responsive to change/reform and embody
the philosophical underpinnings of systemic change. Students will research and discuss
theories of organizational change and explore various strategies to bring these theories into
practice through administrative leadership. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Common Unit Standards: Michigan Department of Education (MDE), This course supports the
Standards for Advanced Programs in Educational Leadership as developed by the Educational
Leadership Constituent Council (ELCC), a constituent member of the National Council for
Accreditation of Teacher Education.
Course Standards and Assessment:
Course Program Standards: Educational Leadership Constituent Council (ELCC)
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Course Standards:
 Develop a Vision (ELCC Standard 1.1d)
 Articulate the Vision (ELCC Standard 1.2c)
 Implement a Vision (ELCC Standard 1.3b)
 Steward a Vision (ELCC Standard 1.4a)
 Promote Community Involvement in the Vision (ELCC Standard 1.5a)
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Providing an Effective Instructional Program (ELCC Standards 2.2 a & b)
Apply Best Practices to Student Learning (ELCC Standard 2.3 b)
Designing Comprehensive Professional Growth Plans (ELCC Standard 2.4 b
& c)
Manage Organization (ELCC Standard 3.1a)
Manage Operation (ELCC Standard 3.2a)
Manage Resources (ELCC Standard 3.3a)
Collaboration with Families and Other Community Members (ELCC 4.1 c,
e, & f)
Acts with Integrity (ELCC Standard 5.1a)
Acts Fairly (ELCC Standard 5.2a)
Acts Ethically (ELCC Standard 5.3a)
Understands the Larger Context (ELCC Standard 6.1 e)
Influence the Larger Context (ELCC Standard 6.3)
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Demonstrate knowledge of ways to use a district’s vision to mobilize
additional resources to support the vision? (ELCC Standard 1.1d)
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Demonstrate the ability to communicate the vision to school boards, staff,
parents, students, and community members through the use of symbols,
ceremonies, stories, and other activities? (ELCC Standard 1.2c)
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Effectively implement a district vision throughout an entire school district
and community? (ELCC Standard 1.3b)
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Demonstrate the ability to align and, as necessary, redesign
administrative policies and practices required for full implementation of a
district vision? (ELCC Standard 1.4a)
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Demonstrate the ability to bring together and communicate effectively
with stakeholders within the district and the larger community concerning
implementation and realization of the vision?
(ELCC Standard 1.5a)
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Demonstrate an understanding of a variety of instructional research
methodologies and can analyze the comparable strengths and weaknesses
of each method? (ELCC Standard 2.2a )
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Use qualitative and quantitative data, appropriate research methods,
technology, and information systems to develop a long-range plan for a
district that assesses the district’s improvement and accountability
systems? (ELCC Standard 2.2b)
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Demonstrate an ability to assist school and district personnel in
understanding and applying best practices for student learning? (ELCC
Standard 2.3b)
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Demonstrate the ability to use strategies such as observations and
collaborative reflection to help form comprehensive professional growth
plans with district and school personnel? (ELCC Standard 2.4b)
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Develop personal professional growth plans that reflect commitment to
life-long learning and best practices? (ELCC Standard 2.4c)
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Demonstrate the ability to use research-based knowledge of learning,
teaching, student development, organizational development, and data
management to optimize learning for all students? (ELCC Standard 3.1a)
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Demonstrate the ability to involve stakeholders in aligning resources and
priorities to maximize ownership and accountability? (ELCC Standard
3.2a)
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Use problem-solving skills and knowledge of strategic, long-range, and
operational planning (including applications of technology) in the effective,
legal, and equitable use of fiscal, human, and material resource allocation
that focuses on teaching and learning? (ELCC Standard 3.3a)
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Apply an understanding of community relations models, marketing
strategies and processes, data driven decision-making, and
communication theory to craft frameworks for school, business,
community, government, and higher education partnerships? (ELCC
Standard 4.1c)
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Demonstrate the ability to involve community members, groups, and
other stakeholders in district decision- making, reflecting an
understanding of strategies to capitalize on the district’s integral role in
the larger community? (ELCC Standard 4.1e)
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Demonstrate the ability to collaborate with community agencies to
integrate health, social, and other services in the schools to address
student and family conditions that affect learning? (ELCC Standard 4.1f)
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Demonstrate a respect for the rights of others with regard to
confidentiality and dignity and engage in honest interactions? (ELCC
Standard 5.1a)
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Demonstrate the ability to combine impartiality, sensitivity to student
diversity, and ethical considerations in your interactions with others?
(ELCC Standard 5.2a)
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To make and explain decisions based upon ethical and legal principles?
(ELCC Standard 5.3a)
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Demonstrate the ability to work with political leaders at the local, state,
and national level? (ELCC Standard 6.1e)
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Demonstrate the ability to advocate for policies and programs that
promote equitable learning opportunities and success for all students,
regardless of socioeconomic background, ethnicity, gender, disability, or
other individual characteristics?
(ELCC Standard 6.3b)
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Common Assessment: FINAL PROJECT: School District Problem-Based Project
Major Topics
 Organizational and Community Relations – Defining the Perspective
 Resources and Skill Development Activities
 Developing and Implementing a School/District Community Relations Plan
Course Knowledge Base:
This course is based on a framework provided from multiple sources:
Beer, M., Eisenstat, R., & Spector, B. (1990). The critical path to corporate renewal. Boston,
MA: Harvard Business School Press.
Berliner, Davis C. and Biddle, Bruce J. The Manufactured Crisis. Reading, MA: AddisonWesley, 1995.
Brandt, R. S. (Ed.). (2000). Education in a New Era. Alexandria, VA: Association for
Supervision and Curriculum Development.
Buckner, K. & Bradshaw, L. (2001). Student self-assessment of leadership skills: A useful
tool in preparation programs. In T J. Kowalski & G. Perreault (Eds.), 21st Century
Challenges for School Administrators. Lanham, MD: Scarecrow Press, Inc.
Calabrese, Raymond L. The Leadership Assignment. Allyn and Bacon, 2002.
Duke, D. L. (2004). The Challenges of Educational Change. Boston, MA: Allyn and Bacon
Fullan, Michael. Change Forces: The Sequel. London: Falmer, 1999.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco, CA: Jossey-Bass
Publishers
Fullan, M. (2003). Leading in a Culture of Change: Personal Action Guide and Workbook.
San Francisco, CA: Jossey-Bass Publishers
Fullan, M. (2003). Leading in a Culture of Change: Personal Action Guide and Workbook.
San Francisco, CA: Jossey-Bass Publishers
Fusarelli, L. D., Cooper, B. S., & Carella V. A. (2001). Leadership and job satisfaction in the
school superintendency. In T J. Kowalski & G. Perreault (Eds.), 21st Century Challenges
for School Administrators. Lanham, MD: Scarecrow Press, Inc.
Hatch, Thomas. “When Improvement Programs Collide,” Phi Delta Kappan,Vol. 83, no.8
(April 2002), pp. 626-634, 639.
Heck, R. H. & Hallinger, P. (1999). Next generation methods for the study of leadership and
school improvement. In J. Murphy & K. S. Louis (Eds.), Handbook of Research on
Educational Administration. San Francisco, CA: Jossey-Bass Publishers.
Hill, P. T. & Guthrie, J. W. (1999). A new research paradigm for understanding (and
improving twenty-first century schooling. In J. Murphy & K. S. Louis (Eds.), Handbook of
Research on Educational Administration. San Francisco, CA: Jossey-Bass Publishers.
Hord, S. M., Rutherford, W. L., Huling-Austin, L., & Hall, G.E. (1987) Taking Charge of
Change. Alexandria, VA: Association for Supervision and Curriculum Development.
Hoyle, J. R., English, F. W., & Steffy, B. E. (1998) Skills for Successful 21st Century School
Leaders.
Arlington, VA: American Association of School Administrators
Kotter, J. (1996). Leading Change. Boston: Harvard Business School Press.
Leithwood, K., Hallinger, P., & Murphy, J. (1993). The expertise of educational leaders. In P.
Hallinger, K. Leithwood, & J. Murphy (Eds.), Cognitive Perspectives on Educational
Leadership. New York: Teachers College Press.
Lougheed, J. (2001). Understanding leadership styles of women and men. In T J. Kowalski &
G. Perreault (Eds.), 21st Century Challenges for School Administrators. Lanham, MD:
Scarecrow Press, Inc.
Maxwell, J. C. (1998) The 21 Irrefutable Laws of Leadership. Nashville, TN: Thomas Nelson,
Inc.
Murphy, J., Mesa, R. P. & Hallinger, P. (1984). Creating effective school districts: Lessons
from practice, research, and national reports. American Education, 20(6), 13-14.
Northouse, G. P. (2004). Leadership Theory and Practice (3rd ed.). Thousand Oaks, CA:
Sage.
Pascale, R., Milleman, M., & Gioja, L. (2000). Surfing the edge of chaos. New York: Crown
Business Publishing.
Senge, Peter M. The Fifth Discipline. New York: Doubleday Currency, 1990.
Scott, Cynthia D., Jaffe, Dennis T., (1999). Managing Organizational Change – A Practical
Guide for Managers. Ontario, Canada: Crisp Publications
Slavin, Robert E. “Sand, Bricks, and Seeds: School Change Strategies and Readiness for
Reform.” In Andy Hargreaves, Ann Liebermnan, Michael Fullan, and David Hopkins
(eds.), International handbook of Educational Change. Dordrecht: Kluwer, 1998, pp.
1299-1313.
Stogdill, R. M. (1974). Handbook of leadership: A survey of theory and research. New York:
Free Press.
Waters, T. & Grubb, S. (2004). Leading Schools: Distinguishing the Essential from the
Important. Aurora, CO: Midcontinent Research for Education and Learning.
Waters, T. & Grubb, S. (2004). The Leadership We Need: Using Research to Strengthen the
Use of Standards for Administrator Preparation and Licensure Program. Aurora, CO:
Midcontinent Research for Education and Learning.
Yukl, G. (2004). Leadership in Organizations (4th ed.). Upper Saddle River, NJ: Prentice Hall.
EDL 700 Educational Leadership and Change Website References
The New Commission on the Skills of the American Workforce
http://www.skillscommission.org/staff.htm - Tough Choices Tough Times Executive
Summary
The National Center on Education and the Economy (NCEE)
http://www.ncee.org/index.jsp?setProtocol=true
The National Institute for School Leadership (NISL)
http://www.ncee.org/nisl/index.jsp?setProtocol=true
How to Bring Our Schools Out of the 20th Century
http://www.time.com/time/nation/article/0,8599,1568429,00.html
America in the Global Economy 2006
http://www.skillscommission.org/pdf/Staff%20Papers/America_Global_Economy.pdf
The Impact of the Global Economy on American Jobs in Specific Industries
http://www.skillscommission.org/pdf/Staff%20Papers/Industry_Papers.pdf
The Workforce Readiness Crisis – We’re not turning out employable graduates nor
maintaining
our position as a global competitor. Why? By Susan McLester and Todd McIntire
www.techlearning.com - Technology & Learning Volume 27, Number 4. November 2006