Course Description:

This course is designed to provide master teachers with the knowledge and skills to become leaders for technological change and continuous improvement in districts and schools.  Emphasis is placed on using the process, content, and context of change to enhance student learning and develop learning organizations.  Students will prepare an action research proposal to serve as an Academic Improvement Plan.  This action research proposal is designed for the student to implement during the practicum component of their masters program.

The CoHED’s Conceptual Framework provides direction for the development of effective professionals.  It is a living document that continuously evolves as opportunities and challenges emerge.  The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs.  They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS).  Diversity and Technology are included in the assessment process as themes that are integrated throughout all programs in the educational unit.

Graduate students who complete this course should have the ability to:

1. Identify personal leadership skills that will benefit their students and schools. (SBI,KL,PP,CK,D,T)
2. Use school data to identify specific needs of students within their schools. (SBI,KL,PP,CK,D,T)
3. Utilize knowledge gained from this course to help identify ways to utilize technology to improve student learning throughout their schools. (SBI,KL,PP,CK,D,T)
4. Use an appropriate process to develop a feasible plan to address a specific technological needs of students at their school. (SBI,KL,PP,CK,D,T)
5. Incorporate into their plans quality technology professional development for parents/educators at their schools. (SBI,KL,PP,CK)
6. Locate potential resources to support the implementation of their plans. (SBI,KL,PP,CK,D,T)
7. Identify ways to measure results once their plans are implemented. (SBI,KL,PP,CK,D,T)

Course Objectives:

During this course, graduate students should:
1. Explain and demonstrate knowledge, skills, and attitudes needed by successful technology leaders of change.
2. Analyze the change process and apply principles of change in facilitating organizational and individual growth.
3. Utilize stages of concern (individual) and stages of group development (organization) in assessing progress and in determining appropriate interventions for change.
4. Explore effective faculty development and its role in creating a culture of continuous learning.
5. Plan for meaningful change considering three elements:
a. Content for change (developing instructional programs that effectively employ technology and are based on proven principles of teaching and learning).
b. Context for change (creating a collaborative, reflective learning environment).
c. Process for change (implementing processes and structures for continuous learning).
6. Use a variety of assessment strategies and procedures to analyze/monitor growth and improvement and the impact on student learning.
 

Required Texts:

The Reflective Educator’s Guide to Classroom Research
by Nancy Fichtman Dana & Diane Yendol-Silva
ISBN 0-7619-4646-2

Other required readings will be posted to the course website.

Course Evaluation:

Student performance in the course will be evaluated based upon class attendance, class participation, examinations, and outside written activities.  Points will be assigned based upon the thoroughness of completed assignments.  All written work must be written in appropriate professional style.

Course Requirements:

Because of the compressed nature of this course, students are expected to attend each class, participate in class activities/class discussions, read all assigned readings, and complete all of the requirements by the assigned dates.
1.  Competence Journal – cumulative - 50 pts
2.  Analysis of Personal Leadership Skills - 25 pts
3.  Analysis of School Needs - 25 pts
4.  Academic Improvement Plan – 200 pts
Develop a feasible research study that can be implemented to improve the academic performance of elementary/middle/secondary students at a specific school.  This assignment will be divided into three major components
5.  Class assignments – vary in points - (total 50pts)
 

Grading Scale:

95-100% A
87-94% B
76-86% C
70-75% D
Below 70% F

Expectations:

1. Participate fully in all classroom activities through class discussions, thoughtful questions, assisting others via cooperative learning techniques, constructing knowledge, and reflecting.
2. Attendance is required at all classes. Anyone having two or more absences will need special permission from the instructor to pass the course.

As per University policy, the university classroom is not a place for children.  Students are not to bring family members for day care or babysitting.

"Free discussion, inquiry, and expression is encouraged in class.  Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular phones, or other electronic devises; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a say that is perceived as "crossing the civility line."  In the event of a situation where a student legitimately needs to carry a beeper/cellular phone to class, prior notice and approval of the instructor is required.  Classroom behavior which is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct which may be found at http://www.selu.edu/StudentAffairs/Handbook/2003/codeofconduct.html."

“Students are expected to maintain the highest standards of academic integrity.  Behavior that violates these standards is not acceptable.  Examples are the use of unauthorized material, communication with fellow students during an examination, attemptint to benefit from the work of another student and similar behavior that defeats the intent of an examination or other class work.  Cheating on examinations, plagiarism, improper acknowledgement of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the General Catalogue.”

NOTICE:  As per SLU's Email Policy of January 1, 2003, Students are required to use their SLU email accounts for all communication.

NOTICE:  New Rules and Deadlines for Graduation - PLEASE READ notice on SLU official website:   http://www.selu.edu/enroll/gradap.html

Important Dates:

Friday, October 19, 2007, last day to resign from the University or withdraw from regular classes.
If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self identify with the Office of Student Life, Room 203, Student Union.  No accommodations will be granted without documentation from the Office of Disability Services.
 

                   The instructor reserves the right to make any changes deemed necessary.