on-campus 8 a system analysis edl 272 victor, gwen, renee

On-Campus 8 A System Analysis

EDL 272Victor, Gwen, Renee

Purpose

• To receive a Master of Arts in Educational Leadership.

• To become educational leaders.

Parts

• 19 people with 19 different educational, professional, and personal backgrounds

• 1 instructor per class• 1 advisor• Administrative assistant• 12 courses

Functions

• Collaboration• Questioning• Serving as resources• Authentic experiences• Encouragement• Research• Dialogue

Learning Disabilities

• I am my position• The delusion of learning from

experience• The parable of the boiled frog

Archetype: Limits to Growth

• Reinforcing motion set in place• Success-Knowledge growth, experience • Secondary-balancing loop

On-Campus 8Limits to Growth

On-Campus 8’s Limits to Growth

• Decreased interest in topics• Not connecting with all instructors• Lack of time• Class involvement decreases• Don’t come prepared• Saturation of learning• Only as good as our cohort• Variation in knowledge• Decreased participation

Personal Mastery

• Listening to and responding to each cohort member’s personal vision

• Share strategies as a cohort in order to overcome emotional tensions

Mental Models

• Whole class reflections– Share how each cohort member is implementing

knowledge/strategies from class– All mental models must be considered and tested

Shared Vision

• Revisit personal visions• Revisit shared vision, started in EDL

270• Jigsaw Puzzle/Hologram Activity

Team Learning

• Bohm’s 3 Basic Conditions for Successful Dialogue:– “Suspend” assumptions– Regard each other as colleagues– There must be a facilitator to hold the context of

the dialogue

Systems Thinking

• In order for our cohort to make these necessary improvements, all of the previous improvements must happen.

• In order for a system to change, all five disciplines must work together.