§ http://www.youtube.com/watch?v=HAMLOnSNwzA&eurl=http://www.ncs-tech.org/?p=1502

WELCOME TO ORGANIZATIONAL THEORY

AND CHANGE

DR. LEN ELOVITZ

A blue whale is the largest mammal on earth. An adult blue whale is the length of over three Greyhound buses, weighs more than a fully loaded 747 and has a heart the size of a Volkswagen Beetle. It is so large that it takes at least three minutes for it to make a turn of 180 degrees.

Many people draw a strong parallel between blue whales and our schools, businesses and even communities. It just seems to take forever to change direction.

§ But a school of sardines consisting of a greater mass than a blue whale can turn almost instantly. How do they do it? Is it ESP? CB radio? The Internet

If you take a careful look at a school of sardines, you'll see that the fish appear to be swimming in the same direction. In reality, there will always be a small group of sardines swimming against the flow causing friction with the rest of the school.

But when this dedicated group of ‘committed sardines’ reaches a critical mass of only 15 to 20 percent, they induce the rest of the school to suddenly turn and follow their leadership! Isn't that what happened with our attitudes towards drinking and driving, and to our feelings about smoking?

Isn't that exactly what happened to the Berlin Wall and the Soviet Union? Isn't that what caused the Internet to suddenly appear overnight. Each and every one of those events was an overnight success that took years in the making. Overnight successes that took a small group of people who were truly committed despite the obstacles, challenge, and yeahbuts, to make the necessary change

They were changes of direction induced by a small group of people who were truly committed to change, to go against the flow, to cause discomfort, and to challenge the normal direction.

Noted anthropologist Margaret Mead once wrote "never doubt that a small group of committed people can change the world - indeed it is the only thing that ever has."

That's why we're Committed Sardines. - Ian Jukes

Dr. Leonard Elovitz

205D EAST CAMPUS

(908) 737-5976

lelovitz@kean.edu

www.kean.edu/~lelovitz/

OFFICE HOURS

Monday

2:30 – 4:30 Tuesday

(In the Field) Wednesday

(In the Field) Thursday

1:00 - 3:00

NAME:ADDRESS:HOME PHONE:E-MAIL ADDRESS:BUSINESS PHONE:CURRENT ASSIGNMENT:JOB GOAL:

Goals

§ To provide the knowledge, dispositions and skills to help you become effective and successful administrators and supervisors and change agents in the urban environment

§ To provide an in-depth understanding of organizational theory and its application to the urban educational enterprise

OBJECTIVES

PARTICIPANTS WILL DEMONSTRATE THE ABILITY TO:

A. trace the development of organizational theory into the modern period. (K)

B. utilize organizational and maturational theory to plan for the building of human capital. (K,S,D)

C. plan programs to motivate staff, students, and families to achieve a school district’s vision. (1.3.1) (K,S,D)

OBJECTIVES

D. use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision. (3.2.2) (K,S,D)

E. facilitate and engage in activities that reflect an ability to inform district decision-making by collecting and organizing formal and informal information from multiple stakeholders. (4.2.1) (K,S,D)

F. evaluate the climate and culture of educational organizations and propose strategies for the improvement of both (K,S,D)

OBJECTIVES

G. use appropriate research methods, theories, and concepts to improve district operations and to design and justify strategies for organizational change. (6.1.1) (K,S,D)

H. evaluate the role of the leader in the organization and his or her role in helping the organization meet its objectives. (K,S,D)

REQUIRED TEXTS

COURSE CONTENT

A. The Development of

Organizational Theory

B. Human Capital Development

C. Motivation

D. Conflict in Organizations

COURSE CONTENT

E. Decision Making

F. Organizational Culture

and Climate

G. Organizational Change

H. Leadership of

the Organization

RESEARCH, REPORTING &WRITING REQUIREMENT

TERM PROJECT

PROJECT CHOICES

EVALUATION

Midterm Exam 30%

Class Participation10%Term Project 20%

Final Exam 40%

DON’T PANIC

ISLLC STANDARDS

§ National Policy Board of Educational Administration (NPBEA)

§ Interstate School Leaders Licensure Consortium (ISLLC)

§ Educational Leadership Constituent Council (ELCC)

Standard 1.0: Individuals who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students by facilitating thedevelopment, articulation, implementation, and stewardship of a school or district visionof learning supported by the school community.

Elements:

1.1 Develop a vision

1.2 Articulate a vision

1.3 Implement a vision

1.4 Steward a vision

1.5 Promote community involvement

SCHOOL VISION

SCHOOL CULTURE

Standard 2.0: Individuals who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students by promoting a positiveschool culture, providing an effective instructional program, applying best practice tostudent learning, and designing comprehensive professional growth plans for staff

Elements:

2.1 Promote a positive school culture

2.2 Provide an effective instructional program

2.3 Apply best practice to student learning

2.4 Design Comprehensive professional growth plans

MANAGING THE ORGANIZATION

Standard 3.0: Individuals who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students by managing theorganization, operations, and resources in a way that promotes a safe, efficient, andeffective learning environment.

Elements:

3.1 Manage the organization

3.2 Manage operations

3.3 Manage resources

COLLABORATION

Standard 4.0: Individuals who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students by collaborating withfamilies and other community members, responding to diverse community interests andneeds, and mobilizing community resources.

Elements:

4.1 Collaborate with families and other community members

4.2 Respond to community interests and needs

4.3 Mobilize community resources

ACTING WITH INTEGRITY

STANDARD 5.0: Individuals who complete the program are educational leaders whohave the knowledge and ability to promote the success of all students by acting withintegrity, fairly, and in an ethical manner.

Elements:

5.1 Act with integrity

5.2 Act fairly

5.3 Act Ethically

THE LARGER CONTEXT

Standard 6.0: Individuals who complete the program are educational leaders who havethe knowledge and ability to promote the success of all students by understanding,responding to, and influencing the larger political, social, economic, legal, and culturalcontext.

Elements:

6.1 Understand the larger context

6.2 Respond to the larger context

6.3 Influence the larger context

THE INTERNSHIP

Standard 7.0: Internship. The internship provides significant opportunities for individualsto synthesize and apply the knowledge and practice and develop the skills identified inStandards 1-6 through substantial, sustained, standards-based work in real settings,planned and guided cooperatively by the institution and school districtpersonnel for graduate credit.

Elements:

7.1 Substantial

7.2 Sustained

7.3 Standards-based

7.4 Real Settings

7.5 Planned and Guided Cooperatively

7.6 Credit

Personal Vision

§ Where do you want to go and how do you intend to get there?

The Vision

§ The vision is the end state, the intensions of where you want to go with your school, district or agency.

Edward Hicks’s Peaceable Kingdom

Think Afresh and Out of the Can

§ How do you envision what your school, district or agency should be like?

§ What should be going on in such a school, district or agency?

§ How would you describe and effective school, district or agency to others?

§ What values and beliefs about learning are important to address?

If you could change (improve) one thing, what would it be?

MY Vision

Beliefs

What beliefs do you hold about education?

ALL CHILDREN CAN LEARN

• SUCCESS BREEDS SUCCESS

• TEACHERS CONTROL THE CONDITIONS OF LEARNING IN THEIR CLASSROOM

BELIEFSBELIEFS

What must be present in every effective lesson?

SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY

TEACH TO THE INTENDED OBJECTIVE

MONITOR THE LEARNING AND ADJUST THE TEACHING

USE THE PRINCIPLES OF LEARNING

ESSENTIAL ELEMENTS OF INSTRUCTIONESSENTIAL ELEMENTS OF INSTRUCTION

Madeline Hunter

SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY

TEACH TO THE INTENDED OBJECTIVE

MONITOR THE LEARNING AND ADJUST THE TEACHING

STANDARDS FOR INSTRUCTIONSTANDARDS FOR INSTRUCTION

JOEL SUZUKI

Domain I: Planning and PreparationComponent c: Selecting Instructional Goals (CLD)Component e: Designing Coherent Instruction(T2O)

Domain III: InstructionComponent e: Demonstrating Flexibility and Responsiveness (M&A)

Components of Professional PracticeComponents of Professional Practice

Charlotte DanielsonA Framework for Teaching

CORRECT LEVEL OF DIFFICULTY

§ KNOWLEDGE OF PRIOR LEARNING

– USE OF QUESTIONS

– USE OF PRE-TESTS

– DIAGNOSTIC TESTING

TEACH TO THE OBJECTIVE

TEACHER ACTIONSGIVE INFORMATIONASK QUESTIONSMAKE SPECIFIC RESPONSES DESIGN ACTIVITIES

RELATED Vs. RELEVANT

MONITOR & ADJUST

§ ELICIT OVERT BEHAVIOR§ CHECK FOR UNDERSTANDING

§ INTERPRET THE BEHAVIOR§ ACT ON INTERPRETATION

SIGNAL SAMPLE CHORAL RESPONSE

PROCEED PRACTICE

RETEACH QUIT

BELIEF THEORY STANDARD

ALL CHILDREN CAN LARRY LEZOTTE TEACH TO OBJECTIVE LEARN EFFECTIVE SCHOOLS

JOHN CARROLL TIME ON TASK

SUCCESS = SUCCESS BENJAMIN BLOOM CORRECT LEVEL OF DIFFICULTY

COGNITIVE TAXONOMY

TEACHERS CONTROL B.F. SKINNER MONITOR AND ADJUST LEARNING CAUSE AND EFFECT

LEARNING

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

* POWERFUL TOOLS THAT TEACHERS USE TO ENCOURAGE STUDENTS TO EXHIBIT BEHAVIORS THAT LEAD TO INCREASED LEARNING

* RESULT FROM CONTINUOUS DETAILED RESEARCH

* TEACHER DECIDES ON WHICH, WHEN AND HOW THEY ARE USED

* USE MUST BE CONGRUENT WITH STANDARDS

* NOT NECESSARY TO INCLUDE ALL PRINCIPLES IN ALL LESSONS

PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

Set

ActiveParticipation

Motivation

TransferClosure

Retention

Reinforcement

•TEACHERS MAY CHOOSE FROM A VARIETY OF METHODS TO EMPLOY IN ORDER TO DELIVER INSTRUCTION

•METHODOLOGY REFLECTS THE APPLICATION OF THE PRINCIPLES OF LEARNING

* USE MUST BE CONGRUENT WITH THE STANDARDS

METHODS OF INSTRUCTIONMETHODS OF INSTRUCTION

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

Set

ActiveParticipation

Motivation

TransferClosure

Retention

Reinforcement

Content Specific

Strategies

GenericStrategies

Teaching Strategies

§ GENERICCOOPERATIVE

LEARNINGLEARNING STYLESACTIVE LEARNING CLASSROOM

MANAGEMENT

§ CONTENT SPECIFICPROCESS WRITINGWHOLE LANGUAGESCIENCE LABSHOP ART STUDIO

THE TEACHER

USES THE PRINCIPLES OF LEARNING

CHOOSES FROM THE METHODS OF INSTRUCTION

Professional Development:

A JOINT EFFORT BETWEEN TEACHERS, SUPERVISORS AND ADMINISTRATORS TO INFUSE STANDARDS, PRINCIPLES AND METHODOLOGY THROUGHOUT THE DISTRICT FOR THE BENEFIT OF THE STUDENTS

is sustained over time

is based on adult learning theory

includes inside and outside experiences

can be job embedded

encourages risk taking, creativity and assessment

Professional Development:

In-service

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

Set

ActiveParticipation

Motivation

TransferClosure

Retention

Reinforcement

MentoringSupervision

PeerCoaching

ActionResearch

College Courses

Workshops

ContentSpecificStrategies

GenericStrategies

Study Groups

WRITTEN TAUGHT

LEARNED TESTED

CURRICULUM CONGRUENCE

INSTRUCTIONAL OBJECTIVESINSTRUCTIONAL OBJECTIVES

*IDENTIFY WHAT THE STUDENT SHOULD KNOW OR BE ABLE TO DO AS A RESULT OF INSTRUCTION

*IDENTIFY THE PIECE OF CONTENT TO BE TAUGHT

*IDENTIFY THE STUDENT BEHAVIOR WHICH WILL BE EXPECTED IN ORDER TO INDICATE ACHIEVEMENT OF THAT BEING LEARNED

LEVEL OF COMPLEXITY

1. KNOWLEDGE RECALL, MEMORY, FACTS

2. COMPREHENSION UNDERSTANDING, TRANSLATION

3. APPLICATION USE INFORMATION IN A NEW SITUATION

4. ANALYSIS TAKE APART, COMPARE/CONTRAST

5. SYNTHESIS PUT TOGETHER A NEW CREATION

6. EVALUATION JUDGMENTS BASED ON MORE THAN OPINIONS

BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN

OBJECTIVE DEVELOPMENT USING BLOOM’S TAXONOMYOBJECTIVE DEVELOPMENT USING BLOOM’S TAXONOMY

LEVEL VERB

1. KNOWLEDGE LIST, LABEL, DEFINE, NAME, STATE

2. COMPREHENSION SUMMARIZE, EXPLAIN, DESCRIBE IN YOUR OWN WORDS, ILLUSTRATE, PARAPHRASE, IDENTIFY

3. APPLICATION COMPUTE, DEMONSTRATE, USE, SOLVE

4. ANALYSIS BREAK INTO PARTS, CLARIFY, OUTLINE, COMPARE/CONTRAST

5. SYNTHESIS DESIGN, REARRANGE, COMPOSE, WRITE AN ORIGINAL ENDING

6. EVALUATION SUPPORT, DECIDE, CRITICIZE, CHOOSE

ONE AND JUSTIFY

SAMPLE INSTRUCTIONAL OBJECTIVESSAMPLE INSTRUCTIONAL OBJECTIVES

THE STUDENTS WILL DEMONSTRATE THE ABILITY TO:

-IDENTIFY THE POSITION OF THE EARTH RELATIVE TO THE SUN, THE MOON, AND OTHER PLANETS.

-DESCRIBE THE ROTATION AND REVOLUTION OF THE EARTH AND OTHER PLANETS AROUND THE SUN.

-DEMONSTRATE HOW THE EARTH’S POSITION AND TILT OF ITS AXIS PRODUCE THE SEASONS.

-COMPARE THE POSITIONS OF THE EARTH, MOON, AND SUN DURING A SOLAR ECLIPSE AND A LUNAR ECLIPSE.

Policy

§ General statement of what the board wants to see done

§ Consistent with statutes and codes§ Regulations are the responsibility of the

superintendent

Budget

§ Supports and does not limit the educational program of the district

§ There’s always money – it’s how you choose to spend it

§ Strive for low Total Student Load (TSL)§ Fiscally responsible

Personnel

§ Certificated§ Beyond Highly Qualified§ Staff reflects program needs – not the other

way around§ Community of learners

Physical Plant

§ Form follows function§ Supports and does not hinder the

educational program§ Safe & comfortable

Human Resources Management Student Centered

Ethical Effective Change

Human Resources Management§ Theory Y§ Shared Decision Making§ Development of Human Capital

Student Centered

§ What’s Best for Kids?

§ When the adults are more important than the kids, we’re in trouble.

Ethical

§ Act ethically and with integrity

§ Never Consciously Break the Law

Effective Change

§ If it ain’t broke

§ LYNT/TYNT/NYNT

§ Action Research

Assignment

§ Please read

§ “What Does it Mean to be Well Educated”