CALIFORNIA STATE UNIVERSITY, LOS ANGELES
Charter College of Education
Division of Administration and Counseling
EDAD 508 Leadership for Organizational Transformation (4 quarter units)
1. Catalog Description:
EDAD 508 Leadership for Organizational Transformation (4)
Prerequisite EDAD 430 Co-requisite: Must be taken with EDAD 580A concurrently
Theories, research, and practice in leadership, administrative process redesign, and technology for organizational transformation.
2. Professional Statements:
A. Vision, Mission, and Conceptual Framework for Professional Preparation
The faculty members of the Charter College of Education have adopted the vision of “Promoting an inclusive environment to support caring professional educators for the future, so that all learners achieve their fullest potential” and the mission for the college as “through unique opportunities provided by its charter status, the College of Education at California State University, Los Angeles, enables educators to meet high standards and ensure the maximum learning and achievement potential of culturally and linguistically diverse urban learners.”
The attached diagram provides the conceptual framework for the vision and mission and supports the preparation of professional educators by the member of the CSULA Charter College of Education faculty.
From the conceptual framework for preparing educators, the Educational Administration faculty developed guiding principles derived from our core values that speak to the professional characteristics and skills we believe every candidate should have upon completing our program:
In this course, content regarding the theme is found:
a. in course goals/objectives and performance standards
b. in lecture topics covered in class sessions 1 through 10.
c. in the texts and readings.
d. in class projects/class discussions
e. in supplemental readings, videos, and handouts.
B. Statement of Reasonable Accommodation. The Charter College of Education faculty members fully support the 1990 Americans with Disabilities Act (ADA). The faculty will provide reasonable accommodation to any student with a disability who is registered with the CSLA Office of Students with Disabilities (OSD) who needs and requests accommodation. The faculty may contact the OSD to verify the presence of a disability and confirm that accommodation is necessary and can be provided for by the OSD. Reasonable accommodation may involve allowing a student to use an interpreter, note taker or reader; accommodation may be needed during class sessions and for administration of examinations. The intent of the ADA in requiring reasonable accommodation is not to give a particular student an unfair advantage over other students, but simply to allow a student with a disability to have an equal opportunity to be successful.
C. Student Conduct. The faculty members in the Charter College of Education view student conduct as a serious matter. We assume that all students will conduct themselves as mature citizens of the community and in a manner congruent with university policies and regulations. Inappropriate conduct, including cheating and plagiarism, is subject to discipline as provided for in Title 5, California Code of Regulations (see Student Conduct: Rights and Responsibilities, and Student Discipline, CSLA General catalogue).
D. Technology. For formal admission to credential, certificate, or Master’s Degree programs in the Charter College of Education, each student must:
a. Own or have ample access to a computer (ex: In CSULA labs, at home, or work.)
b. Have general knowledge of operation and care of a computer, computer hardware/software, and be able to implement some basic troubleshooting techniques (ex: check connections, restart the computer, etc.)
c. Have an email account (available free of charge of all CSULA students.)
d. Have a basic understanding of how to use the Internet.
Students should anticipate that their use of these skills would be integrated within courses in their programs. Students who fail to meet any of the above expectations are strongly advised to take an introductory computer course before they are formally admitted to the Charter College of Education.
3. Student Outcomes – CCTC Standards Content Standards, Performance Standards, and Rubrics:
CCTC Standards (California Commission on Teacher Credentialing)
I. Educational Leadership
Each Candidate in the program is able to articulate a vision consistent with a well-developed educational philosophy and is able to lead individuals and groups toward the accomplishment of common goals and objectives.
II. Organizational Management
Each candidate demonstrates understanding of the organization, structure and cultural context of schools and is able to lead the development and attainment of short-term and long-term goals
The course addresses the following CCTC Program Standards:
#9 Educational Leadership (Vision & Accomplishment)
#10 Organization Management (Structure & Culture)
#12 Management of Schools (Organize, Facilitate, Productive Operation)
#16 Policy and Political Influences (Relationships and Ethical Responsibility
#18 Technology (Manages technology--Instruction and Administrative)
The following two standards are the major focus of this course:
Standard #9 Each candidate in the program is able to articulate a vision consistent with a well-developed educational philosophy and is able to lead individuals and groups toward the accomplishment of common goals and objectives
Standard #10 The candidate demonstrates understanding of the organization, structure and cultural context of schools and is able to lead others in the development and attainment of short term and long-term goals.
Content and Performance Standards
Performance standards will be measured through the completion of course requirements.
Content Standard 1: To understand the various leadership theories, research and their potential for fostering leadership in 21st century schools which exhibit high levels of professionalism, student achievement and equity.
1.0 identify and analyze the characteristics and stages of leadership
1.1 analyze and interpret selected leadership research for implications in school settings
1.2 articulate how leaders create effective learning communities
1.3 identify and analyze the strengths and areas for improvement of one’s personal leadership style through the use of assessments and supervisor evaluations
1.4 describe how the leader communicates, implements and monitors, the organization’s vision, mission, goals and objectives.
Content Standard 2: To demonstrate knowledge of how organizations are transformed.
2.0 explain how transformation of organizations represents a paradigm shift
2.1 links the knowledge gained from assigned readings, assessments of school sites, class lectures and discussions to explain the impact of culture and climate on transforming organizations
2.2 describe the complexity of organizational structures in social systems
2.3 demonstrate knowledge about conflict in organizations and strategies for conflict resolution
2.4 describe how leaders develop learning communities that empower members to create a planned change
2.5 demonstrate the effective use of technology such as finding information on the Internet on effectively transforming organizations, particularly urban schools with diverse populations
Content Standard 3: To demonstrate facility in the use and application of decision-making theories and modes in transforming organization with particular emphasis on cultural diversity and equity issues.
3.0. apply the appropriate decision making mode(s) in a given case study
3.1 use data effectively in the analysis of organizational outcomes, processes and practices
3.2 use findings from data to interpret issues of equity and to evaluate strategic plans
3.3 use computer applications, on-line services and technology to develop decision-making tools.
3.4 articulate the leader’s role in the decision-making processes, human relations and professional ethics issues such as ethics and cultural diversity.
Content Standard 4: To demonstrate knowledge of problem solving through the use of case studies, simulations and role-playing.
4.0 develop and submit site case studies, which identify central problems, present alternative solutions, and provide supporting information.
4.1 participate in problem solving role-plays and/or simulations
4.2 analyze power bases and their impact on problem/resolution
4. Assessment Procedures***
• Participation (individual) Class activities require your faithful attendance. Participation will be evaluated during group/class discussions only when you are present in class. If you will be absent from class, please make an arrangement with your classmate for missed instruction and/or handouts. Any absences or excessive tardies/early-departures will affect your participation grade.
Active participation includes being able to recall information from required reading during class discussion.
• Participation (team) Satisfactorily participate in Team Text Groups in order to demonstrate familiarity with the knowledge base for this course. During the first class meeting students will be divided into teams. Each team will make presentations and lead discussions at class meetings. (Teams are required to make their own AV arrangements and bring equipment with them to class.) Every team member is responsible for reading the assignments and bringing to class their reflection of the week’s topic.
Students will read each chapter and bring their one page reflection to class. Papers will be collected at each class meeting
Students will visit educational web sites and share their sites with class members as part of their teamwork. Students will explore sites and print a copy of one useful screen from the site. Bring a sample website page as a handout for each class member and the instructor. Be sure the website address is on your handout. Utilize the sites listed below, or other relevant sites you know about. The instructor will provide additional sites.
• Bonus points will be given to students who bringing new and helpful educational websites to share with the class. (Limit 5)
Websites for exploration:
Association of California Administrators(ACSA)
Technology Information Center for Administrative Leadership
California Department of Education
Just for the Kids-California
California Learning Resource Network
California Technology Assistance Projects
Technology Assistance Profile
ERIC Digest(short articles by subject)
National Center for Educational Statistics
U.S. Department of Education
California School Leadership Academy (CSLA)
Reading First California Technical Assistance Center
• Final Exam K-12 (adult school if represented in class) Transformation Teams will be formed to develop an action plan for transforming an urban school. Students will utilize current school plans (i.e.: Single Plan for Student Achievement, or district priorities.) Teams will make presentations describing their plan and will submit their plan in written form. (Respond to this prompt: “What would you do, if you were the principal of the school next year?”) Written plan must be 10 pages or less, double-spaced, 12 point, with 1-inch margins. The designs must be practical for the site, achievable, and have the potential to close the achievement gap. The design is expected to reflect individual/team knowledge of the critical factors needed to transform a school for higher levels of achievement. The paper must incorporate information gained from class, the Internet as well as other research. The teams will make presentations at the final class meetings. The written paper is due at the final class meeting.
*** All written materials must be typed or computer-printed. Use 1” margin all around, regular (Times or similar) fonts in size 12, and double-spaced.