PVAMU

EDUL 7043 Organizational Development and Change in Education

Department of Educational Leadership College of Education
& Counseling

Instructor Name: William Allan Kritsonis

Office Location: Delco Building, Suite 233
Office Phone: (936) 261-3652 (832) 483-7889 Cell
Fax: (936) 261-3617
Email Address: williamkritsonis@yahoo.com
Snail Mail (U.S. Postal Service) Address: Prairie View A&M University
P.O. Box 519
Mail Stop Delco Building, Suite 233
Prairie View, TX 77446

Office Hours: (M) 1:00-5:30PM & 8:20-9:20PM (F) 1:00-5:30PM & 8:20-9:20PM
(S) 10:00-11:00AM & 1:50-4:50PM (PVAMU Campus)

Virtual Office Hours:

Course Location: Delco Building Room 308

Class Meeting Days & Times: Friday 5:30-8:20PM
Course Abbreviation and Number: EDUL 7043
Catalog Description: Explores global educational change from the perspectives of classical/rational
organizational theory open systems theory, contingency theory, and social systems
theories. The Educational Leader will understand the dynamics of educational change and
the process to manage change.

Prerequisites: Admission to doctoral program in educational leadership

Co-requisites:

Required Text: Readings will be assigned by Dr. Kritsonis. This course will examine concepts of organizational
development and change in education. Topics include types of organizational development and
change, forces affecting change, techniques to successfully implement, manage, and evaluate
change, and the effects of change on the individual and on the organization. A special emphasis
will focus on implementing the ideas of Dr. Michael Fullan.

Recommended Text: Fullan, M.G. (2001). The New Meaning of Educational Change. Toronto: Irwin Publishing.

Access to Learning Resources: PVAMU Library:

phone: (936) 261-1500;
web: http://www.tamu.edu/pvamu/library/
University Bookstore:
phone: (936) 261-1990;
web: https://www.bkstr.com/Home/10001-10734-1?demoKey=d

Course Goals or Overview:

The goals of this course are to:
1. Comprehend the elements of organizational development and change and the effects of change on
the individual and the organization.
2. Comprehend and be able to implement steps to effect change.
3. Comprehend how to create and inspire a shared vision.
4. Develop a system to create organizational development and change and enable others to act.

Course Objectives: The objectives of this course are to:

1. Prepare school administrators as problem solvers, critical thinkers, and decision makers.
2. Prepare school administrators as educational leaders who have the knowledge and ability to promote
the success of all students by facilitating the development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the school community (1.0).
 3. Prepare school administrators as educational leaders who have the knowledge and ability to
promote the success of all students by managing the organization, operations, and resources in a
way that promotes a safe, efficient, and effective learning environment (3.0).

Accrediting Body: (NCATE) Standards Met: (ELCC Standards 1.0 & 3.0) (ISLLC Standards 1.0 & 3.0)
At the end of this course, the student will:
1. Explain how to develop an organizational vision (1.0).
2. Demonstrate the ability to articulate the components of this vision for a school and the leadership
processes necessary to implement and support the vision (1.0).
3. Demonstrate the ability to formulate the initiatives necessary to motivate staff, students, and families
to achieve the school’s vision (1.0).
4. Demonstrate a leadership role in planning, developing, implementing, communicating, and monitoring
change in an organization (3.0).
5. Comprehend and develop strategies for planned organizational development and change (3.0).
6. Develop the ability to assume risk to create organizational development and change (3.0).

(ISLLC Standards 1.0 & 3.0 is the same as ELCC Standards 1.0 & 3.0.)

E-FOLD-P (CONCEPTUAL FRAMEWORK)

Educator as Facilitator of Learning for Diverse Populations

5.0 To prepare beginning administrators as problem solvers, critical thinkers and decision makers.
6.0 To prepare beginning administrators as facilitators of teacher and student growth and development through
understanding of leadership dimensions.
7.0 To provide beginning administrators with an awareness of human diversity, a knowledge of the importance
and skills needed for effective community and parental involvement.
8.0 To prepare beginning administrators to be reflect and continual learners with knowledge and value of self-
appraisal techniques and goal setting for a strong personal commitment.

Course Evaluation Methods

This course will utilize the following instruments to determine student grades:
Exercises – written assignments designed to supplement and reinforce course material (20 points deduction
for each late assignment)
Class Participation – daily attendance and participation in class discussions

Grading Matrix
Instrument Value (points or percentages) Total
Exercise (13 Virtues) 1 assignment at 100 points 130
Exercise (Reflective Article) 1 article at 100 points 100
Exercise (Fullan Article) 1 article at 100 points 100
Class Participation/ Discussion 50 50
Total: 380
Grade Determination:
A = 380 – 343 pts;
B = 342 – 305 pts;
C = 304 – 267pts;
D = 266 – 229 pts;
F = 228 pts or below

Benjamin Franklin’s 13 Virtues Assignment—130 Points

You will turn in a notebook of your completed work representing Benjamin Franklin’s 13 Virtues. There will be a 20
point deduction for late submission.

Reflective Article—100 Points

You will write an experience/reflective article using APA and article formatting. You may examine a personnel
practice and/or policy within a school district and establish the relative strengths of the practice and/or policy and
the areas of identified need. The article will summarize the present practice and/or policy and
recommendations for improving the selected practice or policy (ORGANIZATIONAL CHANGE). Articles should
be double spaced, well-organized, and well developed conceptually. There will be a 20 point deduction for late
submission.

Guidelines for the Article

The article should be 8-10 pages including an abstract and references. You must use the following
format:
a. Title (Select Unique Title)
b. Abstract (50-75 words)
c. Introduction - First paragraph, strong, attention getting
d. Purpose of the Article - Second paragraph, must start with…The purpose of this article is to
discuss…
e. The content of your article must present your unique strategies for implementing change in today’s
schools or organizations, public or private universities.
f. Concluding Remarks - Last paragraph, must start with…In conclusion, …
g. References must follow APA format
h. Submit two hard copies and a CD.
Fullan Article, Power Point, and Presentation—100 Points
You will write an article of 12-15 pages implementing Dr. Michael Fullan’s ideas on Educational Reform:
Organizational Development and Change using APA and article formatting. You will need to incorporate
Dr. Fullan ‘s eight "basic lessons" that can be learned about the process of change and improvement. They
are:

Lesson One: You Can't Mandate What Matters (The more complex the change, the less you can force it.)
Lesson Two: Change is a Journey, not a Blueprint (Change is non-linear, loaded with uncertainty and excitement
and sometimes perverse.)
Lesson Three: Problems are Our Friends (Problems are inevitable and you can't learn without them.)
Lesson Four: Vision and Strategic Planning Come Later (Premature visions and planning blind)
Lesson Five: Individualism and Collectivism Must Have Equal Power (There are no one-sided solutions to isolation
and group think.)
Lesson Six: Neither Centralization Nor Decentralization Works (Both top-down and bottom-up strategies are
necessary.)
Lesson Seven: Connection with the Wider Environment is Critical for Success (The best organizations learn
externally as well as internally.)
Lesson Eight: Every Person is a Change Agent (Change is too important to leave to the experts, personal mind set
and mastery is the ultimate protection.)

How do these eight lessons fit together? As Fullan (1993) notes:

"There is a pattern underlying the eight lessons of dynamic change and it concerns one's ability to work with polar
opposites: simultaneously pushing for change while allowing self-learning to unfold; being prepared for a journey of
uncertainty; seeing problems as sources of creative resolution; having a vision, but not being blinded by it; valuing
the individual and the group; incorporating centralizing and decentralizing forces; being internally cohesive, but
externally oriented; and valuing, personal change agentry as the route to system change."

You will be required to present the content of your article using a power point presentation. There will be a 20 point
deduction for late submission.

Guidelines for the Article

The article should be 12-15 pages including an abstract and references. You must use the following
format:
a. Title (Select Unique Title)
b. Abstract (50-75 words)
c. Introduction - First paragraph, strong, attention getting
d. Purpose of the Article - Second paragraph, must start with…The purpose of this article is to
discuss…
e. The content of your article must examine concepts of organizational development and change in
education relative to the ideas of Dr. Michael Fullan.
f. Concluding Remarks - Last paragraph, must start with…In conclusion, …
 g. References must follow APA format . Must have a minimum of five (5) references.
h. Submit two hard copies and a CD.
Evaluation of Articles

A (90-100 pts) - The article has a clear beginning, middle, and an end. This is clearly original, superior
work product with no spelling or grammatical errors. The information is compelling and supported. The
article has a conclusion that is supported by the evidence.
B (80-89 pts) - The article has most of the requirements to receive an “A”, but falls short in one or more
areas. Spelling and grammatical errors, no matter how minor, usually result in the grade of a “B” even if
all other indices have been met.
C (70-79 pts) - The article fails to meet one or more of the above requirements and contains many
spelling, grammatical or syntactical errors. The information is not clear or not supportable. The article is
a superficial treatment and not very original.
D (60 – 69) - The article is unacceptable. The information shows no real understanding of the premises.
The connections are not clear.
F (59 and below) - The article is unacceptable. In addition to the above errors, there are many spelling,
grammatical or syntactical errors in this article.

TRUE OUTCOMES
True Outcomes is a tool that Prairie View A&M University uses for assessment purposes. At least one of your
assignments will be considered an "artifact" (an item of coursework that serves as evidence that course objectives
are met) and will be loaded into both eCourses and True Outcomes. The assignment(s) to be used as True
Outcomes artifacts will be identified by your instructor.

Students are required to complete an electronic portfolio (e-portfolio) in order to complete their program. This
document can be used for future employment and/or educational endeavors. More information will be provided
during the semester, but for general information, you can visit the True Outcomes web site at:

eCourses
PVAMU is moving to a new course management system (CMS) for online and web-assisted courses. Starting
in the 2008 Fall semester, WebCT will be replaced by eCourses-an upgraded version of WebCT 4.1 with
capabilities and better integration with the new Banner Student Information System.

Course Procedures
Submission of Assignments:
Please submit two hard copies and a CD for each article assignment to Dr. Kritsonis. Please use APA guidelines
(double spaced that includes references and citations). Both articles will be uploaded to True Outcomes.

Formatting Documents:
Microsoft Word is the standard word processing tool used at PVAMU. If you’re using other word processors, be
sure to use the “save as” tool and save the document in either the Microsoft Word, Rich-Text, or plain text format.

Exam Policy
Exams should be taken as scheduled. No makeup examinations will be allowed except under documented
emergencies (See Student Handbook).

Professional Organizations and Journals

American Association for School Administrators
National Association of Elementary School Principals
National Association of Secondary School Principals
Phi Delta Kappa
Texas Elementary Principals and Supervisors Association
Texas Association of Secondary School Principals
American Journal of Education
American School Board Journal
Education Administration Abstracts
Education Administration Quarterly
Education Week
Educational Leadership
NASSP Bulletin
National FORUM Journals (www.nationalforum.com)
Phi Delta Kappan
TASSP News Highlights
TEPSA Journal
Texas Study
Theory Into Practice
Today’s Education

References
American Association for School Administrators (http://www.aasa.org/aboutcontent.cfm?ItemNumber=215)
American Psychological Association (2009). Publication manual of the APA (6th ed.). Washington DC: Author
Educational Leadership Constituents Council (ELCC) Standards
(http://www.npbea.org/ELCCStandards%20_5-02.pdf)
Interstate School Leaders Licensure Consortium (ISLLC) Standards
(www.ccsso.org/projects/education_leadership_initiatives/ISLLC_standards/)
National Council for the Accreditation of Teacher Education (NCATE) (www.ncate.org/public/standards.asp)

University Rules and Procedures

Disability statement (See Student Handbook):
Students with disabilities, including learning disabilities, who wish to request accommodations in class should
register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate
arrangements may be made. In accordance with federal laws, a student requesting special accommodations must
provide documentation of their disability to the SSD coordinator.

Academic misconduct (See Student Handbook):

You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you
are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in
academic misconduct are subject to university disciplinary procedures.

Forms of academic dishonesty:

1. Cheating: deception in which a student misrepresents that he/she has mastered information on an
academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor
on assignments or examinations.

2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a
scheduled test.

3. Fabrication: use of invented information or falsified research.

4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as
one’s own in work submitted for credit. Failure to identify information or essays from the Internet and
submitting them as one’s own work also constitutes plagiarism.

Nonacademic misconduct (See Student Handbook)

The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires
campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s
ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus
behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive
behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under
nonacademic procedures.

Sexual misconduct (See Student Handbook):

Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be
tolerated. Any member of the university community violating this policy will be subject to disciplinary action.
Attendance Policy:
Prairie View A&M University requires regular class attendance. Excessive absences will result in lowered grades.
Excessive absenteeism, whether excused or unexcused, may result in a student’s course grade being reduced or in
assignment of a grade of “F”. Absences are accumulated beginning with the first day of class.

Student Academic Appeals Process

Authority and responsibility for assigning grades to students rests with the faculty. However, in those instances
where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the
instructor's assessment of their academic performance, the student has a right to appeal by the procedure listed in
the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other
problematic academic event that prompted the complaint.

Technical Considerations for Online and Web-Assist Courses

Minimum Hardware and Software Requirements:
-Pentium with Windows XP or PowerMac with OS 9
-56K modem or network access
-Internet provider with SLIP or PPP
-8X or greater CD-ROM
-64MB RAM
-Hard drive with 40MB available space
-15” monitor, 800x600, color or 16 bit
-Sound card w/speakers
-Microphone and recording software
-Keyboard & mouse
-Netscape Communicator ver. 4.61 or Microsoft Internet Explorer ver. 5.0 /plug-ins
-Participants should have a basic proficiency of the following computer skills:
·Sending and receiving email
·A working knowledge of the Internet
·Proficiency in Microsoft Word
·Proficiency in the Acrobat PDF Reader
·Basic knowledge of Windows or Mac O.S.

Netiquette (online etiquette): students are expected to participate in all discussions and virtual classroom chats
when directed to do so. Students are to be respectful and courteous to others in the discussions. Foul or abusive
language will not be tolerated. When referring to information from books, websites or articles, please use APA
standards to reference sources.

Technical Support: Students should call the Prairie View A&M University Helpdesk at 936-261-2525 for technical
issues with accessing your online course. The helpdesk is available 24 hours a day/7 days a week. For other
technical questions regarding your online course, call the Office of Distance Learning at 936-261-3290 or 936-261-
3282

Communication Expectations and Standards:

All emails or discussion postings will receive a response from the instructor within 48 hours.

You can send email anytime that is convenient to you, but I check my email messages continuously during the day
throughout the work-week (Monday through Friday). I will respond to email messages during the work-week by the
close of business (5:00 pm) on the day following my receipt of them. Emails that I receive on Friday will be
responded to by the close of business on the following Monday.

Submission of Assignments:
Assignments, Papers, Exercises, and Projects will distributed and submitted through your online course. Directions
for accessing your online course will be provided. Additional assistance can be obtained from the Office of
Distance Learning.
Discussion Requirement:
Because this is an online course, there will be no required face to face meetings on campus. However, we will
participate in conversations about the readings, lectures, materials, and other aspects of the course in a true
seminar fashion. We will accomplish this by use of the discussion board.

Students are required to log-on to the course website often to participate in discussion. It is strongly advised that
you check the discussion area daily to keep abreast of discussions. When a topic is posted, everyone is required to
participate. The exact use of discussion will be determined by the instructor.

It is strongly suggested that students type their discussion postings in a word processing application and save it
to their PC or a removable drive before posting to the discussion board. This is important for two reasons: 1) If for
some reason your discussion responses are lost in your online course, you will have another copy; 2) Grammatical
errors can be greatly minimized by the use of the spell-and-grammar check functions in word processing
applications. Once the post(s) have been typed and corrected in the word processing application, it should be
copied and pasted to the discussion board.