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C2. Strategies for facilitating change
- 1. Strategies for Facilitating Change
- 2. Rutgers EdD: Where We Were… • Ed.D. Programs Early Childhood/ Elementary Literacy Social Studies Educational Administration and Supervision Mathematics Science Language Social and Philosophical Foundations (2) Special Education (2)
- 3. Design of Learning Environments The Core of Leadership Educational Leadership Education, Culture, and Society What it is that we expect leaders to be able to know and do Teacher Leadership 3 Dissertation Where We are Now
- 4. Design Components • Common Core – – – – Learners and Learning Leadership and Change Inquiry Broad Contexts for Educative Processes • Concentrations that are Interdisciplinary • Dissertation • Administrative and Advising structure – Student Centered – Brings Faculty Together • Cohort Model • Intensive Time Frame
- 5. Lesson 1 • Time and Resources
- 6. Lesson 2 • Know your institution and your people
- 7. Lesson 3 • Communicate – Regularly – Often – In and through many formats
- 8. Lesson 4 • Use Data to Inform Decision Making – Talk to students (before, during and after) – Have an evaluation design in place – Set up a program structure that allows for data to be used to improve the program
- 9. Lesson 5: It’s never over! • Sustaining change • Leadership • Resources
- 10. For more information contact: Sharon Ryan Graduate School of Education Rutgers University sharon.ryan@gse.rutgers.edu
Hinweis der Redaktion
- ----- Meeting Notes (10/24/13 12:16) -----hi,We have two objectives for this session. First, I want to share some of what I have learned the hard way as a change agent. These are a series of succinct lessons that I hope you find helpful.Second, we will spend time on the issue you face in your own institutions and see if we can use our collective expereinces to help you find pathways forward.
- ----- Meeting Notes (10/24/13 12:16) -----Just t give you some background on our EdD program at RUtegrs so you have some context for the lessons I want to share. We began our new EdD program in 2010 but it was around 4 years prior to this that we began our redesign work.
- Fourth cohort
- Mention Bylaws, curriculum committee, and guiding principles The CoreLeadership, Organizations and ChangeFocuses on facilitating change at both an organizational and systems level as well at the individual and classroom level Social ContextsStudents learn how to critically analyze the factors (historical, economic, political, sociological, historical, epistemological) that contribute to shifts in educational theory, policy, and practice Learners and LearningUpdates student’s knowledge about learning, including contexts and technologies that mediate learning, so that educational leaders know what good learning looks likeBuilds on above principles as they specifically relate to adult learning Inquiry Will expose students to the range of inquiry tools that they can use to solve problems of practice and to provide opportunities for them to practice and test out these toolsStudents will get a deeper understanding of program evaluation, a design that often combines qualitative and quantitative methodologies Design Components-Design of Learning Environments-Educational Leadership-Education, Culture, and Society-Special Education-Teacher LeadershipDissertation-A culminating, year-long experience-The dissertation requires students to identify & investigate a problem of practice systematically using current literature and inquiry methodology-Students will have the option of working on their dissertation projects in groups organized around key topics of interest
- The lone conquering hero is a myth when it comes to institutional change. Higher education institutions are particularly interesting as they are one of the last institutions in the educational landscape that has to deal with accountability, let alone show results. Academic freedom is often interpreted liberally so you have many individuals working in parallel and not always together or toward a common goal.And if you left academics to decide how to make the program go, well they’d still be debating their views of EdD versus Phd in 10 years time.It is crucial therefore that as the PI or leader of the initiative you have a good sense of where you want to go and what you want to achieve over a set period of time and that you get yourself adequate resources in terms of at least one enthusiastic smart student who gets what you want and does it as well as buy out and other administrative support. At first, I didn’t think I should ask for such things and I thought I was stupid to ask but I soon learned that without buyout, summer salary and people power I couldn’t get information to and from faculty fast enough. So first things first backward map what you want to achieve semester by semester including travel, brining key folks in and then align a budget to that action plan and think very seriously about what you will need to be able to do the job. Do not ask for too little. If your dean needs you to do this then they have to enable you to do this.
- Every school of education has its own institutional history. For example the reason why social studies and special education are not in the dept of learning and teaching is because of faculty differences. ----- Meeting Notes (10/24/13 12:16) -----
- (Click to make all of the communicates appear)Minutes of all meetings and monthly updates, open door policy, met with people in departmentsDifferent forums that included retreats, town hall meetings, design days,
- Curriculum committee, guiding principles