Evaluation / Assessment

Successful students in this course will:

• 1. Authentically engage in and contribute to the course content 

  2. Develop their research skills to answer compelling and important questions about leadership issues focusing on organizational theory and how it applies to education

  3. Develop their skills to interpret research data/information from multiple perspectives

  4. Develop abilities to make compelling, clear, and concise arguments. 

  5. Further develop their skills and habits of mind to engage in deep, critical reflection upon information, personal experiences as leaders, and class activities. 

  6. Develop clear, thoughtful, and effective communication through discussion and writing. 

To demonstrate engagement and growth in the skills, knowledge, and abilities developed in this class students will be evaluated on the following assignments:

1. Artifacts (5%) & Class Participation with Social Media Presence (10 %)

• • The quality of the learning experience in this class is largely determined by the engagement of the students. All students are expected to participate in class discussion, group activities and class feedback. (10%)

  • Artifact #1: Select and bring in an artifact that represents who you are as a professional.

  • Artifact #2: Select and bring in an artifact that represents an effective school.

  • Please note: Bluesky or Linkedin  Twitter will be used with the course hashtag #edem674 throughout the semester. The expectation is for students to send between 3 to 5 tweets a biweekly on related course content. A self-evaluation rubric will be distributed during the first class, to be completed at the end of the course. (10%)

2. Weekly readings and annotations on Perusall (20 %)

• Over the course of the semester, students will highlight between 5  to 7 annotations with appropriate comments, questions, upvoting, etc for each reading.

• Questions/annotations will be evaluated based on two criteria: 

  • The relevance of the quote or summarized topic as it applies to the readings and/or other student comments/questions.

  • The creativity, importance, thoughtfulness, insightfulness and/or interesting perspective of the question. 

3. Mid-Term Synthesis Activity (10 %)

• In depth exploration of the Bolman and Deal Four Pillars Framework.

• This will be done in class 7 (asynchronous) and class 8 mini-presentations on the  structural frame, human frame, political frame, and symbolic frame.

4. Peer Learning (10 %)

Overview

• In this course, you'll work in small groups (2 - 3 students) to lead class discussions on course readings. Each week, one group will present, focusing on different aspects of the assigned material (article and video) to avoid overlap.

Group Formation and Scheduling

• Form groups of 2 - 3 students during the first class

• Each group will sign up for one presentation based on their topic preferences

• One different group will present each week (starting in week 5)

Presentation Format (20 plus 5- 10 minutes for video clip)

Your group will:

• Choose an article from the list of chapter resources --> that highlights a significant concept, challenging passage, or important theme from the week's theme

• Briefly introduce your chosen article/topic to the class. Do not put us to sleep by summarizing ~ this is a grad class

• Lead an interactive discussion using three prepared questions

• (Optional) Have the class re-read specific excerpts if focusing on particular passages

• Pick a video or video clip (no more than 5 or 6 minutes). Connect the clip to the week's main chapter reading

• PowerPoint or additional materials required should be not more than 4 to 6 slides (this includes one slide for the video, be sure to use APA format on the last slide to share resources

Group Responsibilities

Before Class:

• Read all assigned materials thoroughly

• Meet with your group to select your focus topic

• Prepare three discussion questions

• Coordinate with the other presenting group to ensure minimal content overlap

During Class:

• Present your chosen topic (15-20 minutes)

• Facilitate class discussion

• Ensure all group members participate meaningfully

After Class:

Submit a one-page summary including:

• Topic introduction

• Discussion questions used

• Description of each member's contributions

Submission

• Submit your summary through myCourses assignments page

• Due: After your presentation class

Evaluation (10% per presentation plus 5% for one page summary)

5. Group Project(25%):

OPTION A:

1. Group Project (25%)

   • Description: Students will work in small groups to design a change initiative for a hypothetical educational institution. This project will require applying organizational theories and strategies learned throughout the course.

   • Components:

     • Proposal: A written proposal (3-5 pages) outlining the change initiative, including its goals, implementation plan, and anticipated challenges. (due Jan. 30) (50%)

     • Presentation: A 15-20 minute presentation to the class, highlighting key elements of the proposal and engaging classmates in discussion. (due April 3 or 10) (50%)

   • Criteria:

     • Clarity and feasibility of the proposed initiative.

     • Application of organizational theories.

     • Quality of the presentation and ability to engage peers.

OPTION B (organizational case study): details on MyCourses Assignment page

OR

OPTION C (strategy development):

Option A and B are based on Dr. Harvey's version of this course in 2020. 

I choose this option, since most of the students in the class just completed EDEM 673 (Fall '24) with me this past semester. 

I hope everyone does OPTION A, I updated knowing most of you in the class from previous semester.

6. Reflection Blogs (20%)

• • 6 reflective blog posts (800+ words ~ 1 or 2 pages) on the class activities, weekly readings, group discussions, etc. 

    • Each post is due on Thursday (after class 3, 5, 7, 9, 11, 13

    • you comment on group discussions, class readings, lectures, and most importantly ~ what you think (not what you think I want to hear)!  

    • Rubric —> 4.5 on 5, 4.25 on 5, 4 on 5, 3.75 on 5 —> 90, 85, 80, 75 // will be based by what you write about group/class discussion, specifically mention readings, general thoughts and any other observations on organizational theory. 

Rubric for facilitating face to face and online discussions: