Dr. Jacque Ensign Class meetings: Thurs 5-7:30 pm

Office: Davis 230 Room: Davis 118

Office hours: in Davis 230 Mon. 11-1 and Thurs.7:20-8pm, in Morrill Wed.7:20-7:35pm

in my virtual office, via e-mail: Mon-Thurs, expect a response within 24 hours; F-Sun. on Mon.

Phone: 392-6442

E-mail: ensign@scsu.ctstateu.edu (preferable way to reach me and get a response)

http://www.southernct.edu/~ensign/ has course info, also link to e-mail me

COURSE DESCRIPTION

Study of the educational change process, personal change, persistent categories for analyzing change, case studies, and models for more effective change systems.

COURSE OBJECTIVES

Students will

Further their understanding of the dynamics of change

Explore socio-cultural issues affecting educational reforms

Focus on a variety of educational reforms currently in vogue in the United States

Relate current research to issues discussed in class

COURSE REQUIREMENTS AND EVALUATION CRITERIA

Readings

Required:

Fullan, Michael. What's Worth Fighting For in Your School. Teachers College Press, 1996.

a choice of one of the following:

Fried, Robert L. The Passionate Teacher: A Practical Guide. Beacon, 1995.

Meier, Deborah. The Power of Their Ideas. Beacon Press, 1995.

Rose, Mike. Possible Lives: The Promise of Public Education in America. Penguin, 1995.

Wasley, Patricia, Robert Hampel, & Richard Clark. Kids and School Reform.. Jossey-Bass, 1997.

Requirements and Evaluation Criteria

Assessment will be an integral part of weekly coursework. Students will be evaluated on the basis of:

1) active engagement in class discussions, groups, and in impromptu presentations on homework (each week, some students will be asked to share their reflections on class readings) 10%

2) Journal consisting of weekly thoughtful responses to course readings, lectures, audiovisuals, discussions, and listservs. Please make a minimum of one in-depth 250 word entry per class and be sure it shows the relation to our course. You may also critique additional professional reading which is relevant to this course (see page 70 of Fullan for more on professional reading and reform). During the course, for three weeks follow a listserv related to school reform and report on this discussion. [Source for listserv options: <http://www.capecod.net/schrockguide/> Once there, go into "Education Resources," then into "Ed.Reform, Research, and Professional Development," then into "Listservs."] Typed is preferable, otherwise be very, very legible! 30%

3) Team presentation. You are asked to join with other class members in assuming a leadership position in developing an activity that involves the class. Each of these presentations will be related to the main ideas found in Fried, Meier, Rose, Wasley and will be presented on a date indicated on the course schedule. You will be given some class time and my guidance to assist you in planning these presentations. 30%

4) Educational change plan. 30%

Two options here.

Option 1: Create a plan to initiate a change in an educational context. The course readings, especially What's Worth Fighting For in Your School, should be consulted in constructing your plan and cited in the plan itself. The plan is due at the fifth class meeting. I will make comments on it and return it at the next session. Once you and I have agreed, you have only to implement the plan. I am most interested in the specifics of what you have accomplished and learned by the end of the course. In addition, what do you intend to accomplish in one year, two years...? Your plan, the results to date are to be submitted in a written report. A summary of this independent study will be presented in small groups at the last class.

Option 2: Conduct a survey to find how others envision their ideal education. Interview at least ten people, asking some version of the following: "If you were given total charge of your learning, how and what would you learn?" Your written report will include a summary of findings and an analysis of what is considered important in education, how personal experiences affect visions, who breaks the mold to look outside the box. In addition, include a report on the most radical and the most feasible reform ideas for education that you could find in the literature. A summary of this independent study will be presented in small groups at the last class.

Guidelines for papers will be given in class. Note: attention to critical and creative reflection on content as well as to written mechanics will both be considered seriously in grading papers. Please type all papers.

MODES OF INSTRUCTION

Course activities include discussion of readings, oral presentations, films, and outside projects. Course participants are expected to substantially participate in class discussions, make oral reports on their work for the course, and team-lead one class session during the term.

ATTENDANCE AND SUBMISSION OF ASSIGNMENTS POLICY

Unless there are extenuating circumstances, students are expected to be at every class for the entire two and a half hours and to have read all the assigned readings. Assignments are to be typed and be turned in on the day due. Late papers are unacceptable. If class is canceled for any reason, please come to the next class prepared for both that class and the canceled one.

(Note: the wording of (3) and option one of (4) plus most of the course outline is from Gil Noble who originally designed this course and has been invaluable in designing this semester's offering.)

USEFUL WEB SITES FOR THIS COURSE

http://www.middleweb.com/ middle grades reform, also use their Middle Grades Links for many other kinds of reform web sites

http://www.nwrel.org/ Northwest Regional Lab focuses on school change processes

http://www.ed.gov/pubs/SER studies of educational reform

http://www.cec.sped.org/digests/e525.htm an ERIC digest on gifted and school reform

http://www.capecod.net/schrockguide/ go into "Education Resources," then into "Ed.Reform, Research, and Professional Development,"

http://www.soe.scsu.ctstateu.edu/ SCSU School of Ed.page, check links

http://classnj.org/index2.html Resources section has assessment guides to download

for research, writing, & citation help:

http://owl.english.purdue.edu/introduction.html

COURSE OUTLINE

Week 1 (January 29): INTRODUCTION TO THE COURSE.

Film, "Henry, the Man who Hated Change."

Poem, "Calf Paths of the Mind."

Article, "The Myth of Failed School Reform"

Visit to computer lab.

Week 2 (February 5): VISIONS OF REFORM

History of educational reform

Film, "A" and handout

assignment due:

"Reframing the School Reform Agenda"

"The Six-Lesson Schoolteacher"

Week 3 (February 12): THINKING OUTSIDE THE BOX

Sign-up for class presentations

Video, "Creative Problem Solving"

Group project planning time

assignment due:

"The Socrates Syndrome"

"What Is Successful Intelligence"

"How Not to Repair America"

Week 4: (February 19): REFORMS IN THE NEWS

Video: "Student Directed Learning: A Middle School Approach that Works"

discussion of Fullan, What's Worth Fighting for in Your School

assignment due:

"Star Potential"

"The Flexibility of Rigidity: An Analysis of 'Scaling Up' E.D. Hirsch's Core Knowledge Schools"

Fullan, What's Worth Fighting for in Your School

Week 5 (February 26): COMER & ACCELERATED SCHOOLS APPROACHES

Video on the Comer approach

The Accelerated Schools Project

assignment due:

"Maintaining a Focus on Child"

"Stopping the Cycle of Failure: the Comer Model"

"The Comer Program: Changing School Culture"

plan for assignment (3)

Week 6 (March 5): PUTTING REFORM IN WORLD PERSPECTIVE

assignment due:

"Turning Systemic Thinking on Its Head"

"Education Reform Support: A Framework for Scaling Up School Reform"

"Cooperative Education: Lessons from Japan"

Week 7 (March 12): PROGRESSIVE APPROACH

Video: "Everybody's Business: America's Children"

assignment due:

"Leading Lady"

"Recruiting Parents and the Community"

Week 8 (March 19):

Group project planning time

Video: "Learning in America: Schools That Work"

assignment due:

"Transforming an Urban School"

"Schools Take a Fresh Look at Bolstering Teachers"

"Who, What, And Why of Site Based Management"

March 26 SPRING BREAK

Week 9 (April 2):

Group project planning time

Video: "Walkabout: Challenging Students to Challenge Themselves"

assignment due:

"Walkabout in Sixth Grade"

"Lessons from Saturn"

"Failure to Change Roles in a Classroom: Egalitarianism and Hierarchy in Conflict"

Week 10 (April 9): POSSIBLE LIVES

Group presentation on Possible Lives

Video: "A Conversation with Mike Rose"

assignment due:

"Possibilities for Children"

Week 11 April 16 (NO CLASS- WORK ON REFORM PROJECTS)

Week 12 (April 23): THE POWER OF THEIR IDEAS

Group presentation on The Power of Their Ideas

Video: "Unleashing the Power of Teachers" (focuses on Central Park East High School in Harlem)

assignment due:

"Supposing That"

Week 13 (April 30): KIDS AND SCHOOL REFORM

Group presentation on Kids and School Reform

Video: "The Crafting of America's Schools" (Ted Sizer)

assignment due:

"Here for the Long Haul"

"Thinking Small"

"How One High School Improved School Climate"

"On Lame Horses and Tortoises"

Week 14 (May 7): THE PASSIONATE TEACHER

Group presentation on The Passionate Teacher

assignment due:

All course work is due (journals, educational change plans)

Week 15 (May 14): FINALE

All course work returned

Educational change plan summary in small groups

Course evaluation

assignment due:

"Making Time for Collegiality