http://www.youtube.com/watch?v=HAMLOnSNwzA

1
(No Transcript)
2

• http//www.youtube.com/watch?vHAMLOnSNwzAeurlht
  tp//www.ncs-tech.org/?p1502

3
WELCOME TO ORGANIZATIONAL THEORY AND CHANGE

• DR. LEN ELOVITZ

4

• A blue whale is the largest mammal on earth. An
  adult blue whale is the length of over three
  Greyhound buses, weighs more than a fully loaded
  747 and has a heart the size of a Volkswagen
  Beetle. It is so large that it takes at least
  three minutes for it to make a turn of 180
  degrees.

5

• Many people draw a strong parallel between blue
  whales and our schools, businesses and even
  communities. It just seems to take forever to
  change direction.

6

• But a school of sardines consisting of a greater
  mass than a blue whale can turn almost instantly.
  How do they do it? Is it ESP? CB radio? The
  Internet

7

• If you take a careful look at a school of
  sardines, you'll see that the fish appear to be
  swimming in the same direction. In reality, there
  will always be a small group of sardines swimming
  against the flow causing friction with the rest
  of the school.

8

• But when this dedicated group of committed
  sardines reaches a critical mass of only 15 to
  20 percent, they induce the rest of the school to
  suddenly turn and follow their leadership! Isn't
  that what happened with our attitudes towards
  drinking and driving, and to our feelings about
  smoking?

9

• Isn't that exactly what happened to the Berlin
  Wall and the Soviet Union? Isn't that what caused
  the Internet to suddenly appear overnight. Each
  and every one of those events was an overnight
  success that took years in the making. Overnight
  successes that took a small group of people who
  were truly committed despite the obstacles,
  challenge, and yeahbuts, to make the necessary
  change

10

• They were changes of direction induced by a small
  group of people who were truly committed to
  change, to go against the flow, to cause
  discomfort, and to challenge the normal
  direction.

11

• Noted anthropologist Margaret Mead once wrote
  "never doubt that a small group of committed
  people can change the world - indeed it is the
  only thing that ever has."
• That's why we're Committed Sardines.
• 
  - Ian Jukes

12
Dr. Leonard Elovitz

• 205D EAST CAMPUS
• [phone]
• lelovitz_at_kean.edu
• www.kean.edu/lelovitz/

13
OFFICE HOURS

• Monday
• 230 430
• Tuesday
• (In the Field)
• Wednesday
• (In the Field)
• Thursday
• 100 - 300

14
NAME ADDRESS HOME PHONE E-MAIL
ADDRESS BUSINESS PHONE CURRENT
ASSIGNMENT JOB GOAL
15
Goals

• To provide the knowledge, dispositions and skills
  to help you become effective and successful
  administrators and supervisors and change agents
  in the urban environment
• To provide an in-depth understanding of
  organizational theory and its application to the
  urban educational enterprise

16
OBJECTIVES

• PARTICIPANTS WILL DEMONSTRATE THE ABILITY TO
• A. trace the development of organizational
  theory into the modern period. (K)
• B. utilize organizational and maturational
  theory to plan for the building of human capital.
  (K,S,D)
• C. plan programs to motivate staff, students,
  and families to achieve a school districts
  vision. (1.3.1) (K,S,D)

17
OBJECTIVES

• D. use appropriate and effective needs
  assessment, research-based data, and group
  process skills to build consensus, communicate,
  and resolve conflicts in order to align resources
  with the district vision. (3.2.2) (K,S,D)
• E. facilitate and engage in activities that
  reflect an ability to inform district
  decision-making by collecting and organizing
  formal and informal information from multiple
  stakeholders. (4.2.1) (K,S,D)
• F. evaluate the climate and culture of
  educational organizations and propose strategies
  for the improvement of both (K,S,D)

18
OBJECTIVES

• G. use appropriate research methods, theories,
  and concepts to improve district operations and
  to design and justify strategies for
  organizational change. (6.1.1) (K,S,D)
• H. evaluate the role of the leader in the
  organization and his or her role in helping the
  organization meet its objectives. (K,S,D)

19
REQUIRED TEXTS
20
COURSE CONTENT

• A. The Development of
• Organizational Theory
• B. Human Capital Development
• C. Motivation
• D. Conflict in Organizations

21
COURSE CONTENT

• E. Decision Making
• F. Organizational Culture
• and Climate
• G. Organizational Change
• H. Leadership of
• the Organization

22
RESEARCH, REPORTING WRITING REQUIREMENT

• TERM PROJECT

23
PROJECT CHOICES
24
EVALUATION
25
DONT PANIC
26
ISLLC STANDARDS

• National Policy Board of Educational
  Administration (NPBEA)
• Interstate School Leaders Licensure Consortium
  (ISLLC)
• Educational Leadership Constituent Council (ELCC)

27
SCHOOL VISION
28
SCHOOL CULTURE
29
MANAGING THE ORGANIZATION
30
COLLABORATION
31
ACTING WITH INTEGRITY
32
THE LARGER CONTEXT
33
THE INTERNSHIP
34
Personal Vision

• Where do you want to go and how do you intend to
  get there?

35
The Vision

• The vision is the end state, the intensions of
  where you want to go with your school, district
  or agency.

36
Edward Hickss Peaceable Kingdom
37
Think Afresh and Out of the Can

• How do you envision what your school, district or
  agency should be like?
• What should be going on in such a school,
  district or agency?
• How would you describe and effective school,
  district or agency to others?
• What values and beliefs about learning are
  important to address?

38

• If you could change (improve) one thing, what
  would it be?

39
MY Vision
40
Beliefs

• What beliefs do you hold about education?

41
BELIEFS

• ALL CHILDREN CAN LEARN
• SUCCESS BREEDS SUCCESS
• TEACHERS CONTROL THE CONDITIONS OF
  LEARNING IN THEIR CLASSROOM

42

• What must be present in every effective lesson?

43
ESSENTIAL ELEMENTS OF INSTRUCTION

• SELECT THE LEARNING (OBJECTIVE) AT THE
  CORRECT LEVEL OF DIFFICULTY
• TEACH TO THE INTENDED OBJECTIVE
• MONITOR THE LEARNING AND ADJUST THE TEACHING
• USE THE PRINCIPLES OF LEARNING

Madeline Hunter
44
STANDARDS FOR INSTRUCTION

• SELECT THE LEARNING (OBJECTIVE) AT THE
  CORRECT LEVEL OF DIFFICULTY
• TEACH TO THE INTENDED OBJECTIVE
• MONITOR THE LEARNING AND ADJUST THE TEACHING

JOEL SUZUKI
45
Components of Professional Practice

• Domain I Planning and Preparation
• Component c Selecting Instructional Goals (CLD)
• Component e Designing Coherent Instruction(T2O)
• Domain III Instruction
• Component e Demonstrating Flexibility and
  Responsiveness (MA)

Charlotte Danielson A Framework for Teaching
46
CORRECT LEVEL OF DIFFICULTY

• KNOWLEDGE OF PRIOR LEARNING
• USE OF QUESTIONS
• USE OF PRE-TESTS
• DIAGNOSTIC TESTING

47
TEACH TO THE OBJECTIVE

• TEACHER ACTIONS
• GIVE INFORMATION
• ASK QUESTIONS
• MAKE SPECIFIC RESPONSES
• DESIGN ACTIVITIES
• RELATED Vs. RELEVANT

48
MONITOR ADJUST

• ELICIT OVERT BEHAVIOR
• CHECK FOR UNDERSTANDING
• INTERPRET THE BEHAVIOR
• ACT ON INTERPRETATION

SIGNAL
SAMPLE
CHORAL RESPONSE
PROCEED
PRACTICE
RETEACH
QUIT
49
BELIEF
THEORY
STANDARD

ALL CHILDREN CAN LARRY
LEZOTTE TEACH TO
OBJECTIVE LEARN
EFFECTIVE SCHOOLS
JOHN CARROLL TIME
ON TASK
SUCCESS SUCCESS BENJAMIN BLOOM
CORRECT LEVEL OF
DIFFICULTY COGNITIVE TAXONOMY
TEACHERS CONTROL B.F. SKINNER
MONITOR AND ADJUST
LEARNING CAUSE AND EFFECT
LEARNING
50
M/A
THEORY
STANDARDS
BELIEFS
CLD
T2O
51
PRINCIPLES OF LEARNING
POWERFUL TOOLS THAT TEACHERS USE TO
ENCOURAGE STUDENTS TO
EXHIBIT BEHAVIORS THAT LEAD TO INCREASED
LEARNING RESULT FROM CONTINUOUS DETAILED
RESEARCH TEACHER DECIDES ON WHICH, WHEN AND
HOW THEY ARE USED USE MUST BE CONGRUENT WITH
STANDARDS NOT NECESSARY TO INCLUDE ALL
PRINCIPLES IN ALL LESSONS
52
Set
Active Participation
M/A
Reinforcement
THEORY
Motivation
STANDARDS
BELIEFS
Retention
CLD
T2O
Transfer
Closure
53
METHODS OF INSTRUCTION

• TEACHERS MAY CHOOSE FROM A VARIETY OF METHODS TO
  EMPLOY
• IN ORDER TO DELIVER INSTRUCTION
• METHODOLOGY REFLECTS THE APPLICATION OF THE
  PRINCIPLES
• OF LEARNING
• USE MUST BE CONGRUENT WITH THE STANDARDS

54
Set
Active Participation
M/A
Reinforcement
THEORY
Motivation
Generic Strategies
Content Specific Strategies
STANDARDS
BELIEFS
Retention
CLD
T2O
Transfer
Closure
55
Teaching Strategies

• GENERIC
• COOPERATIVE LEARNING
• LEARNING STYLES
• ACTIVE LEARNING
• CLASSROOM MANAGEMENT

• CONTENT SPECIFIC
• PROCESS WRITING
• WHOLE LANGUAGE
• SCIENCE LAB
• SHOP
• ART STUDIO

56
THE TEACHER

• USES THE PRINCIPLES OF LEARNING
• CHOOSES FROM THE METHODS OF INSTRUCTION

57
Professional Development

• A JOINT EFFORT BETWEEN TEACHERS, SUPERVISORS AND
  ADMINISTRATORS TO INFUSE STANDARDS, PRINCIPLES
  AND METHODOLOGY THROUGHOUT THE DISTRICT FOR THE
  BENEFIT OF THE STUDENTS

58
Professional Development

• is sustained over time
• is based on adult learning theory
• includes inside and outside experiences
• can be job embedded
• encourages risk taking, creativity and assessment

59
Mentoring
Supervision
College Courses
Set
Peer Coaching
Active Participation
M/A
Reinforcement
THEORY
Generic Strategies
Motivation
Content Specific Strategies
STANDARDS
BELIEFS
Retention
CLD
T2O
Transfer
Closure
Workshops
In-service
Action Research
Study Groups
60
(No Transcript)
61
CURRICULUM CONGRUENCE
TAUGHT
WRITTEN
LEARNED
TESTED
62
INSTRUCTIONAL OBJECTIVES IDENTIFY WHAT THE
STUDENT SHOULD KNOW OR BE ABLE TO DO AS A RESULT
OF INSTRUCTION IDENTIFY THE PIECE OF CONTENT TO
BE TAUGHT IDENTIFY THE STUDENT BEHAVIOR
WHICH WILL BE EXPECTED IN ORDER TO INDICATE
ACHIEVEMENT OF THAT BEING LEARNED




63
BLOOMS TAXONOMY OF THE COGNITIVE DOMAIN
LEVEL OF COMPLEXITY 1. KNOWLEDGE RECALL,
MEMORY, FACTS 2. COMPREHENSION
UNDERSTANDING, TRANSLATION 3. APPLICATION USE
INFORMATION IN A NEW SITUATION 4.
ANALYSIS TAKE APART,
COMPARE/CONTRAST 5. SYNTHESIS PUT TOGETHER A
NEW CREATION 6. EVALUATION JUDGMENTS BASED
ON MORE THAN OPINIONS
64
OBJECTIVE DEVELOPMENT USING BLOOMS
TAXONOMY LEVEL VERB 1. KNOWLEDGE LIST,
LABEL, DEFINE, NAME, STATE 2. COMPREHENSION SUMMA
RIZE, EXPLAIN, DESCRIBE IN YOUR OWN WORDS,
ILLUSTRATE, PARAPHRASE, IDENTIFY 3.
APPLICATION COMPUTE, DEMONSTRATE, USE, SOLVE 4.
ANALYSIS BREAK INTO PARTS, CLARIFY,
OUTLINE, COMPARE/CONTRAST 5.
SYNTHESIS DESIGN, REARRANGE, COMPOSE, WRITE
AN ORIGINAL ENDING


6.
EVALUATION SUPPORT, DECIDE, CRITICIZE, CHOOSE
ONE AND JUSTIFY
65
SAMPLE INSTRUCTIONAL OBJECTIVES THE STUDENTS
WILL DEMONSTRATE THE ABILITY TO -IDENTIFY THE
POSITION OF THE EARTH RELATIVE TO THE SUN, THE
MOON, AND OTHER PLANETS. -DESCRIBE THE ROTATION
AND REVOLUTION OF THE EARTH AND OTHER PLANETS
AROUND THE SUN. -DEMONSTRATE HOW THE EARTHS
POSITION AND TILT OF ITS AXIS PRODUCE THE
SEASONS. -COMPARE THE POSITIONS OF THE EARTH,
MOON, AND SUN DURING A SOLAR ECLIPSE AND A LUNAR
ECLIPSE.
66
(No Transcript)
67
Policy

• General statement of what the board wants to see
  done
• Consistent with statutes and codes
• Regulations are the responsibility of the
  superintendent

68
Budget

• Supports and does not limit the educational
  program of the district
• Theres always money its how you choose to
  spend it
• Strive for low Total Student Load (TSL)
• Fiscally responsible

69
Personnel

• Certificated
• Beyond Highly Qualified
• Staff reflects program needs not the other way
  around
• Community of learners

70
Physical Plant

• Form follows function
• Supports and does not hinder the educational
  program
• Safe comfortable

71
Human Resources Management
Student Centered
Ethical
Effective Change
72
Human Resources Management

• Theory Y
• Shared Decision Making
• Development of Human Capital

73
Student Centered

• Whats Best for Kids?
• When the adults are more important than the kids,
  were in trouble.

74
Ethical

• Act ethically and with integrity
• Never Consciously Break the Law

75
Effective Change

• If it aint broke
• LYNT/TYNT/NYNT
• Action Research

76
(No Transcript)
77
Assignment

• Please read
• What Does it Mean to be Well Educated