EDLDR 802- How Schools Work: Creating Learning Organizations (3 credits): Course focuses on understanding schools as learning organizations and how teacher leadership works in such organizations.
Overview
School systems are complex, multifaceted organizations. Although they are highly regulated public institutions, they are also one of the prime examples of locally governed democratic processes at work daily in a community. As a result, school districts are expected to reflect the shared values and cultural traditions of a community, while effectively preparing all its children and youth for a productive, personally satisfying, and responsible future as part of a family, work group, community, nation, and an increasingly “global village.” In addition, school districts must adapt to changing economic, demographic, technological, political, and social circumstances; furthermore, they are expected to meet these challenges with foresight, wisdom, creativity, and innovation.
At the epicenter is the foundational belief in the critical importance of educating every child to develop the habits, skills, and commitment to lifelong learning and the knowledge and skills to be successful in the emerging global realm of the 21st century. Measures of accountability are being aggressively sought to verify that student learning, effective instruction, and systemic performance are happening in every school district.
The continuing development of the capacities of schools to become learning organizations is a key aspect of creating capable, competent student learners and effective teachers. A learning organization challenges assumptions, develops and reflects upon essential questions, explores innovative approaches, and through collaborative leadership structures applies these learnings to improve instructional and environmental practices for students and teachers.
This course introduces teacher leadership candidates to the systemic components of today’s schools within the framework of a learning organization, i.e., an organization focused on student achievement; faculty, staff, administrative and board professional development; and, parent involvement and community engagement as part of continuous improvement.
The course content will include three modules:
- Understanding schools as learning organizations
- Understanding the systemic implications of globalization on schooling and the nature of transformative change within learning organizations
- Being able to apply strategies for individual and group capacity building within the framework of teacher leadership
Course Objectives
Upon successful completion of this course, you will be able to:
- Demonstrate understanding of the complexities of schools as organizations from national, state, and local perspectives, including structures, policies, and practices
- Articulate the key factors characterizing schools that function as learning organizations, including linkages beyond the school and diversity in the school and broader community
- Demonstrate understanding of economic, social, demographic, and educational globalization and its implications for student mastery of 21st century knowledge and skills in today’s schools
- Articulate the critical context within which systemic change may be accomplished and supported, as well as the common constraints that interfere with change initiatives within a learning organization
- Demonstrate understanding of the nature of individual capacity building and collective capacity building within schools that support teacher leadership and of various strategies for professional growth
- Explore, synthesize, and apply the concept of teacher leadership as the exercise of responsible influence, both distributed and relational, as it contributes to the development of schools and school districts that are learning organizations
Required Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Library Reserves (e-Reserves)
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
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| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Structure
The course will be organized around three modules with the lessons divided across the thirteen weeks of the course:
- Schools as Learning Organizations
- Global Implications for Schools and School Districts and Fundamentals of Systemic Change
- Teacher Leadership Within a Learning Organization
[printer-friendly version]Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Note that assignments are due based on the Eastern Time (EDT/EST). This ensures that all students have the same deadlines regardless of where they live.
Assignments are due by 11:59 pm ET, Tuesday night of the week.
identifies readings that are available on eReserves through the library.
| Module 1: Schools as systems and learning organizations | |
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| Course Orientation and Lesson 01: Exploring school systems as complex and formal organizations | |
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| Lesson 02: Are schools learning organizations? | |
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| Lesson 03: Mental models and metaphors of schools/systems as organizations | |
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| Lesson 04: Pathways to becoming a learning organization | |
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| Modules 2: Globalization and the Process of Change | |
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| Lesson 05: Globalization: The urgency of change | |
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| Lesson 06: Systemic Change Processes | |
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| Lesson 07: Change at Local Level | |
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| Individual Inquiry Project | |
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| Module 3: Teacher Leadership In a Learning Organization | |
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| Lesson 08: Defining Teacher Leadership | |
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| Lesson 09: Developing Teacher Leaders | |
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| Lesson 10: The Future of Teacher Leadership | |
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| Lesson 11: Leadership and Learning: Opportunities, Insights, and Challenges | |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Grading
The objectives will be assessed by a combination of measures including understanding of the content, active participation via blogs and reflections, development of a practice-based inquiry project, and synthesis and application of the material to the student’s growth as a teacher leader.
| Activity | Percentage |
| Class readings/viewings and assigned individual reflections
Reflection is an opportunity to synthesize, question, and apply concepts from the readings/viewings of each lesson. These assignments will be completed weekly based on the various readings/viewings and will constitute an ongoing reflection on the content of each of the three modules. Reflections will be based on selected prompts/essential questions focusing on what the student has learned and what questions s/he is generating about the topics. |
15% |
Class Participation Full participation of its members is an essential element of a learning community. Completion of individual blogs and responses to colleagues thoughts constitute basic participation. Course members will be clustered in groups of 4-5. Each group will share its weekly blog comments and each member is responsible for responding to two other members of the group. |
20% |
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Inquiry Project Development Inquiry is a process of questioning, discovery through practice, and application to practice, resulting in the generation of new questions. This action research process will begin during the fourth week of class with independent work on the inquiry project scheduled for weeks 8 and 9 of the term. Presentations of the project will be due during the 11th week. |
20% |
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Module Summary (total of two); one for both of the first two modules of the course
These assignments will be written reflections and will be completed at the end of the first and second modules. The focus will be on summarizing understanding of each of the modules and applying that understanding to how schools work. Each will represent 10 percent of the total. |
20% |
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Final synthesis of the course content and application to student’s professional teacher leadership development
This culminating document will include the student’s individual understanding of teacher leadership within the context of a learning organization, personal philosophy of education, self assessment of skills and knowledge in pursuing/assuming a leadership role, and action plan for personal/professional leadership development. This will be submitted at the conclusion of the course. |
25% |
The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:
A = (Excellent) Indicates exceptional achievement
B = (Good) Indicates extensive achievement
C = (Satisfactory) Indicates acceptable achievement
D = (Poor) Indicates only minimal achievement
F = (Failure) Indicates inadequate achievement necessitating a repetition of the course in order to secure credit
For additional information please refer to the Deferring a Grade page.
Course Requirements
Logging On
You will be expected to log on to our course home page to engage in discussions and activities on a regular basis. Interaction with each other is an important part of this course. It is recommended that you log on to the course Web site at least five times a week to work through course materials and to participate in course discussions. You should plan on spending the same amount of time on this course as you would if you were taking it in residence—about 12-15 hours per week.
Posting Responses
You will be placed into a focus group of four or five and will be asked to respond to two postings within your focus group. If two posts have been made to one member, choose another member’s response for your posting. During each module you must respond at least once to all other members of your work group. Responses and postings constitute class participation and are an important part of the learning community. The quality of your participation will be graded at mid-term and at the end of the course. You will receive periodic feedback on your participation throughout the course. A quality rubric will be used for evaluation and provided to you.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
Accommodating Disabilities
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Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.
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