youtube/watch?v=HAMLOnSNwzA&eurl=ncs-tech/?p=1502

2. http://www.youtube.com/watch?v=HAMLOnSNwzA&eurl=http://www.ncs-tech.org/?p=1502http://www.youtube.com/watch?v=HAMLOnSNwzA&eurl=http://www.ncs-tech.org/?p=1502

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 (908) 737-5976 lelovitz@kean.edu www.kean.edu/~lelovitz/

13. OFFICE HOURS • Monday 2:30 – 4:30 • Tuesday (In the Field) • Wednesday (In the Field) • Thursday 1:00 - 3:00

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 district’s 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. DON’T 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 Hicks’s 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 (M&A) 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 T2O CLD