Course Information

EDL580T Organization Development for High Performance
Spring 2019

EDL 580T is an elective course in the educational leadership doctoral program..This course provides educational leaders with practical knowledge and application of professional practices to promote and support large system change, making organizations more effective and productive, and at the same time, rewarding and engaging places in which to work.

This course provides knowledge and professional practice in organization development focused on methods used in promoting organizational and large system change, making organizations more effective and productive and at the same time, more satisfying, rewarding and engaging places in which to work. Students examine organizations using diagnostic and improvement processes and tools in an effort to help leaders transform organizations into high performing entities. High performing teams are essential to achieving high performing organizations. Emphasis is placed on knowledge and skills of leaders to use powerful strategies to improve team functioning, use effective facilitation techniques to support teams in defining and reaching their goals, and the role of leadership in creating and sustaining teams that contribute to positive individual, team, and organizational success.

Core Elements

Systematic Educational Reform, Complexity in Organizations, Collaborative Management, Diversity and Equity, Educational Accountability, School and Campus Cultures, Curriculum and Instructional Reform, HR Development, Student Development and Learning, Communications and Governmental Relations, Assessment and Evaluation, Applied Qualitative Inquiry, Data-Driven Decision-Making, Research, Professional Practice.

Previously, this course was taught in a traditional F2F setting. Although I have not taught this particular course before, I have taught several courses with similar outcomes and assignments and frequently share the content and strategies contained in this course with educational leaders throughout CA who are interested in creating and sustaining positive change.

Students begin with an analysis of their own organization and use the information to identify opportunities, and facilitate shared decision-making using evidence-based strategies and methods to improve current actions and programs or initiate new ideas.

First QLT Objective Showcased

Section 2: Assessment of Student Learning

2.1: All Student Learning Objectives/Outcomes (SL)s) are specific, well-defined and measurable.

Description of QLT Course Design

To meet the standards for Section 2: Assessment and Evaluation of Student Learning,

2.1 Learning outcomes for the course, modules and assignments are aligned, well-defined and measurable.

Outcomes are designed to encourage thinking and application of knowledge and skills at a high level and demonstrate learning through a variety of tasks. Course-level outcomes and objectives are intentionally broad to align with department SLOs, while Module and assignment objectives are specific. All objectives begin with familiar measurable action verbs, such as identify, describe, analyze, compare/contrast, explain, create, etc.. Module Objectives are listed at the top of each Module Overview page.

Course Example (Click on Photo to access )

Second QLT Objective Showcased

Section 2: Assessment of Student Learning

2.4: The assessment instruments (e.g., rubrics, grading sheets) are detailed and appropriate to the student work and respective outcomes being assessed.

Description of QLT Course Design

To meet the standards for Section 2: Assessment and Evaluation of Student Learning,

2.4 Detailed, measureable rubrics were developed, appropriate to the student work and aligned to outcomes being assessed.

Ass 2.5 bba

Discuss 2

Instructor Contact Information

mabel.franks@cicsu.edu