Untitled

Web Page Locator
College of Education	COE Web Site
Social Studies Links	Neat Web Sites for Social Studies teachers
Curriculum Web Sites (general interest)	Neat Web Sites for all areas
Classes Taught	Course Syllabi
Professional Information	Abbreviated Vita

     EDLS 9882         Professional Development and Renewal
    EDLS 9847        Change Processes and Professional Development

Professional Development and Renewal is intended to provide leaders of professional enterprises with experiences that will enable them to develop, implement, refine, and institutionalize programs of professional development and renewal for all members of the professional community.

a.         Synthesize the information contained in the section and create summary notes for
            class
b.         Develop an annotated bibliography for the major topics in the session. This is to be
            distributed with the summary notes. Each member should contribute at least ten (10)
            annotations.
c.         Plan an hour class session including the notes and an activity designed to bring at
            least one or two of the major concepts in the section. There must be a lesson plan
            given to me at least one class prior to the presentation and activity.

a. Design a needs assessment and a needs analysis that you could use at your work site to determine professional development needs.

c. Describe the focus of a project you feel would be appropriate for your work site.

d. Design a project plan for developing that project (include who, what, time, where, and especially why)

ASHLAND UNIVERSITY

Doctoral Cognate: Professional Development

Course Number: EDUC 9847 Credit Hours: 3

Course Title: Change Processes and Professional Development

Catalog Description: A course designed to provide an understanding of the theories and practices related to change as it impacts decisions about professional development in formal organizations such as educational settings. The student will use his/her professional assignment to develop case studies of change as it has impacted on professional development decisions for him/herself and as change has impacted the organization and its professional development needs.

Prerequisites: Doctoral core courses and initial professional development sequence courses

Required Text:

Bollman. L. and Deal, T. Reframing organizations: artistry, choice, and leadership (3^nd edition). Jossey-Bass: San Francisco, 2003

Recommended Texts:

Evans, R. The human side of school change. Jossey-Bass: San Francisco, 1996.

Fullan, M. Change forces: probing the depths of educational reform. The Falmer Press: Philadelphia,1993.

Fullan, M. Change forces: the sequel. The Falmer Press: Philadelphia, 1999.

Required Materials:

Blank Video Tape Cassette or appropriate media for case discussion

Course and Field/Clinical Objectives:

Knowledge: The student will have knowledge of:

Change theory as it impacts on professional development
The impact of change on formal organizations.
The development of theories of change from a variety of perspectives (educational, sociological, anthropological, etc.).
The role of professional development in change in educational and other formal settings.
The role of individual professional development in the context of organizational change.
Various forms of formal and informal professional development strategies and their applications in practice.

Skills: The student will have skills to:

Identify change as it has taken place in his/her setting.
Analyze change instances through a variety of frames.
Develop professional development plans to implement change.
Develop personal professional development plans (for self and others) to implement change.
Analyze the professional development components in that change.
Evaluate the effectiveness of individual professional development plans in meeting and/or coping with change.
Evaluate the effectiveness of professional development plans in promoting or coping with the change identified.
Demonstrate, articulate, and use the reflective process in reviewing professional development in changing settings.
Locate and use information related to a given change.

Attitudes and Values: The student will:

Display a willingness to understand the change process as it occurs in formal organizational settings.
Understand how individual professional development plans impact on changes occurring in organizational settings.
Realize the need for viewing the setting and the individuals included through a variety of viewpoints.
Value change theory and related professional development.
Appreciate the importance of thoughtful planning in professional development.
Value the benefits of collaborative interaction.
Value current research and continue to apply new models as appropriate.
Value the importance of moral, ethical, and legal behavior in relation to professional development, especially as it relates to change processes.

Description of Field/Clinical Experiences:
The student will develop an understanding of the impact of change on his/her organization, based on theories of change, and the relationship of change to professional development of individuals and of the professional population through case study development and discussion.

ASSIGNMENTS AND GRADING

All assignments are due on the date assigned. Late work will be penalized. The assignments have specific information about what is required. All work should be done on the computer. You should proof-read carefully and check for completeness.

In your case studies, you should disguise the identity of the organization and the individuals. Use fictitious names wherever you feel that it is appropriate. If you are concerned about confidentiality, put the word CONFIDENTIAL in capital letters on the front page. I will strictly honor all such requests and ask that you do the same. The purpose of the cases is to facilitate our learning and we want to do whatever we can to protect the integrity of your experiences.

Assessment	Percent of Grade	Date Due
1. Case Study 1 Presentation and Paper	25%
2. Case Study 2 Presentation and Paper	25%
3. Frame Presentation	25%
4. Participation in case discussions with feedback Assignment	15%	Each presentation
5. Miscellaneous Assignmentstions	10%	As specified

Assessment

Percent of

Grade

Date Due

1. Case Study 1 Presentation and Paper

25%

2. Case Study 2 Presentation and Paper

25%

3. Frame Presentation

25%

4. Participation in case discussions

with feedback Assignment

15%

Each presentation

5. Miscellaneous Assignmentstions

10%

As specified

Ph.D. Michigan State University               1973
   Major: Curriculum and Instruction
   Cognate: Social Science Education (K-12)
   Dissertation:
    Total Class Development of Simulation Games

M.A. Michigan State University               1970
   Major: Curriculum
   Cognate: Social Science and Research

B.A. Michigan State University               1965
   Major: History   Minor: English
   Provisional Certification: Secondary
PROFESSIONAL EXPERIENCE

1996-   Professor, Chair: Department of Teacher Education
   School of Education and Related Professions
   Ashland, Ohio

1994-96 Professor, Dean: College of Education
Georgia Southern University
Statesboro, Georgia

1990-94 Professor, Chair: Department of Curriculum and Instruction, School of Education
University of Alabama at Birmingham
Birmingham, Alabama

1978-90     Professor, Head: Education Department
   Director of Teacher Preparation Programs
   Bethany College
   Bethany, West Virginia

1977-78 Coordinator of Teacher Preparation
West Virginia Department of Education
Charleston, West Virginia

1974-77 Assistant Professor
1975-77 Coordinator of M.S. in Education
1977   Director of Competency Based Teacher Education, Division of Educational Studies
   State University College of Arts and Sciences
   Geneseo, New York

1973-74 Student Teaching Supervisor: College of Education
Ohio University
Athens, Ohio

1972-73 Instructor: Social Science Teaching Institute
Michigan State University
East Lansing, Michigan

1972 University Assistant, Teacher Corps: Michigan State University
East Lansing, Michigan

1970-71 Teaching Assistant: Department of Elementary and Special Education
   College of Education
   Michigan State University
   East Lansing, Michigan

1968-69 Teacher: Language Arts
   Riley Elementary School
   St. Johns Public Schools
   St. Johns, Michigan

1967-68 Assistant Instructor: Learning Systems Institute
Michigan State University
East Lansing, Michigan

1965-67 Teacher: Social Studies
   Okemos High School
   Okemos Public Schools
   Okemos, Michigan

West Virginia Teacher Educator of the Year-1990
Who's Who in American Education
Phi Kappa Phi (Initiated: Michigan State University, 1971)
Phi Delta Kappa (Initiated: SUC-Geneseo, 1975)
Kappa Delta Pi (Initiated: UAB-1990)
Kappa Delta Epsilon (Initiated: UAB-1991)
Ashland University Academic Mentor Award (2001-2)

(with J. Schnug) "Mission Possible" Changing the Practice of Teacher Education: Standards and Assessment as a Lever for Change. AACTE. Washington, D.C. 1998.

"How Can We Utilize the Community as a Learning Laboratory in the Preparation of Educators?" Building the Institutional Capacity in Support of Educator Preparation within the Context of Shared Responsibility, The Renaissance Group, November 1995.

"Defining the Role of Teacher Education in Changing Schools: Dialogue Group Seven Consensus Report" The Dynamic Interaction of Higher Education, Teacher Education, and School Reform: A TECSCU Dialogue, Institute for Educational Leadership, University of Northern Iowa, 1995.

(with C. Pierce) "Post Baccalaureate certification: Review, evaluation, and revision" SRATE Journal Summer, 1993. 16-20.

Equity Issues: Resources and Sources. ASCD Equity Issues Network, February 1993.

(with C. Pierce) "Postbaccalaureate Certification: One State's Model" Proceedings of the Second Annual National Conference on Alternative Certification. NCATC, Texas, 1992.

"Using Comprehensive Examinations to Measure Effectiveness" A Collection of Papers on Self-Study and Institutional Improvement 1989 North Central Association, Spring 1989.

(ed. with A.Stellar and D.Beruth) Forty Years of Leadership: A Synthesis of Resolutions, ASCD, 1987.

(with W. Wilen) "Teaching Equality of the Sexes and Fostering Critical Thinking" Social Education Spring 1988.

"Teacher Education: Assumptions, Myths and Realities" Impact on Instructional Improvement, NYASCD, 1986.

NCATE Redesign and Independent Liberal Arts Colleges, AILACTE Occasional Paper, 1986

(With R. Schenkat) "Revising the Teacher Education Curriculum: Models of Change" Teacher Preparation in Small Colleges: Regular Educators and the Education of Handicapped Children American Association of Colleges for Teacher Education, 1983.

"Communication and Self-concept: A Classroom Management Model" Proceedings of the Second Annual Conference on Middle Childhood Education, 1980.

(adapted by W. Joyce and J. Alleman-Brooks) "Class Development of Simulations" in Teaching Social Studies in the Elementary and Middle Grades, Holt, Rinehart and Winston, 1979.

(with N. Hobar) "Criteria for Developing a Professional Development Needs Assessment" 1978 Available from authors.

"School of the Future: A Simulation for Teacher Education" with P. DeMarte and R. Stremba. 1977

"Sexism in Education" in Social Science Education in The Elementary School by M. Ploghoft and A. Shuster, 2nd Edition, Merrill, 1976.

Conference Report: Methodologies in Experience-Based Learning, Vol. I and II, Michigan Education Association, 1974 and 1975.

"Total Class Development of Simulation Games" Social Education, Nov. 1973, pp. 687-689.

"Can We Find More Diverse Adult Sex Roles?" Educational Leadership, Nov. 1973, pp. 114-118.

Tribal Council: A Simulation of the Indian Tribal Council, Social Science Teaching Institute, Michigan State University, 1972.

Co-Principal Investigator. Science Summer Camp for Middle School Women: $25,000. Georgia Eisenhower Grant, 1996. (Related University GSU Faculty Development Grant: $3000).

Project Director. P-16 Council Planning Grant (Board of Regents, University System of Georgia): $10,000. Georgia Southern University, 1996.

Project Coordinator. Technology Evaluation Subcontract (Georgia State University): $28,000. Georgia Southern University, 1996.

Co-Principal Investigator. Inservice Activities for Middle Grades Mathematics Teachers (National Science Foundation, Teacher Enhancement Office): $500,000. University of Alabama at Birmingham, 1992-1995.

Project Director. Tutorial Project: A. G. Gaston Boys and Girls Club (Housing and Urban Development, Housing Authority for the Birmingham District): $96,000. UAB, 1991-1992.

UAB/College of Education Faculty Development Grants:
1992-3 Preparing Faculty for Teaching in a Multicultural Setting
1990-1 Post Graduate Assessment of Traditional and Non-traditional Teacher Certification
Programs

Principal Investigator. Specific Learning Disabilities Program Development Grant (Office of Special Education, United States Department of Education): $150,000. Bethany College, 1983-1986.

Project Director. Dean's Grant (Office of Special Education, United States Department of Education): $150,000. Bethany College, 1979-82.

Project Director. Inservice Grant (Office of Special Education, United States Department of Education): $45,000. Bethany College, 1980-1981. Project Director.

1996-7 Member, InGEAR Advisory Board, NSF Gender Equity Grant (Five institution consortium: Georgia Technological Institute-lead institution)

1995- Vice President, American Association for Teaching and Curriculum
Co-chair, Annual Meeting Conference Planning Committee

1995- Member: Standards and Performance Committee, Association of Teacher Educators

1994-6 Member: University System of Georgia, Teacher Education Committee
Chair: EdS Study Committee (BOR TEC Subcommittee)

1994- Member: Executive Committee, American Association for Teaching and Curriculum
Chair: Nominations Committee

1992-3 Member of (Alabama) Governor's Task Force for the Improvement of Math and Science Education. Preparation of the NSF State Systemic Initiative Proposal.

1991- AACTE Member of the NCATE Board of Examiners (selected for a third three year term, trained for Continuing Accreditation and as Chair)

1989-90 Immediate Past President, Chair of Nominating Committee
Association of Independent Liberal Arts Colleges for Teacher Education

1987-90 AACTE Representative: Unit Accreditation Board, National Council for the Accreditation of Teacher Education

1987-8 President-Elect, AILACTE
Chair, Planning Committee of Third National Forum: Professionalization and Teacher Empowerment

1984 Member of Review Committee for Multi-subjects Test, West Virginia Department of Education

1983-4 Member: Committee on School Effectiveness in Adolescent Education, West Virginia Department of Education

1983 Organizer and Presenter: Middle Childhood Authorization Program, West Virginia Department of Education

1983 Member of Social Studies Curriculum Task Force, West Virginia Department of Education

1981-90 Member: West Virginia Board of Regent's Teacher Education Advisory Committee

1981 Organizer and Presenter: Middle Childhood Authorization Programs
   Brooke County Public Schools
   Regional Educational Service Area VI
   Ohio County Public Schools

1980-2 Member of Committee to Revise Institutional Standards and Program Approval Processes, West Virginia Department of Education

Office: 211 Schar Building	Office Phone: 419-289-5388
College of Education	Fax: 419-289-5331
Ashland University	E-mail: ashelly@ashland.edu
Ashland, Ohio 44805	E-mail: acshelly@aol.com

Topics:	Section I	The Role of Personal Bases and Characteristics
	Section II	Social-Psychological and Institutional Factors
	Section III	Phases, Models, and Requisite Supports
	Section IV	The Present and Future of Professionalism