Syllabus Date: August 20, 2016 ED.D. PROGRAM – EDUCATION LEADERSHIP ARCO SEQUENCE ADMPS 3088: COMPETENT KNOWLEDGE MANAGEMENT 3 credits, Fall 2016 (217-1)

Syllabus INSTRUCTOR Cindy Tananis, EdD Associate Professor 4314 Posvar Hall 412-648-7171 [email protected] Office Hours: By appointment

MEETING TIMES Face-to-Face: Saturday, September 10, 1 to 5 pm Saturday, October 8, 1 to 5 pm Saturday, November 5, 1 to 5 pm Saturday, December 3, 1 to 5 pm Online: Asynchronous, August 29 – December 17, 2016 COURSE DESCRIPTION This course explores four important areas of intersection for educational leadership. Exploration begins with exploring the dynamic changing environment of education today and the need for effective knowledge management systems within these changing environments. Two critical aspects of a knowledge management system are considered more fully, namely, student learning assessment and planning and evaluation of educational initiatives through good use of information.

OBJECTIVES OF THE COURSE ADMPS 3088 is designed to provide opportunities to explore four areas of related study:

Envisioning the Futures of Schooling. The current and future landscape of education is radically different that what our prior generations of educators have experienced. The rate of change is beyond comprehension for many. That change creates pressures and opportunities that offer visions of policy and practice that we can barely imagine. How do we lead in these highly adapting and evolving environments? What role does knowledge play?

Knowledge Management. In a knowledge-‐rich environment, “moderate skills with ample sets of information” is no longer good enough -‐-‐-‐ to be an innovative and responsive organization in an ever-‐ changing world, we need “highly honed skills and adaptable strategies with robust knowledge.” How do we best incorporate robust sources of explicit and tacit knowledge that can draw meaning from all aspects of our practice and the scholarship of the field to influence what we choose to do and how we do it? Knowledge literacy for educators, especially educational leaders who seek to influence policy and impact practice, is no longer an option for specialization -‐-‐-‐ it forms the bedrock 2 for leadership.

Assessment from Classrooms to Systems. Learning assessment is a key feature of a knowledge management system in an educational organization. Assessment planning and policy development is a critical area of leadership that influences the basic processes of education: teaching and learning. We will consider various types of assessment and critiquing and developing an institutional assessment plan and policy. (This course does not explore technical aspects of assessment design, analysis, or use).

Planning and Evaluation. Educational leaders are called upon to plan, manage, and evaluate a variety of services, activities, programs, and initiatives that comprise the business of schools. Planning and evaluation are complementary processes that often determine the success and sustainability of educational efforts. Strategic planning develops a model based on mission that guides the course of what and how schools operate. Good planning involves stakeholders and helps to create buy-in with a respect for varied visions. Strategic management moves a plan from paper to reality in an organization. Evaluation completes the circle, gathering meaningful and relevant formative and summative information that can form the basis of knowledge and wisdom to better calibrate continued planning and implementation. DOCTORAL MILESTONES No formal milestones are reached in this course. PREREQUISITES No specific pre-requisites are required for this course. TEXTS Each major theme of the course is explored through a variety of materials and student work. Each section has associated readings (books and articles) that form the basic foundation for discussion and project work. All of the required readings are available via Courseweb. They are listed here in alphabetical order, within each area of focus for the course. The Course Schedule indicates when these readings will be addressed in the course and assignments.

Envisioning the Futures for Education Facer, K. (2011). Learning Futures: Education, Technology, and Social Change. New York: Routledge -Taylor & Francis Group. Knowledge Management Balanced Scorecard. Excerpts from: www.toolshero.com Compiled by C. Tananis, 2014. Dataware Technologies, Inc. (1998) Corporate executive briefing: Seven steps to implementing knowledge management in your organization. Kidwell, J.J., Vander Linde, K.M., and Johnson, S.L. (2000). Applying corporate knowledge management practices in higher education. Educause Quartery, Number 4, 2000, p. 28-33. Office of Head Start. US Department of Health and Human Services. (2014). Developing a knowledge management strategy. Office of Head Start. US Department of Health and Human Services. (2014). Knowledge management white paper. Petrides, L. A., and Nodine,T. R. (2003). Knowledge management in education: Defining the landscape. Half Moon Cay, CA: Institute for the Study of Knowledge Management in Education. Petrides, L. A. and Guiney, S. Z. (2002). Knowledge management for school leaders: An ecological 3 ADMPS 3088: Competent Knowledge Management, C. Tananis

framework for thinking schools. Teachers College Record, 104 (8), p. 1702-1717. Weggeman. Excerpts from: www.toolshero.com Compiled by C. Tananis, 2014. Assessment: From Classrooms to Systems Brimijoin, K. (2006). Differentiation and high-stakes testing: An oxymoron. Theory Into Practice 44(3), p. 254-261. Englert, K., Fries, D., Goodwin, B., et al. (2004). Understanding how principals use data in a new environment of accountability. Aurora, CO: Mid-continent Research for Education and Learning (McREL). Englert, K., Fries, D., Martin-Glenn, M., & Michael, S. (2005). How are educators using data? A comparative analysis of superintendent, principal, and teachers’ perceptions of accountability systems. Aurora, CO: Mid-continent Research for Education and Learning (McREL). Goodwin, B., Englert, K., & Cicchinelli, L. (2003). Comprehensive accountability systems: A framework for evaluation. Aurora, CO: Mid-continent Research for Education and Learning (McREL). Kalamaros Skalski, A. & Romer, M. (2011). Data-based decision making. Principal Leadership, Jan, 2011. National Association of Secondary School Principals. Reeves, D. “From Differentiated Instruction to Differentiated Assessment” Blog entry: December 13, 2011 by ASCD Whole Child Bloggers. Available at: http://www.wholechildeducation.org/blog/from-differentiated-instruction-to-differentiated- assessment Tomlinson, C.A. & Doubet, K. (2005). Reach them to teach them. Educational Leadership (April, 2005). p. 8-15. Tomlinson, C.A. (2006). Grading and differentiation: Paradox or good practice? Theory Into Practice 44(3), p. 262-269. Waters, T. & Grubb, S. (2004). Leading schools: Distinguishing the essential from the important. Aurora, CO: Mid-continent Research for Education and Learning (McREL). Waters, T., & Marzano, R. (2006). School district leadership that works: The effect of superintendent leadership on student achievement. (Working Paper). Aurora, CO: Mid- continent Research for Education and Learning (McREL). Waters, T., Marzano, R., & B. McNulty (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Aurora, CO: Mid-continent Research for Education and Learning (McREL). Planning and Evaluation Baird-Wilkerson, S. (2003). A monograph on creating organizational change using a living systems approach. Washington, DC: Institute for Educational Sciences, US Department of Education, contract #ED-01-CO-0006. Available at: http://fosterwhatmatters.com/wp- content/uploads/2012/07/MCREL_OrgChangeMonograph.pdf Bernhardt, V. L. (2004a). Continuous improvement: It takes more than test scores. ASCD Leadership, November/December, 2004, p 16-19. Available at: http://eff.csuchico.edu/downloads/TestScores.pdf Bernhardt, V. L. (2004b). Intersections: New routes open when one type of data crosses another. Journal of Staff Development, (21) 1, p. 33-36. Available at: http://eff.csuchico.edu/downloads/Intersct.pdf Israel, G. D. (2012). Using logic models for program development. Publication #AEC360. University of Florida. Available at: http://edis.ifas.ufl.edu/wc041. Reagan, T. G., Case, C. W., and Brubacher, J. W. (2000). Becoming a Reflective Educator, 2e: How to Build a Culture of Inquiry in the Schools. Toward a “culture of inquiry” in the school (chapter W. K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation, and 4

action. Logic model development guide. Battle Creek, Michigan: WK Kellogg Foundation. Available at: http://www.wkkf.org/knowledge-center/resources/2006/02/WK-Kellogg- Foundation-Logic-Model-Development-Guide.aspx

The following text is recommended for reference but not required and is available at the University Store:

American Psychological Association (APA). (2009). Publication manual of the American Psychological Association, 6th ed. Washington, DC: Author. [ISBN 978-1-4338-0561-5] $29.95 for paperback. Spiral bound recommended: [ISBN 978-1-4338-0562-2] $36.95 [reference copies in library]

COURSE REQUIREMENTS AND EXPECTATIONS This class is designed in an executive format using hybrid design. What does that mean? It means that as faculty, we acknowledge that you are busy, engaged, and seasoned practitioners. To integrate focused learning opportunities in your life, you need flexibility in your schedule (with work, learning, and personal aspects of life), opportunities to explore learning resources on your own and in collaboration with your colleagues, use of your time toward the development of useful and meaningful products that you and your colleagues can use in practice, and a focus on the big issues rather than the minutia often associated with more traditional education formats.

I carry those assumptions forward in these specific and tangible ways: 1. You want to learn the most you can from your investment in this experience and will manage your resources to accomplish that personal-professional goal. 2. Readings are designed to inform your thinking and enrich your learning and engagement in the course activities. In a course that meets face‐to‐face only a few times, what we read and how we think about those concepts, individually and collectively, form the true “text” of the course. You will manage your resources and schedule to read the materials as preparation for meaningful engagement with your colleagues. 3. You are responsible to yourself and colleagues much more so than you are to me as an instructor - being prepared and engaged appropriately is the mark of a professional. 4. We have very limited face‐to‐face meeting time. The bulk of the interaction for the course will be through course wikis/blogs on particular themes and issues posed to you, and through individual work you will complete. You will need to manage resources to accomplish tasks. 5. I am neither your cheerleader nor your cop my job is to provide learning opportunities and provocative and engaging content to allow you to design and manage your engagement -- not to either endorse mediocre work or to monitor you to “make” you work at a higher capacity. I can offer insight from my expertise and experience - and I can assist you in your learning process. I assume I am a learner in this community just as you are. We are each equally responsible for the quality of the experience. 6. I teach courses because I find the content and the interactions with educators exciting and educative. I assume you take courses with a similar disposition.

HYBRID TIME FORMAT In addition to the 16 face-to-face hours of class time outlined in the schedule, you are expected to spend an additional 28 hours online in active discussion and exploration of resources including discussion, accessing provided and other resources, and completing assignments. 5 ADMPS 3088: Competent Knowledge Management, C. Tananis

This does not include the time in addition to class that you are expected to spend on reading, studying, and completing assignments. For doctoral level courses, a minimum of 1.5 hours is required for every instructional hour.

To adequately manage the content requirements of this course, you should plan for the following, at minimum: 16 class hours + 28 active online hours + 66 hours class-related work = 110 minimal hours of active engagement GRADING, RUBRICS, AND ACADEMIC INTEGRITY Evaluation rubrics will be used to evaluate your work in this course. The rubrics provide more detailed information concerning what is expected and descriptions of the quality of work expected. Review and consult the rubrics for each assignment --- they will assist you in knowing whether your work is of appropriate quality and rigor and will help you to diagnose issues that may help you to improve your performance. The evaluation rubrics are presented at the end of the syllabus and are also available on the course website.

Graded Assignments and Scale Assignment Values: Points Assignment Possible Assign 1: Future of Schooling Blog 10 Assign 2: “Learning Futures” Book Wiki 10 Assign 3: KM Inventory 20 Assign 4: KM Wiki 10 Assign 5: Assessment Practices Paper 25 Assign 6: Logic Model & Evaluation Plan 25 Total 100

Grading Scale: Point Final Letter Total Grade 97-100 A+ 94-96 A 90-93 A- 87-89 B+ 84-86 B 80-83 B- 77-79 C+ 74-76 C 70-73 C- 60-69 D 59 or F below 6

General Expectations for Assignments

Assignments are to be submitted electronically via Courseweb. Use APA style for all citations and references. Submit work in an easily readable 11- or 12-point font, double-spaced. Attend to the word/page ranges specified in the assignments. Late work slows down the process of review and work on subsequent assignments. As further incentive to complete work on time, late submissions will be reduced the equivalent of one-third of a letter grade for each day late. Exceptions are granted for documented illness or emergencies only.

Assignments submitted through our Courseweb site will be filtered through SafeAssign, a software that checks for instances of plagiarism and misattribution.

School of Education Statement on Academic Integrity. The integrity of the academic process requires fair and impartial evaluation on the part of faculty and honest academic conduct on the part of students. To this end, students are expected to conduct themselves at a high level of responsibility in the fulfillment of the course of their study. It is the corresponding responsibility of faculty to make clear to students those standards by which students will be evaluated and the resources permissible for use by students during the course of their study and evaluation. Cheating/plagiarism will not be tolerated. Students suspected of violating the University of Pittsburgh Policy on Academic Integrity, from the February 1974 Senate Committee on Tenure and Academic Freedom reported to the Senate Council, will be required to participate in the outlined procedural process as initiated by the instructor. Students in this course are expected to comply with the University of Pittsburgh Policy on Academic Integrity, which can be found online at: http://www.provost.pitt.edu/info/ai1.html ASSIGNMENT DESCRIPTIONS

Wikis and Blogs A BLOG allows each poster to add an entry (or post) and others may choose to “comment” on that particular post. As discussion continues, either new blog posts are added (in succession) or additional comments are entered in relation to a particular original post or blog entry. The design is sequential and there is no danger of editing someone else’s text entries. I use BLOGS when the expected content responds to a single prompt or general area, for example: What do you find compelling as an educational leader in a particular reading? The resulting blog would have a number of original posts, related to specific factors, for example Factor A, Factor B, and Factor C. As people enter the blog to enter their own thoughts, they would either add an additional Factor (via a post) or they would add a comment to an existing Factor, or perhaps even comment in response to someone else’s comment. The blog serves to respond to the prompt through large concepts (posts) and additional discussion related to those concepts (comments). Blogs automatically organize responses and indicate the author of the comment or post.

WIKIS serve a somewhat different purpose. I use wikis when I have numerous prompts related to the same topic/concept/issue/reading/etc. A wiki is a collaboratively edited document. This creates the opportunity for one person to alter or destroy previous work by others, so a great deal of caution should be used when working with wikis! I post a series of prompts in the original wiki document. As students come into the wiki, they find the place to respond to the prompt. Perhaps the particular prompt you want to respond to might be halfway into the document. When you find the place you wish to enter your response, you edit the document at that point, add what you wish to say, and then save the document. The next person may choose to add a comment after your own in the place just below your comment, or to add comment anywhere else in the document they wish. Wikis do NOT automatically indicate who has 7 ADMPS 3088: Competent Knowledge Management, C. Tananis commented, so we need certain conventions to help us know who has added a comment. I use both color and last name in brackets (as you will find in the wiki directions) to record who is adding comments. The advantage to a wiki is that responses can be ordered by the participants as they choose where they wish to edit the document -- and that allows for a self-regulated logic to the document, rather than a somewhat disconnected logic of a blog.

Learn to use both BLOGS and WIKIS appropriately --- follow the directions that are available through Courseweb as well as the INSTRUCTIONS I have posted there prior to entering anything in either the blogs or the wikis. Please adhere to the following guidelines regarding the content of your entries and comments:  Initial responses introduce major concepts related to the question or issue,  Secondary commentary adds to the consideration of concepts already introduced  Alternative responses introduce either additional major concepts or critiques of already introduced concepts that further the discussion.  All responses should point to the literature and include in-text citations, when appropriate. Reference lists of materials should also be included if they are not common to the class (beyond the class textbooks)  All entries and comments should be professionally appropriate  Consider whether you want to ADD a BLOG ENTRY or COMMENT on an existing entry. For a WIKI, consider where your entry belongs.  QUALITY is what is expected --- not QUANTITY. Use the space well as a working area for discussion, not a place to skim through and leave droppings.

ENVISIONING THE FUTURE OF SCHOOLING Reflect on the changing nature of schooling and school needs related to knowledge management, technology, strategic planning, and organizational learning by considering a number of concepts, issues and problems of practice.

Assignment 1: Future of Schooling Blog DUE DATE: 9/8/2016, midnight Choose a minimum of three of the concepts, issues and problems of practice listed below to discuss how these factors are presently impacting our educational environments and how you envision them influencing the future landscape of P-12 education. Concepts, Issues, and Problems of Practice: a. the increasingly integrated role of educational systems within communities and with other organizations that impact a student’s life b. the increasingly complex role of educational leaders, expected to master many areas and manage learning for stakeholder groups including boards, community members, business and industry leaders, students, parents, staff, etc. c. that change and fluidity are hallmarks of a post-‐modern world and developing strategies to best address those factors d. the role of technology as a medium for instructional delivery, managing learning via technological delivery, and considering cyber communities of learning e. the generational differences with students on the cutting edge of technological communication f. what’s happening, how to keep abreast, how to make best use of the resources educators as reluctant participants and hesitant voyeurs: how to bridge the gap, establishing 8

on-‐ramps for learning and use g. the new terrain created by crossing boundaries of learning: people, places, and ideas via technology h. emerging issues and problem areas with the interface of technological communication i. the establishment of cultural norms for learning and teaching making integrated use of technologies j. the need to develop new skill sets and strategies for mastering an ever-‐increasing knowledge pool and higher order skills k. the lifelong professional learning communities available in cyber environments

The Product: Discuss these concepts among peers, online in the Futures-Issues blog. The Evaluation: Blog participation will be evaluated by the instructor using the Online Participation Rubric (10/100 points).

Assignment 2: “Learning Futures” Wiki DUE DATE: 9/18/2016, midnight Read the “Learning Futures” book. Consider the following questions:  How do schools keep pace with -‐ and lead -‐ the integration required across a child’s (and family’s) life within their community? How can school escape the risk of becoming anachronistic as an irrelevant and disconnected institution of no real impact?  What are the proclivities and strategies and skills needed to be a leader in these newly visioned landscapes? How do we help each other get there?  How do you plan within the inevitability of fast-‐paced change and evolution that creates a fluid environment?  What do we “teach” in this evolving fluidity? What does teaching mean and look like in these environments?  How do we break out of the old barriers that have defined educational systems of the past: age, subject/discipline, class size, power roles?

The Product: Discuss these concepts among peers, online in the Futures-Book wiki (organized by questions listed above). The Evaluation: Wiki participation will be evaluated by the instructor using the Online Participation Rubric (10/100 points).

KNOWLEDGE MANAGEMENT Frame issues in educational policy and practice that can be explored and addressed through the use and analysis of knowledge sources; develop appropriate and productive strategies to explore issues in educational policy and practice that make use of varied and appropriate sources of knowledge; and, identify, evaluate, manage and use a variety of sources available to address issues of educational policy and practice. 9 ADMPS 3088: Competent Knowledge Management, C. Tananis

Assignment 3: Knowledge Management Inventory DUE DATE: 10/5/2016, midnight Take the problem of practice that you have been working with and toward through the Foundations 1 and Practitioner Inquiry 1 course and think about the problem through the lens of Knowledge Management. Consider the knowledge sources that broadly frame and inform your problem of practice. What knowledge sources, internal and external to the organization, would inform this problem? What are the explicit and tacit sources you might draw from? What are the underlying and influencing policies that impact your problem of practice? What information sources regarding policies might serve your inquiry? This is a leadership exercise --- I am asking you to do a KM inventory and analysis of KM procedures, processes, and policies that are related to your problem of practice in an organizational setting.

The Product: Complete the knowledge sources table that is available in Courseweb, related to your problem of practice. Find example sources for each of the knowledge sources identified, and consider issues of access, availability, analysis, use, and reporting. Write a brief synopsis (1-2 pages) of your efforts with this activity and a more lengthy summary of next steps (3-4 pages) you might consider in terms of knowledge management related to your problem of practice. What KM techniques, data sources, policies, procedures would help you to better inquire about your problem of practice? What processes, procedures, policies related to KM might assist others in future inquiries related to your problem of practice? How can your organization build KM processes and procedures to benefit the system through information. The Evaluation The table and summary will be evaluated by the instructor, according to the Writing Guidelines and KM Inventory Rubric (20/100 points).

Assignment 4: Knowledge Management Wiki DUE DATE: 10/18/2016, midnight Consider the following questions:  How do we inventory and manage our explicit and tacit knowledge as a critical and informative resource?  How do we use it to fuel our thinking - in problem solving and innovation throughout the organization?  What are the dilemmas with democratizing knowledge – procurement, management, use? How do we benefit from democratization and what systems need to be in place to protect it?  What are the proclivities and strategies and skills needed to be a leader in knowledge management and innovation? How do we help each other get there?  How do we break out of the old barriers that have defined knowledge systems in education of the past: silos, knowledge chasms (explicit/tacit and scholarship/practice), sophistication for analysis, power roles?

The Product: Discuss these concepts among peers, online in the KM wiki (organized by questions listed above). The Evaluation: Wiki participation will be evaluated by the instructor using the Online Participation Rubric (10/100 points). 10

ASSESSMENT FROM CLASSROOMS TO SYSTEMS Assignment 5: Assessment Practices Inventory, Critique, and Action Plan DUE DATE: 11/20/2016, midnight This assignment presents you with a practical exercise in a critical knowledge management area in education: student learning assessment. After what you have learned about good principles and practices of KM, and also what good assessment planning can and should be in an educational institution, consider the following assessment system analysis task:

You are an incoming Superintendent for the school district. You value meaningful student assessment and want to appropriately lead the district in this critical area. You need to consider existing assessment practices and policies and critique them in a meaningful way. Additionally, you need to identify the priority areas that you feel need to be addressed within the first year of your tenure. The tools and process: Gather appropriate source materials from your district related to its assessment plan. Analyze the plan/materials by interrogating the plan. For example --- here are SOME useful questions to get you started --- Is the plan comprehensive? Robust? Does the plan address assessment needs at all appropriate tiers of assessment (tiers 1 through 3)? Are the appropriate people involved in assessment and planning for assessment? How are data gathered, analyzed and utilized? How are they reported and to whom? How is assessment connected to planning and action? Critique the plan (and resulting actions) thoroughly.

The Product: A professional/scholarly written document of no more than 10 pages must include: 1. a description of existing practices/policies/plans 2. an analysis/critique of areas of strength and challenge that is evidence-based 3. a briefly described plan for addressing your critique that identifies the top priorities for action in your first year as a district leader. The Evaluation: The paper will be evaluated by the instructor using the Writing Guidelines and Assessment Plan Rubric (25/100 points).

PLANNING AND EVALUATION Assignment 6: Logic Model, Theory of Action, and Evaluation Plan DUE DATE: 12/17/2016, midnight This assignment presents you with another practical exercise in a critical knowledge management area in education: program evaluation. After what you have learned about good principles and practices of KM, and also what good program evaluation can and should be in an educational institution, consider the following assessment system analysis task:

You have just started as an “Assistant Superintendent for All Things” in the district. The superintendent has spoken with you about a key reform initiative occurring within the district and has asked you to get a handle on what the project is accomplishing and how the district is going to document its progress and outcomes --- next year’s funding is dependent on this and the program will die without that funding. The tools and process: Choose either an existing or proposed project or program in your district. It can be internally driven or something that was newly developed with grant funding. It must be directly connected to the core issues of teaching and learning. APPROVE THE TOPIC WITH DR. TANANIS. 11 ADMPS 3088: Competent Knowledge Management, C. Tananis

Develop a logic model (or models) that fully lay out a cogent description of the major inputs, activities/interventions, and expected outputs and outcomes. Consider the external and internal environmental issues that will impact each as you develop the model. Articulate in one paragraph --- four sentences or less, the theory of action/change that is operating as the core of the initiative. Develop an appropriate matched evaluation plan to address formative and summative indicators of progress.

The Product: A professional/scholarly written document of no more than 10 pages must include: 1. a narrative description of the initiative 2. the succinctly stated theory of action/change 3. the graphic logic model(s) 4. an evaluation plan chart The Evaluation: The paper will be evaluated by the instructor using the Writing Guidelines and Logic Model and Evaluation Plan Rubric (25/100 points).

INSTRUCTOR POLICIES THAT APPLY IN THIS COURSE

Communication: Sending emails: Because of the short and intense nature of the course, we are setting up specific guidelines for email communication.  Pose questions of general interest and information via the “Course Questions” Wiki on Courseweb. Answers will be posted there. General questions sent via email will be reposted and answered there also.  Contact the instructor by email only with questions of specific interest that cannot be shared with the whole class.  When emailing, please use your pitt.edu email address. You can email directly from the course web site or from your [email protected] email. Please be careful about this; Pitt has an aggressive spam filtering system, and many students emailing from gmail accounts, etc., find their emails do not reach faculty.  Tell us who you are and help us figure out what you need: In the subject line, indicate the course number. Be descriptive. To avoid confusion, please remember to sign your email with your first and last name.

Telephone calls or office appointments: You may need to have a conversation about something in the course. I will arrange either a telephone “office hours” or meetings on an as needed basis. Just email me and let us know your available time/days. I will be glad to schedule a conference between 9 am and 5 pm Monday through Friday, at a mutually convenient time. 12

SCHOOL OF EDUCATION POLICIES THAT APPLY TO THIS COURSE Attendance Regular and prompt attendance is an essential part of the educational experience. Although students are expected to attend all “in-class” sessions, our working professional students sometimes find themselves in circumstances that cause them to miss class meetings. All students are expected to attend every scheduled meeting of each class on time. Exceptions may be made for work‐related activities, illness, or valid emergencies. In such cases, please contact the instructor for the module that you are missing, to determine the most appropriate format for making up missed classwork. Keep in mind that this course meets only four times throughout the term -‐ missing one of those sessions constitutes a significant portion of the face-to-face time. Missed Class I expect advance notification, via email, of any class you intend to miss, or as soon as possible after a missed class, in case of emergency (see the attendance policy). Missing class typically means missed material and missed opportunities for engagement with those materials with peers. As such, the policy for “making up” missed work tries to capture this engagement. Please consider that these activities rarely “replace” the actual experience --- there is no way to make up for lost experience. In addition to any assigned work that is due in and for class, whether individual or group, you are responsible to take any in-class materials used for discussion or activity and complete them via notes or reflections as you would have done if present in class. Additionally, write a one-page reflection on the readings that were discussed/used to support in-class activity. These materials should be sent to the instructor, via email, no later than a week after your absence. Incomplete Grades For this course, an G grade will be granted only if the student has actively attended to the course requirements but needs extended time to complete the required work to meet minimum expectations. If an Incomplete grade becomes necessary, the instructor will require you to propose a plan of action outlining how you will complete the work within no more than one term from the end of the course (and preferably a shorter period of time). Grievance Procedures The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. When a student believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (3) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school-‐level academic integrity officer. [Dr. Michael Gunzenhauser is the Associate Dean and Integrity Officer.] Academic Integrity Please see the policy on academic integrity as explained earlier in the syllabus. Disability Services If you have a disability that requires special testing accommodations or other classroom modifications, you need to notify both the instructor and Disability Resources and Services no later than the second week of the term. You may be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment. The Disability Resources and Services office is located in 140 13 ADMPS 3088: Competent Knowledge Management, C. Tananis

William Pitt Union on the Oakland campus. Statement on Classroom Recording To ensure the free and open discussion of ideas, students may not record classroom lectures, discussion and/or activities without the advance written permission of the instructor, and any such recording properly approved in advance can be used solely for the student’s own private use. 14

ADMPS 3088 SCHEDULE DATE TOPIC READINGS for PREP ASSIGNMENTS August 29 – Facer, K. (2011) Assignment 1: September 9 Future of Schooling Blog DUE DATE: 9/8/2016, midnight CLASS Envisioning the Petrides, L. A., and Nodine,T. R. Saturday Futures for (2003) September 10 Education AND Petrides, L. A., and Guiney, S. Z. 1:00p-5:00p Knowledge (2002) Management Dataware Technologies, Inc. (1998) Weggeman. Excerpts September 11 Kidwell, J.J., Vander Linde, K.M., and Assignment 2: – October 7 Johnson, S.L. (2000) “Learning Futures” Wiki HeadStart – Developing a KM DUE DATE: 9/18/2016, Strategy midnight HeadStart –KM White Paper Assignment 3: Knowledge Management Inventory DUE DATE: 10/5/2016, midnight

CLASS Considering Brimijoin, K. (2006) Saturday Priorities; Tomlinson, C.A. & Doubet, K. (2005) October 8 Assessment - Tomlinson, C.A. (2006). 1:00p-5:00p From Goodwin, B., Englert, K., & Classrooms to Cicchinelli, L. (2003) Systems Reeves, D. Blog entry: December 13, 2011 October 9 – Kalamaros Skalski, A. & Romer, Assignment 4: November 4 M. (2011) Knowledge Management Englert, K., Fries, D., Goodwin, B., Wiki DUE DATE: Martin-Glenn, M., and Michael, S. 10/18/2016, midnight (2004) Englert, K., Fries, D., Martin-Glenn, M., & Michael, S. (2005). Waters, T. & Grubb, S. (2004). Waters, T., & Marzano, R. (2006). Waters, T., Marzano, R., & B. McNulty (2003). CLASS Evaluation and Bernhardt, V. L. (2004a) Saturday Planning Bernhardt, V. L. (2004b) November 5 Balanced Scorecard. Excerpts 1:00p-5:00p W. K. Kellogg Foundation. (2004) 15 ADMPS 3088: Competent Knowledge Management, C. Tananis

DATE TOPIC READINGS for PREP ASSIGNMENTS November 6– Israel, G. D. (2012). Assignment 5: December 2 Reagan, T. G., Case, C. W., and Assessment Practices Brubacher, J. W. (2000 Inventory, Critique and Action Plan DUE DATE: 11/20/2016, midnight CLASS Fidelity, Agility, Baird-Wilkerson, S. (2003) Saturday and Knowledge December 3 Management 1:00p-5:00p December 4 – Assignment 6: Logic December 17 Model, Theory of Action, and Evaluation Plan DUE DATE: 12/17/2016, midnight 16

ONLINE PARTICIPATION ASSESSMENT RUBRIC

This rubric is used for Assignments 1, 2, and 4 (all 10 pts)

NEEDS IMPROVEMENT SATISFACTORY WELL EXECUTED INVOLVEMENT Appropriately checks in on Consistently involved in the (2 pts) Drops in relatively little or discussions and key conversations and Level of active never participation participates discussions

CONVERSATION WITH OTHERS (2 pts) Leads conversations when Nature of the Models appropriate appropriate and follows Does not engage in any interaction with conversational style and others appropriately in the meaningful conversation. others as an behavior ebb and flow of conversation emergent conversation

ENGAGEMENT Insightfully addresses relevant WITH IDEAS key issues through discussion (2 pts) Adequate comment on that leads others to engage No real engagement with Focuses major related issues more fully and deeply in the the major ideas under conversation on key through reasonable use of discussion discussion. issues and concepts discussion. of the class content

APPROPRIATE SOURCES (2 pts) Artfully blends evidence from Use of evidence Regularly offers evidence- experience and appropriate from relevant Shares opinion or based positions from literatures to extend the professional agrees/disagrees with experience and conversation in a scholarly experience and others appropriate literature direction scholarship from the field

CONSISTENCY Regularly consistent with (2 pts) Consistent in a few participation across numerous Inconsistent in Consistency of conversations in a conversations in a meaningful communication active participation meaningful way way 17 ADMPS 3088: Competent Knowledge Management, C. Tananis

PROJECT ASSESSMENT RUBRIC

This rubric is used for Assignment 3 (20 pts), 5 and 6 (25 pts)

INADEQUATE SATISFACTORY WELL EXECUTED LOGICAL COMPOSITION Apparently haphazard Logical progression Clear and logical and random that results in an progression to the presentation of acceptable material resulting in a material presentation meaningful presentation of material THOROUGHNESS OF Large pieces missing, Adequate coverage of Full coverage of all INFORMATION no consultation of major related issues relevant major and related literatures; through reasonable some minor issues Information is lacking related literatures and through good use of and/or unusable information sources; related literatures and information is clear appropriate data and useable sources; information is relevant, clearly applicable, readable and adequately “sourced” to allow follow-up READABILITY Poorly organized Organized and written Well organized and and/or written in adequately readable professionally written format USEFULNESS FOR Information presented Information presented Information presented DECISIONS not linked to decision- is linked loosely to is formally and clearly making in any decision-making that linked to decision- definable way allows the reader to making through the assume relevance and presentation of clear applicability options for action and consideration MEETS ASSIGNMENT Missing some or key Addresses all Fully and thoroughly OBJECTIVES elements of the requirements of the addresses all assignment assignment requirements of the assignment, with thoughtful attention to detail