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Case Study Final Presentation

This is for a class that I am taking at Loyola University.
by

Jason Pasatta

on 29 April 2010

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Transcript of Case Study Final Presentation

"[t]he boundaries between circumstances that matter
are those that require the pilot to fly the plane differently.
If a different circumstance does not require different methods
of piloting, then it is not a meaningful category." - Clayton Christensen Leadership Behaviors and
Innovation in Education Background Research students that have access to technology and/or the Internet spend significant quantities of time outside of school utilizing digital media (Rideout, Roberts, & Foehr, 2005; Rideout, Foehr, & Roberts, 2010)

Use of technology outside of school tends to be "interest-driven" and friendship-driven" (Ito et al, 20080
opportunities to use digital media in the school setting are rare (National School Board Association, 2007; Squire & Jan, 2007)•
Only 19% of district leaders surveyed believed that competing priorities within the classroom did not adversely affect the integration of technology within instruction (U.S. Department of Education, 2009) NCLB has had the effect of narrowing the scope of what schools focus on, essentially leaving content and topics such as the integration of technology within the curriculum on the sidelines (Datnow, Park, and Wohlstetter, 2007; Earl & Fullan, 2003) Effective school level leadership is related to the effective integration of technology within the curriculum (Anderson & Dexter, 2005; Barnett, 2001; Baylor & Ritchie, 2002) Gap in the Research •what leadership behaviors are being utilized to address supports and barriers to innovation within schools •Research in High-performing versus low-performing schools Research
Questions •When bringing forth a new initiative, how do leadership behaviors compare and contrast in a high-performing school versus a low-performing school? How do these compare and contrast in the presence of supports? How do these compare and contrast in the presence of barriers? •What leadership behaviors best harnessed supports and minimized barriers? How do these compare and contrast in high-performing versus low-performing schools? •Research in change and innovation in business, not education Case study selection
(Made AYP 3 or More Years in a Row) High-Performing High School
implementing online learning (Beyond state and district requirements) Principal Low-Performing
(Has Not Made AYP 5 or More Years in a Row) High School
implementing online learning (Beyond state and district requirements) Principal Methodology Document Analysis: School Websites, School
Improvement Plans, Other Online Documents Interview: w/ Principals Interview: w/ Key Teachers Survey or Interview: w/ Key
Community Members and/or
Parents Observation: of Principals Interview: w/ Principals Analysis and Interpretation Sergiovanni (1992) Christensen (2008) Supports Barriers ? Correspondence and Patterns (Stake, 1995) Leadership as "Bartering" "I tend to work around staff limits a lot of times" "I require that teacher provide evidence of the use of
technology within their instruction in things such as their
lesson plans." "Now that they have a high-tech principal in me, I have
to give them the vision . . . for now it is really me guiding
the direction for where things are headed." Leadership as "Bartering" "[The staff] has no choice in the matter." "There was a lot of resistance at first, but I was like you
have to get over it." "Since this is an area and district mandate, they started to
appreciate it." "We really just have to push through it." Combination of "Leadership"
and "Power" Tools Role Modeling: "In this case, I actually developed the unit and gave it to the science teacher to utilize with the other teachers." Negotiation: "My expectation is that if I give to you, then you have to use it." "Power" Tools Control Systems: "I will no longer accept lesson plans through any other avenue. You have no choice in the matter."

"There was a lot of resistance at first, but I was like you have to get over it."

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