|Course Type||Course Code||No. Of Credits|
Semester and Year Offered: Winter Semester, 2019
Course Coordinator and Team: Professor Krishna K Dixit (C), and Dr Prabhat Rai
Email of course coordinator: email@example.com
Pre-requisites: It is desirable that the participants have work experience in educational institutions
Teacher as an agent of change is one of the prominent strands in educational discourse in general. Teachers are the key decision makers in education and the success or failure of educational innovations largely depend on teachers’ decisions. At the same time, change offers teachers both – choices and challenges in the contexts of change. Therefore, it becomes essential to strive for ‘change literacy’ among teachers especially in the face of wide array of change initiatives being introduced at the institutional levels. This course is designed for aspiring and practicing teachers for facilitating greater understanding educational change and provides conceptual and practical tools to practice change. It aims at developing ‘change literacy’ among practitioners in terms of what-why-who-and-how of educational change. The course starts from teachers’ notions of change in education. The teachers will work through issues such as identify change areas, design change plan, and implement change at the class and/or institution level.
Expected Learning Outcomes
By the end of the course participants will be able to:
- Identify strengths and weaknesses at both levels – institution and individual – in the face of change
- Create frameworks / rubrics for implementing change
- Implement change practices and evaluate the impact of change
Brief Description of Modules
Module 1: Teachers and Educational Change
This module will focus on enabling teachers to explore and understand their role in institution. This will provide a vantage take-off point for establishing centrality of teachers in making education change a reality. The key issues in this module are:
- Educational eco-system in India
- Educational change and innovation: Need and relevance
- Teacher strategies to deal with change
- Factors influencing implementation of change
Module 2: Understanding Change
The focus of this module is to build on teachers’ meaning of change (as explored in the previous module) in terms of who-what-why of change in education. The key activities of this module include exploring curricular shifts, change in functioning and environment of institution and identifying major points of change, change areas (curriculum, assessment, duration etc.), impact of change to mention a few.
Module 3: Practicing Change
Building on the understanding of change, this module focuses on enabling teachers to plan and implement change either at their classroom or institution levels. The key topics explored in this module include teacher as a leader, leadership features such as envisioning, planning, enacting, and evaluating, relevant variables at the institutional level, and problems and challenges in implementing change.
Module 4: Interpreting and Evaluating Change
focus of this module is on enabling teachers in interpreting and evaluating the practiced change. Teachers will attempt at making sense of the change-implementation-experience and identify a set of working principles for implementing and sustaining change in Indian educational contexts.
- Participation (in-class): 20%
- Presentations (on educational change): 30%
- Study report: 20%
- Portfolio: 30%
- गौरवशर्मा (२०१५) विद्यालयीशिक्षामेंसूचनाएवम्संचारप्रौद्योगिकीनीति, 2012 कासमीक्षात्मकविश्लेषण. अन्वेषिका, १०/३, ९-१४.
- Fullan, M. (1993) Why teachers must become change agents. Eduational Leadership, 50/6, 12-17.
- मीणाऔरपी. कल्पना (२०१५) सूचनावसंचारप्रोद्योगिकीसेशिक्षाकाबदलतास्वरुप, अन्वेषिका, १०/१, ३९-४७.
- योगेन्द्रजीत, बी. (२०१७) शिक्षामेंनवाचार. दिल्ली: अग्रवालपब्लिशिंग.
- अध्याय१: नवाचार
- अध्याय२: (नवाचारकेमार्गमेंआनेवालीबाधाएं)
- बधेखा, गि. (२०१५) दिवास्वप्न.नईदिल्ली: नेशनलबुकट्रस्ट.
- स्पेंसर, ज्यां. (२००२) मेराचीज़किसनेहटाया. दिल्ली: मंजुलप्रकाशन.
- Gorden, J. W. (1946) My Country School Diary. New York: Harper.
- Whitaker, P. (1993) Managing Change in Schools. Maidenhead: Open University Press.
- (Chapters 2, 3 and 4)
- HSTP (Eklavvya) Documentaries
- DPEP Documentaries
- Fullan, M. (2007) Leading in a Culture of Change. San Francisco, CA: Jossey-Bass.
- Harris, A., M. Jones and J. B. Huffman (2017) (Eds.) Teachers Leading Educational Reform: The Power of Professional Learning Communities. London: Routledge.
- Kegan, R. and L. L. Lahey (2007) Immunity to Change: How to overcome It and Unlock the Potential in Yourself and Your Organisation. Boston: Harvard Business School. (Chapter 1)
- Newton, C. and T. Tarrant (2016) Managing Change in Schools: A Practical Handbook. London: Routledge. (Chapter 1 and a summary/key points of all the rest of book prepared by the instructor)
- Stoll, L., C. Taylor, K. Spence-Thomas and C. Brown (2018) Catalyst: An Evidence-Informed, Collaborative Professional Learning Resource for Teacher Leaders and Other Leaders Working Within and Across Schools. London: Institute of Education.
- Apple, M. and J. Beane (2007) Democratic Schools: Lessons in Powerful Education. London: Heinemanne.
- Fullan, M. (2007) The New Meaning of Educational Change. London: Cassell. (Chapters 2, 3, 4, 6, 7, and 9). 4 thEdn.
- Hargreaves, A. (1998) Changing Teachers Changing Times. London: Cassell. (Chapter 1 and 2)
- Wedell, M. (2009) Planning for Educational Change: Putting People and Their Contexts First. London: Continuum. (Chapters 1 and 2)
- Mortimore, P., S. Gopinathan, E. Leo, K. Myers, L. Sharpe, L. Stoll and J. Mortimore (2000) The Culture of Change: Case Studies of Improving Schools in Singapore and London. London: Institute of Education.
- Senge, P. (2006) The Fifth Discipline. London: Random House. (Part I and III)
- Stoll, L. (1997) No Quick Fixes: Perspectives on Schools in Difficulty. London: Routledge.
- Hargreaves, D. H. (2011). Leading a self-improving school system. Cambridge: National College for School Leadership.
- Claxton, G. (1998) Wise Up. London: Bloomsbury.
- Gawande, A. (2014) The Checklist Manifesto: How to get things right. London: Penguin. (Chapters 1 and 2)
- Fullan, M. (1983) Change process and strategies at the local level. Unpublished Paper prepared for the National Institute of Education Conference On State and Local Policy Implications of Effective School Research. Available online at https://files.eric.ed.gov/fulltext/ED245358.pdf accessed on 13.10.18.
- Fullan, M. (2011) Change Leader. San Francisco, CA: Jossey-Bass. (Chapter 1 and 6).
- Fullan, M., Hill, P., &Rincón-Gallardo, S. (2017). Deep Learning: Shaking the Foundation. Ontario, Canada: Fullan, M., Quinn, J., &McEachen, J. Retrieved from http://npdl.global/wp-content/uploads/2017/03/npdlcase_study_3.pdf.
- Woof, P., A. Hill and F. Evers (2006) Handbook for Curriculum Assessment. Available online at https://ctlt.ubc.ca/files/2010/08/HbonCurriculumAssmt.pdf.