EDD8524 The Future of Educational Leader

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Syllabus
Preview: EDD8524 : The Future of Educational Leadership
Course Overview
Course Overview
The field of education, including primary and post-secondary education, is evolving. One of the most
important drivers of this evolution is rapid societal change. If you lead, or aspire to lead, an educational
institution, you will find you no longer can rely upon thinking from the past. In this course, you will explore the
rapidly changing educational environment and how it is rooted in societal change. You will read and learn
about innovative ways education leaders are meeting these challenges and assess how this environment of
rapid change is bringing about new approaches to leadership in an effort to keep pace. Finally, you will identify
areas in your own work situation that reflect the times, propose your own innovations, and apply your
leadership knowledge to propose implementing those innovations.
Assignments
Week 3: Identify a work issue brought about or affected by rapid changes in education or societal changes
affecting education. Identify an educational innovation or technology that might address the issue. 15% of
grade. Scoring Guide
Week 5: Evaluate leadership and stakeholder issues you might face as you attempt to implement your
proposed innovation or technology solution in your workplace setting. – 15% of grade. Scoring Guide
Week 6: Write your proposal for implementing an innovative procedure or technology to address an issue in
your workplace. 15% of grade. – Scoring Guide
Week 8: Consider the usefulness of creativity when scaling innovation and propose a method for scaling your
innovation. 15% of grade. – Scoring Guide
Week 10: Create a presentation based on your work innovation to share at an education conference. 25% of
grade. – Scoring Guide
Discussions
Participation in discussions will count for 15% of your final grade.
Week 1: In this week's first discussion, share your leadership experience and your views of leading education
into the future.

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In the second discussion, identify an issue in your field of education and determine how rapid societal change
is exacerbating it, along with trending innovations that might help you address it.
Week 2: Consider the impact of societal changes on the field of education.
Week 3: Share your research on trends in educational innovation and technology and discuss your
recommendations for the use and implementation of these advancements.
Week 4: Create a mental model for leading in times of rapid change and share it with your peers as a Kaltura
video.
Week 5: Use the issue of retention to explore how to employ the skill of leading through influence.
Week 6: This week's first discussion will address leadership characteristics.
In the second discussion this week, you will give and receive feedback on your work proposals.
Week 7: In the first discussion this week, you will examine the role of creativity in leadership.
In this week's second discussion, you will share the results of presenting your proposal to a leader in your
organization.
Week 8: Discuss the topic of scalability.
Week 9: In the first discussion for this week, you will profile an educational leader of your choice.
In this week's second discussion, you will examine leadership styles.
Week 10: Reflect on what you have learned about leading the future of education.
Applied Improvement Process
Review the Applied Improvement Process media piece linked in the Tools and Resources page as needed
while you work through your learning activities in this course.
Course Competencies (Read Only)
To successfully complete this course, you will be expected to:
1 Analyze innovative trends and issues of scale in education.
2 Use systems thinking to evaluate the implications of rapid societal change for
educational systems including for leadership models and behaviors.
3 Analyze strategies, mental models, and skills needed to exercise positive influence in
an organization.

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4 Analyze the role of creativity and emotional intelligence in co-creation and
implementation of a shared vision.
5 Synthesize professional and scholarly literature.
6 Apply principles of effective communication including writing competently for the
intended purpose.
Course Prerequisites
Prerequisite(s): EDD8520.
Syllabus Course Grading
Grading Summary
Course requirements include the following etc...
Activity: Grade
Weight
(%):
Feedback
Rubric:
Scoring
Guide:
Participation: 15 %
Graded Activities Non Project:
Graded Activities Develop a Project Proposal for an Educational Innovation or New Technology:
85%
u03a1- Innovative Trends in Education 15 Innovative
Trends in
Education
u05a1- Leading Through Influence: Building a Shared Vision 15 Leading
Through
Influence:
Building a
Shared
Vision
u08a1- Creativity, Educational Leadership, and Issues of Scale 15 Creativity,
Educational
Leadership,
and Issues
of Scale

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Activity: Grade
Weight
(%):
Feedback
Rubric:
Scoring
Guide:
u10a1- Leading Innovations in Education 25 Leading
Innovations
in
Education
u06a1- Write a Proposal 15 Write a
Proposal
Required Ungraded Activities
u01s1 - Activity Overview
u01s2 - What You Need to Know
u02s3 - Prepare: Week 3 Assignment
u05s3 - Prepare: Getting Feedback from a Leader

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u07s3 - Prepare: Feedback from a Leader
Syllabus Course Materials
Required
The materials listed below are required to complete the learning activities in this course.
Library
The following required readings are provided in the University Library or linked directly in this course. To find
specific readings by journal or book title, use Journal and Book Locator. Refer to the Journal and Book
Locator library guide to learn how to use this tool.
Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. Journal of
Educational Technology & Society, 19(1), 292–307.
Berkovich, I. (2016). School leaders and transformational leadership theory: Time to part ways? Journal
of Educational Administration, 54(5), 609–622.
Bonau, S. (2017). How to become an inspirational leader, and what to avoid. Journal of Management
Development, 36(5), 614–625.
Bressman, S., Winter, J. S., & Efron, S.E. (2018). Next generation mentoring: Supporting teachers
beyond induction. Teaching and Teacher Education, 73, 162–170.
Burke, A. (2019). Student retention models in higher education: A literature review. College and
University, 94(2), 12–21.
Bush, T. (2019). School leaders and accountability: Performance or performativity? Educational
Management Administration & Leadership, 47(2), 167–169.
Cheung, A. C.K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for
enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research
Review, 9, 88–113.

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Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary
education: Teachers' perception of mobile technology learning impacts and applications' use in the
classroom. Computers in Human Behavior, 56, 21–28.
Fox, J., Gong, T., & Attoh, P. (2015). The impact of principal as authentic leader on teacher trust in the
K‐12 educational context. Journal of Leadership Studies, 8(4), 6–18.
Freitas, S. D. (2018). Are games effective learning tools? A review of educational games. Journal of
Griffith, J. A., Gibson, C., Medeiros, K., MacDougall, A., Hardy, J., & Mumford, M. D. (2018). Are you
thinking what I’m thinking?: The influence of leader style, distance, and leader–follower mental model
congruence on creative performance. Journal of Leadership & Organizational Studies, 25(2), 153–170.
Hempsall, K. (2014). Developing leadership in higher education: Perspectives from the USA, the UK
and Australia. Journal of Higher Education Policy and Management, 36(4), 383–394.
Holcombe, E., & Kezar, A. (2018). Mental models and implementing new faculty roles. Innovative Higher
Education, 43(2), 91–106.
Holmes, B., Parker, D., & Gibson, J. (2019). Rethinking teacher retention in hard-to-staff schools.
Contemporary Issues in Education Research (CIER), 12(1), 27–32.
Hughes, D. J., Lee, A., Tian, A. W., Newman, A., & Legood, A. (2018). Leadership, creativity, and
innovation: A critical review and practical recommendations. The Leadership Quarterly, 29(5), 549–569.
Khalili, A. (2017). Creative and innovative leadership: Measurement development and validation.
Management Research Review, 40(10), 1117–1138.
Khan, N. (2017). Adaptive or transactional leadership in current higher education: A brief comparison.
International Review of Research in Open and Distributed Learning, 18(3), 178–183.
Li, M., Zhang, P., Xia, Y., & Liu, W. (2019). Shaping the shared mental model: How leader humility helps
teams to learn. Journal of Management & Organization, 25(5), 653–671.
Lu, J., Laux, C., & Antony, J. (2017). Lean six sigma leadership in higher education institutions.
International Journal of Productivity and Performance Management, 66(5), 638–650.
Lund, M., & Nielsen, C. (2018). The concept of business model scalability. Journal of Business Models,
6(1), 1–18.
Márquez-Ramos, L., & Mourelle, E. (2018). On the relationship between society and higher education:
What path should we take? Distance Education, 39(1), 19–36.
Malone, H. J. (2018). Introduction: The role of context in scaling up educational change. Educational
Research for Policy and Practice, 17(3), 189–193.
Melo, C., Madariaga, L., Nussbaum, M., Heller, R., Bennett, S., Tsai, C., & van Braak, J. (2020).
Editorial: Educational technology and addictions. Computers & Education, 145.
Minkos, M. L., Sassu, K. A., Gregory, J. L., Patwa, S. S., Theodore, L. A., & Femc‐Bagwell, M. (2017).
Culturally responsive practice and the role of school administrators. Psychology in the Schools, 54(10),
1260–1266.
Moloney, J. F., & Oakley, B. (2010). Scaling online education: Increasing access to higher education.
Online Learning, 14(1), 55.
Niederhauser, D. S., Howard, S. K., Voogt, J., Agyei, D. D., Laferriere, T., Tondeur, J., & Cox, M. J.
(2018). Sustainability and scalability in educational technology initiatives: Research-informed practice.
Technology, Knowledge and Learning, 23(3), 507–523.
Perez-Ibanez, I. (2018). Dewey's thought on education and social change. Journal of Thought, 52(3–4),
19.

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Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2017). Sticky schools: How to find and keep
teachers in the classroom: To improve teacher recruitment, performance, and retention, education
policymakers should consider five proven strategies. Phi Delta Kappan, 98(8), 19.
Puckett, R. (2014). Leadership in educational technology. i-manager's Journal of Educational
Technology, 10(4), 1–5.
Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U.
(2018). Inclusive leadership: Realizing positive outcomes through belongingness and being valued for
uniqueness. Human Resource Management Review, 28(2), 190–203.
Roberts, A. M., LoCasale-Crouch, J., Hamre, B. K., & Buckrop, J. M. (2017). Adapting for scalability:
Automating the video assessment of instructional learning. Online Learning, 21(1).
Ronfeldt, M., & McQueen, K. (2017). Does new teacher induction really improve retention? Journal of
Teacher Education, 68(4), 394–410.
Sass, D. A., Castro-Villarreal, F., Wilkerson, S., Guerra, N., & Sullivan, J. (2018). A structural model for
predicting student retention. The Review of Higher Education, 42(1), 103–135.
Shifrer, D., Turley, R. L., & Heard, H. (2017). Do teacher financial awards improve teacher retention and
student achievement in an urban disadvantaged school district? American Educational Research
Journal, 54(6), 1117–1153.
Spector, J. M. (2013). Emerging educational technologies and research directions. Journal of
Spector, J. M. (2016). Ethics in educational technology: Towards a framework for ethical decision
making in and for the discipline. Educational Technology Research and Development, 64(5), 1003–
1011.
Strecker, S., Kundisch, D., Lehner, F., Leimeister, J. M., & Schubert, P. (2018). Higher education and the
opportunities and challenges of educational technology. Business & Information Systems Engineering,
60(2), 181–189.
Sweller, J. (2019). Cognitive load theory and educational technology. Educational Technology Research
and Development.
Thompson, S. A., & Miller, K. L. (2018). Disruptive trends in higher education: Leadership skills for
successful leaders. Journal of Professional Nursing, 34(2), 92–96.
Umekubo, L. A., Chrispeels, J. H., & Daly, A. J. (2015). The cohort model: Lessons learned when
principals collaborate. Journal of Educational Change, 16(4), 451–482.
Villano, R., Harrison, S., Lynch, G., & Chen, G. (2018). Linking early alert systems and student retention:
A survival analysis approach. Higher Education, 76(5), 903–920.
West, D., Heath, D., & Huijser, H. (2016). Let’s talk learning analytics: A framework for implementation in
relation to student retention. Online Learning, 20(2).
Yob, I. M., Danver, S. L., Kristensen, S., Schulz, W., Simmons, K., Brashen, H. M., Sider Krysiak, R.,
Kiltz, L., Gatlin, L., Wesson, S., & Penland, D. R. (2016). Curriculum alignment with a mission of social
change in higher education. Innovative Higher Education, 41(3), 203–219.
Zacher, H., & Johnson, E. (2015). Leadership and creativity in higher education. Studies in Higher
Education, 40(7), 1210–1225.
Zhang, G., & Zeller, N. (2016). A longitudinal investigation of the relationship between teacher
preparation and teacher retention. Teacher Education Quarterly, 43(2), 73–92.
Ziek, P., & Smulowitz, S. (2014). The impact of emergent virtual leadership competencies on team
effectiveness. Leadership & Organization Development Journal, 35(2), 106–120.

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External Resource
Please note that URLs change frequently. While the URLs were current when this course was designed,
some may no longer be valid. If you cannot access a specific link, contact your instructor for an alternative
URL. Permissions for the following links have been either granted or deemed appropriate for educational use
at the time of course publication.
Aguilar, E. (2015). Shifting mental models in educators. Retrieved from
https://www.edutopia.org/blog/shifting-mental-models-educators-elena-aguilar
Alward, E., & Phelps, Y. (2019). Impactful leadership traits of virtual leaders in higher education.
Retrieved from https://doaj.org/article/03d947eea0af48daa1c36431d76887e7
Beheshti, N. (2018). How a daily self-reflection practice improves leadership performance. Retrieved
from https://www.forbes.com/sites/nazbeheshti/2018/09/28/how-a-daily-self-reflection-practice-
improves-leadership-performance/#6df8b2b45aad
University. (2019). Moving competency-based education forward lessons from five years of direct
assessment implementation [PDF]. Retrieved from https://www.edu/content/dam/PDF/moving-
competency-based-education-forward.pdf. Cini, M. (2012). Scaling online learning: Obstacles on
the way to the summit. Retrieved from https://evolllution.com/programming/program_planning/scaling-
online-learning-obstacles-on-the-way- to-the-summit/
Ed Tech Magazine Higher Ed. (n.d.). Retrieved from https://edtechmagazine.com/higher/
Ed Tech Magazine K-12. (n.d.). Retrieved from https://edtechmagazine.com/k12/
Education Dive: Higher ED. (n.d.). Retrieved from https://www.educationdive.com/topic/HigherED
Education World. (n.d.). Retrieved from https://www.educationworld.com/
EDUCAUSE. (n.d.). Retrieved from https://www.educause.edu/
Edwards, J. & Martin, B. (2016). For true school change, understand your mental models. Retrieved
from https://corwin-connect.com/2016/03/true-school-change-understand-mental-models/
Firn, G. (2019). Challenging mental models to move districts from “good” to “great.” Retrieved from
https://ace-ed.org/challenging-mental-models-to-move-districts-from-good-to-great/
Gamoran, A. (2018). The future of higher education is social impact. Retrieved from
https://ssir.org/articles/entry/the_future_of_higher_education_is_social_impact#
Gibley, J. M. (n.d.). Futures of education for rapid global-societal change. University of Technology,
Sydney, Australia. Retrieved from https://www.bbvaopenmind.com/en/articles/futures-of-education-for-
rapid-global-societal-change/
Inside Higher Ed. (n.d.). Retrieved from https://www.insidehighered.com/
Kaiser, S. (2015). How to get un-stuck: 10 key questions for self-reflection. Retrieved from
https://www.entrepreneur.com/article/251217
KnowledgeWorks. (2018). Shaping the future of learning: A strategy guide (Knowledge Works forecast
4.0) [PDF]. Retrieved from https://knowledgeworks.org/wp-content/uploads/2018/01/shaping-future-
learning-strategy-guide.pdf.
Lewis, B. (2019). The value of self-reflection for success in teaching. Retrieved from
https://www.thoughtco.com/self-reflection-for-success-in-teaching-2081942
Marr, B. (2019). 8 things every school must do to prepare for the 4th Industrial Revolution. Retrieved
from https://www.forbes.com/sites/bernardmarr/2019/05/22/8-things-every-school-must-do-to-prepare-
for-the-4th-industrial-revolution/#435ebf9670cd

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NSC Research Center. (2019). Persistence & retention – 2019. Retrieved from
https://nscresearchcenter.org/snapshotreport35-first-year-persistence-and-retention/
Robertson, L. (2019). If creativity is so vital to leadership, why do we keep ignoring the 3 things that
make it work? Retrieved from https://www.inc.com/larry-robertson/if-creativity-is-so-vital-to-leadership-
why-do-we-keep-ignoring-3-simple-features-that-make-it-work.html
Saad, L. (2019). 10 major social changes in the 50 years since Woodstock. Retrieved from
https://news.gallup.com/opinion/gallup/265490/major-social-changes-years-woodstock.aspx
Sweetwood, M. (2017). 10 tips on how to become a thought leader. Retrieved from
https://www.entrepreneur.com/article/300170
TeachThought. (2019). 12 people changing education as we know it. Retrieved from
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The Berlin School of Creative Leadership. (2015). The rise of creativity as a key quality in modern
leadership. Retrieved from
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key-quality-in-modern-leadership/#5f7d801f7d1a
The EvoLLLution (n.d.). Retrived from https://evolllution.com/
The Graide Network. (2018). The impact of teacher turnover on student learning. Retrieved from
https://www.thegraidenetwork.com/blog-all/impact-of-teacher-turnover-on-student-learning
The Wallace Foundation. (n.d.). Five key responsibilities - the school principal as leader: Guiding
schools to better teaching and learning. Retrieved from https://www.wallacefoundation.org/knowledge-
center/pages/key-responsibilities-the-school-principal-as-leader.aspx
The Wallace Foundation: School Leadership (n.d.). Retrieved from
https://www.wallacefoundation.org/knowledge-center/school-leadership/pages/default.aspx
Tull, M. (2019) School changes since the tragedy at Columbine. Retrieved from
https://www.verywellmind.com/columbine-anniversary-of-columbine-2797196
Vernooij, M. & Wolfe, R. (2014). The need for creative leadership. Retrieved from
https://www.thnk.org/insights/the-need-for-creative-leadership/
Vito, M., Steele, J., & Rosencrans, S. (2018). How to scale operations to serve growing numbers of
online students. Retrieved from https://evolllution.com/managing-institution/higher_ed_business/how-
to-scale-operations-to-serve-growing-numbers-of-online-students/
Wahl, E. (2015). 5 traits of creative leaders (and how to become one). Retrieved from
https://www.fastcompany.com/3049844/5-hallmarks-of-the-most-creative-leaders
Suggested
The following materials are recommended to provide you with a better understanding of the topics in this
course. These materials are not required to complete the course, but they are aligned to course activities and
assessments and are highly recommended for your use.
Optional

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The following optional materials are offered to provide you with a better understanding of the topics in this
course. These materials are not required to complete the course.
Projects
Project Develop a Project Proposal for an Educational Innovation or New Technology
Project Overview
The initial assignment in the course asks you to identify an issue in your own workplace that stems from rapid
changes in the educational environment, along with a trend in education that might address the issue. From
there, the assignments build on this issue to encompass change considerations, leadership considerations,
and issues of scalability. You will be asked to put together a proposal for implementing your identified
innovation. You will be able to share your proposal with your peers and with a leader of your choice to get
feedback on the effectiveness and workability of your proposal. Finally, as a method of summing up your
learning in the course, you will create a presentation that uses your applied experience as a springboard for
reflecting on leading in times of rapid change.
Project Components
Activity Grade
Weight
(%)
u03a1 - Innovative Trends in Education 15
u05a1 - Leading Through Influence: Building a Shared Vision 15
u08a1 - Creativity, Educational Leadership, and Issues of Scale 15
u10a1 - Leading Innovations in Education 25
u06a1 - Write a Proposal 15
Unit 1 The Future of Educational Leadership
Introduction
The Predictability of Change
As all of the department chairs and senior leaders stream into the meeting room to begin discussions
about the school year ahead, Dr. Samuelson, the school president, reviews his notes. The school has
struggled to remain competitive over the past five years and is in need of innovative and creative new
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How do you think your institutional leadership is keeping up with the rapid pace of change in our society? Are
you on the cutting edge, making good use of new ideas and meeting challenges with creativity and minimal
disruption, or are you being left behind, relying on past thinking, and struggling to get by? Perhaps you are
overwhelmed with the possibilities. With changes coming fast and furious, there is always the temptation to
throw things at the wall and see what sticks. Do you have a thoughtful way of discerning the types of changes
that will best fit your institution and a clear method for implementing them? That is what this course is
about. This week's materials introduce you to trends in education, along with the ways educational leaders
must innovate to meet the future needs of institutions.
To-Do List:
Discussion: In the first discussion this week, share your leadership experience and your views of
leading education into the future. In the second discussion, identify an issue in your field of education,
and determine how rapid societal change is exacerbating it, as well as trending innovations that might
help you address the issue.
What You Need To Know: Explore issues and innovations in education.
Learning Activities
Discussions
In your first discussion this week, you will share insights gained, along with your personal views of educational
leadership, as you introduce yourself to the class.
The second discussion asks you to think about your field of interest and its future and identify an issue you
may use for a course project.
Like many of today's institutions, the institution of education is being impacted by the rapid pace at which
society continues to evolve and change. Technology, of course, is a major driver of these changes. In this
ideas. Dr. Samuelson's plan to help prepare the school for making needed changes is to use this initial
meeting to present research about evolving trends and innovation within education. He thinks his
examples are provocative and will spur thinking and creative energy in his team as they work to set the
direction for the year to come.

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course, we will be exploring how leaders in education cope with these challenges. We will look at how
educational leaders are innovating to meet new circumstances and ways in which they are attempting to scale
those innovations. In this first week, take time to explore trending innovations in the field of education and
analyze the driving forces behind those innovations.
The readings for this week are divided into Higher Education and P12 categories to recognize that the
learners in this course come from different backgrounds. Read the resources that are most similar to your
setting, but also read more widely to understand how other settings may be dealing with similar challenges.
Having a wide range of knowledge and the ability to think and apply ideas across settings and platforms is
one of the hallmarks of creative leadership in a time of rapid change.
Leading Change in Education
University. (2019). Moving competency-based education forward lessons from five years of direct
assessment implementation [PDF].
Competency-based education has become one of the most influential trends in higher education,
having a direct impact on how universities design courses and curriculum. University was quick to
adopt this competency-based education model with the FlexPath program. In 2019,
University developed this report to share the outcomes of the first five years of the
FlexPath program. One of the most promising results is a higher persistence rate.
KnowledgeWorks. (2018). Shaping the future of learning: A strategy guide (Knowledge Works forecast
4.0) [PDF].
This report from KnowledgeWorks addresses issues that are critical to both K-12 education and
higher education. Foundational issues include 360 Degree Learners, Innovation with Intent, the
New A+, and more. There are strategies provided for both K-12 education and higher education.
In addition, a section provides strategies for Leading Change in Education.
Higher Education
As you explore the following websites, notice which content interests you the most and consider why. How, as
a leader, might you use this knowledge in your current setting? In the second discussion for this week, you will
apply what you are reading about to your current situation.
Education Dive: Higher ED.
Provides news and information about trends in higher education.
Inside Higher Ed.
Provides the latest news and resources related to the higher education industry. The Quick Takes
and Blogs sections provide additional resources along with insight and information related to the
field.
The EvoLLLution .
This website has three specific sections that will be of value for this class: Managing an Institution,
Attracting Students, and Technology.
EDUCAUSE.
Has a primary focus on the advancement of higher education using IT.

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EDD Discussion Scoring Guide
Course Resources
P12
Education World.
Find information related to the future of P12 education, based on your particular interests.
Sections focus on news, administrators, and technology.
The Wallace Foundation: School Leadership.
The resources on this page include slide presentations, podcasts, and reports to help you learn
about leadership and the future of P12 education.
u01d1 - Write Your Discussion Post
Your Views on Leadership in Education
For this discussion, you have the option to either write your responses or use a recorded Kaltura video to
address the following prompts:
Introduce yourself to your colleagues, sharing the institution or organization you work for now, your field
of interest (P12, higher education, or some other area), and your educational leadership experience and
aspirations.
Share your views about the future of education and educational leadership, drawing on themes from this
week’s readings.
Finally, share your insights as to how the themes you explored this week apply to your institution and the
type of leadership needed to address them. If any come to mind, give examples of leaders who embody
the type of leader who is prepared to lead their institution in the future.
Note: For information on how to use Kaltura, go to the Audio and Video in this Course section of the Tools and
Resources page.
Response Guidelines
Respond to the posts of at least one peer by Sunday 11:59 p.m. CST of this week. Your responses to your
peer must be substantive and contribute to the conversation by posting questions, debating positions
respectfully, and presenting relevant supporting information. You must also give full attribution to the sources
you use to support your initial posts and responses.

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Anticipating the Future
For this discussion, think about the educational organization or institution you work in and what the future may
involve for this organization. Consider issues that are important now that are likely to become even more
significant in the future. This may include student learning, teacher development, faculty development, or one
of many other potential issues.
Identify an educational issue, one to which you can apply cutting-edge thinking and will require
innovation or technology as part of the solution.
Based on what you have learned in prior courses, conduct a preliminary gap analysis or needs analysis
(based upon the type of issue) to further shape the issue. Take into consideration how this issue will
evolve in the future and the innovations and trends being tested to address it.
For your course project, you will propose some sort of innovative change to address an issue in your
organization. Would you use this issue as the basis of a course project? Why or why not?
You can use the resources provided as a means of conducting research about the issue you have identified.
However, you are not constrained by the list of resources. You are also encouraged to conduct your own
research of the literature and professional resources.
Response Guidelines
Course Resources
Unit 2 Societal Change and the Future of Education
Introduction
The Impact of Societal Change

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What are some of the changes you notice in your institution or organization? How are they affecting the
institution, the students, and the teachers? What do you think is behind them? As society evolves, so too,
do the needs of students. Those who lead academic institutions must believe in an agile form of
organizational structure if there is to be any hope of meeting this new demand and keeping up with the
competition. A leader who is able to look ahead, be strategic-minded, and maintain a keen awareness of
societal trends is the one who will be most likely to guide an institution into a new future.
To-Do List:
Discussion: Consider the impact of societal changes on the field of education.
What You Need To Know: Explore societal changes and assess the impact, and potential impact, on
the field of education.
Learning Activities
Discussion Overview
This week you will consider the influence of societal change on your educational field of interest.
What is the impact of rapid societal change? What kinds of things does societal change touch? When you
break it down, you will find societal change may involve people, cultural norms, laws, events, regulations, or
any combination of these factors. This week, you will explore societal change and the breadth of its impact on
the institution of education. Do all societal changes have an impact on educational institutions? Are educators
and leaders prepared for those changes? As you review the resources provided, they will remind you that the
institution of education is not just buffeted by change, but also acts as an agent of change. What does this
As Dr. Samuelson continues to reflect on ways to make his school more competitive, he is struck by how
the demographics of the school are changing. It used to be that most of the school's students would walk
to school. Now, a significant number of students no longer live within immediate proximity to the school.
Indeed, many students have expressed interest in distance learning classes. Dr. Samuelson decides he
will hold a follow-up meeting this week with senior leaders and department chairs to discuss societal
change. The primary questions he would like to address: Is this school prepared to meet the needs of
today's students? Is this school ready to embrace change?

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mean for educational leadership? This week, you will explore societal changes and assess the impact, and
potential impact, on the field of education.
The readings for this week are once again divided into P12 and Higher Education categories but do not be
constrained by a category. While there will be sources specifically associated with your interests, considering
sources beyond your immediate interest will help to inform your growing knowledge about the future of
education.
Societal Change and the Future of Education
Saad, L. (2019). 10 major social changes in the 50 years since Woodstock.
This article will help you understand how quickly many aspects of societal norms have evolved.
Marr, B. (2019). 8 things every school must do to prepare for the 4th Industrial Revolution.
When the 4th industrial revolution occurs, it will be enabled by technology. You will learn of some
of the challenges and opportunities that are ahead, along with methods to use in preparation for
the next industrial revolution.
Higher Education
Yob, I. M., Danver, S. L., Kristensen, S., Schulz, W., Simmons, K., Brashen, H. M., Sider Krysiak, R.,
Kiltz, L., Gatlin, L., Wesson, S., & Penland, D. R. (2016). Curriculum alignment with a mission of social
change in higher education. Innovative Higher Education, 41(3), 203–219.
This article views societal change through the lens of a curriculum guide that was produced by
faculty members at Walden University who were advocating for social change. This guide can be
used as a resource for anyone who is interested in revising existing courses or creating new
courses with the purpose of enacting social change as part of the process.
Márquez-Ramos, L., & Mourelle, E. (2018). On the relationship between society and higher education:
What path should we take? Distance Education, 39(1), 19–36.
Student needs have evolved over time, requiring educational practices to adapt. However, what
will become even more important in the future is the relationship between changes in society and
higher education. This article explores the relationship between changes in society and higher
education and presents ideas as to the role of distance learning in the future.
Gamoran, A. (2018). The future of higher education is social impact.
This article presents a new future in which those higher education institutions that attempt to serve
the public may be the ones that deliver long-lasting value. The author advocates for innovation as
a means of creating social engagement and social impact and providing sufficient economic
returns for students.
P12
Perez-Ibanez, I. (2018). Dewey's thought on education and social change. Journal of Thought, 52(3–4),
19.
This article introduces Dewey's work, beginning with his seminal article in 1937, Education and
Social Change. More important, you will discover why Dewey, along with other educational

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philosophers discussed in this article, are still relevant today. Social change continues to be an
important topic, as it has a direct influence on the field of education.
Gibley, J. M. (n.d.). Futures of education for rapid global-societal change. University of Technology,
Sydney, Australia.
This article provides important insight for the field of education. For example, the article discusses
the evolution of knowledge and consciousness and the awareness education should not be
viewed from the lens of economics, but rather from that of culture.
Tull, M. (2019) School changes since the tragedy at Columbine.
As you examine societal changes, you are likely to encounter the growing issue of school
violence. You will read about the importance of identifying violence risk factors at school, including
bullying and other forms of violent behavior, and the importance of developing early detection
programs to help prevent school violence.
In week 3, you will complete an assignment in which you identify an issue in your educational work setting and
an innovative process or technology innovation that might address the issue. Read the week 3 assignment
and begin thinking about possible issues and innovative processes or technologies you might implement to
address the issue.
Societal Change
Identify your field of interest, whether P12, higher education, or some other field of education.
Use the scholarly literature to identify and describe four societal changes that have affected your chosen
educational field.
Do societal changes cause educational institutions to adapt? Why or why not?
Could it be possible educational institutions are agents of societal change? Why or why not?
What societal changes do you foresee in the near future?
Assess the ability of your current educational institution to address societal changes.

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What are the strengths you have observed? What are the areas of opportunity?
Response Guidelines
Course Resources
Unit 3 Trends in Educational Innovation and Technology
Introduction
Leading Through Change
After the last meeting, school leadership reached an agreement that demographics and student
expectations are changing so rapidly that something needs to be done to meet the growing needs of
students. Expanding the school's online degree programs seems like a logical starting point. Currently, the
school's online course offerings are random and unplanned, only existing when a faculty member takes
time and individual initiative to build a course in the learning management system (LMS) platform, submit it
to the faculty chair, and place it in the course catalog. Very few courses are offered and there is no strategy
behind the offerings. Everyone agrees that this method is unsustainable and most seem enthusiastic about
being intentional about online offerings, maybe even someday implementing an online degree program.
Dr. Samuelson comes away from the meeting encouraged by the seeming agreement within his leadership
team and gung-ho about moving forward. He wants to do it right this time so he knows he has a lot of
research to do around trending technologies and leading change.
Technology is changing our society so fast that it is not hard to get behind even as you are trying desperately
to catch up. How do you stay ahead of emerging trends? How do you determine which trends are likely to pay
off and keep your organization moving forward? On top of that, as a leader, how do you keep others creatively
engaged in the change process? After all, they will be the ones needing to innovate to make the change work
To-Do List:

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Discussion: Share your research on trends in educational technology and discuss your
recommendations for the use and implementation of technological advancements.
What You Need To Know: This week you will continue to explore innovation in education and more
specifically, you will conduct research into educational technology trends.
Assignment: Identify a work issue brought about or impacted by rapid societal change and identify an
educational innovation or technology that might address the issue.
Learning Activities
Discussion Overview
In the discussion for this week, you will share your research on educational technology trends and discuss
your recommendations for the use and implementation of technological advancements.
Assignment Overview
In the assignment for this week, you will identify a work issue brought about or impacted by rapid societal
change and identify an educational innovation or technology that might address the issue.
This week, you will continue to explore innovation in education by conducting research into educational
technology trends. The purpose of this research is not just to discover what is new and interesting in
technology, but rather the intent is to look for those trends that will have an impact on your educational field,
now and in the future. As you examine these trends, look at the institution you are working for now and at the
industry as a whole. Discover what you can learn about best practices for implementation and use of
technological innovation, how institutions are adopting them, the benefits that might be expected, and the
potential challenges to address.
While there are many promising advances in technology, not every institution has the resources or means to
invest in or implement these new resources. You should also consider the learning curve for the
implementation of new technology, along with the capabilities and capacity of those who would be expected to
use and maintain it.
The research provided within the list this week is only meant to help you get started. You will also be
researching for an innovative solution for the issue you will be building your course project around. As usual,

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the reading for this week is divided into P12 and Higher Education categories, but do not be constrained by a
category.
Trends in Educational Innovation and Technology
Freitas, S. D. (2018). Are games effective learning tools? A review of educational games. Journal of
There are many options to choose from when educators and administrators are considering the
use of educational technology. This article discusses the use of educational games and game-
based learning, along with associated problems and inconsistencies.
Spector, J. M. (2016). Ethics in educational technology: Towards a framework for ethical decision
making in and for the discipline. Educational Technology Research and Development, 64(5), 1003–
1011.
This article examines the use of educational technology from the perspective of how it is
contributing to a digital divide that leaves many students at a greater disadvantage. The article
also explores common ethical issues associated with the implementation of educational
technology.
Puckett, R. (2014). Leadership in educational technology. i-manager's Journal of Educational
Technology, 10(4), 1–5.
This article discusses best practices in educational technology and examines research related to
educational leadership, methods for managing educators, and the use of professional learning
networks.
Sweller, J. (2019). Cognitive load theory and educational technology. Educational Technology Research
and Development.
Implementing educational technology into a classroom requires consideration of many factors.
This article considers the mind of the student and how they are able to process and store
information received, called the cognitive load theory. You will also discover instructional practices
that can be developed based on the relationship between cognitive load theory and educational
technology.
Higher Education
Ed Tech Magazine Higher Ed has topic categories that will be of benefit for this class: classroom
management, business intelligence, and management. This website is designed with educators and
leaders in mind, providing information about technology resources that could become solutions for
educational issues.
Spector, J. M. (2013). Emerging educational technologies and research directions. Journal of
Educational Technology & Society, 16(2), 21-30.
There are many aspects to consider when you are conducting research on the topic of technology-
enhanced learning. In this article, you will learn about the use of information and communications
technologies (ICT), including enablers and barriers for making improvements within learning and
instruction.

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Strecker, S., Kundisch, D., Lehner, F., Leimeister, J. M., & Schubert, P. (2018). Higher education and the
opportunities and challenges of educational technology. Business & Information Systems Engineering,
60(2), 181–189.
This article provides an overview of some of the innovation occurring in higher education as a
result of technology-driven teaching strategies, along with some of the important opportunities and
challenges.
P12
Melo, C., Madariaga, L., Nussbaum, M., Heller, R., Bennett, S., Tsai, C., & van Braak, J.
(2020). Editorial: Educational technology and addictions. Computers & Education, 145.
This article discusses how technology affects students in ways that include more than just how
they learn, such as how they respond physically while engaged with technology. For example, one
side effect presented is over-stimulation that can result from prolonged use of interactive devices.
The purpose of this article is to better understand the use of technology during classroom learning
experiences.
Cheung, A. C.K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for
enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research
Review, 9, 88–113.
This article discusses research findings for the use of educational technology applications in K-12
classrooms specifically for improving mathematical achievements.
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary
education: Teachers' perception of mobile technology learning impacts and applications' use in the
classroom. Computers in Human Behavior, 56, 21–28.
This article will help you gain insights into the perceptions of teachers who use educational
technology in the classroom. For example, the choice of educational apps used has a direct
bearing on the perceptions of classroom teachers. The findings present two additional aspects
that may be of interest to you. The first is facilitation of access to information and the second is
increased engagement to learning, both related to the use of educational technology in the
classroom.
Ed Tech Magazine K-12.
As you search for resources about educational technology trends for the field of K12 education
this week, some of the topics you will find on this home page include classroom management,
business intelligence, and management. This website is designed with educators and leaders in
mind, providing information about technology resources that could become solutions for
educational issues.
u03a1 - Innovative Trends in Education

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For this assignment, you will identify an issue in your workplace and propose an innovative process,
technology, or both that will address the issue. Either the issue, the repair, or both should provide you with the
opportunity to demonstrate how to adjust your workplace to a rapidly changing society.
Instructions
Introduce your current institution or organization and if it is not traditional P12 or higher education, briefly
describe the role of academics in the organization.
If you are not currently employed with an academic institution, you may substitute an institution
you previously worked for or one you would like to work for in the future.
Note: Please consult with your instructor if you would like to make a substitution.
Identify and analyze an issue in your work environment that has been brought about by, or affected
by, rapid changes or trends in the field of education or in society as a whole. As you describe this
problem, please address all of the following:
Who is involved?
How did the issue come to exist?
What perpetuates the issue?
Has the issue been addressed?
What has hampered efforts to address the issue?
What will happen if the issue is not addressed?
Identify and describe one specific form of educational innovation or technological trend from the
research you conducted this week that you might use to address your workplace issue. For the
purposes of this project, choose an innovation or technology that is scalable. Examples of scalability
include a pilot project to a larger, wide-scale implementation; from a small group project to the wider
institution; or from a school to the school district.
Describe the innovation or technology.
Describe how the implementation of the innovation or technology might be useful in your situation.
Support your proposed intervention with reference to the literature.
Additional Requirements
Your assignment should meet the following requirements:
Length: 3–4 double-spaced pages.
Font and font size: Times New Roman, 12 point.
References: As needed to support your ideas (a minimum of five).
APA style and format: Format your paper using appropriate APA Style and Format guidelines.
Note: Your instructor may use the Writing Feedback Tool when grading this assignment. The Writing
Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five
core skills. You will find writing feedback in the Scoring Guide for the assignment, once your work has been
evaluated. Learn more about the Writing Feedback Tool on the course Tools and Resources page.
Competencies Measured

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By successfully completing this assignment, you will demonstrate your proficiency in the following course
competencies:
Competency 1: Analyze innovative trends and issues of scale in education.
Identify and describe one specific form of educational innovation or technology from the literature
that is scalable and might be used to address your workplace issue.
Competency 2: Use systems thinking to evaluate the implications of rapid societal change for
Identify and analyze a problem or issue in your workplace that is affected by rapid societal change.
Competency 5: Synthesize professional and scholarly literature.
Support the proposed intervention with reference to the literature.
Competency 6: Apply principles of effective communication including writing competently for the
intended purpose.
Communicate clearly, supporting a central idea in an appropriate format with correct grammar,
usage, and mechanics.
Share Your Research
In addition to creating complexity in society, technology can also be used to bring order to chaos. This might
be either good or bad, depending on what you need.
Share your research findings of the trending educational uses of technology. Identify and describe a
minimum of three trends for your educational field of interest (this can be P12, higher education, or
some other less traditional field of education). How have the trends been helpful? To what issues have
these trends created or contributed?
Share some thoughts about how you might implement and use (or continue to use) the technology.
What is the possibility of your organization integrating this trend? If the form of technology exists now,
what is the likelihood it will be sustained? If the form of technology is not in use now, what is the
feasibility it can be implemented in the future, based on its ability to solve institutional issues?
Response Guidelines

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Course Resources
Unit 4 The Mindset of an Educational Leader
Introduction
An Adaptable Disposition
The school president, Dr. Samuelson, has been working diligently to be prepared for meetings with other
school leaders and department chairs, knowing how important it is to be well informed. Up to this point, he
has been focused on changes within the school itself, including resources, processes, and procedures.
Dr. Samuelson has now come to the realization that changes must also come from within, and that he can
only lead from an adaptable disposition if his mindset or way of thinking is also adaptable. How does Dr.
Samuelson develop this type of mindset? Can he suddenly change his habitual thinking?
How adaptable are you when faced with change? How adaptable are you when faced with rapid change?
While changes occur rapidly within the external environment, such as societal and technological changes,
many people do not change their internal mindset as fast to keep up with these advances. As an educational
leader, you must be aware of your mental model, or your internal state of mind, and the need to adapt, if you
are going to successfully lead an institution into the future.
To-Do List:
Discussion: Create a mental model for leading in times of rapid change and share it with your peers as
a Kaltura video.
What You Need To Know: Learn about methods for discovering and examining your mental model,
along with strategies for implementing changes.
Learning Activities
Discussion Overview

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Develop an educational leadership mental model for leading in times of rapid change and present a recorded
video to the class.
This week, you will shift your thinking inward instead of outward, and consider how the mindset of a leader is
a key determinant in successfully leading innovation and change. You will remember studying mental models
in your previous courses. These mental models are the elements that make up a person's mindset, are
usually deeply ingrained and long-held, and influence a person's decisions and responses to external
circumstances and events. Leaders hold mental models that can either aid or constrain them in their roles. If
long-held beliefs and opinions are supportive of progress, the leader can be successful. However, the
converse may also be true.
As you assume the role of an educational leader successfully leading an institution, organization, or even a
program or process through times of rapid change, it will be important to examine your long-held beliefs to
prepare yourself for this challenge. This week, you will learn about methods for discovering and examining
your mental model, along with strategies for implementing changes.
Mental Models and Educational Leadership
Li, M., Zhang, P., Xia, Y., & Liu, W. (2019). Shaping the shared mental model: How leader humility helps
teams to learn. Journal of Management & Organization, 25(5), 653–671.
This article will help expand your learning of mental models by introducing you to the concept of a
shared mental model. You will discover the connection between a shared mental model and team
learning, specifically when the leader's mental model involves humility. You will also read the
results of a survey of 305 employees who worked on 89 teams.
Griffith, J. A., Gibson, C., Medeiros, K., MacDougall, A., Hardy, J., & Mumford, M. D. (2018). Are you
thinking what I’m thinking?: The influence of leader style, distance, and leader–follower mental model
congruence on creative performance. Journal of Leadership & Organizational Studies, 25(2), 153–170.
This article discusses the leader-follower mental model and provides an overview of a research
study that explores the relationship between a leader-follower mental model and the creative
performance of employees.
Edwards, J. & Martin, B. (2016). For true school change, understand your mental models.
The challenge is being able to determine your mental model. It helps to have others assist you in
discovering what your mental model consists of in terms of long-term beliefs and values. This
article introduces a process called facilitative questioning, which will allow others to help you
discover your mental model.

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Aguilar, E. (2015). Shifting mental models in educators.
This article is an overview of mental models and six essential strategies for changing mental
models as an educator.
Holcombe, E., & Kezar, A. (2018). Mental models and implementing new faculty roles. Innovative Higher
Education, 43(2), 91–106.
This article describes how the mental model of most faculty today are not meeting the needs of
their students. You will read about the way mental models influence the process of change.
Umekubo, L. A., Chrispeels, J. H., & Daly, A. J. (2015). The cohort model: Lessons learned when
principals collaborate. Journal of Educational Change, 16(4), 451–482.
This article will help build on your prior studies of Senge and the concept of organizational
learning. A research study was developed for a school district using a cohort model to provide
organizational learning. All 44 schools within the district were grouped into cohorts as a means of
facilitating professional development.
Firn, G. (2019). Challenging mental models to move districts from “good” to “great.”
This article provides another view of mental models and how they can be used as a method of
change. First, the article provides a helpful description of mental models, which will remind you of
the benefits and challenges for holding long-term beliefs. In addition, the author advocates for
challenging our mental models as a means of creating successful innovations.
In week 5, you will have an assignment focused on leading through influence. Read that assignment now and
prepare for it by reviewing what you have learned in previous courses about shared vision and emotional
intelligence. Conduct new research that you will need to complete the assignment.
The Mental Model of an Effective Leader in Times of Rapid Change
Mental models play a large role in determining the effectiveness of leadership. For this discussion, examine
the characteristics of a mental model that are particularly important for leading in times of rapid
change. Create and record a presentation of this mental model for your peers using Kaltura. For information
on how to use Kaltura, go to the Audio and Video in this Course section of the Tools and Resources page. You

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can use a PowerPoint presentation; however, also include yourself in the video as you narrate the
presentation.
In your presentation include the following slides:
Title.
Context.
Briefly explain Peter Senge's concept of a mental model, based on professional and scholarly
literature.
Mental Model for Leading in Times of Rapid Change.
Apply the concept of a mental model to educational leadership in a time of rapid change.
What mindset is required to lead in rapidly changing environments?
Apply concepts you have learned already, including thought leadership and inclusive leadership.
Lessons Learned.
Describe how you recognize your own mindset after developing this explanation
Questions and Answers.
References (if applicable).
Response Guidelines
Respond to the posts of at least one peer by Sunday 11:59 p.m. CST of this week. Compare and contrast your
models. Ask questions for the Questions and Answers sections of your peers' presentations.
Course Resources
Unit 5 An Educational Leader as Influencer
Introduction
Influence
By now, word has gotten out among faculty and staff at the school that changes are going to occur, and
one of the first innovations will begin with the online learning platform. There has been a great deal of
speculation among faculty, and even some concern, as to how they will be involved in the process. They
have observed meetings between school leadership and department chairs, which has only fueled
speculation. Dr. Samuelson knows that as he begins to lead change, he needs to influence others to work

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Would you rather be trusted or managed?
When change occurs within organizations or institutions, those who are in leadership positions can either lead
that change by influencing employees to be involved in the change process and guide them through it or to
manage it by demanding acceptance and compliance. While it may seem to be obvious which approach
would be more effective in the long run, both are still used to lead changes and innovation initiatives. A leader
who influences employees creates a stronger working relationship and sense of trust, which in turn may lead
to greater acceptance and productivity in the long-term.
To-Do List:
Discussion: Use the issue of retention to explore how to lead through influence.
What You Need To Know: Explore what it means to lead through influence by examining the real-world
issue of retention.
Assignment: Evaluate leadership and stakeholder issues you might face as you attempt to implement
your proposed innovation or technology solution in your workplace setting.
Learning Activities
Discussion Overview
In this week's discussion, you will use the issue of retention to explore how to employ the skill of leading
through influence.
Assignment Overview
In the assignment this week, you will evaluate leadership and stakeholder issues you might face as you
attempt to implement your proposed innovation or technology solution in your workplace setting.
with him and the leadership team. As he thinks about a leader as an influencer, he asks himself, what does
that concept mean? How can he influence faculty to teach in a new platform and staff to support it?

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The theme of this week is leading through influence. What does it mean to lead through influence? How can
you prepare yourself for this type of leadership? The studies and discussions this week examine these
questions in the context of the specific educational issue of retention. This focus will allow you to gain a
practical, real-world perspective using an issue you, at some point, may be expected to address as a leader
for an educational institution.
If your field of interest is higher education, the issue you will be studying is student retention. This is an issue
that holds significant importance for traditional and online universities. You will learn about methods for
predicting and improving student retention. You only need to read the higher education articles.
If your field of interest is P12 education, the issue you will study is teacher retention. As you are likely aware of
now, many school district administrators are finding it challenging to recruit and retain teachers. In addition,
what complicates this issue are the number of teachers who have decided to leave the profession. You only
need to read the P12 articles.
Choose the issue that most fits your circumstance, but the questions you ask of it will be very similar: What
will it take to address the issue? What are the quick solutions and the best possible solutions? What
resources will be required to address the issue and develop a solution? Who would the stakeholders be?
Whom would you need to enlist for support with a solution proposal? Having a command of the issue in
question will help provide you with the authority needed to lead by influence.
Regardless of which issue you study, you are not limited to these resources. You can conduct additional
research for any aspect of the issue which interests you or in which you would like to become informed.
Student Retention in Higher Education
Burke, A. (2019). Student retention models in higher education: A literature review. College and
University, 94(2), 12–21.
This article presents theoretical models related to student retention and research related to those
models, with a literature review focus narrowed down to social interaction and its role in the
experience of higher education students.
Sass, D. A., Castro-Villarreal, F., Wilkerson, S., Guerra, N., & Sullivan, J. (2018). A structural model for
predicting student retention. The Review of Higher Education, 42(1), 103–135.
Villano, R., Harrison, S., Lynch, G., & Chen, G. (2018). Linking early alert systems and student retention:
A survival analysis approach. Higher Education, 76(5), 903–920.
This article provides another approach for addressing the issue of student retention in higher
education. This approach is the use of an early alert system (EAS) designed to help identify those
students who are most at risk for not completing their studies. You will read about a study in which
a university implemented an EAS, both in traditional and online classes.
West, D., Heath, D., & Huijser, H. (2016). Let’s talk learning analytics: A framework for implementation in
relation to student retention. Online Learning, 20(2).
This article is an overview of learning analytics as a means of addressing student retention in
higher education. The article presents a tool to show how to implement learning analytics as a
framework for the improvement of student retention.

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P12 Teacher Retention
Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2017). Sticky schools: How to find and keep
teachers in the classroom: To improve teacher recruitment, performance, and retention, education
policymakers should consider five proven strategies. Phi Delta Kappan, 98(8), 19.
This article provides a cost estimate for replacing teachers at a cost per teacher and an overall
national cost. In addition, the article provides a summary of research related to methods that can
be used to retain teachers. Specifically, there are five strategies, along with related policies, that
can be used to help influence teachers to enter and stay in the profession.
Shifrer, D., Turley, R. L., & Heard, H. (2017). Do teacher financial awards improve teacher retention and
student achievement in an urban disadvantaged school district? American Educational Research
Journal, 54(6), 1117–1153.
This article provides another view of teacher retention by presenting an overview of the subject of
incentivizing teachers. The focus of the research study summarized in this article is on the effects
of the teachers who received the award.
Holmes, B., Parker, D., & Gibson, J. (2019). Rethinking teacher retention in hard-to-staff
schools. Contemporary Issues in Education Research (CIER), 12(1), 27–32.
This article provides you with two perspectives of teacher retention: the effectiveness and
involvement of administration and the intrinsic motivations of teachers.
Zhang, G., & Zeller, N. (2016). A longitudinal investigation of the relationship between teacher
preparation and teacher retention. Teacher Education Quarterly, 43(2), 73–92.
This article examines the relationship that exists between teacher preparation and teacher
retention. The article includes a discussion about the need to understand how policy decisions
have an effect on teachers and their decisions about remaining in their profession.
Bressman, S., Winter, J. S., & Efron, S.E. (2018). Next generation mentoring: Supporting teachers
beyond induction. Teaching and Teacher Education, 73, 162–170.
This article identifies the usefulness of mentoring teachers, specifically after their induction time
period. Mentoring is typically only offered during the teacher induction period, not after. The belief
is that mentoring after induction will help teachers feel supported in their position and mitigate
against such factors as inadequate professional development, burnout, and others which often
occur after induction.
The Graide Network. (2018). The impact of teacher turnover on student learning.
You will read in detail about the consequences of teacher turnover and its costs as well as teacher
retention strategies
Ronfeldt, M., & McQueen, K. (2017). Does new teacher induction really improve retention? Journal of
Teacher Education, 68(4), 394–410.
The solution to teacher turnover developed by policymakers is induction programs specifically
designed for early-career teachers. School administrations and research studies collected data to
determine if the induction programs could predict turnover among teachers.

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u05s3 - Prepare: Getting Feedback from a Leader
Getting Feedback from a Leader
In week 6, you will write a proposal for implementing your innovation and get feedback from your peers on its
effectiveness.
In week 7, you are invited to share your proposal with another leader in your organization and interview them
to get their feedback on how they would receive such a proposal. You will share the interview highlights in the
week 7 discussion.
Here are some things you should do now to prepare:
Read the week 6 assignment so you will know what the proposal will consist of.
Spend the time now and next week thinking of what feedback you would like from your leader.
Schedule your interview.
Remember to give your leader time to review your proposal before the interview.
Let them know what you expect of them.
u05a1 - Leading Through Influence: Building a Shared Vision
Assignment Overview
In the week 3 assignment, you identified an issue in your workplace and proposed an innovative process,
technology, or both, that would address it. This week, using that same issue and proposed innovation, you will
spend some time thinking about how your organization might react to implementing what you proposed. In
this assignment, you will concentrate on understanding how, as a leader, it would be best for you to position
the proposal for successful stakeholder acceptance and cooperation.
Instructions
Think through the questions below and write a 3–5 page paper documenting your thoughts. You will apply this
thinking to your work in the assignments in the coming weeks.
1. Identify and describe the issue, possible solutions, stakeholders and necessary resources. This is a more
in-depth look than you took in the week 3 assignment. You will want to be clear of your proposal's scope
and the resources you will need to accomplish it. Things to consider might include:
What will it take to address the issue you identified in week 3?
What are the quick solutions and the best possible solutions?

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What resources will be required to address the issue and develop a solution?
What benefits will accrue from implementing the solution?
Who would the stakeholders be?
Whom would you need to enlist for support with a solution proposal?
2. Analyze your institution's reaction to the possible change you are suggesting.
Is your institution quick to adopt innovation, or is it behind and in need of catching up?
3. Describe any institutional changes that might be needed to implement the solution.
Will there need to be any organizational restructuring of people, policies or processes?
What resistance might you encounter in your workplace if you attempted to implement this solution?
Who might be its biggest supporters?
What specific actions will be needed to address these issues and take advantage of the opportunities?
How will you begin to build a shared vision?
4. Assess your mental model and preparedness to lead this initiative and exercise positive influence in an
institution.
What mindset is required to address this problem and exercise positive influence?
What leadership skills will be necessary for you to employ?
As an educational leader, are you prepared to lead this implementation?
How will you use influence and other leadership skills (such as shared vision or teamwork mentality) to
address the problem?
Length: 3–5 double-spaced pages.
References: As needed to support your ideas (a minimum of five).
APA style and format: Format your paper using appropriate APA Style and Format guidelines.
competencies:
Identify and describe the issue, possible solutions, stakeholders, and necessary resources.

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Identify specific actions needed to address issues and take advantage of the opportunities.
Analyze the organizational reaction to the implementation of a proposed innovative practice or
technology.
Competency 3: Analyze strategies, mental models, and skills needed to exercise positive influence in an
organization.
Evaluate the mindset required to address this problem and exercise positive influence.
Assess your mental model and preparedness to lead this initiative and exercise positive influence
in an institution.
Support your assessment with references to the professional literature.
intended purpose.
Retention: Leading Through Influence
This week's discussion focuses on the issue of retention. If your field of interest is P12, the topic is teacher
retention. If your field of interest is higher education, the topic is student retention. The questions that frame
your discussion will be the same for both.
What are the recent developments in your field, related to retention, based on professional and scholarly
literature?
Identify and describe potential solutions presently used to address the problem of retention within your
field.
What steps have been taken within your own workplace setting to address the issue of retention?
Think about how you use influence and other leadership skills (such as shared vision and teamwork
mentality) to address the problem of retention.
What mindset is required to address this problem and exercise positive influence?
Assess your mental model and preparedness to lead retention initiatives and exercise positive influence
within an institution.
Are you prepared to address retention as an educational leader? Explain your answer.
Response Guidelines

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Course Resources
Unit 6 An Educational Leader: Essential Behaviors
Introduction
Leading with Excellence
This is a very exciting week for the school president, Dr. Samuelson. Forbes magazine has recognized him
as a top academic leader and has asked to interview him in front of a live audience. Forbes will ask him to
describe the top traits and behaviors he relies on to lead. Dr. Samuelson feels very honored and wants to
make certain he makes the most of his time. He plans to talk about the transitions his school is going
through now, and the leadership strengths required to lead these initiatives. He wants to be sure he
mentions how valuable two-way communication and listening is to a leader, and the importance of
maintaining emotional intelligence, especially when addressing difficult changes.
What leadership skills have been the most valuable to you? How do you continue to rely on them and build on
them? If Forbes magazine wanted to interview you about leadership, what would you tell them?
To-Do List:
Discussion: Talk about leadership characteristics in the first discussion and in the second discussion
give and receive feedback on your work proposal.
What You Need To Know: Explore how leaders are innovating in a world of rapid change.
Assignment: Write your proposal for implementing an innovative procedure or technology to address
an issue in your workplace.
Learning Activities
Discussion Overview

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In the first discussion this week, you will explore leadership styles and behaviors necessary to be or become
an educational leader of the future.
In the second discussion for this week, you will share the draft of your proposal, and give and receive
feedback.
Assignment Overview
For your assignment this week, you will write a 4–6 page proposal for implementing an innovative process or
technology solution to address an issue at your workplace.
Different times call for different leaders. In this course, we are looking at leading in a time of tumultuous
change. Society as a whole is struggling to adapt to entirely new ways of doing business, maintaining
friendships, envisioning privacy, navigating new advances in medicine, grappling with issues of fairness and
justice in an increasingly diverse world, and communicating with just about anybody. Our educational
institutions are not immune to these issues. Competition is fierce, student bodies are more diverse, economic
disparities limit resources and opportunity, and technology is full of both promise and peril. How does a leader
navigate through all of these issues? What makes a good leader in such a time? What does successful
leadership look like?
Your readings this week will examine various ways leaders are adapting to meet the times. As you read the
articles, think about educational leaders you admire. What traits do they have? What skills are they using?
How, as a leader or aspiring leader, will you need to adapt to become an excellent leader in these times and in
the future?
Leadership in Higher Education
Alward, E., & Phelps, Y. (2019). Impactful leadership traits of virtual leaders in higher education.
When you think of leading a group of employees, the first thought you have may be leading those
who work in traditional offices. However, there is a growing trend, especially within the field of
higher education, to use virtual teams. You will learn about the traits specifically related to
academic leadership necessary to manage virtual teams. Factors that are important to leadership
in this environment include communication and an ability to establish trust among team members.
Lu, J., Laux, C., & Antony, J. (2017). Lean six sigma leadership in higher education
institutions. International Journal of Productivity and Performance Management, 66(5), 638–650.
This article explores the idea of implementing Lean Six Sigma (LSS), traditionally used within
organizations, as a leadership model for higher education institutions. You will read about the

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development of a theoretical model and the results of a study that shows promise for the field of
higher education administration.
Hempsall, K. (2014). Developing leadership in higher education: Perspectives from the USA, the UK
and Australia. Journal of Higher Education Policy and Management, 36(4), 383–394.
This article summarizes a decade's worth of research about leadership. The article makes a
comparison of leadership practices between the United States and other countries. You may be
interested to find out there are similarities in what is required of an academic leader between these
countries. The key is a leadership style based upon relationships.
Thompson, S. A., & Miller, K. L. (2018). Disruptive trends in higher education: Leadership skills for
successful leaders. Journal of Professional Nursing, 34(2), 92–96.
In this article, you will learn about disruptions in higher education due to technology that are
having a direct impact on faculty and students alike. The most important information is the
recommended leadership skills needed to guide an institution through these disruptions. While the
focus of the source is nurse leaders, the leadership skills discussed are applicable to other
leaders.
Leadership in P12 Education
Fox, J., Gong, T., & Attoh, P. (2015). The impact of principal as authentic leader on teacher trust in the
K‐12 educational context. Journal of Leadership Studies, 8(4), 6–18.
In this article, you will learn the need for principals to demonstrate authentic leadership by
establishing collaborative learning communities. You will discover a framework for authentic
leadership, which is essential for developing relationships with teachers in K-12.
Bush, T. (2019). School leaders and accountability: Performance or performativity? Educational
Management Administration & Leadership, 47(2), 167–169.
This article promotes the idea of accountability for school leaders through the use of a
performance management system. This includes the use of tools and strategies such as setting
targets and providing evaluations.
Minkos, M. L., Sassu, K. A., Gregory, J. L., Patwa, S. S., Theodore, L. A., & Femc‐Bagwell, M.
(2017). Culturally responsive practice and the role of school administrators. Psychology in the
Schools, 54(10), 1260–1266.
In this article, you will read about a culturally responsive framework for school administrators. This
school leadership framework is based on the National Policy Board for Educational Administration
(NPBEA) Professional Standards for Educational Leaders.
The Wallace Foundation. (n.d.). Five key responsibilities - the school principal as leader: Guiding
schools to better teaching and learning.
This report shares lessons learned from research conducted by The Wallace Foundation,
specifically examining the role of the school principal. For example, the first of Five Key
Responsibilities is shaping a vision of academic success for all students. You will find each of the
Five Key Responsibilities is supported with research, and there is an additional reading list at the
end for you to explore.

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Berkovich, I. (2016). School leaders and transformational leadership theory: Time to part ways? Journal
of Educational Administration, 54(5), 609–622.
Explore the concept of transformational leadership as an approach for school leadership. More
specifically, you can evaluate if it is the style of leadership that school leaders should embrace in
leading today's educational institutions.
u06a1 - Write a Proposal
Assignment Overview
You have identified a workplace issue brought about by rapid societal change, identified a possible solution
from trending innovations and/or technologies, and assessed your organization’s readiness to implement the
innovation and your own leadership readiness to lead the implementation. Now, using all these previous
assignments, draft a proposal to leadership for implementing your identified innovation. You will share this
proposal with your peers this week and get feedback from a leader of your choice in week 7.
Instructions
Draft a 4–6 page proposal for implementing an innovative procedure, technology, or both to address an issue
in your workplace.
Your proposal should contain the following elements:
1. Identify the issue to be addressed and explain its significance to the organization.
2. Identify your proposed solution to the issue based on trending educational innovations or new educational
technologies.
3. Describe the anticipated benefits that will accrue from implementing the solution.
4. Identify the required resources and any necessary organizational restructuring of people, policies, or
processes.
5. Identify the potential for resistance, or possible negative impact, along with your proposed solution for
addressing these issues.
6. Conclude with a summary of the benefits to the organization as a result of implementing the innovation.
Length: 4–6 double-spaced pages, not including title page, table of content, references, and
appendices.
References: As needed to support your ideas.

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APA style and format: Format your paper using appropriate APA Style and Format guidelines,
including table of contents and executive summary.
competencies:
Identify your proposed solution to the issue based on trending educational innovations and/or new
technologies.
Identify the issue to be addressed and document its significance to the organization.
Identify required resources and any necessary organizational restructuring of people, policies, or
processes.
Highlight the benefits that will accrue from implementing the solution.
Competency 3: Analyze strategies, mental models, and skills needed to exercise positive influence in an
organization.
Identify pockets of resistance or possible negative impact along with your proposed solution for
addressing them.
Support the proposed intervention with reference to the literature.
intended purpose.
Leadership Styles
Describe highlights of leadership styles identified in this week's readings, along with professional and
scholarly literature.

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Course Resources
Course Resources
Identify and describe essential leadership behaviors, as related to becoming an educational leader of the
future.
How does this knowledge of leadership styles and behaviors help prepare you to become an
educational leader of the future?
If you are in an educational leadership position now, describe behaviors you identify with and areas of
development you will address as your position evolves over time.
Response Guidelines
Share Your Proposal: Leadership Perspective
Post your proposal to the discussion board.
Response Guidelines
Read and respond to the proposals of at least one of your peers.
1. Take the role of a leader in reacting to the proposal of your colleague or employee. Demonstrate by
example how you would lead them.
2. Read the responses to your proposal. Write a short paragraph reflecting on how the leader's feedback
made you feel or want to respond.

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Creative Leadership
Dr. Samuelson was inspired by his interview with Forbes magazine and what he learned about himself
through the process of self-reflection. As he reflected on his peak leadership moments with the school, his
biggest "aha" moment came when he understood that creative thinking could be as powerful as logical
thinking. Now he has decided to have a meeting with the department chair to discuss the upcoming
changes. He wants to bring the conversation around to integrating creativity into leadership. He is not quite
sure yet how to explain creativity and leadership. He will need to think about this further and develop
specific examples.
Unit 7 Creative Educational Leadership
Introduction
Someone who is responsible for leading an institution is expected to develop well-informed, well-researched
opinions, statements, and recommendations. Leaders are required to use critical thinking skills based on logic
and reasoning. It is also possible for a leader to rely on their own creativity while developing a vision, creating
initiatives, or being involved in projects. However, unstructured thinking often seems to go against logic and
carefully planned thinking, which is why many leaders do not allow themselves to think in this manner.
Imagine the possibilities and new ideas that could flow if you allow the creative part of your mind to act. This is
what you are going to explore this week—creativity and leadership.
To-Do List:
What You Need To Know: Explore creativity in leadership.
Prepare: Share your proposal with a leader in your workplace for feedback and deepen the
conversation with a discussion on leadership.
Discussion: In the first discussion this week, examine the role of creativity in leadership in the first
discussion. In the second discussion, share the results of presenting your proposal to a leader in your
organization.
Learning Activities
Discussion Overview
In the first discussion for this week, you will look at how creativity can help you make better leadership
decisions.
In the second discussion, you will reflect on your experience of sharing your proposal with a leader in your
workplace.

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You have already begun to study essential leadership styles, traits, and behaviors. Another essential
leadership trait you will study and apply this week is creativity. Is it possible the use of creativity in leadership
can help to transform an institution? Does creativity play a role in leading change initiatives? What do you
imagine it is like to hold responsibility for guiding an institution every day? Would you be able to envision new
ideas and possibilities, as a means of sustaining and imaging the future of this institution?
Leading carries the weight and responsibility of making the right decisions, but this does not mean leading is
done without the input of others. Creativity is about imagining new ideas and possibilities, finding new
solutions in unique ways, and being open to possibilities not considered before. Do you, as a leader, have
enough imagination and ideas to think in such an unrestricted manner? Some leaders are able to so,
depending on their industry, yet within the field of education there is often a mental constraint of policies and
procedures. This constraint goes back to what you learned about mental models and learning to break free of
long-held beliefs and thought patterns. Perhaps it takes engaging with others to bring out creative ideas.
Whatever it takes, becoming more creative as a leader is certain to transform how you lead, and this is the
focus of your studies this week.
Creative Leadership
Zacher, H., & Johnson, E. (2015). Leadership and creativity in higher education. Studies in Higher
Education, 40(7), 1210–1225.
You will examine leadership and creativity in the field of higher education. The purpose is to make
up for a lack of research studies related to these two topics combined, while sharing insight into
the use of creativity. While the focus is higher education, you will find the content to be relevant to
any educational leadership position.
Hughes, D. J., Lee, A., Tian, A. W., Newman, A., & Legood, A. (2018). Leadership, creativity, and
innovation: A critical review and practical recommendations. The Leadership Quarterly, 29(5), 549–569.
Khalili, A. (2017). Creative and innovative leadership: Measurement development and
validation. Management Research Review, 40(10), 1117–1138.
Explore a research study that presents a measurement scale combining creativity and innovative
leadership for the purpose of training leaders and attracting new leaders.
Robertson, L. (2019). If creativity is so vital to leadership, why do we keep ignoring the 3 things that
make it work?
Leadership surveys indicate the one skill needed for leaders to be a success in the future is
creativity. You will gain clarity about what creativity means for leadership, along with three
strategies to use to implement it.

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The Berlin School of Creative Leadership. (2015). The rise of creativity as a key quality in modern
leadership.
This short read from Forbes magazine introduces the paradox between creativity and leadership.
The evolution of leadership and the need for creativity in a society that has required businesses to
innovate is an important focus. Academic institutions, like businesses, have felt the effect of rapid
social change and as a result, need to innovate to keep up. Creativity is one universal leadership
skill all leaders will find useful.
Wahl, E. (2015). 5 traits of creative leaders (and how to become one).
This quick read from Fast Company presents leadership as an art form and posits that you need
creativity more than courage to be successful. The best leaders use the five traits listed.
Vernooij, M. & Wolfe, R. (2014). The need for creative leadership.
Creativity is becoming one of the most important qualities needed in leadership, and yet most job
candidates are missing this quality. Creative leadership is directly related to innovation leadership,
which is no longer applicable to just the field of business—it is also occurring within the field of
education. You will discover there are three reasons given why creative leadership is needed. One
of the first reasons is because the world is changing. You will recall your studies of rapid societal
change. What you learn in this source may inspire you to become more creative as an educational
leader.
u07s3 - Prepare: Feedback from a Leader
Share your proposal with a leader in your workplace to get their feedback on your plan. Use the questions you
have developed in the last couple of weeks to deepen your conversation. You will share the results of your
conversations in the second discussion this week.
Creativity as a Leadership Trait
This discussion has three parts:
1. In one or two paragraphs, describe creativity as an essential leadership trait, based on professional and
scholarly literature.
How can the use of creativity help to transform an institution?
How does creativity play a role in leading change initiatives?

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Course Resources
2. Take the role of an educational leader who works for an academic institution that has been struggling
financially for the past five years due to budget cuts. Now the institution is projecting another significant
budget cut for the upcoming fiscal year. What will you do? Identify three or four options for the scenario
you choose below, and then answer the questions in section three using one of your options. The
purpose of this roleplay is to apply the use of creativity, an essential leadership trait, in addressing the
proposed budget cut.
For P12: You are an educational leader for a public school that is facing a 13% decline in state funding.
For Higher Education: You work for a traditional brick-and-mortar community college that is facing a
13% decline in state funding.
3. Thinking as an educational leader, analyze the use of creativity in your role as you address this pending
budget cut and also address the following:
How will creativity assist you, as a leadership trait, in place of logic alone?
What are the first steps you would take to address the issue of a reduced budget?
Use systems thinking to build your case. How does using systems thinking help you? What push back
might you get? What questions? Who are your allies? How can you employ them?
Response Guidelines
Share Highlights of your Interview
Share highlights of your interview with an educational leader. Use the following as a guide for your feedback:
How did this leader respond to your recommendation for the implementation of an innovative procedure
or technology?
Were they clear on what you were proposing?
Did they have additional questions?
Did they agree with your assessment of the organization?
Did they think it was worth pursuing?

EDD8524 The Future of Educational Leader

EDD8524 The Future of Educational Leader

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