On-Campus 8 A System Analysis EDL 272 Victor, Gwen, Renee

Purpose To receive a Master of Arts in Educational Leadership. To become educational leaders.

Parts 19 people with 19 different educational, professional, and personal backgrounds 1 instructor per class 1 advisor Administrative assistant 12 courses

Functions Collaboration Questioning Serving as resources Authentic experiences Encouragement Research Dialogue

Learning Disabilities I am my position The delusion of learning from experience The parable of the boiled frog

Archetype: Limits to Growth Reinforcing motion set in place Success-Knowledge growth, experience Secondary-balancing loop

On-Campus 8 Limits to Growth Cohort Work Learning Lack of preparedness Lack of participation Others don’t learnt Lack of time

On-Campus 8’s Limits to Growth Decreased interest in topics Not connecting with all instructors Lack of time Class involvement decreases Don’t come prepared Saturation of learning Only as good as our cohort Variation in knowledge Decreased participation

Personal Mastery Listening to and responding to each cohort member’s personal vision Share strategies as a cohort in order to overcome emotional tensions

Mental Models Whole class reflections – Share how each cohort member is implementing knowledge/strategies from class – All mental models must be considered and tested

Shared Vision Revisit personal visions Revisit shared vision, started in EDL 270 Jigsaw Puzzle/Hologram Activity

Team Learning Bohm’s 3 Basic Conditions for Successful Dialogue: – “Suspend” assumptions – Regard each other as colleagues – There must be a facilitator to hold the context of the dialogue

Systems Thinking In order for our cohort to make these necessary improvements, all of the previous improvements must happen. In order for a system to change, all five disciplines must work together.