Developing Decision Making Using Online Contextualized Case Studies

Educational Theory into Practice Software (ETIPS) is an online case study program in the testbed stage of development intended for use by professors of education administration. The program is being developed by Sara Dexter and Pamela D. Tucker of the University of Virginia and is being tested by various other universities throughout Virginia. As a testbed member, the author will outline the theoretical framework, elaborating on the advantages of interactive, authentically contextualized online case studies over traditional print scenarios. Emphasis will be given to the outcomes of the program, which are to strengthen candidates' skills in data analysis, problem solving, and collaborative decision making. ETIPS enhances practical leadership skills for those who serve on the front lines. With the rapid growth of online principal preparation programs, this tool clearly represents a change in preparation. note: This module has been peer-reviewed, accepted, and sanctioned by the National Council of Professors of Educational Administration (NCPEA) as a scholarly contribution to the knowledge base in educational administration. Educational Theory into Practice Software (ETIPS) is an online case study program in the testbed stage of development intended for use by professors of education administration. The program is being developed by Sara Dexter and Pamela D. Tucker of the University of Virginia and is being tested by various other universities throughout Virginia. As a testbed member, the author will outline the theoretical framework, elaborating on the advantages of interactive, authentically contextualized online case studies over traditional print scenarios. Emphasis will be given to the outcomes of the program, which are to strengthen candidates' skills in data analysis, problem solving, and collaborative decision making. ETIPS enhances practical leadership skills for those who serve on the frontlines. With the rapid growth of online principal preparation programs, this tool clearly represents a change in preparation. Readers will learn not only from the testbed study itself but will gain valuable information to maximize the use of traditional print case studies as well. Considering the bleak analysis of the state of educational-administration university programs o ered in Arthur Levine's (March, 2005) report entitled Educating School Leaders, developments such as ETIPS ∗Version 1.2: Oct 17, 2008 8:01 pm -0500 †http://creativecommons.org/licenses/by/2.0/ http://cnx.org/content/m17544/1.2/ OpenStax-CNX module: m17544 2 serve as a tting response. Levine concluded in his critique that the curriculum in university programs was irrelevant and desperately lacking in meaningful experiences connecting theory to practice. Within weeks of these scathing statements, Levine (April, 2005) wrote the following comment in The Chronicle of Higher Education: Whether or not university-based school-leadership programs choose to clean their own houses, change will occur. The simple fact is that those programs are being replaced. Yet my hope is that universities and their educational-administration programs will embrace change rather than watch the states and the marketplace take away their franchise (p. 20). Levine is correct that universities must embrace change rather than to curse the proverbial darkness or to justify outdated methods. The ETIPS project is an e ort to embrace that change, to invigorate the educational-leadership preparation process, and to provide a meaningful tool to transition from university classrooms to eld experiences. Although intended for and presently being tested in university settings, ETIPS is being designed to perform just as e ectively in non-university preparation programs. The framework for these online cases answers Levine's concerns by being grounded in research related to complexity, contextualized knowledge, and self-regulated learning. Unlike linear print cases, which have become standard in both business and school administration university programs (Zuelke & Willerman, 1995), the virtual yet realistically complex school settings provided in ETIPS simulates the multifaceted schools in which principals serve (Putnam & Borko, 2000). The structure of the case studies requires candidates to rely on all forms of knowledge: experiential, declarative, procedural, and contextual (Waters, Marzano, & McNulty, 2003). Additionally, the problem-solving processes employed within the cases advance self-regulated learning (Pintrich, 2000). Although traditional text-based cases can certainly provide meaningful decision-making simulations, they are inherently bound by a number of limitations. A most obvious limitation is that of a linear presentation restricted by chronological, lock-step progress through the scenario with the problem posed and the data under consideration being prescribed by the text. The type of thinking required of such traditional cases is retrospective in nature, reacting and contemplating only past events and circumstances. The problem is situated in a single school context with limited data about that particular school. The procedural sca olding is modeled, managed, and coached by the professor. In contrast, the ETIPS model transcends traditional text-based cases. The online case studies a ord a decision-making experience that includes a non-linear presentation, prospective thinking, multiple contexts, numerous data, and sca olding driven by the environment. While the case focus is established by the professor, it is an ill-structured situation that intentionally does not identify what the speci c problem is. The initial step in preparing the case for the students is for the professor to select a topic and subtopic; there are ten potential subtopics from which to choose: CASE TOPICS & SUBTOPICS Instructional Leadership Organizational Leadership Relational Leadership Student Sub-Group Achievement School Excellence & Future Direction Cultural Sensitivity & Responsiveness Instructional Innovation Resources & Mission Alignment School & Family Engagement Positive School Culture Self-Study for School Improvement continued on next page http://cnx.org/content/m17544/1.2/ OpenStax-CNX module: m17544 3 Professional Development Planning HR Sta ng & Development