ELPS 606: LEADING CHANGE

Midterm Exam: Focused Scenario and Assessment

Due Date: March 8, 2026

Format: Open-book essay exam

Time Allocation: Start anytime during the course (DO NOT WAIT)

Total Points: 300 (30% of course grade)

Questions: 2 essay prompts (150 points each)

EXAM OVERVIEW AND INSTRUCTIONS

Purpose

The midterm exam assesses your understanding of the foundational concepts from Module 1 and early Module 2 of the course. Specifically, you should demonstrate:

•        Understanding of educational change as a complex adaptive system

•        Recognition of moral purpose as driving force for change

•        Awareness of how change functions as a learning process

•        Understanding of the implementation dip and what enables people to persist through it

•        Beginning understanding of relational trust as foundation for change

•        Ability to apply Fullan's frameworks to real school scenarios

Format

You will read a focused school scenario and respond to two essay questions that require you to analyze the situation using the frameworks you have studied in Weeks 1-8. Questions ask you to:

1.     Analyze - Use Fullan's frameworks to understand what is happening

2.     Interpret - Explain why this matters and what it reveals about change

3.     Recommend - Suggest what the leader should understand or do

Expectations

•        Length: 400-500 words per question (800-1,000 words total)

•        Depth: Moving beyond description to analysis; explaining "why" not just "what"

•        Framework use: Reference at least three specific Fullan concepts from Chapters 1-5

•        Evidence: Ground your analysis in specific details from the scenario

•        Clarity: Write in clear, professional prose; proofread carefully

How to Approach This Exam

1.     Read the scenario carefully - Twice if possible. Annotate to identify what is actually happening beneath the surface.

2.     Identify the complexity - What multiple factors are at play? Who has different perspectives? What makes this situation difficult?

3.     Locate the moral purpose - What does the leader (or should the leader) care about? Why does this work matter?

4.     Analyze the change process - Is this implementation going well or struggling? Why? What does Fullan's understanding of change help you see?

5.     Think about relationships - What role are relationships playing? What trust exists or is missing?

6.     Answer the questions - Be specific. Reference the scenario. Use Fullan's language and concepts. Resources Available

You may use:

•        Your course readings (Fullan text, articles, lectures)

•        Your notes from lectures and discussions

•        Any materials provided in the course

•        External references (though not necessary)

You may not collaborate with other students or use artificial intelligence to generate responses. This exam assesses your own thinking.

Grading

Your responses will be evaluated using the rubrics provided below. Rubrics assess:

1.     Understanding of Fullan's Concepts (50 points per question)

2.     Analysis and Application (50 points per question)

3.     Evidence and Grounding in Scenario (30 points per question)

4.     Writing Clarity and Organization (20 points per question)

SCENARIO: RIVERSIDE ELEMENTARY SCHOOL

School Context

Riverside Elementary is a rural school serving 380 students in grades K-5, located in a county with historically strong agricultural economy but increasingly struggling with economic transition. The school sits in the county seat, a town of approximately 8,000 people where many families have lived for generations.

Demographics:

•        58% White, 28% Latinx (many families migrant farm workers), 10% Asian (families in agricultural business), 4% multiracial

•        52% free and reduced-price lunch

•        12% identified with disabilities

•        8% English learners

•        Relatively stable teaching staff; 68% of teachers have been at Riverside 5+ years School Performance:

•        Reading proficiency: 54% of students met state standards last year (state average: 62%)

•        Math proficiency: 49% (state average: 58%)

•        School has been identified as needing improvement under state accountability measures

•        No Title I school, but close to threshold

The Leader

Ms. Elena Rodriguez is in her third year as principal at Riverside Elementary. She is a former classroom teacher who taught for 12 years before moving into administration. She has strong relationships with teachers and community—she lives in the town, her children attended Riverside, and her extended family has deep roots in the area. Teachers respect her classroom background and her genuine care for students and staff.

However, Ms. Rodriguez has been cautious about making major changes. Her first two years focused on building relationships and understanding the school culture. She has spent significant time in classrooms, knows every student by name, and has earned trust. But the school's performance data has created pressure from the district office to show improvement.

The Initiative: Guided Reading Groups

In response to low reading proficiency, the superintendent and reading specialist have recommended that all K-5 teachers implement guided reading groups—a research-based approach where students are grouped by reading level and receive targeted instruction. The district has provided:

•        One full day of training in August

•        A boxed curriculum with leveled books and lesson plans

•        Commitment to purchase books and materials

•        Promise of follow-up coaching

Teachers were informed of this initiative in late July. Training occurred in August, one week before school began. The first month of school is now ending (late September).

What's Happening: One Month In

Teacher Responses (from informal conversations and observations):

•        Most teachers are attempting the approach, but implementation is inconsistent

•        Several teachers say: "I understand the rationale, but I don't know how to manage five different groups while also teaching. My classroom feels chaotic." One teacher added: "I feel like I'm failing at everything rather than doing anything well."

•        A few experienced teachers are resistant: "We've done guided reading before. It didn't last. Why should this be different?" These teachers are implementing minimally— "going through the motions."

•        Newer teachers are more willing to try but express uncertainty: "I'm not sure I'm doing this right. I don't have time to plan five different lessons. The kids aren't progressing like I expected."

•        One teacher said something revealing: "I don't feel like Elena really believes in this. She seems to be doing it because she has to, not because she thinks it's the right thing to do."

Classroom Observations (What Ms. Rodriguez has seen):

•        Teachers are creating groups and attempting the activities

•        Some groups are engaged; many students seem confused about expectations

•        Time management is a challenge; guided reading blocks are often cut short

•        Few teachers have adapted materials to fit their specific students

•        Student behavior has increased slightly—more off-task behavior, more need for redirection

Ms. Rodriguez's Internal Experience:

Ms. Rodriguez feels caught. She understands that reading proficiency needs to improve; the data is clear. She believes the superintendent's reasoning about guided reading; she has read the research. But she is experiencing tension:

•        She knows her teachers are stressed and stretched

•        She is not confident that guided reading is actually the right approach for this particular school with these particular teachers and students

•        She worries that pushing harder will damage the trust she has built

•        She questions whether one day of training is sufficient

•        She is uncertain whether the boxed curriculum really fits her students' needs

•        She wonders if there are other factors affecting reading proficiency that guided reading alone cannot address (vocabulary? background knowledge? engagement with reading for pleasure?)

She has not articulated these concerns to her superintendent. Instead, she is monitoring implementation and planning to do "fidelity checks" to ensure teachers are following the model with consistency.

MIDTERM EXAM QUESTIONS

Question 1: Understanding Complexity and Change (150 points)

Prompt:

Fullan argues that educational leaders often fail because they do not understand how change actually works. Using the Riverside Elementary scenario, address the following:

Part A (80 points): Analyze the complexity in this situation.

Identify at least three different sources of complexity in this change scenario. For each, explain what makes it complex and what perspective or concern underlies it. What makes this situation difficult to navigate?

Consider:

•        Different stakeholder perspectives (superintendent, teachers, students, families)

•        The nature of the change itself (what is being asked of teachers)

•        The organizational context (rural school, established relationships, previous experiences)

•        External and internal factors at play

Part B (50 points): Apply Fullan's concept of "change as a learning process."

Explain what Fullan means when he argues that "change is a learning process, not a technical problem." How does this help you understand what is actually happening at Riverside? What are teachers learning (or struggling to learn) through this change? What should the leader understand about this learning process?

Part C (20 points): Identify what is at stake.

Why does this matter? What is fundamentally being asked of teachers? What are they afraid of or concerned about (even if they have not articulated it directly)?

Question 2: Moral Purpose and Leadership Response (150 points)

Prompt:

Ms. Rodriguez finds herself uncertain about whether to continue pushing for fidelity to the guided reading model or to step back and reconsider. She has not explicitly acknowledged her doubts to her superintendent or her staff.

Part A (70 points): Articulate the moral purpose question.

What is the real work here? What should Ms. Rodriguez care most about? Move beyond "improving reading proficiency" to deeper questions:

•        What does it mean to lead with integrity in this situation?

•        What are the competing values or commitments at stake?

•        What would it look like to honor both accountability/improvement AND teacher professionalism/care?

•        What is her responsibility as a leader?

Part B (50 points): Analyze her current approach and what it reveals.

Ms. Rodriguez is planning "fidelity checks" to ensure teachers are implementing consistently.

Drawing on Fullan's framework, what does this approach assume about how change works?

Is this aligned with learning process view? What might be the consequences of this approach? What is she missing?

Part C (30 points): What should Ms. Rodriguez do now?

Not "the right answer" (there is not one), but what should guide her thinking? What does she need to understand or do that would be grounded in:

•        Recognition of the complexity of the situation

•        Commitment to moral purpose

•        Understanding of how change actually works

•        The relational trust she has built

What is one concrete action she might take in the next two weeks?

PERFORMANCE RUBRICS

Question 1 Rubric: Understanding Complexity and Change (150 points)

Dimension 1: Identifying and Analyzing Complexity (80 points)

Excellent (72-80 points)

•        Identifies three or more distinct sources of complexity with clear explanation of each

•        Recognizes that different stakeholders have legitimate but conflicting perspectives

•        Explains what makes the situation genuinely difficult, not just what is hard

•        Shows awareness that complexity emerges from multiple factors, not single cause

•        Grounds analysis in specific details from the scenario

•        Demonstrates understanding that this is not a "problem to solve" but a genuine tension to navigate

Proficient (64-71 points)

•        Identifies three sources of complexity with reasonable explanation

•        Recognizes different perspectives but may not fully explain legitimacy of each

•        Explains difficulties with some depth; mostly accurate

•        Shows that multiple factors matter

•        Uses specific scenario details

•        Demonstrates that complexity is real, not just complicated

Developing (56-63 points)

•        Identifies sources of complexity but explanations may lack depth

•        Recognizes some different perspectives

•        Acknowledges that situation is difficult but explanations may be incomplete

•        Mentions multiple factors but may not fully explain how they interact

•        Uses some scenario details

•        Understands complexity concept but application may be shallow

Beginning (48-55 points)

•        Identifies complexity but with limited explanation

•        May mention different perspectives superficially

•        Acknowledges difficulty but explanation is basic

•        Recognition of factors is present but underdeveloped

•        Limited use of specific details

•        Shows beginning understanding of complexity

Minimal (Below 48 points)

•        Limited identification of complexity

•        Does not recognize multiple perspectives

•        Treats situation as straightforward problem

•        Does not explain what makes it genuinely difficult

•        Minimal use of scenario details

•        Does not demonstrate understanding of complexity

Dimension 2: Applying "Change as Learning Process" (50 points)

Excellent (45-50 points)

•        Clear, accurate explanation of Fullan's concept that change is learning process, not technical problem

•        Explains what teachers are actually learning (or struggling to learn) through this experience

•        Connects to scenario: describes specific learning challenges and opportunities

•        Shows understanding that learning takes time, involves discomfort, requires support

•        Recognizes that technical implementation (fidelity) misses the learning process

•        Articulates why this distinction matters for leadership

Proficient (40-44 points)

•        Explains concept accurately

•        Identifies what teachers are learning with some specificity

•        Connects to scenario with reasonable accuracy

•        Shows understanding of time and support needed

•        Recognizes difference between technical and learning approaches

•        Explains why it matters

Developing (35-39 points)

•        Explains concept with general accuracy

•        Identifies some learning challenges

•        Makes some connection to scenario

•        Shows partial understanding of time and support needed

•        Mentions technical vs. learning distinction but may not fully develop it

•        Explanation of significance may be incomplete

Beginning (30-34 points)

•        Basic explanation of concept

•        Limited identification of specific learning challenges

•        Weak connection to scenario

•        Beginning understanding of time and support

•        Mentions distinction but does not fully explain

•        Significance not clearly articulated

Minimal (Below 30 points)

•        Inaccurate or incomplete explanation

•        Does not identify learning challenges

•        No real connection to scenario

•        Does not understand concept

•        No mention of technical vs. learning distinction

•        Does not address significance

Dimension 3: Identifying What is at Stake (20 points)

Excellent (18-20 points)

•        Goes beyond surface to identify what is really being asked of teachers

•        Names fears or concerns, even if not explicitly stated by teachers

•        Shows empathy while remaining analytical

•        Articulates why this matters

•        Demonstrates understanding of teacher experience

Proficient (16-17 points)

•        Identifies what is being asked of teachers with reasonable depth

•        Names some underlying concerns

•        Shows general empathy

•        Explains why it matters

•        Demonstrates reasonable understanding of teacher experience

Developing (14-15 points)

•        Identifies what is being asked but may lack depth

•        Names some concerns

•        Shows some empathy

•        Mentions why it matters

•        Shows some understanding of teacher perspective

Beginning (12-13 points)

•        Identifies what is being asked at basic level

•        Minimal identification of underlying concerns

•        Limited empathy

•        Barely addresses significance

•        Limited understanding of teacher perspective

Minimal (Below 12 points)

•        Does not adequately identify what is being asked

•        Does not address underlying concerns

•        Shows no empathy

•        Does not address why it matters

•        Misses teacher perspective

Question 2 Rubric: Moral Purpose and Leadership Response (150 points)

Dimension 1: Articulating the Moral Purpose Question (70 points)

Excellent (63-70 points)

•        Moves beyond surface accountability to deeper questions

•        Identifies genuine tensions or competing values

•        Shows understanding of what integrity means in this context

•        Articulates what leader should care most about

•        Recognizes both external pressure and internal conviction

•        Demonstrates sophisticated understanding of leadership responsibility

Proficient (56-62 points)

•        Identifies real questions beyond surface issues

•        Recognizes some competing values

•        Shows reasonable understanding of integrity

•        Articulates what matters to leader

•        Acknowledges external and internal dimensions

•        Shows good understanding of responsibility

Developing (49-55 points)

•        Identifies some deeper questions

•        Recognizes some tension

•        Shows basic understanding of integrity

•        Attempts to articulate what matters

•        Acknowledges some complexity

•        Shows partial understanding of responsibility

Beginning (42-48 points)

•        Attempts to go beyond surface but may stay there

•        Limited recognition of competing values

•        Basic understanding of integrity

•        Vague articulation of what matters

•        Limited acknowledgment of complexity

•        Beginning understanding of responsibility

Minimal (Below 42 points)

•        Stays at surface level

•        Does not recognize competing values

•        Does not understand integrity concept

•        Does not articulate what matters

•        Does not recognize complexity

•        Does not address responsibility

Dimension 2: Analyzing Current Approach and Its Limitations (50 points) Excellent (45-50 points)

•        Clearly explains what "fidelity checks" approach assumes about change

•        Shows it is NOT aligned with learning process view

•        Articulates potential consequences with specificity

•        Identifies what is being missed (learning, relationships, teacher wisdom)

•        Demonstrates understanding of disconnect between intent and approach

•        Makes insightful connections to course concepts

Proficient (40-44 points)

•        Explains assumptions reasonably well

•        Shows it does not align with learning process view

•        Identifies some consequences

•        Notes what may be missing

•        Shows awareness of disconnect

•        Makes good connections to concepts

Developing (35-39 points)

•        Explains assumptions with some accuracy

•        Shows partial understanding of misalignment

•        Identifies some consequences

•        Mentions something being missed

•        Shows some awareness of issue

•        Makes some conceptual connections

Beginning (30-34 points)

•        Basic explanation of assumptions

•        Limited understanding of misalignment

•        Mentions consequences but vaguely

•        Vague about what is missing

•        Limited awareness of issue

•        Weak conceptual connections

Minimal (Below 30 points)

•        Does not explain assumptions

•        Does not see misalignment

•        Does not identify consequences

•        Does not address what is missing

•        No awareness of the issue

•        No conceptual connections

Dimension 3: Recommending a Direction (30 points)

Excellent (27-30 points)

•        Suggests concrete action grounded in multiple frameworks

•        Shows understanding of complexity, moral purpose, and learning

•        Recognizes relational trust as important consideration

•        Action is realistic and responsive to actual situation

•        Demonstrates integrated thinking about leadership

Proficient (24-26 points)

•        Suggests concrete action grounded in course concepts

•        Shows understanding of several frameworks

•        Recognizes relationships matter

•        Action is realistic

•        Shows integrated thinking

Developing (21-23 points)

•        Suggests action but may lack specificity

•        Grounded in some concepts

•        Some recognition of relationships

•        Action is reasonable

•        Shows some integrated thinking

Beginning (18-20 points)

•        Suggests action but quite general

•        Weak grounding in concepts

•        Limited recognition of relationships

•        Action may be unrealistic

•        Limited integration of thinking

Minimal (Below 18 points)

•        Does not suggest clear action

•        Not grounded in concepts

•        Does not address relationships

•        Action is unrealistic or missing

•        No integrated thinking

MIDTERM EXAM SUPPORT MATERIALS

Key Concepts Summary: Quick Reference

Complexity (Fullan, Ch. 1)

•        Educational systems are complex adaptive systems with multiple interconnected parts

•        You cannot control the outcome of change, only influence conditions

•        Different stakeholders have different perspectives, all legitimate

•        Emergence: unpredictable consequences happen when you change one thing

Moral Purpose (Fullan, Ch. 2)

•        Leaders with clear moral purpose sustain change through difficulty

•        Moral purpose answers: Why are we doing this? Who benefits?

•        Essential to mobilizing others and making difficult choices

•        Must be grounded in something deeper than individual conviction

Understanding Change (Fullan, Ch. 3-4)

•        Change is a learning process, not a technical problem with predetermined solution

•        Implementation dip is normal and signals real learning is happening

•        Behavior before beliefs: people change behavior, then beliefs follow

•        Fat plans fail; adaptive management works better

•        Leader as lead learner: models learning, asks genuine questions, admits uncertainty

Relational Trust (Fullan, Ch. 5)

•        Foundation for all improvement work

•        Four components: benevolence, competence, honesty, reliability

•        Without it, people protect themselves rather than collaborate

•        Built through consistent actions over time

MidTerm Tips

Before You Begin:

•        Read the scenario twice, slowly. Annotate. Identify what is actually happening.

•        Note your initial reactions. What feels important? What is unclear?

•        Jot down key concepts from Fullan you might use.

For Each Question:

•        Read the prompt carefully. Make sure you understand what is being asked.

•        Outline your response before writing. Don't just start writing.

•        Make sure you address all parts of the question.

•        Use specific details from the scenario to ground your analysis.

As You Write:

•        Use clear, professional prose. Avoid casual language.

•        Explain your reasoning. Don't assume the reader will understand your thinking.

•        Use Fullan's language and concepts when relevant.

•        Show your thinking, not just your conclusions.

Before You Submit:

•        Reread your responses. Do they answer the questions asked?

•        Check for clarity, grammar, spelling.

•        Make sure you have addressed all parts of each prompt.

•        Verify you have used specific scenario details.