03.24.09
EdS Concentration in traditional EDL
EDL 8730
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course
Number/Program
Name:
EDL
8730:
Curriculum,
Assessment
&
Instruction/Educational Leadership Concentration in the Educational Specialist for Leadership
for Learning
Department: Educational Leadership
Degree Title (if applicable): EdS in Leadership for Learning
Proposed Effective Date: January 2010
Check one or more of the following and complete the appropriate sections:
xxx New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
03.24.09
EdS Concentration in traditional EDL
EDL 8730
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number : EDL 8730
Course Title: Curriculum, Assessment and Instruction
Prerequisites: Admission to Program
Description (or Proposed Degree Requirements)
This course is designed to provide candidates with the knowledge, skills, and dispositions
necessary to make critical curriculum and assessment decisions that focus on
instructional best practices. Through course readings and projects, candidates will
develop an in-depth understanding of theory theoretical frameworks that support the
knowledge and skills necessary for making data-driven decisions with respect to the
development of meaningful curriculum, research-based instructional practices, and sound
assessment techniques that will increase student learning and achievement. In addition,
candidate will be guided to explore ways to address the needs of diverse students, social
and cultural forces, and collaboration among all stakeholders to foster a positive school
culture and maximize the academic success of all students. This course is nonperformance based.
III.
Justification
School improvement is measured by increased student learning and achievement that is
acquired through literacy and numeracy acquisition. Effective school leadership requires
a deep understanding of how to make data-driven decisions regarding the development of
meaningful curriculum, research-based instructional strategies, and solid assessment
techniques (Oliva, 2005). Those decisions have the greatest impact when they reflect
attention to diversity and special needs of all students, development needs of learners,
social and cultural forces, and collaboration among all stakeholders (Sowell, 2005).
03.24.09
EdS Concentration in traditional EDL
EDL 8730
IV.
Additional Information (for New Courses only)
Instructor:
TBA
Text:
Marzano, R. J. (2003). What works in schools. Alexandria, GA: ASCD
Oliva, P. F. (2005). Developing the curriculum. Boston: Pearson/ Allyn & Bacon
Ornstein, A. C. & Hunkins, F. P. (2008). Curriculum: Foundations, Principles, and Issues
(5th ed.).Boston, MA: Allyn & Bacon.
Georgia Department of Education (2007). School keys
Georgia Department of Education (2007). GAPSS Analysis
Georgia Department of Education (2007). Implementation Resource
Prerequisites: Admission to Educational Leadership Educational Specialist
Program
Objectives:
1. Demonstrate ability to apply principles of effective instruction to instructional
practices and curricular materials.
2. Demonstrate ability to combine impartiality, sensitivity to student diversity,
and ethical considerations in interactions with others.
3. Use qualitative and quantitative data and information systems to develop long
range plans regarding the design, implementation, and evaluation of
curriculum & instruction.
4. Demonstrate the knowledge to assist school personnel in understanding and
applying best practices for student learning.
5. Demonstrate ability to use appropriate research strategies to profile student
performance in a district and analyze differences among subgroups.
6. Demonstrate ability to use and promote technology and information systems
to enrich district curriculum and instruction, monitor instructional practices,
and provide assistance to administrators who have needs for improvement.
7. Apply human development theory, proven learning and motivational theories,
and concern for diversity to the learning process.
8. Demonstrate understanding of a variety of instructional research
methodologies, and analyze comparable strengths and weaknesses of each.
9. Develop and implement personal professional growth plans that reflect
commitment to life-long learning.
Instructional Method





Problem-Based Learning
Proficiency Examination
Cooperative Learning
Document-Based Inquiry
Case Study Analysis
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EDL 8730
Method of Evaluation
Dispositions Rubric
Activities Rubrics (Holistic and Analytic)
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
n/a
n/a
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 8730
Curriculum, Assessment & Instruction
3 hours
January 2010
Regular
n/a
n/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
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EDL 8730
VII Attach Syllabus
EdS Program
I.
COURSE: EDL 8730 Curriculum, Assessment & Instruction
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Suggested Required Text:
Marzano, R. J. (2003). What works in schools. Alexandria, GA: ASCD
Oliva, P. F. (2005). Developing the curriculum. Boston: Pearson/ Allyn & Bacon
Ornstein, A. C. & Hunkins, F. P. (2008). Curriculum: Foundations, Principles, and Issues
(5th ed.).Boston, MA: Allyn & Bacon.
Georgia Department of Education (2007). School keys
Georgia Department of Education (2007). GAPSS Analysis
Georgia Department of Education (2007). Implementation Resource
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EDL 8730
Supplemental Readings:
Readings as assigned
V.
COURSE CATALOG DESCRIPTION
This course is designed to provide candidates with the knowledge, skills, and dispositions
necessary to make critical curriculum and assessment decisions that focus on instructional best
practices. Through course readings and projects, candidates will develop an in-depth
understanding of theory theoretical frameworks that support the knowledge and skills necessary
for making data-driven decisions with respect to the development of meaningful curriculum,
research-based instructional practices, and sound assessment techniques that will increase
student learning and achievement. In addition, candidate will be guided to explore ways to
address the needs of diverse students, social and cultural forces, and collaboration among all
stakeholders to foster a positive school culture and maximize the academic success of all
students. This course is non-performance based.
VI.
JUSTIFICATION
The course is framed within Distributed School Leadership Practice (DSLP), one of the leading
authors of which is James Spillane of Northwestern University in Chicago, Illinois. Early in 2006,
Spillane rejected the commonly held notion that leadership was either the act of a heroic individual
or of several individuals who shared leadership responsibilities. In his book, Distributed
Leadership, Spillane postulates that “…leadership…is a practice…that is the product of joint
interactions of school leaders, followers and aspects of their situation such as routines and tools” (p.
3).
Because this understanding is essential to improving schools in Georgia (see Georgia Leadership
Institute for School Improvement – GLISI – at www.galeaders.org), this course is required of all
members of the EdS/EdD cohort in Educational Leadership. The course is taught and coached by
faculty with expertise in school leadership, collaboration, and diversity. Topics are presented in an
integrated manner, such that school transformation is seen as whole school reform initiative
(Leithwood, Day, Sammons, Harris, & Hopkins, 2006) and therefore, the tenets of Distributed
School Leadership Practice (Spillane, 2006) are embedded within all activities.
Program design supports team building and connections among school districts (building and
system), universities, and beginning leadership candidates. This design is consistent with the
Bagwell College of Education goal of providing a collaborative framework for developing expertise
in teaching, learning, and leadership within the EdS and EdD program. It is anticipated that
participants will mirror this expectation in their future organizational settings. Course activities are
problem-based and assist individuals in developing an internal focus and disposition to meet the
challenges and opportunities within leadership practice in their respective career paths and
organizational settings.
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EDL 8730
Curriculum, Assessment, and Instruction
School improvement is measured by increased student learning and achievement that is acquired
through literacy and numeracy acquisition. Effective school leadership requires a deep
understanding of how to make data-driven decisions regarding the development of meaningful
curriculum, research-based instructional strategies and solid assessment techniques (Oliva,
2005). Those decisions have the greatest impact when they reflect attention to diversity and
special needs of all students, development needs of learners, social and cultural forces, and
collaboration among all stakeholders (Sowell, 2005).
VII.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching, Learning & Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance
the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates at the doctoral level develop into leaders for learning and facilitators of the
teaching and learning process. Finally, the PTEU recognizes values and demonstrates
collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Use of Technology: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the master teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use
instructional media. They will master use of productivity tools, such as multimedia facilities,
local-net and Internet, and they will develop the confidence to design multimedia instructional
materials, and create WWW resources.
The students will be linked through WebCT Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the doctoral program. The members of each cohort
will be linked in a similar way as they move through the program. The emerging technologies
will be utilized with the parallel expectation that participants demonstrate a high degree of
technological literacy in retrieving and sharing information and resources.
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EDL 8730
Educational Specialist and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Doctorate of Education
program in the Bagwell College of Education reflect the unique aspects of this degree.
Collaboratively developed by faculty from across the university and in consultation with
community/school partners, these outcomes and proficiencies delineate the high expectations we
have for graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the
complex nature of student learning in advanced degree programs leading to a terminal degree.
Consequently, many of the proficiencies listed below incorporate aspects of knowledge, skills
and dispositions within a single proficiency. These proficiencies are clearly linked to our
conceptual framework, The Collaborative Development of Expertise in Teaching, Learning and
Leadership.
VIII. GOALS, OBJECTIVES AND PTEU PERFORMANCE OUTCOMES:
The Professional Teacher Education Unit prepares school leaders who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making decisions that foster the success of all learners. As a result of
the satisfactory fulfillment of the requirements of these courses, participants will
demonstrate outcomes that embody the constructs of DSLP, the ten BOR Performance
Strands, the ELCC standards, and the roles recommended by Georgia’s Leadership
Institute for School Improvement (GLISI). As this course is outcomes-driven, successful
individuals must provide evidence of meeting the following complementary PTEU
EdS/EdD Performance Outcomes:
1. Fosters an organizational culture that facilitates development of a shared
vision, school improvement, and increased learning for all students.
2. Implements sustainable educational change and process improvement.
3. Creates 21stcentury learning environments that advance best practices in
curriculum, instruction, and assessment.
4. Engages in applied research that supports data-driven planning and decision
making for the improvement of schools and learning.
5. Builds collaborative relationships, teams, and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embraces diversity by demonstrating intercultural literacy and global
understanding.
7. Facilitates professional learning and development that enhance and improve
professional practice and productivity.
8. Exercises professionalism and ethical practice.
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EDL 8730
EDL Course Objectives (KSD)
1. Demonstrate ability to apply
principles of effective instruction to
instructional practices and curricular
materials.
(KS)
2. Demonstrate ability to combine
impartiality, sensitivity to student
diversity, and ethical considerations in
interactions with others.
(SD)
3. Use qualitative and quantitative data,
and information systems to develop long
range plans regarding the design,
implementation, and evaluation of
curriculum & instruction.
(KS)
4. Demonstrate ability to assist school
personnel in understanding and applying
best practices for student learning.
(SD)
5. Demonstrate ability to use appropriate
research strategies to profile student
performance in a district and analyze
differences among subgroups.
(KS)
6. Demonstrate ability to use and
promote technology and information
systems to enrich district curriculum and
instruction, monitor instructional
practices, and provide assistance to
administrators who have needs for
improvement.
(KS)
7. Apply human development theory,
proven learning and motivational
theories, and concern for diversity to the
learning process.
(KS)
EdS/EdD GLISI Leader ELCC
PTEU
Roles
Standards
Performance
Outcomes
Curriculum,
3, 8
Assessment,
2
and
Instruction
(CAI)
BOR
Strands
1 -4
6, 8
Relationship
1, 5
1 -4
1, 3, 4, 7, 8
CAI
Data Analysis;
Performance
2, 6
1-4
2.
1-4
2
1-4
3
Relationship;
Change;
Learning &
Development
5
Data Analysis
Performance
7
CAI
Performance
3, 8
CAI
2
1-4
2, 6
1-4
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EDL 8730
8. Demonstrate understanding of a
variety of instructional research
methodologies and analyze comparable
strengths and weaknesses of each.
(KS)
9. Develop and implement personal
professional growth plans that reflect
commitment to life-long learning.
IX.
3
CAI
Data Analysis
2
1-4
2
7
Performance
7
Change
COURSE REQUIREMENTS AND ASSIGNMENTS:
Attendance and Participation: Attendance and participation in all university and school/system
based activities is required for successful completion of course activities.
Required Activities and Rubrics:
Reflective Journal: Using “reflect-in” and “reflect-on” strategies, candidates will maintain a
weekly journal reflecting on their experiences and learning (Schon, 1991)
Theoretical Framework Support:
Assessment:
Course Objectives:
Schön, D. A. (1991). The reflective turn: Case studies in
and on educational practice.
Holistic
All objectives
School Improvement Team: The candidate will become a member of the School Improvement
Team.
Assessment:
Holistic
Course Objectives: All objectives
Curriculum Audit: The purpose of this activity to for candidates to develop a research-based
understanding of curriculum development. The candidate will collaborate with teachers and/or
administrators to review and evaluate the development and implementation of the curriculum in
a particular area or across the curriculum and with special attention to addressing diversity. The
candidate will employ consensus and group collaboration skills. (Field experience activity)
Specifically, the candidate will lead the group to:
 Examine criterion-referenced results to identify gaps in student performance
 Describe nature and needs of learners (ethnicity, background, and language)
 Review grade/level curriculum objectives (scope and sequence)
 Identify benchmarks for performance
 Identify means for evaluating student performance
 Audit the implementation of literature-supported, research-based instructional practices,
culturally responsive practice, practices for students with diverse needs, and grouping
practices (developmentally appropriate practice, and culturally responsive)
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EDL 8730






Address the three goals for the EdS in Leadership for Learning:
o Using distributed practice to develop teacher leaders;
o Using culturally responsive practices to improve teaching and learning; and,
ultimately
o Improving the performance of underperforming students in underperforming groups
Examine materials used in instruction (fair and equitable assessment of cultural bias)
Identify accommodations for planning and allocation of resources
Determine extent to which curriculum maintains fidelity with school’s vision
Determine dispositions and attitudes of key stakeholders
Make recommendations for revisions and/or applications of the curriculum and/or
implementation
Theoretical Framework Support
Assessment:
Course Objective:
English (1979);Oliva (2005); Ornstein & Hunkins (2004)
Sowell (2005); Posner, & Rudnitsky (2006).
Georgia Department of Education
--GAPSS Analysis, Curriculum Standard 1, 2 & 3: The
School’s
--GLISI Performance Modules: Leading a Team to Analyze
and Display Data Using Quality Tools; GLISI Modules.
Georgia Department of Education
Rubric
3, 4, 5, 6, 8
Analysis of Student Work Samples: Candidate will develop and facilitate a professional
learning group to analyze student work samples by demographic variables associated with
diversity to improve instructional decisions by collecting evidence that reveals information about
student learning and their thinking strategies. The candidate will lead the group in acquiring or
developing a protocol for facilitating the process. Student work samples can include but are not
limited to standardized test data, classroom assessments, writing samples, projects, oral reports,
videotapes, pictures, and student observation data. (Field Experience Activity)
Theoretical Framework Support:
Assessment:
Course Objectives:
Langer, Colton, & Goff, (2003).
--GAPSS Appendix, Curriculum, 1.3B
--GLISI Performance Module: Leading a Team to Analyze
Performance Factors; Leading a Team to Assess Student
Work; GLISI Modules.
Analyze based on adherence to protocol
2, 4, 7, 8
Action Plan Derived from Curriculum Audit and Analysis of Work Samples: Based on the
information derived from the curriculum audit, the candidate will develop a year-long action plan
to meet the needs of marginalized students. (Field Experience Activity)
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The action plan will include:
 Rationale for plan
 Goals and objectives
 Review of supporting literature
 Culturally responsive practices to improve teaching and learning
 Best practices that address diversity and underperforming students
 Best practices based on human development theory
 School/Community needs based on analysis of past experiences
 Performance targets
 Policy changes in the key areas identified in the Curriculum Audit
 Professional learning for teachers
 Plan alignment with school vision
 Timeline for completion
Theoretical Framework Support:
Assessment:
Course Objectives:
Marzano (2003)
GLISI Performance Base Module: Leading a Team to
Develop SMART Goals; GLISI Modules.
Analytic using rubric developed by university and
school/system supervisor(s)
1-8
School Improvement Team Project: Candidate will work with a team to plan, organize,
monitor, and evaluate an instructional improvement plan for a major area of weakness reflected
in a school’s scores. The plan will include:
 Description of curriculum area and how it relates to school’s vision and mission
statement
 Graphically represented data used to select curriculum area
 Description of stakeholders and those responsible for implementing plan
 Articulation of goals and objectives and how they were established
 Description of instructional techniques and strategies (support with research)
 Timeline for implementation
 Resources needed
 Professional Learning
 Procedures for evaluating plan
 Academic Booster Club project
Theoretical Framework Support:
Harris, A. (2005).
National Policy Board for Educational Administration
(2002); GLISI Modules.
Assessment:
Rubric
Objectives:
All objectives
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EDL 8730
Creating a High Performing School Culture: Candidates will learn how to develop a high
performing learning culture and to assess the culture that is currently in place. Colleagues and
peers support one another’s efforts. Resources and structures are aligned with expected
behaviors. School leaders must take action-oriented approach to growing a culture that is
conducive to high achievement for students and extraordinary performance by adults. This is a
comprehensive SREB assessment activity that will include the following:
- Culture Inventory
- The Analysis of the Gray School
- The Nature of Culture
- Using the Metaphors at Your School
- Common Threads Running Through Metaphors
- Attributes of Top Notch vs. Toxic Cultures
- Why Positive Culture Helps Performance
- Culture of Responsibility
- Reculturing
- Framework for Reculturing
Theoretical Framework Support:
SREB
Barth, R. (2000). The Culture Builder,
Peterson, A.M. (1997). Aspects of School Climate
Assessments:
Rubrics
Objectives:
All Objectives
X.
EVALUATION AND GRADING:
Evaluation:
University Assignments 15% for Each of the 5 Major Assignments….……………75%
Class Participation/Attendance/Reflections Journal*………………………………..25%
Grading:
A= 90% -100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11
in. paper, double-spaced and at 10-12 font. All work submitted that requires documentation
should follow APA format. Manuscripts must be proof read to ensure accuracy in spelling,
punctuation, and grammar. Written work should be attractive and neat -- ESPECIALLY WITH
MATERIALS INTENDED FOR STUDENT USE.
While the college standard for evaluation of papers and tests is listed above, the university
supervisor and school mentor in this course will use alternative assessment strategies. Evaluation
is a difficult process in every course. It is especially difficult to quantify the internal process of
developing dispositions of ethics, character and leadership. This development is unique to each
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EDL 8730
individual and must be recognized by each individual. Rubrics will be shared with candidates as
a means of establishing an understanding of expectation of graduate study in the BCOE and at
KSU.
The emphasis on the individual student as an evaluator is in keeping with the reality that future
administrators/leaders will be expected to be involved in the evaluation and assessment activities
as part of their own continuing professional development and that of those with whom they work
in organizational setting as they continue their professional careers.
The university supervisor and school mentor contribute to the evaluation process by taking into
consideration student preparation for class sessions, level of participation in class, individual
and group projects/reports, individual conferences, and the capstone product for the educational
specialist seminar.
Every effort will be made by the university supervisor and school mentor to be fair and
equitable in the assignment of grades through multiple processes noted above. In the final
analysis, the assigned grade will be based on the best professional judgment of the professor(s)
and supervisor(s).
XI.
TENTATIVE COURSE OUTLINE
Date
Activity
Week 1
Introduction and Overview of Course: Three Goals of Leadership for
Learning
Foundations of Curriculum Development
Components of a Curriculum Audit
Identifying Needs of the Learner: Characteristics
Marginalized Populations: Needs and Analysis
Using Student Work Samples to Identify Instructional Needs
Identifying Gaps in Achievement
Selecting Resources and Materials
Becoming Part of a Team: Professional Learning
Building a Culture of Collaboration
Developing an Action Plan for Success
Rationale and Policies
Applying and Analyzing Inventories
Reculturing vs. Restructuring
Putting It All Together
Final Exam
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
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XII.
POLICIES
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above. The development of an appreciation of diversity as a
core organizational value and its use as a resource will give direction to the activities of the
educational specialist and doctoral program. Consideration will be given to diversity in
developing the membership of the cohorts in the interest of ensuring that the collaborative cohort
experience contributes to the development of such personal and organizational core values
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have
violated these guidelines will be subject to disciplinary action consistent with university policy.
For example, plagiarism or other violations of the University’s Academic Honesty policies
could result in a grade of “ F” in the course and a formal hearing before the Judiciary
Committee.
Papers should be a synthesis of information reported in your own words and with proper
documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class/Seminars: Part of your success in this course is related to providing peer reviews
and feedback to your colleagues regarding course assignments; participating and interacting in
course activities; collaborating and working equitably with colleagues; and treating colleagues
and the professor with respect both in and out of class. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor/supervisor is another measure of
your professionalism. Please be prepared by bringing all materials and readings to meetings and
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seminars. All readings assignments must be completed prior to meetings and seminars. We
depend on one another to ask pertinent and insightful questions.
Professionalism also includes appropriate audience behaviors during lectures and presentations.
When someone is speaking to the group or making a presentation, professionals do not engage in
conversations or other distracting behaviors that detract from the audiences’ attention to the
speaker.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor/supervisor in advance or as soon as possible after the
emergency event.
Assignments are due on the assigned date. Late assignments will not be accepted by e-mail or
hard copy without approval and may require documentation of a personal or professional
emergency. Re-submission of assignments for improved grades will not be considered unless
specifically determined to be appropriate by the professor.
Using technology during class/seminar (laptops, cell phones, etc.) to check personal e-mail or
engage in activities not associated with course content is not acceptable and will likely result in
a reduction of course participation points. Engaging in personal conversations while
professor/supervisor or groups are presenting is not acceptable and will likely result in a
reduction of class participation points. A break will be provided for snacks and personal use of
technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
Armstrong, T. (2006). The best schools. Alexandria, VA: ASCD.
Cunningham, C. A. & Billingsley, M. (2006). Curriculum webs. Boston, MA: Pearson/Allyn and
Bacon.
English, F.W. (2000). Deciding what to teach and test. Thousand Oaks, CA: Sage Publishing.
Georgia Department of Education (2007). School keys.
Georgia Department of Education (2007). GAPSS Analysis.
Georgia Department of Education (2007). Implementation Resource.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
03.24.09
EdS Concentration in traditional EDL
EDL 8730
GSAEC Guidelines for Graduate Academic Programs in Executive Coaching. Retrieved July 17,
2008 , from http://www.gsaec.org/curriculum.html.
Hall, D. T., Otazo, K.L., & Hollenbeck, G. P. (1999). Behind closed doors: What really
happens in executive coaching. Organizational Dynamics, 27, 39-53.
Harris, A. (2005). Distributed leadership. In B. Davies (Ed.) The essential of school leadership.
London: Paul Chapman, 173-190.
Langer, G., Colton, A. B., & Goff, L. S. (2003). Collaborative analysis of student work:
Improving teaching and learning. Alexandria, VA; Association for Supervision and
Curriculum Development.
National Policy Board for Educational Administration (2002). Standards for advanced programs
in educational leadership.
Marzano, R. J. (2003). What works in schools. Alexandria, GA: ASCD
Oliva, P. F. (2005). Developing the curriculum (6th ed.). Boston, MA: Pearson/Allyn and Bacon.
Ornstein, A. C. & Hunkins, F. P. (2008). Curriculum: Foundations, principles & issues (5th ed.).
Boston, MA: Pearson/Allyn and Bacon.
Posner, G. J. & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development for
teachers. Boston, MA: Pearson/Allyn and Bacon.
Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice, New
York: Teachers Press, Columbia University.
Spillane, J., Diamond., J., & Jita, J. (2003). Leading instruction: the distribution of leadership
for instruction. Journal of Curriculum Studies, 35(5), 533-543.
Southern Regional Education Board (2007). SREB Leadership Curriculum Modules. Atlanta:
GA: SREB.
Sowell, E. J. (2005). Curriculum: An integrative approach. Upper Saddle River, NJ:
Pearson/Merrill Prentice Hall.
03.24.09
EdS Concentration in traditional EDL
EDL 8730
Sue-Chan, C. and Latham, G.P. (2004). The relative effectiveness of external, peer, and
self-coaches. Applied Psychology: An International Review, 53(2), 260-278.
Whitmore, J. (2005). Coaching for performance. London: Nicholas Brealey Publishing.
Websites:
http://www.aare.edu.au/03pap/mul03491.pdf
http://www.balancedcurriculum.com/book.htm
http://www.doe.k12.ga.us/
http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdf
http://www.galeaders.org/site/news/newitems/news_06162005_001.htm
http://www2.bc.edu/~hargrean/docs/seven_principles.pdf