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Compliance with NCATE/PSC Requirements
New Concentration, Graduate Programs
Performance-Based Certification Only
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the
standard UPCC or GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The Educational Leadership Performance-Based Certification Only program was designed in
accordance with the PTEU Conceptual Framework. 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, researchbased 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 in the Educational
Leadership Performance-Based Certification Only program 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.
The goal of the Educational Leadership Performance-Based Certification Only program is to
prepare candidates who will become experts in assuming the roles of school leadership in
education today. The program was designed from theory to practice to cover all areas of
knowledge, skills, and disposition of educational leadership as required by Georgia’s Board of
Regents’ Ten Strands (BOR), the Professional Standards Commission’ Rule for the Educational
Leadership Program (PSC), and Georgia’s Leadership for School Improvement (GLISI). The
program is designed to comply with the PSC requirement that candidates,
“participate in performance based activities that provide significant opportunities for
[them] to synthesize and apply the knowledge and practice and develop the skills
identified in core knowledge standards through substantial, sustained, standards-based
work in real settings, planned and guided cooperatively by the institution and school
district personnel and with assessment the responsibility of the institution.” (PSC
Educational Leadership Program Rule 505-3.58, April 15, 2007)
The program was designed by KSU’s Department of Education Leadership faculty in
collaboration with P-12 school partners and representatives for institutions of higher education
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in the University of Georgia System. This framework for program development is consistent
with the “collaborative practices” recommended by the PTEU Conceptual Framework.
2. (National/State Standards) Specify applicable national and/or state standards to which this
program will demonstrate compliance. Please attach a copy of the applicable standards.
The content, goals, and objectives of the program are drawn from the Standards for Advanced Programs
in Education as developed by the Interstate School Leaders Licensure Consortium (ISLLC), revised with
the Educational Leadership Constituent Council (ELCC), and published by the National Policy Board
for Educational Administration (NPBEA). The standards are available through the National Council for
Accreditation for Teacher Education’s (NCATE) website (http://ncate.org/public/programStandards )
See Attachments A and B.
3. (Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during
the program.
The Performance-Based Certification Only program is comprised of all Educational Leadership courses.
Most courses are linked to the eight Professional Learning outcomes from the Educational Leadership
Educational Specialist in Leadership for Learning.
See Attachments C and D.
4.
(Assessment System) Identify (chart is preferable) the unit and program assessments that will be
used to determine if candidates meet proficiencies and standards. Limit the total number of
assessments to eight. See example of a chart template on next page.
The performance-base requirement for the program as mandated by the PSC’s Educational Leadership
Program Rule 505-3-.58 requires continual assessment of knowledge, skills, and dispositions as
evidenced in real work in real time with real people. Assessments are linked to those performance-based
activities and thus to the standards for leaders preparation as defined by the BOR’s ten strands, the
PSC’s seven standards outlined in Rule 505-3-.58, the seven ELCC standards (NPBEA), and KSU’s
Performance Outcomes. See attachments E, F, and G.
The attached chart reflects the continual assessment of candidate competencies through the cumulative
portfolio process. Additionally, the assessment process includes key points in the Core Courses
component of the program that are required by all candidates from all concentrations. See Attachment
H.
5.
(Field Experiences) Describe required field experiences and clinical practices that help candidates
develop knowledge and skills in helping all students learn. Include how field experiences will be
assessed and be intensive and extensive enough to demonstrate that candidates: 1) demonstrate
the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student learning.
The PSC’s rules and ELCC standards mandate that a substantial portion of the program be delivered in
performance-based settings. According to the ELCC standards See attachment for entire list of standard
7: The Internship – Attachments I, J and Q
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7.1.a Candidates demonstrate the ability to accept genuine responsibility for
learning, facilitating, and making decisions typical of those made by educational
leaders. The experience(s) should provide interns with substantial responsibilities
that increase over time in amount and complexity and involve direct interaction and
involvement with staff, students, parents, and community leaders.
7.1.b Each candidate should have a minimum of six months (or equivalent –
equivalency being 9-12 hours/week) of full time internship experience.
7.2.b Candidates participate in planned intern activities during the entire course of
the program, including an extended period of time near the conclusion of the
program to allow for candidate application of knowledge and skills on a full-time
basis.
Based on the GLISI guidelines developed for program development, the substantive nature of the
performance-based residency has been defined as more than 50%. To comply with the mandate, the
program provides for 18 - 21 credit hours of total performance-based delivery of the 18 - 21 credit hours
of the concentration course.
More specifically and as outlined in each Module (See ELCC Standard 7):
The Residency Module Structure:
Each module requires a minimum of 120 contact hours of residency developed to comply with the PSC
Educator Preparation Rules 505.3-.58 (Standard 7). Rule 505.3-.58 mandates that more than 50% of
total program requirements be completed in a school/system performance- based structure. Specifically
the Rule states, “Candidates participate in performance-based activities that provide significant
opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills
identified in core knowledge standards through substantial, sustained, standards-based work in real
settings, planned and guided cooperatively by the institution and school district personnel and with
assessment of the responsibility of the institutions.” In short, performance-based is defined as “real
work, in real time, in the real school working environment” (GLISI, 2008). With the exception of at
least three on-campus seminars, module activities and requirements will be completed at the
school/system sites. In accordance with the PSC rule, the candidate’s activities will be developed,
monitored, and assessed by the Beginning Leader Support Team (BLST). As a part of the performancebased leadership program, the BLST will develop an Individualized Induction Plan to define which
artifacts and performances will be used as evidence to address the PSC Leadership Standards/Elements
1-6 (PSC Educator Preparation Rules 505.3-.58). In further compliance with the rule, the module
activities were developed in collaboration with partner schools and districts to ensure that activities
reflect work in “real settings.”
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The Individualized Induction Plan:
Requirements for the plan will be agreed upon by the team, including the Beginning Leader, at the
beginning of the residency. This plan will guide the residency and should provide the Beginning Leader
with substantial responsibility that increases over time and in complexity and involves direct interaction
with appropriate staff, students, parents, and community leaders (GLISI Module for Developing a
Performer Path Plan Mapping Exemplary Performances may be used for guidance).
The Individualized Induction Plan should:
 be based on Leadership Standards/Elements 1-6 and demonstrated in a way that quality performance
can be objectively assessed;
 include a timeline that reflects time and responsibility and that evidences completion of all
performances as required by the end of the residency;
 clearly describe for the Beginning Leader how performance will be assessed and at what points in
the program assessments will occur;
 include description, evidence, and artifacts sufficient to evaluate the performance;
 address substantive issues that have already been empirically determined as important or that are
determined by the Beginning Leader based on real world data; and
 assure that activities occur in multiple settings and require interaction with appropriate educators,
parents, and community organizations such as social service groups, local businesses, community
organizations, and parent groups.
Assessment of the Beginning Leader Candidates should:
 include specific criteria to assure performance on Standards/Elements 1-6, including both
quantitative and qualitative measures;
 include descriptions of formative and summative assessments and remediation, as needed;
 reflect on performance-based responsibilities that continue to increase with complexity and jobembedded performances (where reasonable); and
 assign responsibilities for assuring assessments are completed and feedback given, as appropriate.
Building level or system level residency
Residency requirements must be completed at the building or system level depending upon the position
held, and must fully demonstrate mastery of the required Leadership Standards. Elements from the
ELCC/PSC standards and must address specific context for meeting the standards. The Beginning
Leader Support Team will determine the extent to which activities will be adapted to the building level,
the system level, or both.
According to PSC Educator Preparation Rules 505.3-.58:
Candidates who are assigned to building level leadership positions will demonstrate knowledge and
skills required for building level educational leaders by demonstrating performance proficiency of the
standards and elements listed in the document, “Standards, Elements, and Indicators for the Preparation
of Georgia Educational Leaders.”
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Candidates who are assigned to system level leadership positions will demonstrate proficiency in the
standards and elements listed “in Standards, Elements, and Indicators for the Preparation of Georgia
Educational Leaders for system level leaders.”
Candidates may add the other leadership area (building or system) by completing the program
requirements for a position in the other area. Only the standards and elements that specifically pertain to
the area not previously completed (building or system level) are required for adding the other program.
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional and
organizational goals. Coaching is conducted through one-on-one and group interactions, driven by
evidence/data from multiple perspectives, and is based on mutual trust and respect. (GSAEC Guidelines
for Graduate Academic Programs in Executive Coaching. http://www.gsaec.org/curriculum.html )
Beginning Leader (Candidate) – An individual candidate in the program who has the potential to make
a significant contribution to the mission and purpose of the organization.
http://www.gsaec.org/curriculum.html
Coach – An individual who works with the coachee (candidate) to develop and implement strategies to
improve his/her performance as a leader (Whitmore, 2005). The coach is external to the organization
and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck, 1999 as cited in SueChan, Latham, 2004).
Mentor – An individual who is in a professional relationship with the candidate in the same
organization and is considered an expert in the field of study and provides guidance, knowledge,
opportunities to lead, and advice on an ongoing and regular basis throughout the program of study. The
mentor serves as a part of the team that oversees the development of the candidate and evaluates his/her
performance.
University Supervisor - A Kennesaw State university instructor who is responsible for coordinating
and supervising the candidate’s overall experiences during the module. The supervisor will work with
the Beginning Leader Support Team in developing a professional residency plan to suit the candidate’s
professional needs. The university supervisor negotiates final approval of the candidate’s activities and
experiences at the school/district level and provides the final assessment for the program requirements in
each individual module.
Supervised Residency
The candidate’s residency will be supervised by a Beginning Leader Support Team (BLST). The BLST
will be comprised of the candidate, the university supervisor, a trained and qualified coach, and a mentor
from the building level or system level. The team will meet at least three times during the entire
residency period (during the course of the six residency modules). They will create the candidate’s
Individual Induction Plan, establish observation experiences, examine the candidate’s portfolio, evaluate
progress, establish areas of need, and determine if the residency requirements have been satisfactorily
met. In addition to the initial BLST meeting, the candidate and the coach will participate in at least 4
coaching sessions during the six module span of the six module residency. In addition to the initial
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BLST meeting, the building level or system level mentor will guide the beginning leader in applying the
knowledge and skills specified in the induction plan. They will guide them by directly observing the
candidate’s performance on-site and by providing feedback for a total of 36 credit hours over the
duration of the program.
Capstone Portfolio
The candidate will develop a portfolio containing artifacts that address skills, knowledge, and
dispositions in alignment with the six PSC standards described in the PSC Educator Preparation Rule
505.3-.58. The portfolio will describe how the candidate has met specific criteria set out in the PSC rule
(qualitative and quantitative) and include descriptions of formative and summative assessments and
reflections on performance-based responsibilities that increase with complexity and job-embedded
performances. The candidate will complete a capstone research project that will be presented to the
Professional Teaching Unit.
6.
(Residency and Diversity) Describe how the program ensures that all candidates have
opportunities to work with students with exceptionalities and from diverse populations.
The BOR strands, the PSC standards, the ELCC standards, and the program’s performance outcomes
include an emphasis on diversity. Therefore, candidates completing the Educational Leadership program
are required to work with students with exceptionalities and from diverse populations. See below the
BOR, PSC and ELCC standards referencing diversity.
BOR Strands:
8i. Organize a school/system that reflects leadership decisions based on legal and
ethical principles to promote educational equity.
10h. Advocate for policies and programs that promote the success for all students.
10i. Model impartiality, sensitivity to student diversity, community norms and
values and ethical considerations in interactions with others.
PSC Standards:
4. Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests
and needs, managing conflict and mobilizing community resources.
ELCC Standards:
2.1.a Candidates assess school culture using multiple methods and implement
context-appropriate strategies that capitalize on the diversity (e.g. population,
language, disability, gender, race, socio-economic) of the school community to
improve school programs and culture.
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2.2.b Candidates demonstrate the ability to make recommendations regarding the
design, implementation, and evaluation of a curriculum that fully accommodates
learners’ diverse needs.
4.2.d Candidates demonstrate the ability to capitalize on the diversity (cultural,
ethnic, racial, economic, and special interest groups) of the school community to
improve school programs and meet the needs of all students.
5.2.a Candidates demonstrate the ability to combine impartiality, sensitivity to
student diversity, and ethical considerations in their interactions with others.
6.1.c Candidates demonstrate the ability to analyze the complex causes of poverty
and other disadvantages and their effects on families, communities, children, and
learning.
6.1.f Candidates demonstrate the ability to analyze and describe the cultural
diversity in a school community.
6.3.c. Candidates advocate for policies and programs that promote equitable learning
opportunities and success for all students, regardless of socioeconomic background,
ethnicity, gender, disability, or other individual characteristics.
Diversity is a critical issue in P-12 schools and leaders must have the disposition required to handle
diverse populations. Therefore, diversity has been included in the Candidate Disposition Indicators as
well as the Disposition Indicators Rubric (CPA) See Attachment D
Two levels of diversity are documented—working with diverse colleagues as well as working with
diverse students. See Attachments K, L, M, N, O, and P.
Residency experiences engage candidates in working with students with exceptionalities and from
diverse populations from a leadership perspective. For example:
a. EDL 8810: Vision and Governance.
School Climate Project: Focus particularly on measuring the extent to which the school
environment promotes an understanding and advocacy for meeting the needs of students and
families of diversity.
b. EDL 8820: Managing the Physical and Fiscal Environment.
Legal Theory Project: Investigate the legal theory behind adequacy lawsuits, examining how
courts have interpreted the education clauses in state constitutions over the past 35 years.
c. EDL8830: Curriculum, Assessment & Instruction.
Curriculum Audit: The purpose of this activity is for candidates to develop a research-based
understanding of curriculum development. Candidates 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.
d. EDL 8840: Professional Learning
School wide (or System) Professional Development Needs Assessment (Building or System):
The candidate will conduct a needs assessment to determine school wide professional
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development needs and will develop an action plan to meet those needs. The plan will include a
SWOT Analysis to identify and address barriers to leader, faculty and staff performance and to
determine needs for addressing diversity among students and faculty.
e. EDL 8850: Managing Human Resources
Analysis of Recruiting Practices Project: Examine the various teacher recruitment programs in
the nation and this state and develop a set of “best practices” for use in your school district that
include considerations for attracting teachers who represent diverse populations and teachers
who have experience and understandings about culturally responsive practice.
f. EDL 8860: Transition Between Building and System Levels
According to PSC Educator Preparation Rules 505.3-.58:
Candidates who are assigned to building level leadership positions will demonstrate knowledge
and skills required for building level educational leaders by demonstrating performance
proficiency of the standards and elements listed in the document, Standards, Elements, and
Indicators for the Preparation of Georgia Educational Leaders.
Candidates who are assigned to system level leadership positions will demonstrate proficiency in
the standards and elements listed in Standards, Elements, and Indicators for the Preparation of
Georgia Educational Leaders for system level leaders.
Candidates may add the other leadership area (building or system) by completing the program
requirements for a position in the other area. Only the standards and elements that specifically
pertain to the area not previously completed (building or system level) are required for adding
the other program.
This module provides a residency period that will extend from 1-3 credit hours depending on the
needs of each individual candidate. The number of credit hours and specific activities will be
determined by the candidate’s prior modular experiences activities for this module will
complement those to ensure that the candidate has performance-based experiences at both
building and system level. Required activities will be selected from any of the other six modules
where the candidate has not demonstrated completion of the requirements for a particular area
(building or district) and will be supplemented by any other activities as determined by the
university and school/district. All selected activities must address the KSU’s Leading for
Learning’s three goals:
 Using distributed practice to develop teacher leaders;
 Using culturally responsive practices to improve teaching and learning; and, ultimately
 Improving the performance of underperforming students in marginalized groups
g. EDL 8300: Intercultural Communication and Global Learning
Diversity Action Plan: Candidates will lead a team in conducting a diversity assessment of the
building/system and develop a plan for addressing needs of diverse learners. Components of the
plan include acquiring buy-in from the team, working with relevant staff, and developing at least
two strategies for implementing the plan. The plan will capitalize on the diversity (cultural,
ethnic, racial, economic, and special interest groups) of the school community to improve school
programs and meet the diverse needs of students.
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7.
(Technology) Describe how the program ensures candidates can integrate technology in their
practice.
The Educational Leadership Performance-Based Certification Only program ensures candidates can
integrate technology into their professional practice in three major ways.
The following BOR strands and indicators are included in the proposed program.
BOR Strand:
Indicator:
2. Instruction
2d. Promote the use of technology to support student mastery
of Georgia performance standards.
4. Data Analysis
4e. Use technology tools for data analysis.
7. Performance Management & 7m. Use technology to support core system processes.
Process Improvement
8. Managing Operations
8h. Promote technology to support administrative processes.
8. Technology Integration is required in each course.
Courses in the Educational Leadership Performance-Based Certification Only program require
candidates to use technology to demonstrate mastery of the standards. Candidates will use technology in
a variety of ways, including using WebCt Vista as a program management tool, developing
presentations, creating word processing documents, analyzing spreadsheet data, using e-mail to
correspond with professors and cohort members, conducting research on the Internet, creating blogs,
wikis, and podcasts, developing web pages, using interactive whiteboards, conducting surveys on the
web, and developing an electronic portfolio.
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology
Standards for Educators. During the program, 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 educational specialist and 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.