EdS 11.09
Performance-Based
Certification Only
Attachment “F”
Required Chalk & Wire Activities for All Modules
EDL 8810: Vision and Governance
School Climate Project (Building and System Level): Examine the climate and culture of
your school and school district. Identify 3 or more empirical climate assessment
instruments. Select the most appropriate and, with your principal’s permission, conduct a
study of your school’s climate. Based on your findings, identify ways the climate could
be changed to promote a climate that fosters student learning. Employ a scale of moving
from cooperation to coordination then to collaboration. For schools/districts with existing
processes for climate evaluation, evaluate the existing plan after you administer the
climate survey. As a follow-up to the climate survey, develop an action plan with a
school and/or district team to lead change in areas identified through the use of the
climate instrument. 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.
EDL 8820: Managing the Physical and Fiscal Environment
Legal Theory Project (Building or System Level): Investigate the legal theory behind
adequacy lawsuits, examining how courts have interpreted the education clauses in state
constitutions over the past 35 years. Specifically:
 What broad changes have occurred in school funding as a result of litigation,
especially in Georgia?
 Develop arguments for and against full state funding of education in Georgia
 Develop arguments for and against full state funding of education in Georgia
 What current argument(s) related to adequacy and equity in funding education exists
as interpreted by current legal challenges, the US Constitution and the Supreme Court
decisions?
 Is there a relationship between financial resources and student achievement? What are
the measures that Georgia uses to determine accountability for taxes spent on schools
and student performance?
 Does Georgia address the increase in productivity of education and the allocation of
resources? Research the data available on the same topic in your own school district
and recommend a process to involve citizens and educators in a new approach to
accomplish this goal. Support your argument with data at the district level and the
legal cases, laws, theories and practices in your readings.
 Examine your district budget as it relates to the achievement of all AYP indicators in
NCLB. Determine how the district prioritizes funding for the most significantly low
indicators and identify areas not funded at the same level. How have the priorities for
funding in the last five years changed in the district based on AYP indicators and
changes in demographics? Provide evidence through acquisition of appropriate data
available through the district office.
 Examine the school/district goals for School/district improvement plans and identify
the funding that supports the goals and how the funding was allocated.
EdS 11.09
Performance-Based
Certification Only
EDL 8830: Curriculum, Assessment, and Instruction
Curriculum Audit (Building Level): 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. The
candidate will employ consensus and group collaboration skills.
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 practices, practices for marginalized students, and
grouping practices (developmentally appropriate practice, and culturally responsive)
 Address the three goals for the EdS in Leadership for Learning:
o a)Using distributed practice to develop teacher leaders;
o b) Using culturally responsive practices to improve teaching and learning;
and, ultimately
o c) Improving the performance of underperforming students in marginalized
groups
 Examine materials used in instruction (fair and equitable assessment of cultural bias)
 Identify accommodations for planning and allocation of resources
 Determine dispositions and attitudes of key stakeholders
 Make recommendations for revisions and/or applications of the curriculum and/or
implementation
Analysis of Student Work Samples (Building Level): Candidate will develop and
facilitate a professional learning group to analyze student work samples 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.
Action Plan Derived from Curriculum Audit and Analysis of Work Samples
(Building or System Level): 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. The action plan will include:
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Rationale for plan
Goals and objectives
Review of supporting literature
Culturally responsive practices to improve teaching and learning
School/Community needs based on analysis of past experiences
EdS 11.09
Performance-Based
Certification Only
 Performance targets
 Policy changes in the key areas identified in the Curriculum Audit
 Timeline for completion
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 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.
Specifically, the plan will address:
 Goals and objectives for the plan
 Instruments and procedures for gathering data
 Timeline for completion of the assessment
 Stakeholders (school, community, students, etc)
 School diversity plan, specifically how needs of diverse student populations are
met
 Instructional strategies and culturally responsive practices
 Procedures for analyzing data
 Follow-up measures for evaluating outcomes
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 teacher who represent diverse
populations and teachers who have experience and understandings about culturally
responsive practice. (Building or System Level)
Specifically address the following
a. Contact a human resources administrator in a large urban district, a small
rural district, and a suburban district. Interview the person responsible for
that district’s teacher recruitment. Write a report of how each district
molds the recruitment plan to attract teachers who are most likely to
succeed in that particular district. Consider how the district addresses
diversity needs.
b. Survey the teachers new to your school within the last five years to learn
whether they came to your school as a result of recruitment efforts by the
local school or from district recruitment fairs or as a result of other factors.
From your findings, develop ways local school administrators can enhance
their recruitment efforts to attract and retain effective teachers.
c. Conference with your principal to identify the particular teaching areas
needed for recruitment to your school. Develop a plan to recruit teachers
specifically for your school.
EdS 11.09
Performance-Based
Certification Only
EDL 8300: Intercultural Communication & Global Learning
Diversity Action Plan: Candidate 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.
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 in 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 3-6 hours depending on
the needs of each individual candidate. The number of hours and specific activities will
be determined by the candidate’s prior modular experiences. Activities for this module
will complement those prior experiences to ensure that the candidate has performancebased 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 EdS/ Learning 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
The selection of the Chalk & Wire Activity will be determined by the candidate’s
Beginner Candidate’s Leadership Support Team.