KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 9370 Critical Issues for Student Learning: Exploring the
Literature
Department Educational Leadership
Degree Title (if applicable) EdD in Leadership for Learning
Proposed Effective Date
Fall 2011
Check one or more of the following and complete the appropriate sections:
xx 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
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 9370 _____________________
Course Title __Critical Issues for Student Learning: Exploring the
Literature _____
________
Credit Hours Three (3) credit hours
Prerequisites Admission to EdS and/or EdD in Leadership for
Learning
Description (or Proposed Degree Requirements)
This course is a doctoral seminar focused on analysis and problem solving of a current topic of
vital concern relevant to teaching, leading and student learning in P-12 schools. Candidates
explore the literature to identify, analyze, and synthesize contemporary and classic literature on
critical school issues. The ultimate goal is to identify gaps in the literature, explore possible
topics for independent future research, and develop long term skills in literature review.
III.
Justification
This course has been designed to develop educational leaders who can engage in problem solving
and who promote sustainable change (Hargreaves & Fink, 2006) by drawing from the knowledge
base about successful school leadership. Support for that knowledge base is substantiated by the
empirical evidence derived from qualitative and quantitative research (Leithwood, Day, Sammons,
Harris & Hopkins, 2006). Course readings are selected individually, designed to foster problembased inquiry, and focus on effective leadership practice in students’ respective professional
settings.
IV.
Additional Information (for New Courses only)
Instructor: TBA
Text:
Individually developed lists of readings from professional literature
American Psychological Association. (2010). Publications manual of the American
Psychological Association. (6th ed.). Washington D.C.: American Psychological Association.
Prerequisites:
Admission to the EdS or EdD in Leadership for Learning
Objectives:
EDL 9300 Course
Objectives
(KSD)
1. Read and critically analyze
professional literature
(S)
2. Demonstrate a profound
understanding of the literature
surrounding a particular topic
related to leadership for learning
practice (K
3. Formulate a plan for
investigating a critical issue in
leadership for learning
(S)
4. Establish frameworks for
investigating principles and
applications of sustainable
leadership
(S)
5. Exercise professionalism and
ethical practice.
(D)
EdD
Performance
Outcomes
3, 4
1, 2, 4
1, 2
2, 7
7, 8
GLISI Distributed
School Leadership
Roles







Data-Analysis Leader
Curriculum, Assessment,
& Instruction Leader
Performance Leader
Data-Analysis Leader
Curriculum, Assessment,
& Instruction Leader

Data-Analysis Leader
Curriculum, Assessment,
& Instruction Leader
Performance Leader
Change Leader
Process Improvement
Leader
Performance Leader

Relationship Leader



ELCC
BOR
Standards Strands
2
1-4
2
1-9
1-6
1-9
2
1-4
5
10
Instructional Method
GeorgiaVIEW Vista: GeorgiaVIEW Vista will be used for communication and course
management. Please check daily for postings, mail, and announcements.
The seminar nature of the course will require a large segment of independent work followed by
individual conferences with the instructor. Instructional goals include but are not limited to
Problem-Based Learning, Document-Based Inquiry, and Case Study Analysis.
Method of Evaluation
-Evaluation
Procedures:
Notebook of readings
Conferences
Reflections (3 @ 25)
Total points
300
150
75
525
points
points
points
points
Grading: Grading will be based on a percentage of accumulated points:
A= 90% - 100%
V.
B= 89% - 90% C= 79-80%
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
F= 70% or lower
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
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EdS and EdD in Leadership for Learning
COURSE: EDL 9370 Critical Issues for Student Learning: Exploring the Literature
Credit Hours: 3 (repeatable)
Prerequisite: Admission to EdS/EdD program
II.
INSTRUCTOR:
III.
CLASS MEETINGS
Dates:
IV.
TEXTS & READINGS:
Office Hours:
Required Text:
Individually developed lists of readings from professional literature
American Psychological Association. (2010). Publications manual of the American
Psychological Association. (6th ed.). Washington D.C.: American Psychological Association.
V.
COURSE CATALOG DESCRIPTION
This course is a doctoral seminar focused on analysis and problem solving of a current topic of
vital concern relevant to teaching, leading and student learning in P-12 schools. Candidates
explore the literature to identify, analyze, and synthesize contemporary and classic literature on
critical school issues. The ultimate goal is to identify gaps in the literature, explore possible
topics for independent future research, and develop long term skills in literature review.
VI.
JUSTIFICATION
This course has been designed to develop educational leaders who can engage in problem solving
and who promote sustainable change (Hargreaves & Fink, 2006) by drawing from the knowledge
base about successful school leadership. Support for that knowledge base is substantiated by the
empirical evidence derived from qualitative and quantitative research (Leithwood, Day, Sammons,
Harris & Hopkins, 2006). Course readings are selected individually, designed to foster problem-
based inquiry, and focus on effective leadership practice in students’ respective professional
settings.
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
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the Kennesaw State
University Doctorate of Education program of 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 AND OBJECTIVES:
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 and the roles recommended
by Georgia’s Leadership Institute for School Improvement (GLISI). This course is
outcomes-driven, and successful individuals must provide evidence of meeting the
following complementary standards:
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 21st century 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.
http://www.gapsc.com/Rules/Current/EducatorPreparation/index.asp
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
EDL 9300 Course
Objectives
(KSD)
1. Read and critically analyze
professional literature
(S)
2. Demonstrate a profound
understanding of the literature
surrounding a particular topic
related to leadership for learning
practice (K
3. Formulate a plan for
investigating a critical issue in
leadership for learning
(S)
4. Establish frameworks for
investigating principles and
applications of sustainable
leadership
(S)
5. Exercise professionalism and
ethical practice.
(D)
IX.
EdD
Performance
Outcomes
3, 4
1, 2, 4
1, 2
2, 7
7, 8
GLISI Distributed
School Leadership
Roles







Data-Analysis Leader
Curriculum, Assessment,
& Instruction Leader
Performance Leader
Data-Analysis Leader
Curriculum, Assessment,
& Instruction Leader

Data-Analysis Leader
Curriculum, Assessment,
& Instruction Leader
Performance Leader
Change Leader
Process Improvement
Leader
Performance Leader

Relationship Leader



ELCC
BOR
Standards Strands
2
1-4
2
1-9
1-6
1-9
2
1-4
5
10
COURSE REQUIREMENTS AND ASSIGNMENTS:
GeorgiaVIEW Vista: GeorgiaVIEW Vista will be used for communication and course
management. Please check daily for postings, mail, and announcements.
The seminar nature of the course will require a large segment of independent work followed by
individual conferences with the instructor. Instructional goals include but are not limited to
Problem-Based Learning, Document-Based Inquiry, and Case Study Analysis.
Activities and Assignments:
1.
Readings proposal: Delimit a topic and present a plan for selecting readings related to
that topic. Submit the plan for approval prior to beginning the readings process. The
plan will be three pages in length (including sample bibliography) and consists of:
a. Rationale: Why did I select this topic?
b. Sample bibliography of 4-6 selections (only the reference information, not
summaries)
2.
Readings selection: Strategically select readings from professional literature.
a. All articles must be primary sources.
b. At least 50% of the articles must focus on completed research studies
c. Total number of readings should be as follows:
i. One book
ii. Minimum of 24 articles from professional refereed journals.
3.
4.
5.
X.
Report of Readings/Readings Notebook:
a. Develop a review of each reading to include:
i. 1-1/2 to 2 page summary of each reading.
ii. Answers to the following questions (Use questions as headings and place
responses at end of each article summary):
 What questions did I have about the topic before I read the
selection?
 How were my questions answered?
 What would I like to know more about the topic since reading the
selection?
b. Summative Reflection of all readings (2-3 pages). Respond to the following
prompts (specifically and with examples supported by the readings):
i. What gaps have I identified from my readings of the literature?
ii. Where do I specifically want to continue my focus in my future readings
beyond this course?
iii. What three possible research topics can I identify that are supported by the
synthesis of readings from the literature?
c. Type all report material in 10-12 font, double spaced
d. Document all references in APA 5th ed. format
e. Place all reports of readings in a three ring binder with dividers to separate each
reading.
f. In a designated section of the notebook, provide copies of all articles (not books,
unless you want to highlight a specific point or are unsure about interpretation).
Individual conferences: In addition to group meetings, you will meet individually
with the instructor by appointment to review readings and discuss progress.
Reflections: Develop reflections and submit prior to each conference. The reflection
will focus on insights gained from the readings (1 page, 10-12 font, double-spaced).
Note: The reflection is not a summary of the readings, and it is not to be a duplicate
of the information provided in the report of readings or the summary. The reflection
must address the following prompts:
a. What new insights have I gained?
b. What directions will I pursue in my subsequent readings in this course?
EVALUATION AND GRADING:
Evaluation Procedures:
Notebook of readings
Conferences
Reflections (3 @ 25)
Total points
300
150
75
525
points
points
points
points
Grading: Grading will be based on a percentage of accumulated points:
A= 90% - 100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
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 professor(s) will contribute to the evaluation process by taking into consideration student
preparation for meeting, and course products. Every effort will be made by the professor(s) 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).
XI.
COURSE OUTLINE
Proposed
Summer Session
Activity
Assignments Due
June 12
Group meeting to review course requirements
xxxxxxxxxxxxxxxxxxxxxx
Prior to
June 16
Develop a reading proposal and submit to WebCt Vista e-mail
for approval. You will receive feedback for approval within
24 hours. Begin reading process upon approval.
June 16, 8:00 a.m. (Note may
submit earlier)
June 19
Individually scheduled meeting
Office, Suite 3800 Town Point
June 26
Individually scheduled meeting
Office, Suite 3800 Town Point
Reflection #1 & Report Draft
of at least 3 readings due
online by 5:00 p.m. 6/18
Reflection #2 & Report Draft
of at least 9 readings due
online by 5:00 p.m. 6/25
July 3
Holiday Week
xxxxxxxxxxxxxxxxxxx
July 10
Individually scheduled meeting
Office, Suite 3800 Town Point
Reflection #3 & Report Draft
of at least 12 readings due
online by 5:00 p.m. 7/9
July 17
Culminating
Session
Group Debriefing
Meeting place TBA
Completed Readings
Notebooks
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 it use as a resource will give direction to the activities of the
doctoral seminar and of the whole 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.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class: Your success is related to your attending to course requirements and attending
conferences. Each meeting represents the culmination of extensive research attendance is
required. Please come to each meeting prepared by bringing all materials and readings to class.
All assignments must be completed prior to class.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor 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.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco: Jossey-Bass.
Hargreaves, A. & Fink, D. (2003). The seven principles of sustainable leadership. International
Centre for Educational Change. Ontario Institute for Studies in Education, University of
Toronto. Retrieved
January 6, 2008, from http://www2.bc.edu/~hargrean/docs/seven_principles.pdf
Leithwood, K., Day, D., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school
leadership. What it is and how it influences pupil learning. (Research Report 800).
University of Nottingham.
Retrieved January 6, 2008, from EBSCOHost database.
Pan. L. (2007). Qualitative and quantitative approaches. Preparing Literature Reviews.
(2nd ed). Glendale. CA: Pyrczak Publishing.
Websites:
http://www.galeaders.org/site/default.htm
http://www.sreb.org/
http://www.doe.k12.ga.us/
http://www.uknow.gse.harvard.edu/leadership/leadership002a.html
http://www.kennesaw.edu/library/resources/resources.htm