KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDCO 7020 Using Data for Coaching
Department
Educational Leadership
Degree Title (if applicable) Coaching Endorsement
Proposed Effective Date
Fall 2010
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
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Department Chair
Date
College Curriculum Committee
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College Dean
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Dean, Graduate College
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President
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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 __________EDCO 7020 __________________
Course Title ___Using Data for Coaching ___________
Credit Hours 3 credit hours
Prerequisites EDCO 7010: Introduction to Coaching
Description (or Proposed Degree Requirements)
This is the second of the three courses in the Coaching Endorsement sequence. This
course focuses on assessing the effectiveness of coaching on teaching, learning, and
cultural context and is based on performance-criteria. Candidates develop skills in
identifying and implementing assessment tools, utilizing effective listening and
questioning techniques, and analyzing and communicating assessment results. Learning
is supported by field-based practice that provides context for addressing the needs of
various groups of learners and educators, particularly those from diverse and sociolinguistically varied backgrounds.
III.
Justification
The Professional Standards Committee provides for a Coaching Endorsement (Authority
O.C.G.A. 20.2-200). The purpose for the Coaching Endorsement as established by PSC
Rule 505-3-.86, is to prepare “individuals to use performance assessment data to provide
feedback to individuals that will enable them in meeting criteria for performance in
various educational positions such as, but not limited to, a supervisor/coach of individuals
completing student teaching requirements or an alternative teacher preparation program,
a mentor/coach of interns/beginning teachers, an instructional/academic coach of
classroom teachers, or a coach of candidate seeking educational leadership positions.
PSC language for an introduction to Standard three and its attending elements and subelements.
Coaching provides an opportunity for teachers and leaders to develop the skills for
providing meaningful feedback, and developing a culture of trust and collaboration
(Arnau, Kahrs & Kruskamp, 2004; Cornett et al., 2009). Research suggests that coaching
can support professional learning and change behaviors to improve performance (Reid,
2009).Guided field-practice allows the developing coach to interact directly with
performers and provides the opportunity, through a team approach, to modify strategies
based on varying context and socio-linguistics needs of students (Shriver, 2006).
Administering and Interpreting Assessments
The focus of this course is to prepare the coach to have the knowledge, skills, and
dispositions to demonstrate knowledge and understanding of performance assessments
and to analyze results. (PSC Coaching Endorsement, Standard 2). Assessment of the
effectiveness of the coaching process is essential to the success of the program.
Assessment methods may/will include analysis of both observational data (e.g., logs,
narratives, field notes, checklists, behavioral scales, and tally sheets) and inquiry data
(e.g., focus groups, attitude scales, interviews, and surveys/questionnaires) and will
utilize data obtained from extant records for the Georgia Report Card, the local district
report cards, school improvement plans, and classroom assessment results.
IV.
Additional Information (for New Courses only)
Instructor: TBA
Text:
Arkady, Maydanchik. (2007). Data quality assessment. Bradley
Beach, NJ: Technics Publications, LLC.
Prerequisites:
EDCO 7010 Introduction to Coaching
Objectives:
The coaching candidate will be able to:
Course Objectives (KSD)
1. Identify and demonstrate effective use of various assessments available
and for appropriate roles and context; KS
2. Identify and use appropriate questioning techniques for diagnostic and/or
clarifying purposes, and use empathetic listening skills and data
interpretation/analysis for diagnostic and/or clarifying purposes; KS
3. Demonstrate the effective use of coaching processes; KS
4. Demonstrate effective analysis skills for performance assessments for
coachee’s strengths and areas of growth, and communicate results of
assessments effectively; KS
5. Analyze and identify barriers to performance, and communicate results
of assessments effectively; KS
6. Provide on-going advocacy and support for the coachee in the
development of confidence professional conduct in her/his ability to
achieve the performance criteria, and show genuine concern for
coachee’s welfare and future; KSD
7. Understand, develop, and use feedback techniques, effective questioning,
and clarifying and phrasing skills to collaborate with the coachee and
plan strategies for meeting performance criteria; KDS
PTEU
Performance
Outcomes
a, b, c, g
PSC
Standards
a, b, d, c, g
2
2,5
a-h
a, b, c, d, e, g
2,
2,4,5
a, b, c, d, e, g
2,4,5
a, b, c, d, g
4, 6
a, b, c, g, e
2, 4, 5
8. Develop and prioritize a timeline, and provide resources that align with
identified needs; KS
9. Develop coachee’s recognition of incremental improvement and growth,
and recognize the fluid nature of the coachee’s plan for continuous
improvement KS
10. Use proper grammar, usage, and mechanics in written work that is
directed to varied audiences, with varying purposes, and with an
understanding of the legal implications of the written word; KS
11. Use effective listening skills and recognize implications for coaching of
body language and other non-verbal aspects of the coaching
environment; KS
12. Develop and use collaborative relationships skills in an ethical manner
with specific attention to maintaining confidentiality; KSD
13. Demonstrate respect for coachee’s perceptions and personal learning
style, cross-generational/cultural/other differences, and
recognize/address issues that may impair, conflict, or interfere with
performance and professional relationships; and KSD
14. Serve as a member of the coachee’s professional team and participate
effectively in partnerships and networks of support to include all
stakeholders. KSD
a, c
4
a, c
4
a, b, c, g, e
a, b, c, g, e
5
e, b, c, f, h
6
e, b, c, f, h
6
e, b, c, f, h
6
Instructional Method
-
The candidates and university supervisor will use GeorgiaVIEW Vista for
communication and course management. Please check daily for postings, mail, and
announcements. Instructional methods may include, but are not limited to:

Problem-Based Learning

Proficiency Examination

Cooperative Learning

Document-Based Inquiry

Case Study Analysis

Simulations

Field Experiences
Method of Evaluation
Evaluation
Attendance and Participation:
Readings summaries/reflections:
Field Experiences**
Assessment Profile Project:
Presentation of Assessment Profile Project:
Conferences:
5
15%
10%
20%
25%
20%
10%
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
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
Kennesaw State University
Coaching Endorsement
I.
COURSE: EDCO 7020: Using Data for Coaching
Credit: 3 Credit Hours
Prerequisite: EDCO 7010: Introduction to Coaching
II.
III.
IV.
INSTRUCTOR:
Office:
Phone:
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Suggested Texts and Readings:
Arkady, Maydanchik. (2007). Data quality assessment. Bradley Beach, NJ: Technics
Publications, LLC.
Kallick, B. & Colosimo, J. (2008). Using curriculum mapping and assessment data to improve
learning. Thousand Oaks, CA: Corwin Press.
Kubriszyn, T. & Borich, G. (2007). Educational testing and measurement: Classroom
application and practice. Hoboken, NJ: John Wiley and Sons.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African-American
children (2nd ed). Hoboken, NJ: Jossey-Bass
Miller, D. M., Linn, R. L., & Gronlund, N. E. (2008). Measurement and assessment in
teaching, (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Orcher, L. (2007). Conducting a survey. Glendale, CA: Pyrczak Publishing.
Patten, M. (2001). Questionnaire research. Glendale, CA: Pyrczak Publishing
Shea, M. (2005). Drowning in data?: How to collect, organize, and document student
performance. Portsmouth, NH: Heinemann
Trifonas, P. P. (Ed.) (2002). Pedagogies of difference: Rethinking education for social
change. Florence, KY: Routledge, a member of the Taylor & Francis Group.
Supplemental Readings:
Readings as assigned
Professional Journals
Assessment Instruments
V.
COURSE CATALOG DESCRIPTION
This is the second of the three courses in the Coaching Endorsement sequence. This
course focuses on assessing the effectiveness of coaching on teaching, learning, and
cultural context and is based on performance-criteria. Candidates develop skills in
identifying and implementing assessment tools, utilizing effective listening and
questioning techniques, and analyzing and communicating assessment results. Learning
is supported by field-based practice that provides context for addressing the needs of
various groups of learners and educators, particularly those from diverse and sociolinguistically varied backgrounds.
VI.
JUSTIFICATION
The Professional Standards Committee provides for a Coaching Endorsement (Authority
O.C.G.A. 20.2-200). The purpose for the Coaching Endorsement as established by PSC
Rule 505-3-.86, is to prepare “individuals to use performance assessment data to provide
feedback to individuals that will enable them in meeting criteria for performance in
various educational positions such as, but not limited to, a supervisor/coach of individuals
completing student teaching requirements or an alternative teacher preparation program,
a mentor/coach of interns/beginning teachers, an instructional/academic coach of
classroom teachers, or a coach of candidate seeking educational leadership positions.
PSC language for an introduction to Standard three and its attending elements and subelements.
Coaching provides an opportunity for teachers and leaders to develop the skills for
providing meaningful feedback, and developing a culture of trust and collaboration
(Arnau, Kahrs & Kruskamp, 2004; Cornett et al., 2009). Research suggests that coaching
can support professional learning and change behaviors to improve performance (Reid,
2009).Guided field-practice allows the developing coach to interact directly with
performers and provides the opportunity, through a team approach, to modify strategies
based on varying context and socio-linguistics needs of students (Shriver, 2006).
Administering and Interpreting Assessments
The focus of this course is to prepare the coach to have the knowledge, skills, and
dispositions to demonstrate knowledge and understanding of performance assessments
and to analyze results. (PSC Coaching Endorsement, Standard 2). Assessment of the
effectiveness of the coaching process is essential to the success of the program.
Assessment methods may/will include analysis of both observational data (e.g., logs,
narratives, field notes, checklists, behavioral scales, and tally sheets) and inquiry data
(e.g., focus groups, attitude scales, interviews, and surveys/questionnaires) and will
utilize data obtained from extant records for the Georgia Report Card, the local district
report cards, school improvement plans, and classroom assessment results.
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.
Diversity Statement
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.
Use of Technology
Integrated Use of Technology: The Bagwell College of Education recognizes the
importance of preparing future educators and K-12 students to develop technology skills
that enhance learning, personal productivity, decision making, their daily activities in the
21st century. As a result, the ISTE NETS*T Technology Standards for Teachers are
integrated throughout the teacher preparation program enabling teacher candidates to
explore and apply best practices in technology enhanced instructional strategies. Specific
technologies used within this course include: Power Point; Microsoft Excel; Internet Use;
Inspiration; and GeorgiaVIEW Vista.
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
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 GeorgiaVIEW Vista and via a listserv that will be
utilized in processing the comprehensive experiences of 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
VIII. GOALS, 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 this course is outcomes-driven, successful individuals must provide
evidence of meeting the following complementary PTEU EdS/EdD Performance
Outcomes:
a. Fosters an organizational culture that facilitates development of a
shared vision, school improvement and increased learning for all
students.
b. Implements sustainable educational change and process improvement.
c. Creates 21st century learning environments that advance best practices
in curriculum, instruction, and assessment.
d. Engages in applied research that supports data-driven planning and
decision making for the improvement of schools and learning.
e. Builds collaborative relationships, teams and community partnerships
that communicate and reflect distributed leadership for learning.
f. Embraces diversity by demonstrating intercultural literacy and global
understanding.
g. Facilitates professional learning and development that enhance and
improve professional practice and productivity.
h. Exercises professionalism and ethical practice.
The coaching candidate will be able to:
Course Objectives (KSD)
PTEU
Performance
Outcomes
1. Identify and demonstrate effective use of various assessments available
a, b, c, g
and for appropriate roles and context; KS
2. Identify and use appropriate questioning techniques for diagnostic and/or a, b, d, c, g
clarifying purposes, and use empathetic listening skills and data
interpretation/analysis for diagnostic and/or clarifying purposes; KS
3. Demonstrate the effective use of coaching processes; KS
a-h
4. Demonstrate effective analysis skills for performance assessments for
a, b, c, d, e, g
coachee’s strengths and areas of growth, and communicate results of
assessments effectively; KS
5. Analyze and identify barriers to performance, and communicate results a, b, c, d, e, g
of assessments effectively; KS
6. Provide on-going advocacy and support for the coachee in the
a, b, c, d, g
development of confidence professional conduct in her/his ability to
achieve the performance criteria, and show genuine concern for
coachee’s welfare and future; KSD
7. Understand, develop, and use feedback techniques, effective questioning, a, b, c, g, e
and clarifying and phrasing skills to collaborate with the coachee and
plan strategies for meeting performance criteria; KDS
8. Develop and prioritize a timeline, and provide resources that align with
a, c
identified needs; KS
PSC
Standards
2
2,5
2,
2,4,5
2,4,5
4, 6
2, 4, 5
4
9. Develop coachee’s recognition of incremental improvement and growth,
a, c
and recognize the fluid nature of the coachee’s plan for continuous
improvement KS
10. Use proper grammar, usage, and mechanics in written work that is
a, b, c, g, e
directed to varied audiences, with varying purposes, and with an
understanding of the legal implications of the written word; KS
11. Use effective listening skills and recognize implications for coaching of a, b, c, g, e
body language and other non-verbal aspects of the coaching
environment; KS
12. Develop and use collaborative relationships skills in an ethical manner e, b, c, f, h
with specific attention to maintaining confidentiality; KSD
13. Demonstrate respect for coachee’s perceptions and personal learning
e, b, c, f, h
style, cross-generational/cultural/other differences, and
recognize/address issues that may impair, conflict, or interfere with
performance and professional relationships; and KSD
14. Serve as a member of the coachee’s professional team and participate e, b, c, f, h
effectively in partnerships and networks of support to include all
stakeholders. KSD
IX.
4
5
5
6
6
6
COURSE REQUIREMENTS AND ASSIGNMENTS:
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional
and organizational goals. The 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 )
Coach – An individual who works with the coachee (candidate) to develop and implement
strategies to improve his/her performance as a leader. (Whitmore, 2007) The coach is external to
the organization and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck,
1999 as cited in Sue-Chan, Latham, 2004).
Field Experiences
Coaching candidates will be required to complete field-based experiences that provide context
for addressing the needs of various groups of learners, teachers, and educators. Through guided
field-practice the developing coaching candidate will interact directly with a coachee for a period
of twenty (20) practicum hours. The candidate will maintain a field log and a reflective journal
that focuses on processes and implications for assessment of coaching practice and student
learning.
Candidates will develop an understanding of the process of coaching assessment through
readings and discussions that will include specific references to urban/suburban environments,
culture, SES, and socio-linguistics elements. Readings will vary and be extended to
accommodate diverse experiences and will be used to support the candidate in developing
assessment techniques that meet the needs of a variety of context experiences. The coaching
endorsement prepares candidates to work coaches from a variety of school levels to include:
elementary/primary, middle, and secondary.
Theoretical Framework for Field Experiences: Suggested Readings
Ayers, W., Ladson-Billings, G., & Michie, G., 2008;
Clopper, C. G., Conrey, B., & Pisoni, D. B., 2005;
Darling-Hammond, D., Bransford, J., LePage, P. & Hammerness, K., 2007;
Friere, P., 2005;
Ladson-Billings, G., 2009;
Stevenson, J., 2002;
Trifonas, P. P., 2002.
Instructional Methodology:
The candidates and university supervisor will use WebCT Vista for communication and course
management. Please check daily for postings, mail, and announcements. Instructional methods
may include, but are not limited to:

Problem-Based Learning

Proficiency Examination

Cooperative Learning

Document-Based Inquiry

Case Study Analysis

Simulations

Field Experiences
(Theoretical Framework: Course Readings; GA School Keys; Georgia GAPSS Analysis;
GA Keys Implementation Resources)
1. Attendance and Participation: Candidates will come to class prepared by reading all
assignments and completing all required activities.
Objectives:
Assessment:
All objectives
Holistic
2. Summaries/Reflections of Selected Readings: Following the reading of two selections from
the professional literature on the assessment of coaching (journals or book excerpts), the
candidate will develop a one page summary and a one page reflection of each selection. The
reflections will address the following prompts:
o What knowledge of and/or experience in assessment did I bring to the reading?
o What new knowledge about assessment have I acquired?
o How will this knowledge impact my practice and potentially student learning?
Objectives:
Assessment:
All objectives
Holistic
3. Coaching Simulations: The candidates will engage in observable, peer reviewed, coaching
simulations during class. The purpose is to develop the communication skills, questioning,
skills, and feedback techniques necessary for the field experience. The duration of the
coaching simulation will be 15 minutes. Following each candidate’s session, the class will
debrief and discuss observations focusing on positive aspects and areas would benefit from
improvement. The debriefing peer-review is collaborative, professional, and supportive.
Objective:
Assessment:
1, 10, 11
Holistic
4. Field Experiences: The candidate will complete 20 hours of field-based coaching
specifically related to the assessment process. The time spent in the field experience will be
documented in a field experience log and the process will be noted in a field experience
reflection. The reflection will focus on the assessment of teaching, student learning,
effectiveness of the coaching process, and impact on overall school culture/plan. (Note: The
successful completion of the Field Experience is required for passing the course.)
Objectives:
Assessment:
All objectives
Holistic
Other assignments might include:
1. Prepare a reflective paper that summarizes your definition, beliefs and philosophy
of effective assessment of coaching. Analyze specific assessment examples
including your personal perspective on why some methods might be more
effective than others in particular contexts.
2. Create an action plan for assisting a novice teacher in the development of
assessment knowledge and skills including expected impact on teacher
effectiveness, the role of you as the coach, and the impact on the novice
teacher. Focus on context to include urban education settings, SES, social and
linguistic diversity, and marginalized populations.
3. Formulate a case study based on what you have learned about coaching and
assessment. With a partner, present the case study including a description of
program components (diagnosis, intervention, evaluation), data on effectiveness,
and an analysis of the strengths and weaknesses of the process.
4. After reading a clinical scenario illustrating a mentoring/coaching problem, write
an intervention plan that relates quality teaching to quality mentoring/coaching to
address it. Address factors related context. How might this scenario differ for
varying populations.
5. Examine induction programs for novice teachers and cite literature perspective
and your own for possible reform measures. How are diverse context addressed,
particularly urban education settings.
6. Develop and present a paradigm of educational models of strong coaching
programs.
7. Identify websites and text resources that describe and support the history of
coaching programs.
8. Write and submit a research paper regarding how you will implement and assess a
Coaching Program in your own school.
(adapted from Dr. Anita VanBrackle – ECE 9120)
Reflections Log: The candidates will record evidence based experiences in a reflection
log which will provide documentation of the ability to analyze their own teaching, their
ability to collaborate and the ability to improve their teaching practice to improve
students learning. The log will enable the candidate to reflect on their professional
practices, experiences, insights, connections between theory and practice, impact on
student learning, and professional growth.
The log will document objectives for coaching and relationship of coaching to various to
divers populations of faculty and students. Candidates define context by documenting
nature of diversity in the setting: race/ethnicity, subgroups, and grade levels for both the
coachee and the student population.
The log will include but not be limited to reflections related to:
 Evaluating student data to prioritize learning objects at a particular level or with a
particular group of students.
 Writing objectives to address priorities
 Planning and delivering PD session on learning objective
 Modeling lesson on learning objective
 Co-planning lessons and formative assessment on learning objective
 Observing team/teacher teaching lesson on learning objective
 Providing feedback on lesson/observation
 Planning next steps
Possible artifacts for reflections: student data, observation forms, learning objectives,
lesson plans, feedback forms, and timelines.
Objectives:
All objectives
Assessment:
Rubric (Note: This is a PSC Assessment)
5. Assessment Profile: The candidate will develop a comprehensive coaching assessment
profile based on his/her particular school context. The project will require the candidate to
specifically: (This is a required Assessment Activity)
o Identify and describe the purpose(s) of various assessments including observational
methods (e.g., logs, narratives, field notes, checklists, behavioral scales, and tally
sheets) and inquiry data (e.g., focus groups, attitude scales, interviews, and
surveys/questionnaires). Specifically determine reliability and validity of
assessments. 2(i)Consult Mental Measurement Yearbook to for instrument critiques.
Sample assessments to review:
 The Thomas-Kilmann Conflict Mode Instrument (TKI) (Thomas & Kilmann
(2002);
 EQ Map (Essi Systems, 2005);
 Personal Listening Profile (Training Solutions, Inc., 2006)
 Leadership Practices Inventory 360 (Kousez & Posner, 2003)]
o Identify approved school based assessment instruments. (ex: CCSC School Opinion
Survey)
o Identify data resources that can be utilized to measure student achievement. ( i.e.,
Georgia Report Card, the local district report cards, school improvement plans, and
classroom assessment results.) 2(i)
o Demonstrate ability to administer and assess the results of a variety of assessment
instruments. (This could be a group project where students are subjects or could be a
field experience assignment). 2(ii)
o Determine, as a prospective Coach, a specific problem or area for improvement in
his/her school setting. Describe an assessment plan that will include data gathering
methods/instruments, implementation, and how assessment will take place. Include
rationale for selection of methods based on cultural context of setting.2(ii)(iii) 6
o Develop a summative narrative that describes how the profile establishes a lens for
informing the coaching process. The narrative should specifically describe how the
information from the profile impacts coaching and links to student learning.
2(iii)5(ii) 6
Objectives:
Assessment:
1, 2, 3, 4, 5
Rubric
6. Presentation of Assessment Profile: The candidate will develop a PowerPoint and use it to
make a presentation to the class. The purpose of the presentation is to provide an overview
of the student’s Assessment Project as it relates to coaching, classroom performance, and
improving student learning. The presentation will specifically address the context of
coaching and the cultural, SES, and socio-linguistic nature of context.
Objectives:
Assessment:
All objectives
Rubric
7. Conferences: The candidate will meet with the course instructor to review progress and
receive feedback on the Assessment Profile Project.
Objectives:
All objectives
Assessment:
Holistic
X.
EVALUATION AND GRADING:
Evaluation
Attendance and Participation:
Readings summaries/reflections:
Field Experiences**
Assessment Profile Project:
Presentation of Assessment Profile Project:
Conferences:
15%
10%
20%
25%
20%
10%
**Note: Successful completion of Performance Task 5 (Field Experience) is a minimum
competency for passing the course
Grading:
A= 90% -100%
XI.
B= 80% - 89%
C= 70% - 79%
TENTATIVE COURSE OUTLINE
Session Activity
Assignment/Due Date
Week 1 Introduction and Overview –
Why is Assessment important?
Week
2&3
Weeks
3&4
Weeks
5&6
Weeks
7&8
Week
9 & 10
F= 69% or lower
Types of Assessment Methods
Observational Methods &
Analysis
Kubriszyn, & Borich,
Field Experience Begins
Writing Rubrics
Readings #1:
Topic: Rubrics
Inquiry Methods & Analysis
Listening
Field Experience
Debriefing
Questioning Techniques
(Diagnostic/Clarifying)
Role Playing
Attitude Scales & Analysis
Self-Assessment & Analysis
How can Self-Assessment
improve the coaching process?
Standardized
Tests/Interpretation/Analysis
Assigned Readings
Readings #2:
Topics: Inquiry Methods
Orcher
Patten
Kallick & Colosimo
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Miller, Linn, &
Gronlund,
Field Experience
Debriefing
Field Experience
Debriefing
Miller, Linn, &
Gronlund,
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Field Experience
Debriefing
Various Instruments as
appropriate.
Miller, Linn, &
Gronlund,
Week
11 &
12
Week
13
Week
14
Weeks
15-16
Week
16
Statistical Techniques for
Analyzing Data
Reflecting, Providing
Feedback, Assessing Impact of
Coaching Process on
understanding assessments,
their results, and the
relationship to context.
Analyzing and Identifying
Barriers to Performance
How can Assessment Results
improve the Coaching Process?
Project Presentations
Discuss Field Experience
Summaries and Reflections
Project Presentations
Discuss Field Experience
Summaries and Reflections
Field Experience
Debriefing
Field Experience
Debriefing
Arkady, Maydanchik.
Kubriszyn & Borich
Trifonas
Ladson-Billings
Field Experience
Debriefing
Shea
Assessment Profile Due
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Debriefing on assessing
and analyzing results
xxxxxxxxxxxxxxxxxxxx
Field Experience
Reflections Logs Due
XII.
POLICIES
Students should make every effort to attend every class. We will be learning how to use
electronic equipment, evaluating our own learning, and providing feedback to each other.
Class discussions, group work, peer evaluation activities require that everyone be present.
Late work will have 10 points deducted for each day the paper is late. If you know you
are going to miss a class, make arrangements for someone to turn your paper in during
the class it is due or e-mail it as a last resort.
Professionalism KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Candidates are responsible for knowing and
adhering to the guidelines of academic honesty as stated in the graduate catalog.
Academic Honesty Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the
Student Code of Conduct addresses the University's policy on academic honesty,
including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or academic
work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes either an
"informal" resolution by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of Conduct's minimum one
semester suspension requirement.
XIII. REFERENCES AND BIBLIOGRAPHY
Arnau, L., Kahrs, J., & Kruskamp, B (2004). Peer coaching: Veteran high school teachers take
the lead on learning. NASSP Bulletin, 88(639), 26-41.
Arkady, Maydanchik. (2007). Data quality assessment. Bradley Beach, NJ: Technics
Publications, LLC.
Ayers, W., Ladson-Billings, G., & Michie, G. (Eds.). (2008). City kids, city schools:
More reports from the front row. New York, NY: The New Press.
Baldwin, J., Johnson, L., Reding., P. (2005). Coaching skills for educational leaders:
Professional development experiences in ne public school district Third Annual
International Coach Federation Research Symposium. San Jose, CA.
Bentler, P.M. (1995). EQS structural equations program manual. Encino, CA: Multivariate
Software, Inc.
Buros Center for Testing (2010). The Eighteenth Mental Measurements Yearbook. Lincoln,
Nebraska
Clopper, , C. G., Conrey, B., Pisoni, D. B. (2005). Effects of talker gender on dialect
categorization. Journal of Language and Social Psychology, 24(2), p. 182-206
Clutterbuck, D., (2008). What’s happening in coaching and mentoring? And what is the
difference between them? Development and Learning in Organizations, 22(4), 8-10.
Cornett, J., Ellison, J., Hayes, C., Killion, K. et al (2009). Coaching: Approaches and
perspectives. London, England: Corwin Press.
Creighton, T. B. (2007). Schools and data. Thousand Oaks, CA: Corwin Press.
Damore, S. J., & Murray, D. (2009). Urban elementary school teachers’ perspectives regarding
collaborative teaching practice. Remedial and Special Education, 30(4), 234-244.
Darling-Hammond, D., Bransford, J., LePage, P., & Hammerness, K. (2007). Preparing
teachers for a changing world: What teachers should learn and be able to do.
Hoboken, NJ: Jossey-Bass.
Elmore, R. F. (2002). Building a new structure for school leadership. Washington, D.C.: The
Albert Shanker Institute
Friere, P. (2005). Education for critical consciousness. New York, NY: Continuum
International Publishing Group.
Georgia Department of Education (2010). Georgia Keys.
Georgia Governor’s Office of Student Achievement Report Card (2008). Retrieved
September 8, 2008 from
http://www.gaosa.org/FinaASchool.aspx?PageReq=106&StateId=All
Georgia Leadership Institute for School Improvement, Retrieved December 5, 2009 from
http://www.glisi.org/site/default.htm
Hodkinson, H. (2001). Educational demographics. What teachers should know. Educational
Leadership, 584,6-11.
Hudson, F. (1999). The handbook of coaching. San Francisco: Jossey-Bass Publishing.
International Coach Federation. (2007). Retrieved September 26, 2008 from
http://www.coachfederation.org/ICF
Joyce, B., & Showers, B. (1995). Student achievement through staff development:
Fundamentals of school renewal. White Plains, NY: Longman
Kallick, B. & Colosimo, J. (2008). Using curriculum mapping and assessment data to improve
learning. Thousand Oaks, CA: Corwin Press.
Kubriszyn, T. & Borich, G. (2007). Educational testing and measurement: Classroom
application and practice. Hoboken, NJ: John Wiley and Sons.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African-American
children (2nd ed). Hoboken, NJ: Jossey-Bass
Latz, A., Speris Neumeister, K., Adams, & Pierce, R., (2009). Peer coaching to improve
classroom differentiation: Perspectives from Project CLUE. Roeper Review, 31(1), 27-39.
Miller, D. M., Linn, R. L., & Gronlund, N. E. (2008). Measurement and assessment in
teaching, (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Monroe, C. R. (2009). Teachers closing the discipline gap in an urban middle school. Urban
Education, 44(3), 322-347.
Orcher, L. (2007). Conducting a survey. Glendale, CA: Pyrczak Publishing.
Patten, M. (2001). Questionnaire research. Glendale, CA: Pyrczak Publishing
Reid, D. (2009). Performance coaching. Optician, 238(6217), 14. Retrieved from Academic
Search Complete database.
Reiss, K., (2007). Leadership coaching for educators: Bring out the best in school
administrators. Thousand Oaks: Corwin Press.
Seidman, I. (2006). Interviewing as qualitative research (2ndEd.). New York, NY: Columbia
University Press
Shea, M. (2005). Drowning in data?: How to collect, organize, and document student
performance. Portsmouth, NH: Heinemann
Shriver, S., & Re, T. (2006). Performance coaching: When to do it, how to do it. Pharmaceutical
Representative, 36(9), 32-33. Retrieved from Academic Search Compete database.
Strober, D., & Grant, A. (2006). Evidence based coaching handbook. Hoboken, NJ: John
Wiley and Sons, Inc.
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.
Stevenson, J. (2002). Concepts of workplace knowledge. International Journal of
Educational Research, 37(1), p. 1-15
Strayhom, T. L. (2009). Different folks, different hopes: The educational aspirations of black
males in urban, suburban, and rural high school. Urban Education, 44(6), 710-731.
Trifonas, P. P. (Ed.) (2002). Pedagogies of difference: Rethinking education for social
change. Florence, KY: Routledge, a member of the Taylor & Francis Group.
Whitmore, J. (2007). Coaching for performance. (3rd ed.) Boston: Nicholas Brealy Publishing.
Websites:
http://www.unl.edu/buros/
http://www.gsaec.org/curriculum.html
http://www.coachfederation.org/includes/docs/Ethics-Issue-Oct-09Revised.pdf
http://www.doe.k12.ga.us/
http://www.gapsc.com/ProfessionalPractices/Rules/505-6-.01.pdf
Course-Based Review and Assessment
www.umass.edu/oapa/oapa/publications/online_handbooks/course_based.pdf
Program-Based Review and Assessment
http://www.umass.edu/oapa/oapa/publications/online_handbooks/program_based.pdf