KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDCO 7030 Applied Coaching: Developing, Implementing, and
Maintaining a Coaching Plan
Department
Educational Leadership
Degree Title (if applicable) Coaching Endorsement
Proposed Effective Date
Summer 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
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
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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 ___EDCO 7030_____________________________
Course Title _Applied Coaching: Developing, Implementing, and
Maintaining a Coaching Plan _______
Credit Hours 3 credit hours
Prerequisites EDCO 7010: Introduction to Coaching
Description (or Proposed Degree Requirements)
This is the capstone course in the three-course sequence of the Coaching Endorsement.
Prior to enrolling in this course, candidates will have (a) completed EDCO 7010 in which
a knowledge base for coaching to performance criteria has been established and (b)
EDCO 7020 in which the candidate will have learned to administer and interpret
assessment profiles. In this course, candidates will apply their knowledge, skills, and
dispositions in coaching in real settings. More specifically, they will develop, maintain,
and implement an effective coaching plan. Forty percent of this course is a field work
practicum in which the coaching candidate will develop goals and a plan to achieve them
in collaboration with a coachee.
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).
Developing, Maintaining, and Implementing a Coaching Plan
At the culmination of the coaching endorsement candidates will be required to
demonstrate how they have honed their ability to plan, manage progress and
accountability, and engage in extensive practice. The focus is to “prepare the coach to
have the knowledge, skills, and dispositions to develop, maintain, and implement an
effective coaching plan, manage progress and accountability, and have the knowledge,
skills, and dispositions to provide opportunities to practice (PSC Coaching Endorsement,
Standard 3).
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.
Know and be able to create and adjust a plan with results that are
specific, measurable, attainable, and realistic, and have target dates
(SMART Goals); KS
2.
Define actions that will enable the coachee to demonstrate practice
and deepen new learning, and encourage the coachee to take on
new and challenging tasks KSD KS
3. Monitor and plan to keep coaching on track; and develop a system
to help the coach self-monitor
4.
Identify resources used to practice, willing participants for
practice, and schedule time to complete practice. KS
5.
Develop and prioritize a timeline, and provide resources that align
with identified needs; KS
6. Develop coachee’s recognition of incremental improvement and
growth, and recognize the fluid nature of coachee’s plan for
continuous improvement; KS
7. Provide on-going advocacy and support for the coachee in the
PTEU
Performance
Outcomes
a-h
PSC Standards
a, e, b, c, g, d, d
3
e, g, h
3
a, b, c, h, e, f
3
a, c
4
a, b, e, g
4
a, b, c, d, g
1, 4, 6
3
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
8. Develop an understanding of feedback techniques as they relate to
coaching to performance criteria; KS
9. Understand, develop, and use feedback, effective questioning, and
clarifying and phrasing skills to collaborate with the coachee and
plan strategies for meeting performance criteria; KS
a, b, g, e
4
a, b, c, g, e
2, 4, 5
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
a, b, c, g, e
5
11. Use effective listening skills and recognize implications for
coaching of body language and other non-verbal aspects of the
coaching environment; and 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 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, b, c, g, e
5
e, b, c, f, h
6
a, b, c, f, h
6
a, 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
Assignment
Performance Task 1
Performance Task 2
Performance Task 3
Performance Task 4
Performance Task 5
Percentage
15%
15%
15%
15%
40%**
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
n/a
Funding Required Beyond
Normal Departmental Growth
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
EDUC 7030: Applied Coaching: Developing, Implementing, and Maintaining a
Coaching Plan
(3 credit hours)
Prerequisites: EDCO 7010: Introduction to Coaching and
II
INSTRUCTOR:
Office:
Email:
Office Phone:
Office hours by appointment please
III
CLASS SESSIONS:
IV
SUGGESTED TEXTS AND READINGS
Required Text:
Berkley, S.G. (2005). Quality teaching in a culture of coaching. Lanham: MD: Rowman
and Littlefield.
Supplemental readings:
Crosson, A., Boston, M., Levison, A., Matsumura, L., Resnick, L.,Wolf, M. & Junker, B. (2004).
Beyond summative evaluation: The instructional quality assessment as a professional
development tool. CSE Technical Report 691Paper presented at the Annual Meeting
of the American Educational Research Association (San Diego, CA, Apr 2004).
(ERIC Document Reproduction Service No. ED492870).
Keller, B. (2007). Coaching teachers to help students learn. Education Week. 27(15), 22-24.
Retrieved from www.edweek.org/ew/articles/2007/12/12/15coaching.h27.html
Kist, William. (2001). Using rubrics. Teacher to teacher. (Report No. OLRC-039-300-027).
Kent. OH: Ohio Literacy Resource Center.
(ERIC Document Reproduction Service No. ED458392).
Latz, A., Speirs Neumeister, K., Adams, C., & Pierce, R. (2009). Peer coaching to
improve classroom differentiation: Perspectives from Project CLUE. Roeper Review,
31(1), 27-39. doi: 10.1080/02783190802527356.
Neufeld, B. & Roper, D. (2002) Off to a Good Start: Year I of Collaborative Coaching
and Learning in the Effective Practice Schools. Report. Boston, MA.
ERIC Document Reproduction Service No. ED480875
Shider, Linda.(2009). The impact of time spent coaching for teacher efficacy on student
achievement. Early Childhood Education Journal 36 (5), 453-460.
Wong, H., & Wong, R. (2008). Academic coaching produces more effective teachers.
Education Digest. (74(1), 59-64. Retrieved from Academic Search Complete database.
Zwart, R., Wobbles, T., Ergen, T., & Bolus S. (2009). Which characteristics of a reciprocal peer
coaching context affect teacher learning as perceived by teachers and their students?
Journal of Teacher Education 60 (3), 243-257.Doi: 10.1177/00222487109336968.
V
COURSE CATALOG DESCRIPTION:
This is the capstone course in the three-course sequence of the Coaching Endorsement.
Prior to enrolling in this course, candidates will have (a) completed EDCO 7010 in which
a knowledge base for coaching to performance criteria has been established and (b)
EDCO 7020 in which the candidate will have learned to administer and interpret
assessment profiles. In this course, candidates will apply their knowledge, skills, and
dispositions in coaching in real settings. More specifically, they will develop, maintain,
and implement an effective coaching plan. Forty percent of this course is a field work
practicum in which the coaching candidate will develop goals and a plan to achieve them
in collaboration with a coachee.
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).
Developing, Maintaining, and Implementing a Coaching Plan
At the culmination of the coaching endorsement candidates will be required to
demonstrate how they have honed their ability to plan, manage progress and
accountability, and engage in extensive practice. The focus is to “prepare the coach to
have the knowledge, skills, and dispositions to develop, maintain, and implement an
effective coaching plan, manage progress and accountability, and have the knowledge,
skills, and dispositions to provide opportunities to practice (PSC Coaching Endorsement,
Standard 3).
VII
CONCEPTUAL FRAMEWORK
Collaborative Development of Expertise in Teaching, Learning, and 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 are 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, public and private schools, and 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 AND OBJECTIVE
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 Goals and objectives for this course are consistent with the Georgia Professional
Standards Commission standards created for the capstone course of the three course
sequence required for the Coaching endorsement and are listed as below.
The coaching candidate will be able to:
Course Objectives (KSD)
1.
Know and be able to create and adjust a plan with results that are
specific, measurable, attainable, and realistic, and have target dates
(SMART Goals); KS
2. Define actions that will enable the coachee to demonstrate practice
and deepen new learning, and encourage the coachee to take on
new and challenging tasks KSD KS
3. Monitor and plan to keep coaching on track; and develop a system
to help the coach self-monitor
4. Identify resources used to practice, willing participants for
practice, and schedule time to complete practice. KS
5. Develop and prioritize a timeline, and provide resources that align
with identified needs; KS
6. Develop coachee’s recognition of incremental improvement and
growth, and recognize the fluid nature of coachee’s plan for
continuous improvement; KS
7. 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
8. Develop an understanding of feedback techniques as they relate to
coaching to performance criteria; KS
10. Understand, develop, and use feedback, effective questioning, and
clarifying and phrasing skills to collaborate with the coachee and
plan strategies for meeting performance criteria; 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; and 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 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
IX
PTEU
Performance
Outcomes
PSC
Standards
a-h
3
a, e, b, c, g, d, d
3
e, g, h
3
a, b, c, h, e, f
3
a, c
4
a, b, e, g
4
a, b, c, d, g
1, 4, 6
a, b, g, e
4
a, b, c, g, e
2, 4, 5
a, b, c, g, e
5
a, b, c, g, e
5
e, b, c, f, h
6
a, b, c, f, h
6
a, b, c, f, h
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 fifty (50) practicum hours. The candidate will maintain a field log and a reflective journal that
focuses on processes and implications for coaching practice and student learning.
Candidates will develop an understanding of the context of coaching through readings and
discussions related 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 coaching 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 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
The assignments listed below are designed to integrate face to face classroom sessions with the
field work practicum. Fifty percent of the field work requirement embedded in the Coaching
Endorsement course sequence will occur during the context of this course.
Theoretical Framework: Course Readings; GA School Keys; Georgia GAPSS Analysis; GA
Keys Implementation Resources)
Performance Task 1
The candidate will write a commentary paper that addresses the concerns facing the
coachee that you are coaching. Focus on key factors that influence planning and impact
student learning such as academic content development (prior knowledge); language
proficiency; social development;
state and county expectations; family and community; and the cultural context (SocioLinguistics elements, diversity, marginalized students/families) of the school setting.
Objectives: 1, 2, 12
Assessment: Rubric
Performance Task 2
Candidate will create a self-assessment rubric designed to provide clear performance
expectations for their coaching activities.
Objectives: 3, 5, 9, 12, 14
Assessment: Coaching rubric designed by candidate
Performance Task 3 (This is a Required Chalk and Wire Activity)
Coaching Plan
The candidate will collect and analyze classroom data to design an evidence-based
professional development plan. Professional collaborative discussions related to the
content area in which teachers are facing problems will be documented to assist in
assessing strategies to improve, enhance, and refine teaching practices that will impact
student learning.
 Action plan
o Timeline and coaching schedule for implementation 4(ii)3(iii)
o Design: data collected, objectives, notes from discussions,
strategies, other actions or activities 2(i)
o Plan instruction closely aligned to state standards and
assessments3(i)
o Meeting student performance goals 1(i) 2(iii)
o Identify what might make it difficult or impeding instruction 2(iii)
o Strategies to meet the needs of students in Urban settings, those
with diverse socio-linguistic characteristics, and students from
marginalized populations 3(i) 2(i) 6(i)(ii)(iii)
o Select strategies to be used to meet content area goals 39i)
o Identify appropriate scaffolding goals that accommodate different
proficiency levels 3(i)
 Implementation
Candidate will implement the professional development plan based on the
results of the collected data, teacher collaboration, and time line. A pre
and post observation {2(i)(ii)} incorporating reflective dialogue will
provide constructive feedback {3(ii)4(ii)} to teachers on their instruction,
successes and challenges encountered in the lesson and focus on next steps
(adjusting instruction, instructional setting, and differentiation.)

Meeting documentation 4(ii)3(iii)
Objectives:
Assessment:
1, 2, 3, 4, 7, 8, 9, 12, 14
Rubric
Performance Task 4:
1. Capstone Coaching Simulation: The candidates will engage in evaluated, observable
capstone coaching simulation. The purpose is to demonstrate the communication skills,
questioning, skills, and feedback techniques acquired during the three courses and the
accompanying field experiences. The duration of the capstone coaching simulation will be
15 minutes. The capstone coaching simulation is collaborative, professional, and supportive.
Objective:
Assessment:
8 , 9, 11, 13
Holistic
Performance Task 5
Field Experiences: The candidates will complete 12 hours of field-based coaching. 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
context (vision/mission), procedures, and impact on practice and student learning. (Note:
The successful completion of the Field Experience is required for passing the course.)
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
diverse 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)
X
EVALUATION AND GRADING
Assignment
Performance Task 1
Performance Task 2
Performance Task 3
Performance Task 4
Performance Task 5
Percentage
15%
15%
15%
15%
40%**
**Note: Successful completion of Performance Task 5 (Field Experience) is a minimum
competency for passing the course
Grading:
A= 90% -100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
XI
COURSE OUTLINE
Week /Date
Sessions 1
Sessions 2-3
Sessions 4-5
Sessions 6-7
Sessions 8-9
Sessions 1011
Topics Activities
Review syllabus.
Course overview.
Group Discussion
of Commentary
Papers
Designing an
Evidence-Based
Professional
Development Plan
Action Plan
Discussions and
Reading
Discussions
Self Assessment
Rubrics
Self Assessment
Rubric Discussions
and Reading
Discussions
Assignment /Due Date
None
Assigned
Readings
None
Performance task 1 /Due Week 2
Bring Commentary Paper with
questions & issues. Groups discuss
questions, concerns, sources still
needed. Questions of instructor from
the whole class after group
discussion.
Field Experience Begins
Performance Task 2/Due Session 4
Field Experience Debriefing
Bring Action Plan with Questions
and Issues. Work in groups to
provide feedback for Action Plans
Field Experience Debriefing
Field Experience Debriefing
Bring self assessment rubric with
questions and issues. Work in groups
to provide feedback concerning
rubrics.
(1)Keller, B.
(2)Latz, A.,
(3)Speirs Neumeister,
K., Adams, C., & Pierce,
R.
(4)Shider, Linda
(5)Wong, H., & Wong,
R.
(1)Neufeld, B. & Roper,
D
(2)Zwart, R., Wobbles,
T., Ergen, T., & Bolus S.
Field Experience Debriefing
Sessions 1213
Implementing the
Professional
Development Plan
Sessions 1415
PDP and Reading
Discussions
Performance Task 3/ Due Session
12
Field Experience Debriefing
Bring PDP with questions and Issues.
Work in groups to provide feedback
Generating a
meaningful
evidence-based
reflection log
Field Experience Debriefing
Performance Task 4/Due Week 16
Bring Reflection Log with questions
and issues. Work in groups to discuss
and analyze reflections
Session 16
Reflection log and
reading discussion
Berkley, Chapters 5, 6,
and 7
(1)Kist, William.
(2) Crosson, A., Boston,
M., Levison, A.,
Matsumura, L., Resnick,
L.,Wolf, M. & Junker,
B.
XII
CLASS 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/BIBLIOGRAPHY
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development experiences in one public school district. Third Annual International Coach
Federation Research Symposium. San Jose, CA.
Berglas, S. (2002). The very real dangers of executive coaching. Harvard Business Review on
Becoming a High Performance Manager. Boston: Harvard Business School Publishing
Corporation.
Berkley, S.G. (2005). Quality teaching in a culture of coaching. Lanham: MD: Rowman and
Littlefield.
Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and strategies
to support principal development. Thousand Oaks, CA: Corwin Press.
Bossi,M. (2008). Does leadership coaching really work? Retrieved September 20, 2009, from
http://www.thefreelibrary.com
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.
Damore, S. J., & Murray, D. (2009). Urban elementary school teachers’ perspectives regarding
collaborative teaching practice. Remedial and Special Education, 30(4), 234-244.
Ellinger, A., Hamlin, R., & Beattie, R. (2008a). Behavioural indicators of ineffective managerial
coaching: A cross-national study. Journal of European Industrial Training. 32(4). 240257. (ERIC Document Reproduction Service No. EJ 801375)
Crosson, A., Boston, M., Levison, A., Matsumura, L., Resnick, L.,Wolf, M. & Junker, B. (2004).
Beyond summative evaluation: The instructional quality assessment as a professional
development tool. CSE Technical Report 691Paper presented at the Annual Meeting
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Ellinger, A., Hamlin, R., & Beattie, R. (2008b, February). Coaching, HRD and OD: Towards
three ‘silo’ fields of practice or a single ‘unified’ profession? Paper presented at the
Academy of Human Resource Development International Research Conference in the
Americas, Panama City, FL.
Georgia Leadership Institute for School Improvement, Retrieved December 5, 2009 from
http://www.glisi.org/site/default.htm
Hobson, A. (2003). Mentoring and coaching for new leaders: A review of the literature. Spring
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Hunt, J. and Weintraub, J. ( 2002). The coaching manager. Thousand Oaks: Sage Publications.
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Latz, A., Speirs Neumeister, K., Adams, C., & Pierce, R. (2009). Peer coaching to
improve classroom differentiation: Perspectives from Project CLUE. Roeper Review,
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Monroe, C. R. (2009). Teachers closing the discipline gap in an urban middle school. Urban
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Neufeld, B. & Roper, D. (2002) Off to a Good Start: Year I of Collaborative Coaching
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Peer Resources. Website. Professional coaching organizations, associations and networks.
Retrieved October 14, 2009, from http://www.peer.ca/coachorgs.html
Raines, L. (2009, Oct. 4). Coaching helps job seekers look within. The Atlanta JournalConstitution, pp. G1,G2.
Reiss, K. (2007). Leadership coaching for educators: Bring out the best in school
administrators. Thousand Oaks: Corwin Press.
Robertson, J. (2008). Coaching educational leadership: Building leadership capacity through
partnership. Sage Publications Ltd., London.
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achievement. Early Childhood Education Journal 36 (5), 453-460.
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Websites:
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