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KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
Educational Leadership Performance-Based Certification Only
Program
Kennesaw State University
Department of Educational Leadership
Bagwell College of Education
Proposed Start Date: Revisions Summer 2011
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Program Description
Program Abstract
The Educational Leadership Performance-Based Certification Only program is
offered by the Department of Educational Leadership in the Bagwell College of
Education and the Professional Teacher Education Unit. Georgia’s distributed
leadership concept calls for the collaboration of teacher leaders in the classroom
with executive leaders in administration to improve their schools and student
learning at the K-12 level. The program’s courses, experiences, and
assessments are tightly aligned with eight key performance outcomes that are
consistent with Georgia’s initiatives to improve schools and increase student
learning through data-driven reforms and sustained change.
Students in the Educational Leadership Performance-Based Certification Only
program take 18 – 21 hours in educational leadership. The Educational
Leadership courses are completed on site in the P-12 setting of the candidates’
place of work. The Educational Leadership model provides collegial support and
collaboration for the candidates. The Educational Leadership faculty believe that
the cohort model will be a powerful and effective component of the program and,
as such, will support and facilitate candidates’ success as they engage in
authentic learning in authentic settings.
Unique Aspects of Program
Consistent with the Board of Regents P-16 Initiatives and the Georgia
Leadership Institute for School Improvement (GLISI), the Bagwell College of
Education’s (BCOE) Educational Leadership Performance-Based Certification
Only program will produce teachers and administrators who will serve effectively
as leaders of learning in P-12 schools in a variety of Distributed Leadership roles
as defined by GLISI. The Distributed Leadership Model as envisioned by the
University System of Georgia Board of Regents prepares leaders to effectively
serve in a variety of leadership roles in schools and school districts. The roles
include, but are not limited to: a) Change Leader; b) Performance Leader; c)
Relationship Leader; d) Learning and Development Leader; e) Data Analysis
Leader; f) Curriculum, Assessment, and Instruction Leader; g) Operations
Leader; and h) Process Improvement Leader (GLISI). Graduates of the KSU
Educational Leadership Performance-Based Certification Only program will be
equipped to support and inspire colleagues to achieve higher levels of student
learning in P-12 schools.
In response to both the changing nature and demands of educational leadership,
in 2006, the Georgia Board of Regents (BOR) and the Professional Standards
Commission (PSC) required all state-certified Georgia educational leadership
programs to be redesigned, complying with new guidelines established by BOR
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and the Professional Standards Commission (PSC). These new guidelines contain
ten “strands” depicting performance indicators (BOR) and six standards (PSC) that
serve as the foundation of this proposed Educational Leadership Performance
Based Certification Only program. Additionally, all program objectives are linked to
the Standards for Advanced Programs in Educational Leadership (National Policy
Board for Educational Administration, 2002).
This proposed Educational Leadership Performance-Based Certification Only
program Educational Leadership is developed to comply with the BOR and PSC
redesign guidelines. The demands of educational leadership include the ability of
candidates to understand and support the educational process of all students,
including those from culturally and linguistically diverse backgrounds and other
underrepresented populations.
The career ladder possibilities will assist in producing leaders for such developing
positions as principals, assistant principals, academic coaches, master/lead
teachers, departmental chairs, curriculum coaches, etc. These positions will serve
as effective career paths for future leaders who will bring enhanced curriculum and
instructional leadership abilities to their positions.
Furthermore, the Certification Only program will prepare leaders to more
effectively assist novice teachers in their transition to the profession through
improved induction/mentoring program and to support the Board of Regents in
meeting the demands of the Double the Number and Double the Diversity Of
Teachers plan. The program is designed to prepare leaders to function
effectively in distributed leadership roles as identified by the Georgia Leadership
Institute for School Improvement (GLISI). Those leaders will contribute to a
sustained emphasis on quality by building a community of leaders for learning in
schools who have the knowledge, skills, and dispositions to positively impact
student learning for all and to assist their colleagues in doing the same.
Candidates in the program complete 18 – 21 credit hours.
The program was developed through a collaborative process with university
faculty and leaders from P-12 environments. The collaborative process of
design, development, and delivery of the program is consistent with the Regent’s
Principles and Actions for the Preparation of Educational Leaders for the Schools
(Principle #3). Clearly, the Educational Leadership Performance-Based
Certification Only program at KSU is distinctive and will significantly strengthen
the Board of Regents (BOR) position and reputation in the region.
The Educational Leadership Performance-Based Certification Only program,
builds on the philosophical foundation laid by Kennesaw State University’s
intense focus on ethics, leadership, and community engagement. These values
emerge naturally from KSU’s long-standing, successful commitment to
Invitational Leadership, an ethical theory of practice whereby leaders intentionally
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summon others to realize their potential in all areas of human endeavor. In this
thinking, it is not enough that leaders of learning concern themselves merely with
organization and management; rather, they must inspire and instruct by
example. In the Bagwell College of Education, we recognize the explicit
relationship between Invitational Leadership and Distributed Leadership in
educational settings. The proposed program builds on this tradition by bringing
together professional, experienced educational leaders for advanced,
collaborative study in leadership practice and theory. The proposed program will
provide a forum for further development of leadership skills for those individuals
who form the foundation of strong school communities.
Residency Module Structure: A unique feature of the program is that candidates
must be referred for admission by their respective schools/districts. Additionally,
the program competencies must be met in an in-field performance-based
structure, whereby candidates must spend substantially more than fifty percent
(50%) of their instructional time in the field completing activities that involve real
time, real people, and real settings. The concentration courses are comprised of
six (6) “residency modules” that each represent 120 contact hours of field-based
activities. The program faculty believes that leaders for learning must see and
experience the collaborative, problem-solving nature of distributed leadership in
their program if they are to be collaborative, problem-solvers in distributed
leadership roles in the real world of P-12 schools.
Transition Module: According to PSC Rule 505-3.58, candidates who change
position either during or following completion of a performance-based program
may add the other leadership area (building or system) by completing the
program requirements for a position in the other area. Only the standards and
elements that specifically pertain to the area not previously completed (building
or system) are required for adding the other program. The transition residency
module provides a structure for completing requirements to meet either area not
completed or for performance-based requirements not met in other coursework.
Candidates who complete some portion of their program in either a school-based
setting or a district-based setting and who then move to the other setting, must
document experiences in both levels to be recommended to the Professional
Standards Commission for PL-6 or PL-7 certification in both areas. The
education of beginning leaders should be contextually based and guided by real
school environments.
This module provides a residency period that will extend from 1-3 credit hours,
depending on the needs of each individual candidate. The number of credit hours
and specific activities will be determined by the candidate’s prior modular
experiences. Activities for this module will complement those prior experiences to
ensure that the candidate has performance-based experiences at both building
and system level. Required activities will be selected from any of the other six
modules where the candidate has not demonstrated completion of the
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requirements for a particular area (building or district) and will be supplemented
by any other activities as determined by the university and school/district.
Supervised Residency: The candidate’s residency will be supervised by a
Beginning Leader Support Team (BLST). The BLST will be comprised of the
candidate, the university supervisor, a trained and qualified coach, and a mentor
from the building level or system level. The team will meet at least three times
during the entire residency period (during the course of the six residency
modules). They will create the candidate’s Individual Induction Plan, establish
observation experiences, examine the candidate’s portfolio, evaluate progress,
establish areas of need, and determine if the residency requirements have been
satisfactorily met. In addition to the initial BLST meeting, the candidate and the
coach will participate in at least 4 coaching sessions during the six module span
of the six module residency. In addition to the initial BLST meeting, the building
level or system level mentor will guide the beginning leader in applying the
knowledge and skills specified in the induction plan. They will guide them by
directly observing the candidate’s performance on-site and by providing feedback
for a total of 36 contact hours over the duration of the program.
Institutional Importance of the Program
The proposed Educational Performance-Based Certification Only program will
prepare education professionals for a variety of educational leadership positions.
The program furthers Kennesaw State University’s mission by providing a
facilitative collegiate environment that fosters high quality academic preparation
with a focus on critical analysis skills, global and multicultural perspectives,
leadership development, social responsibility, and lifelong learning. Kennesaw
State University’s mission will be fully reflected in this unique and distinctive
program. The program is a natural extension of KSU’s academic priorities as
articulated in KSU’s Strategic Plan. Further, it provides an opportunity for KSU to
build on an established foundation of its successful Master of Education degree
programs. Specifically, the proposed program will help KSU meet the priorities
and goals of the university’s strategic plan in the following ways:
1. The program provides an in-demand forum for individuals preparing
for high-level leadership positions in the critical-need area of
education. The proposed Performance-Based Certification Only
program responds to a well-documented shortage of highly
qualified professional educators with the knowledge, skills, and
abilities necessary to lead educational organizations.
2. Kennesaw State University has placed an increasing emphasis on
leadership development over the past decade, and specifically on
graduate programs in education, nursing, business, information
systems, professional writing, conflict management, and public
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administration. KSU’s commitment to and the importance of
preparing leaders will only increase in coming years. The proposed
program will provide professional educators with in-depth training
and experiences at the post master’s level in Educational
Leadership. In addition, the emphasis on teacher leadership in a
diverse, global environment furthers KSU’s mission as a university
devoted to preparing graduates to have a positive impact on
diverse learners in the schools and classrooms of Georgia.
Kennesaw State University is in an ideal position to offer the Educational
Leadership Performance-Based Certification Only program. Kennesaw State
University is uniquely qualified to offer this highly professional program based on
its long history of collaboration both with the local school districts and with
numerous community constituents. These ongoing partnerships have resulted in
the community’s trust in the programs and graduates of Kennesaw State
University.
KSU's Mission and Strategic Plan
Facilitating the development of leadership knowledge, skills, and dispositions in
our graduates is central to Kennesaw State’s mission. KSU is well known for
programs devoted to leadership development for administrators, faculty, staff,
students, and community members. The emphasis placed on professional
graduate education, collaborative learning, community involvement, and applied
research provides a realistic and exciting context for adult learners. Kennesaw
fulfills its mission and strategic plans by not only designing and delivering
distinctive practitioner degree programs, but also through a network of institutes
and centers. For example, KSU’s Institute for Leadership, Ethics and Character,
one of very few institutes in the country with a focus on ethical leadership, will
serve as a unique resource for students and faculty of the Educational
Leadership concentration of the Performance Based Certification Only program.
As an educational institute, it offers leadership, stewardship, ethics, and
character development curricula, comparative studies in leadership theory and
practice, and invitational opportunities for service and community engagement.
Other on-campus centers and institutes in a variety of fields and disciplines will
provide valuable support for the candidates and faculty. Some of these include
the Educational Technology Training Center, Center for Global Initiatives, A. L.
Burruss Institute of Public Service, and the Center for Nonprofit and Public
Leadership.
The proposed Performance-Based Certification Only program fully supports and
embodies the mission of Kennesaw State University. As leaders of learning,
graduates of the program will possess the knowledge, skills and dispositions that
reflect many of Kennesaw’s distinctive features. Kennesaw and its graduates are
unique in that they:
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







Proposed Revisions
Possess a substantive commitment to collaboration within
the university and with others outside the university.
Are intentionally inviting.
Are committed and strongly dedicated toward service and
applied scholarship.
Are focused on student learning and success.
Value the importance of and practice ethical, principlecentered, and moral leadership.
Value the importance of and implement innovative and
interdisciplinary curricula that are responsive to the individual
and to current and future societal needs.
Are committed to high quality, distinctive professional degree
programs.
Focus on global and multicultural perspectives with a
commitment to international education.
System and State of Georgia Goals
As previously delineated in the first section of this proposal, the PerformanceBased Certification Only program directly addresses system-level and statelevel goals through linking with the Board of Regents’ P-16 Initiatives and the
Georgia Leadership Institute for School Improvement (GLISI), the Regent’s
Principles and Actions for the Preparation of Educational Leaders for the
Schools, the Georgia Professional Standards for Educational Leadership
Program (505-3-.58) and the Double the Number and Double the Diversity Of
Teachers plan. In addition, the proposed program is closely aligned with the
following University System of Georgia/Board of Regents’ strategic goals:
USGBOR Goal 1. Educate graduates who are intellectually and ethically
informed individuals with well-defined skills and knowledge who are capable
leaders, creative thinkers and contributing citizens.
USGBOR Goal 2. Expand participation by increasing access, enhancing
diversity, improving service to nontraditional students, expanding use of distance
education, advancing public library usage, and marketing the advantages of
postsecondary education.
USGBOR Goal 3. Increase academic productivity through improved recruitment,
increased retention, accelerated graduation and expanded credit generation.
USGBOR Goal 5. Help accelerate Georgia’s economic development by
providing needed graduates, offering appropriate academic programs, and
marketing the System and its institutions as economic assets of the state.
USGBOR Goal 9. Increase, diversify, and strategically allocate resources.
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Staffing, Facilities and Enrollment
In section V (Curriculum) of this document you can find a schedule of courses by
semester and a list of faculty who are assigned to teach the courses. See
Section VI (Inventory of Faculty Directly Involved) for a detailed listing of faculty
who will initially have primary teaching responsibility in the program, as well as
the specific courses faculty are scheduled to teach and their related
qualifications.
II
Objectives of the Program
From the beginning, the Educational Leadership design team charged with
developing this proposal has been committed to designing a program that builds
on our collaborative approach and mission at KSU. University faculty and leaders
from across P-12 settings have worked to design a program that engages the
candidates in real-life, problem-based learning. In addition, colleagues in P-12
schools have provided feedback and input to the design team. The design team
has worked for one year attending state level meetings, confering with state level
officials and P-12 leaders, planning, and creating the proposed concentration.
Those efforts were directed by the umbrella graphic for the program in Leadership
for Learning.
All course requirements have been linked to the Performance Outcomes (Table 1),
which helped clarify exactly what characteristics and behaviors candiates should
demonstrate. The performance outcomes are consistent with the NCATE, SACS
and KSU Assurance of Learning initiatives since they describe the knowledge,
skills and dispositions KSU graduates must demonstrate to impact positively
student learning in P-12 schools.
Table 1. Performance Outcomes for the Performance-Based Certification Only
program
GLISI’s Distributed
School Leadership
Role
Performance Outcomes
Leaders for Learning:
1. Foster an organizational culture that facilitates
development of a shared vision, school improvement,
and increased learning for all students.
2. Implement sustainable educational change and process
improvement.
3. Create 21st century learning environments that advance
best practices in curriculum, instruction, and
assessment.
● Relationship Development
Leader
● Process Improvement Leader
● Operational Leader

Learning and Performance
Development Leader
● Change Leader
● Process Improvement Leader
● Operational Leader
● Data Analysis Leader
● Curriculum, Assessment,
Instruction Leader
● Learning and Performance
Development Leader
● Operational Leader
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4. Engage in applied research that supports data-driven
planning and decision making for the improvement of
schools and learning.
● Data Analysis Leader
● Process Improvement Leader
● Performance Leadership
5. Build collaborative relationships, teams, and community
partnerships that communicate and reflect distributed
leadership for learning.
● Relationship Development
6. Embrace diversity by demonstrating intercultural literacy
and global understanding.
● Curriculum, Assessment,
7. Facilitate professional learning and development that
enhance and improve professional practice and
productivity.
● Learning and Performance
Leader
Leader
● Operational Leader
Instruction Leader
● Learning and Performance
Development Leader
Development Leader
● Curriculum, Assessment,
Instruction Leader
8. Exercise professionalism and ethical practice.
The Bagwell College of Education’s (BCOE) Educational Leadership
Performance-Based PL-6/PL-7 Certification Only program will significantly
strengthen the Board of Regents’ (BOR) position and reputation in the region.
Consistent with the Board of Regents P-16 Initiatives and the Georgia Leadership
Institute for School Improvement (GLISI), this degree will produce leaders who will
serve effectively in P-12 schools in a variety of Distributed Leadership (GLISI)
roles.
III
Justification and Need for the Program
The need for effective leadership in education has never been greater. Over the
past two years, the BCOE has received hundreds of requests for program
offerings at the advanced graduate level. These genuine requests have evoked a
response from the Bagwell College of Education to meet the needs of our service
area by proposing a model standards-based Educational Leadership
Performance-Based Certification Only program. According to the U.S. Census
data, Georgia is growing faster than any state in the USA (Census Bureau,
2004). A recent study reported (Atlanta Journal Constitution, March 16, 2006),
that 18 of the 100 fastest growing counties in the country surround Atlanta. Four
of these counties (Cherokee, Paulding, Bartow and Douglas) are adjacent to
Cobb County and are a part of KSU’s service area. Demographically, this growth
also reflects a significant increase in diversity. Conservative projections indicate
that the minority population will be the majority before 2050.
Growth is not the only issue. Recently, Cobb County School’s Superintendent
projected that nearly half of the principals who are currently employed will retire
or retrench within the next ten years. The present and projected shortage of
qualified school leaders is well-documented, both nationally and within the state of
Georgia (NAESP/NASSP/ERS, 1998; NAESP, 2003; Page, 2006). In its 2006
status report the Georgia Professional Standards Commission’s (PSC) Division for
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Education Workforce Recruitment, Research and Development observed that
attrition was a “critical factor” for Georgia’s principal workforce (PSC, 2006). In
response to the rising attrition rate, the Board of Regents charged all of the
system institutions to “Double the Numbers and Double the Diversity.” Since
then, the BCOE has increased graduate level program opportunities for
practicing professionals. The response to the graduate programs has been
tremendous. A critical need and demand exists for advanced graduate study
opportunities from a public institution in the region. Approval of the proposed
Educational Leadership Performance-Based Certification Only concentration in
the program will partially meet this growing demand and need, as well as the
Double/Double mandate, by increasing the number of highly qualified school
leaders who understand and represent diverse populations.
The nature and demands of educational leadership require preparation programs
to focus more on hands-on performance-based learning and to provide
opportunities for leaders to develop the ability to understand and support the
educational process of all students, including those from culturally and linguistically
diverse backgrounds and other underrepresented populations. In 2006 the
Georgia Board of Regents (BOR) and the Professional Standards Commission
(PSC) required all state-certified Georgia educational leadership programs to be
redesigned, complying with new guidelines established by BOR and PSC that
focused on performance-based learning. The design of KSU’s Educational
Leadership concentration in the program in Leadership for Learning
Performance-Based Certification Only program responds to this call for
restructuring.
Additionally, the design of the program emerges from the belief that successful
leaders must possess more than technical knowledge and skills to manage a
school or district. Specifically, leadership for learning is a social process (Adams
& Copeland, 2005), which empowers leaders at every level of the school to
produce and nurture needed, sustainable change with the explicit goal of
improving learning for all of Georgia’s P-12 students.
The program of study is designed and driven by two essential principles which
are consistent with Distributed School Leadership. First, leadership must be
shared by teachers and administrators to resolve complex issues of teaching,
learning and accountability in Georgia’s schools. Second, leaders must deepen
and broaden their expertise in content areas. These principles frame the
Educational Leadership Performance-Based Certification Only concentration in
the program’s design.
This program proposal is Kennesaw’s State’s response to Georgia’s required
restructuring. Candidates completing all program requirements will be eligible for
Georgia’s PL-6/PL7 Performance Based Certificate. The program is designed to
meet core and concentration requirements of KSU’s Performance-Based
Certification Only program.
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
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Core courses and appropriate specialization courses
Candidates must complete 18 - 21 credit hours in Educational Leadership.
The focus of the concentration is to deepen and broaden the knowledge,
skills, and dispositions of the candidates in Educational Leadership.

Quantity of graduates
The first cohort will be limited initially to 24 candidates. Once enrollment
stabilizes, it is anticipated that annually 50-75 candidates will complete the
Performance-Based Certification Only program.

Productivity
The Performance-Based Certification Only program will be offered at the
advanced graduate tuition and fee rate. The tuition and fee income and
formulae funding flow through dollars will support the programs and
possibly produce some excess revenue.
Based upon our understanding of funding of the total operating budget at
KSU, about 45% comes from student tuition and about 45% from state
appropriations (formula funding), with the remaining 10% from all other
sources. Therefore, the tuition income and the state appropriation should
be adequate to cover all of the instructional costs of the program. We
understand that state appropriations are two year in arrears, but KSU will
underwrite the startup costs in the first two years.
Programs of this Student Credit Hours (SCH) potential will obviously
generate greater staff support and operational costs as they develop. It is
estimated that an additional staff support person will be needed in each
program area, with increased supply and operational funds needed as
well. It is anticipated that such needs will be manageable with increases in
formulae-driven allocations from the USG.

Partnering.
Bagwell College of Education will continue its excellent tradition of working
with public school systems, the Regional Educational Support Agencies,
the USG Board of Regents, the Georgia Department of Education, state
universities in Georgia, and international partnerships in the enrichment of
educational experiences of program participants.
Under specifications of the redesign initiative, university faculty and P-12
leaders have collaborated in program design to reflect the practical needs
of the schools. This collaboration is consistent with the research-base that
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supports solid partnerships between schools, districts, and educational
leadership departments (Darling-Hammond, 2007).

Placement
The program concentration will be housed in the Bagwell College of
Education, specifically in the Department of Educational Leadership.
Candidate advisement files and advisors will be located in the Department
of Educational Leadership
IV
Procedures Used to Develop the Program
The Performance-Based Certification Only program will operate under the
academic supervision of the Vice President for Academic Affairs, the Dean of
Graduate Studies College, the Dean of the Bagwell College of Education and the
Chair of the Department of Educational Leadership. Coordinating support and
operational assistance will be provided by the BCOE Associate Dean for Graduate
Programs Study, the Director Coordinator of Doctoral and Specialist Programs and
the staff of the Graduate Program Office (GPO) in the Teacher Education Advisory
Center (TEAC) Education Student Services (ESS). The program will benefit from
the oversight and participation of the university-wide Professional Teacher
Education Unit (PTEU) as well.
The Educational Leadership Performance-Based Certification Only program was
developed by a design team and in a collaborative manner with representatives
from leaders in P-12 settings. Specific design team and P-12 partner’s
responsibilities included:
Department Faculty’s Contributions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Reviewing and researching the literature to establish a rationale and
theoretical framework for the program.
Developing curriculum maps with objectives derived from Standards for
Advanced Programs in Educational Leadership (National Policy Board
for Educational Administration, 2002), BOR Principles, and PSC
Standards.
Developing syllabi for residency modules to include content, activities,
assessment strategies, and resource bibliographies.
Linking all activities to program objectives.
Developing assessment criteria.
Compiling references to support the residency module.
Reviewing reports.
Recommending the Educational Leadership concentration program
department faculty for approval.
Facilitating the TEC and GPCC review process and revising as
recommended.
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10.
11.
12.
Proposed Revisions
Coordinating partnerships with partner schools/districts.
Working with PSC for program approval.
Preparing for program implementation.
P-12 Leaders’ Contributions
1. Meeting with faculty individually and in small groups to discuss program
goals and residency module structure.
2. Reviewing residency modules and providing feedback.
References:
In addition to practitioner input, the program design committee’s decisions were
principally informed by the following literature:
Brimley, V., Jr.. & Garfield, R. R. (2008). Financing education in a climate of
change. Boston, MA: Allyn & Bacon.
Copeland, M. A. & Knapp, M. S. (2006). Connecting leadership with learning: A
framework for reflection, planning, and action. Alexandria, VA: Association for
Supervision and Curriculum Development.
Cuban, L., Darling-Hammond, L.; & Fuhrman, S. et al (2004). Who’s in charge
here: The tangled web of school governance and policy. Harrisonburg, VA.,
R. R. Donnelley.
Cunningham, C. A. & Billingsley, M. (2006). Curriculum webs. Boston, MA:
Pearson/Allyn and Bacon.
Dufour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). Whatever it takes: How
professional learning communities respond when kids don’t learn.
Bloomington, IN: National Education Service.
Goleman, D. (2002). Primal leadership: Realizing the power of emotional
intelligence. Boston: Harvard Business School Press.
Gordon, S. P. (2004). Professional development for school improvement:
Empowering learning communities. Boston, MA: Pearson/Allyn and Bacon.
Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An
approach to intercultural communication (4th ed.). New York, NY: McGrawHill.
Kouzes, J. M. & Posner, B. A. (2007). The leadership challenge (4th ed.). San
Francisco, CA: John Wiley & Sons, Inc.
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Martin, J. M. & Nakayama, T. K. (2007). Intercultural communication in contexts
(4th ed.). Boston, MA: McGraw-Hill.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2008). Measurement and assessment
in teaching (10th ed.). Upper Saddle River, NJ: Prentice-Hall.
Ornstein, A. C. & Hunkins, F. P. (2004). Course design: A guide to curriculum
development for teachers. Boston, MA: Pearson/Allyn and Bacon.
Rebore, R. (2007). Human resources administration in education: A management
approach (8th ed.). Boston, MA: Pearson.
Sergiovanni, T. J. (2009). The principalship: A reflective practice perspective (6th
ed.) Boston, MA: Pearson/Allyn and Bacon.
Smith, R., (2005). Human resources administration: A school-based perspective
(3rd ed.). Larchmont, NY: Eye on Education.
Sowell, E. J. (2005). Curriculum: An integrative approach. Upper Saddle River,
MH: Pearson/Merrill Prentice Hall.
Spring, J. (2006). Pedagogies of globalization: The rise of the educational security
state. Mahwah; Lawrence e=Erlbaum Associates, Inc.
Swarez-Orozco, M. & Qin-Hilliard, D. B. (2004). Globalization; Cultural and
education in the new millennium. Berkeley, CA: University of California
Press.
West, M. & Petersen, P. (Eds.). (2007). School money trials: The legal pursuit of
educational adequacy. Washington, D. C.: Brookings Institute Press.
Wheatley, M. (2005). Finding our way: Leadership of an uncertain time. San
Francisco, CA: Barrett-Koehler Publishers, Inc.
Wright, R. J. (2007). Tests and measurements in the age of accountability.
Thousand Oaks, CA: Sage Publications.
V
Curriculum: Program Requirements
The Performance-Based Certification Only program is designed for experienced
educators. Candidates must be referred for admisisons by their respective
schools/districts. The program will be delivered in cohorts for the core courses and
offered through a combination of on-campus seminars, school/district based
performance, and on-line learning experiences specifically designed so that
candidates maximize collaboration with professional colleagues and peers.
Instruction will involve the use of a variety of instructional methods including, but
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not limited to, problem-based learning, modules, case-studies, research and
individual projects. Application of learning to school-based issues and problems is
a critical component of this applied program. Candidates in the program are
required to be employed as teachers or administrators in a school district.
Program Admission Requirements
Expected qualifications for applicants to be considered for admission will typically
include: 1) an earned master’s EdS degree in professional education or a related field;
2) a Georgia leadership certificate (T-6 L-5, NL-5, T-5, S-5 or equivalent or above), or
other appropriate Georgia state requirements; 3) current full-time employment as a
professional educator with at least four years of teaching and/or administrative
experience in K-12 education and 4) a Graduate Aptitude & Achievement Index Score
of at least 3000 (Graduate Index Score = GRE Quantitative Score plus GRE Verbal
Score times GPA for the master’s degree).
Applicants to the program must submit the following:
1. Official transcripts of all college coursework, undergraduate and graduate.
2. Evidence of completion of Master degree, a Specialist degree, and/or a
Doctoral degree or its equivalent in a related field.
3. Copies of Official scores on the General Test of the Graduate Record Exam
within the last five years.
4. All relevant professional teaching and/or administrative certificates.
5. Professional Profile detailing related professional qualifications.
6. Reflections on Leadership for Learning
7. Official request for consideration of transfer courses
Until September 1, 2011, candidates must have passed the Leadership
GACE (NL-5) for admissions. After September 1, 2011, candidates who do
not hold an MEd in Educational Leadership will be required to take 6 hours
of preservice coursework in lieu of the Leadership GACE (NL-5).
The preservice coursework must be completed prior to enrolling in and
completing any other program courses. (Added in 12.2010 program
modification)
Due to the performance-based nature of the program, transfer credits will not be
accepted.
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The admissions process for the program will have three levels of review as
described below.
Level 1: The Kennesaw State University Graduate Admissions Office under the
supervision of the Dean of Graduate Studies College will conduct the first level of
review. The Graduate Admissions Office will assemble all materials submitted by
the candidate and enter the data into Banner and Knowledge Web. Once all
materials are complete, the Graduate Admissions Office will forward the completed
application packet to the Bagwell College of Education Graduate Programs Office
for the second level of review. Simultaneously, the Graduate Programs Office,
under the supervison of the Associate Dean for Graduate Studies Study in the
Bagwell College of Education will confirm completion of the packets and assemble
them for review.
Level 2: The BCOE Graduate Programs Office will evaluate each candidate’s
application making sure it is complete AND that the candidate meets the minimum
requirements for consideration for admission to the Educational Leadership
Performance-Based Certification Only program. Application packets for those
candidates meeting all minimum requirements will be forwarded to the Educational
Leadership Coordinator. The final pool of qualified applicants for admission will be
identified by the Performance-Based Certification Only program and Admissions
Committee who will forward a list of candidates recommended for admission to
the Director Coordinator of the Doctoral and Specialist program.
Level 3: The final evaluation of applicant files and approval for admission will be
conducted by the Bagwell College of Education’s Admissions Committee. That
committee, composed of educational specialist and doctoral program faculty
representatives, will employ rubrics to systematically evaluate the merits of each
applicant’s admission file. The Committee’s recommendation for admission into the
program will be based upon the collective professional judgment of the overall merits
of the applicant’s case in the context of the quality of the applicant pool and the
availability of openings in concentration. Consequently, the more qualified applicants
there are for a limited number of new student openings, the more competitive the
selection process becomes.
The determination of the merits of each applicant’s case will focus on a number of key
variables that are vitally important to a candidate’s ability to successfully complete a
specialized academic program at the educational specialist level or doctoral level,
which includes a major applied research contribution to the field of education related
to the improvement of schools and student learning. Those factors include: related
undergraduate and graduate degrees (master’s, specialist required, and/or doctorate);
academic performance and achievement; professional teaching and administrative
certifications; professional employment in K-12 schools; verbal and writing skills;
quantitative and problem solving skills; evidence of teaching effectiveness; evidence
of educational leadership; compatible educational philosophies and professional
ethics; and other related contributions and achievements of note.
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Growth and Flexibility
As the Educational Leadership Performance-Based Certification Only program
continues to grow, needs to assess resources and capabilities for possible
expansion to meet the demands of the market. Opportunities may arise to meet
school district requests to tailor a cohort of candidates to suit their particular
needs.
Concentration Courses (Residency Modules) in Educational
Leadership
(18 - 21 credit hours concentration + 3 credit hours transition)
Semester I (Spring)
EDL 8810 Vision and Governance (3)
Semester II (Summer)
EDL 8820 Managing the Physical Environment (3)
Semester III (Fall)
EDL 8830 Curriculum, Assessment and Instruction (CAI) (3)
Semester IV (Spring)
EDL 8840 Professional Learning (3)
Semester V (Summer)
EDL 8850 Managing Human Resources (3)
EDL 8300 Intercultural Communication & Global Learning (3) **
As Needed
EDL 8860 Transition Module (3)
Course Descriptions
EDL 8810 Vision and Governance (3)
The purpose of this foundational module is to facilitate the acquisition of knowledge, skills, and
disposition related to the importance of developing and implementing a vision for school
improvement within school and system governance structures.
EDL 8820 Managing the Physical and Fiscal Environment (3)
During this module, the candidate will, along with the university faculty supervisor, school/district
mentor, and leadership coach, create a program of observation, research, and involvement
designed to gain an understanding into the role of managing resources for instructional
improvement and a safe school environment for learning.
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EDL 8830 Curriculum, Assessment and Instruction (CAI) (3)
This module is designed to provide candidates with the knowledge, skills, and dispositions
necessary to make critical curriculum and assessment decisions that focus on the best
instructional practices.
EDL 8840 Professional Learning (3)
This module focuses on developing leaders who can develop, implement, and monitor
professional learning programs and activities that are meaningful, job-embedded, and that
provide follow-up support.
EDL 8850 Managing Human Resources (3)
This module is designed to develop leaders who understand the significance of sound and
efficient decision-making as it impacts the performance of school and system employees, the
fiscal resources of the school district, and most importantly, the increased academic
achievement of all students within the district.
EDL 8300 Intercultural Communication & Global Learning (3)
This module addresses the practical application concepts in distributed leadership, particularly as
they relate to building relationships with colleagues, students and families from other cultures.
The primary goal of this course is to assure that all students have equitable opportunities to
achieve academic excellence in the state-approved curriculum. (This residency module is a
modification of the core course EDUC 8300: Intercultural Communication & Global Learning )
EDL 8860 Transition Module (1-3)
This residency module focuses on developing knowledge, skills, and dispositions required for
completing an area at the building or system level that were not met during the completion of a
performance-based program or during other coursework. The candidate will enroll in 1-3 credit
hours of credit depending on the analysis of needs as determined by the collaboration between
the university and school/district. Offered as needed.
VI
INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
All faculty course assignments and additional faculty resources will be provided
from currently employed, graduate level faculty. Faculty expertise and support
will assure that the educational specialist program can be supported while, at the
same time, ensuring that KSU will continue to provide high quality instruction
across the Department of Educational Leadership’s programs. KSU will continue
to comply with NCATE guidelines restricting graduate faculty teaching loads to
nine credit hours in order to accommodate greater expectations for engagement
in research.
All members of the Educational Leadership faculty will be involved in delivering
the residency modules and activities in the Educational Leadership Performance-
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Based Certification Only Program. Faculty participation is shown according to
faculty areas of expertise and specialization:
Faculty
EDL
8810
Bowen
Chan
Chandler
Dishman
Holbein
Holliday
Jiang
Patterson
Tubbs
X
X
EDL
8820
EDL
8830
X
X
EDL
8840
X
EDL
8850
X
X
X
X
X
X
X
X
X
EDL
8860
X
X
X
X
X
X
X
X
X
EDL
8300
X
https://sacs.kennesaw.edu/portal/page/portal/PG_SACS_INFORMATION_C
ENTER
FACULTY DEVELOPMENT
Faculty in the department of Educational Leadership maintain and demonstrate
sustained scholarship activity and agendas consistent with expectations of
faculty working in educational leadership programs. Funds have been designated
in the Educational Leadership Department budget to support faculty
development. Members of the EDL faculty are encouraged to make best use of
the funds to attend professional conferences and workshops advancing their
professional growth. Travel funds are available for faculty to participate in
significant educational conferences at the state, national, and international levels.
Aside from departmental and college- level support for travel, the KSU
Foundation, Office of Graduate Studies Study, and the International Office have
supplemented faculty travel funds for professional endeavors.
Faculty members from the Department of Educational Leadership have traveled
internationally to share professional educational expertise, to gain knowledge
of educational practices around the world, and to establish partnerships with
international peers. It is the culture of the Department of Educational Leadership
to collaboratively pursue scholarly activities.
FACULTY RESEARCH AND SCHOLARSHIP
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Members of the Educational Leadership faculty are actively engaged in research
activities in educational leadership. They frequently present at important state,
national, and international conferences of the following organizations:
State conferences:
Georgia Educational Research Association
Georgia Association of Teacher Education
Georgia Association of School Business Officials
Georgia Association of School Personnel Administrators
Georgia P-16 Annual Conference
Georgia Association of Educators
Georgia Compensatory Educations Leaders Conference
Alabama Association for Young Children
Alabama Association of Early Childhood Teacher Educators
Florida Association for the Education of Young Children
Regional Conferences:
Mid-Western Regional Education Association
Southern Association of School Business Officials
Southeastern International Reading Association
Southeastern Regional Association of Teacher Educators
Southern Regional Council for Educational Administration
National Conferences:
American Association for Supervision and Curriculum Development
American Association of Colleges for Teacher Education
American Association of School Personnel Administrators National Conference
American Educational Research Association
American Reading Forum
Association of Teacher Education
National Council of States on In-service Education
National Council of Teachers of English
National Educational Technology Conference
National Staff Development Council Conference
Student First Success For All Conference
ESOL Conference on Effective Collaborative Practices
International Conferences:
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Association of School Business officials International
College Reading Association
Hawaii International conference of Education
International Reading Association
International Literacy and Educational Research Network Conference on
Learning
International Society for Educational Planning
International Society for Technology in Education
National Council of Teachers of English, France
Sino-American Education consortium
Educational Leadership faculty scholarly publications often appear in
professional refereed journals such as:
AASA Journal of Scholarship and Practice
Affective Reading Education Journal
American School Board Journal
Asia-Pacific Journal of Teacher Education
Becoming
Bilingual Research Journal
Chronicle of Higher Education
Classroom Leadership
Contemporary Education Psychology
Contemporary Issues in Educational Leadership
College Student Journal
Eastern Education Journal
Education
Education Week
Educational Planning
Educational and Psychological Measurement
Educational Psychological Review
Educational Research and Development
GaETC Journal
Gateways to Teacher Education
Georgia Educational Researcher
Indiana Reading Journal
International Journal of Learning
Journal of College and Characters
Journal of Excellence in College Teaching
Journal of Reading Education
Journal of Southeastern Regional Association of Teacher Educators
Journal of Reading Education
Journal of Technology in Teacher Education
Journal of Ethics in Leadership
Journal of School Business Management
Journal of Instructional Psychology
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Journal of Global Initiatives: Policy, Pedagogy, and Perspectives
Journal of Educational Technology
Journal of Hispanic Higher Education
Journal of School Public Relations
Journal of Liberal Arts and Sciences
Journal of Adolescent and Adult Literacy
Leading and Learning with Technology
Louisiana Research Journal
Mississippi Reading Journal
Principal
Principal Leadership
Reading Horizons
School Business Affairs
School Facility Planner
TESOL in Action
Tech Trends
Grant Applications and Contracts:
The faculty also has been successful in grant applications and contracts. The
following are examples of approved external grants and contracts submitted by
Educational Leadership faculty in the past few years:
Chan, T. C. (2002). A comparison of student achievement, attitude and behavior
between portable classrooms and permanent classrooms. A research
project funded by the Council of Educational Facility Planners International.
($8,500).
Chan, T. C. (2006). The impact of technology facilities on student learning. A
research project funded by the Council of Educational Facility Planners
International ($8,500).
Holliday, E. (2006). African American male initiative. Grant approved by the
Georgia Board of Regents to identify potential African American college
bound students and assist them in graduating from college ($30,000).
Holliday, E. (2006-2007). Blog2 Learn. Grant to work with male students in the
improvement of their language arts instruction through the use of Weblogs
($45,937 for 2006 and $47,480 for 2007).
Jiang, B. (2003). Fulbright Group Travel Program. Grant approved by U.S.
Department of Education ($63,000).
Jiang, B. (2000). Three year EFL professional development for Colegio Morelos
De Cuernavaca, Colegio Morelos De Cuernavaca, Mexico. ($50,000).
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Jiang, B. (2001, 2002, 2003). Title V summer faculty development travel grant to
attend summer institutes at the University of Incarnate Word, Harvard
University, and the University of Portland ($2,000 each year).
Williamson, J. (2006) Three year strategic technology plan for the State Schools
for the Blind and the Deaf. Contract awarded by the division of
Instructional Technology and Media, Georgia Department of Education
($20,000).
Williamson, J. (2006). A survey of technology leaders in Georgia. Contract
awarded by the Division of Instructional Technology and Media, Georgia
Department of Education.
Books published, edited, in press or under contract by Educational Leadership
Faculty include:
Chan, T. C. & Richardson, M. D. (2005). Ins and outs of school facility
management. Scarecrow Education Publishing Company.
Ouyang, R., & Chan, T. C. (2007). (Eds.). Education. Series on Western
Research in Humanities and Social Sciences. Beijing, China: Chin
Remmin University Press.
Jiang, Y. S. & Chan, T. C. (1990). A conceptual framework of modern
educational administration. Kwangtung, China: Kwangtung Higher
Education Press.
Dishman, M. & Cagle, C. (2008). Modern education law (Volume 4 of the
Peabody College Leadership Series). New York: Allyn and Bacon.
Murphy, D., & Dishman, M. (2008). Educational records. Lanham, MD: Rowman
Littlefield Education.
Murphy, D., & Dishman, M. (2007).The American Association of School
Personnel Administrators’ Family and Medical Leave Act compliance
manual. Kansas City, MO: AASPA.
Dishman, M., & Murphy, D. (2006). The Fair Labor Standards Act and American
schools. Lanham, MD: Rowman Littlefield Education.
Dishman, M. & Murphy, D. (2005). The Georgia Association of School Business
Officials Fair Labor Standards Act compliance manual.
Murphy, D., & Dishman, M. (2005). The Georgia Association of School Business
Officials family and Medical Leave Act compliance manual.
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Holliday, H. E. (2007). Gender education in 7 steps: Reigniting the academic pilot
lights of boys and girls? Atlanta, GA: Jedco Press.
Williamson, J., & Redish, T. (in press). A standards-based preparation program
for technology leaders and facilitators. Eugene, OR: International Society
for Technology in Educatio
VII
Outstanding programs of this nature at other institutions
Survey and Comparative Analysis.
January 2008 marks the initial offerings of the newly redesigned Educational
Leadership programs across the state. One comparable institution to KSU has a
developed similar program to the Educational Leadership Performance-Based
Certification Only program.
Core
Field-Based
Courses
Elective for
Building
or System Level
Total
Hours
18
3* optional
18 - 21
18
xxxxxxxxxxxxxxxx
21
KSU
U of West GA
3
Unique Features of KSU’s program:
The uniqueness of the Educational Leadership Performance-Based Certification
only program was thoroughly discussed on pages 2-4 of this proposal.
VIII
Inventory of pertinent library resources (Not Applicable)
IX
Facilities (Not Applicable)
X
Administration (Not Applicable)
XI
Assessment (Not Applicable)
XV
Fiscal and Enrollment Impact, and Estimated Budget (Not
Applicable)
XII
Accreditation
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The program has received BOR approval to begin and SACS approval to begin.
The program will meet all requirements of the Georgia Professional Standards
Commission for leadership certification at the L-6 levels.
Business Content Audit:
Referencing the Business Content Worksheet, does this program or
concentration, incorporating the information proposed herein, have “traditional
business subject” content delivered by faculty or programs administered by the
Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and
obtain necessary approvals as indicated.
__X__ No
_____ Exempt Graduate programs administered by the Coles College
are exempt.
__________
* All graduate programs exceeding 50% business content are automatically required to
meet AACSB International business accreditation standards. The purpose of the audit is
to prevent the unintended, undesirable compulsory inclusion of programs subject to
AACSB standards.
XIII
Affirmative Action Impact (Not Applicable)
XIV Degree Inscription (Not Applicable)
25