GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet

KENNESAW STATE UNIVERSITY

GRADUATE COURSE PROPOSAL OR REVISION,

Cover Sheet

(10/02/2002)

Course Number/Program Name EDL 6716 Curriculum & Instructional Leadership

Department Educational Leadership

Degree Title (if applicable) Master of Education in Educational Leadership

Proposed Effective Date Fall, 2005

Check one or more of the following and complete the appropriate sections:

X 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: Dr. Traci Redish

Faculty Member

2-15-05

Date

Not Approved Approved

Approved Not Approved

Department Curriculum Committee Date

Department Chair Date

Not Approved Approved

Approved

Approved

Approved

Not Approved

Not Approved

Not Approved

School Curriculum Committee Date

School Dean Date

GPCC Chair

Dean, Graduate Studies

Date

Date

Approved

Approved

Not Approved

Not Approved

Vice President for Academic Affairs Date

President Date

EDL 6716 Curriculum & Instructional Leadership 1

KENNESAW STATE UNIVERSITY

GRADUATE COURSE / CONCENTRATION/PROGRAM CHANGE

I. Current Information (Fill in for changes)

Page Number in Current Catalog

Course Prefix and Number

Course Title

Credit Hours

Prerequisites ___________________________________________

Description (or Current Degree Requirements)

II. Proposed Information (Fill in for changes and new courses)

Course Prefix and Number _EDL 6716 _______________________

Course Title _ Curriculum & Instructional Leadership ___________

Credit Hours 3

Prerequisites Admission to M.Ed. program in Ed. Leadership or___ graduate Ed. Leadership certification program

Description (or Proposed Degree Requirements)

This course focuses on the role educational leaders play in improving the teaching and learning process by the examination of systemic curriculum and teaching reform. It includes the application and practice of instructional supervisory/leadership philosophy, theory, and principles as they guide instructional leadership behavior and assessment of the results of instructional leadership behaviors.

III. Justification

This course is required for the Leadership Endorsement in Georgia. This course is designed to help aspiring educational leaders develop an understanding of and skills in supervisory practices that improve the learning of students in Pre-K-12 schools through the identification and research of current and emerging curricular trends which leads to improved instructional delivery. This course supports program goals of developing candidates for leadership positions who will improve curriculum development, instruction and student learning. It addresses skills and competencies necessary for formulating goals with individuals or groups; planning for organizational change; planning and scheduling resource allocation and utilization; synthesizing curriculum development; utilizing assessment results for the improvement of instructional programs; planning, developing and implementing instructional programs, and assessing school curricula within a changing environment.


IV. Additional Information (for New Courses only)

Instructor:

Text:

Glickman, C., Gordon, S., & Ross-Gordon, J. (2001). Supervision and instructional leadership . Needham

Heights, MA: Allyn & Bacon.

Oliva, Peter F. (2005). Developing the curriculum . Needham Heights, MA: Allyn & Bacon

Prerequisites:

Admission to M.Ed. program in Ed. Leadership or graduate Ed. Leadership certification program

Objectives:

1.

Complete an appropriate case study/problem based on an area of school improvement. The case should concern a real issue of an individual student or group of students and must derive from a school/district improvement plan. It must include curricular and instructional improvements and culminate in a technology-enhanced presentation. NCATE 2, 4

Learning Objectives:

1.

The student will investigate the concepts of supervision; demonstrate the application of leadership and supervisory theories to case studies, and formulate instructional strategies as they develop a program for instructional improvement that is based on supporting research. The plan must include analysis of how best to create a positive school culture that recognizes diversity and explains the impact of culture on instruction and learning.

ELCC 3-C-15; 5-A-1.

2.

Demonstrate an understanding of teacher development, adult learning theory, and a professional code of ethics. The case study/problem solution will demonstrate student competence in analyzing teachers in varying stages of development and performance.

ELCC 2-C-4, 7; 3-C-6,12; 4-C-5; 2-A-3,8; 2-C-19;5-C-2,3.

3.

Identify and utilize social and political realities of supervision, classroom management, and learning styles as they relate to culturally diverse populations. ELCC 2-C-3,5,6,11; 5-

C-10; 2-A-8; 6-D-2 6-F-1.

4.

Articulate use of motivation theory for teachers. ELCC 2-C-3.

5.

Explore the various tasks required of an instructional supervisor and develop a plan for implementing an instructional improvement. ELCC 2-D-5, 6, 11, 13, 14; 3-D-10.

6.

Articulate the principal’s role as an instructional leader in relationship to the supervision and evaluation of instruction. ELCC 1-E-8.

7.

Describe how the various teaching components of a school work together to achieve the educational goals of a school. ELCC 2-D-12.

8.

Describe specific diversity issues of the school under study and their consideration in developing learning programs.

9.

The student will review current periodical literature to identify curriculum philosophies, multicultural issues, demographic information, and curriculum resources. The literature should be utilized to Use knowledge of issues and trends to collaborate with families and community members in gaining support of curriculum changes for increased student learning, as well as for other design processes. ELCC 1-C-1,2,3,7; 2-C-6; 4-C-11; 5-C-1;

6-A-3; 3-C-13; 5-A-1; 5-C-10,12; 5-A-5; 2-A-3.

10.

Identify curriculum design processes at the classroom, school, and district level through needs assessments, planning, implementation and evaluation. The design process must


include a school profile which informs the design so it fully accommodates the diverse needs of individual learners. ELLC 1-C-10; 2-C-8; 2-C-15; 2-A-9.

11.

Analyze demographics, special needs of learners and leadership roles of key curriculum participants as related to issues of school improvement and reform. Show involvement of families and other stakeholders in the decision-making processes ( including how the school can capitalize on the diversity of the community) and relate curricular design to the larger community. ELLC 1-C-10,11,12; 2-C-16,17,18; 3-C-3,11,15.

12.

The student will identify appropriate methods and procedures for coordination and monitoring of student learning activities, utilization of test results, survey and/or needs assessment data in developing accurate information in curriculum issues. Technology resources must be considered. ELLC 2-C-11 13,14; 3-C-1,2,5.

2.

Demonstrate expertise in performing teacher evaluations and formulating teacher development plans. Student will evaluate the performance of professionals and participate in conferences with the observed after each evaluation. NCATE 2

Learning objectives:

1.

The student will demonstrate an understanding of several teacher assessment instruments and how and when each may be used based on an understanding of the knowledge base of effective teaching strategies and the strengths of each instrument. ISLCC 2-C-1,19; 5-

C-2.

2.

Demonstrate interpersonal skills in communication situations required in effective supervision and leadership practices and collection and presentation of data gathered from classroom observations (pre- and post-conferences) and impact on systems. ISLCC

1-C-10; 2-C-4,16,18; 3-C-8,9,19; 5-C-6.

3.

Articulates the effects of leader behavior on others. ISLCC 5-A-3,6; 5-D-8, 15, 16.

4.

Design a well planned and context appropriate professional development for the teacher you observed. The focus must be on student learning consistent with the school vision and goals.

3. Prepare a PowerPoint report (suitable for presentation) to a community group identifying the latest instructional technologies and resources for administrators and others involved in curriculum decisionmaking. Identify way the community can assist, along with how community concerns are addressed, and how families can be involved in the education of their children. Focus on how technology and information systems can enrich curriculum and instruction. NCATE 2, 4

Learning Objectives: a.

The candidate will understand effective communication strategies and trends and issues impacting the school community (addressing specific diversity issues) and discuss the leader’s role in maintaining high visibility and active involvement with the community. ISLLC 1-F-6; 4-A-1; 4-D-

10. b.

Treat stakeholders equitably while identifying and nurturing community leaders. ISLLC 4-B-

2,4,5; 4-C-7,8,12; 5-D-8 c.

Relate the specific context of the community as related to instructional technologies and appropriate responses and influence strategies. 6-E-2; 6-G-3. d.

Identify the relationship of this presentation to a comprehensive program of community relations.

Include explanation of how positive relations with the media might be developed.

Instructional Method

The instructional method will blend traditional face-to-face lecture, professional readings and class discussions with online exercises, discussion forums and collaborative activities.


Method of Evaluation

Candidates will be evaluated using the following criteria:

School Improvement Project 30 points

Technology Report

Teacher Evaluations

In-basket activities

Portfolio Development

Grades will be assigned as follows:

92-100 average points



A

B

C

25 points

20 points

15 points

10 points

<76 average points F

For a grade of A:



All parts of the assignments are complete as defined by the instructor.



Topics are fully developed.



Knowledge of subject matter is clear and work is focused on assigned topics.



Additional information beyond requirements is included if appropriate.



Work shows a clear match between theory and practice.



Work shows evidence of critical thinking.



Work contains few or no errors in writing.



Citations and references are used correctly and consistently.

The student’s work will exhibit the following:

For a grade of B:



All parts of the assignments

For a grade of C or below:



Assignments do not address are addressed, but one or two may be incomplete or unclear

(i.e., perhaps examples are not sufficient or are not explained in sufficient detail for the all requirements or do not meet some criteria specified.



Topics may be only partially developed.



No clear match between reader to form a clear picture.



Knowledge of subject matter is clear.






Work contains several errors in writing.



Citations and references are

 theory and practice.

Contains numerous errors in writing.



Errors in citations and references or no citations and references where needed. used correctly and consistently.


V. Resources and Funding Required (New Courses only)

Resource

Faculty

Other Personnel

Equipment

Supplies

Travel

Amount

New Books

New Journals

Other (Specify)

TOTAL 0

Funding Required Beyond

Normal Departmental Growth

0

0

0

0

0

0

0

0

No additional funds are anticipated.


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

Educational Leadership

EDL 6716

C&I Leadership COURSE TITLE FOR LABEL

(Note: Limit 16 spaces)

CLASS-LAB-CREDIT HOURS

Approval, Effective Term

Grades Allowed (Regular or S/U)

If course used to satisfy CPC, what areas?

3 credit class

Fall 2005

Regular

Learning Support Programs courses which are

required as prerequisites

APPROVED:

________________________________________________

Vice President for Academic Affairs or Designee __


EDL 6716 Curriculum and Instructional Leadership

Department of Educational Leadership

Kennesaw State University

_________ Semester, 20__

Instructor:

Class Sessions:

Name:

Address:

Office Phone:

E-mail:

Day:

Location:

WebCT: Utilized in tandem with on-site attendance

Semester Hours:

Prerequisites:

3

Admission to M. Ed. program in Educational Leadership or graduate Educational

Leadership Add-On Certification program.

Texts (required):

Glickman, C., Gordon, S., & Ross-Gordon, J. (2001). Supervision and instructional leadership . Needham Heights,

MA: Allyn & Bacon.

Oliva, Peter F. (2005). Developing the curriculum . Needham Heights, MA: Allyn & Bacon

Readings:

Other Materials:

Professional journal readings will be assigned over the course of study.

A blank copy of the evaluation form(s) used for teachers in your school/district.

Catalog Description:

This course focuses on the role educational leaders play in improving the teaching and learning process by the examination of systemic curriculum and teaching reform. It includes the application and practice of instructional supervisory/leadership philosophy, theory, and principles as they guide instructional leadership behavior and assessment of the results of instructional leadership behaviors.

Purpose/Rationale:

This course is required for the Leadership Endorsement in Georgia. This course is designed to help aspiring educational leaders develop an understanding of and skills in supervisory practices that improve the learning of students in Pre-K-12 schools through the identification and research of current and emerging curricular trends which


leads to improved instructional delivery. This course supports program goals of developing candidates for leadership positions who will improve curriculum development, instruction and student learning. It addresses skills and competencies necessary for formulating goals with individuals or groups; planning for organizational change; planning and scheduling resource allocation and utilization; synthesizing curriculum development; utilizing assessment results for the improvement of instructional programs; planning, developing and implementing instructional programs, and assessing school curricula within a changing environment.

Conceptual Framework:

COLLABORATIVE DEVELOPMENT OF EXPERTISE IN

TEACHING AND LEARNING

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, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.

Use of Technology

Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.

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.


Statement for School-Based Activities

While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.

Professional Portfolio Narrative

A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a narrative, which includes descriptive, analytic, and reflective writing in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio

Narrative Rubric as a guide. The narrative should be comprehensive, documenting research-based best practices.

Goals and Objectives:

This course is designed to meet the following objectives:

3.

Complete an appropriate case study/problem based on an area of school improvement. The case should concern a real issue of an individual student or group of students and must derive from a school/district improvement plan. It must include curricular and instructional improvements and culminate in a technology-enhanced presentation. NCATE 2, 4

Learning Objectives:

1.

The student will investigate the concepts of supervision; demonstrate the application of leadership and supervisory theories to case studies, and formulate instructional strategies as they develop a program for instructional improvement that is based on supporting research. The plan must include analysis of how best to create a positive school culture that recognizes diversity and explains the impact of culture on instruction and learning. ELCC 3-C-15; 5-A-1.

2.

Demonstrate an understanding of teacher development, adult learning theory, and a professional code of ethics. The case study/problem solution will demonstrate student competence in analyzing teachers in varying stages of development and performance. ELCC 2-C-4, 7; 3-C-6,12;

4-C-5; 2-A-3,8; 2-C-19;5-C-2,3.

3.

Identify and utilize social and political realities of supervision, classroom management, and learning styles as they relate to culturally diverse populations. ELCC 2-C-3,5,6,11; 5-C-10; 2-A-8;

6-D-2 6-F-1.

4.

Articulate use of motivation theory for teachers. ELCC 2-C-3.

5.

Explore the various tasks required of an instructional supervisor and develop a plan for implementing an instructional improvement. ELCC 2-D-5, 6, 11, 13, 14; 3-D-10.

6.

Articulate the principal’s role as an instructional leader in relationship to the supervision and evaluation of instruction. ELCC 1-E-8.

7.

Describe how the various teaching components of a school work together to achieve the educational goals of a school. ELCC 2-D-12.

8.

Describe specific diversity issues of the school under study and their consideration in developing learning programs.

9.

The student will review current periodical literature to identify curriculum philosophies, multicultural issues, demographic information, and curriculum resources. The literature should be utilized to Use knowledge of issues and trends to collaborate with families and community members in gaining support of curriculum changes for increased student learning, as well as for other design processes. ELCC 1-C-1,2,3,7; 2-C-6; 4-C-11; 5-C-1; 6-A-3; 3-C-13; 5-A-1; 5-C-

10,12; 5-A-5; 2-A-3.


10.

Identify curriculum design processes at the classroom, school, and district level through needs assessments, planning, implementation and evaluation. The design process must include a school profile which informs the design so it fully accommodates the diverse needs of individual learners.

ELLC 1-C-10; 2-C-8; 2-C-15; 2-A-9.

11.

Analyze demographics, special needs of learners and leadership roles of key curriculum participants as related to issues of school improvement and reform. Show involvement of families and other stakeholders in the decision-making processes ( including how the school can capitalize on the diversity of the community) and relate curricular design to the larger community. ELLC 1-

C-10,11,12; 2-C-16,17,18; 3-C-3,11,15.

12.

The student will identify appropriate methods and procedures for coordination and monitoring of student learning activities, utilization of test results, survey and/or needs assessment data in developing accurate information in curriculum issues. Technology resources must be considered.

ELLC 2-C-11 13,14; 3-C-1,2,5.

4.

Demonstrate expertise in performing teacher evaluations and formulating teacher development plans.

Student will evaluate the performance of professionals and participate in conferences with the observed after each evaluation. NCATE 2

Learning objectives:

1.

The student will demonstrate an understanding of several teacher assessment instruments and how and when each may be used based on an understanding of the knowledge base of effective teaching strategies and the strengths of each instrument. ISLCC 2-C-1,19; 5-C-2.

2.

Demonstrate interpersonal skills in communication situations required in effective supervision and leadership practices and collection and presentation of data gathered from classroom observations

(pre- and post-conferences) and impact on systems. ISLCC 1-C-10; 2-C-4,16,18; 3-C-8,9,19; 5-C-

6.

3.

Articulates the effects of leader behavior on others. ISLCC 5-A-3,6; 5-D-8, 15, 16.

4.

Design a well planned and context appropriate professional development for the teacher you observed. The focus must be on student learning consistent with the school vision and goals.

3. Prepare a power point report (suitable for presentation) to a community group identifying the latest instructional technologies and resources for administrators and others involved in curriculum decisionmaking. Identify way the community can assist, along with how community concerns are addressed, and how families can be involved in the education of their children. Focus on how technology and information systems can enrich curriculum and instruction. NCATE 2, 4

Learning Objectives: e.

The candidate will understand effective communication strategies and trends and issues impacting the school community (addressing specific diversity issues) and discuss the leader’s role in f.

maintaining high visibility and active involvement with the community. ISLLC 1-F-6; 4-A-1; 4-D-

10.

Treat stakeholders equitably while identifying and nurturing community leaders. ISLLC 4-B-

2,4,5; 4-C-7,8,12; 5-D-8 g.

Relate the specific context of the community as related to instructional technologies and appropriate responses and influence strategies. 6-E-2; 6-G-3. h.

Identify the relationship of this presentation to a comprehensive program of community relations.

Include explanation of how positive relations with the media might be developed.

Course Requirements/Assignments:

1.

Topic 1. School Improvement Project

The student, individually or as part of a group, will prepare a case study/problem solution based on an area of school improvement. This case/problem must concern a real issue of an individual student or group of students that is derived from a school improvement plan. It must include curricular and instructional improvements and culminate in a technology-enhanced presentation. The case


study/problem solution must include information tied to each learning objective above, including (but not limited to) the following: a.

outline of the case/problem and solution (including data used in assessment, in building proposal, and in monitoring and improvement of solution); b.

relation of plans and procedures to vision and goals of the school/district; c.

discussion of involvement of others in planning, implementing, and continuously improving the solution; d.

what the research, expertise of teachers, and the recommendations of learned societies contribute to the suggested improvement-documented and cited from a minimum of three research articles, three practitioners’ views, and reports from an appropriate learned society; e.

listing of barriers and how to overcome them, along with opportunities and how to maximize them; f.

action plan for the design, development and implementation of the improvement; g.

specific financial, facilities, and personnel impact; h.

role of technology in planning, implementation, etc.

This is not an all-inclusive list. The student(s) will add information as needed by the specific solution.

2. Topic 2. Teacher Evaluation

The student will perform two teacher evaluations on teachers who have agreed to work with them.

Evaluations and development material must include: a.

written record of observation; b.

videotaped record of pre- and post-conferences; c.

written analysis of student skills and areas for development; d.

analysis of evaluation instrument with focus on appropriate use; e.

goals for continuing development of skills.

3.

Topic 3. Instructional Technologies and Resources Report a.

The report must be suitable for presentation to community members to bring understanding and appreciation of the possibilities presented by technology, as well as to encourage school/business/community partnerships for acquiring resources. b.

A relationship of technology to teaching and learning must be included. c.

Specific examples must be included. That is to say, the presentation cannot be a list only (i.e., a web page illustrating examples must be included.) d.

Good principles of communication must be evident. e.

Principles of change and conflict resolution and shared decision making must be evident. f.

The total learning community must be considered, including social service agencies, etc.

Additional Requirements:

1.

This course will be taken along with others. Part of the work of all courses will be the development of the individual portfolio. Portfolio guidelines will be provided separately. Portfolio emphasis for this course will center on “advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.” (ISLLC Standards for

Educational Leaders, Standard 2.)


Evaluation and Grading:

For a grade of A:



All parts of the assignments are complete as defined by the instructor.



Topics are fully developed.



Knowledge of subject matter is clear and work is focused on assigned topics.



Additional information beyond requirements is included if appropriate.






Work shows evidence of critical thinking.



Work contains few or no errors in writing.



Citations and references are used correctly and

The student’s work will exhibit the following:

For a grade of B:



All parts of the assignments

For a grade of C or below:



Assignments do not address are addressed, but one or two may be incomplete or unclear

(i.e., perhaps examples are not sufficient or are not explained in sufficient detail for the reader to form a clear picture.



Knowledge of subject matter is clear.






Work contains several errors in writing.



Citations and references are used correctly and consistently. consistently.

School Improvement Project

Technology Report

Teacher Evaluations

30 points

25 points

20 points

In-basket activities

Portfolio Development

Grades will be assigned as follows:

15 points

10 points

92-100 average points A

85-91 average points B


<76 average points

C

F all requirements or do not meet some criteria specified.



Topics may be only partially developed.



No clear match between

 theory and practice.

Contains numerous errors in writing.



Errors in citations and references or no citations and references where needed.

Academic Integrity Statement:

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.


Class Attendance Policy:

See appropriate graduate KSU catalog for statement.

Course Outline:

(subject to change)

Topic

The Vision and Challenge of Transformative Curriculum and

Instructional Leadership

Supervision for Successful Schools

Transformative Curriculum Design and Planning

Developmental Supervision: Theory and Practice

Integrating the Curriculum: A Learning-centered Schedule

Direct Assistance to Teachers and Group Development

Enriching the Curriculum, Remediating Learning, and the Broader

Learning Community

Supervision, Change and School Success, SuperVision for

Democratic Education: Returning to our Core

References/Bibliography:

Conceptual Framework Summary References:

Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14).

Indianapolis, IA: Kappa Delta Pi.

Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2), 175-185.

Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?

Instructional Science, 26, 127-140.

Course references:

Alfonso, R. (1997). Should supervision be abolished? N0. In Educational supervision: Perspectives, issues, and controversies. J. Glaz & R. Neville (eds.), pp. 13-19. Norwood, MA: Christopher Gordon Publishers.

Anderson, B. (1993). The stages of systemic change. Educational Leadership, 51 (1), 14-18.

Anderson, D. and Hayes, C. (1996). Gender, identity and self-esteem: A new look at adult development. New

York: Springer.

Apple, M. (1996). Cultural politics and education. New York: Teachers College Press.

ASCD. (1995 Yearbook). Toward a coherent curriculum. Editor: James Beane, Alexandria, VA: ASCD

Publicatins.

ASCD. (1997 Yearbook). Rethinking educational change with heart and mind. Editor: Andy Hargreaves,

Alexandria, VA: ASCD Publications.

Bernhardt, R., Hedley, C., Cattaro, G., and Svolopoulos, V. (eds.). (1994). Curriculum leadership: Rethinking schools for the 21 st century. Cresskill, NJ: Hampton Press.

Bollen, R. (1996). School effectiveness and school improvement: The intellectual and policy context. In D.

Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and N. Lagerweij, Making good schools:

Linking school effectiveness and school improvement. New York: Routledge.

Caine, R., and Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: ASCD Publications.

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