KENNESAW STATE UNIVERSITY GRADUATE COURSE PROPOSAL OR REVISION, Cover Sheet (10/02/2002) Course Number/Program Name EDL 6765 Productivity & Professional Practice for Leaders 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: Approved Dr. Traci Redish Faculty Member 3-22-05_ Date Not Approved Department Curriculum Committee Date Approved Approved Approved Approved Approved Approved Not Approved Department Chair Date School Curriculum Committee Date School Dean Date GPCC Chair Date Dean, Graduate Studies Date Not Approved Not Approved Not Approved Not Approved Not Approved Vice President for Academic Affairs Date Approved Not Approved President EDL 6765 Productivity and Professional Practice for Leaders Date 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 6765_______________________ Course Title _ Productivity & Professional Practice for Leaders_ 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 prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity. Candidates will become competent users of information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data as well as the management of Internet resources. Concept mapping, web editing, and project planning are also included. III. Justification This course is designed to develop effective school leaders who model the routine, intentional, and effective use of technology. This course supports educators in employing technology for communication and collaboration among colleagues, teachers, parents, students, and the larger community. While technology empowers school leaders by the information it can readily produce and communicate, it exponentially empowers the leaders who master the tools and processes that allow creative and dynamic management of available information. EDL 6765 Productivity and Professional Practice for Leaders 2 IV. Additional Information (for New Courses only) Instructor: Text: None required Prerequisites: Admission to M.Ed. program in Ed. Leadership or graduate Ed. Leadership certification program Objectives: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Candidates will demonstrate competency performing basic computer functions. (NETS-A 3), (ELCC 3) Candidates will demonstrate competency using basic software applications such as (but not limited to) word processors, databases, spreadsheets, e-mail, multimedia, Internet, and information systems. (NETS-A 3), (ELCC 3) Candidates will examine how concept mapping software can be an effective tool in promoting visual learning. (NETS-A 2), (ELCC 2) Candidates will develop an understanding of basic design principles that facilitate effective communication. (NETS-A, 3) Candidates will use the Internet for research and professional reference. (NETS-A 1-4), (ELCC 1, 2 ) Candidates will participate in online discussion forums that heighten awareness to new applications of technology in classroom and educational settings. (NETS-A 2-5), (ELCC 2, 3) Candidates will disaggregate system and school data provided by standardized tests and interpret results to identify each student’s academic strengths and weaknesses. (NETS-A 1-6), (ELCC 1, 2) Candidates will promote and model the use of technology to access, analyze, and interpret campus data to focus efforts for improving student learning and productivity. (NETS-A 1-6 ), (ELCC 1, 2) Candidates will use technology resources to engage in ongoing professional development and lifelong learning. (NETS-A 2, 3, 5), (ELCC 2) Candidates will continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. (NETS-A 2, 3, 4, 5), (ELCC 2) Candidates will apply technology to increase their own personal and professional productivity. (NETSA 3), (ELCC 2) Candidates will use a variety of media and formats, including telecommunications and the school Web site, to communicate, interact, and collaborate with peers, experts, and the larger community. (NETSA 3), (ELCC 4) Candidates will demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. (NETS-A 2, 3), (ELCC 2) Candidates will use current technology-based management systems to access and maintain personnel and student records. (NETS-A 3, 4), (ELCC 2) Instructional Method The instructional method will blend traditional face-to-face lecture, professional readings and class discussions with hands-on experiences, online exercises, discussion forums and collaborative activities. EDL 6765 Productivity and Professional Practice for Leaders 3 Method of Evaluation Candidates will be evaluated using the following criteria: Concept Map Web Development Multimedia Presentation Spreadsheet Database Discussion Forum 10 points 30 points 20 points 10 points 10 points 20 points Grades will be assigned as follows: 92-100 average points A 85-91 average points B 76-84 average points C <76 average points F Excellent 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: Satisfactory Needs Improvement All parts of the assignments Assignments do not address are addressed, but one or two all requirements or do not may be incomplete or unclear meet some criteria specified. (i.e., perhaps examples are not Topics may be only partially sufficient or are not explained developed. in sufficient detail for the No clear match between reader to form a clear picture. theory and practice. Knowledge of subject matter Contains numerous errors in is clear. writing. Work shows a clear match Errors in citations and between theory and practice. references or no citations Work contains several errors and references where in writing. needed. Citations and references are used correctly and consistently. EDL 6765 Productivity and Professional Practice for Leaders 4 V. Resources and Funding Required (New Courses only) Resource Amount Faculty Other Personnel Equipment Supplies Travel New Books New Journals Other (Specify) 0 0 0 0 0 0 0 0 TOTAL 0 Funding Required Beyond Normal Departmental Growth No additional funds are anticipated. EDL 6765 Productivity and Professional Practice for Leaders 5 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 16 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 Educational Leadership EDL 6765 Prod/Prof Pract. 3 credit class Fall 2005 Regular APPROVED: ________________________________________________ Vice President for Academic Affairs or Designee __ EDL 6765 Productivity and Professional Practice for Leaders 6 EDL 6765 Productivity & Professional Practice for Leaders Department of Educational Leadership Kennesaw State University _________ Semester, 20__ Instructor: Name: Address: Office Phone: E-mail: Class Sessions: Day: Location: WebCT: Utilized in tandem with on-site attendance Semester Hours: 3 Prerequisites: Admission to M. Ed. program in Educational Leadership or graduate Educational Leadership Add-On Certification program. Texts (required): None required. Readings: Professional journal readings will be assigned over the course of study. Referenced Journals and Instructional Resources: Association for the Advancement of Computing in Education http://www.aace.org Center for Applied Research in Educational Technology http://caret.iste.org Consortium for School Networking http://www.cosn.org/index.cfm Educational Researcher http://www.aera.net/publications/?id=317 Georgia Learning Connections http://www.glc.k12.ga.us Inspiration Software http://www.inspiration.com International Society for Technology in Education http://www.iste.org Journal of Educational Technology and Society http://www.ifets.info Journal of Research on Technology in Education http://www.iste.org/jrte/37/2/index.cfm Journal of Technology Education http://scholar.lib.vt.edu/ejournals/JTE Learning and Leading with Technology http://www.iste.org/LL/32/4/index.cfm Microsoft Education http://www.microsoft.com/education Teaching Horizons in Education (THE) Journal http://www.thejournal.com EDL 6765 Productivity and Professional Practice for Leaders 7 Catalog Description: This course prepares educational leaders to apply technology to enhance their professional practice and to increase their productivity. Candidates will become competent users of information and technology tools common to information-age professionals. Emphasis is placed on computer operations, presentation and communication tools, manipulation, interpretation, and analysis of data as well as the management of Internet resources. Concept mapping, web editing, and project planning are also included. Purpose/Rationale: This course is designed to develop effective school leaders who model the routine, intentional, and effective use of technology. This course supports educators in employing technology for communication and collaboration among colleagues, teachers, parents, students, and the larger community. While technology empowers school leaders by the information it can readily produce and communicate, it exponentially empowers the leaders who master the tools and processes that allow creative and dynamic management of available information. 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, EDL 6765 Productivity and Professional Practice for Leaders 8 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 found in the Portfolio Handbook 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: 1. 2. Candidates will demonstrate competency performing basic computer functions. (NETS-A 3), (ELCC 3) Candidates will demonstrate competency using basic software applications such as (but not limited to) word processors, databases, spreadsheets, e-mail, multimedia, Internet, and information systems. (NETS-A 3), (ELCC 3) 3. Candidates will examine how concept mapping software can be an effective tool in promoting visual learning. (NETS-A 2), (ELCC 2) 4. Candidates will develop an understanding of basic design principles that facilitate effective communication. (NETS-A, 3) 5. Candidates will use the Internet for research and professional reference. (NETS-A 1-4), (ELCC 1, 2 ) 6. Candidates will participate in online discussion forums that heighten awareness to new applications of technology in classroom and educational settings. (NETS-A 2-5), (ELCC 2, 3) 7. Candidates will disaggregate system and school data provided by standardized tests and interpret results to identify each student’s academic strengths and weaknesses. (NETS-A 1-6), (ELCC 1, 2) 8. Candidates will promote and model the use of technology to access, analyze, and interpret campus data to focus efforts for improving student learning and productivity. (NETS-A 1-6 ), (ELCC 1, 2) 9. Candidates will use technology resources to engage in ongoing professional development and lifelong learning. (NETS-A 2, 3, 5), (ELCC 2) 10. Candidates will continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. (NETS-A 2, 3, 4, 5), (ELCC 2) 11. Candidates will apply technology to increase their own personal and professional productivity. (NETS-A 3), (ELCC 2) EDL 6765 Productivity and Professional Practice for Leaders 9 12. Candidates will use a variety of media and formats, including telecommunications and the school Web site, to communicate, interact, and collaborate with peers, experts, and the larger community. (NETS-A 3), (ELCC 4) 13. Candidates will demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. (NETS-A 2, 3), (ELCC 2) 14. Candidates will use current technology-based management systems to access and maintain personnel and student records. (NETS-A 3, 4), (ELCC 2) Course Requirements/Assignments: 1. Candidates will examine how technology tools can support visual learning by using concept-mapping software to plan and organize a school Web site. 2. Candidates will explore the principles of communication and design and apply these principles in the development of a school Web site with interactive features to facilitate communication with students, parents, teachers, and the larger community. 3. Candidates will create a multimedia presentation to communicate the school improvement plan to students, parents, board members, and the community at large. 4. Candidates will create an electronic spreadsheet analyzing student data and generating charts and graphs that communicate data relevant to the participant’s current role and area of job responsibility. 5. Candidates will create an original database that can be used to facilitate school operations and inform decisions through the generation of various reports. 6. Candidates will participate in a series of online discussion forums responding to professional readings and exploring critical issues and trends related to the implementation of educational technologies. Student positions on each issue/trend should be shaped by facts and research gathered from professional readings and validated through professional experiences. Postings should include specific examples drawn from professional practice. Students will read and review submissions by other students and provide an analytical response to at least two of their peers. EDL 6765 Productivity and Professional Practice for Leaders 10 Evaluation and Grading: Excellent 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. Concept Map Web Development Multimedia Presentation Spreadsheet Database Discussion Forum The student’s work will exhibit the following: Satisfactory Needs Improvement All parts of the assignments Assignments do not address are addressed, but one or two all requirements or do not may be incomplete or unclear meet some criteria specified. (i.e., perhaps examples are not Topics may be only partially sufficient or are not explained developed. in sufficient detail for the No clear match between reader to form a clear picture. theory and practice. Knowledge of subject matter Contains numerous errors in is clear. writing. Work shows a clear match Errors in citations and between theory and practice. references or no citations Work contains several errors and references where in writing. needed. Citations and references are used correctly and consistently. 10 points 30 points 20 points 10 points 10 points 20 points Grades will be assigned as follows: 92-100 average points A 85-91 average points B 76-84 average points C <76 average points F 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, EDL 6765 Productivity and Professional Practice for Leaders 11 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 Portfolio Development Multimedia Tools Design Principles Concept Mapping Finding and Managing Internet resources Web Authoring Project Planning Spreadsheets: Managing and Analyzing Data Databases: Organizing, Retrieving, and Analyzing Data 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 PsychologyRreview, 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: Beskeen, D., Duffy, J., & Reding, E. (2002) Integrating microsoft office xp. Boston, MA: Course Technology. Brooks-Young, S. (2003). 101 best web sites for principals. Eugene, OR: ISTE. Classroom Connect (1996). Educator’s internet companion (4th ed.). Lancaster, PA: Wentworth Worldwide Media, Inc. Fuller, F. & Larson, B. (2003). Computers: Understanding technology. St. Paul, MN: Paradigm Publishing, Inc. International Society for Technology in Education (2003). The electronic briefcase for administrators. Eugene, OR: ISTE. November, A. (1997). Empowering students with technology. Glenview, IL: Lesson Lab. Microsoft Education http://www.microsoft.com/education Miller, S. (2003). Web searching strategies: An introductory curriculum for students and teachers.. Eugene, OR: ISTE. Robbins, P. & Alvy, H. (2003). The principal’s companion (2nd ed.). Thousand Oaks, CA: Corwin Press. Robertson, J., & Harris, J. (2003). Making online information accessible to students with disabilities, Part II., Technology Source, Jan-Feb 2003. Retrieved February 5, 2005, from ERIC database EJ666592. EDL 6765 Productivity and Professional Practice for Leaders 12