Revised 6/01/05 (Working draft)
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Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of The Kennesaw State University
Doctorate of Education program of the Bagwell College of Education reflect the unique aspects of this degree.
Collaboratively developed by faculty from across the university and in consultation with community/school
partners, these outcomes and proficiencies delineate the high expectations we have for graduates who will be
Leaders for Learning. Clearly, the proficiencies reflect the complex nature of student learning in advanced
degree programs leading to a terminal degree. Consequently, many of the proficiencies listed below incorporate
aspects of knowledge, skills and dispositions within a single proficiency. These proficiencies are clearly linked
to our conceptual framework, The Collaborative Development of Expertise in Teaching, Learning and
Leadership.
Graduates from the Doctorate of Education program at Kennesaw State University
1. Demonstrate leadership as advocates for students and education. Candidates
a. synthesize and apply the latest research on learning, leadership, developmental theory advocating the
implementation of best practices and assist colleagues to do the same to ensure all students learn.
b. are knowledgeable, articulate and think critically about educational practice, policy and issues on
national and international levels.
c. understand, respond to, and influence the larger political, social, economic, legal, and cultural
context in matters related to education.
2. Demonstrate leadership as agents for change, collaboration and collegiality. Candidates
a. understand the complexity of schools and the ambiguous nature of educational issues.
b. act in concert with and/or on behalf of colleagues to improve teaching and learning in the classroom
as supported by effective school, district, state level policies and operations.
c. facilitate shared-decision making and teamwork.
d. improve teaching and learning by intentionally and systematically building networks of influence at
local, state, national and international arenas.
e. impact student learning for all and mentor other educators to do the same by effectively
working within the structures and culture of schools, families and communities.
3. Demonstrate leadership as mentors. Candidates
a. support and guide teachers to improve teaching and learning for all.
b. are committed to improving student learning by improving teaching and the learning environment.
c. model routine, intentional, and effective use of technology while mentoring and encouraging others
to do the same.
4. Demonstrate leadership as expert teachers and instructional leaders. Candidates
a. are creative and flexible in their thinking and in seeking solutions to educational challenges.
b. are knowledgeable of assessment, evaluation and accountability practices
and critically synthesize and utilize the data to improve student learning.
c. are master-teachers and instructional leaders possessing and demonstrating content and
pedagogical expertise who are able to make international comparisons in both areas.
d. develop and/or support appropriate, meaningful curricula that positively impact student learning for
all and assist others to do the same.
e. facilitate and support curricular design, instructional strategies, and learning environments
that integrate appropriate technologies to maximize teaching and learning.
f. use technology to collect and analyze data, interpret results, and communicate findings to improve
instructional practice and student learning.
First draft 4/14/05; Revisions 4/21/05; 6/01/05
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Revised 6/01/05 (Working draft)
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5. Demonstrate leadership as models of professionalism. Candidates
a. effectively design and conduct educational research which positively influences educational practice
or policy.
b. exhibit ethical behavior in all professional and personal interactions.
c. respect others, value differences and are open to feedback.
d. believe that for every problem there is a solution and actualize that belief when engaging colleagues,
students, families and community partners.
e. seek out responsibility and are accountable for their actions.
f. maintain current knowledge and best practices through continued professional development.
6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates
a. value and recognize the strength and power of diversity.
b. incorporate global perspectives and cultural richness in curriculum planning and decision making
c. address exceptionalities in planning, teaching, and assessment and respond to diverse community
interests and needs by mobilizing community resources.
d. proactively and intentionally advocate for and work to build educational environments that are
inclusive and supportive of diverse students, families and colleagues.
First draft 4/14/05; Revisions 4/21/05; 6/01/05
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