KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 8980/Education Specialist in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Education Specialist
Proposed Effective Date
August 1, 2006.
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:
Faculty Member
Approved
_____
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
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 8980______________________
Course Title ____ Leadership Field Experience_____________
Credit Hours
3
Prerequisites
Admission to EDS Program or Permission of Instructor
Description (or Proposed Degree Requirements)
This course provides supervised professional activities of future and current school
administrators at the building and central office levels. Field mentors will participate in
the supervision of candidates’ field experiences.
III.
Justification
The purpose of this course is to expose candidates into real educational administration
problems in the field. Candidates will learn to meet challenges by working with field
mentors.
IV.
Additional Information (for New Courses only)
Instructor:
To be determined.
Text:
Capasso, R. L., & Daresh, J. C. (2001). The school administrator internship handbook.
Thousand Oaks, CA: Corwin Press.
Prerequisites: Admission to EDS Program or Permission of Instructor
Objectives:
The following course objectives are derived:
1.
2.
3.
Candidates will experience the roles and responsibilities of leadership personnel.
Candidates will assess and evaluate their personal traits and professional
competencies in relation to those needed by school leaders.
Candidates will demonstrate leadership knowledge, skills, and disposition in
relation to ISLLC Standards through the application of educational theory to
administrative problems.
Course objective
Doctoral KSDs Distributed School
Leadership Roles*
experience the roles and responsibilities of leadership 1a, 1b, 1c, 2a, Curriculum, Instruction &
personnel.
3b, 4a, 5a, 6a Assessment Leader
Learning & Development
Leader
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
Data Analysis Leader
Process Improvement
Leader
PSC/NCATE
Standard
1.1, 1.2, 1.3,
1.4,
1.5, 1.6, 1.7
assess and evaluate their personal traits and
1a, 1b, 1c, 2a, Curriculum, Instruction &
professional competencies in relation to those needed 3b, 4a, 5a, 6a Assessment Leader
by school leaders
Learning & Development
Leader
1.1, 1.2, 1.3,
1.4,
1.5, 1.6, 1.7
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
Data Analysis Leader
Process Improvement
Leader
demonstrate leadership knowledge, skills, and
1a, 1b, 1c, 2a, Curriculum, Instruction &
disposition in relation to ISLLC Standards through the 3b, 4a, 5a, 6a Assessment Leader
application of educational theory to administrative
problems
Learning & Development
Leader
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
Data Analysis Leader
Process Improvement
Leader
Instructional Method:
Course method will include, but are not limited to:
Lecture
2. Reading assignments
3. Simulation Presentations
1.
4.
5.
6.
Class and group discussions
Class exercises
Case studies
Method of Evaluation:
Daily Log
Weekly Journal Reflections
Report on attendance of school board meeting
Report on shadowing of school administrator
Development of mini-project
10%
25%
20%
20%
25%
Grades will be based on the following criteria:
90% to 100%
Grade A
60% to 69%
80% to 89%
Grade B
59% or below
Grade D
Grade F
1.1, 1.2, 1.3,
1.4,
1.5, 1.6, 1.7
70% to
V.
79%
Grade C
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* The resources and funding of this course are figured in as part of the budget of the
entire Education Specialist Program. Please see attached Program Budget Sheet.
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 8980
Leadership Field Experience
3__________________________________
August 1, 2006.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDL 8980
Leadership Field Experience
Department of Educational Leadership
Kennesaw State University
_____________Semester, 20___.
Instructor:
Name
Rank
Address
Phone Number (office)
FAX: (770) 423-6910
E-mail:
Class Session: Day and time
Room Number
Semester Hours: 3
Prerequisites: Admission to EDS Program or Permission of Instructor
Text (required):
Capasso, R. L., & Daresh, J. C. (2001). The school administrator internship handbook.
Thousand Oaks, CA: Corwin Press.
Referenced Journals: School Business Affairs
Educational Facility Planner
Educational Planning
Journal of Educational Administration
American School Board Journal
Executive Educator
School Planning and Management
Catalog Description:
This course provides supervised professional activities of future and current school administrators at the building
and central office levels. Field mentors will participate in the supervision of candidates’ field experiences.
Purpose/Rationale:
The purpose of this course is to expose candidates into real educational administration problems in the field.
Candidates will learn to meet challenges by working with field mentors.
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.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the 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 arenas.
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 mentori8ng 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.
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.
Course Objectives:
This course is designed with the following objectives:
Candidates will
Course objective
Doctoral KSDs Distributed School
Leadership Roles*
experience the roles and responsibilities of leadership 1a, 1b, 1c, 2a, Curriculum, Instruction &
personnel.
3b, 4a, 5a, 6a Assessment Leader
Learning & Development
Leader
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
Data Analysis Leader
Process Improvement
Leader
PSC/NCATE
Standard
1.1, 1.2, 1.3,
1.4,
1.5, 1.6, 1.7
assess and evaluate their personal traits and
1a, 1b, 1c, 2a, Curriculum, Instruction &
professional competencies in relation to those needed 3b, 4a, 5a, 6a Assessment Leader
by school leaders
Learning & Development
Leader
1.1, 1.2, 1.3,
1.4,
1.5, 1.6, 1.7
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
Data Analysis Leader
Process Improvement
Leader
demonstrate leadership knowledge, skills, and
1a, 1b, 1c, 2a, Curriculum, Instruction &
disposition in relation to ISLLC Standards through the 3b, 4a, 5a, 6a Assessment Leader
application of educational theory to administrative
problems
Learning & Development
Leader
1.1, 1.2, 1.3,
1.4,
1.5, 1.6, 1.7
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
Data Analysis Leader
Process Improvement
Leader
Course Outline:
Candidates will cover administrative responsibilities in all six areas of ISLLC Standards at the school and district
levels.
Standard 1
A school administrator is an educational leader who promotes the success of all students by facilitating the
development, articulation, implementation, and stewardship of a vision of learning that is shared and
supported by the community.
Standard 2
A school administrator is an educational leader who promotes the success of all students by advocating,
nurturing, and sustaining a school culture and instructional program conducive to student learning and staff
professional growth.
Standard 3.
A school administrator is an educational leader who promotes the success of all students by ensuring
management of the organization, operations, and resources for a safe, efficient, and effective learning
environment.
Standard 4.
A school administrator is an educational leader who promotes the success of all students by collaborating
with families and community members, responding to diverse community interests and needs, and
mobilizing community resources.
Standard 5.
A school administrator is an educational leader who promotes the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal, and cultural context.
Standard 6.
A school administrator is an educational leader who promotes the success of all students by understanding,
responding to, and influencing the larger political, social, economic, legal, and cultural context.
Candidates will meet for seminars to share field experiences and improvement mini-projects.
Course activities:
Course activities will include, but are not limited to:
2. Lecture
4. Class and group discussions
2. Reading assignments
5. Class exercises
3. Simulation Presentations
6. Case studies
Course requirements:
1.
2.
3.
4.
5.
6.
A minimum of 15 hours of administrative activities per week with a 150 minimum total hours is required.
A daily log of administrative activities and observations keyed to the administrator competencies is
required.
A weekly reflective journal of activities and observations is required.
Attendance at a school board meeting during the semester of the field experiences is required.
Shadowing of an administrator in a school or school district other than where the candidate is employed is
required.
The development of a school or school district improvement mini-project is required.
Evaluation of Candidate Performance:
Daily Log
Weekly Journal Reflections
Report on attendance of school board meeting
Report on shadowing of school administrator
Development of mini-project
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
10%
25%
20%
20%
25%
60% to 69%
59% or below
Grade D
Grade F
Academic Integrity Expectations:
Page 116 of the KSU Graduate catalog (2000-2001) states: KSU expects that graduate students will
pursue their academic programs in an ethical, professional manner. Any work that students present in
fulfillment of program or course requirements should represent their own efforts, achieved without giving
or receiving any unauthorized assistance. Any student who is found to have violated these expectations
will be subject to disciplinary action. (from current KSU Student Handbook)
Bibliography:
Kowalski, T. J. (2001). Case studies on educational administration. Boston, MA: Longman.
Lepard, D. H., & Foster, A. G. (2003). Powerful leadership development. Thousand Oaks, CA:
Corwin Press.
Morgan, P. L., Gibbs, A., Hertzog, C. J., & Wylie, V. (1996). The educational leader’s
internship: Meeting new standards. Lancaster, PA: Technomic.
Murphy, J. (2004). Leadership for literacy. Thousand Oaks, CA: Corwin Press.
Sergiovanni, T. J., Kelleher, P., McCarthy, M.M., & Wirt, F. M. (2004). Educational Governance and
Administration. Boston, MA: Allyn and Bacon.