KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 9100/Doctor of Education in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Doctor of Education
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 9100______________________
Course Title ____ Educational Planning_____________
Credit Hours
3
Prerequisites
Admission to EDD Program or Permission of Instructor
Description (or Proposed Degree Requirements)
This course examines concepts and theories relating to various forms and approaches of
planning at the school district and postsecondary educational levels. Emphasis is placed
on specific skills to perform educational forecasting and management techniques to plan
for the future of education.
III.
Justification
The purpose of this course is to prepare candidates to be educated planners who have the
knowledge and skill to systematically lead in planning the future of educational institutions.
IV.
Additional Information (for New Courses only)
Instructor:
To be determined.
Text:
Kaufman, R, Herman, J., & Watters, K. (1996). Educational planning.
Lancaster, PA: Technomic
Prerequisites: Admission to EDD Program or Permission of Instructor
Objectives:
The following course objectives are derived:
1 Participants will understand the basic concepts and theories of educational planning.
2. Participants will recognize the purposes, process, roles, and responsibilities of
educational planning.
3. Participants will examine the nature of planning at the school district and higher
education levels.
4. Participants will develop a school improvement plan at the P-12 or college/university
level.
5. Participants will be able to conduct an educational needs assessment study.
6. Participants will develop procedures to implement an educational plan that reflects the
vision, goals, and objectives of their school district or college/university.
7. Participants will explore the studies of educational futurism and how forecasting
assists in planning for the future.
8. Participants will be able to conduct pupil enrollment forecasting with the Least Square
Method and the Cohort Survival Method.
9. Participants will understand what must be considered when developing and modifying
school attendance zones.
10. Participants will prepare strategies to plan for school closing and consolidation.
11. Participants will implement identified techniques for educational planning.
12. Participants will implement communication skills required in educational planning.
13. Participants will recognize the technological applications used in educational
planning.
14. Participants will be prepared to develop and implement contingency plans in case of
emergencies.
15. Participants will develop strategies to implement educational innovations in their
areas of interests.
16. Participants will conduct case studies of educational planning.
Course objective
understand the basic concepts and theories of
educational planning.
.
Doctoral KSDs Distributed School
Leadership Roles*
1a, 1b, 1c, 1e Curriculum, Instruction &
Assessment Leader
PSC/NCATE
Standard
1.1,1.2,1.3,1.4,
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
recognize the purposes, process, roles, and
responsibilities of educational planning.
1a, 1b, 1c, 1e
Relationship Development
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
examine the nature of planning at the school district
and higher education levels
1a, 1b, 1c, 1e
Relationship Development
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
develop a school improvement plan at the P-12 or
college/university level.
1a, 1b, 1c, 1e
Relationship Development
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
conduct an educational needs assessment study.
1a, 1b, 1c, 1e
Relationship Development
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
Relationship Development
Leader
explore the studies of educational futurism and how
forecasting assists in planning for the future.
2a, 4a
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
conduct pupil enrollment forecasting with the Least
Square Method and the Cohort Survival Method.
2a, 4a
Operations Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
understand what must be considered when developing 2a, 4a
and modifying school attendance zones.
Operations Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
prepare strategies to plan for school closing and
consolidation
2a, 4a
Operations Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
implement identified techniques for educational
planning
2a, 4a
Operations Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
implement communication skills required in
educational planning
2a, 4a
Operations Leader
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
1.4, 1.5, 1.6
recognize the technological applications used in
educational planning.
4e,4f
Learning & Development 1.1, 1.2, 1.4,
Leader
1.5, 1.7
Curriculum, Instruction &
Assessment Leader
Operations Leader
develop and implement contingency plans in case of
emergencies.
develop strategies to implement educational
innovations in their areas of interests.
Data Analysis Leader
Operations Leader
1d
1.2, 1.4, 1.5
Process Improvement
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5
1a
Learning & Development
Leader
Change Leader
conduct case studies of educational planning
1c
Change Leader
Instructional Method:
Course method will include, but are not limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
5.
6.
7.
8.
Class and group discussions
Reading assignments
Simulations
School visits
Method of Evaluation:
1.
2.
3.
4.
First Exercise
Review of Literature
Group presentation
Second Exercise
25%
25%
25%
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
70% to 79%
Grade C
Grade D
Grade F
1.6
V.
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 college wide Doctor of Education 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 9100
Educational Planning
3__________________________________
August 1, 2006.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
EDL 9100
Educational Planning
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 EDD Program or Permission of Instructor
Text (required):
Kaufman, R, Herman, J., & Watters, K. (1996). Educational planning. Lancaster, PA: Technomic.
Referenced Journals: School Business Affairs
Educational Facility Planner
Educational Planning
American School Board Journal
Executive Educator
School Planning and Management
Planning for Higher Education
Catalog Description:
This course examines concepts and theories relating to various forms and approaches of planning at the
school district and postsecondary educational levels. Emphasis is placed on specific skills to perform
educational forecasting and management techniques to plan for the future of education.
Purpose/Rationale:
The purpose of this course is to prepare candidates to be educated planners who have the knowledge and
skill to systematically lead in planning the future of educational institutions.
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:
Participants will
Course objective
understand the basic concepts and theories of
educational planning.
.
Doctoral KSDs Distributed School
Leadership Roles*
1a, 1b, 1c, 1e Curriculum, Instruction &
Assessment Leader
Learning & Development
Leader
Change Leader
Relationship Development
Leader
PSC/NCATE
Standard
1.1,1.2,1.3,1.4,
1.5,1.6,1.7,1.8
recognize the purposes, process, roles, and
responsibilities of educational planning.
1a, 1b, 1c, 1e
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
examine the nature of planning at the school district
and higher education levels
1a, 1b, 1c, 1e
Relationship Development
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
develop a school improvement plan at the P-12 or
college/university level.
1a, 1b, 1c, 1e
Relationship Development
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
conduct an educational needs assessment study.
1a, 1b, 1c, 1e
Relationship Development
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5,1.6,1.7,1.8
Learning & Development
Leader
Change Leader
explore the studies of educational futurism and how
forecasting assists in planning for the future.
2a, 4a
Relationship Development
Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
conduct pupil enrollment forecasting with the Least
Square Method and the Cohort Survival Method.
2a, 4a
Operations Leader
Change Leader
Relationship Development
Leader
Performance Leader
Operations Leader
1.4, 1.5, 1.6
understand what must be considered when developing 2a, 4a
and modifying school attendance zones.
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
prepare strategies to plan for school closing and
consolidation
2a, 4a
Operations Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
implement identified techniques for educational
planning
2a, 4a
Operations Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
implement communication skills required in
educational planning
2a, 4a
Operations Leader
Change Leader
1.4, 1.5, 1.6
Relationship Development
Leader
Performance Leader
recognize the technological applications used in
educational planning.
4e,4f
Operations Leader
Learning & Development 1.1, 1.2, 1.4,
Leader
1.5, 1.7
Curriculum, Instruction &
Assessment Leader
Operations Leader
develop and implement contingency plans in case of
emergencies.
develop strategies to implement educational
innovations in their areas of interests.
1d
1a
Data Analysis Leader
Operations Leader
1.2, 1.4, 1.5
Process Improvement
Leader
Curriculum, Instruction & 1.1,1.2,1.3,1.4,
Assessment Leader
1.5
Learning & Development
Leader
Change Leader
conduct case studies of educational planning
1c
Change Leader
1.6
Course Outline:
1. Educational planning concepts and theories
Planning for change
2. The nature and purposes of planning
The planning process
The planning roles and responsibilities
3. Educational planning of school systems and postsecondary institution
Forms and approaches of educational planning
4. School improvement plan
5. Needs assessment of a school system and a postsecondary institution
6. Vision statements, goals, and objectives
Implementation of an educational plan
7. Educational futurism
Planning and forecasting
Trend analysis
8. Forecasting pupil population
Least square method
Cohort survival method
Planning for accuracy
9. Planning school attendance zones
Establishing attendance zones
Changing attendance zones
10. Planning for school consolidation
Planning for school closing
11. Planning Techniques
Planning with PERT
Decision Matrix
Delphi technique
The scenario
12. Communication and educational planning
13. Technological application to educational planning
14. Planning to implement change
Nature of change
Opposition to change
Implementing a plan to change
15. Planning for emergencies
Forecasting emergencies
Simulating emergencies
Contingency plans
16. Educational planning: Case studies
Course activities:
Course activities will include, but are not limited to:
1. Lecture
5.
2. Student research projects
6.
3. Class exercises
7.
4. Presentations
8.
Class and group discussions
Reading assignments
Simulations
School visits
Course requirements:
1. Attendance at all class meetings (All objectives)
2. Active participation in class activities (All objectives)
3. Careful and accurate preparation of class assignments (All objectives)
4. First Exercise (Objectives 1 to 8)
5. Second Exercise (Objectives 9-16)
6. Review of Literature (All objectives)
7. Class Presentation of Research Project (All objectives)
Student performance evaluation:
1.
2.
3.
4.
First Exercise
Review of Literature
Group presentation
Second Exercise
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
25%
25%
25%
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:
Carlson, R. V., & Awkerman, G. (Eds.). (1991). Educational planning. White Plains, NY: Longman.
Chan, T. C. (1997). An evaluation of the participatory planning approach to school facility planning. Paper
presented to the Annual Conference of the International Society for Educational Planning at
Philadelphia, PA, October, 1997.
Council of Educational Facility Planners. (1994). Guide for planning educational facilities. (Revised Edition.)
Columbus, OH: The Council.
Koehnecke, D. S. (2002). Planning and implementation of cooperative activities: A lesson for preservice
teachers. Educational Planning, 13(4). 53-61.
Lee, J. (2001). A contingency model of educational policy implementation: Implications for the planning
of standards-based state education reform. Educational Planning, 12(2), 23-34.
Lewis, Jr. (1983). Long-range and short-range planning for educational administrators. Newton, MA:
Allyn and Bacon.
Owens, R. G. (1994). Organization behavior in education. (5th Ed.) Englewood Cliffs, NJ: Prentice-Hall.
Valenti, E.P. (1991). Strategic management in education. Needham Heights, MA: Allyn and Bacon,
Longwood Division.