KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 8390 Planning, Implementing & Assessing Instruction:
Increasing Achievement of Diverse Students- II
Department Special Education/ESOL
Degree Title (if applicable) Ed.D.
Proposed Effective Date 20006
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 Not Approved
Faculty Member
_____
Date
Department Curriculum Committee Date
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Department Chair Date
School Curriculum Committee Date
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School Dean
GPCC Chair
Date
Date
Dean, Graduate Studies Date
Vice President for Academic Affairs Date
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 EDUC 8390____
Course Title __ Planning, Implementing, and Assessing Instruction: Increasing the
Academic Achievement of Diverse Students II
Credit Hours 3 Credit Hours
Prerequisites Admission into the Special Education/ESOL Ed.D. program
Successful completion of Planning, Implementing, and Assessing Instruction: Increasing the Academic Achievement of Diverse Students I
Description (or Proposed Degree Requirements)
This course focuses on providing opportunities for candidates to plan, implement, and assess instructional activities in diverse settings. Examination of the foundations of special education and diversity of special pupil populations with an emphasis on the value and structure of the integrated regular classroom as it relates to the identification of learning needs of students with emotional, cognitive, physical, sensory and multiple disabilities. This practical application will be linked to the theory and content acquired in PIA I. A case study, problem-solving approach will be incorporated.
Distributed School Leadership (DSL) roles will be embedded in the course to give candidates an opportunity to recognize their potential for leadership.
III.
Justification
Educators in the United States face a tremendous challenge: meeting the needs of all learners in increasingly diverse classrooms. At a time of rapid demographic changes in Georgia’s student population, 20 % of teachers report that they do not feel “prepared” to meet the needs of diverse students (The 2002 Interim Report of the President’s Advisory Commission on Educational Excellence). Teachers not prepared to work with diverse student populations often “teach to the middle,” leaving the special needs of students on both the low and high ends of the readiness spectrum unaddressed.
The old traditional one-size-fits-all does not serve the growing diverse student populations. In addition, the lack of teacher preparation translates into the use of inappropriate curricula, assessments, and instructional materials, all of which have contributed to the poor academic performance of diverse students. For example, African
American, Hispanic, and Special Education students consistently perform below average

in Georgia schools. Many of these students have disrupted schooling, lower attendance rates, and are under-represented in higher level courses. It is clear that simply "teaching to the middle" by providing a single avenue for learning for all students in a class is not effective, ethical, or legal. Teachers must learn to use differentiated instruction to match tasks, activities, and assessments with their students' interests, abilities, and learning preferences. The course will specifically address DSL roles in the areas of (a) change leader; (b) curriculum, instruction, and assessment leader; (c) learning and development leader, (d) performance leader, and (e) operations leader.
IV. Additional Information (for New Courses only)
Instructor: Dr. Karen Harris and Dr. Karen Kuhel
Course Standards, Outcomes, Performance Indicators & Objectives
TESOL NCATE/KSD Course Objectives
Standards
5.a.1. Use extensive knowledge of research and evolution of field to make instructional decisions and conduct classroom-based research
Standards/
*DSL Roles
NCATE Standard I
KSD Standard 1a, 1b, & 2e
DSL CL, CIAL, & LDL
Synthesize and evaluate teaching methodologies and media techniques appropriate to a range of teaching contexts and student needs
Evidence of
Mastery
Action research
Major area paper
NCATE Standard II
KSD Standard 1a, 1b, 2c & 4b
DSL CL, RDL, CIAL, LDL,
DAL, & PIL
Articulate and critically think about pedagogical models for planning, implementing and assessing instruction through participation in a range of structured field experiences in a variety of contexts
Position paper
Instructional design project
5.a.1. Use extensive knowledge of research and evolution of field to make instructional decisions and conduct classroom-based research
5.a.2. assist schools to design
ESL instructional programs that meet and fulfill federal, state, and local guidelines, laws, and policies
1.b.5.
Understand and apply knowledge of language and literacy development theory and research to provide optimal learning environments for ESOL learners and to conduct theory-based research in the K-12 classroom.
3.a.1. Inform and work with colleagues to plan standardsbased instruction
3.a.2. Systematically plan student-centered ESL and content instruction
3.a.3. Systematically plan multilevel activities and are flexible in grouping students to meet instructional needs of culturally and linguistically diverse student populations
NCATE Standard IV
KSD Standard 1c & 2e
DSL CL, LDL, PIL, & RDL
NCATE Standard I & II
KSD Standard 4a, 4c, & 4e
DSL CL, PL, LDL, CIAL, & OL
Articulate and critically investigate epistemological assumptions and orientations of knowing, pedagogy, and practice
Evaluate lessons using differentiation to ensure student instruction centered around universal design and zone of proximal development principles
Behavior project
(formal presentation)
Case studies

*DSL = Distributed School Leadership
Codes:
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
Instructional Method
The following instructional strategies will be used to collaboratively and interactively present course material and engage students in critical thinking and discourse at the doctoral level:

Lecture

Discussion

Collaborative Group Work

Case Study Analysis

Simulation Activities

Role Play
Methods of Evaluation
Assessment of student learning in this course will be done through the following assignments and performance-based projects meeting specific course objectives and relating to identified knowledge, skills, and dispositions.
COURSE REQUIREMENTS/ASSIGNMENTS
See above.
V. Resources and Funding Required (New Courses only)
Amount Resource
Faculty
Other Personnel
Equipment
Supplies
Existing Faculty
0
0
0
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
0
0
0
0
0
0

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)
Education/Special Education_____________
EDUC 8390
Plan, Implement, Assess Instruction -II
3 Credit Hours
Fall 2006
Regular
NA If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites NA
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee _

III.
II.
I.
EDUC 8390 Planning, Implementing, and Assessing Instruction: Increasing the Academic
Achievement of Diverse Students II
Department of Special Education and TESOL
Kennesaw State University
Fall, 2006
INSTRUCTOR : Name
Location: Kennesaw State University
Office:
Phone: e-mail:
Class Sessions: Day :
Location: Kennesaw Hall 1107
IV. Texts (required):
V.
Catalog Description : This course focuses on providing opportunities for candidates to plan, implement, and assess instructional activities in diverse settings. Examination of the foundations of special education and diversity of special pupil populations with an emphasis on the value and structure of the integrated regular classroom as it relates to the identification of learning needs of students with emotional, cognitive, physical, sensory and multiple disabilities. This practical application will be linked to the theory and content acquired in PIA I. A case study, problem-solving approach will be incorporated.
Distributed School Leadership (DSL) roles will be embedded in the course to give candidates an opportunity to recognize their potential for leadership.
VI.
Purpose/Rationale: Educators in the United States face a tremendous challenge: meeting the needs of all learners in increasingly diverse classrooms. At a time of rapid demographic changes in
Georgia’s student population, 20 % of teachers report that they do not feel “prepared” to meet the needs of diverse students (The 2002 Interim Report of the President’s Advisory Commission on Educational
Excellence). Teachers not prepared to work with diverse student populations often “teach to the middle,” leaving the special needs of students on both the low and high ends of the readiness spectrum unaddressed.
The old traditional one-size-fits-all does not serve the growing diverse student populations. In addition, the lack of teacher preparation translates into the use of inappropriate curricula, assessments, and instructional materials, all of which have contributed to the poor academic performance of diverse students. For example,
African American, Hispanic, and Special Education students consistently perform below average in Georgia schools. Many of these students have disrupted schooling, lower attendance rates, and are underrepresented in higher level courses. It is clear that simply "teaching to the middle" by providing a single avenue for learning for all students in a class is not effective, ethical, or legal. Teachers must learn to use differentiated instruction to match tasks, activities, and assessments with their students' interests, abilities, and learning preferences. The course will specifically address DSL roles in the areas of (a) change leader;

(b) curriculum, instruction, and assessment leader; (c) learning and development leader, (d) performance leader, and (e) operations leader.
VII.
Conceptual Framework Summary and Related Standards and Requirements: The Kennesaw State
University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning. While completing the 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.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at
KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching.
We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
The knowledge base for methods of teaching culturally and linguistically diverse students and students with disabilities continues to develop rapidly. The historical framework included grammar-translation, audiolingual, pull-out English only programs, perceptual training, behavior modification and task analysis.
Current directions include multiple intelligence models, systematic instruction, strategy approaches to teaching and learning, direct instruction, and Sheltered Instruction Observation Protocol. The field draws on research literature from educational psychology, medicine, psychology, special education, second language acquisition, linguistics, and sociocultural theory. .The emphasis in this class will be on developing knowledge on best practices, skills in application of research-based best practices in the area of differentiation, behavior management, documenting impact on student learning, and reflective practice.
Technology Standards
All candidates must be able to use technology to improve student learning and meet Georgia Technology
Standards for Educators. Candidates in this course will be expected to apply the use of educational technology in classrooms for students in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs, charts, and tables, word processing to write papers, and e-mail to communicate with the instructors and their peers.
Diversity Standards
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.
Graduate Field Experience Requirements
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.
VIII. Goals and Objectives
The knowledge, skills, and dispositions (KSDs) 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.

Course Standards, Outcomes, Performance Indicators & Objectives
TESOL
Standards
5.a.1. Use extensive knowledge of research and evolution of field to make instructional decisions and conduct classroom-based research
5.a.1. Use extensive knowledge of research and evolution of field to make instructional decisions and conduct classroom-based research
5.a.2. assist schools to design
ESL instructional programs that meet and fulfill federal, state, and local guidelines, laws, and policies
1.b.5.
Understand and apply knowledge of language and literacy development theory and research to provide optimal learning environments for ESOL learners and to conduct theory-based research in the K-12 classroom.
3.a.1. Inform and work with colleagues to plan standardsbased instruction
3.a.2. Systematically plan student-centered ESL and content instruction
3.a.3. Systematically plan multilevel activities and are flexible in grouping students to meet instructional needs of culturally and linguistically diverse student populations
NCATE
KSD
DSL
KSD
DSL
NCATE
KSD
DSL
NCATE
NCATE/KSD
Standards/
*DSL Roles
Standard I
Standard 1a, 1b, & 2e
CL, CIAL, & LDL
NCATE Standard II
Standard 1a, 1b, 2c & 4b
CL, RDL, CIAL, LDL,
DAL, & PIL
Standard IV
Standard 1c & 2e
CL, LDL, PIL, & RDL
Standard I & II
KSD Standard 4a, 4c, & 4e
DSL CL, PL, LDL, CIAL, & OL
Synthesize and evaluate teaching methodologies and media techniques appropriate to a range of teaching contexts and student needs
Articulate and critically think about pedagogical models for planning, implementing and assessing instruction through participation in a range of structured field experiences in a variety of contexts
*DSL = Distributed School Leadership
Codes:
CIAL = Curriculum, Instruction, & Assessment Leader
CL = Change Leader
DAL = Data Analysis Leader
LDL = Learning & Development Leader
OL = Operations Leader
PIL = Process Improvement Leader
PL = Performance Leader
RDL = Relationship Development Leader
Course Objectives
Articulate and critically investigate epistemological assumptions and orientations of knowing, pedagogy, and practice
Evaluate lessons using differentiation to ensure student instruction centered around universal design and zone of proximal development principles
Evidence of
Mastery
Action research
Major area paper
Position paper
Instructional design project
Behavior project
(formal presentation)
Case studies

Grades will be assigned as follows:
540 -600 points = A
479 -539 points = B
418 -478 points = C
<435 points = D
XII. ACADEMIC INTEGRITY
Every KSU candidate 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 candidate to the Code of Conduct's minimum one semester suspension requirement.
The candidate is reminded to consult pp 142-143 of the 2001-2002 KSU Graduate Catalog for the University's policy. Any strategy, which has the appearance of improving grades without increasing knowledge, will be dealt with in accordance with the University's policy on academic honesty. In addition, candidates in the graduate program in special education are held accountable by the Georgia Professional Code of Ethics for Educator.
(http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional Children's (CEC)
Code of Ethics for Educators of Persons with Exceptionalities (http://www.cec.sped.org/ps/code.htm#1).
XIII. COURSE OUTLINE
This is a tentative outline. The syllabus schedule reflects a proposed general sequence of topics. Any topic may be covered in greater or lesser detail depending on the needs of the class. Topics may overlap in dates. Additional topics may be added as requested by the candidates. However, any changes in due dates or written products that are part of a “grade” will be changed only after class discussion and written notification by the professor. Candidates will be expected to initial that they have read the written notification by the instructor. The assigned readings are to be completed before coming to class on the assigned day (except for the first day and those marked “during class”).
First Class Course introduction/Policies/Course
Second Class
Third Class
Forth Class
Fifth Class
Sixth Class
Seventh Class
Eighth Class
Ninth Class
Tenth Class
Eleventh Class
12 th Class
13 th Class
14 th Class
15 th Class
Overview Orientation
Review of Pedagogical models for planning, implementing and assessing instruction
Collaborative Planning
Collaborative Planning
Delivery of Instruction
Evaluating Teaching Videos
Collaborative Planning
Delivery of Instruction
Delivery of Instruction
Assessment of Instruction
Delivery of Instruction
Delivery of Instruction
Delivery of Instruction
Assessment and Reflection
Assessment and Reflection

16 th Class Assessment and Reflection
XIV. REFERENCE/BIBLIOGRAPHY
Blackwell, J. E. "Faculty Issues Affecting Minorities in Education." In R. C. Richardson and A. G. de los Santos
(Eds.), From Access to Achievement: Strategies for Urban Institutions.
Tempe: National Center for Postsecondary
Governance and Finance, Arizona State University, 1987.
Broder, L. L. B. and Chism, N. V. N. "The Future is Now: A Call For Action and List of Resources." In L. L. B.
Broder and N. V. N. Chism (Eds.), Teaching for Diversity . New Directions for Teaching and Learning, no. 49. San
Francisco: Jossey-Bass, 1992.
Chism, N. V., Cano, J., and Pruitt, A. S. "Teaching in a Diverse Environment: Knowledge and Skills Needed by
TAs." In J. D. Nyquist, R. D. Abbott, and D. H. Wulff (Eds.), Teaching Assistant Training in the 1990s . New
Directions for Teaching and Learning, no. 39. San Francisco: Jossey-Bass, 1989.
Coleman, L. The Influence of Attitudes, Feeling and Behavior Toward Diversity on Teaching and Learning .
Boulder: University of Colorado, Faculty Teaching Excellence Program, n.d.
Collett, J. "Reaching African-American Students in the Classroom." In L. Hilsen (Ed.), To Improve the Academy .
Vol. 9. Stillwater, Okla.: New Forums Press, 1990.
Cones, J. H., Janha, D., Noonan, J. F. "Exploring Racial Assumptions With Faculty." In J. H. Cones, J. F. Noonan, and D. Janha (Eds.), Teaching Minority Students . New Directions for Teaching and Learning, no. 16. San Francisco:
Jossey-Bass, 1983.
Fleming, J. Blacks in College . San Francisco: Jossey-Bass, 1988.
Flick, D. Developing and Teaching an Inclusive Curriculum . Boulder: University of Colorado, Faculty Teaching
Excellence Program, n.d.
Green, M.F. (ed.). Minorities on Campus: A Handbook for Enriching Diversity . Washington, D. C.: American
Council on Education, 1989.
Hall, R. M., and Sandler, B. R. The Classroom Climate: A Chilly One for Women?
Washington, D. C.: Association of American Colleges, 1982.
Institute for the Study of Social Change. The Diversity Project: Final Report . Berkeley: University of California,
1991.
Jenkins, M. L., Gappa, J. M., and Pearce, J. Removing Bias: Guidelines for Student- Faculty Communication .
Annandale, Virg.: Speech Communication Association, 1983.
Levine, A. and Associates. Shaping Higher Education's Future . San Francisco: Jossey-Bass, 1990.
Pascarella, E. T. "A Program for Research and Policy Development on Student Persistence at the Institutional
Level." Journal of College Student Personnel , March 1986, pp. 100-107.

Pemberton, G. On Teaching Minority Students: Problems and Strategies . Brunswick, Maine: Bowdoin College,
1988.
Sadker, M. and Sadker, D. "Confronting Sexism in the College Classroom." In S. L. Gabriel and I. Smithson (Eds.),
Gender in the Classroom: Power and Pedagogy . Urbana: University of Illinois Press, 1990.
Sadker, M. and Sadker, D. "Ensuring Equitable Participation in College Classes." In L. L. B. Border and N. V. N.
Chism (Eds.), Teaching for Diversity . New Directions for Teaching and Learning, no. 49. San Francisco: Jossey-
Bass, 1992.
Simpson, J. C. "Black College Students Are Viewed as Victims of a Subtle Racism." Wall Street Journal , April 3,
1987, p. 1.
Smith, D. G. The Challenge of Diversity: Involvement or Alienation in the Academy?
Report No. 5. Washington, D.
C.: School of Education and Human Development, The George Washington University, 1989.
Solomon, B. B. "Impediments to Teaching a Culturally Diverse Undergraduate Population." In J. D. Nyquist, R. D.
Abbott, D. H. Wulff, and J. Sprague (Eds.), Preparing the Professoriate of Tomorrow to Teach: Selected Readings for TA Training . Dubuque, Iowa: Kendall/Hunt Publishing, 1991.
Tinto, V. "Principles of Effective Retention." Paper presented at the University of California Student Research
Conference, Asilomar, Calif., April 23-24, 1989.
Woolbright, C. (Ed.). Valuing Diversity on Campus: A Multicultural Approach . Bloomington, Ind.: Association of
College Unions-International, 1989.