KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 8310 Stand Up and Be Counted: Teacher as Decision
Maker
Department Elementary and Early Childhood Education
Degree Title (if applicable) Ed.D. Program
Proposed Effective Date Fall 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
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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 ECE 8310 _____________________
Course Title Stand Up and Be Counted: Teacher as Decision Maker
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
This course is designed for teachers and examines formal and informal teacher leadership
roles and assesses the effects of these roles on teachers and on student achievement. It
analyzes the barriers to teacher leadership created by the structure of schools and the
culture of teaching. The goal of this course is to provide an understanding of both the
difficulties and the opportunities inherent in teacher leadership and to help build skills
that will be useful as teacher leaders.
III.
Justification
Top down decision making is standard in the history of the culture of schools. As more
and more pressure is placed on teachers to “perform,” it is imperative that teachers
develop skills to make their voices heard so they take an active part in policy reform.
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IV.
Additional Information (for New Courses only)
Instructor: To be assigned
Text:
American Psychological Association, Publication Manual of the American Psychological
Association, (5th ed) Washington, DC: Author
Lieberman, Ann and Lynne Miller. (2004) Teacher Leadership. San Francisco, CA: John
Wiley and Sons, Inc.
Troen, V. and Boles, K. (2003) Who’s Teaching Your Children? Why the Teacher
Crisis is Worse Than You Thought and What to Do About It. New Haven: Yale
University Press.
Prerequisites:
Admission to the Ed.D. program
Objectives:
Course objective
How have the history and culture of schools and
teaching affected classroom practitioners
Doctoral
KSDs
1b, 1c, 2a
How do the power relationships among students,
parents, teachers and school administrators affect
the culture of the school, and how can we redefine
these relationships to make schools more
productive and satisfying workplaces?
2d, 6c, 6d
Given the egalitarian structure of the teaching
career, how can leadership emerge from the ranks
of classroom practitioners, and how must the
institution change in order to support teacher
leadership?
2c, 3a, 3b
What are the new roles and new models of
leadership that have been created for teachers, and
how will the need for over two million new teachers
in the next ten years interface with these new roles?
1a, 5f, 6a
Distributed School
Leadership Roles*
Curriculum, Instruction
& Assessment Leader,
Learning &
Development Leader,
Change Leader
Curriculum, Instruction
& Assessment Leader,
Operations Leader,
Process Improvement
Leader, Relationship
Development Leader
Change Leader,
Relationship
Development Leader,
Curriculum and
Instruction Leader,
Operations Leader
PSC/NCATE
Standard
1.4, 1.5, 1.6,
Curriculum, Instruction
& Assessment Leader,
Learning &
Development Leader,
Change Leader,
Relationship
Development Leader
1.1, 1.2, 1.3,
1.4, 1.5, 1.6
1.2, 1.4,1.5,
1.6, 1.7, 1.8
1.1, 1.2, 1.3,
1.4, 1.6 1.7,
1.8
Instructional Method
Lecture, class participation, individual assignments and personal study/research.
Individual Assignments
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Write a personal journal (100 points)
Write a Teacher Leader Paper (100 points)
Write a Case Study (100 pts)
Contribute intellectual and thought provoking comments to class discussions S/U
(There will be 3 point subtracted from the final average for any U received.)
Method of Evaluation
Grades will be assigned as follows:
A:
B:
C:
F:
V.
92% - 100%
84% - 91%
75% - 83%
75% or lower
Resources and Funding Required (New Courses only)
*Course funding is addressed in a comprehensive manner in the comprehensive proposal for the umbrella
Ed.D degree for the Bagwell College of Education.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
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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
Ed.D.
ECE 8310
Decision Making
3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Page 5 of 11
VII Attach Syllabus
Elementary and Early Childhood Education
Ed D Program
ECE 8310 Syllabus
Stand up and be Counted: Teacher as Decision Maker
Semester Fall, 2006
Kennesaw State University
Bagwell College of Education
Department of Elementary and Early Childhood Education
I.
INSTRUCTOR: to be assigned
Kennesaw Hall Room xxx
Office Phone- xxxxx
e-mail xxxxx
III.
CLASS MEETINGS: TBA
IV:
TEXTS selection that could be chosen for ECE 8310 Stand up and be counted: Teacher as Decision
Maker
American Psychological Association, Publication Manual of the American Psychological Association, (5 th
ed) Washington, DC: Author
Lieberman, Ann and Lynne Miller. (2004) Teacher Leadership. San Francisco, CA: John Wiley and Sons,
Inc.
Troen, V. and Boles, K. (2003) Who’s Teaching Your Children? Why the Teacher Crisis is Worse Than
You Thought and What to Do About It. New Haven: Yale University Press.
V.
CATALOG COURSE DESCRIPTIONS:
ECE 8310 Stand up and be Counted: Teacher as Decision Maker
This course is designed for teachers and examines both formal and informal teacher leadership roles and assesses
the effects of these roles on teachers and on student achievement. It analyzes the barriers to teacher
leadership created by the structure of schools and the culture of teaching. The goal of this course is to
provide an understanding of both the difficulties and the opportunities inherent in teacher leadership and to
help build skills that will be useful as teacher leaders.
VI.
PURPOSE/RATIONALE:
Top down decision making is standard in the history of the culture of schools. As more and more
pressure is placed on teachers to “perform,” it is imperative that teachers develop skills to make
their voices heard so they take an active part in policy reform.
KENNESAW STATE UNIVERSITY’S 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
Page 6 of 11
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 at the doctoral level develop into
leaders for learning and 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.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, inservice, 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 believe 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 endstate but a process of continued development.
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. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
VII.
GOALS AND OBJECTIVES: The Professional Teacher Education Unit prepares learning facilitators who
understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making instructional decisions that foster the success of all learners. As a result of the
satisfactory fulfillment of the requirements of these courses, the candidate will answer the following
questions:
Course objective
How have the history and culture of schools and
teaching affected classroom practitioners
Doctoral
KSDs
1b, 1c, 2a
How do the power relationships among students,
parents, teachers and school administrators affect
the culture of the school, and how can we redefine
these relationships to make schools more
productive and satisfying workplaces?
2d, 6c, 6d
Given the egalitarian structure of the teaching
career, how can leadership emerge from the ranks
of classroom practitioners, and how must the
institution change in order to support teacher
leadership?
2c, 3a, 3b
What are the new roles and new models of
leadership that have been created for teachers, and
how will the need for over two million new teachers
in the next ten years interface with these new roles?
1a, 5f, 6a
Distributed School
Leadership Roles*
Curriculum, Instruction
& Assessment Leader,
Learning &
Development Leader,
Change Leader
Curriculum, Instruction
& Assessment Leader,
Operations Leader,
Process Improvement
Leader, Relationship
Development Leader
Change Leader,
Relationship
Development Leader,
Curriculum and
Instruction Leader,
Operations Leader
PSC/NCATE
Standard
1.4, 1.5, 1.6,
Curriculum, Instruction
& Assessment Leader,
Learning &
Development Leader,
Change Leader,
Relationship
1.1, 1.2, 1.3,
1.4, 1.5, 1.6
1.2, 1.4,1.5,
1.6, 1.7, 1.8
1.1, 1.2, 1.3,
1.4, 1.6 1.7,
1.8
Page 7 of 11
Development Leader
VIII. COURSE REQUIREMENTS AND ASSIGNMENTS:
Individual Assignments
Write a personal journal (100 points)
Write a Teacher Leader Paper (100 points)
Write a Case Study (100 pts)
Contribute intellectual and thought provoking comments to class discussions S/U
(There will be 3 point subtracted from the final average for any U received.)
EVALUATION AND GRADING:
A:
B:
C:
F:
92% - 100%
84% - 91%
75% - 83%
75% or lower
Note: All written work should reflect careful organization of material and the high standards of investigation
associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper. All work submitted
should follow APA format. Manuscripts must be proof-read to ensure accuracy in spelling, punctuation, and
grammar. Written work should be attractive and neat -- ESPECIALLY WITH MATERIALS INTENDED FOR
STUDENT USE.
IX. Policies
Diversity: 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.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an
ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established
by the university in their expectations for candidates’ work. Candidates are responsible for knowing and adhering to
the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found to have violated
these guidelines will be subject to disciplinary action consistent with university policy. For example, plagiarism or
Page 8 of 11
other violations of the University’s Academic Honesty policies could result in a grade of “F” in the course and a formal
hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to provide
peer reviews and feedback to your editing groups regarding their research and their writing. Furthermore,
responding effectively and appropriately to feedback from your peers and the professor is another measure of one’s
professionalism. In addition, since each class meeting represents a week of instruction/learning, failure to attend
class will likely impact your performance on assignments and final exams. Please be prepared with all readings
completed prior to class. We depend on one another to ask pertinent and insightful questions
XII.
COURSE OUTLINE
(Tentative and Subject to Change)
The goal of these courses is for candidates to construct their own conceptualizations of best instructional,
curricular, and assessment practice. To this end, the courses are arranged from an inductive point of view and
contain regular hands-on inquiry activities based on candidates’ own experiences in their classrooms to aid in
their construction of the conceptualizations.
XI.
REFERENCES AND BIBLIOGRAPHY
Achenstein, Betty et al. (2004) Are We Creating Separate and Unequal Tracks of Teachers? The Effects of
State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization. American
Educational Research Journal Vol 411, No. 3 pp. 557-603.
Barth, Roland. (February 2001) Teacher Leader. Phi Delta Kappan. ..
Cook, Ann. (1995) Teachers as Team Players: Or, How many Heroes Does It Take to Change a School?
Education Week. ..
Deal, Terrence. (1987) The Culture of Schools. Leadership: Examining the Elusive. 1987 ASCD Yearbook.
pp 3-15.
Evans, Paula. (1999) When I Grow Up, I Don’t Think I Want To Be a Teacher.... Education Week.
Feiman-Nemser, Sharon. (May 2003) What New Teachers Need to Learn. Educational Leadership.
Feiman-Nemser, Sharon (1998) Teachers as Teacher Educators [1]. Association for Teacher Education in
Europe.
Guiney, E. (2001) “Coaching isn’t just for athletes: The role of teacher leaders.” Phi Delta Kappan, v. 82.
No. 10. Pp 740-743.
Haycock, Kati. (Summer 1998) Good Teaching Matters: How Well-Qualified Teachers Can Close the Gap.
Education Trust. Vol.3, Issue 2. Pp 1-14.
Johnson, Susan Moore. Finders and Keepers. Chap 3 – What Teaching Pays, What Teaching Costs, pp.
49-68.
Johnson, Susan Moore. (1990) Teachers at Work, Chapter 1: On Work and
Page 9 of 11
Workplaces. Basic Books. pp 1-28.
Johnson, Susan Moore. (2004). Finders and Keepers: Helping New Teachers Thrive and Survive in Our
Schools. San Francisco, CA: Jossey-Bass. Chapter 10: Sustaining New Teachers Through
Professional Growth. pp 225-248.
Johnson, Susan Moore. Finders and Keepers. Chap. 9 Supporting New Teachers Through School Based
Induction pp. 193-224.
Kanter, Rosabeth Moss. The Change Masters Ch 8 Power Skills in Use: Corporate Entrepreneurs in Action
pp. 209-240 Ch 9 Dilemmas of Participation pp. 241-277.
King, Sabrina Hope. (1993) Why Did We Choose Teaching Careers and What Will Enable Us to Stay?:
Insights from One Cohort of the African American Teaching Pool. Journal of Negro Education.
Lewis, C. Perry, R. and Hurd, J. (2004) A Deeper Look at Lesson Study. Educational Leadership. 61(5),
pp. 6-11. ..
Lieberman, Ann and Grolnick, Maureen.(1997) Networks, Reform and the Professional Development of
Teachers. 1997 ASCD Yearbook: Rethinking Educational Change With Heart and Mind.
Little, Judith Warren, Gearhart, Maryl, Curry, Marnie and Kafka, Judith. (November 2003) Looking at
Student Work for Teacher Learning, Teacher Community and School Reform. Phi Delta Kappan.
McCabe, Melissa. (2005) Salary Adjustments. No Small Change: Targeting Money Toward Student
Performance. Education Week Vol. 24, No. 17, pp 23-25. ..
Nieto, Sonia. (May 2003) What Keeps Teachers Going? Educational Leadership online in the “archived
issues” on www.ascd.org
Sarason, Seymour(1972). The Creation of Settings. The Creation of Settings and
the Future Societies. San Francisco: Jossey-Bass. Chapter 1 pp 1-23.
Sarason, Seymour.(1996) Revisiting “The Culture of the School and the Problem
of Change.” Chapter 4. The Modal Process of Change pp 45-67.
Siskin, Leslie. (1994) Realms of Knowledge: Academic Departments in
Secondary Schools Introduction and chapter 6. Washington, D.C.: The Falmer Press.
Silva, D.Y., Gimbert, B. & Nolan, J (2000). “Sliding the doors: Locking and unlocking possibilities for teacher
leadership. Teachers College Record. Volume 102, Number 4, August 2000, pp 779-804.
Spillane, James et al (2003) Forms of Capital and the Construction of Leadership: Instructional Leadership
in Urban Elementary Schools. in Sociology of Education, Vol. 76 (pp. 1-17).
Tyack, David and Tobin, William. (1993) The ‘Grammar’ of Schooling: Why Has it Been so Hard to
Change? American Educational Research Journal.Vol.31, No. 3. pp. 453-479.
Villegas, Ana Maria. (1997) Increasing the Racial and Ethnic Diversity of the U.S. Teaching Force.
International Handbook of Teachers and Teaching.
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Wasley, Patricia. (1991) Teachers Who Lead Teachers College Press Chap 4 p. 65-100 Gwen Ingman:
A Teacher Leader in a Principal's Model.
York-Barr, Jennifer and Duke, Karen. (2004) “What do we know about teacher leadership? Findings from
two decades of scholarship.” Review of Educational Research, Vol.74, No. 3, pp 255-316.
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