BAGWELL COLLEGE OF EDUCATION
Ed.S./Ed.D. Program
Instructional Technology - ITEC 8420
Facilitating Professional Learning and Change
Kennesaw State University
Bagwell College of Education
Department: Instructional Technology
Department phone number:
Semester: XXXX
Credit Hours: 3
INSTRUCTOR:
TEXTS:
e-mail:
Web page:
Office Phone:
McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional
Development Workbook. Alexandria, VA: ASCD.
National Staff Development Council. (2001). Standards for staff development.
Oxford, OH: National Staff Development Council.
COURSE CATALOG DESCRIPTION:
Prerequisites:
Admission to the Ed.S. or Ed.D. program in Instructional Technology or approval of the
Educational Leadership Department to enroll in this course as an elective course.
This course is designed to prepare instructional leaders who are knowledgeable in the design and
implementation of professional learning programs within a school/district. This course is
grounded in research and focused on effective practices that promote continuous learning and
development to increase student achievement. Topics include: assessing professional learning
needs, designing effective reflection and learning experiences, facilitating and presenting skills,
mentoring, and evaluation. This course will also examine the design and development of effective
online professional learning programs.
PURPOSE/RATIONALE:
Billions of dollars have been spent on instructional technology within schools/districts; however,
the return on the investment has been minimal in terms of improving student achievement. The
research is very clear that professional learning is the critical ingredient for the effective use of
technology in the classroom. This course focuses on the development of instructional leaders who
can lead in the design and implementation of powerful forms of professional learning. Traditional
one-day workshops are not enough to prepare teachers to use technology effectively. Effective
instructional leaders must be skilled in facilitating various forms of professional learning, such as
teacher study groups, guided peer observations, mentoring, and demonstration lessons by master
teachers. Instructional leaders must design professional learning that deepens teachers’ content
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knowledge and pedagogical skills; includes opportunities for practice, research, and reflection;
takes place throughout the school day; and is sustained over time.
KSU CONCEPTUAL FRAMEWORK SUMMARY
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 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, 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 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 end-state 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.
Field Experience:
While participating in all field experiences, you are encouraged to be involved in a variety of
school-based activities directed at the improvement of teaching and learning. Activities may
include, but are not limited to, attending and presenting at professional conferences, participating
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in leadership activities, attending PTA/school board meetings, and participating in educationrelated community events. As you continue your field experiences, you are encouraged to explore
every opportunity to learn by doing.
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 ethnicity, race,
socioeconomic status, gender, giftedness, disability, language, religion, family structure,
sexual orientation, and geographic region. 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 (770-423- 6443) and develop an
individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above. For more information
contact the Student Life Center at 770-423-6280.
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.
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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.
d. are knowledgeable about the factors contributing to safe physical environments for
education.
e. develop, articulate, implement, and steward a vision of learning supported by the
school community
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.
f. support the teaching and learning process by soliciting all sources of funding and
educational resources.
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
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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.
GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will support the adoption and effective use of learning technologies in education by
designing and implementing high-quality professional learning programs (ISTE/NCATE TF
Standards I, II, III, V, VI, VII, and VIII).
In pursuit of these goals, the learning objectives of this course include:
1. Candidates will identify resources and participate in professional development
activities and organizations to support ongoing professional growth related to
technology. (ISTE/NCATE TF-V)
2. Candidates will disseminate information on school/district-wide policies for the
professional growth opportunities for staff, faculty, and administration.
(ISTE/NCATE TF-V)
3. Candidates will discuss and examine the need for high quality professional
learning in schools. (ISTE/NCATE TF-V)
4. Candidates will develop an understanding of the National Staff Development
Council (NSDC) standards for professional learning. (ISTE/NCATE TF-V)
5. Candidates will apply the NSDC standards when designing, implementing, and
evaluating professional learning programs for P-12 schools. (ISTE/NCATE TFV)
6. Candidates will review adult learning theory and apply its principles when
designing and delivering professional learning programs. (ISTE/NCATE TF-VIII)
7. Candidates will identify the characteristics of a professional learning community.
(ISTE/NCATE TF-V)
8. Candidates will describe ways to facilitate the development of professional
learning communities in P-12 schools. (ISTE/NCATE TF-VIII)
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9. Candidates will develop powerful professional learning programs to support
technology initiatives within P-12 schools. (ISTE/NCATE TF-V)
10. Candidates will develop online learning components to be used in conjunction
with on-site professional development and the creation of a supportive face-toface learning community. (ISTE/NCATE TF-V)
11. Candidates will participate in cooperative group process techniques and identify
when each technique is most effective. (ISTE/NCATE TF-VIII)
12. Candidates will assist teachers in the ongoing development of knowledge, skills,
and understanding of technology systems, resources, and services that are aligned
with school, district and state technology plans. (ISTE/NCATE TF-I)
13. Candidates will use technology resources to collect and analyze data, interpret
results, and target instructional technology practices to maximize student learning.
(ISTE/NCATE TF-V)
14. Candidates will locate, select, capture and integrate video and digital images for
use in presentations, publications and online learning modules. (ISTE/NCATE
TF-V)
15. Candidates will use technology to communicate and collaborate with peers,
parents, and the larger community. (ISTE/NCATE TF-V)
16. Candidates will participate in online learning communities for collaboration and
communication. (ISTE/NCATE TF-V)
GOALS AND OBJECTIVES – aligned to Program Standards
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
demonstrate the following outcomes:
Course objective
Doctoral
KSDs
1. Candidates will identify resources and 5f
participate in professional development
activities and organizations to support
ongoing professional growth related to
technology
2. Candidates will disseminate
1b, 5f
information on school/district-wide
policies for the professional growth
opportunities for staff, faculty, and
administration
3. Candidates will discuss and examine
5f
the need for high quality professional
“The Collaborative Development of Expertise”
Distributed
School
Leadership
Roles*
Learning &
Development
Leader
PSC/NCATE
Standard
Learning &
Development
Leader
1.2, 1.5
Learning &
Development
1.2, 1.5
1.2, 1.5
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learning in schools
4. Candidates will develop an
understanding of the National Staff
Development Council (NSDC)
standards for professional learning
5. Candidates will apply the NSDC
standards when designing,
implementing, and evaluating
professional learning programs for P-12
schools
6. Candidates will review adult learning
theory and apply its principles when
designing and delivering professional
learning programs.
7. Candidates will identify the
characteristics of a professional learning
community
8. Candidates will describe ways to
facilitate the development of
professional learning communities in P12 schools
9. Candidates will develop powerful
professional learning programs to
support technology initiatives within P12 schools
10. Candidates will develop online
learning components to be used in
conjunction with on-site professional
development and the creation of a
supportive face-to-face learning
community
11. Candidates will participate in
cooperative group process techniques
and identify when each technique is
most effective
12. Candidates will assist teachers in the
ongoing development of knowledge,
skills, and understanding of technology
systems, resources, and services that are
aligned with school, district and state
technology plans
13. Candidates will use technology
resources to collect and analyze data,
“The Collaborative Development of Expertise”
5f
Leader
Learning &
Development
Leader
1.2, 1.5
5f
Learning &
Development
Leader
1.2, 1.5
1a, 5f
Learning &
Development
Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 5f
Learning &
Development
Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 5f
Relationship
Developer
Learning &
Development
Leader
1.2, 1.5, 1.6
3c, 5f
Learning &
Development
Leader
1.2, 1.5
3c, 5f
Learning &
Development
Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 5f
Relationship
Development
Leader
1.6
3a, 3b, 3c
Learning &
Development
Leader
1.2, 1.5
4e, 4f
Data Analysis
Leader
1.8
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interpret results, and target instructional
technology practices to maximize
student learning.
14. Candidates will locate, select,
capture and integrate video and digital
images for use in presentations,
publications and online learning
modules
15. Candidates will use technology to
communicate and collaborate with
peers, parents, and the larger community
16. Candidates will participate in online
learning communities for collaboration
and communication.
3c
Learning &
Development
Leader
1.2, 1.5
2a, 2b, 2c,
2d, 2e, 3c
Relationship
Development
Leader
Relationship
Development
Leader
1.6
2a, 2b, 2c,
2d, 2e, 5f
1.6
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1. Overview of principles of adult learning and conceptual change.
2. Unique challenges of professional learning programs promoting technology adoption
3. Research findings on technology adoption and use in schools
4. Matching instructional methods to learning goals
5. Providing adequate follow-up to traditional face-to-face or on-line training
6. Successful technology-related professional learning programs in schools
7. The role of technology in supporting professional learning
8. Organizations and standards for professional learning in education
COURSE REQUIREMENTS/ASSIGNMENTS:
1. Candidates will plan a professional learning program to support a technology initiative
within a school/district. The program must adhere to the National Staff Development
Council (NSDC) standards and include both face-to-face and online components. The
plan should include: program description; program outline; program objectives;
assignments/deliverables; materials/resources; and budget. Online component(s) must
be fully developed in either an online portal or website. Candidates will present their
professional learning program to the class at the end of the semester.
2. Candidates will create a mini-video of a technology-related lesson OR a software
tutorial video that could be used to advance the professional learning of other
educators.
3. Candidates will create a web page of resources to support the technology-enhanced
professional learning of faculty, staff, and/or administrators within a school/district.
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Resources might include technology-connected lesson plans, software reviews, videos
of technology-connected lessons, etc…
4. Candidates will participate in a series of online discussion forums responding to
assigned readings, recommended websites, and critical issues related to the professional
learning and instructional technology. Candidate responses should relate not only to the
question(s), but also to the comments made by classmates and/or instructor. These
responses should clearly demonstrate that candidates have read the required articles,
thoroughly examined recommended websites, and participated fully in course
assignments and exercises. Responses should be relevant to the topic and should serve
to move the discussion forward—not simply agree or disagree with what has already
been stated. Candidates should interact with classmates constructively and respectively,
allowing for everyone to participate. Candidates should follow the rules of netiquette to
be provided in class.
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EVALUATION AND GRADING:
Online and In-class Discussion of Readings (25% of grade)
Video or online tutorial (20% of grade)
Web bibliography of Resources (15% of grade)
Professional Development Design Project (40% of grade)
A:
B:
C:
F:
92% - 100%
84%-91%
75%-83%
74% 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.
Action research 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.
ACADEMIC HONESTY STATEMENT:
The KSU Graduate Catalog 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 reflect 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.”
PROFESSIONALISM: CLASS ATTENDANCE/PARTICIPATION POLICY:
Attendance is required for each class session, and candidates are expected to be on time. Part of
your success in this class is related to your ability to provide peer reviews and feedback to your
group members regarding group projects. Furthermore, responding effectively and appropriately
to feedback from your peers and the professor is another measure of one’s professionalism. Since
each class meeting represents one week of instruction/learning, failure to attend class will impact
your performance on assignments and final exams. Class discussions, group work, and activities
require that everyone be present. There is no way to “make up” this class. Please be prepared
with all readings completed prior to class. You are expected to ask insightful and pertinent
questions.
REFERENCES AND BIBLIOGRAPHY:
Asayesh, G. (1993, Summer). Staff development for improving student outcomes. Journal of
Staff Development, 14(3), 24-27.
Central Regional Educational Laboratory. (n.d.) Professional development: Learning from the
best. http://www.ncrel.org/pd/toolkit.htm.
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Corcoran, T.B. (1995). Helping teachers teach well: Transforming professional development.
CPRE Policy Briefs. Brunswick, NJ: Center for Policy Research in Education. Available on-line:
http://www.ed.gov/pubs/CPRE/t61/
Corcoran, T. B. (1995). Transforming professional development for teachers: A guide for state
policymakers. Washington, DC: National Governors' Association.
Darling-Hammond, L. (1994). Professional development schools. New York: Teachers College
Press.
Darling-Hammond, L. , Lieberman, A., and McLaughlin, M. (1995). Practices and policies to
support teacher development in an era of reform. New York: NCREST.
Darling-Hammond, L. , & McLaughlin, M. W. (1995, April). Policies that support professional
development in an era of reform. Phi Delta Kappan, 76(8), pp. 597-604.
Fullan, M. (1985, January). Change processes and strategies at the local level. Elementary School
Journal, 85(3), 391-421.
Guskey, T.R. (1995). Results-oriented professional development: In search of an optimal mix of
effective practices [On-line]. Available: http://www.ncrel.org/sdrs/areas/rpl_esys/pdlitrev.htm
Guskey, T. & Roy, P. (1995, December 9). Evaluation of staff development. A preconference
session presented at the annual meeting of the National Staff Development Council in Chicago.
Guskey, T., & Sparks, D. (1991a, April ). Complexities in evaluating the effects of staff
development programs. Paper presented at the annual meeting of the American Educational
Research Association, Chicago, Illinois.
Guskey, T., & Sparks, D., (1991b, November). What to consider when evaluating staff
development. Educational Leadership, 49(3), 73-76.
Joyce, B. (Ed.). (1990). Changing school culture through staff development. 1990 yearbook of
the Association for Supervision and Curriculum Development. Alexandria, VA: Association for
Supervision and Curriculum Development.
Kopp, O.W., & Ferguson, K.E. (1996, May). Teacher training: Helping to construct the
information highway. Technological Horizons in Education Journal [On-line]. Available:
http://www.thejournal.com/magazine/vault/A552.cfm
Kujawa, S., and Huske, L. (1995). Strategic teaching and reading project guidebook. Oak
Brook, IL: North Central Regional Educational Laboratory.
Lieberman, A. (1995, April). Practices that support teacher development: Transforming
conceptions of professional learning. Phi Delta Kappan, 76(8), pp. 591-596.
Lieberman, A. (Ed.). (1995). The work of restructuring schools: Building from the ground up.
New York: Teachers College Press.
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Lieberman, A. & McLaughlin, M. (1995)"Networks for educational change: Powerful and
problematic. "In McLaughlin, M. & Oberman, I. , Professional Development in the Reform Era.
New York: Teachers College Press.
Little, J. W. (1993, Summer). Teachers' professional development in a climate of educational
reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
McDiarmid, G.W. (1995). Realizing new learning for all students: A framework for the
professional development of Kentucky teachers. East Lansing, MI: National Center for Research
on Teacher Learning.
Mullins, T.W. (1994). Staff development programs: A guide to evaluation. Thousand Oaks, CA:
Corwin Press.
National Education Association. (1994). It's about time. Washington, DC: Author.
National Staff Development Council. (1995). Standards for staff development: High school
edition. Oxford, OH: Author.
National Staff Development Council. (2005). Available: http://www.nsdc.org/.
Northwest Regional Educational Laboratory. (1998). High-quality professional development
[Online]. Available: http://www.nwrel.org/request/june98/article1.html
Purnell, S., & Hill, P. (1992). Time for reform. Santa Monica, CA: Rand.
Raywid, M. (1993). Finding time for collaboration. Educational Leadership, 51(1), 30-34.
Southwest Educational Development Laboratory. (1999, August). At the heart of the matter:
Improving teaching and learning through professional development.
http://www.sedl.org/pubs/sedletter/v11n02/welcome.html.
U. S. Department of Education. (1995, June 6). Guidance for Title II, Part B: Dwight D.
Eisenhower Professional Development Program. Washington, DC: Author.
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