BAGWELL COLLEGE OF EDUCATION
Ed.D. Program
Instructional Technology - ITEC 9430
Evaluating Professional Learning and Practice
Kennesaw State University
Bagwell College of Education
Department: Instructional Technology
Department phone number:
Semester: XXXX
Credit Hours: 3
INSTRUCTOR:
e-mail:
Web page:
Office Phone:
Killion, J. (2002). Assessing Impact: Evaluating Staff Development.
Oxford, OH: NSCD.
TEXTS:
COURSE CATALOG DESCRIPTION:
Prerequisites:
Admission to the Ed.S. or Ed.D. program in Instructional Technology or approval of the
Instructional Technology Department to enroll in this course as an elective course.
EDL XXX Advanced Study of Learning
In this course, candidates will review the theoretical principles and practices that are best suited to
high-quality evaluations of professional learning programs, classroom instruction, and online
learning.
PURPOSE/RATIONALE:
This course is designed to equip instructional technology professionals with the knowledge and
skills needed to promote continuous improvement in professional learning and classroom
practice. It is critical that professional learning programs are evaluated and strengthened as
needed.
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
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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
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,
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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.
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.
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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
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.
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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
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GOALS AND OBJECTIVES: (Aligned to Content Standards)
Candidates will be able to evaluate professional development programs, especially in the
following areas:
(1) effective use of technology to support professional learning
(2) the impact of professional learning in promoting effective technology use in schools.
(ISTE/NCATE TF Standards I, II, III, V, and VIII).
In pursuit of these goals, the learning objectives of this course include:
1. Conducting needs assessment to determine baseline data on teachers’ knowledge, skills,
and understanding of concepts related to technology.
2. Evaluating the effectiveness of modeling used to demonstrate teachers’ knowledge,
skills, and understanding of concepts related to technology (TF I)
3. Evaluating the effectiveness of modeling appropriate strategies essential to continued
growth and development of the understanding of technology operations and concepts (TF
I)
4. Modeling the creation of developmentally appropriate curriculum units that use
technology (TF II)
5. Modeling methods and strategies for teaching computer/technology concepts and skills
within the context of classroom learning (TF II)
6. Modeling strategies to support the diverse needs of learners including adaptive and
assistive technologies and disseminate information to teachers (TF II)
7. Modeling strategies reflecting current research on teaching and learning with technology
when planning learning environments and experiences (TF II)
8. Modeling the use of technology resources reflecting district and state standards (TF II)
9. Modeling the use of appropriate instructional design principles associated with the
development of technology resources (TF II)
10. Facilitating technology-enhanced experiences that address content standards and student
technology standards (TF III)
11. Using technology to support learner-centered strategies that address the diverse needs of
students (TF III)
12. Applying technology to demonstrate students' higher order skills and creativity (TF III)
13. Disseminating information regarding curricular methods and strategies that are aligned
with district/region/state/ national content and technology standards (TF III)
14. Summarizing and disseminating major research findings and trends related to the use of
technology in education to support integration throughout the curriculum (TF III)
15. Recommending evaluation strategies for improving students' use of technology resources
for learning, communication, and productivity (TF IV)
16. Analyzing data from a research project that includes evaluating the use of a specific
technology in a P-12 environment (TF IV)
17. Using resources and professional development activities available from professional
technology organizations to support ongoing professional growth related to technology
(TF V)
18. Implement policies that support district-wide professional growth opportunities for staff,
faculty, and administrators (TF V)
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19. Continually evaluating professional practice to make informed decisions regarding the
use of technology in support of student learning and disseminating findings to district
administrators (TF V)
20. Analyzing and recommending appropriate technology resources to enable and empower
learners with diverse backgrounds, characteristics, and abilities (TF V)
21. Examining the impact of national, state, and local standards for integrating technology in
the school environment (TF VIII)
22. Examining the impact of curriculum activities or performances that meet national, state,
and local technology standards (TF VIII)
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. Conducting needs assessment to
determine baseline data on teachers’
knowledge, skills, and understanding of
concepts related to technology.
5f
2. Evaluating the effectiveness of
modeling used to demonstrate teachers’
knowledge, skills, and understanding of
concepts related to technology
3a, 4b
3. Evaluating the effectiveness of
modeling appropriate strategies essential
to continued growth and development of
the understanding of technology
operations and concepts
3a, 4b, 5f
4. Modeling the creation of
developmentally appropriate curriculum
units that use technology
3a, 5f
Distributed
School
Leadership
Roles*
Performance
Leader
PSC/NCATE
Standard
1.2, 1.5
Learning &
Development
Leader
Performance
Leader
1.2, 1.5
Learning &
Development
Leader
Performance
Leader
1.2, 1.5
Learning &
Development
Leader
Learning &
Development
Leader
1.2, 1.5, .8
Curriculum,
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5. Modeling methods and strategies for
teaching computer/technology concepts
and skills within the context of classroom
learning
4e
6. Modeling strategies to support the
diverse needs of learners including
adaptive and assistive technologies and
disseminate information to teachers
6a, 6c, 6d
7. Modeling strategies reflecting current
research on teaching and learning with
technology when planning learning
environments and experiences
1a
8. Modeling the use of technology
resources reflecting district and state
standards
3a, 3c, 4e
9. Modeling the use of appropriate
instructional design principles associated
with the development of technology
resources
4c
10. Facilitating technology-enhanced
experiences that address content standards
and student technology standards
3a, 3b, 3c,
4f
“The Collaborative Development of Expertise”
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 18
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
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11. Using technology to support learnercentered strategies that address the diverse
needs of students
4f, 6c
12. Applying technology to demonstrate
students' higher order skills and creativity
4d
13. Disseminating information regarding
curricular methods and strategies that are
aligned with district/region/state/ national
content and technology standards
1a
14. Summarizing and disseminating major
research findings and trends related to the
use of technology in education to support
integration throughout the curriculum
1a
15. Recommending evaluation strategies
for improving students' use of technology
resources for learning, communication,
and productivity
4b
16. Analyzing data from a research project 4b
that includes evaluating the use of a
specific technology in a P-12 environment
17. Using resources and professional
5f
development activities available from
“The Collaborative Development of Expertise”
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
1.2, 1.5, 1.8
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
Learning &
Development
1.2, 1.5
1.2, 1.5
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professional technology organizations to
support ongoing professional growth
related to technology
18. Implement policies that support
district-wide professional growth
opportunities for staff, faculty, and
administrators
Leader
1b
19. Continually evaluating professional
practice to make informed decisions
regarding the use of technology in support
of student learning and disseminating
findings to district administrators
4b
20. Analyzing and recommending
appropriate technology resources to
enable and empower learners with diverse
backgrounds, characteristics, and abilities.
6a, 6c, 6d
21. Examining the impact of national,
state, and local standards for integrating
technology in the school environment
1c
22. Examining the impact of curriculum
activities or performances that meet
national, state, and local technology
standards
3b, 4b
Learning &
Development
Leader
Process
Improrvement
Leader
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
Learning &
Development
Leader
Curriculum,
Instruction &
Assessment
Leader
Curriculum,
Instruction &
Assessment
Leader
Curriculum,
Instruction &
Assessment
Leader
1.2, 1.5
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
1.2, 1.5, 1.8
*Georgia’s Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
COURSE OUTLINE:
1. Goals of professional learning programs
2. Professional development standards and principles
3. Evaluation frameworks applicable to evaluating professional learning and practice
4. Documentation versus evaluation
5. Process-focused versus results-focused evaluations
6. Links between professional learning and student achievement
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7.
8.
9.
Planning evaluations
Collaborative models of evaluation
Implementing the evaluation
a. Assess “evaluability”
b. Formulate evaluation questions
c. construct the framework
d. Collect data
e. Organize and Analyze data
f. Interpret data
g. Disseminate results
h. Evaluate the evaluation
COURSE REQUIREMENTS/ASSIGNMENTS:
1. Candidates will participate in a series of online discussion forums and in-class activities
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.
2. Candidates will compile and submit an annotated bibliography of three scholarly articles
on evaluating professional learning in K-12 settings.
3. As a culminating project, students will develop and implement an evaluation plan related
to a specific K-12 professional learning program, classroom practice, or an online course.
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EVALUATION AND GRADING:
Online and In-class Discussion of Readings (40% of grade)
Web bibliography of Resources (15% of grade)
Professional Development Design Project (45% 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:
Bernhardt, R., Hedley, C., Cattaro, G., and Svolopoulos, V. (eds.). (1994). Curriculum
leadership: Rethinking schools for the 21st century. Cresskill, NJ: Hampton Press.
Caine, R., and Caine, G. (1997). Education on the edge of possibility. Alexandria, VA:
ASCD Publications.
Chall, J.S., Jacobs, V.A., Baldwin, L.E. (1990). The reading crisis: Why poor children fall
behind. Cambridge, MA: Harvard University Press.
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Cummins, J., Sayers, D.(1995). Brave new schools: Challenging cultural illiteracy through
global learning etworks. New York: St. Martin’s Press.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that
work. San Francisco, CA: Jossey-Bass.
Expeditionary Learning Outward Bound. (2004). Expeditionary learning.
http://www.elob.org.
Grant, D. (2004). Fading footprints (SEED Packet).
http://king.portland-schools.org/documents/fprints/concepts/FootprintsPDF.pdf.
Johnston, b. (2003). Never mind the laptops: Kids, computers, and the transformaton of
learning. Lincoln, NE: Universe.
Means, B. & Oson, K. (1997). Technology’s role in education reform: Findings from a
national study of innovating schools. Washinton D.C. U.S. Department of Educational
Research and Improvement.
Miles, M. & Haberman a. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks,
CA: Sage.
National Center for Educational Statistics (2004). Overview of public elementary and
secondary schoolsand districts: School year 2001-02.
http://nces.ed.gov/pubs2003/overview03/table_10.asp.
Oppenheimer, T. (2004). The flickering mind: The false promise of techonolgy in the
classroom and how learning can be saved. New York: Random House.
Warchauser, M. (2003). Technology and social inclusion: Rethinking the digital divide.
Cambridge, MA: MIT Press.
Warchauser, M. & Knobel, M., & Stone, L. (2004). Technology and equity in
schooling:Deconstructing the digital divide. Educational Policy. 18(4).
Weaver, G. (2000). An Examination of the National Educational Longitudinal Study
(NELS:88) Database to probe the correlation between computer use in school and
improvement in test scores. Journal of Science Education and Technology, 9 (2).
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