KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 11/04/02
PROGRAM OR CONCENTRATION NAME:
Doctor of Education (EdD) Program
DEPARTMENT: Educational Leadership
Early Childhood and Elementary Education
Secondary and Middle Grades Education
Special Education
PROPOSED EFFECTIVE DATE: August 1, 2006
Check One or More of the Following and Complete the Appropriate Sections
Sections to be Completed
__X___New Program Proposal**
All
_____Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
III - VII
I - VII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
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Department Curriculum Committee
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Date
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Department Chair
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Date
Date
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11/18/2005
School Curriculum Committee
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______________________________________________________
School Dean
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Date
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President
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
Date
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Vice President for Academic Affairs
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Dean, Graduate Studies
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GPCC Chair
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Date
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Date
11/18/2005
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Doctor of Education (EdD) Program
(With embedded EdS)
Kennesaw State University
October 2005
Department of Educational Leadership
Department of Early Childhood Education
Department of Secondary and Middle Grades Education
Department of Special Education
BAGWELL COLLEGE OF EDUCTION
Proposed Start Date: August 1, 2006
CIP:______
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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Table of Contents
I.
Page
Program Description
Unique Aspects of the Program………………………………………………… 6
Institutional Importance of the Program………………………………………... 8
KSU’s Mission and Strategic Plan……………………………………………… 9
System and State of Georgia Goals…………………………………………….. 10
Staffing and Enrollment …………………………………………………………10
Plans for Launching Program…………………………………………………… 11
II.
Objectives of the Program ……………………………………………………… 12
III.
Justification and Need for the Program
Overview……………………………..…………………………………………. 14
Appropriate Specialization ………………………………………….………….. 17
Productivity……………………………………………………………………... 23
Partnering……………………………………………………………………….. 23
Placement ………………………………………………………………………. 24
IV. Procedures Used to Develop the Program………………………………………… 24
V. Curriculum: Degree Program Requirements
Program Admission/Residency Requirements…………………………………. 25
Course Offering Schedule and Plan-of-Study …………………………………. 27
Growth and Flexibility …………………………………………………………. 39
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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VI. Inventory of Faculty Directly Involved
Course/Instructor Support……………………………………………………… 40
Faculty Development…………………………………………………………… 43
VII. Outstanding Programs of This Nature at Other Institutions……………………… 43
VIII. Inventory of Pertinent Library Resources………………………………………. 44
IX.
Facilities ………………………………………………………………………... 45
X.
Administration ………………………………………………………………….. 47
XI.
Assessment ……………………………………………………………………... 47
XII.
Accreditation …………………………………………………………………… 48
XIII. Affirmative Action Impact ……………………………………………………... 48
XIV. Degree Inscription ……………………………………………………………… 48
XV. Fiscal and Enrollment Impact and Estimated Budget
Enrollment Projections…………………………………………………………. 48
Costs …………………………………………………………………………… 48
XVI. Appendices
Distributed School Leadership Model ………………………………………… 51
KSDs Linked to Standards………………………………………………………52
Survey of Faculty Qualifications………………………………………………..53
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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I.
PROGRAM DESCRIPTION
Unique Aspects of Program
Consistent with the Board of Regents P-16 Initiatives and the Georgia Leadership Institute for
School Improvement (GLISI), the Bagwell College of Education’s (BCOE) Doctorate of Education
(EdD) degree in Teacher and Administrator Leadership will produce teachers and administrators
who will serve effectively as leaders of learning in P-12 schools in a variety of Distributed
Leadership (GLISI) roles. The Distributed Leadership Model (Appendix A) as envisioned by the
University System of Georgia Board of Regents prepares teachers and administrators to effectively
serve in a variety of leadership roles in schools and school districts. The roles include, but are not
limited to: a) learning and development leader, b) change leader, c) performance leader,
d) curriculum, instruction and assessment leader and e) relationship development leader. Graduates
of the KSU EdD program will be equipped to support and inspire colleagues to achieve higher
levels of student learning in P-12 schools. Furthermore, the degree is explicitly designed to assist
the Board of Regents in meeting the demands of the Double the Number and Double the Diversity
Of Teachers plan. For example, the degree is designed to accomplish the following:
a) reduce attrition rate of new teachers. As part of their program of study, candidates in
the teacher leadership concentrations of the EdD program will serve as master teachers and mentors
to pre-service teachers and novice teachers from the BS and MAT programs at KSU. In a similar
manner, practicum students in the administrator leadership field of study will serve as mentors
and/or supervisors to preservice and novice teachers as well.
b) prepare teachers and administrators to lead effectively through a distributed leadership model.
Graduates will be prepared to function effectively in each of the eight distributed leadership roles
identified by the Georgia Leadership Institute for School Improvement
c) have a sustained emphasis on quality by building a community of leaders for learning in schools
who have the knowledge, skills, and dispositions to impact positively student learning for all and to
assist their colleagues in doing the same.
The degree is unique in other ways as well. Candidates in the program will take a common core of
27 hours regardless of their concentrations. These 27 hours are designed to prepare graduates of
this program to be boundary crossers and network builders--extremely knowledgeable about their
own specialty areas, as well as other related areas of teacher and administrator leadership that have
the potential to positively impact student learning in P-12 schools. The EdD degree in Teacher and
Administrator Leadership is a comprehensive doctoral degree with an embedded Educational
Specialist (EdS) degree. In addition, at both the EdD and EdS levels candidates select from one of
two fields of study with a major in one of ten concentrations as outlined below.
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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I. Administrator Leadership
Concentrations:
A. Educational Leadership & Policy
B. Diversity
Track: Special Education Administration
C. Technology Leadership
II. Teacher Leadership
Concentrations:
A. Adolescent Education
Tracks:
Mathematics
Reading
Future Tracks in English/Language Arts,
Science
B. Diversity
Track:
Literacy
C. Elementary & Early Childhood
Tracks:
Teacher Advocate
Teacher Education
Reading
D. Instructional Technology
Finally, another unique aspect of the degree is that it has been developed through a collaborative
process, bringing faculty and administrators from across the university together to design a program
that is distinctive in the state, region, and country. The collaborative process of design,
development, and delivery of the program is consistent with the Regent’s Principles and Actions for
the Preparation of Educational Leaders for the Schools (Principle #3). Clearly, the Doctorate of
Education degree at KSU is distinctive and will significantly strengthen the Board of Regents
(BOR) position and reputation in the region.
The Doctor of Education Program (EdD) in Teacher and Administrative Leadership builds on the
philosophical foundation laid by Kennesaw Statue University’s intense focus on ethics, leadership,
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and community engagement. These values emerge naturally from KSU’s long-standing, successful
commitment to Invitational Leadership, an ethical theory of practice whereby leaders intentionally
summon others to realize their potential in all areas of human endeavor. In this thinking, it is not
enough that leaders of learning concern themselves merely with organization and management;
rather, they must inspire and instruct by example. In the Bagwell College of Education, we
recognize the explicit relationship between Invitational Leadership and Distributed Leadership in
educational settings. The proposed Doctor of Education Program in Teacher and Administrator
Leadership builds on this tradition by bringing together professional, experienced educational
leaders for advanced, collaborative study in leadership practice and theory. The proposed program
will provide a forum for further development of distributed leadership skills for those individuals
who form the foundation of strong school communities.
Another uniqueness of the proposed Doctorate of Education program is the international focus that
is designed to foster the growth of global educators who, armed with comparative educational
experiences, understand the international implications of high performing schools and have the
skills to lead others to that understanding. All of the students in the EdD will be required to take the
Comparative International Education as part of the core course sequence. One concentration in the
in Teacher Leadership is devoted strictly to diversity.
Finally, as the program’s unique focus and design become known regionally and nationally, the
distinctive nature of the program will also be attractive to candidates from other states.
Furthermore, as Kennesaw’s reputation in international arenas continues to grow, we fully
anticipate attracting strongly qualified international candidates to this unique program.
Institutional Importance of the Program
The proposed Doctor of Education Program in Teacher and Administrator Leadership will prepare
education professionals for a variety of educational leadership positions. This program furthers
Kennesaw State University’s mission by providing a facilitative collegiate environment that fosters
high quality academic preparation with a focus on critical analysis skills, global and multicultural
perspectives, leadership development, social responsibility, and lifelong learning. Kennesaw State
University’s mission will be fully reflected in this unique and distinctive Doctor of Education in
Teacher and Administrator Leadership program. The proposed program is a natural extension of
KSU’s academic priorities as articulated in KSU’s Strategic Plan. Further, it provides an
opportunity for KSU to build on an established foundation of its successful Master of Education
degree programs. Specifically, the proposed program will help KSU meet the priorities and goals of
the university’s strategic plan in the following ways:
1. The program provides an in-demand forum for individuals preparing for high-level
leadership positions in the critical-need area of education. The proposed Doctor of
Education Program in Teacher and Administrator Leadership is responsive to a welldocumented shortage of highly qualified professional educators with the knowledge,
skills, and abilities necessary to lead educational organizations.
2. Kennesaw State University has placed an increasing emphasis on leadership
development over the past decade, and specifically in graduate programs in
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Description; Program Proposal
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education, nursing, business, information systems, professional writing, conflict
management, and public administration. KSU’s commitment to and the importance
of preparing leaders will only increase in coming years. The proposed program will
provide professional educators with in-depth training and experiences in the
concentrations of Leadership and Policy, Special Education Administration,
Technology Leadership, Adolescent Education, Diversity, Elementary and Early
Childhood Education, and Instructional Technology. In addition, the program’s
emphasis on teacher and administrator leadership in a diverse, global environment
furthers KSU’s mission as a university devoted to preparing graduates to have a
positive impact on diverse learners in schools and classrooms of Georgia.
Kennesaw State University is in an ideal position to offer this dynamic Doctor of Education
Program. Graduate programs in Accounting, Business, Conflict Management, Education,
Information Systems, Nursing, Public Administration, and Professional Writing currently draw over
1,800 highly qualified students seeking advanced degrees to our campus annually. The graduate
programs in the Bagwell College of Education have grown by 142% in the past year alone.
Kennesaw State University is uniquely qualified to offer this highly professional program based on
its long history of collaboration both with the local school districts and with numerous community
constituents. These ongoing partnerships have resulted in the community’s trust in the programs
and graduates of Kennesaw State University.
KSU's Mission and Strategic Plan
Facilitating the development of leadership knowledge, skills, and dispositions in our graduates is
central to Kennesaw State’s mission. KSU is well known for programs devoted to leadership
development for administrators, faculty, staff, students, and community members. The emphasis
placed on professional graduate education, collaborative learning, community involvement, and
applied research provides a realistic and exciting context for adult learners. Kennesaw fulfills its
mission and strategic plans by not only designing and delivering distinctive practitioner degree
programs, but also through a network of institutes and centers. For example, KSU’s Institute for
Leadership, Ethics and Character, one of very few institutes in the country with a focus on ethical
leadership, will serve as a unique resource for students and faculty of the EdD program. As an
educational institute, it offers leadership, stewardship, ethics, and character development curricula;
comparative studies in leadership theory and practice; and invitational opportunities for service and
community engagement. Other on-campus centers and institutes in a variety of fields and
disciplines will provide valuable support for the EdD candidates and faculty. Some of these include
the Educational Technology Training Center, International Center, A. L. Burruss Institute of Public
Service, and the Center for Nonprofit and Public Leadership.
The proposed Doctor of Education Program fully supports and embodies the mission of Kennesaw
State University. As leaders of learning graduates of the EdD program will possess knowledge,
skills and dispositions that reflect many of Kennesaw’s distinctive features. Kennesaw and its
graduates are unique in that they

Possess a substantive commitment to collaboration within the university and
with others outside the university.
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Description; Program Proposal
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


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Are intentionally inviting.
Are committed and strongly dedicated toward service and applied
scholarship.
Are focused on student learning and success.
Value the importance of and practice ethical, principle-centered, and moral
leadership.
Value the importance of and implement innovative and interdisciplinary
curricula, responsive to the individual and to current and future societal
needs.
Are committed to high quality, distinctive professional degree programs.
Focus on global and multicultural perspectives with a commitment to
international education.
System and State of Georgia Goals
As previously delineated in the first section of this proposal (Unique Aspects of the Degree) the
EdD in Teacher and Administrative Leadership directly addresses system-level and state-level goals
through linking with the Board of Regents’ P-16 Initiatives and the Georgia Leadership Institute for
School Improvement (GLISI), the Regent’s Principles and Actions for the Preparation of
Educational Leaders for the Schools and the Double the Number and Double the Diversity Of
Teachers plan. In addition, the proposed program is closely aligned with the following University
System of Georgia/Board of Regents’ strategic goals:
USGBOR Goal 1. Educate graduates who are intellectually and ethically informed individuals with
well-defined skills and knowledge who are capable leaders, creative thinkers and contributing
citizens.
USGBOR Goal 2. Expand participation by increasing access, enhancing diversity, improving
service to nontraditional students, expanding use of distance education, advancing public library
usage, and marketing the advantages of postsecondary education.
USGBOR Goal 3. Increase academic productivity through improved recruitment, increased
retention, accelerated graduation and expanded credit generation.
USGBOR Goal 5. Help accelerate Georgia’s economic development by providing needed
graduates, offering appropriate academic programs, and marketing the System and its institutions as
economic assets of the state.
USGBOR Goal 9. Increase, diversify, and strategically allocate resources.
Staffing and Enrollment
The results of a recent faculty survey (Appendix B) indicate that there is broad faculty expertise
across the participating departments to move forward with this comprehensive doctoral proposal.
The umbrella format of the program with equal contributions from a common core area and
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Description; Program Proposal
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extending study in the respective areas of concentration with support from related cognate areas
within and outside the Bagwell College of Education will spread the instructional demands of the
program across departments and faculty. More specifically, the faculty in each of the program areas
has many years of service at the graduate faculty level, have taught a full range of courses through
the doctoral level, have experience as members of doctoral committees, and have chaired/directed
doctoral dissertations to completion.
Additionally, at least two faculty members in each program have special academic background and
experience in research design and statistics. Most of them have taught in doctoral level research
classes and served on doctoral committees as methodologists. This group of eight faculty members
has a strong publication record in applied research and has contributed to developing the sequence
of educational research courses from Master’s to Doctoral levels.
Plans for Launching the Program
The umbrella format of the program with equal contributions from a common core area and
extending study in the respective areas of concentration with support from related cognate areas
within and outside the Bagwell College of Education will ease initiation of the proposed EdS/EdD.
For example, in the Department of Special Education, there are currently faculty with doctoral
degrees who have the expertise to teach the research and comparative education courses in the
common core. Given the number of requests for advanced preparation in special education
administration, it is anticipated that the department will be able to generate enough resources to
offer a minimum of two new courses (e.g., EXC 8300 and EXC 8310) the second year of the
program. The other courses required in this concentration are offered by the Department of
Educational Leadership. Therefore, the graduate students will have the ability to take four new
courses, but only two will be offered by the Department of Special Education. Similarly, beginning
in the third year, the Department of Special Education will generate revenue to support two more
new courses in literacy and will also require students to take courses offered by the Reading
Institute housed within the BCOE. Finally, as the graduate students move more intensively into
their doctoral study, they will take courses offered in the metropolitan area of Atlanta by the
University of Spain or the University Monterey and ultimately complete corresponding internships
in schools or universities in one of those respective countries. Thus the EdS/EdD will be phased-in
systematically and conjointly with other departments (and universities) as resources and
opportunities become available. It is anticipated that all of the concentrations will evolve similarly
across all departments within the BCOE.
According to our records, since 2002, the BCOE has increased the annual number of program
completers from approximately 300 to 785. This growth pattern has allowed the college to add
between six and eight new tenure track lines per year. To successfully launch the program, the
Dean of the BCOE has agreed to devote four of these new lines to the EdS/EdD, one to each
department. In addition, the Dean has committed to investigating the possibilities of funding non
tenure track positions through the KSU Foundation or other sources of outside funding. One
consideration is that the non-tenured lines will be reserved for individuals who are experienced
researchers, willing to serve for two-three years as distinguished faculty and be primarily
responsible for mentoring members of the PTEU who are inexperienced in chairing doctoral
dissertations and/or serving on doctoral committees.
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Description; Program Proposal
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Faculty searches in the future will include as an essential employment criterion experience chairing
or serving on doctoral dissertations. Salary adjustments will be made in future searches so that the
offer of employment is attractive and competitive for senior faculty who are interested in becoming
associated with an emerging, dynamic university and interested in becoming involved with this
distinctive and unique doctoral program in Teacher and Administrator Leadership .
Initially, the program will draw students locally from the Atlanta Metro Area, particularly from
Cobb County, Fulton County, DeKalb County, Paulding County, Cherokee County and areas north
of Atlanta. Many holders of the educational leadership L-5, T-5, L-6, and T-6 certificates are
anxious to upgrade their certification to higher levels. The demand for an EdD/EdS program in the
KSU service area is great. The departments have frequent contact with educators who have
expressed interest an EdD/EdS program, particularly their own M.Ed. and Add-on Program
graduates.
Enrollment distribution across program areas will be based upon demand and the developing
readiness to support advanced degrees in each program area. As noted above, the demand for
further graduate study options in professional education has been developing for some time.
Program planners will need to manage the number of candidates admitted to the program while
delivering a high quality program.
The proposed doctoral program will start in Fall 2006. The BCOE will focus on recruiting cohorts
of 20-25 EdS candidates in each of the tracks. In addition to this group of EdS candidates, KSU
will recruit a cohort of 30-35 doctoral candidates from across concentrations who have completed
the EdS at other institutions.
II.
OBJECTIVES OF THE PROGRAM
The purpose of this program is to prepare professional educators to become leaders for learning in
P-12 schools. The program will prepare teacher and administrator leaders who can effectively
function in distributed leadership roles with the express intent of positively impacting learning for
all P-12 students. Drawing on the literature of distributed leadership, teacher leadership, and ethical
leadership, the following list has been developed to indicate the knowledge, skills, and dispositions
expected of graduates. Linkages to the USGBOR Distributed Leadership Roles and the NCATE
and PSC standards are provided Appendix C of this proposal.
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, and developmental theory,
advocating for implementation of best practices and assisting colleagues to do the same to ensure
that all students learn.
b. are knowledgeable, articulate, and think critically about educational practice, policy, and issues
on national and international levels.
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c. understand, respond to, and influence the larger political, social, economic, legal, and cultural
contexts 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 and 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 assist 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 consistent, intentional, and effective use of technology while mentoring 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.
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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 that 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 currency of 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, power, and meaningfulness 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.
III JUSTIFICATION AND NEED FOR THE PROGRAM
In the field of education, what has always been done has not always worked. Recent research and
position statements of the American Association of Colleges of Teacher Education have leveled
indictments against doctoral degrees in education (Levine, 2005). However, the EdD in Teacher and
Administrator Leadership is unique in its development, design, and delivery. From the beginning,
the task force developing this degree has worked to transform traditional educational leader training
into a powerful force with the specific goal of positively impacting student learning for all in P-12
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Description; Program Proposal
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classrooms. With the influence of the No Child Left Behind Act of 2001, school districts have been
even more anxious to find highly qualified leaders who can impact student learning at all levels and
who can serve in distributed leadership roles to lead schools to achieve high levels of learning for
all students. Unfortunately, doctoral degrees in education have often been considered to be of poor
quality and Levine (2005) goes further to suggest that most doctoral degrees in education do little to
prepare educational leaders who can positively impact student learning. Clearly, the Kennesaw
State University EdD in Teacher and Administrator Leadership stands out as distinctive in its focus
of assisting professional educators to become leaders of learning. The Bagwell College of
Education accepts, welcomes, and embraces this emphasis area as a primary mission.
More recently, the task force has recognized the Distributed Leadership models of the USGBOR as
being particularly salient in shaping our thinking about the uniqueness and distinctiveness of this
program. Ironically, for more than two years, the faculty and administrators charged with designing
the EdD have envisioned school leadership as being shared or distributed throughout the
development of this program. As a result, this program is emerging at a particularly critical time
since it is one of if not the first programs in education which links explicitly with the USGBOR
Distributed Leadership initiatives.
The core requirements of the EdD are 27 hours of common courses in which candidates from all
concentrations will be engaged in collaborative problem-solving, requiring them to tackle the
amorphous, often ambiguous problems in P-12 schools. The core courses are as follows:
KSU Core (27 Hours)
EDUC 8100
EDL
Advanced Study of Learning (3)
8000 Leadership for Systemic Change (3)
EDRS 8000
Applied Quantitative & Qualitative Research (3)
EDRS 8900
Field Research (3)
EDRS 9100
Advanced Qualitative Research Methods (3)
EDRS 9200
Advanced Quantitative Research Methods (3)
EDUC 9300
Comparative International Education (3)
EDL
9000 Advanced Study of School Transformation (3)
EDUC 9500
Doctoral Seminar (3)
Not only will candidates be engaged in collaborative, case-based problem solving in these core
courses, but faculty from across departments will deliver the courses collaboratively, sharing
expertise and modeling collaborative problem-solving. No longer can we envision professional
educators working in isolation to solve problems. Only when educational leaders from multiple
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perspectives work collaboratively on real-life problems will real and workable answers to
educational problems be found. Furthermore, the reality of schooling today demands that leaders
for learning possess the knowledge, skills, and dispositions to work across boundaries and to build
networks of influence within and outside of their own areas of expertise. Solving complex
problems in schools requires this kind of expertise. Graduates of the EdD in Teacher and
Administrator Leadership will be prepared to function effectively in these distributed leadership
roles.
Kennesaw’s regional and national reputation for quality in undergraduate and graduate education
combined with demonstrated success at the entry level of graduate studies has generated a need for
additional graduate degree opportunities through the doctoral degree. Each department is
maintaining waiting lists of candidates desiring to work on advanced graduate degrees in education
specifically at KSU range as high as 150 across the seven concentration areas. Some of these
potential candidates are turning to out-of-state public and private institutions that are conducting
cohort activities in KSU’s immediate service area or to distance-learning options that are readily
available. Unfortunately, as Levine (2005) has suggested, many such programs are of questionable
quality and do not prepare educational leaders who possess the knowledge, skills or dispositions to
bring all students to high levels of achievement. Kennesaw’s Doctorate of Education provides
teachers and administrators an opportunity to obtain a degree of distinction- one that prepares them
to be leaders of learning, making a strong positive impact on learning in Georgia’s P-12
classrooms.
From the perspective of a state-wide need, KSU is rapidly developing as a key institution in the
internationalization of its offerings. The attention to diversity and multiculturalism and the
emerging ESOL field of study further strengthen this dimension of the proposed program. As
previously noted, statewide needs as outlined in the Double Double plan will be met by preparing
teachers to be leaders of learning in Adolescent Education (mathematics and reading), Early
Childhood and Elementary Education, and Special Education. These teacher leaders will be
prepared to assist, support, inspire, and mentor new teachers, thereby reducing teacher attrition
rates.
This Doctor of Education Program, housed in the Bagwell College of Education, will prepare top
leaders for learning in education, utilizing a collaborative, problem-based, field-based approach.
Graduates will be prepared to effectively assume distributed leadership roles in P-12 schools. This
field-based approach will enhance participant learning and interaction through all levels of
educational leadership. KSU recognizes that many academic programs are frequently so specialized
and technically oriented to the details and culture of a particular discipline that graduates are not
prepared for interaction outside their own area of expertise.
This unique Doctor of Education Program will meet the high demand for educational leaders with
advanced degrees who can guide educational organizations in Georgia to higher levels of student
achievement. The shortage of education leaders who have received advanced training is parallel to
the shortage of teachers. This shortage of education leaders in Georgia is currently under
consideration by the Professional Standards Commission on Educational Leadership Task Force of
which Dr. Yiping Wan, Dean of the Bagwell College of Education, serves as Co-Chair and the
Georgia Board of Regent’s Leadership Institute for School Improvement. The high demand for
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educational leaders can also be seen through a survey conducted of the graduates of the MEd and
Add-on programs in Educational Leadership at KSU. Results showed that over 70% of the
graduates plan to pursue advanced graduate study in education and prefer to seek their advanced
graduate degree at Kennesaw State University. In addition, KSU has received many phone calls and
e-mails from perspective EdD and EdS students expressing their great interest in the proposed
program. In fact, many departments of BCOE have developed long waiting lists of potential
candidates who intend to pursue their EdS and EdD studies at Kennesaw State University.
The EdD program will help keep the best educators in schools by upgrading their certification and
salary. Educators are underpaid in comparison to other professionals and corporate leaders. In
essence, the EdD program not only provides our candidates with advanced professional preparation
that will enable them to profoundly impact student learning, but also provides them an opportunity
to increase their salary and expand their professional opportunities in education.
Currently, few doctor of education programs maintain an appropriate balance between academics
and professional practice. Individuals wishing to pursue doctoral studies in education are likely to
enroll in a program that is either too theory-oriented or too practice-centered. KSU’s proposed
program will balance theory and practice. The program will provide the candidates with knowledge
and skills that will further prepare them to assume important leadership positions in their fields, and,
at the same time, prepare them to pursue an academic career in higher education. The proposed
EdD. Program at Kennesaw State University is both professionally rewarding and academically
challenging.
The Doctor of Education Program in Teacher and Administrator Leadership will prepare leaders
with an advanced degree that will allow them to expand their employment opportunities and
influence in public or private P-12 schools, educational agencies, and higher education as in
positions such as:










Superintendents
Central Office Administrators
Principals
Curriculum Supervisors
Technology Directors
Technology Instructional Specialists
Lead Teachers
Department Chairs
Department of Education staff or consultants
Community college or university faculty
Appropriate specialization
The program is designed to prepare all candidates to become leaders of learning. Common core
courses are designed to increase candidates’ knowledge, skills, and dispositions for meeting the
demands of distributed leadership roles in P-12 schools. Courses in the concentration areas deepen
and broaden the candidates’ knowledge, skills, and dispositions for these roles so that graduates can
profoundly impact teaching and learning in P-12 schools. Program graduates will be ready to
Title: Doctor of Education
Description; Program Proposal
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assume leadership responsibilities both in public and private schools and in state educational
agencies. At the same time, program candidates are fully prepared academically to pursue a career
track in higher education, specifically in teacher education or educational leadership.
Candidates for the EdD or EdS degree in the Teacher or Administrator Leadership fields of study
may select from five different concentrations with their related tracks. The rationale and description
for each of these concentrations or specializations are provided below.
Adolescent Education & Advocacy (Mathematics, Reading): The EdD/EdS in Teacher
Leadership- Adolescent Education & Advocacy is designed for middle and secondary school
educators. Graduates of the EdD/EdS in Teacher Leadership- Adolescent Education & Advocacy
program are leaders for learning because they possess the knowledge, skills and dispositions
necessary to serve in a variety of distributed leadership roles in P-12 schools. The program is
aligned with NCATE and PSC standards, as well as with the specialty area content standards of the
National Council of Teachers of Mathematics and the International Reading Association. Consistent
with the Bagwell College of Education’s Conceptual Framework, the Collaborative Development of
Expertise in Teaching, Learning and Leadership, graduates of the EdD/EdS program in Adolescent
Education are prepared to serve as collaborative experts and to be effective advocates, agents,
mentors and models.
As advocates for education and students, they are knowledgeable; think critically; and speak and
write articulately about educational policy and issues. They understand, design and use research
findings on best practice to “take a stand for what is right” for students and to assist others to do the
same. They challenge the status quo by raising student voices. As agents for change, collaboration
and collegiality, they understand the complexity of schools and the ambiguous nature of educational
issues. They act in concert with and/or on behalf of colleagues to improve teaching and learning at
the school, district, regional or state level. They provide leadership by facilitating shared decisionmaking and teamwork. They span boundaries, working within and across school structures to
influence teaching and learning. They build and nurture networks of influence while navigating the
structures and culture of schools to create a positive impact on student learning for all, and they
assist others to do the same.
As mentors, they are trusted and known for their pedagogical and content expertise by novice and
advanced teachers and administrators alike. They provide support and guidance to teachers in all
stages of their careers.
As models of professionalism and expert teaching and learning, they are knowledgeable of
professional and national standards in their content areas. They are master-teachers and
instructional leaders who develop appropriate and meaningful curriculum consistent with national
standards. They are dedicated to improving teaching in all classrooms in order to have a positive
impact on all student learning, and they help others to do the same. They exhibit the highest
standards of ethical behavior in all of their professional and personal interactions. They seek out
responsibility and are accountable for their actions. They are respectful of others, value differences
and are open to feedback. They are optimistic and hopeful about education and the influence they
can have on teaching and learning.
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Description; Program Proposal
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Elementary and Early Childhood Education: Teacher Advocate. While teachers in the
Elementary and Early Childhood profession are perceived as having gentleness, compassion, and a
nurturing demeanor to effectively teach young children, it is the purpose of this program to allow
these teachers to also develop into leaders in their schools. What better ways to make lasting
changes in our schools, than to empower the classroom teachers to have a role in educational
change. Their various roles in distributed leadership will enable them to be teacher advocates for
curriculum improvement while specializing in the art and craft of teaching. Through a thorough
theoretical base of curriculum development, understanding of global education issues, and an
appreciation for the philosophical inquiry and ethical issues in education, our graduates will be
leaders in learning. Understanding, implementing and evaluating the Georgia Performance
Standards while addressing the requirements of No Child Left Behind will be an interwoven aspect
of all the ECE courses. The Teacher Advocate will become the change agent of tomorrow’s schools.
Elementary and Early Childhood Education : Reading. The reading program is designed
to meet the specific needs of our students at the EdS and EdD levels. The courses that are planned
cover the spectrum from theory to practice. One course was chosen for the core because it provides
an advanced analysis of reading development and instruction as an emergent literacy course.
(EDRD 8470, Analysis of Literacy Development and Reading Instruction). Our courses for
advanced diagnosis and assessment, (EDRD 8430, Analysis of Reading Diagnosis and Assessment)
our practicum for strategic reading across the content areas (ECRD 8460, Practicum for Strategic
Reading in the Content Areas) and our advance children’s literature courses (EDRD 8440, Analysis
of Children’s Literature) are designed to give students opportunities to practice effective reading
pedagogy with students. The courses Advanced Reading in the content Areas (ERRD 8450) and
our research courses (EDRD 8410, Curriculum in Reading: Theory and Research and EDRD 8420,
Reading Theory and Research; Advanced Theories and Models of Reading) provide ED S and Ed D
students with more in-depth opportunities for research and exploration of reading theory. This array
of reading courses assure the extensive study of the reading processes, application and
understanding of the Georgia Performance Standards as well as the International Reading
Association standards. These courses are designed to develop instructional leaders with the
distributed leadership skills to ultimately meet the needs of the children of our region and the state
of Georgia.
Elementary and Early Childhood Education: Teacher Educator. Teaching at the
college or university level, while having different requirements than teaching in the Elementary and
Early Childhood schools, is not a time to forget effective pedagogy. It is a time to model best
practice, a time to continue personal academic growth through research, reading, and publications
as well as collaborative endeavors through the university, college, department and local school
systems. The courses in this program have been developed to introduce future college and
university teachers into the world of teaching at the college and university level. Through a detailed
exploration of, critical issues in Elementary Education, and theories of instructional design EDS and
EdD students will gain a global understanding of the knowledge they need to address the content of
courses they might teach at the college level to future teachers. The course in post secondary
education, assessment in post secondary education, instructional methods and internship will
provide future college and university teachers the skills needed to effectively present new and
challenging information to college and university students. Through these courses the circle of
teacher leader development will have gone full circle. Professors who teach future teacher leaders
Title: Doctor of Education
Description; Program Proposal
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must experience what it means to be a teacher leader. They need to know the certifying entities of
higher education, NCATE, SACS, ACEI and numerous SPA organizations.
Diversity (Literacy, Special Education Administration): The fields of study offered by
the Department of Special Education emerged as a result of collaborative dialogue among faculty
members in the department, the P-12 school community, and members of the PTEU. The ideas
articulated in this collaborative effort guided the development of the proposed concentrations in
Diversity.
The overarching goal of this advanced preparation is to increase the academic and social
achievement of students with disabilities and those who are English language learners in the stateapproved curriculum. To be successful educator must first, and foremost, have a clear
understanding of diversity that guides their leadership of others and brings them to a better
understanding of the various constituency groups in their schools. Second, school leaders must
demonstrate the ability to foster learning environments that are culturally responsive, inclusive,
caring and accepting of all individuals. Research suggests that when schools succeed with culturally
and linguistically diverse students, there exists a powerful belief system of high expectations that
rejects deficit assumptions about students, their cultures, abilities and life circumstances (Williams,
2005). Simply stated, students make greater academic and social gains when their teachers use
quality research-based pedagogy; that is pedagogically responsive to the learning, emotional and
social needs of culturally and linguistically diverse students. The advanced preparation
concentration in Diversity attempts to prepare such individuals.
The concentrations in the area of Diversity were carefully crafted in concert with the conceptual
framework that was originally developed and adopted by the PTEU in 2003. However, the original
theme of the conceptual framework, Collaborative Development of Teaching and Learning, was
expanded to include the concept of Leadership. As noted in the conceptual framework, candidates
in Advanced Programs develop as leaders by (a) refining expertise in content knowledge and
effective instruction; (b) defining new professional roles and responsibilities; and (c) contributing
towards more effective schools by providing professional support and direction for colleagues,
parents, and community members.
To successfully move the field of teacher education beyond the fragmented and superficial
treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching
and learning in a diverse society and use that vision to systematically guide the infusion of
multicultural issues throughout the curriculum. The proposed concentrations in Diversity emphasize
eight essential components of preparation including: (a) recognition of one’s own ethnocentrism;
(b) knowledge of students’ cultural backgrounds; (c) understanding of the broader social, economic
and political context; (d) ability and willingness to use culturally appropriate management
strategies; (e) commitment to building caring classrooms that provide equitable access for all
students to the state-approved standards; (f) understanding and use of research-based practices in
general education environments; (g) the ability to analyze school wide, complex problems and
resolve issues such that all teachers, students and parents are supported and successful; and (h) an
understanding of global issues in education and how they translate into the education of students in
the United States.
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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The EdS/EdD in Diversity is offered through the Department of Special Education, but consistent
with the umbrella format of the EdS/EdD, the required courses offered through a variety of
departments within the BCOE and the PTEU, as well as universities in Spain, Mexico and China.
Graduates of the EdD/EdS in Administration will demonstrate the knowledge, skills and
dispositions to serve in a variety of distributed leadership roles in the P-12 schools, state and federal
governmental agencies, and/or private not-for-profit agencies. Similarly, graduates in Teacher
Leadership will demonstrate the knowledge, skills and dispositions to teach in universities, conduct
research for private agencies or serve as master (mentor) teachers and instructional leaders in P-12
settings. The programs are aligned with NCATE and PSC standards as well as those of the Council
for Exceptional Children and National Teachers of English to Speakers of Other Languages.
Instructional Technology: The EdS/EdD program with an Instructional Technology
concentration prepares elementary, secondary and middle grades teachers to be leaders in the use of
technology for standards-based instruction and assessment. The program will prepare teachers to
model best practices the use of instructional technologies and to provide high-quality professional
learning experiences for other educators.
This course of study is designed to meet the Georgia Professional Standards Commission (GPSC)
standards for receipt of a T -6 (EdS) and an T-7 (EdD) certificate .
The program is aligned to the “advanced levels” of the Technology Facilitation standards developed
by National Council of Accreditation of Teacher Education (NCATE) and the International Society
for Technology in Education (ISTE). These standards are designed to help candidates “exhibit
knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate
effective use of technology to support student learning of content; and provide professional
development, mentoring, and basic technical assistance for other teachers who require support in
their efforts to apply technology to support student learning” (ISTE/NCATE, 2002).
Students will address these performance standards in the context of collaborative inquiry with peers
and faculty during class discussions and course assignments. Course assignments will focus on
promoting the development of high-quality, technology-based curriculum resources and facilitating
the effective uses of technology for standards-based instruction and assessment of student learning.
Assignments will also build candidates’ understanding of how to design and implement high-quality
professional learning for educators and to navigate the change process connected with introducing a
technological innovation into a learning environment. Courses will also require candidates to
interact with a broader community of researchers and practitioners through the review of published
literature in the field and the participation in professional learning organizations.
Admission to the EdS/EdD program in Instructional Technology requires a current State of Georgia
T-5 certificate and the successful completion of a master’s level program aligned to ISTE/NCATE’s
Technology Facilitation (TF) Standards, such as the M.Ed. in Educational Leadership with a
Technology Concentration at Kennesaw State University. Prior to admission, students who have
not completed an approved course of study aligned to the Technology Facilitation Standards must
demonstrate that they are currently proficient in the “meets” category of the TF standards through
their individual professional practices, other courses of study, and/or their own independent study.
Title: Doctor of Education
Description; Program Proposal
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This demonstration of competency may be submitted in the form of a portfolio or another approved
assessment method as approved by the department.
Technology Leadership: The EdS/EdD program with a Technology Leadership
concentration is designed to prepare and develop candidates to serve as technology directors,
coordinators, or specialists at district, regional, and/or state levels. It is also designed to enhance the
ability of other practicing school administrators to leverage the use of modern technologies for
educational improvement.
The program is aligned to the Technology Leadership standards developed by the National Council
of Accreditation of Teacher Education (NCATE) and the International Society for Technology in
Education (ISTE). The program is also designed to help candidates understand how technology is
related to the eight roles of educational leaders as defined by Georgia’s Leadership Institute for
School Improvement (GLISI). Performance standards addressed in the course of study are related
to computing systems, facilities planning and management, instructional program development,
professional learning, and other advanced applications of technology to support student learning and
assessment. Students will address these performance standards in the context of collaborative
inquiry with peers and faculty during class discussions and course assignments. Candidates will
also interact with a broader community of researchers and practitioners through the review of
published literature in the field and the participation in professional learning organizations.
Admission to the EdS/EdD program in Technology Leadership requires a current State of Georgia
L-5 certificate or current enrollment in an add-on certification program and the successful
completion of a master’s level program aligned to ISTE/NCATE’s Technology Facilitation
Standards, such as the M.Ed. in Educational Leadership with a Technology Concentration at
Kennesaw State University. Prior to admission, students who have not completed an approved
course of study aligned to the Technology Facilitation Standards must demonstrate that they are
currently proficient in the “meets” category of the TF standards through their individual
professional practices, other courses of study, and/or their own independent study. This
demonstration of competency may be submitted in the form of a portfolio or another approved
assessment method as approved by the department. Preference for program admission will be given
to candidates who are currently holding administrative, instructional technology specialist, or
professional learning positions in private or public schools, regional service agencies, university
systems, or state government.
Educational Leadership and Policy: The Doctor of Education in Administrator
Leadership- Educational Leadership and Policy program is designed for individuals who are
interested in pursuing an advanced program in educational leadership and policy. While the Master
of Educational Leadership program is focused on the preparation of school level administrators, the
Doctor of Education program aims at providing practical training for district level administrators
who play key roles in policy development and implementation. The program will start with
advanced level coursework in specific content areas to solidify candidates’ understanding of
knowledge, skill, and disposition in educational leadership. Candidates having completed this phase
of the program will be awarded an Education Specialist degree and be permitted to continue with
the second phase of the doctoral program. Intensive and extensive interaction with current issues in
educational policy studies will provide challenges to candidates in the second phase of the program.
Title: Doctor of Education
Description; Program Proposal
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The Doctor of Education in Educational Leadership Program is committed to shape knowledgeable,
skillful, and ethical educational leaders who dare to accept responsible positions at the district level.
Productivity
Both levels of the program will operate with a cohort format. At the EdS level, cohorts will be
limited to 25 students who will be completing 33 hours of graduate courses over five semesters.
Two academic courses will be delivered each semester (.50 FTE faculty) along with a need for
cohort coordination, advisement and supervision of field experience (.25 FTE) establishing a .75
FTE for faculty support per cohort. The EdS will be offered at the regular graduate tuition and fee
rates. It is felt that tuition and fee income and formulae funding flow through dollars will support
the EdS program and possibly produce some excess revenue.
Based upon our understanding of funding of the total operating budge at KSU, about 45% comes
from student tuition and about 45% from state appropriations (formula funding) with the remaining
10% from all other sources. With 25 students in each cohort taking 33 credit hours (embedded EdS)
over a five-semester period, each cohort will generate $100,650 in tuition. With a reduction of
$20,000 for one summer session, the tuition income would be in the neighborhood of $80,000. The
state appropriation, based upon the above understandings, should be around the same figure.
Therefore, the tuition income and the state appropriation should be adequate to cover all of the
instructional costs of the EdS cohort program. We understand that state appropriations are two year
in arrears, but KSU will underwrite the startup costs in the first two years.
Similar calculations for the 42-credit hours in the doctoral component of the program would
produce similar revenues even at regular funding rates. The doctoral component (the last 42 hours)
will also operate in a cohort model over 6 semesters with an upper limit of 20 students per cohort.
The lower class sizes in concentration/track course will necessitate a need for 1.0 FTE faculty per
cohort with an additional need for .50 FTE support for doctoral committee participation and
dissertation direction. These projections give consideration to the reduction of academic
assignments for doctoral faculty to enhance their scholarly activities. The costs of the doctoral
component, particularly faculty support as described will need to be supported at a “premium
pricing” level.
Programs of this Student Credit Hours (SCH) potential will obviously generate greater staff support
and operational costs as they develop. It is estimated that an additional
staff support person will be needed in each program area with increased supply and operational
funds needed as well. It is anticipated that such needs will be manageable with increases in
formulae driven allocations from the USG.
Partnering
Bagwell College of Education will continue its excellent tradition of working with public school
systems, the Regional Educational Support Agencies, the USG Board of Regents, the Georgia
Department of Education, state universities in Georgia, and international partnerships in the
enrichment of educational experiences of program participants.
Title: Doctor of Education
Description; Program Proposal
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Placement
The program will be housed in the Bagwell College of Education, specifically in the departments of
Educational Leadership, Secondary and Middle Grades Education, Elementary and Early Childhood
Education, and Special Education. The program coordinators and support personnel will reside in
these respective departments. Candidate advisement files and advisors will be located in their
respective departments.
IV.
PROCEDURES USED TO DEVELOP THE PROGRAM
Kennesaw State University first became aware of the need for educational leaders prepared to serve
as leaders for learning through professional contacts with Kennesaw State University’s partner
school districts. In 2001, surveys regarding preparation of educational leaders were conducted to
solicit input from area school superintendents. All respondents identified the need for quality school
leaders of different levels in their school districts and pledged their strong support for graduate
programs at KSU designed to prepare leaders who had the knowledge, skills, and dispositions to
positively impact student learning.
From the beginning, the task force charged with developing this proposal has been committed to
designing a program that builds on our collaborative approach and mission at KSU. Faculty and
administrators from departments and colleges across the university have worked to design and
develop a program that engages the candidates in real-life, problem-based learning. In addition,
through a well-established system of advisory boards, professional colleagues in P-12 schools have
provided feedback and input to the task force.
We have envisioned learning experiences delivered by faculty who model collaborative collegiality
and team work. These experiences will be delivered through a core of nine courses taken by
candidates in all concentrations and taught by faculty across all departments. Candidates’
knowledges, skills, and dispositions to serve effectively as leaders of learning are further developed
by carefully designed learning experiences in five unique concentrations and their respective
specialty areas.
Dr. Yiping Wan, Dean of the Bagwell College of Education, has encouraged and supported the
faculty of all departments in the development of a quality program of advanced educational studies
to meet the needs of the market. The faculty met and discussed intensively the issues and challenges
of the EdD program and decided to go forward with the development of the comprehensive EdD
with an embedded EdS. At the same time, Education Specialist and Doctor of Education Programs
of the following universities in Georgia were carefully reviewed:
University of Georgia
Georgia State University
Georgia Southern University
Valdosta State University
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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State University of West Georgia
The task force decided that the Doctor of Education Program at KSU would bear orientations both
from the practicing and academic standpoints. The program is designed to meet the need of the
market for educational leaders of advanced level training. At the same time, the program places a
vigorous demand for academic performance to prepare graduates for an academic career in higher
education. It was with these basic understandings in mind that the Doctor of Education in Teacher
and Administrator Leadership program was developed.
V.
CURRICULUM: DEGREE PROGRAM REQUIREMENTS
The EdD Teacher and Administrator Leadership is primarily designed for experience educators
who hold an L-5, T-5, L-6, or T-6 certificate. It allows experienced educational professionals to
earn an EdD degree with EdS coursework embedded as the first 33 credit hours. Upon completion
of the first 33 hours, candidates may apply for admission to the doctoral program and complete a
minimum of 42 hours to obtain the EdD.
The program will be delivered in cohorts offered through a combination of on campus, on-site, and
on-line learning experiences specifically designed so that candidates maximize collaboration with
professional colleagues and peers. The proposed program will be offered through the use of
modules, direct instruction, cohort planning, and individual projects based on personal development
plans formulated jointly by the participants and the faculty. At the EdS level, participants will
develop a school-based leadership research project to be implemented and completed as part of the
program requirements. Practicum experiences are required and will be arranged through Kennesaw
State University’s partnership schools and universities. At the EdD level, participants will work
under the direction of a doctoral committee to complete the dissertation for graduation. At the
conclusion of the program, participants will posses the knowledge, skills, and dispositions necessary
to lead schools to higher levels of achievement for all students.
Program Admission/Residency Requirements:
Admission Requirements
First level of review: Graduate Admissions
Candidate for admission to the Doctor of Education (EdD)
1. Official transcripts for all college-level coursework, graduate and undergraduate
2. Evidence of completion of Master degree or its equivalent.
3. Scores on the General Test of the Graduate Record Exam
Candidates will pass this initial level of review by having an Index Score of 3500 minimum
for consideration for admission to the EdD. The analytical writing score of the GRE will
Title: Doctor of Education
Description; Program Proposal
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also be required and will be considered in evaluating the candidates qualifications and
potential for success in the program. The index score is calculated in the following way.
Index Score = (GRE Quant + GRE Verbal) X Graduate GPA
4. Professional resume or vita
5. Goals statement: A 1-2 page narrative of one’s prior professional experiences and professional
goals as they relate to the selected program of study.
Candidate for admission to the Education Specialist (EdS)
1. Official transcripts for all college-level coursework, graduate and undergraduate.
2. Evidence of completion of Master degree or its equivalent.
3. Scores on the General Test of the Graduate Record Exam
Candidates will pass this initial level of review by having an Index Score of 3000 minimum
for consideration for admission to the EdD. The analytical writing score of the GRE will
also be required and will be considered in evaluating the candidates qualifications and
potential for success in the program.
Index Score = (GRE Quant + GRE Verbal) X Graduate GPA
4. Professional resume or vita
5. Goals statement: A 1-2 page narrative of one’s prior professional experiences and professional
goals as they relate to the selected program of study.
Second level of review: Program Level Admissions Committee
Each program will draft additional admission requirements that will be used at the program level to
identify qualified candidates who successfully passed the first level of review. Possible additional
requirements could include but are not limited to the following:
1. A Master degree in related field (to be specified by the program level committee)
2. Letters of recommendation
3. Portfolio of previous work
4. Interview with program admissions committee
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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5. Extemporaneous written responses
6. Scores on specified exams (such as Praxis II)
AND/OR
minimum scores on sections of exams (such as minimal scores on each of the sections of the
GRE)
7. Teaching or administrative experience
8. Minimum number of hours in a content area (such as English, math, science, reading)
Admissions review process
The Bagwell College of Education will implement a graduate admissions review process. The
purpose of the process is to help ensure equity and fairness in graduate admission decisions across
programs. The review committee shall consist of a representative from the Bagwell College of
Education Graduate Admissions office and faculty representatives from each department. Students
who are not recommended for admission may initiate a review of their admission documents.
Students must contact the program coordinator of the program to which they applied OR the BCOE
graduate admissions coordinator in writing to request a review of their admission file.
Residency Requirements
Candidates for the Doctor of Education degree must complete 21 hours in the concentration at
Kennesaw State University prior to enrolling in the Doctoral Seminar.
Course Offering Schedule and Plan-of-Study
The initial scheduling of course offerings is planned to span five consecutive semesters for a total
of 33 hours. At the completion of these first 33 hours, candidates will have met the requirements for
the EdS. At that time, the candidates will be awarded the Education Specialist Degree and endorsed
for L-6 or T-6 Certificate in the State of Georgia. Candidates who wish to continue their study and
who met the requirements for admission to the EdD program will complete a minimum of
additional 42 hours of course work to complete the EdD. Candidates satisfying all EdD. program
requirements will be awarded the Doctor of Education Degree and endorsed for L-7 and T-7
Certification in the State of Georgia.
As described in section one of this document, the comprehensive Doctor of Education Program at
Kennesaw State University consists of two fields of study with ten concentration areas and their
respective specialty tracks, as follows:
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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Fields of Study :
I. Administrator Leadership
Concentrations:
A. Educational Leadership & Policy
B. Diversity:
Track:
Special Education Administration
C. Technology Leadership
II. Teacher Leadership
Concentrations:
A. Adolescent Education
Tracks:
Mathematics
Reading
(Future additional tracks in science,
English/Language Arts)
B. Diversity
Track:
Literacy
C. Elementary and Early Childhood
Tracks:
Teacher Advocate
Teacher Education
Reading
D. Instructional Technology
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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Doctor of Education (EdD)
(Umbrella Proposal)
27 hr Core + 27 hrs Concentration +
12 hrs electives + 9 hrs dissertation
A
D
M
I
N
I
S
T
R
A
T
O
R
L
E
A
D
E
R
S
H
I
P
Educational
Leadership &
Policy
COMMON CORE (27 hrs)
Applied Quan, Qual
Research (3)
Field Research (3)
Adv. Qual. Research (3)
L
E
A
D
E
R
S
H
I
P
Adv. Quan. Research
(3)
Advanced Study of
School Transformation
(3)
Advanced Study of
Learning (3)
Leadership for Systemic
Change (3)
Diversit
Literac
Doctoral Seminar (3)
Comparative
International Education
(3)
Technology
Leadership
Instructional
Technology
the
Early Childhood and
Elementary Education:
Teacher Advocate,
Teacher Education,
Reading
Diversity: Special
Education
Administration
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
T
E
A
C
H
E
R
Page 29 of 53
Adolescent
Education:
Mathematics
Reading
11/14/2005
The course of study in each of the concentrations are listed below.
Degree:
Field of Study:
Concentration:
Track:
EdS/EdD
Administrator Leadership
Educational Leadership and Policy
N/A
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Concentration (27 Hours)
EDL 8450
EDL 8725
EDL 8730
EDL 8825
EDL 8980
Educational Evaluation
School Finance
Advanced School Law
Educational Facilities
Field Experiences
EDL 9100
EDL 9260
EDL 9325
EDL 9480
Educational Planning
School Policies and Practices
Politics of Education
Executive Leadership in Education
Guided Electives (12 hours) Must be outside of department and at least 6 outside of the
Bagwell College of Education.
Dissertation (9 hours minimum)
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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Degree:
Field of Study:
Concentration:
Track:
EdS/EdD
Administrator Leadership
Diversity
Special Education Administration
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Concentration (27 Hours)
EXC 8300
EXC 8310
EDL/EXC
EDL/EXC
Inclusive Policies & Practices in Special Education
Supervision, Mentoring and Collegial Coaching in Special Education
Elective in Administration
Elective in Administration
EXC 8325
EXC 8359
EXC 8370
EXC 8375
EDRD 8360
Creating Culturally Responsive Schools
Creating Culturally Responsive Classrooms
Planning, Implementing & Assessing Instruction for Diverse Students
Increasing Achievement of Diverse Learners through Practical Application
Literacy Instruction for English Language Learners
Guided Electives (12 hours) Must be outside of department and at least 6 outside of the
Bagwell College of Education.
EDL 6740
Multicultural and International Education (3)
Offerings by University of Spain, University of Monterey (Mexico) or Nanjing Normal
University (China) (6)
Additional hours with advisor approval (3)
Dissertation (9 hours minimum)
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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Degree:
Field of Study:
Concentration:
EdS/EdD
Administrator Leadership
Technology Leadership
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Concentration (27 Hours)
EDL 8500 Technology & School Improvement
EDL 8510 Research and Best Practices in Curriculum, Instruction, and
Technology Integration
EDL 8520 Adult Learning and Development
EDL 8530 Strategic Planning for Educational Technology Programs
EDL 8540 21st Century Facilities and Finance
EDL 9500 Research and Theory in Educational Technology
EDL 9510 Leadership in Educational Technology
EDL 9520 Evaluation of K-12 Technology Programs
EDL 9530 Principles and Practices of Online Learning
Guided Electives (12 hours) Must be outside of department and at least 6 outside of the
Bagwell College of Education.
Dissertation (9 hours minimum)
Total Hours for EdD = 75 minimum
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Description; Program Proposal
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Degree:
Field of Study:
Concentration:
Track:
EdD
Teacher Leadership
Adolescent Education
Mathematics
COURSES:
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDL 9000 The Organization of School Transformation (3)
EDUC 9500 Doctoral Seminar (3)
Adolescent Education Core (12 hours)
EDAD 8100 Curriculum Theory & Practice in Middle & Secondary Schools (3)
EDAD 8200 Supervision, Mentoring & Advocacy in Mid & Sec Schools (3)
EDAD 8300 Critical Analysis of Educational Policy for Teacher Leaders (3)
EDAD 8400 Internship in Teacher Development or Teacher Education (3)
Content Area Core (15 hours)
Select from the following:
MATH 7700 Elementary Set Theory
MATH 7712 Discrete Mathematics
MATH 7713 Statistics & Data Analysis
MATH 7714 Geometry from Multiple Perspectives
MATH 7717 Number Theory
MATH 7718 Functions & Analytic Techniques
MATH 7900 Special Topics
MATH 7950 Directed Study
MAED 7701 History of Mathematics
MAED 7715 Mathematical Problem Solving
MAED 7716 Math Studies
MAED 7719 Technology & Mathematics
MAED 7751 Survey of Mathematics Teaching & Learning
MAED 7900 Special Topics
MAED 7950 Directed Study
MAED 8890 Research Methods & Critique in Mathematics Education
Guided Electives (12 hours) Choose any combination of courses with advisor guidance
Dissertation (9 hours minimum)
Title: Doctor of Education
Description; Program Proposal
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Degree:
EdD
Field of Study: Teacher Leadership
Concentration: Adolescent Education
Track: Reading
COURSES:
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Adolescent Education Core (12 hours)
EDAD 8100 Curriculum Theory & Practice in Middle & Secondary Schools (3)
EDAD 8200 Supervision, Mentoring & Advocacy in Mid & Sec Schools (3)
EDAD 8300 Critical Analysis of Educational Policy for Teacher Leaders (3)
EDAD 8400 Internship in Teacher Development or Teacher Education (3)
Content Area Core (15 hours *)
Reading Core (ECE/Sec.& Middle)
EDRD 8300 Literacy-Based Instruction for English Language Learners
or
EDRD 8310 Literacy-Based Instruction for Students with Disabilities
EDRD 8470 Analysis of Literacy Development and Reading Instruction
EDRD 8580 Supervision of School Literacy Programs
Candidates select remaining hours from the following
EDRD 8530 Critical Media Literacy
EDRD 8540 Problems, Issues & Trends in Teaching YA Literature
EDRD 8550 Communities of Discourse
EDRD 9580 Supervision of School Literacy Programs
EDRD 9590 Critique of Reading Research
EDRD 8300 Literacy-Based Instruction for English Language Learners
or
EDRD 8310 Literacy-Based Instruction for Students with Disabilities
*NOTE: Candidates who do not hold a reading endorsement must take the
following
courses to obtain the reading endorsement prior to enrolling in
EDRD 8000 level courses Guided
elective hours may be used:
EDRD 7715 Theory & Pedagogy in the Study of Reading
EDRD 7717 Reading Assessment & Instruction
EDRD 7718 Content Area Reading
Guided Electives (12 hours) Choose any combination of courses with advisor guidance
Dissertation (9 hours minimum)
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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Degree:
Field of Study:
Concentration:
Track:
EdS/EdD
Teacher Leadership
Diversity
Literacy
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Concentration (27 Hours)
EDRD 8365 Literacy Instruction for Students with Disabilities (3)
EDRD 8360 Literacy Instruction for English Language Learners (3)
EDRD 7765 Teaching Content Area Reading to Diverse Learners (3)
(Or its equivalent)
EDRD 9580 Supervision of School Literacy Programs
EDRD 8540 Problems, Issues & Trends in Teaching YA Literature
EXC
EXC
EXC
EXC
8325
8350
8370
8375
Creating Culturally Responsive Schools (3)
Creating Culturally Responsive Classrooms (3)
Planning, Implementing & Assessing Instruction for Diverse Students (3)
Increasing Achievement of Diverse Learners through Practical Application (3)
Guided Electives (12 hours) Must be outside of department and at least 6 outside of the Bagwell
College of Education.
6 Hours from offerings by University of Spain, University of Monterey (Mexico) or
Nanjing Normal University (China) (3)
EDL 6740
Multicultural and International Education (3)
ENGL 7731 Language Studies in English (3)
Dissertation (9 hours minimum)
Title: Doctor of Education
Description; Program Proposal
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Degree:
Field of Study:
Concentration:
Track:
EdD
Teacher Leadership
Elementary and Early Childhood Education
Teacher Advocate
COURSES:
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Elementary and Early Childhood Education core (12 hours)
ECE 8110 Global Education: Issues and Perspectives (3)
ECE 8130 Curriculum Inquiry
ECE 8120 Advanced Educational Technology (3)
ECE 9110 Philosophic Inquiry in Education (3)
ECE 9120 Ethics and Excellence in the Elementary Classroom
Teacher Advocate Track (15 hours)
ECE 8320 School Reform through Classroom Practice (grades K – 5th)
or
ECE 8321 School Reform through Classroom Practice (Birth through 8 years)
ECE 8340 The Classroom Community
ECE 9310 Authentic Assessment in Content Areas (3 hrs)
ECE 9320 Linking Traditional Assessment to Instruction
ECE 9330 Cognitive Processes and Educational Practice
ECE 9340 Stand Up and be Counted: Teacher as Decision Maker
Guided Electives (12 hours) Must be outside of the concentration or department
and at least 6 outside of the Bagwell College of Education
Dissertation (9 hours minimum)
Total Hours for EdD = 75 minimum
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Description; Program Proposal
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Degree:
Field of Study:
Concentration:
Track:
EdD
Teacher Leadership
Elementary and Early Childhood Education
Teacher Educator
COURSES:
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Elementary and Early Childhood Education core (12 hours)
COURSES:
ECE 8110 Global Education: Issues and Perspectives (3)
ECE 8130 Curriculum Inquiry
ECE 8120 Advanced Educational Technology (3)
ECE 9110 Philosophic Inquiry in Education (3)
ECE 9120 Ethics and Excellence in the Elementary Classroom
Teacher Educator Track (15 hours)
ECE 8210 Issues in Post Secondary Teacher Education (3 hrs)
ECE 8220 Current Critical Issues in Elementary Education
ECE 8230 Applied Theories of Instructional Design–(3 hrs)
ECE 9210 Assessment in Post Secondary Teacher Education (3 hrs)
ECE 9220 Post-Secondary Instructional Methods and Internship (3 hrs)
Guided Electives (12 hours) Must be outside of the concentration or department
and at least 6 outside of the Bagwell College of Education
Dissertation (9 hours minimum)
Total Hours for EdD = 75 minimum
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Description; Program Proposal
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Degree:
Field of Study:
Concentration:
Track:
EdD
Teacher Leadership
Elementary and Early Childhood Education
Reading
COURSES:
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Elementary and Early Childhood Education Core (12 hours)
COURSES:
ECE 8110 Global Education: Issues and Perspectives (3)
ECE 8120 Advanced Educational Technology (3)
ECE 8130 Curriculum Inquiry
ECE 9110 Philosophic Inquiry in Education (3)
ECE 9120 Ethics and Excellence in the Elementary Classroom
Reading Track
Prerequisite: Reading Endorsement
Reading Core Courses:
EDRD 8470 Analysis of Literacy Development and Reading Instruction
EDRD 8380 Supervision of School Literacy Programs
EDRD 8300 Literacy-Based Instruction for English Language Learners
Or
EDRD 8310 Literacy-Based Instruction for Students with Disabilities
Prerequisite: Reading Core courses
EDRD 8410 Curriculum in Reading: Theory and Research
EDRD 8420 Advanced Theories and Models of Reading
EDRD 8430 Analysis of Reading Diagnosis and Assessment
EDRD 8440 Analysis of Children’s Literature
EDRD 8450 Advanced Reading Across the Curriculum
EDRD 8460 Practicum for Strategic Reading Across the Curriculum
Guided Electives (12 hours) Must be outside of the concentration or department
and at least 6 outside of the Bagwell College of Education
Dissertation (9 hours minimum)
Total Hours for EdD = 75 minimum
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Description; Program Proposal
Date: November 2005
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Degree:
Field of Study:
Concentration:
EdS/EdD
Teacher Leadership
Instructional Technology
KSU Core (27 Hours)
EDUC 8100 Advanced Study of Learning (3)
EDL 8000 Leadership for Systemic Change (3)
EDRS 8000 Applied Quantitative & Qualitative Research (3)
EDRS 8900 Field Research (3)
EDL 9000 Advanced Study of School Transformation (3)
EDRS 9100 Advanced Qualitative Research Methods (3)
EDRS 9200 Advanced Quantitative Research Methods (3)
EDUC 9300 Comparative International Education (3)
EDUC 9500 Doctoral Seminar (3)
Concentration (27 Hours)
ITEC 8400 Evaluating K-12 Technologies
ITEC 8410 Theories and Application of Instructional Design
ITEC 8420 Facilitating Professional Learning and Change
ITEC 8430 Planning and Implementing Instructional Technology Programs
ITEC 8440 Technology and Student Assessment
ITEC 9400 Research and Theory in Instructional Technology
ITEC 9410 Instructional Leadership and Technology Facilitation
ITEC 9420 Designing and Facilitating Online Learning
ITEC 9430 Evaluating Professional Learning Programs
Guided Electives (12 hours) Must be outside of department and at least 6 outside of the
Bagwell College of Education.
Dissertation (9 hours minimum)
Total Hours for EdD = 75 minimum
Growth and Flexibility
As the Doctor of Education Program continues to grow, each program area will need to
assess its resources and capabilities for possible expansion to meet the demands of the
market. Opportunities may arise to meet school district requests to tailor a cohort of
candidates to suit their particular needs. International demands may call for the initiation
of a special cohort to prepare their educational leaders. Additional concentrations are
already under development and will be added as programs can support them. These
concentrations include but are not limited to Adolescent Education Science and
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Adolescent Education English, Counselor Education and Higher Education/Community
College.
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
Course/instructor support
The present faculty has a diversity of educational backgrounds and experiences to
support the course instruction of the proposed Doctor of Education Program. See Part I:
Staffing and Enrollment for discussion on faculty expertise. In addition, faculty in all
departments maintain and demonstrate sustained scholarship activity and agendas
consistent with expectations of faculty working in professional doctoral programs. Some
of the most prominent journals in which faculty publish are listed below.
Journals in Which Faculty Regularly Publish
Teacher Education and Special Education
Exceptional Children
Teachers of English to Speakers of Other Languages
American Teacher Educators
Bilingual Educator
Remedial and Special Education
The Standard
Journal of Learning Disabilities
Behavior Disorders
National Association of Multicultural Education Journal
Contemporary Educational Psychology
Science Teacher
Principal Leadership
American School Board Journal
School Business Affairs
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Journal of School Public Relations
Principal
Educational Planning
Asia-Pacific Journal of Teacher Education & Development
Educational Research and Development
Georgia Educational Researcher
Educational and Psychological Measurement
Journal of Liberal Arts and Sciences
Education Week
Chronicle of Higher Education
Current Issues in Middle Level Education
The Teacher Educator
The Journal of General Education
American School Board Journal
American Teacher Educators
Behavior Disorders
Current Issues in Middle Level Education
Education Week
Educational and Psychological Measurement
Exceptional Children
Journal of Learning Disabilities
Journal of Liberal Arts and Sciences
National Association of Multicultural Education Journal
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Description; Program Proposal
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Principal
Principal Leadership
Conferences at Which Faculty Regularly Present and Attend
Council for Exceptional Children
Teacher Education Division of CEC
Teachers of English to Speakers of Other Languages
National Association of Multicultural Education
American Education Research Association
American Association of Colleges of Teacher Education
National Middle School Association
National Science Teachers Association
American Association of Higher Education
Association of Teacher Education
American Association of School Administrators
National Council for Professors of Educational Administration
International Society of Educational Planning
Association of School Business Officials International
National Association of Multicultural Education
Southern Regional Council for Educational Administration
American Educational Research Association
Georgia Educational Research Association
Georgia Association of Teacher Educators
Georgia Association of Multicultural Education
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Georgia Educational Technology Conference
American Association for Colleges of Teacher Education
International Conference on Education
Faculty Development
The faculty maintains active membership and provides leadership in major professional
organizations that relate to the area of teacher and administrative leadership. Travel funds
are available for faculty to participate in significant educational conferences at the state,
national, and international levels. Aside from departmental and college- level support for
travel, the KSU Foundation, Office of Graduate Studies, and the International Office
have supplemented faculty travel funds for professional endeavors.
Faculty Research and Scholarship:
Faculty members from each department have traveled internationally to share
professional educational expertise and to gain knowledge of educational practices around
the world and to establish partnerships with international peers. Specifically, in the last
five years faculty from the college of education have traveled on professional exchanges
to Nigeria, China, Britain, Russia, Belize, and Spain. During these exchanges, faculty
members have presented papers at conferences, visited schools and colleges, and worked
with educational colleagues on common research interests.
VII.
OUTSTANDING PROGRAMS OF THIS NATURE AT OTHER
INSTITUTIONS
Survey and comparative analysis
There are no similar programs to this distinctively designed EdD in Teacher and
Administrator Leadership offered at the state level or regionally. In fact, in surveying
doctoral degrees in education nationwide, none were found that were comparable to the
collaborative model and distributed leadership focus of the proposed degree. It is unique
and distinctive. Although there are several doctor of education programs offered in the
University System of Georgia, a comparison of the proposed Doctor of Education
Program to the doctor of education programs offered at the following institutions
revealed that the program proposed by Kennesaw State University is uniquely designed
and will be delivered through a collaborative process which that engages the candidates
for the degree in problem-based learning experiences with professionals from diverse
perspectives. Institutions used in the comparison were Georgia State University, State
University of West Georgia, Valdosta State University, University of Georgia, and
Georgia Southern University.
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Unique Features of KSU’s program
As outlined in Part I: Program Description: Unique Aspects of Program, the KSU EdD
in Teacher and Administrator Leadership is distinctive, unique, and stands apart from
other EdD programs in the state, region, and perhaps even nationally. A few of the
unique features of KSU’s Doctor of Education Program in Teacher and Administrative
Leadership are highlighted below.

Collaborative development, design and delivery across departments, colleges,
and with stakeholders in P-12 schools.

Collaborative learning experiences which that bring professional educators from
diverse backgrounds together to solve ambiguous and difficult problems in
schools.

Focused on preparing educational professionals to effectively fill distributed
leadership roles in schools.

Utilizes the best practices of cohort dynamics.

Prepares candidates for higher levels of academic challenges.

Prepares leaders for public, private, and non-profit organizations in the education
arena.

Widens candidates’ diverse academic horizons.

Prepares candidates to meet the needs for international challenges.

Delivered both on campus, on-site and on-line.
VIII. INVENTORY OF PERTINENT LIBRARY RESOURCES
Sturgis Library resources are at least equivalent to resources at other doctoral degreegranting institutions in the state. The library has GALILEO, the state library database,
plus 240 other full-text databases across the curriculum, including ProQuest, ERIC, and
Lexis/Nexis. The GALILEO service also provides access to World Wide Web resources
such as the Library of Congress, full-text journal titles, and newspapers. In addition to
these resources, the library has fourteen thousand full-text electronic books, all cataloged
and available on-line. Total holdings are more than 600,000 books and periodicals. There
are more than 1,500,000 government documents, more than 3,300 serial publications, and
well over 1,000,000 pieces of microfiche The library makes use of both the University
System and the ARCHE (Atlanta Regional Consortium for Higher Education) interlibrary
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use systems. These include interlibrary loans and individual borrowing from more than 8
million unique titles.
The collections have been expanded over the last five years to support KSU graduate
programs, and the library continues to build resources and programs for further graduate
degree offerings. The library is the only institution in Georgia to provide Early English
Titles Online (a full-text database of 110,000 books from 1450-1701) to support and
enhance the curriculum. With the interlibrary use resources, which are provided to the
users at no charge, the library can comfortably support further graduate program
expansion.
The Sturgis Library’s hours of operation are only two fewer than those at UGA and are
longer than those at GSU and West Georgia. Library staff will provide instruction to
program participants on resources, materials, and service on a regular basis. Program
participants will receive an overview of library resources (printed and electronic), and
private instruction and demonstrations will be available by appointment. The Bagwell
College of Education has a representative on the university Library Committee. Should
resources not contained in the library be needed, these representatives will work with the
Library Committee to obtain them.
The office of the CIO, to which the library reports, has provided the latest in technology,
including laptop computers that can be borrowed for library use and the use of wireless
technology. Information Technology Services and Administrative Computer Systems
constantly refine, improve, expand, and advance the computing resources available to
students, faculty, and staff at KSU. They provide network and desktop support for the
more than 18,000 members of the KSU community. Information Technology Services
coordinates computing services for KSU candidates and supports over 2,700 personal
computers, LANs and connections to many different computing locations. Students, as
well as faculty and staff, are eligible for computer accounts affording access to services
such as the Internet, KSU’s library system, an active jobs database, a current scholarship
database, electronic mail, Archie, Veronica, FTP, Telnet, and KSU’s web site server.
IX.
FACILITIES
The Bagwell COE is located in a 60,000 square foot area of Kennesaw Hall, which was
completed in the summer of 1999. The facility-- including the technology areas, support
services, and the model classrooms –are available to all educator preparation programs. It
The facility was designed to provide ample space for each faculty member to have his or
her own office that is spacious, pre-wired for technology, and equipped with needed
bookcases, file cabinets, etc and other furnishings. There is also adequate room for the
secretary’s office, a workroom, student assistant space, and conference facilities. As the
program continues to grow, the demand for space has obviously outgrown the extent of
the building capacity. Additional classrooms, office spaces, and conference areas will be
needed. The rental space at Town Pointe Center has helped to relieve some crowding
conditions in the Bagwell College of Education.
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Kennesaw Hall also houses workrooms, seminar rooms, storage, and two completely upto-date demonstration classrooms. Participants will also have available the Teacher
Resource and Activity Center (TRAC) located within the building TRAC has a large
collection of books, journals, and other appropriate resources. Shelves are stocked with
textbooks, professional books, kits and videotapes available for checkout, and state-ofthe-art equipment for creating a variety of documents and instructional materials. TRAC
also frequently offers workshops on topics of interest and expressed needs.
Kennesaw Hall contains rooms equipped with presentation technology for use by
students and faculty student and faculty use during classes. An example of this use might
involve having the entire cohort work with a specific class scheduling software that is
utilized in real world settings. In addition to classroom technology, program participants
will have access to computers at several convenient locations in Kennesaw Hall and
across campus. There are facilities the participants can use for preparing PowerPoint
presentations, setting up web sites, and various other technology applications.
Participants who need to acquire additional technology skills can take courses and/or
workshops in the Educational Technology Training Center (ETTC). This center offers
technology training to KSU’s faculty, staff, and students, as well as to public school
personnel. Both Windows and MacIntosh equipment is available for participants’ use.
Education partners also make facilities available to further participant learning. Schools
within the service area are well-equipped with technology. They also provide a real
setting to complete learning activities that can best be accomplished in a school.
The proposed program has adequate resources to prepare participants to meet standards
for educational leaders. There are ample resources to develop and implement the
proposed program’s assessment plan, and technology to support faculty and program
participants. Both faculty and students have access to sufficient, current library and
curricular resources and to electronic information.
Significant enhancements and upgrades have occurred in the technology support area as a
result of increased allocations, much of which came from special funding sources through
the University’s Office of Information Technology Services (ITS) for additional
personnel, equipment, software, model classrooms, computer labs, and instructional
resources. Each college/school is assigned through ITS a full-time Information
Technology Specialist to support the technology needs of faculty and staff. The specialist
assists in the installation of new hardware and software, diagnoses computer or other
technology problems and makes minor repairs when possible, and maintains special
instructional equipment, including overhead and data projectors, laptops and cameras.
The Bagwell College of Education Learning Technology Lab (LTL), created in 1995 to
provide hands-on learning to assist all candidates in integrating technology into the
classroom environment, acquired 24 Windows98 desktop machines, two I-Macs, two
laser printers, one color printer, one scanner, and a teaching station connected to an LCD
data projector upon relocation to the new Kennesaw Hall. The lab is open daily for use by
students and faculty. .Likewise, when ETTC moved into Kennesaw Hall, its new
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acquisitions enabled the center to expand into a far greater physical space than before
with state-of-the-art hardware/software/networking capabilities. In fact, a third lab was
created, giving the center a total of one MacIntosh and two Windows labs with access to
other technology such as digital cameras, scanners, laser and ink jet printers, and still
video. A fourth lab used as a network training center is located at the KSU Center.
X.
ADMINISTRATION
The program will be administered under the supervision of the Chair of each of the
academic departments with coordinating support by the Associate Dean of Graduate
Studies for the Bagwell College of Education. Program coordinators will be assigned to
manage of omit the daily administrative responsibilities. The program coordinators will
have the overall responsibilities of student recruitment, placement, retention, and
assessment. The staff of the Teacher Education Advisory Center as well as the KSU
Graduate Admissions Director, and the Office of the Dean of Graduate Studies will
provide admission support for the program. The curriculum of the program will be
planned by the entire faculty and implemented by the program coordinators.
XI.
ASSESSMENT
Consistent with accrediting agencies such as NCATE and SACS, the assessment of the
EdD in Teacher and Administrator Leadership program will include but will not be
limited to the following:
1) Program assessment that will utilize longitudinal surveys and focus groups to gauge
and document the impact of the program’s graduates on P-12 schools and student
learning. And,
2) Candidate Knowledge, Skills, and Dispositions and assessment of candidate and
student learning. The task force has identified four particular transition points at which
candidates’ knowledge skills and dispositions will be assessed. They are as follows:
1. Admission
2. Capstone experience to EdS (Applied Field Research Course)
3. Admission to candidacy (Doctoral Seminar)
4. Final defense and completion of dissertation.
The assessment plan of the program will be consistent with the Professional Teacher
Education Unit’s NCATE Standard 2 (Unit Assessment Plan) and will comply with all
requirements therein. Unit-wide rubrics, aligned with the appropriate standards and
KSDs, will be designed by faculty across programs. In addition, the program will also
provide evidence that it is meeting Kennesaw State University’s Assurance of Learning
Council’s assessment of student learning as required by SACS. Finally, an annual
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
Page 47 of 53
11/14/2005
assessment report will be filed with the Board of Regents.
XII.
ACCREDITATION
The program will be accredited by the Southern Association of Colleges and Schools,
and the National Council for the Accreditation of Teacher Education. The program will
meet all requirements of the Georgia Professional Standards Commission for leadership
certification at the L-6, T-6, L-7, and T-7 levels.
XIII.
AFFIRMATIVE ACTION IMPACT
The program will be in full compliance with the requirements of Affirmative Action.
Participants of this program will be admitted irrespective of race, gender, age, religion,
and ethnicity.
XIV.
DEGREE INSCRIPTION
Participants satisfying all program requirements at the Preliminary Level will be awarded
the Education Specialist Degree. Participants satisfying all program requirements at the
Advanced Level will be awarded the Doctor of Education Degree.
XV.
FISCAL AND ENROLLMENT IMPACT, AND ESTIMATED BUDGET
Enrollment Projections
It is projected that, once the program is in place, marketing will draw the attention of
many educational practitioners from both the public and private sectors. The initial plan
is to accommodate a cohort of 25-30 candidates per concentration each year. However, it
is anticipated that the rising demand will justify the admission of additional cohorts each
year.
Costs
The umbrella format was intentionally designed to influence the overall cost structure of
the doctoral program through the designations of core courses offered at nearly every
level. For example, all students must enroll in the 27-hour doctoral core, then depending
upon the concentration; students enroll in another core (9-15 hours) in the cognate area.
In addition, at least two concentrations interface with the college-wide specialization in
literacy that is offered by the BCOE Reading Institute. The development of this structure
increases the cost effectiveness of the doctoral program by enhancing the utilization of
faculty, streamlining procedures for scheduling of classes (space), and reducing the need
for support staff.
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
Page 48 of 53
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A. Personnel (reassigned or existing positions)
All members of the faculty will participate in teaching in their areas of specialization in
the EdS. omit period and EdD. omit period Programs.
B. Personnel (new positions)
It is anticipated that, with the additional teaching load, at least one additional faculty line
is justified for each department. If two cohorts are admitted each year, then, omit comma
two additional faculty lines are needed to support the program.
C. One-Time Startup costs
Startup costs will include program- omit hyphen marketing expenses in printing,
mailing, telephoning, faxing, and traveling. Office setup expenses will include budgeting
for furniture, equipment, and supplies.
D. Operating Costs
Operating costs will include the salaries and benefits of additional faculty and office
assistants. Office overheads, books, supplies, and faculty traveling expenses will be
included.
E. Revenue Sources
Revenue sources are the program candidates and from the Board of Regents.
Budget
PROGRAM DESCRIPTION
A Cohort of 25 (EdD Level)
Program Length
(EdS. Level)
5 Semesters
5 semesters
(EdS & EdD)
(20 months)
Total Program Credit Hours
33
Total program tuition/fees per person *$4,698.00
Total number of students per cohort
25
BUDGET FOR PROGRAM
EXPENDITURES
Personal Services
Full-Time Faculty
Part-Time Faculty
Support Staff
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
**$106,200.00
***$12,000.00
****$16,667.00
Page 49 of 53
10 semesters
(20 months) (36-40 months)
39
72
See note below See note below
11/14/2005
Fringe Benefits (30% of salary)
Subtotal Personal Services
Operating Expenses
Regular Operating Expenses
Faculty Travel
Distinguished Practitioner Faculty per
diem
Other: Books, Subscriptions
Orientation/Retreats
Office setup
Subtotal Operating Expenses
Others: Administrative Expenses,
international travels, and
assistantship/fellowship
$36,860.00
$171,727.00
Total Expenditures
$194,227.00
REVENUE
Fund Sources
State Appropriation
Sponsored
Tuition Revenue
Total Revenue
$8,000.00
$3,000.00
$1,500.00
$1,500.00
$1,500.00
$7,000.00
$22,500.00
$76,777.00
$117,450.00
$194,227.00
* Per person fee will cover all tuition fees and student activity fees for 5 semesters. EdS
program is based on $122 per credit hour plus $168 per semester. EdD funding is still
under consideration as a potential “premium priced” program.
** Calculation is based on one full-time faculty at $60,000.00 per year (9 month
contract).
$136,200 is derived from the one faculty’s salary of 4 full semesters and 1 summer
sessions. $106,200 is derived from the one faculty’s salary of 3 full semesters and 1
summer sessions. The cost of fringe benefits has not been added.
*** Calculation is based on paying $3,000 for one adjunct faculty per course per
semester.
**** Calculation is based on one half-time secretary at $25,000 per year (12 months).
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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11/14/2005
APPENDIX A
Distributed School Leadership
(Adapted from USGBOR at http://www.usg.edu/p16/lq/ga-edl/)
Data Analysis
Leader
Performance
Leader
Master Teacher
Peer Teacher/
Coach
Curriculum,
Instruction &
Assessment
Leader
Relationship
Development
Leader
TEACHER
Process
Improvement
Leader
Operations
Leader
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
Page 51 of 53
Change
Leader
Learning and
Development
Leader
LEAD
PRINCIPAL
11/14/2005
Appendix B
KSDs linked to Distributed Leadership Roles, NCATEE & PSC standards
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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11/14/2005
Appendix C
Survey Data on Faculty Qualifications
Title: Doctor of Education
Description; Program Proposal
Date: November 2005
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