KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
(10/02/2002)
Course Number/Program Name EDUC XXXX/Doctor of Education
Departments: Department of Educational Leadership, Department of Special Education,
Department of Early Childhood Education, Department of Adolescence Education
Degree Title (if applicable) Doctor of Education
Proposed Effective Date August 1, 2006.
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
_____
Date
Not Approved Approved
Approved Not Approved
Department Curriculum Committee Date
Department Chair Date
Not Approved Approved
Approved
Approved
Approved
Not Approved
Not Approved
Not Approved
School Curriculum Committee Date
School Dean Date
GPCC Chair
Dean, Graduate Studies
Date
Date
Approved
Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
President Date

KENNESAW STATE UNIVERSITY
GRADUATE COURSE / CONCENTRATION/PROGRAM CHANGE
I. Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II. Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 9000 ______ ________________
Course Title ____ Advanced Study of School Transformation _____________
Credit Hours 3
Prerequisites Admission to EDD Program or Permission of Instructor
Description (or Proposed Degree Requirements)
The course will be a doctoral-level seminar that utilizes the calendar of offerings of the members of the Ed.D cohort.
III.
Justification
Institute for Leadership, Ethics and Character ILEC) during the academic year as a point of departure for further processing by the member of the Ed.D Cohort. Open only to
This doctoral seminar will occur during the first year of the experiences of the cohort and will serve in an integrating nature across program lines in allowing the cohort to develop from a group perspective. This effort is in keeping with the goal of providing a collaborative dimension in the doctoral experiences of the participants. The efforts within
ILEC to address the interrelated nature of leadership, ethics and character in preparing leaders for the 21 st
Century who will be able to move their respective organizational units in a learning organization/community direction will be stressed. The umbrella emphasis of the seminar will be of a reflective/application nature with an internal focus upon the personal development of the cohort members and their respective organizational units.

IV. Additional Information (for New Courses only)
Instructor(s): Betty Siegel, Ph.D. Email: bsiegel@kennesaw.edu
and/or
Charlie Bowen, Ph.D Email: cbowen@kennesaw.edu
Texts: Required:
Crossroads: Research in Ethical Leadership (2005)
Invitational Leadership, Purkey and Siegel
The Fifth Dimension, Senge
Deep Change:Discovering the Leader Within, Robert E. Quinn
Recommended:
Supplementary handouts and links to be determined as the seminar progresses
Prerequisites: Admission to EDD Program or Permission of Instructor
Goals and Objectives:
The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of these courses, the candidate will demonstrate the following outcomes: The goals and objects must be linked to the Ed.D KSDs that we now have I have included an attachment of the latest that I have.
Instructional Method:
Course method will include, but are not limited to:
1.
Lecture 5. Class and group discussions
2.
3.
Student research projects
Class exercises
Presentations
6. Reading assignments
7. Simulations
8. Case studies 4.
Method of Evaluation:
COURSE REQUIREMENTS AND ASSIGNMENTS:
Participate in the ILEC series of programs during the academic year.
Participate in processing seminar sessions with the professor(s) and the other members of the cohort.
Participate in WebCT and listserv activities as they emerge during the course of the seminar.
Participate in field visits to selected locations during the academic year.
Read as assigned from the texts selected for the seminar and from course-related handouts.
Conduct an interview with an identified leader and process it for further sharing in the seminar.

Prepare a first draft of a “platform statement’ on your developing positions on the relationships among
“leadership, ethics and character” with a projective emphasis upon this platform upon their future as an organizational leader. This platform will be extended to address the concept of “Deep Change” as introduced by Quinn from a personal and organizational perspective.
EVALUATION AND GRADING:
A:
B:
C:
92% - 100%
84%-91%
75%-83%
F: 74% or lower
V. Resources and Funding Required (New Courses only)
Amount Resource
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
* The resources and funding of this course are figured in as part of the budget of the entire college wide Doctor of Education Program. Please see attached Program Budget
Sheet.

VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
Education
EDL 9000
School Transform
3__________________________________
August 1, 2006.
Regular
N.A. If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __

VII Attach Syllabus

Kennesaw State University
Bagwell College of Education
Ed. D. Program
Fall 2006
EDL 9000 Advanced Study of School Transformation
Credit Hours: 3
I. INSTRUCTOR: Betty Siegel, Ph.D. Email: bsiegel@kennesaw.edu
and/or
Charlie Bowen, Ph.D Email: cbowen@kennesaw.edu
Office: Phone:
Office Hours: To Be Announced
Other times by appointment
II. CLASS MEETINGS: Dates: TBA (coordinated with ILEC’s academic year calendar of events)
Day/Times:
Room:
To be announced
WebCT: Utilized in tandem with on-site attendance. (The doctoral cohort will be linked together for networking and related purposes as a part of the delivery of the cohort experiences.
III. TEXTS:
Required: Crossroads: Research in Ethical Leadership (2005)
Invitational Leadership, Purkey and Siegel
The Fifth Dimension, Senge
Deep Change:Discovering the Leader Within, Robert E. Quinn
Recommended: Supplementary handouts and links to be determined as the seminar
Progresses
IV.
COURSE CATALOG DESCRIPTION :
The course will be a doctoral-level seminar that utilizes the calendar of offerings of the
Institute for Leadership, Ethics and Character (ILEC) during the academic year as a point of departure for further processing by the member of the Ed.D Cohort. Open only to members of the Ed.D cohort.
V.
PURPOSE/RATIONALE :
This doctoral seminar will occur during the first year of the experiences of the cohort and will serve in an integrating nature across program lines in allowing the cohort to develop from a group perspective. This effort is in keeping with the goal of providing a collaborative dimension in the doctoral experiences of the participants. The efforts within
ILEC to address the interrelated nature of leadership, ethics and character in preparing leaders for the 21 st
Century who will be able to move their respective organizational units in a learning organization/community direction will be stressed. The umbrella emphasis

of the seminar will be of a reflective/application nature with an internal focus upon the personal development of the cohort members and their respective organizational units.
.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching and Learning
“The Collaborative Development of Expertise in Teaching and Learning ” is the basis for all of Kennesaw State University’s teacher education programs. Working from a solid content background, the teacher as facilitator demonstrates proficient and flexible use of different ways of teaching to actively engage students in learning. Teachers as facilitators are well versed in the characteristics of students of different ages, abilities and cultural backgrounds. They are skilled in integrating technology into instruction and create an environment in which students can be successful and want to learn. Teachers as facilitators know when and how to assess learning by means of various forms of traditional and authentic assessments. They are well prepared for successful careers in teaching and are expected to act in a professional manner in all circumstances with colleagues, parents, community members and their own students. As a professional educator, the teacher facilitator values collaboration and seeks opportunities to work with other professionals and community members to improve the educational experiences for children and youth. This course contributes to the candidates’ understanding of their developing role as a professional facilitator by supporting their educational growth as they learn to effectively teach students.
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USE OF TECHNOLOGY: The student will be linked through WebCt and via a listserv that will be utilized in processing the overall experiences of the doctoral program. These capabilities should be especially useful in processing individual responses to ILEC activities before and after seminar sessions.
Field Experiences
Follow up visits will be made to organizational settings represented by the selected ILEC presenters and/or to locations uncovered in the review of the research and practice literature. Each member of the cohort will be expected to identify a “leaders who is perceived to have a productive handle on the integrated concepts of leadership, ethics and character’, interview the identified leader and process the interview results for sharing within the cohort.
Diversity
The developing of the appreciation of diversity as a core organizational value and its use as a resource will give direction to the activities of the doctoral seminar. Such has been a guiding principle for ILEC over the years and the association of the doctoral cohort with its efforts will prove very beneficial from that perspective. Consideration will be given in developing the membership of the respective cohorts to dimensions of diversity.
Statement for school-based activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level,

and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
Doctorate of Education (EdD)
The knowledge, skills and dispositions (KSD’s) of the graduates of the The Kennesaw State University
Doctorate of Education program of the Bagwell College of Education reflect the unique aspects of this degree. Collaboratively developed by faculty from across the university and in consultation with community/school partners, these outcomes and proficiencies delineate the high expectations we have for graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the complex nature of student learning in advanced degree programs leading to a terminal degree. Consequently, many of the proficiencies listed below incorporate aspects of knowledge, skills and dispositions within a single proficiency. These proficiencies are clearly linked to our conceptual framework, The Collaborative
Development of Expertise in Teaching, Learning and Leadership.
Graduates from the Doctorate of Education Program at Kennesaw State University
1. Demonstrate leadership as advocates for students and education. Candidates a. synthesize and apply the latest research on learning, leadership, developmental theory advocating the implementation of best practices and assist colleagues to do the same to ensure all students learn. b. are knowledgeable, articulate and think critically about educational practice, policy and issues on national and international arenas. c. understand, respond to , and influence the larger political, social, economic, legal, and cultural context in matters related to education.
2. Demonstrate leadership as agents for change, collaboration and collegiality. Candidates a. understand the complexity of schools and the ambiguous nature of educational issues. b. act in concert with and/or on behalf of colleagues to improve teaching and learning in the classroom as supported by effective school, district, state level policies and operations. c. facilitate shared-decision making and teamwork. d. improve teaching and learning by intentionally and systematically building networks of influence at local, state, national and international arenas. e. impact student learning for all and mentor other educators to do the same by effectively working within the structures and culture of schools, families and communities.
3. Demonstrate leadership as mentors. Candidates a. support and guide teachers to improve teaching and learning for all. b. are committed to improving student learning by improving teaching and the learning environment. c. model routine, intentional, and effective use of technology while mentori8ng and encouraging others to do the same.
4. Demonstrate leadership as expert teachers and instructional leaders. Candidates a. are creative and flexible in their thinking and in seeking solutions to educational challenges. b. are knowledgeable of assessment, evaluation and accountability practices and critically synthesize and utilize the data to improve student learning.

c. are master-teachers and instructional leaders possessing and demonstrating content and pedagogical expertise who are able to make international comparisons in both areas. d. develop and/or support appropriate, meaningful curricula that positively impact student learning for all and assist others to do the same. e. facilitate and support curricular design, instructional strategies, and learning environments that integrate appropriate technologies to maximize teaching and learning. f. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.
5. Demonstrate leadership as models of professionalism. Candidates a. effectively design and conduct educational research which positively influences educational practice or policy. b. exhibit ethical behavior in all professional and personal interactions. c. respect others, value differences and are open to feedback. d. believe that for every problem there is a solution and actualize that belief when engaging colleagues, students, families and community partners. e. seek out responsibility and are accountable for their actions. f. maintain current knowledge and best practices through continued professional development.
6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates a. value and recognize the strength and power of diversity. 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.
VI. GOALS AND OBJECTIVES :
The Professional Teacher Education Unit prepares learning facilitators who understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional decisions that foster the success of all learners. As a result of the satisfactory fulfillment of the requirements of these courses, the candidate will demonstrate the following outcomes:
1. To understand the basic philosophical concepts leading to the study of ethics in educational leadership.
2. To learn the main divergent ethical theories and evaluate how they can be applied to educational situations.
3. To understand and value the ethical standards relating to individuals as educational leaders
4. To identify the current ethical dimensions in educational leadership
5. To understand the general guidelines used in making ethical decisions as educational leaders
6. To examine the significance and implications of unique cases of ethical leadership in school

VII. COURSE REQUIREMENTS AND ASSIGNMENTS:
Participate in the ILEC series of programs during the academic year.
Participate in processing seminar sessions with the professor(s) and the other members of the cohort.
Participate in WebCT and listserv activities as they emerge during the course of the seminar.
Participate in field visits to selected locations during the academic year.
Read as assigned from the texts selected for the seminar and from course-related handouts.
Conduct an interview with an identified leader and process it for further sharing in the seminar.
Prepare a first draft of a “platform statement’ on your developing positions on the relationships among
“leadership, ethics and character” with a projective emphasis upon this platform upon their future as an organizational leader. This platform will be extended to address the concept of “Deep Change” as introduced by Quinn from a personal and organizational perspective.
7. To explore the importance and research possibilities of selected topics of study in ethical leadership
VIII. EVALUATION AND GRADING:
A:
B:
92% - 100%
84%-91%
C: 75%-83%
F: 74% or lower
Note: All written work should reflect careful organization of material and the high standards of investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11 in. paper, double-spaced and at least 12 font. All work submitted should follow APA format.
Manuscripts must be proof read to ensure accuracy in spelling, punctuation, and grammar.
Written work should be attractive and neat -- ESPECIALLY WITH MATERIALS
INTENDED FOR STUDENT USE.
Evaluation is a difficult process in every course. It is especially difficult in a course designed to encourage individual thinking and application of the results of the thought processes. Evaluation considerations will be derived from two sources (1) self and (2) instructor(s). Individual students will be expected to recommend a grade in the course based upon an evaluation/assessment form
(rubric) of their choice. A Graduate Products Rubric will be shared with the cohort as a means of establishing an understanding of expectations of graduate study in the BCOE and at KSU.
The emphasis upon the individual student as an evaluator is in keeping with the reality that future administrators/leaders will be expected to be involved in the evaluation and assessment activities

as part of their own continuing professional development and that of those with whom they work in organizational settings as they move ahead.
The instructor(s) will contribute to the evaluation process by taking into consideration preparation for class sessions and ILEC activities, level of participation in them, individual and group projects/reports, individual conferences and the capstone product for the doctoral seminar.
To a degree, the capstone product will constitute an out-of-class final examination. A case study will be utilized to supplement it if one is deemed necessary at that point. Spontaneous written responses will be generated and accumulated in a Course Portfolio periodically with feedback of a formative nature provided by the instructor(s).
Every effort will be made by the professor(s) to be fair and equitable in the assignment of grades through the multiple processes noted above. In the final analysis, the assigned grade will be based upon the best professional judgment of the professor(s).
ACADEMIC HONESTY STATEMENT: The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should reflect their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action.”
X. COURSE OUTLINE
(Tentative and Subject to Change Based on The Common Good Of Our Candidates)
Philosophical concepts to the study of ethics
Ethical theories and their applications
Ethics as an educational leader
Key ethical dimensions in educational leadership
Making ethical decisions
Cases of ethical leadership in school
Exploring topics of study in ethical leadership
XI. REFERENCES AND BIBLIOGRAPHY
Beckner, W. (2004). Ethics for Educational Leaders . Boston, MA: Allyn and Bacon.
Lambert, L. (1998). Building leadership capacity in schools . Alexandria, VA: Association for Supervision and
Curriculum.
Pojman, L. P. (2002). Ethics: discovering right and wrong.
(4 th ed.) Belmont, CA: Wadsworth.
Rebore, R. W. (2001). The Ethics of Educational Leadership . Upper Saddle River, NJ: Merrill Prentice Hall.

Sergiovanni, T. J. (1992). Moral Leadership.
San Francisco, CA: Jossey-Bass.