KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ECE 9120 Mentoring Future Teacher Leaders
Department Elementary and Early Childhood Education
Degree Title (if applicable) Education Doctorate (Ed.D.)
Proposed Effective Date Spring, 2007
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.
Anita S. VanBrackle
Faculty Member
Submitted by:
Approved
Oct 9, 2006
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____ECE 9120________________
Course Title __Mentoring Future Teacher Leaders
Credit Hours 3
Prerequisites Acceptance to the Ed.D. program
Description (or Proposed Degree Requirements)
.
III.
Justification
As the schools in the United States become more like a microcosm of the world, it is
imperative that educators develop an appreciation and understanding of the various
cultures within their rooms and schools. It is no longer acceptable to use the “white,
middle-class” approach to teach all students. Educational leaders must demonstrate
respect and honor for all cultures through their interactions in teaching pedagogy, verbal
and nonverbal communication, curriculum development as well as community and parent
involvement. Our educators must become leaders for learning through collaboration in
teaching, learning and leadership.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Odell, S.J. & Huling, L. (2000) Quality mentoring programs for novice teachers. IN: Kappa Delta Pi
Udelhofen, S. & Larson, K. (2003) The Mentoring Year: A step-by-step program for professional
development. Corwin Press, Inc.
Jonson, K. F. (2002). Being an effective mentor. Thousand Oaks, CA: Corwin Press.
Prerequisites:
Admission to the Ed.D. program
Objectives:
.
V. COURSE CATALOG DESCRIPTION: : A seminar that
addresses distributed leadership as the focusing concept of the
doctoral program with special consideration given to developing
leaders for learning who are sensitive to the character and ethical
demands of leadership in learning organizations. Open to doctoral
cohort members only
Doctora
l KSDS
1. Understand the historical background regarding the
development of mentoring programs.
1C, 3A
2. Study selected literature and research on mentoring including
the theoretical underpinnings of mentoring as a professional
practice, roles of experienced teachers as mentors, and
components of quality mentoring programs.
3. Examine the key roles involved in mentoring and the
challenges associated with these roles.
4. Examine and apply the relationship between quality teaching
and quality mentoring.
5. Recommend ways of reforming the induction of novice
teachers so that induction programs include a strong mentoring
component consistent with underlying beliefs about teaching.
6. Develop ways of reforming teacher preparation programs so
that they include a strong mentoring component consistent with
underlying beliefs about teaching.
7. Describe personal beliefs which influence the ways teachers
approach mentoring and teaching in diverse elementary
classrooms.
8. Assess novice learning as a result of mentoring.
Distributed
School
Leadership
Roles
Curriculum
Instruction and
Assessment
Leader
1A, 2C, Change
3B
Leadership
2B, 3A, Learning and
4A, 5F Development
Leader
4C, 5F
Performance
Leader
1A, 2C
Process
Improvement
Leader,
Operations
Leader
2B, 3B, Learning and
5D
Development
Leader,
Curriculum,
Instruction and
Assessment
Leader,
Relationship
Development
Leader
5D, 6A
Learning and
Development
Leader,
Performance
Leader
4B
Data Analysis
Leader,
Curriculum
and Instruction
and
Assessment
Leader
PSC/NCATE
Standard
Instructional Method
Instructional methods will include group discussions, lectures, online coursework, workshops, seminars,
research, and individual and group assignments, and field experience.
Possible assignments might include:
1.
Prepare a reflective paper that summarizes your definition, beliefs and philosophy of mentoring.
Analyze specific examples of mentoring practices including your personal perspective. (Objective 2)
2.
Create an action plan for assisting a novice teacher in the development of critical knowledge and skills
and present including teacher effectiveness, the role of the mentor and the impact on the novice
teacher. (Objective 3).
3.
Formulate a case study identifying a current mentoring program. With a partner, present this
mentoring program case study including a description of program components, data on effectiveness,
and an analysis of the strengths and weaknesses of the program. (Objective 4).
4.
After reading a clinical scenario illustrating a mentoring problem, write an intervention plan that
relates quality teaching to quality mentoring to address it. (Objective 4, 8).
5.
Examine induction programs for novice teachers and cite literature perspective and your own for
possible reform measures. (Objective 5).
6.
Develop and present a paradigm of educational models of strong mentoring programs. (Objective 6).
7.
Identify websites and text resources that describe and support the history of mentoring programs for
novice teachers. (Objective 1).
8.
Write and submit a research paper regarding how one, as an educator, will implement and assess
Mentoring Future Teacher Leaders. (Objectives 1-8).
Method of Evaluation
Each assignment will be graded with a rubric. Each assignment = 100 points
Grading:
93-100%
A
85-92 %
B
77-84%
C
69-76%
D
<69%
F
V.
Resources and Funding Required (New Courses only)
*Course funding is addressed in a comprehensive manner in the comprehensive
proposal for the umbrella Ed. D degree for the Bagwell College of Education.
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EECE
ECE 9120
Mentoring Future Tch
3
Spring 2007
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
Kennesaw State University
Bagwell College of Education
Mentoring Future Teacher Leaders
ECE 9120___ Syllabus
I.
II.
III.
ECE 9120___Mentoring Future Teacher Leaders
Elementary and Early Childhood Education
Kennesaw State University
INSTRUCTOR:
CLASS MEETING:
IV.
Texts (required):
Odell, S.J. & Huling, L. (2000) Quality mentoring programs for novice teachers. IN: Kappa Delta Pi
Udelhofen, S. & Larson, K. (2003) The Mentoring Year: A step-by-step program for professional
development. Corwin Press, Inc.
Jonson, K. F. (2002). Being an effective mentor. Thousand Oaks, CA: Corwin Press.
V.
Catalog Description:
This course will focus on the study of current theory, research, influences, trends, and issues related to
mentoring future teacher leaders as they are learning to teach. The underlying framework for this
course is one that views becoming teacher leaders as a developmental process that requires ongoing
study and reflection about the practices of mentoring and teaching.
VI. Purpose/Rationale/Justification
As the schools in the United States become more like a microcosm of the world, it is imperative that
educators develop an appreciation and understanding of the various cultures within their rooms and
schools. It is no longer acceptable to use the “white, middle-class” approach to teach all students.
Educational leaders must demonstrate respect and honor for all cultures through their interactions in
teaching pedagogy, verbal and nonverbal communication, curriculum development as well as
community and parent involvement. Our educators must become leaders for learning through
collaboration in teaching, learning and leadership.
Conceptual Framework
Collaborative development of expertise in teaching and learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced
programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed
as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning
are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way,
candidates at the doctoral level develop into leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Knowledge Base
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service,
renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to
analyzing the teaching-learning process, the teacher education faculty at KSU believe that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their
teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
Use of Technology : Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher preparation program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, candidates will be provided with opportunities to explore and use instructional media. They will master use
of productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
VII. Goals and Objectives:
V. COURSE CATALOG DESCRIPTION: : A seminar that
addresses distributed leadership as the focusing concept of the
doctoral program with special consideration given to developing
leaders for learning who are sensitive to the character and ethical
demands of leadership in learning organizations. Open to doctoral
cohort members only
Doctora
l KSDS
3. Understand the historical background regarding the
development of mentoring programs.
1C, 3A
4. Study selected literature and research on mentoring including
the theoretical underpinnings of mentoring as a professional
practice, roles of experienced teachers as mentors, and
components of quality mentoring programs.
3. Examine the key roles involved in mentoring and the
challenges associated with these roles.
4. Examine and apply the relationship between quality teaching
and quality mentoring.
5. Recommend ways of reforming the induction of novice
teachers so that induction programs include a strong mentoring
component consistent with underlying beliefs about teaching.
6. Develop ways of reforming teacher preparation programs so
that they include a strong mentoring component consistent with
underlying beliefs about teaching.
Distributed
School
Leadership
Roles
Curriculum
Instruction and
Assessment
Leader
1A, 2C, Change
3B
Leadership
2B, 3A, Learning and
4A, 5F Development
Leader
4C, 5F
Performance
Leader
1A, 2C
Process
Improvement
Leader,
Operations
Leader
2B, 3B, Learning and
5D
Development
Leader,
Curriculum,
Instruction and
Assessment
Leader,
Relationship
Development
PSC/NCATE
Standard
7. Describe personal beliefs which influence the ways teachers
approach mentoring and teaching in diverse elementary
classrooms.
5D, 6A
8. Assess novice learning as a result of mentoring.
4B
Leader
Learning and
Development
Leader,
Performance
Leader
Data Analysis
Leader,
Curriculum
and Instruction
and
Assessment
Leader
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
Course Requirements/Assignments
Instructional methods will include group discussions, lectures, online coursework, workshops, seminars,
research, and individual and group assignments, and field experience.
The assignments for this course include the following:
9.
Prepare a reflective paper that summarizes your definition, beliefs and philosophy of mentoring.
Analyze specific examples of mentoring practices including your personal perspective. (Objective 2)
10. Create an action plan for assisting a novice teacher in the development of critical knowledge and skills
and present including teacher effectiveness, the role of the mentor and the impact on the novice
teacher. (Objective 3).
11. Formulate a case study identifying a current mentoring program. With a partner, present this
mentoring program case study including a description of program components, data on effectiveness,
and an analysis of the strengths and weaknesses of the program. (Objective 4).
12. After reading a clinical scenario illustrating a mentoring problem, write an intervention plan that
relates quality teaching to quality mentoring to address it. (Objective 4, 8).
13. Examine induction programs for novice teachers and cite literature perspective and your own for
possible reform measures. (Objective 5).
14. Develop and present a paradigm of educational models of strong mentoring programs. (Objective 6).
15. Identify websites and text resources that describe and support the history of mentoring programs for
novice teachers. (Objective 1).
16. Write and submit a research paper regarding how one, as an educator, will implement and assess
Mentoring Future Teacher Leaders. (Objectives 1-8).
VIII. Evaluation and Grading
Each assignment will be graded with a rubric. Each assignment = 100 points
Grading:
93-100%
A
85-92 %
B
77-84%
C
69-76%
D
<69%
F
IX. Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula
for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising
candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes
of multicultural populations influence decisions in employing specific methods and materials for every student. Among these
attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion,
sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section
504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to
support students with disabilities within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines established by the university in
their expectations for candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of academic
honesty as stated in the graduate catalog. Any candidate who is found to have violated these guidelines will be subject to
disciplinary action consistent with university policy. For example, plagiarism or other violations of the University’s Academic
Honesty policies could result in a grade of “F” in the course and a formal hearing before the Judiciary Committee.
Professionalism- Participation and Attendance: Part of your success in this class is related to your ability to provide peer
reviews and feedback to your editing groups regarding their research and their writing. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor is another measure of one’s professionalism. In addition, since
each class meeting represents a week of instruction/learning, failure to attend class will likely impact your performance on
assignments and final exams. Please be prepared with all readings completed prior to class. We depend on one another to ask
pertinent and insightful questions.
X.
References/Bibliography
Boreen, J., Johnson, M., N, D., & Potts, J. (2000). Mentoring beginning teachers: Guiding, reflecting, coaching.
York, ME: Stenhouse.
Feinman-Nemser, S. (2001). Helping novices learn to teach. Journal of Teacher Education, 52(1), 17-30.
Hunter, M. and D. Russell (1990). Mastering coaching and supervision. El Segundo, CA: TIP Publications.
Giebelhaus, C. and C. Bowman. (2002). Teaching Mentors: Is it worth the effort? Journal of Educational
Research 95(4), 246-255.
Pelletier, C.M. (2000). A handbook of techniques and strategies for coaching student teachers. Boston, MA, Allyn
and Bacon, 2000.
Peterson, K., Kelly, P. Caskey, M. (2002) Ethical considerations for teachers in the evaluation of other teachers.
Journal of Personnel Evaluation in Education. 16 (4), 317-324.
Ratherford, Paula (2003). Leading the learning: A field guide for supervisors, coaches and mentors.
Attitudes, Skills, & Knowledge (ASK), Inc.