KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (9/8/2006)
Course Number/Program Name ENED 8310 /Applied Theory and Research in Writing
Department English
Degree Title (if applicable) Ed.D.
Proposed Effective Date Spring 2008
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.
Submitted by:
Faculty Member
Approved
_____
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
2
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 ENED 8310
Course Title Research--Writing
Credit Hours 3-0-3
Prerequisites Admission to EdD in Adolescent Education—English
program and permission of the English Education EdD Advisor
Description (or Proposed Degree Requirements)
Teacher leaders (students in the course) will read, analyze, and apply
seminal and current research in the field of writing and composing to
English teaching in P-12 or higher education settings. Teacher leaders
will examine trends in the research; emerging themes, trends, and research
designs; seminal studies in the fields of writing and teaching writing;
connections among grammar study, teaching conventions, standards, and
writing instruction as reflected in the research; and research-based
applications of technology to writing and teaching writing. Attention will
also be paid to research on grading and assessing writing, writing program
assessment, teaching writing to speakers of English as a second language,
curricular development in the field of writing, and to writing across the
content areas for the purpose of enhanced student learning in school
settings.
III.
Justification
This course is designed for graduate students in the area of English Education who will
assume leadership roles based on extensive knowledge of seminal and current research in
the field, and who will need to design and/or help others design writing instruction and
assessment, writing and grammar curricula, models of writing programs and assessment
models, writing across the curriculum, writing as a tool for learning, the use of
technology in writing instruction, and teaching writing to English language learners as
grounded in research. The applied research studied in this course focuses on how
research can serve as a vehicle for resolving complex problems in schools and/or higher
education in the area of writing instruction and assessment with a range of audiences and
3
constituents. Candidates who are leaders for learning must be capable and possess the
disposition to engage in reading research in the field of writing and then communicating
to others the findings of such research in order to answer problems in P-12 schools and/or
higher education and/or in their content field. Topics of discussion focus upon hallmark
and emerging research in the field of writing; the practical application of research
findings to writing instruction and writing programs; and curricula that use writing as a
tool for student learning. The discussion will also assist graduate students with topic and
design for research in the field of writing as they pursue the Ed.D. Furthermore, this
course also assists those individuals who plan to conduct writing program evaluation in a
range of school settings in which writing is used as a tool for learning and as a venue for
reflective thinking and/or conduct field-based applied research in writing in university
settings.
The intent of this course is to advance the ability of graduate students to analyze critically
professional problems and issues in the field of writing, engage and communicate ideas
with greater discipline and clarity, articulate their thoughts through coherent written
expression, analyze and connect trends in current and past research in the field of writing,
and note areas of promising emerging research in the field of writing. Such skills are
useful for teachers, leaders, administrators, and researchers. Coursework involves reading
and critiquing applicable applied research, including that of course participants and
faculty in the Bagwell College of Education and/or in the Department of English as
related to the field of English Education. Therefore, students may be required to work
individually, in pairs, or small groups throughout the semester. Discussion emphasizes
relating research in writing to professional experience, expertise, and/or programmatic
needs; using the literature and research in writing to inform one’s thinking; selecting
research methods appropriate in the field of writing; matching the research design to a
topic and the setting appropriate for researching writing; applying findings to practice;
and writing coherently.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Kirby or other graduate faculty in English Education
Text:
Required: Smagorinsky, P. (Ed.) (2006). Research on composition: Multiple perspectives
on two decades of change. New York: Teachers College Press.
American Psychological Association. (2002). Publication Manual of the American
Psychological Association: Fifth Edition. Washington, DC: Author.
American Educational Research Association. Selected chapters in Handbook of
Research on Teaching. (Newest edition)
National Council of Teachers of English. Selected articles in Research in the
Teaching of English, English Education, and similar research journals.
(Newest issues of the journals)
4
Perl, S. (Ed.). (1994). Landmark essays on writing process. Davis, CA:
Hermagoras Press.
Shaughnessy, M. P. (1977). Errors and expectations. New York: Oxford
University Press.
Prerequisites: Admission to EdD in Adolescent Education—English program
and permission of the English Education EdD Advisor
Objectives:
Discussions in this advanced course assist graduate students in thinking clearly
about the issues in the field of writing instruction, assessment, curricular and
programmatic development, and writing to learn across content areas; reading the
research in the field of writing and applying its findings to school settings; and
developing researchable questions and methods for collecting information to
answer effectively their questions in the field of writing. Specific objectives are
as follows:
Course objective
Doctoral KSDs
Work collaboratively on a team to
identify the root causes of
educational problems in the
discipline of writing, which may
include team members who
research various prongs of an issue
or problem in the discipline
2, 4, 5
Clearly articulate professional
issues in the discipline of writing
into a researchable problem
Distributed School
Leadership Roles
Relationship Development
Leader
PSC/NCATE
Standards
1.1, 1.2, 1.4, 1.5
Learning and Development
Leader
Performance Leader
1, 5
Change Leader
Curriculum, Instruction &
Assessment Leader
1.1, 1.2, 1.4, 1.5,
1.7
Performance Leader
Frame questions and statements
about writing instruction,
assessment, programs, and
curricular development so that they
and their possible solutions are
grounded in research-based
1, 4, 5, 6, 8
Anchor writing instruction,
assessment, and program and
1, 4, 5, 6, 8
Data Analysis Leader
Curriculum, Instruction &
Assessment Leader
1.1, 1.2, 1.4, 1.5,
1.7
Performance Leader
Data Analysis Leader
Curriculum, Instruction &
Assessment Leader
1.1, 1.2, 1.4, 1.5,
1.7
5
curricular development in the
professional literature on writing by
placing the using the context of
theory and previous research in the
discipline of writing.
Data Analysis Leader
Make a persuasive argument that
the proposed and/or implemented
instruction, assessment, programs,
and curricula in the discipline of
writing are grounded in applied and
appropriate research and theory
4, 5, 8
Develop a plan for a study in the
discipline of writing designed with
appropriate quantitative or
qualitative methodology
4, 5
1.1, 1.2, 1.4, 1.5
Data Analysis Leader
Learning and Development
Leader
1.1, 1.2, 1.4, 1.5
Performance Leader
Discuss ethical issues related to the 5, 8
discipline of writing, features of
contexts in which writing
instruction and assessment occur,
application of standards in writing
to research-based practice,
limitations on the generalizability
of findings in the discipline of
writing research, and the ethics of
multicultural contexts for teaching
writing
Utilize appropriate applications of
4, 5, 8
software and other technology to
conduct research in the discipline of
writing; discuss the ethics of
technology as a research tool in the
discipline of writing; apply
appropriate technologies to the
design, development, and
implementation of programs and
curricula in the discipline of
writing.
Effectively communicate results of
research, theory and research
supporting curricular change in the
discipline of writing, and methods
Learning and Development
Leader
4, 5, 6, 8
Data Analysis Leader
Data Analysis Leader
1.1, 1.2, 1.4, 1.5
Learning and Development
Leader
Performance Leader
Data Analysis Leader
1.1, 1.2, 1.4, 1.5
Performance Leader
Data Analysis Leader
Performance Leader
1.1, 1.2, 1.4, 1.5
6
of assessment grounded in research
in the discipline of writing to a
variety of audiences in a variety of
formats.
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
Instructional Method:
Socratic seminar and dialog, small group and whole class discussions, peer
tutoring and peer review, web and database search and retrieval, individualized
instruction.
COURSE ASSIGNMENTS AND ACTIVITIES
Each graduate student is expected to master key elements of applied research in the
discipline of writing, consisting of the following activities:
1.
2.
3.
4.
5.
Identify problems, trends, and issues in the discipline of writing
Conduct a review of relevant seminar and contemporary research in the discipline
of writing
Create research questions and identify methodology appropriate for the discipline
of writing
Analyze research in the disciplines of writing instruction, program development,
curricula, use as a tool for enhancing learning, and multicultural contexts and
ethics of writing in order to critique existing curricula, programs, and assessments
in writing and in order to develop new research-based models of same
Interpret and share results of research in the discipline of writing with a variety of
audiences and in a variety of contexts
Assignments and Grading:
1.
2.
3.
4.
5.
Annotated Bibliography
Research Question and Methodology Journal
Research Presentation
Action Plan for Impact on Teaching, Assessment, etc.
Final Reflection
Total Possible Points:
Grades will be based on the following scale:
A:
90% - 100%
B:
80%-89%
C:
70%-79%
D:
60%-69%
25 points
20 points
25 points
25 points
5 points
100 points
7
F:
V.
59% or lower
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0; existing faculty
TOTAL
N/A
Funding Required Beyond
Normal Departmental Growth N/A
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 English
COURSE NUMBER ENED 8310
COURSE TITLE FOR LABEL Research--Writing (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS 3-0-3
Approval, Effective Term
Spring 2008
Grades Allowed (Regular or S/U)
regular
If course used to satisfy CPC, what areas?
N/A
Learning Support Programs courses which are required as prerequisites
N/A
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
8
I.
Course Number:
Course Title:
College:
Semester:
Room:
II.
Instructor & Contact Info:
III.
Class Meeting Time:
IV.
ENED 8310
Applied Theory and Research in Writing
Humanities and Social Sciences
Texts:
Required: Smagorinsky, P. (Ed.) (2006). Research on composition: Multiple perspectives
on two decades of change. New York: Teachers College Press.
American Psychological Association. (2002). Publication Manual of the American
Psychological Association: Fifth Edition. Washington, DC: Author.
American Educational Research Association. Selected chapters in Handbook of
Research on Teaching. (Newest edition)
National Council of Teachers of English. Selected articles in Research in the
Teaching of English, English Education, and similar research journals.
(Newest issues of the journals)
Perl, S. (Ed.). (1994). Landmark essays on writing process. Davis, CA:
Hermagoras Press.
Shaughnessy, M. P. (1977). Errors and expectations. New York: Oxford
University Press.
V. Course Description:
Teacher leaders (students in the course) will read, analyze, and apply
seminal and current research in the discipline of writing and composing to
English teaching in P-12 and/or higher education settings. Teacher
leaders will examine trends in the research; emerging themes, trends, and
research designs; seminal studies in the disciplines of writing and teaching
writing; connections among grammar study, teaching conventions,
9
standards, and writing instruction as reflected in the research; and
research-based applications of technology to writing and teaching writing.
Attention will also be paid to research on grading and assessing writing,
writing program assessment, teaching writing to speakers of English as a
second language, curricular development in the discipline of writing, and
to writing across the content areas for the purpose of enhanced student
learning in school settings.
VI. Rationale and Justification
This course is designed for graduate students in the area of English Education who will
assume leadership roles based on extensive knowledge of seminal and current research in
the discipline, and who will need to design and/or help others design writing instruction
and assessment, writing and grammar curricula, models of writing programs and
assessment models, writing across the curriculum, writing as a tool for learning, the use
of technology in writing instruction, and teaching writing to English language learners as
grounded in research. The applied research studied in this course focuses on how
research can serve as a vehicle for resolving complex problems in schools and/or higher
education in the area of writing instruction and assessment with a range of audiences and
constituents. Candidates who are leaders for learning must be capable and possess the
disposition to engage in reading research in the discipline of writing and then
communicating to others the findings of such research in order to answer problems in P12 schools and/or higher education and/or in their content discipline. Topics of
discussion focus upon hallmark and emerging research in the discipline of writing; the
practical application of research findings to writing instruction and writing programs; and
curricula that use writing as a tool for student learning. The discussion will also assist
graduate students with topic and design for research in the discipline of writing as they
pursue the Ed.D. Furthermore, this course also assists those individuals who plan to
conduct writing program evaluation in a range of school settings in which writing is used
as a tool for learning and as a venue for reflective thinking and/or conduct disciplinebased applied research in writing in university settings.
The intent of this course is to advance the ability of graduate students to analyze critically
professional problems and issues in the discipline of writing, engage and communicate
ideas with greater discipline and clarity, articulate their thoughts through coherent written
expression, analyze and connect trends in current and past research in the discipline of
writing, and note areas of promising emerging research in the discipline of writing. Such
skills are useful for teachers, leaders, administrators, and researchers. Coursework
involves reading and critiquing applicable applied research, including that of course
participants and faculty in the Bagwell College of Education and/or in the Department of
English as related to the discipline of English Education. Therefore, students may be
required to work individually, in pairs, or small groups throughout the semester.
Discussion emphasizes relating research in writing to professional experience, expertise,
and/or programmatic needs; using the literature and research in writing to inform one’s
thinking; selecting research methods appropriate in the discipline of writing; matching
the research design to a topic and the setting appropriate for researching writing; applying
findings to practice; and writing coherently.
10
KENNESAW STATE UNIVERSITY’S 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. Course Objectives:
Course Objective
Doctoral
KSDs
Distributed
School
Leadership Roles
IRA/NCTE Assessment
Standards and/or
Instructional
Technique
11
Work collaboratively on a team to
identify the root causes of educational
problems in the discipline of writing,
which may include team members
who research various prongs of an
issue or problem in the discipline
2, 4, 5
Relationship
Development
Leader
1, 3, 4, 7,
8, 11, 12
Learning and
Development
Leader
Research
Question &
Methodology
Journal
Action Plan
for Impact on
Teaching
Performance
Leader
Clearly articulate professional issues
in the discipline of writing into a
researchable problem
Frame questions and statements about
writing instruction, assessment,
programs, and curricular development
so that they and their possible
solutions are grounded in researchbased evidence.
Anchor writing instruction,
assessment, and program and
curricular development in the
professional literature on writing by
placing the using the context of theory
and previous research in the discipline
of writing.
Make a persuasive argument that the
1, 5, 6
1, 4, 5
1, 4, 5
4, 5,8
Change Leader
Curriculum,
Instruction &
Assessment
Leader
1, 3, 4, 5,
6, 7, 8, 9,
10, 11, 12
Research
Question &
Methodology
Journal
Performance
Leader
Discussion
Circles
Data Analysis
Leader
Curriculum,
Instruction &
Assessment
Leader
Socratic
Seminar
Research
Question &
Methodology
Journal
1, 3, 4, 5,
6, 7, 8, 9,
10, 11, 12
Performance
Leader
Discussion
Circles
Data Analysis
Leader
Socratic
Seminar
Curriculum,
Instruction &
Assessment
Leader
1, 3, 4, 5,
6, 7, 8, 11
12
Research
Question &
Methodology
Journal
Data Analysis
Leader
Annotated
Bibliography
Learning and
Action Plan
for Impact on
Teaching
Action Plan
1, 3, 4, 5,
12
Development
Leader
proposed and/or implemented
instruction, assessment, programs, and
curricula in the discipline of writing
are grounded in applied and
appropriate research and theory
Develop a plan for a study in the
discipline of writing designed with
appropriate quantitative or qualitative
methodology
6, 7, 8, 9,
10, 11, 12
Data Analysis
Leader
4, 5,8
Learning and
Development
Leader
Research
Presentation
1, 3, 4, 5,
6, 7, 8, 11,
12
Performance
Leader
5, 8
Data Analysis
Leader
1, 3, 4, 5,
6, 7, 8, 9,
10, 11, 12
Learning and
Development
Leader
Data Analysis
Leader
Socratic
Seminar
Research
Question &
Methodology
Journal
Discussion
Circles
Performance
Leader
4, 5, 8
Research
Question &
Methodology
Journal
Discussion
Circles
Data Analysis
Leader
Discuss ethical issues related to the
discipline of writing, features of
contexts in which writing instruction
and assessment occur, application of
standards in writing to research-based
practice, limitations on the
generalizability of findings in the
discipline of writing research, and the
ethics of multicultural contexts for
teaching writing
Utilize appropriate applications of
software and other technology to
conduct research in the discipline of
writing; discuss the ethics of
technology as a research tool in the
discipline of writing; apply
appropriate technologies to the design,
development, and implementation of
programs and curricula in the
discipline of writing.
for Impact on
Teaching
1, 3, 4, 5,
6, 7, 8, 11,
12
Performance
Leader
Socratic
Seminar
Research
Question &
Methodology
Journal
Discussion
Circles
Socratic
Seminar
Action Plan
for Impact on
Teaching
Effectively communicate results of
research, theory and research
supporting curricular change in the
4, 5
Data Analysis
Leader
1, 3, 4, 5,
6, 7, 8, 9,
10, 11, 12
Research
Presentation
Research
Question &
Methodology
13
discipline of writing, and methods of
assessment grounded in research in the
discipline of writing to a variety of
audiences in a variety of formats.
Performance
Leader
Journal
Discussion
Circles
Socratic
Seminar
Action Plan
for Impact on
Teaching
Research
Presentation
Final
Reflection
*Georgia's Leadership Institute for School Improvement & Georgia Committee on Educational
Leadership Preparation’s Distributed School Leadership Roles
VIII. Course Requirements and Assignments
Each graduate student is expected to master key elements of applied research in the
discipline of writing, consisting of the following activities:
1.
2.
Identify problems, trends, and issues in the discipline of writing
Conduct a review of relevant seminal and contemporary research in the discipline of
writing
Create research questions and identify methodology appropriate for the discipline of
writing
Analyze research in the disciplines of writing instruction, program development,
curricula, use as a tool for enhancing learning, and multicultural contexts and ethics of
writing in order to critique existing curricula, programs, and assessments in writing and
in order to develop new research-based models of same
Interpret and share results of research in the discipline of writing with a variety of
audiences and in a variety of contexts.
3.
4.
5.
IX. Assignments and Grading:
1.
2.
3.
4.
5.
Annotated Bibliography
Research Question and Methodology Journal
Research Presentation
Action Plan for Impact on Teaching, Assessment, etc.
Final Reflection
Total Possible Points:
25 points
20 points
25 points
25 points
5 points
100 points
14
Grades will be based on the following scale:
A:
90% - 100%
B:
80%-89%
C:
70%-79%
D:
60-69%
F:
59% or lower
Assignments are due on date assigned. All written assignments must be typed in 12 point font with standard
margins. Work that is unedited or presented with little thought or planning will not be accepted.
X. 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
15
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.
XI. Appendices
Appendix I: Kennesaw State University EdD Performance Outcomes and Georgia Leadership
Institute for School Improvement Distributed School Leadership Roles
Kennesaw State EdD (KSD’s)
Performance Outcomes
Leaders for Learning:
1. Foster an organizational culture that
facilitates development of a shared
vision, school improvement, and
increased learning for all students.
2. Implement sustainable educational
change and process improvement.
3. Create 21st century learning
environments that advance best practices
in curriculum, instruction, and
assessment.
4. Engage in applied research that supports
data-driven planning and decision
making for the improvement of schools
and learning.
5. Build collaborative relationships, teams,
and community partnerships that
communicate and reflect distributed
leadership for learning.
6. Embrace diversity by demonstrating
intercultural literacy and global
understanding.
7. Facilitate professional learning and
development that enhance and improve
professional practice and productivity.
Georgia Leadership Institute for School
Improvement (GLISI’s) Distributed
School Leadership Role



















Relationship Development Leader
Process Improvement Leader
Operational Leader
Learning and Performance
Development Leader
Change Leader
Process Improvement Leader
Operational Leader
Data Analysis Leader
Curriculum, Assessment, Instruction
Leader
Learning and Performance
Development Leader
Data Analysis Leader
Process Improvement Leader
Learning and Performance
Development Leader
Relationship Development Leader
Operational Leader
Learning and Performance
Development Leader
Relationship Development Leader
Learning and Performance
Development Leader
Curriculum, Assessment, Instruction
Leader
8. Exercise professionalism and ethical
practice.
Appendix II: International Reading Association (IRA)/National Council of Teachers of English
(NCTE) Standards for the English Language Arts
16
The vision guiding these standards is that all students must have the opportunities and resources to
develop the language skills they need to pursue life's goals and to participate fully as informed,
productive members of society. These standards assume that literacy growth begins before children
enter school as they experience and experiment with literacy activities--reading and writing, and
associating spoken words with their graphic representations. Recognizing this fact, these standards
encourage the development of curriculum and instruction that make productive use of the emerging
literacy abilities that children bring to school. Furthermore, the standards provide ample room for
the innovation and creativity essential to teaching and learning. They are not prescriptions for
particular curriculum or instruction.
Although we present these standards as a list, we want to emphasize that they are not distinct and
separable; they are, in fact, interrelated and should be considered as a whole.
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information;
to respond to the needs and demands of society and the workplace; and for personal fulfillment.
Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers, their
knowledge of word meaning and of other texts, their word identification strategies, and their
understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,
graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by
posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g.,
print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit
their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create and communicate
knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and
dialects across cultures, ethnic groups, geographic regions, and social roles.
17
10. Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across the
curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of
literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for
learning, enjoyment, persuasion, and the exchange of information).
XII. References and Bibliography (to be modified)
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