KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7100/Master of Education in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable) Mater of Education
Proposed Effective Date August 1, 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.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
_____
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Date
Approved
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Department
Date
Approved
Curriculum
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Department Chair
Date
Approved
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School Curriculum Committee
Date
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School Dean
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Committee
GPCC Chair
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Dean, Graduate Studies
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Vice President for Academic Affairs
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President
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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 7100 ______________________
Course Title Leadership Theory and Practice
Credit Hours ___3____
Prerequisites
Admission to M.Ed. Program or Permission of Instructor
Description (or Proposed Degree Requirements)
This course is intended to be an introductory course to the M.Ed. Program in
Educational Leadership. The course provides students with an introduction to
leadership theory and practice, both generally and specifically in the context of
educational administration. Course concepts include, but are not limited to, assessing
and changing organizational culture, identify and cultivating effective schools
practices, and leading change in schools.
III.
Justification
Educational leadership is undergoing a seismic transformation in the first decade of
the 21st century. Research having recognized that effective school leaders are second
only to quality of classroom instruction in improving students’ learning opportunities
and outcomes (Darling-Hammond, 2007; Kirst, Haertel & Williams, 2005; Leithwood,
1998), it is now expected that principals and assistant principals will take an active
role in building schools promoting powerful teaching and learning for all students
(Darling-Hammond, 2007; Peterson, 2002). School administrators are now expected
to perform multiple roles, “ranging from educational visionaries and change agents to
instructional leaders, curriculum and assessment experts, budget analysts, facility
managers, special program administrators, and community builders” (Davis, DarlingHammond, LaPointe, & Meyerson, 2005). Unfortunately, educational leaders are
expected to perform these roles in a culture that actively resists change (Little, 1993;
Tyack, 1995; Ravitch, 1995; Krist, 1995).
IV.
Additional Information (for New Courses only)
Instructor: To be determined.
Text(s):
Marzano, R, T. Talters, and B. McNulty (2005). School Leadership That Works
(Alexandria, VA: ASCD)
Whitaker, T. (2003). What Great Principals Do Differently (Larchmont, NY: Eye on
Education).
Kotter, John (1996). Leading Change (Cambridge, M.A.; Harvard Business School
Press) – May be purchased on compact disk.
Additional Texts (Instructor’s Option)
Phillips, Donald T. (1992). Lincoln on Leadership; Executive Strategies of Tough
Times. Warner Business Books.
Covey, Stephen R. (1989). The Seven Habits of Highly Effective People. (New York:
Simon & Schuster).
Objectives:
The following course objectives are:
Candidates will study effective leadership theory, then apply that theory to specific
goals and objectives of 21st century school leadership. Specific learning objectives
include:
1. Select or develop and use instruments designed to analyze beliefs, processes, and
structures in a school or district that support or impede rigor in teaching and
learning.
2. Develop action plans to address the results of an analysis of the school or system
culture.
3. Develop and implement processes and structures that support a pervasively
academic climate within a culture with high expectations for all students and adults
4. Engage participants in collaborative work and learning for both students and
adults.
5. Develop and implement distributed leadership as part of the process of shared
governance.
6. Lead teachers to accept collective responsibility for school improvement and the
learning and achievement of all students.
7. Lead the collaborative development or revision of the vision, mission, and
values/beliefs that will guide and inform continuous improvement.
8. Link individual and organizational goals, performance and results.
9. Develop measurable school-wide, grade-level and teacher goals focusing on
student achievement.
10. Develop and implement high-performance teams, such as school improvement
teams, to improve school processes and performance.
11. Develop and implement a succession plan for continuity and sustained
effectiveness of the organization.
12. Organize a school/system that reflects leadership decisions based on legal and
ethical principles to promote equity.
13. Drive and sustain change in a collegial environment focused on a continuous
improvement model that supports all students meeting high standards.
14. Utilize change theory to successfully initiate and sustain a change effort.
15. Nurture faculty and stakeholders as they engage in the change process.
16. Build buy-in from faculty, staff and stakeholders for change implementation.
17. Develop strategies to engage stakeholders in the change process.
18. Develop and lead communication strategies to support the school’s goals and
student achievement.
19. Advocate for policies and programs that promote the success for all students.
20. Identify and analyze conflict and implement strategies for managing conflict.
21. Develop and implement a plan that influences the larger political, social,
economic, legal, and cultural context to advance student and teacher success.
Instructional Method:
Course method will include, but are not limited to:
1.
2.
3.
4.
Lecture
Student research projects
Class exercises
Presentations
5.
6.
7.
8.
9.
Class and group discussions
Reading assignments
Simulations
School visits
Field experiences
V. Resources and Funding Required (New Courses only)
Resource
Amount
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 Master of Education Program.
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
Educational Leadership
EDL 7100
Leadership Theory and Practice
3_______________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
_____________________________________________
___
Vice President for Academic Affairs or Designee __
VII Attached Syllabus
EDL 7100 Leadership Theory and Practice
Department of Educational Leadership
Kennesaw State University
__________ Semester, 200__
Instructor: (Name)………
(Title)……….
(Address)……….
(Phone)……….
FAX: (770) 423-6910
(E-mail)……….
Class Session:
(Day and Time)………..
(Place)……….
Text(s):
Marzano, R, T. Talters, and B. McNulty (2005). School Leadership That Works
(Alexandria, VA: ASCD)
Whitaker, T. (2003). What Great Principals Do Differently (Larchmont, NY: Eye on
Education).
Kotter, John (1996). Leading Change (Cambridge, M.A.; Harvard Business School
Press) – May be purchased on compact disk.
Additional Texts (Instructor’s Option)
Phillips, Donald T. (1992). Lincoln on Leadership; Executive Strategies of Tough
Times. Warner Business Books.
Covey, Stephen R. (1989). The Seven Habits of Highly Effective People. (New York:
Simon & Schuster).
Journals:
Education Week
Phi Delta Kappan
Educational Leadership
Educational Evaluation and Policy Analysis
Educational Policy
Educational Administration Quarterly
Harvard Educational Review
Teachers College Record
Catalog Description:
This course is intended to be an introductory course to the M.Ed. Program in
Educational Leadership. The course provides students with an introduction to
leadership theory and practice, both generally and specifically in the context of
educational administration. Course concepts include, but are not limited to, assessing
and changing organizational culture, identify and cultivating effective schools
practices, and leading change in schools.
Purpose/Rationale:
Educational leadership is undergoing a seismic transformation in the first decade of
the 21st century. Research having recognized that effective school leaders are second
only to quality of classroom instruction in improving students’ learning opportunities
and outcomes (Darling-Hammond, 2007; Kirst, Haertel & Williams, 2005; Leithwood,
1998), it is now expected that principals and assistant principals will take an active
role in building schools promoting powerful teaching and learning for all students
(Darling-Hammond, 2007; Peterson, 2002). School administrators are now expected
to perform multiple roles, “ranging from educational visionaries and change agents to
instructional leaders, curriculum and assessment experts, budget analysts, facility
managers, special program administrators, and community builders” (Davis, DarlingHammond, LaPointe, & Meyerson, 2005). Unfortunately, educational leaders are
expected to perform these roles in a culture that actively resists change (Little, 1993;
Tyack, 1995; Ravitch, 1995; Krist, 1995).
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 are 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-atlarge. 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.
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, especially microcomputers, to assist teaching.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Diversity Statement
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 that there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
Statement for field-based activities
While completing your graduate program at Kennesaw State University, you are required to
be involved in a variety of leadership and field-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 field-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 leadership experiences, you are encouraged to
explore every opportunity to learn by doing. Approximately 30% of the class assignments will
involve field-based activities which you are required to log-in and provide reflection. Some of
the field-based documentations will serve as artifacts in professional portfolios.
Chalk and Wire:
All Educational Leadership candidates are required to purchase a Chalk and Wire ePortfolio
account. This web-based application will be used in multiple courses throughout your
program, but you will only need to purchase your account ONE time since the accounts are
good for five years. Accounts must be purchased through the KSU Bookstore. For additional
information on how to purchase the account, the purpose of Chalk and Wire, and training
opportunities please visit our website at www.kennesaw.edu/education/chalkandwire/
Professional Portfolio:
The professional portfolio requirement is designed as an opportunity for students to create an
organized view of themselves and their educational leadership capabilities. Each student is
expected to create an electronic portfolio demonstrating mastery of the BOR strands and the
PSC/ELCC/NCATE standards. Students are required to upload assignments from each class
in the Educational Leadership program to the Chalk and Wire portfolio. Each assignment
uploaded must be accompanied by a reflection clearly demonstrating knowledge, application,
analysis, and synthesis of the BOR strands and the PSC/ELCC/NCATE standards.
Course Objectives:
Candidates will attain knowledge and skills in applying educational law and policy at the
school site level:
Course objective
Course
Contents
Select or develop and Organizational Culture
use instruments
designed to analyze
Change Theory
beliefs, processes, and
structures in a school or Effective Schools
district that support or
impede rigor in teaching
and learning.
Develop action plans to Organizational Culture
address the results of an
analysis of the school or Change Theory
system culture
Course
Activity/
Assignment
Class readings and
reflection.
Problem-based learning
exercises.
Mid-term and final exam
assessing content area
knowledge.
Class readings and
reflection.
BOR PSC/ELCC
Ten
Standards
Strands
Examination 5a
3a, 3b, 3c,
3e
Rubric
evaluating PBL
performance
Assessment
Examination 5b
Rubric
School improvement plan evaluating PBL
(SIP)
performance
Mid-term and final exam
assessing content area
knowledge.
3b
Course objective
Course
Contents
Develop and implement Effective Schools
processes and structures
that support a
Change Theory
pervasively academic
climate within a culture Leadership Theory
with high expectations
for all students and
School Improvement
adults
Course
Activity/
Assignment
Class readings and
reflection.
Problem-based learning
exercises (SIP, change
project, leadership
evaluation).
BOR PSC/ELCC
Ten
Standards
Strands
Examination 5c
3a, 3b
Assessment
Rubric
evaluating PBL
performance
Mid-term and final exam
assessing content area
knowledge.
Engage participants in School Leadership
collaborative work and
learning for both
School Improvement
students and adults.
Effective Schools
Problem-based learning
exercises.
Develop and implement Leadership Theory
distributed leadership as
part of the process of Effective Schools
shared governance.
Change Theory
Class readings and
reflection.
Lead teachers to accept Leadership Theory
collective responsibility
for school improvement Change Theory
and the learning and
achievement of all
Effective Schools
students.
School Improvement
Lead the collaborative Change Leadership
development or revision
of the vision, mission, Leadership Theory
and values/beliefs that
will guide and inform School Improvement
continuous
improvement.
Mid-term and final
examinations.
Problem-based learning
exercises.
Mid-term and final exam
assessing content area
knowledge.
Class readings and
reflection.
Examination 5d
3d
Rubric
evaluating PBL
performance
Examination 5e
4d
Rubric
evaluating PBL
performance
Examination 5f
4a, 4b, 6a
Rubric
Change project, leadership evaluating PBL
evaluation.
performance
Mid-term and final exam
assessing content area
knowledge.
Change project
Leadership evaluation
Mid-term and final
examinations.
Examination 7a
Rubric
evaluating PBL
performance
4a, 4b, 6a
Course objective
Link individual and
organizational goals,
performance and
results.
Course
Contents
Leadership Theory
Course
Activity/
Assignment
Self-assessment of
unconscious bias.
School Improvement
Effective Schools
Develop measurable
Effective Schools
school-wide, gradelevel and teacher goals School Improvement
focusing on student
achievement.
Problem-based
learning activities.
Case study
BOR PSC/ELCC
Ten
Standards
Strands
Examination 7b
6b
Assessment
Rubric
evaluating PBL
performance
Examination 7c
4c, 6b
Problem-based learning
Rubric
exercises (SIP, leadership evaluating PBL
evaluation).
performance
Mid-term and final
examinations.
Develop and implement School Improvement
high-performance
teams, such as school Effective schools
improvement teams, to
improve school
School Leadership
processes and
performance.
Case study
Develop and implement School Improvement
a succession plan for
continuity and sustained Effective schools
effectiveness of the
organization.
School Leadership
Class readings and
reflection.
Examination 7j
4a, 6b
Problem-based learning
Rubric
exercises (change project, evaluating PBL
SIP).
performance
Mid-term and final
examinations.
Examination 7l
4a, 4b, 5a, 6a
Rubric
Problem-based learning
evaluating PBL
exercises (SIP, leadership performance
evaluation, change
project).
Mid-term and final exam
assessing content area
knowledge.
Organize a
School Leadership
school/system that
reflects leadership
Leadership Theory
decisions based on legal
and ethical principles to
promote equity.
Class readings and
reflection.
Examination 8i
Rubric
Problem-based learning
evaluating PBL
exercises (change project, performance
SIP, leadership project).
Mid-term and final exam
assessing content area
knowledge.
1c, 1d, 2a,
4b, 4d, 5a
Course objective
Course
Contents
Drive and sustain
School Leadership
change in a collegial
environment focused on Leadership Theory
a continuous
improvement model that Change Theory
supports all students
meeting high standards.
Course
Activity/
Assignment
Class readings and
reflection.
BOR PSC/ELCC
Ten
Standards
Strands
Examination 9a
1a-d, 2a, 5a,
6a, 6c
Rubric
Problem-based learning
evaluating PBL
exercises (change project, performance
SIP).
Assessment
Mid-term and final exam
assessing content area
knowledge.
Utilize change theory to School Leadership
successfully initiate and
sustain a change effort. Leadership Theory
Change Theory
Class readings and
reflection.
Examination 9b
1a-d
Rubric
Problem-based learning
evaluating PBL
exercises (change project, performance
SIP).
Mid-term and final exam
assessing content area
knowledge.
Nurture faculty, and
stakeholders as they
engage in the change
process.
School Leadership
Leadership Theory
Change Theory
Class readings and
reflection.
Examination
9c
1a-d, 2a, 5a,
6c
Rubric
Problem-based learning
evaluating PBL
exercises (change project, performance
SIP)
Mid-term and final exam
assessing content area
knowledge.
Build buy-in from
School Leadership
faculty, staff and
stakeholders for change Leadership Theory
implementation.
Change Theory
Class readings and
reflection.
Examination 9d
Rubric
Problem-based learning
evaluating PBL
exercises (change project, performance
leadership evaluation,
SIP)
Mid-term and final exam
assessing content area
knowledge.
1a-d, 2a, 5a,
6c
Course objective
Course
Contents
Develop strategies to School Leadership
engage stakeholders in
the change process.
Leadership Theory
Change Theory
Course
Activity/
Assignment
Class readings and
reflection.
BOR PSC/ELCC
Ten
Standards
Strands
Examination 9e
1a-d, 2a, 4ad, 6a-c
Rubric
Problem-based learning
evaluating PBL
exercises (change project, performance
leadership evaluation)
Assessment
Mid-term and final exam
assessing content area
knowledge.
Develop and lead
Leadership Theory
communication
strategies to support the School Leadership
school’s goals and
student achievement.
Class readings and
reflection.
Problem-based learning
exercises (leadership
evaluation)
Examination 10a
1b, 2a
Rubric
evaluating PBL
performance
Mid-term and final exam
assessing content area
knowledge.
Identify and analyze
Leadership Theory
conflict and implement
strategies for managing School Leadership
conflict.
Effective Schools
Class readings and
reflection.
Examination 10j
4a, 5a
Rubric
Problem-based learning
evaluating PBL
exercises (school culture,
performance
change project)
Mid-term and final exam
assessing content area
knowledge.
Advocate for policies Leadership Theory
and programs that
promote the success for School Leadership
all students.
Effective Schools
Class readings and
reflection.
Examination 10h
Rubric
Problem-based learning
evaluating PBL
exercises (school culture,
performance
change project)
Mid-term and final exam
assessing content area
knowledge.
4a-d, 5a, 6ac
Course objective
Course
Contents
Develop and implement Leadership Theory
a plan that influences
the larger political,
School Leadership
social, economic, legal,
and cultural context to Effective Schools
advance student and
teacher success.
Course
Activity/
Assignment
Class readings and
reflection.
BOR PSC/ELCC
Ten
Standards
Strands
Examination 10k
6c
Assessment
Rubric
Problem-based learning
evaluating PBL
exercises (school culture). performance
Mid-term and final exam
assessing content area
knowledge.
Course Outline:
1. Introduction: Overview of leadership styles:
A. Transformative leadership versus transactional leadership.
B. Distributive leadership and human relations style leadership.
2.
Management of the school:
A. Scheduling, faculty meetings; duty schedules.
B. Managing conflict among students, staff, and parents.
3. School culture:
A. Principal’s role in developing a school culture.
B. Transforming the school culture using resources at hand
Students
Faculty and staff
Parents
Community partners
4. Effective School Research:
A. Historical background on research
B. The ‘who’ and the ‘how’ of implementing effective school research
C. Principal’s role in making a school an ‘effective one’.
5. Staff Development:
A. Purpose and rational
B. How and why I staff development must be related to student achievement
6. Collaboration:
A. How to set the ground work for a school that values collaboration
B. Peer teachers
C. Collaborative teams across grade levels
D. Collaborative teams across areas of expertise
E. How to use planning time for collaboration and keeping it positive
7. School Improvement Plans (SIP):
A. Using data to develop SIP
B. How to build community support for SIP
C. Implementation of SIP
D. How to keep the SIP at the heart of the school mission
8. Management of Change:
A. Basic guidelines for addressing change
B. Resistance to change and how to handle it
Course activities:
Course activities will include, but are not limited to:
1. Lecture
5. Class and group discussions
2. Student research projects
6. Reading assignments
3. Class exercises
7. Simulations/Case studies
4. Presentations
8. School visits
9. Field experiences
Course requirements:
I.
LEADERSHIP EVALUATION: (Field Experience)
Students will interview school leaders using the following questions:
1. What is the mission/vision of the school? Is there a written copy? Who was
involved in the development? How often is the mission/vision reviewed?
2. How is the school improvement plan developed? What are some of the
goals/strategies? How is implementation of the School Improvement Plan
monitored?
3. How do you protect instructional time in your school?
4. How often do you spend time in classrooms? Describe the purpose or focus of
your visits. How often do you attend collaborative teacher meetings?
5. How do you distribute leadership in your school? Leadership teams? Teacher
Leadership?
6. Describe the purpose of the school leadership team. How were the members
selected? Describe a typical leadership team meeting.
7. How does the leadership team receive input from and communicate with
faculty and staff?
8. How do you get buy-in from your faculty and staff when a major change must
occur in the school?
9. How are the accomplishments of students celebrated in the building? Adults?
10. How does the school reach out to foster a sense of belonging among all
individuals and groups?
11. How do you ensure a culture of trust and openness to foster risk-taking and
change?
12. How do you identify and manage conflict in your school?
Using the data gathered in the interview(s), complete the Leadership Evaluation
Rubric provided by the professor.
Grade: (15%)
II.
SCHOOL CULTURE ANALYSIS. [Field Experience]
1. Students will interview and/or observe teachers and administrators regarding the
school culture focusing on three types of behavior:

Professional Collaboration – Do teachers and staff meet and work together to
solve instructional, organizational, or curricular issues?

Collegial Relationships – Do people enjoy working together, support others,
and feel valued and included?

Efficacy/Self-Determination – Are people in this school because they want to
be? Do they work to improve their skills as professionals, or do they see
themselves as victims of a large and uncaring bureaucracy?
2. Once input has been gathered from teachers and administrators regarding the school
culture, students will complete the Self-Assessment: School Culture Triage available
online at:
http://www.nsdc.org/library/publications/jsd/wagtools233.pdf.
3. Students will develop a series of recommendations on how to improve the school
culture in each of the three areas: Professional Collaboration, Collegial
Relationships, and Efficacy/Self-Determination.
Grade: (15%)
III.
SCHOOL IMPROVEMENT PLAN (SIP) ANALYSIS: [Field Experience] Students
will read and critically analyze their School Improvement Plan (SIP) making
recommendations to improve each component of the plan. Recommendations could
also involve improving the process utilized to develop the plan.
Grade: (15%)
IV.
CHANGE PROJECT [Field Experience]: Students will select an area of
improvement needed in their schools and design an improvement project requiring a
significant “change.”
The following must be included:
1.
2.
3.
4.
5.
6.
7.
Research-Basis
Needs Assessment
Student Learning
Challenges
Collaboration
Resources
Budget
Grade: (20%)
V.
LEADERSHIP PHILOSOPHY: [PORTFOLIO SUBMISION]
Students will develop their Leadership Philosophy and included in their electronic
portfolio. The portfolio should be updated throughout the program.
The philosophy must address the following areas:
a. Vision
b. School Culture
c. Instructional Leadership – (Curriculum, Instruction, Assessment,
Technology Integration)
d. Professional Learning
e. Community Involvement
f. Facilitating Change
g. Professional Ethics
A paper not to exceed 10 pages (doubled-spaced) is to be submitted to the
professor. The paper should be written in APA style. References will not be
counted as part of the 10-page limit.
Grade: (10%)
VI.
PREPARATION/PARTICIPATION/ PROFESSIONALISM: Students are required to
come prepared to contribute meaningfully to class discussions and activities.
Participation requires more than attendance. It is expected that you will keep up with
the readings and share your ideas in class, as well as listen to and be respectful of the
ideas of your peers. It is also required that all assignments will be turned in on time.
Cooperative learning group activities in class will enable students to apply new skills
and knowledge. Also, be punctual, attentive to the professor and your colleagues, and
avoid side conversations. If you miss a class, it is your responsibility to get the notes
and assignments from a classmate.
Grade: (15%)
VII.
ADDITIONAL READING/REFLECTIONS: Students will read additional articles,
reports, etc. assigned throughout the semester. They will be responsible for posting a
thoughtful, analytical response describing how the information found in the readings
can or cannot be applied to their school setting. The response should not be a summary
of the reading. In addition, the students will read and respond to the postings of at least
two of their peers.
Grade: (10%)
Grading Criteria
Grades will be based on the following criteria:
90% to 100%
Grade A
80% to 89%
Grade B
70% to 79%
Grade C
69% or below
Grade F
Academic Integrity Expectations:
Page 116 of the KSU Graduate catalog (2000-2001) 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
represent 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. (from current KSU Student Handbook)
Attendance Policy:
The Educational Leadership Program has established class attendance policy as follows:
1. Full class attendance is expected.
2. Candidates with one class absence will contact the instructor for additional make-up
work.
3. Candidates with more than one class absence will be advised to drop the class.
Public School Administrators involved in course redesign and/or syllabus review:
Dr. Awanna Leslie, Superintendent of Schools, Hancock County [Georgia] School District
Ms. Carole Jean Carey, Superintendent of Schools, Warren County [Georgia] School District
Mr. Leland Dishman, Superintendent of Schools, Boaz City [Alabama] School District
Mr. Willie Gibson, Principal, Hancock County [Georgia] Middle School
Mr. Isaac Cleveland, Principal, Hancock County [Georgia] High School
Ms. Ja’net Bishop, Principal, Warren County [Georgia] High School
Kennesaw State University Department of Educational Leadership Alumni involved:
Ms. Tawanna Rusk, Assistant Principal, Cobb County [Georgia] School District
Ms. Laura Smith, Assistant Principal, Paulding County [Georgia] School District