KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 7305/Master of Education in Educational Leadership
Department
Educational Leadership
Degree Title (if applicable)
Master 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:
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
1
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 7305______________________
Course Title ____ Data Analysis & School Improvement_____
Credit Hours
3
Prerequisites
Admission to M.Ed. Program or Permission of Instructor
Description (or Proposed Degree Requirements)
In this course, future educational leaders will learn to utilize data to identify school improvement
needs and make informed decisions in effectuating change. The ultimate goal of this course is to
produce educational leaders who effectively collect, analyze and use data to improve schools
through successfully demonstrated change models. In this course, future leaders will learn to
systemically collect and analyze multiple sources of data to identify improvement needs,
determine an effective response, monitor and correct progress, and demonstrate success to
stakeholders. Students will also examine the components of an effective school improvement
plan. Additionally, students will learn to drive and sustain change in a collegial environment,
culminating in students’ understanding of, and ability to use, a wide range of applicable
leadership practices.
III.
Justification
Educators must learn how to collect, analyze, and use the wide array of student
assessment data available in their schools to improve teaching and learning. This course
prepares students to use data to catalyze and support improvement in K-12 schools. The
primary objective is to prepare students to lead collaborative analysis of a wide range of
data sources – including annual standardized tests, daily class work, and classroom
observations – and facilitate productive conversations about how to act on what they
learn from this analysis. Students will also learn about the significant local, state, and
federal mandates surrounding school accountability. This course centers around working
on a Data Action Plan for students’ schools and has a significant practicum component as
the work in the course is based on their schools’ unique situations.
IV.
Additional Information (for New Courses only)
Instructor: To be determined.
2
Text Options:
1) Boudett, K.P., E.A. City and R.J. Murnane, eds. Data Wise: A Step-By-Step Guide to
Using Assessment Results to Improve Teaching and Learning (2005). Harvard Education
Press.
2) School Improvement: Focusing on Student Performance, National Study of School
Evaluation (NSSE), 1997
3) Indicators of Schools of Quality, NSSE, Vol. 1, 1997
4) Program Evaluation Handbook, NSSE, 1998
5) Creighton, Theodore B. Schools and Data: The Educator's Guide for Using Data to
Improve Decision Making, 2nd Ed.
6) Jaeger, Richard (1993). Statistics: A Spectator Sport (Second Edition). SAGE
Publications, Inc. Newbury Park, California.
7) Handbook on use of Excel software
Objectives:
As a result of the satisfactory fulfillment of the requirements of this course, the candidate
will be able to:
1. Use action research to review performance data and student work to refine curriculum
implementation and innovation.
2. Engage teachers in the use of assessment data to design and adjust instruction to
maximize student learning and achievement.
3. Engage teachers in the collaborative analysis of assessment data to plan for continuous
improvement for each student, subgroup of students, and the school as a whole.
4. Systematically collect and analyze multiple sources of data and use them to: Identify
improvement needs; Determine root causes of performance problems; Determine a course
of action; Monitor progress at frequent and regular intervals; Celebrate accomplishments.
5. Develop an appropriate presentation for an internal/external audience based on analysis
of multiple sources of data.
6. Analyze data from multiple sources to inform a decision about curriculum, assessment,
and instruction.
7. Analyze data from multiple sources for comprehensive school improvement planning.
8. Use technology tools for data analysis.
9. 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.
10. Develop action plans to address the results of an analysis of the school or system culture.
11. Lead teachers to accept collective responsibility for school improvement and the learning
and achievement of all students.
3
12. Lead the collaborative development or revision of the vision, mission, and values/beliefs
that will guide and inform the continuous improvement.
13. Link individual and organizational goals, performance, and results.
14. Develop measurable school-wide, grade-level, and teacher goals that focus on student
achievement.
15. Monitor the implementation of the school improvement or strategic plan and its impact
on student achievement using an accountability system.
16. Use appropriate performance management tools and processes to plan, measure, monitor
and communicate about improvement.
17. Identify and address barriers to leader, faculty and staff performance.
18. Provide interventions to address underperformance of leaders, faculty and staff.
19. Identify and map core school/system processes and plan for their improvement.
20. Lead the analysis of school processes to determine their impact on learning time and plan
for their improvement.
21. Develop and implement high performance teams, such as school improvement teams, to
improve school processes and performance.
22. Use improvement results to make recommendations for continuation and/or modification
of plans and processes.
23. Manage operations within the structure of Georgia public education rules, regulations,
and laws and the Georgia Code of Ethics for Educators.
24. Develop and lead communication strategies to support the school’s goals and student
achievement.
25. Actively engage parents, community, and other stakeholders in school decision-making
and problem-solving processes to have a positive effect on student learning and to
achieve the system’s vision.
26. Establish mechanisms and structures for continuous feedback from all stakeholders and
use feedback for continuous improvement.
27. Mobilize community resources to strengthen schools, families and student learning.
28. 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 activities will include, but are not limited to:
1. Lecture
4.
Class and group discussions
2. Student research projects
5.
Reading assignments
3. Class exercises
6.
Presentations
7.
Field Experiences
V. Resources and Funding Required (New Courses only)
4
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.
5
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 7305
Data Analysis & School Improvement
3__________________________________
August 1, 2008.
Regular
N.A.
N.A.
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
6
VII Attach Syllabus
7
EDL 7305 Data Analysis & School Improvement
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:
Boudett, K.P., E.A. City and R.J. Murnane, eds. Data Wise: A Step-By-Step
Guide to Using Assessment Results to Improve Teaching and Learning
(2005). Harvard Education Press.
Recommended Readings:
1) Handbook on Excel.
2) Georgia Department of Education website as well as other websites.
Referenced Journals:
Review of Educational Research
American School Board Journal
American Educational Research Journal
Educational Researcher
Educational Administration Quarterly
American Educational Research Association
National Council on Measurement in Education
Catalog Description:
Prerequisite: Admission to the M.Ed. Program in Educational Leadership
8
In this course, future educational leaders will learn to utilize data to identify school improvement
needs and make informed decisions in effectuating change. The ultimate goal of this course is to
produce educational leaders who effectively collect, analyze and use data to improve schools
through successfully demonstrated change models. In this course, future leaders will learn to
systemically collect and analyze multiple sources of data to identify improvement needs,
determine an effective response, monitor and correct progress, and demonstrate success to
stakeholders. Students will also examine the components of an effective school improvement
plan. Additionally, students will learn to drive and sustain change in a collegial environment,
culminating in students’ understanding of, and ability to use, a wide range of applicable
leadership practices.
Purpose/Rationale:
Educators must learn how to collect, analyze, and use the wide array of student assessment data
available in their schools to improve teaching and learning. This course prepares students to use
data to catalyze and support improvement in K-12 schools. The primary objective is to prepare
students to lead collaborative analysis of a wide range of data sources – including annual
standardized tests, daily class work, and classroom observations – and facilitate productive
conversations about how to act on what they learn from this analysis. Students will also learn
about the significant local, state, and federal mandates surrounding school accountability. This
course centers around working on a Data Action Plan for students’ schools and has a significant
practicum component as the work in the course is based on their schools’ unique situations.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING, LEARNING and LEADERSHIP
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-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.
Use of Technology
9
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
10
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:
As a result of the satisfactory fulfillment of the requirements of this course, the student will be
able to:
Course objective
Course
Contents
Use action research to
review performance data
and student work to refine
Overview of educational
curriculum implementation
research; data collection
and innovation.
and analysis
Engage teachers in the use
of assessment data to
design and adjust
instruction to maximize
student learning and
achievement.
Course
Activity/
Assignment
Data Action Plan
Assessment
BOR
Ten
Strands
Data Action
1f
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action
Plan Rubric; 3a
Forming data collection Data Action Plan; analysis Midterm;
teams and developing
of School Improvement analysis of
survey instruments
Plan
School
Improvement
Plan
Engage teachers in the
collaborative analysis of
assessment data to plan for
Forming data collection Data Action Plan; analysis
continuous improvement
teams; evaluating School of School Improvement
for each student, subgroup
Improvement Plan
Plan
of students, and the school
as a whole.
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
3f
PSC/NCAT
E
Standards
2e
1a
1b
1a
1c
1d
2e
11
Systematically collect and
analyze multiple sources of
data and use them to:
Identify improvement
Data collection and
needs; Determine root
analysis; overview of Data Action Plan; analysis
causes of performance
educational research;
of School Improvement
problems; Determine a
leadership styles; planning
Plan
course of action; Monitor
steps/process
progress at frequent and
regular intervals; Celebrate
accomplishments.
Develop an appropriate
presentation for an
internal/external audience
based on analysis of
multiple sources of data.
Analyze data from multiple
sources to inform a
decision about curriculum,
assessment, and instruction.
Analyze data from multiple
sources for comprehensive
school improvement
planning.
PowerPoint tutorial;
Data Action Plan; analysis
overview of educational of School Improvement
research
Plan
Data collection and
analysis; overview of
educational research
Data collection and
analysis; overview of
educational research;
analysis of the School
Improvement Plan
Data Action Plan; analysis
of School Improvement
Plan
Data Action Plan; analysis
of School Improvement
Plan
Use technology tools for
data analysis.
Tutorials in Excel and
PowerPoint
Excel and PowerPoint
tutorials; Data Action Plan
Select or develop and use
instruments designed to
Overview of educational
analyze beliefs, processes,
research; data collection Data Action Plan; analysis
and structures in a school
and analysis; survey
of School Improvement
or district that support or
design; review of existing
Plan
impede rigor in teaching
survey instruments
and learning.
Develop action plans to
address the results of an
analysis of the school or
system culture.
4a
1a
1b
1c
1d
2a
2d
2e
4b
1b
2a
4c
2d
2e
4d
2d
2e
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
4e
5a
2a
2d
2e
Data Action 5b
Plan Rubric;
Data Action Plan process; Data Action Plan; analysis Midterm;
analysis of the School
of School Improvement analysis of
Improvement Plan
Plan
School
Improvement
Plan
2d
2e
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
12
Lead teachers to accept
collective responsibility for
school improvement and
the learning and
Data team creation;
Data Action Plan; analysis
achievement of all students. presentation of results and of School Improvement
data findings
Plan
Lead the collaborative
development or revision of
the vision, mission, and
Presentation of results and Data Action Plan; analysis
values/beliefs that will
data findings; proposal on of School Improvement
guide and inform the
future steps
Plan
continuous improvement.
Link individual and
organizational goals,
performance, and results.
Data Action Plan process
Data Action Plan; analysis
of School Improvement
Plan
Develop measurable
school-wide, grade-level,
Overview of educational
and teacher goals that focus research; data collection; Data Action Plan; analysis
on student achievement.
survey instrumentation
of School Improvement
design; analysis of School
Plan
Improvement Plan
Monitor the
implementation of the
school improvement or
strategic plan and its
impact on student
achievement using an
accountability system.
Use appropriate
performance management
tools and processes to plan,
measure, monitor and
communicate about
improvement
Identify and address
barriers to leader, faculty
and staff performance.
Data collection; data
Data Action Plan; analysis
teams; analysis of School
of School Improvement
Improvement Plan; Data
Plan
Action Plan process
Data collection; data
teams; PowerPoint
tutorials; overview of
educational research
Data Action Plan; data
collection
Data Action Plan; analysis
of School Improvement
Plan
Data Action Plan; analysis
of School Improvement
Plan
5f
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action 7a
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action 7b
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action 7c
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
7d
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action 7e
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Data Action 7f
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
1a
1b
1c
1d
2a
2b
2c
2d
2e
1a
1b
1c
1d
1c
1d
2a
3c
2d
2e
2d
2e
3c
2d
2e
3c
13
Provide interventions to
address underperformance
of leaders, faculty and staff. Data Action Plan; data
collection; data teams;
leadership styles
Data Action
Plan Rubric;
Data Action Plan; analysis Midterm;
of School Improvement analysis of
Plan
School
Improvement
Plan
Identify and map core
Data Action
school/system processes
Plan Rubric;
and plan for their
Data Action Plan; analysis Midterm;
Data collection; data
improvement.
of School Improvement analysis of
displays; Excel tutorial
Plan
School
Improvement
Plan
Lead the analysis of school
Data Action
processes to determine their
Plan Rubric;
impact on learning time
Data collection and
Data Action Plan; analysis Midterm;
and plan for their
analysis; data display
of School Improvement analysis of
improvement.
creation; Excel tutorial
Plan
School
Improvement
Plan
Develop and implement
Data Action
high performance teams,
Plan Rubric;
Data team creation;
such as school
Midterm;
leadership styles;
improvement teams, to
Data Action Plan
analysis of
overview of educational
improve school processes
School
research
and performance.
Improvement
Plan
Use improvement results to
Data Action
make recommendations for
Plan Rubric;
Data collection and
continuation and/or
Data Action Plan; analysis Midterm;
analysis; Excel tutorial;
modification of plans and
of School Improvement analysis of
presentation skills; data
processes.
Plan
School
displays
Improvement
Plan
Manage operations within
Data Action
the structure of Georgia
Plan Rubric;
public education rules,
Overview of state
Midterm;
Overview of relevant
regulations, and laws and
guidelines; readings on analysis of
statutes in Georgia
the Georgia Code of Ethics
educational research
School
for Educators.
Improvement
Plan
Develop and lead
Data Action
communication strategies
Plan Rubric;
to support the school’s
Readings on leadership and Midterm;
Leadership styles;
goals and student
educational research; Data analysis of
presentation; data displays
achievement.
Action Plan
School
Improvement
Plan
7g
2d
2e
7h
2b
3c
3d
7i
2d
2e
3c
7j
1a
1c
1d
2a
7k
2d
2e
3c
8b
3a
3b
10a
1a
1b
1c
1d
4a
4d
14
Actively engage parents,
community, and other
stakeholders in school
decision-making and
Data Action Plan; analysis
problem-solving processes
Leadership styles;
of School Improvement
to have a positive effect on presentation; data displays
Plan
student learning and to
achieve the system’s
vision.
10c
1d
4a
4b
4c
4d
Data Action 10e
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Mobilize community
Data Action 10f
resources to strengthen
Plan Rubric;
schools, families and
Presentations; Data Action Midterm;
Leadership styles;
student learning.
Plan; analysis of School analysis of
presentation; data displays
Improvement Plan
School
Improvement
Plan
Develop and implement a
10k
Data Action
plan that influences the
Plan Rubric;
larger political, social,
Data Action Plan; analysis Midterm;
economic, legal, and
Leadership styles;
of School Improvement analysis of
cultural context to advance presentation; data displays
Plan
School
student and teacher
Improvement
success.
Plan
1d
2e
4b
4d
Data Action
Plan Rubric;
Midterm;
analysis of
School
Improvement
Plan
Establish mechanisms and
structures for continuous
feedback from all
Data Action Plan; analysis Data Action Plan; analysis
stakeholders and use
of School Improvement
of School Improvement
feedback for continuous
Plan
Plan
improvement.
4c
6a
6b
6c
Course Outline:
Please Note: Course Outline is subject to change. Revisions may address either pedagogical
and/or logistical conditions.
Assignments:
1) Data Action Plan. [PORTFOLIO SUBMISION]
The main overarching paper is a Data Action Plan related to your own school’s current
situation. This will be undertaken individually by each student at their own school. This
Plan is to be completed by the final class meeting (and presented at that time). This main
paper is actually a series of smaller papers in your course (listed below) which will be
pulled together to create your full Data Action Plan. You will need to work through the
following steps:
i. Introduce Concept of Data Analysis to educators in your School
1. Field Experience: Develop and deliver a data analysis
presentation to educators
15
ii. Create Data Teams
1. Field Experience: Organize group of educators around specific
data collection objective(s)
iii. Assess Readiness of School and Data Teams
1. Field Experience: Administer a data analysis readiness
assessment
iv. Complete Data Inventory
1. Field Experience: Provide a summary of all types of data used in
school
v. Work through Excel tutorial
vi. Produce Data Displays
1. Field Experience: Develop visual display of important school data
related to school goals
vii. Look at Student Work
1. Field Experience: Develop and implement protocol for examining
student work
viii. Work Through PowerPoint Tutorials
ix. Create Data Overview PowerPoint Presentation (Include Assessment Data
and Findings from Looking at Student Work)
1. Field Experience: Present synthesis of current data findings to
relevant stakeholders
x. Conduct a Pre-observation Conference
1. Field Experience: Conduct a Pre-conference observation
establishing the reason, purpose, and focus of the upcoming
observation.
xi. Create Classroom Observation Protocol/Analyze other Observation
Protocols
1. Field Experience: Based on the pre-observation conference,
design an observation tool that addresses pre-conference focus and
is tailored to the needs and interest of the teacher.
xii. Classroom Observations
1. Field Experience: Complete a minimum of a 30-45 minutes
classroom observation taking detailed notes w/ analysis, and
16
excellent descriptions of classroom events as they relate to the
purpose of the observation.
xiii. Write up Classroom Observation Summary
1. Field Experience: Review and analyze the observation data
identifying the strengths and weaknesses of instructional practices,
classroom management or other issues based on observation data.
Write a comprehensive summary providing multiple
recommendations on research into best practices.
xiv. Conduct a Post-conference
1. Field Experience: Conduct a post conference with the teacher
providing comprehensive feedback and working with the teacher to
develop a professional growth plan.
xv. Create Teacher Survey Instrument
xvi. Administer Survey
1. Field Experience: Conduct survey of teaching staff regarding data
findings
xvii. Write Up Survey Results Summary
xviii. Draft Future Data Course Plan
xix. Write Final Data Action Plan
b. Your final Data Action Plan will then be combination of the documents you will
have created in each step, a reflection and analysis of the steps you took including
areas of strength and directions for improvement, and a synthesis of the various
steps in the process and lessons learned.
2) You will write a 2- 5 page analysis of the School Improvement Plan (SIP) currently in
place at your school. This will involve not just summarizing the plan, but analyzing it to
determine specific areas of strengths and weakness, potential challenges to
implementation, its inclusion of all relevant challenges and resources, or other important
facets of the SIP.
3) There will be a midterm examination to ensure that students are where they need to be in
terms of understanding terminology, their facility with Excel and other data processing
systems, and their understanding of both the process and details involved in a successful
data analysis and school improvement plan.
Course activities:
Course activities will include, but are not limited to:
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1. Lecture
5.
Reading assignments
2. Student projects
6.
Presentations
3. Class exercises
7.
Field Experiences
4. Class and Group discussions
Course requirements:
1. Participation, Facilitation, and Professionalism: 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. Attendance in
class is a requirement.
2. Continuous Development Action Plan: At the beginning of the course, each candidate
will write a statement addressing his/her personal and professional expectations. At the
conclusion of the course, candidates will reflect upon their progress towards the goals set
for the course and how well each was met. In addition, candidates will write a statement
addressing how the knowledge, skills and professional dispositions acquired and honed
within this course will be utilized in future coursework and professional practice.
3. Satisfactory Completion of Analysis of School Improvement Plan. This will involve
not just summarizing the plan, but analyzing it to determine specific areas of strengths
and weakness, potential challenges to implementation, its inclusion of all relevant
challenges and resources, or other important facets of the SIP. These will be assessed
based on the provided rubric.
4. Satisfactory Completion of Final Data Action Plan. The Final Data Action Plan is an
educational problem to be resolved in the field. Candidates can log in 40 hours as
Practicum Activities for any field activities related to this assignment. The guidelines for
the pieces to be included in the Data Action Plan are listed above; the rubric for assessing
the Final Data Action Plan is attached to your syllabus.
5. Presentation of Final Data Action Plan. This may include your classmates as well as
other professors, other students, and interested teachers and administrators.
Student performance evaluation:
1. Data Action Plan (Written & Presentation) 30%
2. School Improvement Plan Analysis
25%
3. Field Experiences
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1. i, ii, iii, iv, vi, vii
25%
2. ix
10%
3. x, xi, xii, xiii, xiv, xvi
10%
Grades will be based on the following criteria:
A: 90% - 100%
B: 80% - 89%
C: 70% -79%
F: 69% or lower
Academic Integrity Expectations:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Graduate Catalog. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes with an
“informal” resolution by a faculty member, resulting in a grade adjustment, or a formal hearing
procedure, which may subject a student to the Code of Conduct's minimum one semester
suspension requirement.
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.
Bibliography:
Taken largely from Harvard’s Graduate School of Education’s course entitled: Data Wise: A
Step-by-Step Guide to Using Assessment Data to Improve Instruction (A-306).
School Administrators/others involved in course design:
Cheryl Mauldin, Principal, Cobb County School District
Dr. C. Thomas Holmes, Professor, University of Georgia, Department of Educational Leadership
Dr. Bill Swan, Professor Emeritus, University of Georgia
Mr. Travis Schmid, Teacher, Cobb County School District
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