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Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany
the standard UPCC or GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The Professional Teacher Education Unit (PTEU) at Kennesaw State University
(Bagwell College of Education is a key component of PTEU) 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.
The new M.Ed. in Educational Leadership Program was designed along the
guidelines of the PTEU Conceptual Framework. The goal of the new M.Ed. in
Educational Leadership Program is to prepare program candidates who will become
experts in assuming the roles of school leadership in education today. The program was
designed from theory to practice to cover all areas of knowledge, skills, and disposition
of educational leadership. In addition, the new program has incorporated many activities
and assignments that are field based. The purpose is to allow program candidates the
opportunities to validate by field experiences what they learn in class. This is in
compliance with the “implementation of validated practices” as described in the PTEU
Conceptual Framework. Last, the new program involved many current school
administrators in the admission, delivery and assessment processes. The involvement of
field practitioners as collaborative partners in teaching, learning and research has greatly
enhanced the practicability of the EDL program. This is in agreement with
“collaborative practices” as recommended by the PTEU Conceptual Framework.
2.
(National/State Standards) Specify applicable national and/or state standards to which this
program will demonstrate compliance. Please attach a copy of the applicable standards.
This revised program is in full compliance with the Georgia Board of Regents’ Ten (10)
Strands and the Professional Standards Commission’s Six Standards. Please see BOR Matrix and
PSC Matrix included in two separate Excel spreadsheets.
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3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed
during the program.
Candidates in the education program will demonstrate proficiencies in the ten (10) Georgia
Board of Regents’ Strands and the Professional Standards Commission’s Six Standards. Please
see BOR Matrix and PSC Matrix included in two separate Excel spreadsheets.
4.
(Assessment System) Identify (chart is preferable) the unit and program assessments that
will be used to determine if candidates meet proficiencies and standards. Limit the total
number of assessments to eight. See example of a chart template on next page.
Eight assessment methods have been identified to determine if candidates meet proficiencies
and standards. They are listed in Attachment A.
5.
(Field Experiences) Describe required field experiences and clinical practices that help
candidates develop knowledge and skills in helping all students learn. Include how field
experiences will be assessed and be intensive and extensive enough to demonstrate that
candidates: 1) demonstrate the proficiencies in the professional roles, 2) reflect on their
work, and 3) impact student learning.
Field experiences are included in each course in the M.Ed. program in Educational Leadership
and require candidates to demonstrate mastery of the BOR and PSC standards. For example,
candidates are required to complete field experiences involving Leadership Evaluation, School
Culture Analysis, School Improvement Plan, Curriculum Audit, Data Action Plan, Student
Discipline Tribunal, Diversity Plan, etc… For a complete listing of field experiences, see
Attachment B.
Field experiences are embedded into the general coursework and assessed as part of the
candidate’s course grade. The professor develops and uses rubrics and/or checklists to assess the
merit of each field experience. Field experiences comprise 30% of each course grade.
Candidates are required to complete and submit a Field Experience Log (Attachment C) for each
field experience completed. In the Field Experience Log, candidates are required to indicate the
proficiencies/standards mastered in their professional roles, reflect on their work, and indicate
the impact on student learning.
6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates
have opportunities to work with students with exceptionalities and from diverse
populations.
The BOR strands and the PSC standards include an emphasis on diversity. Therefore, candidates
completing field experiences in the Educational Leadership program are required to work with
students with exceptionalities and from diverse populations. See below the BOR and PSC
standards referencing diversity.
BOR Strands:
8i. Organize a school/system that reflects leadership decisions based on legal and
ethical principles to promote educational equity.
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10h. Advocate for policies and programs that promote the success for all students.
10i. Model impartiality, sensitivity to student diversity, community norms and
values and ethical considerations in interactions with others.
PSC Standards:
4. Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests
and needs, managing conflict and mobilizing community resources.
Two levels of diversity are documented—working with diverse colleagues as well as working
with diverse students. Attachment B indicates which field experiences involve diversity in
student and/or colleague populations. In addition, the Field Experience Log requires candidates
to indicate the populations involved in each field experience (Attachment C).
The list of field experiences is shared with candidates and their field mentors to ensure that these
activities are part of the candidates’ field experiences. Many of these field experiences engage
candidates in working with students with exceptionalities and from diverse populations from a
leadership perspective. For example:
a. Candidates in EDL 7600 School Operation and Community Relations are assigned to work
with school administrators and teachers to solicit their perceptions of school facility’s impact on
student learning. In this project, all facilities for safety and accommodation of exceptional
students will be identified.
b. Candidates in EDL 7200 Leadership in Curriculum, Instruction, & Assessment are assigned
to work with teachers in the regular classes that represent diverse student population. Candidates
will observe class teaching activities and recommend approaches to teachers in working with a
diverse student population.
c. Candidates in EDL 7300 Research in Educational Leadership are instructed to develop
their research projects in school settings to cover a diverse student population. In method of
sampling, candidates will ensure that the sampled participants represent the diverse student
population.
Diversity is a critical issue in P-12 schools and leaders must have the disposition required to
handle diverse populations. Therefore, diversity has been included in the Candidate Disposition
Assessment as well as the Disposition Indicators (CPA) (Attachment D).
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7. (Technology) Describe how the program ensures candidates can integrate technology in their
practice.
The newly redesigned Educational Leadership program ensures candidates can integrate technology into
their professional practice in three major ways.
1. Technology standards are included in the program.
The following BOR strands and indicators are required in the redesigned program.
BOR Strand:
2. Instruction
Indicator:
2d. Promote the use of technology to support student mastery of
Georgia performance standards.
4. Data Analysis
4e. Uses technology tools for data analysis.
7. Performance Management & 7m. Use technology to support core system processes.
Process Improvement
8. Managing Operations
8h. Promote technology to support administrative processes.
2. Technology-Based Courses are included in the program.
Program
Courses:
M.Ed.
Ethics & Multicultural
Leadership
1. EDL 7205 Leading Teaching & Learning in the 21st Century
2. EDL 7305 Data Analysis & School Improvement
3. EDL 7105 Technology Leadership & Vision in Schools
M.Ed.
Technology Leadership
1. EDL 7205 Leading Teaching & Learning in the 21st Century
2. EDL 7305 Data Analysis & School Improvement
3. EDL 7105 Technology Leadership & Vision in Schools
4. EDL 7510 Improving Productivity& Professional Practice
with Technology
5. EDL 7610 Managing & Supporting Technology in Schools
3. Technology Integration is required in each course.
Courses in the Educational Leadership program require candidates to use technology to demonstrate
mastery of the standards. Candidates will use technology in a variety of ways, including developing
presentations, creating word processing documents, analyzing spreadsheet data, using email to
correspond with professors and cohort members, conducting research on the Internet, creating blogs,
wikis, and podcasts, developing web pages, using interactive whiteboards, conducting surveys on the
web, developing technology plans, evaluating hardware and software, seeking technology grants, and
developing an electronic portfolio.
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Attachment A
Assessment System
Master of Education in Educational Leadership/Add-on Certification of Educational Leadership
In this chart, list the 7-8 assessments that will be used to verify how your candidates meet national/state/institutional standards. If a state
licensure exam in the content area is not required, you should substitute an assessment that documents candidate attainment of content
knowledge.
Name of Assessment
Type or Form of Assessment1
When Assessment Is Administered2 N/S/I Standards Addressed by
This Assessment
[Knowledge Base for Leadership]
Georgia Certification in Education
ENDPOINT
ALL BOR/PSC
Examination (GACE)
[Curriculum]
Curriculum Audit Assessment
BEGINNING
BOR 1, 2/PSC 2
(CAA)
[Instruction]
Instructional Supervision
BOR 1, 2, 3
MIDPOINT
Assessment (ISA)
PSC 2
[Assessment]
Data Action Plan
BOR 3, 4, 7, 10
MIDPOINT
(DAP)
PSC 1, 2
[Managing Operations]
Budget Development &
BOR 8
ENDPOINT
Analysis (BDA)
PSC 3
[Dispositions for Leadership]
Candidate Disposition Assessment
ENDPOINT
ALL BOR/PSC
(CDA)
[Optional Institutional
Assessment]
[Optional Institutional
Assessment]
1
2
Candidates Performance
Instrument (CPI)
ENDPOINT
The Portfolio Narrative Rubric
(PNR)
ENDPOINT
Examples: exam, performance assessment, licensure exam, portfolio, project, reflection, action research, etc
Indicate the point in the program when assessment is administered (e.g. course, decision point – midpt, end of program, etc)
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ALL BOR/PSC
ALL BOR/PSC
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Attachment B
Field Experiences
&
Diversity Orientation
Course
EDL 7100
EDL 7105
EDL 7200
EDL 7205
EDL 7300
EDL 7305
EDL 7400
EDL 7405
EDL 7500
EDL 7505
EDL 7600
EDL 7605
EDL 5100
EDL 7610
Field Experiences
1. Leadership Evaluation
2. School Culture Analysis
3. School Improvement Plan
4. Change Project
1. School Technology Improvement Plan
2. Technology Planning Assignment
1. Curriculum Audit
2. Assessment for Learning Analysis
3. Implementing Protocols
1. Engaged Learning Project
2. Analysis of Technology Integration in Local Schools
3. Core Content Area Report
1. Collaborative Research Project and Presentation
1. Data Action Plan
1. Current Reality
2. NSDA Standards Assessment Inventory (SAI)
3. Professional Learning Action Plan
1. Human Resources Project
1. Student Discipline Tribunal Exercise
2. Teacher Dismissal Exercise
3. Student Records Exercise
1. Investing and Reporting Misconduct Exercise
2. Training and Prevention Exercise (Code of Ethics)
3. Training and Prevention Exercise (Standard 7 and 9)
4. Professional Code of Ethics
1. Facility Impact on Student Learning Survey
2. Completion of a PERT Chart
3. School Community Improvement Project
1.Multicultural Activity and Self- Assessment
2. Diversity Scan and Plan Project
1. Assess School Technology Professional Development Program
1. Network Diagram of School
2. Recommendation of Improvement to Support School
CD = Colleague Diversity
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SD = Student Diversity
Diversity
Orientation
CD, SD
CD
SD
CD, SD
CD
SD
SD
SD
CD
SD
CD
CD
SD
CD
CD
CD
CD
CD
CD
CD
SD
CD
CD, SD
CD
CD, SD
SD
CD, SD
CD, SD
CD, SD
CD, SD
CD
CD, SD
CD
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Attachment C
Field Experience Log
Date(s)
Activity/Time
Standards
[mm/dd/yy]
[Amount of Time]
[BOR Strand/Indicator]
DIVERSITY
(Place an X in the box representing the ethnic populations involved in this field experience.)
Ethnicity
P-12 Faculty/Staff
P-12 Students
Caucasian American
African American
Hispanic American
Asian American
Native Indian
Others
CANDIDATE REFLECTIONS:
How did this field experience impact student learning?
What did you learn from completing this field experience? How did this learning
relate to the knowledge, skills and dispositions required of an educational leader?
How did it enhance your ability to lead?
How could this field experience be modified to make it more meaningful and
relevant to aspiring educational leaders?
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Attachment D
Candidate Disposition Assessment
KSU Candidate:
Person Completing Assessment:
L1
L2
L3
L4
Rating
No Evidence
Limited Evidence
Clear Evidence,
MEETS
Clear, Consistent,
and Convincing
Evidence,
EXCEEDS
Date:
KSU Supervisor: (Place X)
Mentor: (Place X)
Description
The candidate’s performance offers no evidence of achieving this performance standard.
The candidate’s performance offers limited evidence of achieving this performance standard.
The candidate’s performance offers clear evidence of MEETING this performance standard.
The candidate’s performance offers clear, consistent, and convincing evidence of
EXCEEDING this performance standard.
Disposition
Candidate believes in, values, and…
1. LEADERSHIP & VISION – Leads, supports, and contributes to a shared vision of learning
with high expectations and standards for all students.
2. SCHOOL CULTURE - Contributes to a positive school culture and instructional program
conducive to high levels of learning for all students.
3. CHANGE - Models openness to change and collaborative processes to ensure continuous
school improvement.
4. CURRICULUM – Supports a systematic process for monitoring and evaluating
implementation of a curriculum aligned to the GPS and district expectations for learning.
5. INSTRUCTION – Promotes standards-based instruction that is research-based, engaging,
authentic, and requires higher order thinking and problem solving skills.
6. ASSESSMENT – Supports a cohesive and comprehensive assessment system designed to
ensure that assessment and evaluation data are analyzed to plan for continuous improvement
and adjust instruction to promote the academic success of all P-12 students.
7. TECHNOLOGY - Supports faculty and staff in the effective use of technology to promote
teaching, learning, and school leadership.
8. PROFESSIONAL LEARNING - Guides and supports job-embedded professional learning that
is standards-based, results-driven, and meets the learning needs of all students and staff.
9. RESOURCES - Maximizes equitable use of all fiscal resources—giving priority to student
learning, safety, and curriculum and instruction.
10. COMMUNITY - Collaborates with colleagues, families, and community to strengthen school
effectiveness.
11. DIVERSITY - Demonstrates cultural sensitivity and respects the diversity of all students,
including those with learning disabilities and those who come from linguistically and culturally
diverse backgrounds and other underrepresented populations.
12. LAW & ETHICS - Applies laws and procedures fairly, wisely, and considerately and models
personal and professional ethics, integrity, justice, and fairness.
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Rating
L1
L2
L3
L4
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Candidate Disposition Indicators
Candidate believes in, values, and …
1. Leadership & Vision
 Creates a shared vision of learning with input from the entire school community.
 Promotes a shared philosophy of commitment and ownership to the vision, mission and goals that
promote a culture of excellence.
 Communicates the school vision to staff, parents, and community members through the use of symbols,
ceremonies, stories, and other activities.
 Develops a school improvement plan and monitors its implementation and impact on student
achievement.
 Promotes ongoing, two-way communication among multiple stakeholder groups.
 Uses data in making leadership decisions.
 Promotes the use of research-based best practices for curriculum, instruction, and assessment.
 Sets high expectations for all students, staff, and faculty.
2. School Culture
 Develops and implements processes and structures that support a pervasively academic climate within a
culture with high expectations for all students and staff, including publicly celebrating improvements in
student learning.
 Builds coherency and alignment by “reculturing” the school around state and federal accountability
systems.
 Enforces school rules, practices, and procedures which foster a sense of community and belonging to
ensure that staff and students maximize their capacity for teaching and learning.
 Uses group process skills to build consensus, communicate effectively, and resolve conflicts.
 Builds positive, nurturing relationships with students to improve student attendance, dropout rates, and
graduation rates.
 Encourages a culture of responsible risk-taking and innovation.
3. Change:
 Utilizes change theory to successfully initiate innovative, research-based ideas for school improvement.
 Builds buy-in from faculty, staff, and stakeholders for change initiatives by basing changes on an
analysis of data including student assessment results, student and family demographic data, and an
analysis of community needs.
 Understands the change process and gives innovative ideas time to yield positive results.
 Nurtures and supports faculty, staff and stakeholders as they engage in the change process by providing
the necessary resources to successfully implement a change initiative.
4. Curriculum
 Participates in curriculum development by aligning the curriculum horizontally and vertically to the
Georgia Performance Standards (GPS), and developing curriculum maps, units and frameworks.
 Monitors and evaluates the implementation of the curriculum and determines the level of expectation
(rigor) and depth of understanding required for all students.
 Integrates the curriculum to make connections within and across subject areas.
 Reviews unit plans, assessment tools, and student work with individual teams of teachers.
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5. Instruction
 Uses curriculum documents to plan instruction (curriculum maps, units, frameworks).
 Differentiates instruction to accommodate student learning styles, special needs and cultural
backgrounds.
 Facilitates the use of technologies to support and enhance instructional methods that develop higherlevel thinking, decision-making, and problem-solving skills.
 Uses flexible grouping strategies based on effective diagnosis and formative assessment.
 Cooperatively works with other teachers to design, monitor, and revise instruction to ensure that
students are meeting and exceeding the Georgia Performance Standards (GPS).
6. Assessment
 Develops and uses benchmarks and rubrics to generate student efficacy and responsibility
 Uses assessment data to design and adjust instruction to maximize student learning and achievement
 Uses protocols to engage teachers in collaboration to determine desired results and to design assessment
practices which are consistent, balanced, and authentic
 Examines student work products and performances in order to monitor the achievement of standards and
adjust instruction
 Uses a variety of effective, balanced assessment techniques
 Engages teachers in the use of assessment data to design and adjust instruction to maximize student
learning.
7. Technology
 Models the routine, intentional, and effective use of technology.
 Uses technology for communication and collaboration among colleagues, staff, parents, students, and
the larger community.
 Maintains awareness of emerging technologies and their potential uses in schools.
 Identifies, uses, and promotes appropriate technologies to enhance and support instruction and
standards-based curriculum leading to high levels of student achievement.
 Expects teachers to use technology to support teaching and learning.
 Provides a technology-rich learning environment to meet the individual and diverse needs of all
students.
 Uses technology to collect and analyze data, interpret results, and communicate findings to improve
instructional practice and student learning.
 Promotes and enforces privacy, security, and online safety related to the use of technology.
8. Professional Learning
 Creates and participates in professional learning communities that stimulate, nurture, and support faculty
and staff in increasing their content knowledge and improving their professional practice.
 Engages in job-embedded professional learning that aligns with school improvement goals and supports
student achievement.
 Provides and protects time for job-embedded professional learning, such as mentoring, coaching,
feedback, study groups, peer observation and learning teams.
 Models continuous learning by developing and maintaining a personal plan for self-improvement.
 Evaluates the implementation and impact of professional learning on teacher practices, continuous
school improvement, and student learning.
 Provides for and ensures that faculty and staff take advantage of quality professional learning
opportunities for improved teaching and learning.
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
Assists new teachers by participating in the school’s teacher induction program.
9. Resources:
 Maximizes equitable use of all fiscal resources—giving priority to student learning, safety, and
curriculum and instruction.
 Uses and selects human, technological, and material resources effectively to ensure the academic
success of all students.
 Maintains the school facility so it is clean and conducive for teaching and learning.
 Develops and maintains an accurate and balanced budget that aligns resources with school improvement
goals.
 Actively seeks external resources to facilitate teaching and learning.
 Contributes to the organization of school/community partnerships to strengthen schools, families and
student learning.
10. Community:
 Mobilizes community support and involvement in school functions.
 Attends and plays a supportive role in PTA activities.
 Participates in school/community events.
 Involves parents in the education of their children.
 Supports and/or serves on the school council.
 Establishes and maintains an effective working relationship with governing agencies, such as the local
board of education and the Georgia Department of Education (GaDOE).
11. Diversity:
 Recognizes and provides culturally-responsive practices to multicultural and ethnic needs in the
organization and the community.
 Advocates for policies and programs that promote the academic success of all P-12 students, including
those with learning disabilities and those who come from linguistically and culturally diverse
backgrounds and other underrepresented populations.
 Provides leadership and support to programs serving students with special needs and exceptional needs.
 Accommodates diverse school and community conditions and dynamics.
 Ensures diverse interests are represented in all school functions.
 Celebrates diversity in school activities and functions.
 Capitalizes on diversity (cultural, ethic, racial, economic, and special interest groups) of school
community to improve school programs and meet the diverse needs of students.
 Models impartiality, sensitivity to student diversity, community norms and values, and ethical
considerations in interactions with others.
12. Law & Ethics
 Manages operations within the structure of Georgia public education rules, regulations, and laws and the
Georgia Code of Ethics for Educators.
 Identifies, communicates, models, and enforces social, legal, and ethical practices.
 Participates in the development of policies that clearly enforce copyright laws.
 Discusses the Professional Standards Commission (PSC) Code of Ethics with staff to promote
understanding and compliance.
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