KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME:_
Master of Education in Educational
Leadership_________________________________
DEPARTMENT: Educational Leadership
_________________________________________
PROPOSED EFFECTIVE DATE: August 1, 2008
___________________________________
Check One or More of the Following and Complete the Appropriate Sections
Sections to be Completed
_____New Program Proposal**
All
__X__Change in Program/Concentration/Degree Requirements
III – VII, XII
_____New Concentration Proposal
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
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Faculty Member
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Department Curriculum Committee
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Department Chair
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___ Approved ___ Not Approved
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College Curriculum Committee
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___ Approved ___ Not Approved
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College Dean
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___ Approved ___ Not Approved
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GPCC Chair
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___ Approved ___ Not Approved
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Dean, Graduate College
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___ Approved ___ Not Approved
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Vice President for Academic Affairs
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___ Approved ___ Not Approved
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President
Date
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UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
TITLE
Master of Education in Educational Leadership
Kennesaw State University
DATE: September 27, 2007
DEPARTMENT: Educational Leadership
COLLEGE: Bagwell College of Education
Proposed Start Date: August 1, 2008
CIP:______
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I.
Program Description (Not Applicable)
Unique Aspects of Program
Institutional Importance of the Program
KSU's Strategic Plan
System and State of Georgia Goals
Staffing, Facilities and Enrollment
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II Objectives of the Program (Not Applicable)
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III Justification and Need for the Program
The need for the Master’s Degree Program in Educational Leadership at Kennesaw State is
unquestionable. The present and projected shortage of qualified school leaders is welldocumented, both nationally and within the State of Georgia (NAESP/NASSP/ERS, 1998;
NAESP, 2003; Page, 2006) In its 2006 status report, the Georgia Professional Standards
Commission’s (PSC) Division for Educator Workforce Recruitment, Research and Development
observed that attrition was a “critical factor” for Georgia’s principal workforce (PSC, 2006).
Historically, the attrition rate for Georgia’s principal and assistant principal is between fifteen
percent (15%) and twenty point four percent (20.4%) annually (PSC, 2002, 2003, 2004, 2005,
2006). Attrition in the Regional Educational Service Areas (RESAs) primarily served by
Kennesaw State – Metro and Northwest Georgia – between 2002 and 2005 is consistent with
these statewide data (PSC, 2006).
Data strongly suggests this attrition rate may increase in the immediate future. In 2006, the PSC
estimated that more than half of all Georgia principals (65.4%) were at or above the mean age –
52 – at which principals leave the principalship (PSC, 2006). Based on years of service and age
data, the PSC determined that the majority of principals leaving the position did so to retire and
were “lost” to Georgia’s educational system (PSC, 2006). Given the that that the “average”
Georgia principal is now at or above the age at which the “average” Georgia principal retires, it
is anticipated that the shortage of qualified school administrators in Georgia will become even
more acute (Page, 2006; PSC, 2006).
In response to both the changing nature and demands of educational leadership, in 2006, the
Georgia Board of Regents (BOR) and the Professional Standards Commission (PSC) required all
state-certified Georgia educational leadership programs to be redesigned, complying with new
guidelines established by BOR and PSC. The changing nature and demands of educational
leadership include the ability of candidates to understand and support the educational process of
all students, including those from culturally and linguistically diverse backgrounds and other
underrepresented populations. The new guidelines contain ten “strands” (BOR) (containing
performance indicators) and six standards (PSC), serving as the foundation for the redesign effort
of educational leadership programs.
This program redesign proposal is Kennesaw State’s response to Georgia’s required restructuring.
Candidates completing all program requirements will be endorsed for Georgia’s L-5 Educational
Leadership Certification.

Appropriate specialization
The program prepares educators to assume primary leadership responsibility for a
school. To this end, the Educational Leadership program contains two concentration
areas, permitting educators to tailor their program to their professional interests: Ethical
Leadership and Technology Leadership. The two programs share a common core of
courses, meeting all Georgia-required leadership standards, differing only in the six (6)
semester hours of concentration-specific coursework. The Ethics & Multicultural
Leadership concentration focuses on ethics and diversity issues (6 credit hours) while
the Technology Leadership concentration includes courses in the application of
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technology to support school improvement and higher levels of student learning. (6
credit hours). Consistently with the national call for increasing depth and rigor in
educational leadership preparation programs (Levine, 2005; Hess, 2005) and Georgia’s
new mandated performance standards, the proposed program increases the number of
semester hours required to graduate from thirty-two (32) to thirty-six (36) hours in the
both Master’s Degrees.

Quantity of graduates
In the past five years, approximately 450 candidates graduated from the educational
leadership program with the program graduating approximately three (3) to five (5)
cohorts of twenty (20) to twenty-five (25) students per year. It is presently projected
that the new program will continue to serve approximately the same number of
Georgia educators annually.

Productivity
As the revised M.Ed. program requires 36 credit hours for completion, the increased
program requirements will add to the credit hour productivity of the department.

Partnering
Under specifications of the redesign initiative, university faculty and school
administrators have collaborated in program design and implementation to reflect the
practical needs of the schools. Collaborative items include: Program and course
design, candidate admission, assessment, design and application of professional field
experiences, and action research. Consistently with the research-based
recommendation that effective mentoring in educational leadership requires a solid
partnership between school districts and educational leadership departments
(Darling-Hammond, 2007), the Department has created a 17-member Administrative
Advisory Team consisting of school superintendents and principals has been formed
to review the revised program and assist in design and implementation of
professional experiences. Contracts will be signed with partnering school districts or
Regional Educational Service Agencies (RESAs) to formalize the partnership
relationship. In addition, the EDL department has worked with the Inclusive
Education Department (INED) at KSU to ensure that candidates understand and
support the educational process of all students, including those from culturally and
linguistically diverse backgrounds and other underrepresented populations. The
INED Department has volunteered to serve as guest lecturers and develop podcasts
to help integrate the ESOL content into the EDL program of study.
IV Procedures Used to Develop the Program
The Educational Leadership faculty is organized into a curriculum committee and several
focus groups by area of specialization.
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Curriculum Committee Members are assigned the following responsibilities:
1. Review national research on successful practices in redesigning and implementing
educational leadership programs.
2. Oversee the development of program redesign.
3. Review reports submitted by Focus Groups.
4. Prepare the Interim Report for program redesign.
5. Coordinate the program alignment to new strands and standards.
6. Complete the entire new program proposal for review.
7. Recommend the new EDL program to the EDL faculty for approval.
8. Facilitate the TEC and GPCC review process and revise as recommended.
9. Coordinate the RESA and school district participation in program redesign.
10. Work with BOR and PSC for program proposal submission, revision, and approval.
11. Prepare work for new program implementation.
Focus Groups included:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Curriculum & Instruction
Data Analysis
Educational Law, Policy & Ethics
Human Resources
Leadership
Professional Learning
Research
School Operations
Technology Leadership
Focus Group Members are assigned the following responsibilities:
1. Review Georgia content area requirements for educational leadership programs.
2. Develop courses of study complying with the Georgia requirements.
3. Construct full course syllabi to include course contents, class activities, field activities,
and assessment methodologies.
4. Meet and submit final recommendations of new courses to the Curriculum Committee.
5. Revise completed work as recommended in the entire review and approval process.
6. Submit completed work to the Curriculum Committee to include:
a. Complete course syllabi per recommended format.
b. List of course activities for Field Experience with estimated hours of work.
c. List of course activities as artifacts for portfolio documentation.
d. Documentation of involvement of field administrators in the entire planning
process.
In redesigning the Educational Leadership Program, EDL faculty involved local education
agencies in different ways.
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(1) Approximately 150 Educational Leadership Program graduates who are in
different positions in public and private schools were surveyed to solicit their
feedback to their leadership preparation program.
(2) Over 30 school administrators (principals, assistant principals, and administrative
assistants) from 5 partnership school districts were interviewed to solicit their
input for an improved educational leadership program.
(3) The Administrative Advisory Team provided feedback to reflect the professional
needs of current school leaders and what KSU can offer to meet these needs.
(4) All syllabi in the redesigned program were developed with substantive input from
a minimum of two practitioners. School leaders were asked to review completed
drafts of syllabi and provide input to be incorporated in course development.
(5) Twelve program alumni, including current school administrators, were convened
in a focus group to review the organization and content of the redesigned
program.
(6) Contracts of collaborative agreement will be signed between KSU and partnership
school districts and RESAs.
In the implementation of the program, school leaders will be invited to serve on the
Admissions Committee to help selecting the best candidates for the program. Exemplary
school leaders will be invited to serve as guest speakers and adjunct faculty in the newly
redesigned program. School or district visitations will be arranged for program candidates
as needed. EDL faculty will work with school administrators in implementing leadership
field experiences and applied research projects.
References
In addition to practitioner input, the program redesign committee’s decisions were principally
informed by the following research:
Darling-Hammond, Linda, Michelle LaPointe, Debra Meyerson, Margaret Orr, and Carol Cohen.
(2007). Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership
Development Programs. (Stanford, CA: Stanford University, Stanford Educational Leadership
Institute).
Hess, Frederick and Andrew Kelly. (2005). Learning to Lead? What Gets Taught in Principal
Preparation Programs. (Washington, D.C.: American Enterprise Institute).
Levine, Arthur. (2005). Educating School Leaders. (New York: Teachers College, The Education
Schools Project).
Murphy, Joseph and Michael Vriesenga. (2004). Research in Preparation Programs in
Educational Administration: An Analysis. Monograph prepared for the University Council for
Educational Administration.
Southern Regional Education Board. (2005). Schools Can’t Wait: Accelerating the Redesign of
University Principal Preparation Programs. (Atlanta, GA: SREB).
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V Curriculum: Degree Program Requirements
Program Admission Requirements:
Program admission requirements remain the same.
Course Offering Schedule and Plan-of-Study:
Course Offering Schedule for the following two (2) programs are included below:
1. M.Ed. in Educational Leadership
 Concentration in Ethics & Multicultural Leadership
2. M.Ed. in Educational Leadership
 Concentration in Technology Leadership
1. M.Ed. in Educational Leadership
(Concentration: Ethics & Multicultural Leadership)
SEMESTER I
EDL 7100 Leadership Theory and Practice (3)
EDL 7105 Technology Leadership & Vision in Schools (3)
SEMESTER II
EDL 7200 Leading Curriculum, Instruction & Assessment (3)
EDL 7205 Leading Teaching & Learning in the 21st Century (3)
SEMESTER III
EDL 7300 Research In Educational Leadership (3)
EDL 7305 Data Analysis & School Improvement (3)
SEMESTER IV
EDL 7400 Leading Professional Learning & Change (3)
EDL 7405 Human Resources for School Leaders (3)
SEMESTER V
EDL 7500 Educational Law and Policy (3)
EDL 7505 Ethical Leadership (3)
SEMESTER VI
EDL 7600 School Operations & Community Relations (3)
EDL 7605 School Leadership in Multicultural Contexts (3)
Total: 36 Credit Hours
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2. M.Ed. in Educational Leadership
(Concentration: Technology Leadership)
SEMESTER I
EDL 7100 Leadership Theory and Practice (3)
EDL 7105 Technology Leadership & Vision in Schools (3)
SEMESTER II
EDL 7200 Leading Curriculum, Instruction & Assessment (3)
EDL 7205 Leading Teaching & Learning in the 21st Century (3)
SEMESTER III
EDL 7300 Research In Educational Leadership (3)
EDL 7305 Data Analysis & School Improvement (3)
SEMESTER IV
EDL 7400 Leading Professional Learning & Change (3)
EDL 7405 Human Resources for School Leaders (3)
SEMESTER V
EDL 7500 Educational Law and Policy (3)
EDL 7510 Improving Productivity & Professional Practice with Technology (3)
SEMESTER VI
EDL 7600 School Operations & Community Relations (3)
EDL 7610 Managing & Supporting Technology in Schools (3)
Total: 36 Credit Hours
Growth and Flexibility
As noted above, the need for well-prepared educational leaders in Georgia is becoming acute.
The educational leadership program at the M.Ed. level is the initial preparation for educational
administrators. The growth of the program in the past five (5) years has been significant, and
continued growth is forecast.
The new Educational Leadership certification requirements developed by the Professional
Standards Commission (PSC) limit the initial leadership certification (L-5) to a non-renewable 5
year certification. Practicing school leaders will be required to pursue their Ed.S. and Ed.D. in
order to be granted a renewable leadership certificate. Therefore, the demand for Ed.S. and Ed.D.
programs in Educational Leadership will increase.
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Course Descriptions
EDL 7100 Leadership Theory and Practice (3)
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.
EDL 7105 Technology Leadership & Vision in Schools (3)
This course is designed to produce effective school leaders who can lead in the planning and
implementation of educational technology initiatives within the school improvement plan, using
technology to improve student achievement and equalize student opportunity. In this course,
future educational leaders will explore the essential conditions—including a local vision for
technology use—that teachers and students need to effectively integrate the National Education
Technology Standards for Students (NETS-S) into the standards-based instruction. Students will
complete a local assessment of these essential conditions in their own schools; identify local
school technology needs; and form strategies to address those needs. Students will explore group
processes for effectively engaging students, teachers, staff, parents and community in creating,
disseminating, and sustaining a research-based vision for instructional technology.
EDL 7200 Leading Curriculum, Instruction & Assessment (3)
In this course, future educational leaders will develop the knowledge, skills, and understanding
necessary to lead curriculum, instruction, and assessment practices in schools. Students will use
theory and research related to how children and adolescents learn (Bransford, 2000) and study
best instructional and assessment practices in schools. The backward design model of
curriculum development and design, and rationales/problems related to standards-based
instruction will also be studied (Wiggins & McTighe, 2000, 2002). Students will plan, develop,
and implement effective instructional programs; align instruction vertically and horizontally with
state and district curriculum standards; monitor and evaluate the implementation of curriculum
standards, and evaluate assessment practices with a focus on assessment for learning. In addition,
students will use protocols to engage teachers in collaboration to design assessment practices and
examine student work.
EDL 7205 Leading Teaching & Learning in the 21st Century (3)
In this course, future educational leaders will apply current research and instructional design
principles to design a 21st century learning experiences for students. Educational leaders must be
able to promote and support learning environments that best prepare students for life and work in
the 21st Century. The ultimate goal of this course is to prepare educational leaders to understand
the needs of 21st Century learners, review teaching practices and tools best suited to meeting the
needs of 21st Century learners, and facilitate the design and delivery of 21st Century instruction.
In this course, future educational leaders will learn to engage teachers in cooperative work to
design, monitor and revise instruction to improve student achievement; lead others in researchbased learning strategies and processes; promote the use of technology to support student
mastery of Georgia performance standards; and to design and implement assessments for student
learning.
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EDL 7300 Research in Educational Leadership (3)
Candidates will have an understanding of qualitative and quantitative research methods and
designs, focusing on interpretation and application relating to school improvement. Basic
descriptive and inferential statistics will be explored to prepare candidates to be research
consumers. Candidates will be involved in the development of a research proposal to meet the
criteria established by the instructor.
EDL 7305 Data Analysis & School Improvement (3)
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.
EDL 7400 Leading Professional Learning & Change (3)
In this course, future educational leaders will learn how to use professional learning to develop
their faculties and lead change in schools. Students will examine research findings on effective
professional learning, demonstrate an understanding of the National Staff Development Council
standards adopted by the state of Georgia, identify areas of strength and need related to the
implementation of the professional development standards in their schools and develop strategies
to provide and protect time for job-embedded professional learning, such as mentoring,
coaching, feedback, study groups, peer observation and learning teams. The ultimate goal of this
course is for students to develop a clear and compelling vision for professional learning that is
standards-based, results-driven, and focused on the daily work of educators in order to improve
student learning.
EDL 7405 Human Resources for School Leaders (3)
Candidates examine major areas of school personnel/human resources management. Every local
school leader will be involved in the recruitment, selection, placement, evaluation and retention
of employees. This course provides skills necessary for school level administrators to act
professionally and ethically in carrying out their responsibilities in this area.
EDL 7500 Educational Law & Policy (3)
In this course, future educational leaders will learn how to be ethically and legally compliant in
school operations. The ultimate goal of the course is to produce future leaders who are cognizant
of their ethical and legal obligations in managing schools, and who understand and appreciate the
importance of legal and ethical compliance to daily administrative practice (Levine, 2005). In
this course, future educational leaders will learn how to act with integrity by demonstrating
ethical and equitable leadership behaviors; abide by Georgia and federal law and the Code of
Ethics for Georgia Educators in professional practice; manage school operations consistently
with requirements of Georgia and federal law; and observe student and faculty legal rights and
privileges.
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EDL 7505 Ethical Leadership (3)
This course is designed to provide leaders with an in-depth examination of the current and
anticipated ethical issues and dilemmas facing leaders and the role of character education in our
society.
EDL 7510 Improving Productivity & Professional Practice with Technology (3)
This course prepares educational leaders to apply technology to enhance their professional
practice and to increase their productivity; design and facilitate high-quality professional
learning experiences that help other educators apply technology to enhance their professional
practice and to increase their productivity; and implement technology in ways that support the
emergence and evolution of professional learning communities in schools. Candidates will
become familiar with information and technology tools common to information-age
professionals. Emphasis is placed on computer operations; presentation and communication
tools; and the manipulation, interpretation, and analysis of data.
EDL 7600 School Operations & Community Relations (3)
This course is designed to provide candidates with knowledge of major areas of school business
management in performing the duties of a school administrator. Candidates will be prepared to
assume a leadership role in decision making of school business affairs. An effort is made to
identify roles school administrators play in managing daily school business in relation to their
counterparts at the district level. Candidates examine major areas of school business
management, particularly as they relate to the funding of American public education. Georgia
model of educational finance is introduced and discussed. Candidates will attain knowledge and
skills in school business management in the following areas: educational facilities planning and
management, school budgeting, school accounting and auditing, cash management, risk
management, purchasing and central distribution, school food service, student transportation an
school community relations. The design of this course is intended to cover BOR Strands 8 and
10, and PSC Standards 3, 4 and 6.
EDL 7605 School Leadership in Multicultural Contexts (3)
This graduate level course integrates multicultural concerns and international perspectives that
focus on various aspects of culture and their linkages to educational leadership and national as
well as state mandates to improve student achievement and informed global perspectives. The
course presents critical elements that compose and relate to cultural values and diversity, and
analyses of programs and procedures designed to address and meet the needs of diverse student
populations, emphasizing research-based programs of sustained academic success. Students will
examine the models to gain competencies in successfully addressing multiple forms and
expressions of diversity in schools such that social cohesion is promoted within a context of
general academic rigor and achievement.
EDL 7610 Managing & Supporting Technology in Schools (3)
This course examines the role of leadership to support and manage technology in order to
maximize student learning and increase the efficiency of school operations. It is designed to
examine the technical aspects of building-related technologies including, but not limited to,
desktop/laptop computers, wired and wireless networks, various instructional, administrative and
technical software, and Internet technologies. This course will explore various models of
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technology support and present ideas on how to support technology effectively through teams of
teachers, students, parents, and school system personnel. In addition, the course will address
emerging technologies and their potential uses in education.
VI INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
All members of the EDL faculty will be involved in delivering all the courses and activities in
the M.Ed. in Educational Leadership Program. Full-time faculty participation in supporting
these courses is shown in the following schedule according to their areas of specialization.
Faculty
Rank
Bowen
Chan
Chandler
Dishman
Du
Hearrington
Holliday
Holbein
Jiang
London
Patterson
Redish
Terry
Tubbs
Webb
Williamson
P
P
AP
ASP
P
AP
AP
P
ASP
AP
AP
ASP
L
AP
P
AP
P = Professor
Title
Description
Date
EDL
7100
EDL
7105
EDL
7200
EDL
7205
EDL
7300
EDL
7305
X
X
EDL
7400
EDL
7405
EDL
7500
EDL
7505
EDL
7510
EDL
7600
EDL
7605
EDL
7610
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ASP = Associate Professor
X
AP = Assistant Professor
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L = Lecturer
X
FACULTY DEVELOPMENT
Funds have been designated in the Educational Leadership Department budget to support
faculty development. Members of the EDL faculty are encouraged to make best use of the
funds to attend professional conferences and workshops advancing their professional growth.
Travel funds for critical needs are also supported by the Graduate School, CETL and the
Dean’s Office, BCOE. They are strongly encouraged to take advantage of the many free
professional workshops offered by CETL on campus. It is the culture of the EDL Department
to collaboratively pursue scholarly activities. Faculty advance professionally by collaborating
with senior faculty members. In addition, many members of the faculty are actively involved
in professional services in state, national and international organizations. Their contributions
to these professional organizations enrich their professional development.
FACULTY RESEARCH AND SCHOLARSHIP
Members of the EDL faculty are actively engaged in research activities in educational
leadership. They frequently present at important state, national and international conferences
of the following organizations:
State conferences:
Georgia Educational Research Association
Georgia Association of Teacher Education
Georgia DOE Technology Leadership Conference
Georgia Association of School Business Officials
Georgia Educational Technology Conference
Georgia Association of School Personnel Administrators
Georgia P-16 Annual Conference
Georgia Association of Educators
Georgia Compensatory Educations Leaders Conference
Alabama Association for Young Children
Alabama Association of Early Childhood Teacher Educators.
Florida Association for the Educational of Young Children
Florida Educational Technology Conference
Regional Conferences:
Southern Association of School Business Officials
Mid-Western Regional Education Association
Southeastern International Reading Association
Southeastern Regional Association of Teacher Educators
Southern Regional Council for Educational Administration
National Conferences:
Association of Teacher Education
Association of Supervision and Curriculum Development
American Educational Research Association
American Reading Forum
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National Council of States on Inservice Education
National Council of Teacher of English
National Educational Technology Conference
National Staff Development Council Conference
American Association of Colleges for Teacher Education
Student First Success for All Conference
ESOL Conference on Effective Collaborative Practices
American Association of School Personnel Administrators National
International Conferences:
Hawaii International Conference of Education
International Society for Educational Planning
International Society for Technology in Education
Association of School Business Officials International
International Reading Association
College Reading Association
National Council of Teachers of English, France
Sino-American Education Consortium
International Literacy and Educational Research Network Conference on Learning
EDL faculty scholarly publications often appear in professional refereed journals such as:
AASA Journal of Scholarship and Practice
Affective Reading Educational Journal
American School Board Journal
Asia-Pacific Journal of Teacher Education
Becoming
Bilingual Research Journal
Chronicle of Higher Education
Classroom Leadership
Contemporary Education Psychology
Contemporary Issues in Educational Leadership
College Student Journal
Eastern Education Journal
Education
Education Week
Educational Planning
Educational and Psychological Measurement
Educational Psychological Review
Educational Research and Development
GaETC Journal
Gateways to Teacher Education
Georgia Educational Researcher
Indiana Reading Journal
International Journal of Learning
Journal of College and Character
Journal of Excellence in College Teaching
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Journal of Reading Education
Journal of the Southeastern Regional Association of Teacher Educators
Journal of Reading Education
Journal of Technology in Teacher Education
Journal of Ethics in Leadership
Journal of School Business Management
Journal of Instructional Psychology
Journal of Global Initiatives: Policy, Pedagogy, and Perspective
Journal of Educational Technology
Journal of Hispanic Higher Education
Journal of School Public Relations
Journal of Liberal Arts and Sciences
Journal of Adolescent and Adult Literacy
Leading and Learning with Technology
Louisiana Research Journal
Mississippi Reading Journal
Principal
Principal Leadership
Reading Horizons
School Business Affairs
School Facility Planner
TESOL in Action
Tech Trends
The faculty has also been successful in grant applications and contracts. The following are
examples of approved external grants and contracts submitted by EDL faculty in the last few
years:
T. C. Chan (2002). “A comparison of student achievement, attitude and behavior
between portable classrooms and permanent classrooms” A research project funded by
the Council of Educational Facility Planners International ($8,500).
T. C. Chan (2006). “The impact of technology facilities on student learning.” A
research project funded by the Council of Educational Facility Planners International
($8,500).
Earl Holliday (2006). African American Male Initiative Grant approved by the Georgia
Board of Regents to identify potential African American college bound students and
assist them in graduating from college ($30,000).
Earl Holliday (2006 and 2007). Blog2 Learn Grant to work with male students in the
improvement of their language arts instruction through the use of Weblogs ($45,937 for
2006 and $47,480 for 2007).
Binbin Jiang (2003). Fulbright Group Travel Program Grant approved by US
Department of Education ($63,000)
Binbin Jiang (2000). Three-year EFL Professional Development for Colegio Morelos
De Cuernavaca, Colegio Morelos De Cuernavaca, Mexico ($50,000).
Binbin Jiang (2001, 2002, 2003). Title V Summer Faculty Development Travel Grant
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to attend summer institutes at University of the Incarnate Word, Harvard University,
and University of Portland ($2,000 each year).
Jo Williamson (2006). Current Status of Technology Programs in Georgia Schools.
Contract awarded by the Division of Instructional Technology and Media, Georgia
Department of Education. ($10,000)
Jo Williamson (2006). Three Year Strategic technology plan for the State Schools for the
Blind and the Deaf. Contract awarded by the Division of Instructional Technology and
Media, Georgia Department of Education. ($20,000)
Jo Williamson (2006). A Survey of Technology Leaders in Georgia. Contract awarded by
the Division of Instructional Technology and Media, Georgia Department of
Education. ($5,000)
Books published, edited, in press or under contract by EDL faculty include:
Chan, T. C., & Richardson, M. D. (2005). Ins and outs of school facility management.
Scarecrow Education Publishing Company.
Ouyang, R., & Chan, T. C. (2007). (Eds.) Education. Series on Western Research in the
Humanities and Social Sciences. Beijing, China: China Remmin University Press.
Jiang, Y. S., & Chan, T. C. (1990). A conceptual framework of modern educational
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Date
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VII Outstanding programs of this nature at other institutions
Survey and comparative analysis of educational leadership program at four universities
Content Areas
KSU
UNC
UFL
TC
Leadership Theory and Practice
X
XX
XXX
XXX
School Operations and Community
Relations
Curriculum and Instructional
Leadership
21st Century Teaching and Learning
X
XX
XX
X
X
XX
XX
X
X
X
X
Data Analysis & School
Improvement
Leading Professional Learning &
Change
Human Resources
X
XXX
XXX
X
X
X
X
Educational Law and Policy
X
X
X
X
Educational Research
X
Technology Leadership
X
Multiculturalism & Diversity
X
Ethical Leadership
X
Productivity and Professional
Practice
Technology Management and
Operations
Internship/Practicum
X
X
X
X
X
X
X
Embedded 12 credit
In Courses hours
Special
Education
Sociology
KSU = Kennesaw State University
UNC = University of North Carolina at Chapel Hill
UFL = University of Florida
TC = Teachers College, Columbia University
Title
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3 credit
15 weeks
hours
full time
Social
Psychology
Foundation
This comparative analysis section involves three other outstanding national educational
leadership programs at University of North Carolina at Chapel Hill, University of Florida and
Teachers College, Columbia University.
Kennesaw State University
The Master of Education in Educational Leadership Program is composed of two emphases:
school leadership and technology leadership. Candidates in each emphasis are required to take 12
courses of 36 hours. Practicum activities are conducted at the school simultaneously with the
associated courses. Candidates are required to complete a professional portfolio for program
completion.
University of North Carolina at Chapel Hill
The Master of School Administration program requires forty-two hours of study in which 12
are internship and internship seminars. Both internship and internship seminars are year-long
activities to include reflective journals to support the study of application of educational
leadership theories. The program is strong in leadership foundations, curriculum and instruction,
school operations and data analysis for school improvement. In addition, this is the only program
among the four that offers a unique course in special education for leaders. Comprehensive
examination is required for program completion.
University of Florida
The Master of Educational Leadership consists of a total of twelve courses with 36 hours
required for program completion. The program places much emphasis on leadership foundation,
curriculum and instruction, and school operations. Research is an approach to educational
leadership infused in the entire program. Candidates have a choice of either taking a thesis or a
comprehensive examination for program completion.
Teachers College, Columbia University
Teachers College offers a Master of Education Degree in public school and school district
leadership. It is a 60 hour program heavy on educational leadership theories, data analysis and
educational research. A unique feature of the program is the requirement of a full time 15 week
internship experiences for its candidates. The program does allow flexibility of course selection.
A thesis is required for program completion.
Unique Features of KSU’s program
Two concentrations
The M.Ed. Program of Educational Leadership is composed of two concentrations: Ethics &
Multicultural Leadership concentration and Technology Leadership concentration. Candidates of
both concentrations complete the same 30 credit hours of basic course work. Ethics &
Multicultural Leadership candidates take 6 credit hours in Ethics and Multicultural Education
while Technology Leadership candidates take 6 credit hours in Technology Leadership.
Embedded Portfolio
Candidates’ professional portfolio is part of the requirements for program completion. It is not
offered as a separate course. Instead, candidates will be asked to work on the portfolio as they
Title
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complete assignments in different courses. The Chalk and Wire assessment system will be used
to assist candidates in developing their portfolios.
Embedded Field-Experiences
Field experiences will be embedded in every course in the program. Candidates will be guided to
complete their field-based activities and to log hours for field experience documentation. This
permits alignment of field-based and professional experiences with professional coursework,
which is consistently identified in research as an indicator of “outstanding” educational
leadership programs (Darling-Hammond, 2007; Hess, 2005).
A balanced program
With a reasonable 36 hour program, all the courses in the program offer opportunities for
candidates to transfer leadership theories into practice. It covers the major fields of educational
leadership at the school level. Needs for special education preparation are infused into the
program courses.
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Date
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VIII Inventory of pertinent library resources (Not Applicable)
IX Facilities (Not Applicable)
X Administration (Not Applicable)
XI Assessment (Not Applicable)
XII Accreditation
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration, incorporating
the information proposed herein, have “traditional business subject” content delivered by faculty
or programs administered by the Coles College of Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain necessary
approvals as indicated.
__X___ No
_____ Exempt Graduate programs administered by the Coles College are exempt.
__________
*
All graduate programs exceeding 50% business content are automatically required to meet
AACSB International business accreditation standards. The purpose of the audit is to prevent the
unintended, undesirable compulsory inclusion of programs subject to AACSB standards.
XIII Affirmative Action Impact (Not Applicable)
XIV Degree Inscription (Not Applicable)
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XV Fiscal and Enrollment Impact, and Estimated Budget (Not Applicable)
1. ENROLLMENT PROJECTIONS
2. COSTS
A. Personnel -- reassigned or existing positions
B. Personnel -- new positions
C. One-Time Startup costs
D. Operating Costs
3. REVENUE SOURCES
Title
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Date
Page 24 of 24