09.24.08.EDL 8840
EDL Concentration for EdS
1
EdS Program
I.
COURSE EDL 8840: Professional Learning
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Suggested Text:
Gordon, S. P. (2004). Professional development for school improvement: empowering learning
communities. Boston, MA: Pearson/Allyn and Bacon.
DuFour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). What ever it takes: How professional
learning communities respond when kids don’t learn. Bloomington, IN: National
Education Service.
Woolfolk, A. & Hoy, W. K. (2008). Instructional leadership: A research based guide to learning
in schools (3rd ed.). Boston, MA: Pearson/Allyn and Bacon.
Supplemental Readings:
Readings as assigned
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EDL Concentration for EdS
V.
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COURSE CATALOG DESCRIPTION
This module focuses on developing leaders who can develop, implement, and monitor
professional learning programs and activities that are meaningful and job-embedded, and that
provide follow-up support.
VI.
JUSTIFICATION
The residency module is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois. Early in
2006, Spillane rejected the commonly held notion that leadership was either the act of a heroic
individual or of several individuals who shared leadership responsibilities. In his book, Distributed
Leadership, Spillane postulates that “…leadership…is a practice…that is the product of joint
interactions of school leaders, followers and aspects of their situation such as routines and tools” (p.
3).
Because this understanding is essential to improving schools in Georgia (see Georgia Leadership
Institute for School Improvement – GLISI – at www.galeaders.org), this residency module is
required of all members of the EdS/EdD cohort in Educational Leadership. The course is taught
and coached by faculty with expertise in school leadership, collaboration, and diversity. Topics are
presented in an integrated manner, such that school transformation is seen as whole school reform
initiative where performance-based practice is the hallmark (Leithwood, Day, Sammons, Harris, &
Hopkins, 2006) and the tenets of Distributed School Leadership Practice (Spillane, 2006),
therefore, are embedded within all activities.
Program design supports team building and connections among school districts (building and
system), universities, and beginning leadership candidates. This design is consistent with the
Bagwell College of Education goal of providing a collaborative framework for developing
expertise in teaching, learning, and leadership within the EdS and EdD program. It is anticipated
that participants will mirror this expectation in their future organizational settings. Residency
Module activities are problem-based and assist individuals in developing an internal focus and
disposition to meet the challenges and opportunities within leadership practice in their respective
career paths and organizational settings.
Professional Learning
This module is based on the premise that professional learning is most powerful and sustainable
when it is job-embedded, meaningful, and has follow-up. Collaboration and professional learning
communities provide opportunities for teachers and administrators to engage in exploration of
research-based innovations that are linked to improved student achievement. Reflecting on
practice, developing action research projects based on observed student needs, instructional
supervision, and mentoring are all vehicles for supporting meaningful engagement in professional
growth that translates into long term change in practices (DuFour, Dufour, Eaker, & Karhanek,
2004; Glickman, 2002; Gordon , 2004).
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EDL Concentration for EdS
VII.
3
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching, Learning & 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 at the educational specialist and doctoral level develop into leaders for learning
and facilitators of the teaching and learning process. Finally, the PTEU recognizes values and
demonstrates collaborative practices across the college and university and extends collaboration
to the community-at-large. Through this collaboration with professionals in the university, the
public and private schools, parents and other professional partners, the PTEU meets the ultimate
goal of assisting Georgia schools in bringing all students to high levels of learning.
Use of Technology: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the program, and all candidates must be able to use technology to improve student
learning and meet Georgia Technology Standards for Educators. During the EdS/EdD program,
candidates will be provided with opportunities to explore and use instructional media. They will
master use of productivity tools, such as multimedia facilities, local-net and Internet, and they
will develop the confidence to design multimedia instructional materials, and create WWW
resources.
The students will be linked through WebCT Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the educational specialist and doctoral program.
The members of each cohort will be linked in a similar way as they move through the program.
The emerging technologies will be utilized with the parallel expectation that participants
demonstrate a high degree of technological literacy in retrieving and sharing information and
resources.
Educational Specialists and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Doctorate of Education
program in the Bagwell College of Education reflect the unique aspects of this degree.
Collaboratively developed by faculty from across the university and in consultation with
community/school partners, these outcomes and proficiencies delineate the high expectations we
have for graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the
complex nature of student learning in advanced degree programs leading to a terminal degree.
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EDL Concentration for EdS
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Consequently, many of the proficiencies listed below incorporate aspects of knowledge, skills,
and dispositions within a single proficiency. These proficiencies are clearly linked to our
conceptual framework, The Collaborative Development of Expertise in Teaching, Learning and
Leadership.
VIII. GOALS, OBJECTIVES AND PTEU PERFORMANCE OUTCOMES:
The Professional Teacher Education Unit prepares school leaders who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making decisions that foster the success of all learners. As a result of
the satisfactory fulfillment of the requirements of these courses, participants will
demonstrate outcomes that embody the constructs of DSLP, the ten BOR Performance
Strands, the ELCC standards, the PSC standards for Residency, and the roles
recommended by Georgia’s Leadership Institute for School Improvement (GLISI). As
this course is outcomes-driven, successful individuals must provide evidence of meeting
the following complementary PTEU EdS/EdD Performance Outcomes:
1. Fosters an organizational culture that facilitates development of a shared
vision, school improvement, and increased learning for all students.
2. Implements sustainable educational change and process improvement.
3. Creates 21st century learning environments that advance best practices in
curriculum, instruction, and assessment.
4. Engages in applied research that supports data-driven planning and decisionmaking for the improvement of schools and learning.
5. Builds collaborative relationships, teams, and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embraces diversity by demonstrating intercultural literacy and global
understanding.
7. Facilitates professional learning and development that enhance and improve
professional practice and productivity.
8. Exercises professionalism and ethical practice.
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**Residency/Performance-Based structure meets Standard 7 for ELCC and PSC
http://www.gapsc.com/Rules/Current/EducatorPreparation/index.asp
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf
EDL Course Objectives (KSD)
1. Demonstrate the ability to implement wellplanned, context-appropriate professional
development programs based on reflective
practice and research on student learning
consistent with the school’s vision and goals.
(KS)
2. Demonstrate ability to use and promote
technology and information systems to
improve curriculum & instruction and provide
staff assistance needed for improvement.
(KS)
EdS/EdD PTEU
Performance
Outcomes
1, 5, 6
3
GLISI Leader
Roles
Learning &
Performance
Curriculum,
Assessment,
and
Instruction
(CAI)
ELCC/
PSC
Standards
BOR
Strands
1, 2
2, 5
2, 3
1-6
Learning &
Performance
Operations
3. Demonstrate the ability to use strategies
such as observations, collaborative reflection,
and adult learning strategies to form
comprehensive professional growth plans with
teachers and other school personnel focusing
on authentic problems and tasks, mentoring,
coaching, conferencing, and other techniques
that promote new knowledge and skills in the
workplace.
(KS)
4. Demonstrate ability to promote a positive
school culture that rewards and recognizes
teaching accomplishments that lead to
improved learning for students and
that capitalize on multiple aspects of diversity
to meet the learning needs of all students.
(KSD)
5. Develop and implement personal
professional growth plans that reflect
commitment to life-long learning.
(KSD)
6. Demonstrate ability to facilitate and engage
school and district personnel in activities that
use best practices and sound educational
research to improve instructional programs
and student learning.
(KSD)
3, 4, 5, 7
Relationship
Learning &
Performance
2
2, 5, 6,
1, 6, 8
Change
Relationship
2, 5
2, 5, 6, 9
7
Change
1, 2, 5
2, 3, 5, 6, 9,
2, 3, 4
Performance
Data Analysis
2
1-6
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EDL Concentration for EdS
IX.
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COURSE REQUIREMENTS AND ASSIGNMENTS:
The Residency Module Structure:
This is one of six modules together which comprise 18 of the 33 credit hours in the Educational
Leadership strand of the EdS program in Leadership for Learning. Each module requires a
minimum of 120 contact hours for three hours of residency developed to comply with the PSC
Educator Preparation Rules 505.3-.58 (PSC and ELCC Standard 7). ELCC standard 7.1.b
requires a six month (or equivalent) full time internship experience. Full time is defined as the
number of contact hours per week required for attendance by a full-time student, receiving
federal financial assistance (generally 9-12 contact hours per week). To meet this requirement
50% of total program requirements will be completed in a school/system performance based
structure. Specifically the Rule states, “Candidates participate in performance based activities
that provide significant opportunities for candidates to synthesize and apply the knowledge and
practice and develop the skills identified in core knowledge standards through substantial,
sustained, standards-based work in real settings, planned and guided cooperatively by the
institution and school district personnel and with assessment the responsibility of the
institutions.” In short, performance-based is defined as “real work, in real time, in the real
school working environment” (GLISI, 2008). With the exception of at least three on-campus
seminars, module activities and requirements will be completed at the school/system sites. In
accordance with the PSC rule, the Candidate’s activities will be developed, monitored, and
assessed by the Beginning Leader Candidate Support Team (BLCST). As a part of the
performance-based leadership program, the BLCST will develop an Individualized Induction
Plan to define which artifacts and performances will be used as evidence to address the PSC
Leadership Standards/Elements 1-6 (PSC Educator Preparation Rules 505.03-.01. and 505.3.58). In further compliance with the PSC rules, the module activities were developed in
collaboration with partner schools and districts to ensure that activities reflect work in “real
settings.”
The Individualized Induction Plan:
Requirements for the plan will be agreed upon by the team, including the Beginning Leader
Candidate, at the beginning of the residency. This plan will guide the residency and should
provide the Beginning Leader Candidate with substantial responsibility that increases over time
and in complexity and involves direct interaction with appropriate staff, students, parents, and
community leaders (GLISI Module for Developing a Performer Path Plan Mapping Exemplary
Performances may be used for guidance).
The Individualized Induction Plan should:
 be based on Leadership Standards/Elements 1-6 and demonstrated in a way that
quality performance can be objectively assessed;
 include a timeline that reflects time and responsibility and that evidences completion
of all performances as required by the end of the residency;
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EDL Concentration for EdS




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clearly describe for the Beginning Leader Candidate how performance will be
assessed and at what points in the program assessments will occur;
include description, evidence, and artifacts sufficient to evaluate the performance;
address substantive issues that have already been empirically determined as important
or that are determined by the Beginning Leader Candidate based on real world data;
and
assure that activities occur in multiple settings and require interaction with
appropriate educators, parents, and community organizations such as social service
groups, local businesses, community organizations, and parent groups.
Assessment of the Beginning Leader Candidates should:
 include specific criteria to assure performance on Standards/Elements 1-6 including
both quantitative and qualitative measures;
 include descriptions of formative and summative assessments , and remediation, as
needed;
 reflect on performance-based responsibilities that continue to increase with
complexity and job-embedded performances (where reasonable); and
 assign responsibilities for assuring assessments are completed and feedback given,
as appropriate.
Building level or system level residency
Residency requirements must be completed at the building or system level depending
upon the position held, and must fully demonstrate mastery of the required Leadership
Standards. Elements from the ELCC/PSC standards address specific context for meeting
the standards. The Beginning Leader Candidate Support Team will determine the extent
to which activities will be adapted to the building level, system level, or both.
According to PSC Educator Preparation Rules 505.3-.58:
Candidates who are assigned to building level leadership positions will demonstrate
knowledge and skills required for building level educational leaders by demonstrating
performance proficiency of the standards and elements listed in the document, Standards,
Elements, and Indicators for the Preparation of Georgia Educational Leaders.
Candidates who are assigned to system level leadership positions will demonstrate
proficiency in the standards and elements listed in Standards, Elements, and Indicators
for the Preparation of Georgia Educational Leaders for system level leaders.
Candidates may add the other leadership area (building or system) by completing the
program requirements for a position in the other area. Only the standards and elements
that specifically pertain to the area not previously completed (building or system level)
are required for adding the other program.
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Supervised Residency
The Candidate’s residency will be supervised by a Beginning Leader Candidate Support Team
(BLCST). The BLCST will be comprised of the candidate, the university supervisor, a trained
and qualified coach, and a mentor from the building level or system level. The team will meet at
least three times during the entire residency period (during the course of the six residency
modules), create the candidate’s Individual Induction Plan, establish observation experiences,
examine the candidate’s portfolio, evaluate progress and establish areas of need, and determine if
the residency requirements have been satisfactorily met. In addition to the initial BLCST
meeting, the candidate and the coach will participate in at least 4 coaching sessions during the
six module span of the six module residency. In addition to the initial BLCST meeting, the
building level or system level mentor will guide the beginning leader to apply the knowledge and
skills specified in the induction plan by directly observing the candidate’s performance on-site
followed by feedback for a total of 36 contact hours over the duration of the program.
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional
and organizational goals. The coaching is conducted through one-on-one and group interactions,
driven by evidence/data from multiple perspectives, and is based on mutual trust and respect.
(GSAEC Guidelines for Graduate Academic Programs in Executive Coaching.
http://www.gsaec.org/curriculum.html )
Leader (Candidate) – An individual candidate in the program who has the potential to make a
significant contribution to the mission and purpose of the organization.
http://www.gsaec.org/curriculum.html
Coach – An individual who works with the coachee (candidate) to develop and implement
strategies to improve his/her performance as a leader Whitmore (2005). The coach is external to
the organization and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck,
1999 as cited in Sue-Chan, Latham, 2004).
Mentor – An individual who is in a professional relationship with the candidate in the same
organization and is considered an expert in the field of study and provides guidance, knowledge,
opportunities to lead, and advice on an ongoing and regular basis through the program of study.
The mentor serves as a part of the team that oversees the development of the candidate and
evaluates his/her performance.
University supervisor - A Kennesaw State university instructor who is responsible for
coordinating and supervising the candidate’s overall experiences during the module. The
supervisor will work with the Beginning Leadership Candidate’s Support Team in developing a
professional residency plan to suit the candidate’s professional needs. The university supervisor
negotiates final approval of the candidate’s activities and experiences at the school/district level
and provides the final assessment for the program requirements in each individual module.
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Portfolio and Capstone Experience.
The candidate will develop a portfolio containing artifacts that address skills, knowledge, and
dispositions in alignment with the six PSC standards described in the PSC Educator Preparation
Rule 505.3-.58. The portfolio will describe how the candidate has met specific criteria set out in
the PSC rule (qualitative and quantitative) and include descriptions of formative and summative
assessments and reflections on performance-based responsibilities that increase with complexity
and job-embedded performances. The candidate will complete a capstone research project that
will be presented to the Professional Teaching Unit.
Instructional Methodology:
The candidates and university supervisor will use WebCT Vista for communication and course
management. Candidates should check daily for postings, mail, and announcements.
Instructional methods may include, but are not limited to:





Problem-Based Learning
Proficiency Examination
Cooperative Learning
Document-Based Inquiry
Case Study Analysis
In-Field Performance-Based Activities Designated by the University for
All Candidates (45%)
Assignments will be determined in collaboration with the sponsoring school/system. A minimum
of 45% of total assignments will be determined by the university and will include but are not
limited to:
Attendance and Participation: Attendance with participation in all university and
school/system based activities is required for successful completion of module activities.
Seminars: Students will be required to attend a minimum of three (3) seminars. The purpose of
the seminars is to provide a value-added component to the residency. The seminars will be
structured to meet student needs. Possible topics include
 Developing, delivering, and sustaining staff development
 Approaches to providing meaningful feedback to teachers
 Instructional supervision
 Teacher as leader
Reflective Journal: Using “reflect-in” and “reflect-on” strategies, candidates will maintain a
weekly journal reflecting on their experiences and learning (Schon, 1991).
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EDL Concentration for EdS
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Theoretical Framework Support:
Schön, D. A. (1991). The reflective turn: Case studies in
and on educational practice.
Assessment:
Holistic
Course Objective(s): All objectives
Portfolio: Candidates will develop and maintain a portfolio for the entire EdS program. Each
term, the candidate will submit one artifact from the University assignments and one from the
School/System assignments to the university’s electronic Chalk & Wire portfolio management
system.
Theoretical Framework Support:
GLISI Guidelines
Assessment:
Holistic
Course Objective(s): All objectives
Required Activities:
Personal Self-Improvement Plan: The candidate will develop a personal plan for selfimprovement. Specifically, the plan will include:
 Personal goals
 Timeframe for completion
 Specific strategies
 Resources
 Evaluation of goals completion
 Reflection on performance as related to feedback from coaching
Theoretical Framework Support:
Assessment:
Objective:
Sue-Chan & Latham (2004); Whitmore, (2005).
Rubric
5
School wide (or System) Professional Development Needs Assessment (Building or System):
The candidate will conduct a needs assessment to determine school wide professional
development needs and will develop an action plan to meet those needs. The plan will include a
SWOT Analysis to identify and address barriers to leader, faculty and staff performance and to
determine needs for addressing diversity among students and faculty.
This is Chalk & Wire Activity
Specifically, the plan will address:
 Goals and objectives for the plan
 Plan of action to address most critical needs
 Instruments and procedures for gathering data
 Timeline for completion of the assessment
 Stakeholders (school, community, students, etc)
 School diversity plan, specifically how needs of diverse student populations met
 Instructional strategies and culturally responsive practices
 Procedures for analyzing data
 Follow-up measures for evaluating outcomes
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EDL Concentration for EdS
Theoretical Framework Support:
Assessment:
Objectives:
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DuFour, Dufour, Eaker, & Karhanek (2004); Gordon, S. P.
(2004); Oliva (2005);
Needs Assessment Project (http://www.needsassessment.uillinois.edu/); Planning and Conducting
Professional Development that Makes a Difference: A
Guide for School Leaders (SREB, 2000); GLISI
Performance Modules; GLISI Competency Models.
Rubric
All objectives
Mentoring Program: Candidates will develop a mentoring program for teachers (building) or
principals (district level) new to the local school system and based on the needs of the school and
the individual teacher or principal. (Building or System Level).
 Describe goals and objectives for the program
 Review literature on research-based effective mentoring programs, strategies for
mentoring,
 Develop process for selection of mentors and pairing mentors with mentees
 Identify qualifications for mentors
 Develop professional learning for mentors
 Describe specific strategies and procedures for program implementation
 Establish program evaluation criteria and procedures
Theoretical Framework Support:
Assessment:
Course Objectives:
Glickman (2002); Gordon (2004). SREB, Good principals
aren’t born – they are mentored (2005); GLISI Modules.
GLISI Competency Models.
Georgia Staff Development Council
(http://www.gasdc.org); National Staff Development
Council (http://www.nsdc.org)
Rubric
All objectives
Optional Choice Activity
Professional Learning Community Project: The candidate will collaborate with a group of
colleagues to develop a PLC focused on a particular area of need or interest (Book Study, Action
Research, Analyzing Student Work Samples, etc.) Specifically, the PLC project will include:
 Goals and objectives of the project
 Specific protocols (e.g. Critical Friends Groups)
 Literature support for the project
 Strategies for establishing buy-in for PLC
 Strategies for developing consensus and collaborations
 Measures for monitoring PLC’s work
 A means of assessing the final outcome of the PLC
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Theoretical Framework Support:
Assessment:
Course Objectives:
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DuFour, Dufour, Eaker, & Karhanek (2004); SREB
(2000); GLISI Performance Modules; GLISI Competency
Models.
Rubric
All objectives
In-Field Performance-Based Requirements Designated by the School/System for Each
Individual Candidate Based on a Diagnosis of Needs (55%)
In compliance with PSC Educator Preparation Rules 505.3-.58 (Standard 7) that the learning of
beginning leaders should be contextually based and guided by real school environments, a
minimum of 55% of activities will be identified in collaboration between the university and the
school/district and will be based on a diagnosis of the candidate’s needs using the GLISI
Competency Models and/or other sources of job-embedded needs.
Other Activities: As determined by School/System in collaboration with the University.
Theoretical Framework Support:
Assessment:
Objectives:
X.
Leader Performance and Supply Performance
Support: Competency Models SREB (2007); GLISI
Performance Modules; GLISI Competency Models.
Holistic
As determined through diagnosis by BLCST
EVALUATION AND GRADING:
Evaluation:
University Assignments
School/System Assignments
45%
55%
Grading:
A= 90% -100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11
in. paper, double-spaced and at 10-12 font. All work submitted that requires documentation
should follow APA format. Manuscripts must be proof read to ensure accuracy in spelling,
punctuation, and grammar. Written work should be attractive and neat -- ESPECIALLY WITH
MATERIALS INTENDED FOR STUDENT USE.
While the college standard for evaluation of papers and tests is listed above, the university
supervisor and school mentor in this course will use alternative assessment strategies. Evaluation
is a difficult process in every course. It is especially difficult to quantify the internal process of
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EDL Concentration for EdS
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developing dispositions of ethics, character and leadership. This development is unique to each
individual and must be recognized by each individual. Rubrics will be shared with candidates as
a means of establishing an understanding of expectation of graduate study in the BCOE and at
KSU.
The emphasis on the individual student as an evaluator is in keeping with the reality that future
administrators/leaders will be expected to be involved in the evaluation and assessment activities
as part of their own continuing professional development and that of those with whom they work
in an organizational setting as they continue their professional careers.
The university supervisor and school mentor contribute to the evaluation process by taking into
consideration student preparation, level of participation, individual and group projects/reports
individual conferences, and the capstone product for the educational specialist seminar.
Every effort will be made by the university supervisor and school mentor to be fair and equitable
in the assignment of grades through multiple processes noted above. In the final analysis, the
assigned grade will be based on the best professional judgment of the professor(s) and
supervisor(s).
XI.
TENTATIVE COURSE OUTLINE
Date
Activity
Beginning of *Seminar: (Required
Term
for continual
enrollment)
Introduction to
Residency Module
TBA and as
Needed
Meetings, observations,
and conferences
Mid-Term
*Seminar: Reviewing
progress
End of
Term
GLISI PerformanceBased Modules
*Seminar: Debriefing
Assignment Due
Readings as
assigned
Progress Reports
on Projects
All Assignments
Due
Participants
All members of the Beginning
Leader Candidate Support
Team (BLCST)
All BLCST or specific
members of BLCST as needed
and required
All BLCST or specific
members of BLCST as needed
and required
All BLCST or specific
members of BLCST as needed
and required
*Seminars are not included in the minimum 120 contact hours of performance-based
activity for the Residency Module.
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XII.
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POLICIES
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above. The development of an appreciation of diversity as a
core organizational value and its use as a resource will give direction to the activities of the
educational specialist/doctoral seminar and of the entire EdS/EdD program. Consideration will
be given to diversity in developing the membership of the cohorts in the interest of ensuring that
the collaborative cohort experience contributes to the development of such personal and
organizational core values.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have
violated these guidelines will be subject to disciplinary action consistent with university policy.
For example, plagiarism or other violations of the University’s Academic Honesty policies
could result in a grade of “ F” in the course and a formal hearing before the Judiciary
Committee.
Papers should be a synthesis of information reported in your own words and with proper
documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class/Seminars: Part of your success in this module is related to providing peer reviews
and feedback to your colleagues regarding assignments; participating and interacting in
activities; collaborating and working equitably with colleagues; and treating colleagues and the
professor/supervisor with respect both in and out of seminar. Furthermore, responding
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effectively and appropriately to feedback from your peers and the professor/supervisor is another
measure of your professionalism. Please be prepared by bringing all materials and readings to
meetings and seminars. All readings assignments must be completed prior to meetings and
seminars. We depend on one another to ask pertinent and insightful questions.
Professionalism also includes appropriate audience behaviors during lectures and presentations.
When someone is speaking to the group or making a presentation, professionals do not engage in
conversations or other distracting behaviors that detract from the audiences’ attention to the
speaker.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor/supervisor in advance or as soon as possible after the
emergency event.
Assignments are due on the assigned date. Late assignments will not be accepted by e-mail or
hard copy without approval and may require documentation of a personal or professional
emergency. Re-submission of assignments for improved grades will not be considered unless
specifically determined to be appropriate by the professor/supervisor.
Using technology during seminar (laptops, cell phones, etc.) to check personal e-mail or engage
in activities not associated with module content is not acceptable and will likely result in a
reduction of participation points. Engaging in personal conversations while professor/supervisor
or groups are presenting is not acceptable and will likely result in a reduction of participation
points. A break will be provided for snacks and personal use of technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
DuFour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). What ever it takes: How professional
learning communities respond when kids don’t learn. Bloomington, IN: National
Education Service.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. Alexandria,
VA: Association for Supervision and Curriculum Development.
Gordon, S. P. (2004). Professional development for school improvement: empowering learning
communities. Boston, MA: Pearson/Allyn and Bacon
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GSAEC Guidelines for Graduate Academic Programs in Executive Coaching. Retrieved July 17,
2008 , from http://www.gsaec.org/curriculum.html
Hall, D. T., Otazo, K. L., & Hollenbeck, G. P. (1999). Behind closed doors: What really
happens in executive coaching. Organizational Dynamics, 27, 39-53.
National Policy Board for Educational Administration (2002). Standards for advanced programs
in educational leadership.
Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice, New
York: Teachers Press, Columbia University.
Spillane, J., Diamond., J., & Jita, J. (2003). Leading instruction: the distribution of leadership for
instruction. Journal of Curriculum Studies, 35(5), 533-543.
Southern Regional Education Board (2007). SREB Leadership Curriculum Modules. Atlanta,
GA: SREB.
Sue-Chan, C. and Latham, G.P. (2004). The relative effectiveness of external, peer, and
self -coaches. Applied Psychology: An International Review, 53 (2), 260-278.
Warren, L. A. & Sugar, W. A. (2005). Introducing the teacher-leader/designer: A guide for
success. Dubuque, IA: Kendall/Hunt.
Whitmore, J. (2005). Coaching for performance. London: Nicholas Brealey Publishing.
Woolfolk, A. & Hoy, W. K. (2008). Instructional leadership: A research based guide to learning
in schools (3rd ed.). Boston, MA: Pearson/Allyn and Bacon.
Websites:
http://hannenberg.org
http://www.aare.edu.au/03pap/mul03491.pdf
http://www.balancedcurriculum.com/book.htm
http://www.doe.k12.ga.us/
http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdf
http://www.galeaders.org/site/news/newitems/news_06162005_001.htm
http://www2.bc.edu/~hargrean/docs/seven_principles.pdf
http://www.needs-assessment.uillinois.edu/)
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