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.
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.
3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed
during the program.
4.
(Assessment System) Using the curriculum matrix (next page), indicate where the subject area
standards are addressed in the proposed curriculum. Then identify in the next chart (Assessment
System) the unit and program assessments that will be used to determine if candidates meet
proficiencies and standards.
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.
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.
7.
(Technology) Describe how the program ensures candidates can integrate technology in their
practice.
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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. Stein and Nelson
(2003) created a framework from which to understand the leadership content knowledge
(LCK) needed by leaders. In the LCK framework, teachers must know their subject and
how to teach that subject to their students to achieve understanding. These are referred to
as level one and two knowledge, respectively, in the LCK framework. Stein and Nelson
(2003) argue that administrators who profess to be instructional leaders must have
knowledge beyond this pedagogical content knowledge. Such administrators must have
the ability to assist teachers to improve their performance in the classroom which
requires the knowledge of teachers as learners, about effective ways of teaching
teachers, in addition to having the knowledge, skills, and dispositions of school
administrators and leaders (Stein & Nelson, 2003). They refer to these leadership skills,
dispositions, and knowledge as level-3 leadership content knowledge. The Certificate
program in Educational Leadership focuses on developing future administrators who
possess level-3 leadership content knowledge.
The philosophy of educational leadership programs at KSU is based on the premise
that the knowledge, skills and dispositions required for educational leadership are
acquired through content and context-specific study, meaningful practice of leadership
behaviors and ongoing reflection. Acquisition of the knowledge and skills required for
successful leadership is a developmental process. Leaders guide others and shape
communities of learners to accomplish a shared vision. They lead best when they are
‘leaders of leaders’, articulating the values and beliefs of the diverse school community.
To be effective, it is essential that educational leaders see themselves as lifelong learners
and foster ongoing learning in all members of the school community. BCOE educational
leadership programs are designed to foster the development of candidates as they
progress through the stages of growth from novice to proficient to expert leaders through
a rigorous integration of theory and practice while being guided by faculty and fieldbased mentors.
The Certificate Program in Educational Leadership Program was designed along the
guidelines of the PTEU Conceptual Framework. The goal of the new Certificate
Program in Educational Leadership 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
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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. The new certificate program involves 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 Certificate 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 six (6) standards of the Professional
Standards Commission/ELCC and the ten (10) Georgia Board of Regents’ Strands. Please see
PSC/NCATE/ELCC and Board of Regents Matrices in Attachment A.
3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed
during the program.
Candidates in the education program will demonstrate proficiencies in the six (6) standards of the
Professional Standards Commission/ELCC and the ten (10) Georgia Board of Regents’ Strands.
Please see PSC/NCATE/ELCC and Board of Regents Matrices in Attachment A.
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.
Eight assessment methods have been identified to determine if candidates meet proficiencies
and standards. They are listed in Attachment B.
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 Certificate program in Educational
Leadership and require candidates to demonstrate mastery of the BOR and PSC/ELCC 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 C.
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 approximately 30% of each course
grade.
Candidates are required to complete and submit a Field Experience Log (Attachment D) for each
field experience completed. In the Field Experience Log, candidates are required to indicate the
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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/ELCC standards include an emphasis on diversity. Therefore,
candidates completing field experiences in the Educational Leadership Certificate 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.
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 C 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 D).
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.
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 E).
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7. (Technology) Describe how the program ensures candidates can integrate technology in their
practice.
The newly redesigned Educational Leadership Certificate program ensures candidates can integrate
technology into their professional practice in three major ways.
A. Technology standards are included in the program.
The following PSC standards and BOR strands and indicators are required in the certificate program.
PSC Standard/Element
2B. Instructional Program
Indicator:
15. Lead professional staff to enrich curriculum and instructional by
integrating the use of instructional technology.
16. Use and promote technology and information systems to monitor
instructional practices and provide staff the information and
assistance needed for improvement.
22. Use qualitative and quantitative data, appropriate research
methods, technology, and information systems to make a case
and develop a plan for organizational improvement.
2D. Comprehensive
Professional Growth Plans
4A. Community
1. Using adult learning strategies, technology and research to design
professional development plans focusing on authentic problems and
tasks that promote new knowledge and skills in the workplace
10. Use effective time management procedures and strategies,
including the use of technology to enhance efficiency.
7. Use technology to support effective communication.
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.
B. Technology-Based Courses are included in the program.
Courses:
EDL 7305 Data Analysis & School Improvement
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C. Technology Integration is required in each course.
Courses in the Educational Leadership Certificate 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
and wikis, listening to podcasts, using web applications (ex: Google Docs), using interactive
whiteboards, conducting surveys on the web, and developing an electronic portfolio.
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Attachment A
Educational Leadership – Certificate Program
Standards/Curriculum Matrices
PSC/NCATE/ELCC
Standards
EDL 7100
Leadership
Theory &
Practice
1. Vision
a) Lead the development of a shared vision that
promotes the success of all students based on
appropriate data and research.
b) Articulate the components of the vision and the
leadership processes necessary to implement the vision.
c) Lead the development and immplementation of a
mission, strategic plan, and action plans driven by the
shared vision.
d) Work effectively and collaboratively with the board of
education, building leaders, staff, parents, students, and
community members to achieve the system's
educational vision.
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
EDL 7305
Data
Analysis &
School
Improvement
EDL 7400
Leading
Professional
Learning &
Change
EDL 7405
Human
Resources
for School
Leaders
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2. Culture, Instr Program, Best Practices, Prof
Growth Plans
a) Promote the development of a positive school culture
that is pervasively academic, focused on improvement
that fosters a sense of belonging and cooperation.
x
b) Provide an effective instructional program based on a
standards-based curriculum and Georgia's learning
standards using research-based instructional strategies
to design effective models of instruction that will enhance
accelerate teaching and learning
c) Apply best research-based practices to improve
instruction for all for students.
d) Design comprehensive prof growth plans that apply
proven, systematic processes for improvement through:
analyzing human performance; planning for
improvements; & designing, dev. and supporting
implementation of solutions to close performance gaps.
D:\99029678.doc
x
Page 7
x
EDL 7500
Education
Law &
Policy
EDL 7600
School
Operations
&
Community
Relations
PSC/NCATE/ELCC
Standards
EDL 7100
Leadership
Theory &
Practice
e) Promote accountability by strategically planning,
measuring, monitoring, organizing and managing
systems and processes necessary to improve student
achievement and organizational effectiveness.
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
EDL 7305
Data
Analysis &
School
Improvement
EDL 7400
Leading
Professional
Learning &
Change
EDL 7405
Human
Resources
for School
Leaders
x
x
EDL 7500
Education
Law &
Policy
EDL 7600
School
Operations
&
Community
Relations
x
3. Managing the Organization, Operations and
Resources
a) Manage the organization by effectively and efficiently
analyzing and organizing resources, processes and
systems to support teaching and learning and
organizational effectiveness.
b) Manage operations within the structure of Georgia
public education rules, regulations and laws through
implementation of a comprehensive organizational
development process.
x
c) Analyze and organize resources, processes and
systems to support teaching, learning, and organizational
effectiveness.
x
d) Create, implement and monitor a budget based on
Georgia's educational funding procedures that supports
teaching and learning and organizational effectiveness.
x
x
x
x
x
x
x
e) Provide and maintain facilities that support teaching
and learning.
x
f) Recruit, hire and retain qualified personnel to support
teaching and learning and organizational effectiveness
and to dismiss those who have demonstrated
unsatisfactory performance.
x
x
x
4. Diverse Comm Interests, Mngt Conflict, Mobilizing
Comm Resources
a) Collaborate with families and other community
members to increase involvement in school decisionmaking processes to have a positive effect on student
learning.
b) Respond to community interests and needs by
collecting and organizing formal and informal information
from multiple stakeholders to inform district decisionmaking.
D:\99029678.doc
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x
x
x
x
PSC/NCATE/ELCC
Standards
EDL 7100
Leadership
Theory &
Practice
c) Mobilize community resources to solve problems of
common concern to the school and the community.
EDL 7305
Data
Analysis &
School
Improvement
EDL 7400
Leading
Professional
Learning &
Change
EDL 7405
Human
Resources
for School
Leaders
EDL 7500
Education
Law &
Policy
x
d) Communicate student and school progress, local
policies, Georgia law, and other important information to
stakeholders through a variety of media.
x
5. Integrity, Fairness, Legal, Ethical
a) Act with integrity by demonstrating behaviors that
affirm and communicate the importance of integrity and
ethics in all interpersonal contact.
x
b) Act fairly by modeling impartiality, sensitivity to
student diversity, community norms and values, and
ethical considerations in interactions with others.
x
x
x
x
d) Act legally by applying federal and Georgia statutes
and regulations as required.
6. Larger Political, Soc, Econ, Legal, & Cultural
Context
a) Develop a continuing dialogue with economic and
political decision-makers concerning the role of schools
and social and educational opportunities for children.
b) Build collaborative relationships with students,
parents, members of the school board, and other
community members that support improved social and
educational opportunities for children.
c) Influence the larger context through active
participation in political and policy decision-making in the
service of education, including proactive use of the legal
system to protect students’ rights and improve students’
opportunities.
Page 9
EDL 7600
School
Operations
&
Community
Relations
x
x
x
c) Act ethically by abiding by Georgia law, federal law,
the Georgia Code of Ethics for Educators and the rules
and regulations of the Georgia Department of Education
and Professional Standards Commission.
D:\99029678.doc
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
x
x
x
x
x
x
x
x
x
x
x
x
x
Board of Regents
Strands
EDL 7100
Leadership
Theory &
Practice
1. Curriculum
a)
Align a curriculum vertically and horizontally with the
state curriculum standards including CEC, TESOL, and
WIDA standards.
b)
Integrate curricula to make connections within and
across subject areas including ESOL and SPED areas.
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
EDL 7400
Leading
Professional
Learning &
Change
x
x
c)
Audit a curriculum to determine the level of
expectation and depth of understanding required for all
students.
d)
Engage teachers in cooperative planning for
curriculum implementation to ensure agreement on core
content and required student performances.
x
x
e)
Monitor and evaluate the implementation of a
standards-based curriculum.
x
x
f)
Use action research to review performance data and
student work to refine curriculum implementation and
innovation.
2. Instruction
a)
Engage teachers in cooperative work to design,
monitor and revise instruction to ensure that students
achieve proficiency on state curriculum standards and
system expectations for learning.
x
x
b)
Lead others in the use of research-based learning
strategies and processes.
x
c)
Use techniques such as observation protocols to
document that teachers use:
x
* Student work that reflects achievement of state
curriculum standards.
x
* Differentiated instruction to accommodate student
learning styles, special needs and cultural backgrounds.
x
* Strategies to elicit higher order thinking skills and
processes, including critical thinking, creative thinking, and
self-regulation.
* Flexible grouping based on effective diagnosis and
formative assessment.
D:\99029678.doc
EDL 7305
Data
Analysis &
School
Improvement
x
x
Page 10
x
x
EDL 7405
Human
Resources
for School
Leaders
EDL 7500
Education
Law &
Policy
EDL 7600
School
Operations
&
Community
Relations
Board of Regents
Strands
EDL 7100
Leadership
Theory &
Practice
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
EDL 7305
Data
Analysis &
School
Improvement
EDL 7400
Leading
Professional
Learning &
Change
* Innovative strategies to address individual learning
needs.
x
d) Promotes the use of technology to support student
mastery of Georgia performance standards.
x
x
e) Lead others in a collaborative process to set high
expectations for all learners.
x
x
f)
Lead others in a collaborative process to set and use
benchmarks and rubrics to generate student efficacy and
responsibility.
3. Assessment
a)
Engage teachers in the use of assessment data to
design and adjust instruction to maximize student learning
and achievement.
b)
Use protocols to engage teachers in collaboration to
determine desired results and to design assessment
practices which are consistent, balanced, and authentic.
c)
Use protocols to engage teachers in review of
student work products and performances used to adjust
instruction.
d) Promote the use of a variety of effective and
balanced assessment techniques to control for bias.
x
x
x
x
x
e)
Engage teachers in the use of formative assessment
to provide effective and timely feedback on achievement of
curriculum standards.
f)
Engage teachers in the collaborative analysis of
assessment data to plan for continuous improvement for
each student, subgroup of students, and the school as a
whole.
x
x
4. Data Analysis
a)
Systematically collect and analyze multiple sources
of data and use them to:
* Identify improvement needs.
* Determine root causes of performance problems.
* Determine a course of action.
* Monitor progress at frequent and regular intervals.
* Celebrate accomplishments.
D:\99029678.doc
x
Page 11
x
x
x
x
x
x
x
x
EDL 7405
Human
Resources
for School
Leaders
EDL 7500
Education
Law &
Policy
EDL 7600
School
Operations
&
Community
Relations
Board of Regents
Strands
EDL 7100
Leadership
Theory &
Practice
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
b)
Develop an appropriate presentation for an
internal/external audience based on analysis of multiple
sources of data.
EDL 7400
Leading
Professional
Learning &
Change
EDL 7405
Human
Resources
for School
Leaders
x
x
x
c)
Analyze data from multiple sources to inform a
decision about curriculum, assessment, and instruction.
x
d) Analyze data from multiple sources (including
attention to WIDA standards) for comprehensive school
improvement planning.
x
x
e)
Use technology tools for data analysis.
5. Organizational Culture
a)
Select or develop and use instruments designed to
analyze beliefs, processes, and structures in a school or
district that support or impede rigor in teaching and
learning.
x
b)
Develop action plans to address the results of an
analysis of the school or system culture.
x
c)
Develop and implement processes and structures
that support a pervasively academic climate within a
culture with high expectations for all students and adults.
d) Engage participants in collaborative work and provide
support systems that personalize work and learning for
both students and adults.
e)
Develop and implement distributed leadership as
part of the process of shared governance.
x
x
x
x
x
x
f)
Lead teachers to accept collective responsibility for
school improvement and the learning and achievement of
all students.
6. Professional Learning & Development
a)
Lead job-embedded professional learning that aligns
with school improvement goals and supports student
achievement.
b)
Apply knowledge about adult learning to develop and
implement structures that support adult learning and
collaboration.
c)
Evaluate the implementation and impact of
professional learning on teacher practices, continuous
school improvement, and student learning.
D:\99029678.doc
EDL 7305
Data
Analysis &
School
Improvement
x
x
x
x
x
x
Page 12
EDL 7500
Education
Law &
Policy
EDL 7600
School
Operations
&
Community
Relations
Board of Regents
Strands
EDL 7100
Leadership
Theory &
Practice
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
EDL 7305
Data
Analysis &
School
Improvement
d) Provide and protect time for job-embedded
professional learning, such as mentoring, coaching,
feedback, study groups, peer observation and learning
teams.
EDL 7400
Leading
Professional
Learning &
Change
EDL 7405
Human
Resources
for School
Leaders
x
e)
Model continuous learning by developing and
maintaining a personal plan for self-improvement.
x
7. Performance Management & Process Improvement
a)
Lead the collaborative development or revision of the
vision, mission, and values/beliefs that will guide and
inform the continuous improvement.
x
x
b)
Link individual and organizational goals,
performance, and results.
x
x
c)
Develop measurable school-wide, grade-level, and
teacher goals that focus on student achievement.
x
x
d) Monitor the implementation of the school
improvement or strategic plan and its impact on student
achievement using an accountability system.
x
x
x
x
e)
Use appropriate performance management tools and
processes to plan, measure, monitor and communicate
about improvement
x
f)
Identify and address barriers to leader, faculty and
staff performance.
X
g)
Provide interventions to address underperformance
of leaders, faculty and staff.
x
X
h)
Identify and map core school/system processes and
plan for their improvement.
x
x
x
x
x
i)
Lead the analysis of school processes to determine
their impact on learning time and plan for their
improvement.
j)
Develop and implement high performance teams,
such as school improvement teams, to improve school
processes and performance.
x
x
k)
Use improvement results to make recommendations
for continuation and/or modification of plans and
processes.
l)
Develop and implement a succession plan for
continuity and sustained effectiveness of the organization.
D:\99029678.doc
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x
x
x
x
EDL 7500
Education
Law &
Policy
EDL 7600
School
Operations
&
Community
Relations
Board of Regents
Strands
EDL 7100
Leadership
Theory &
Practice
m) Use technology to support core system processes.
8. Managing Operations
a)
Organize a safe, orderly, and engaging learning
environment, including facilities, that reflects state, system
and local school rules, policies, and procedures.
b)
Manage operations within the structure of Georgia
public education rules, regulations, and laws and the
Georgia Code of Ethics for Educators.
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
EDL 7305
Data
Analysis &
School
Improvement
x
x
EDL 7400
Leading
Professional
Learning &
Change
x
c)
Work collaboratively to implement fiscal policies that
equitably and adequately distribute all available resources
to support success of all students.
d) Develop a budget that aligns resources with databased instructional priorities.
EDL 7500
Education
Law &
Policy
EDL 7600
School
Operations
&
Community
Relations
x
x
x
x
x
x
x
x
EDL 7405
Human
Resources
for School
Leaders
x
e)
Recruit, select and hire highly qualified and effective
personnel (including those who teach English Language
Learners).
x
x
f)
Retain effective personnel by ensuring positive
working conditions.
x
g)
Assess the school/district reporting system to ensure
Georgia and federal requirements are met, including the
filing of academic progress and maintaining clear, written
documentation of legal issues.
x
h)
Promote technology to support administrative
processes.
x
i)
Organize a school/system that reflects leadership
decisions based on legal and ethical principles to promote
educational equity.
9. Leading Change
a)
Drive and sustain change in a collegial environment
focused on a continuous improvement model that supports
all students meeting high standards.
x
x
x
x
b)
Utilize change theory to successfully initiate and
sustain a change effort.
x
x
c)
Nurture faculty, staff and stakeholders as they
engage in the change processes
x
x
x
x
d) Build buy-in from faculty, staff and stakeholders for
change implementation.
D:\99029678.doc
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x
x
Board of Regents
Strands
EDL 7100
Leadership
Theory &
Practice
e)
Develop strategies to engage stakeholders in the
change process.
x
10. Relationship Development
a)
Develop and lead communication strategies to
support the school’s goals and student achievement.
x
b)
Establish and maintain effective working
relationships with governing agencies, such as a local
board of education and the Georgia Department of
Education.
c)
Actively engage parents, community, and other
stakeholders in school decision-making and problemsolving processes to have a positive effect on student
learning and to achieve the system’s vision.
EDL 7200
Leadership
in
Curriculum,
Instruction
&
Assessment
EDL 7305
Data
Analysis &
School
Improvement
EDL 7400
Leading
Professional
Learning &
Change
EDL 7405
Human
Resources
for School
Leaders
EDL 7500
Education
Law &
Policy
x
EDL 7600
School
Operations
&
Community
Relations
x
x
x
x
x
x
d) Establish expectations for school councils and
facilitate council leadership.
x
e)
Establish mechanisms and structures for continuous
feedback from all stakeholders and use feedback for
continuous improvement.
x
f)
Mobilize community resources to strengthen
schools, families and student learning and engage the
community in understanding and supporting the
educational process of all students including those from
culturally and linguistically diverse backgrounds and other
underrepresented populations.
x
x
g)
Recognize and provide culturally-responsive
practices to multicultural and ethnic needs in the
organization and the community.
x
h)
Advocate for policies and programs that promote the
success for all students.
x
x
i)
Model impartiality, sensitivity to student diversity,
community norms and values and ethical considerations in
interactions with others.
j)
Identify and analyze conflict and implement
strategies for managing conflict.
x
k)
Develop and implement a plan that influences the
larger political, social, economic, legal, and cultural context
to advance student and teacher success.
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x
Page 15
x
x
x
x
x
x
x
Attachment B
Educational Leadership – Certificate Program
Assessment System
This chart is designed to 1) identify the assessments that will be used to verify how your candidates meet SPA/PSC/PTEU standards, 2) the
course or field experience in which the assessment is required, 3) the semester the course is scheduled, and 4) faculty who teach the course or
supervise the experience. This form should be completed at mid-term the preceding semester and distributed to all full-time and part-time
faculty who have responsibilities in professional education course work/supervision. Please send a copy to Beverly Mitchell
(bmitchel@kennesaw.edu) each semester.
Type of Assessment
1 – ELCC [licensure
assessment, or other
content-based assessment]
– Required
- WHAT –
- WHERE -
- WHEN –
- WHO –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric
in C & W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/Assessment is
Offered (check)
Faculty Responsible for
Course/Assessment
___Summer 09
GACE – Educational
Leadership Assessment
EndPoint
(Students are strongly advised
to wait until the end of the
program to take the GACE.
However, it is possible that
some students will choose to
take it earlier in their program.
Therefore, GACE scores will
have to be collected each
semester.)
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
PAAR: Knowledge Base
for Leadership
2 – ELCC [assessment of
content knowledge in
educational leadership] –
1
2
GPA
EndPoint
___Fall 09
_X_Spring 09
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office of
Associate Dean, Assessment
and Accreditation
Data provided by Office of
Associate Dean, Assessment
and Accreditation
__Summer 09
Examples: CPI, ISLA, PNR, Major Project, Lesson Plan – TOSS, etc
Indicate the point in the program when assessment is administered (e.g. course, decision point (eg, admission to TOSS, midpoint, end of program, etc)
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Type of Assessment
- WHAT –
- WHERE -
- WHEN –
- WHO –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric
in C & W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/Assessment is
Offered (check)
Faculty Responsible for
Course/Assessment
Required
___Fall 09
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
_X_Spring 10
PAAR: None
3 – ELCC [Assessment of
ability to develop
supervisory plan for
classroom-based
instruction] – Required
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
a) Instructional Supervision
Assessment (ISA)
EDL 7400
Leading Professional Learning
& Change
b) EDL Certificate
Instructional & Supervision
Assessment (ISA)
(Redesign)
___Summer 09
_X__Fall 09
_X_Spring 10
PAAR: Instruction
4 – ELCC [assessment of
internship/clinical
practice] – Required
a) Candidate Performance
Instrument (CPI)
Midpoint (2nd semester)
Endpoint (3rd semester)
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
b) EDL Certificate – Mentor
2nd Semester (Redesign)
and
EDL Certificate – Mentor
3rd Semester (Redesign)
(Collected by advisor and input
into C&W)
PAAR: Optional
Institutional Assessment
#1
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___Summer 09
_X__Fall 09
_X__Spring 10
Type of Assessment
5 - ELCC [assessment of
candidate effects on
student learning] –
Required
- WHAT –
- WHERE -
- WHEN –
- WHO –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric
in C & W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/Assessment is
Offered (check)
Faculty Responsible for
Course/Assessment
a) Impact on Student
Learning (ISLA)
EDL 7305
Data Analysis & School
Improvement
b) EDL Certificate ISLA
(Redesign)
___Summer 09
_X_Fall 09
NCATE Standard 1f:
Student Learning for Other
School Professionals
_X_Spring 10
PAAR: None
6 – ELCC [assessment of
application of content
knowledge] – Required
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
a) Portfolio Narrative
Rubric (PNR)
Endpoint
(Completed by the advisor)
b) EDL Certificate PNR
(Redesign)
___Fall 09
_X_Spring 10
PAAR: Optional
Institutional Assessment
#2
7 – ELCC [assessment in
organizational
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___Summer 09
a) Budget Development
& Analysis (BDA)
Page 18
EDL 7600
School Operations &
Community Relations
___Summer 09
Type of Assessment
management and
community relations] –
Required
- WHAT –
- WHERE -
- WHEN –
- WHO –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric
in C & W
b) EDL Certificate
Budget Development
Analysis (BDA)
(Redesign)
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/Assessment is
Offered (check)
Faculty Responsible for
Course/Assessment
___Fall 09
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
_X_Spring 10
PAAR: Managing
Operations
8 – ELCC [additional
assessment that addresses
ELCC standards] –
Optional
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
9 – PAAR: Curriculum
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
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a) School Community
Relations (SCR)
EDL 7600
School Operations &
Community Relations
b) EDL Certificate
School Community
Relations (SCR)
(Redesign)
___Summer 09
___Fall 09
_X_Spring 10
a) Curriculum Audit
Assessment (CAA)
EDL 7200
_X_Summer 09
Leading Curriculum, Instruction
& Assessment
b) EDL Certificate
Curriculum Audit
Assessment (CAA)
(Redesign)
_X_Fall 09
Page 19
Type of Assessment
- WHAT –
- WHERE -
- WHEN –
- WHO –
a) Actual Title of The
Assessment1
b) Actual Title of Rubric
in C & W
In What Course/Transition
Point The Assessment is
Administered2
Semester(s)
Course/Assessment is
Offered (check)
Faculty Responsible for
Course/Assessment
_X__Spring 10
10 – PAAR: Assessment
NCATE Standard 1e:
Knowledge and Skills for
Other School Professionals
11 – PAAR: Dispositions
for Leaders
NCATE Standard 1g:
Dispositions for All
Candidates
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a) Assessment for
Learning Analysis
(AFLA)
EDL 7200
_X_Summer 09
Leading Curriculum, Instruction
& Assessment
b) EDL Certificate
Assessment for
Learning Analysis
(AFLA) (Redesign)
_X_Fall 09
_X_Spring 10
Midpoint (2nd semester)
Endpoint (3rd semester)
a) Candidate
Disposition
Assessment (CDA)
b) EDL Certificate
CDA – Mentor 2nd
Semester (Redesign)
and
EDL Certificate
CDA – Mentor 3rd
Semester (Redesign)
(Collected by advisor and input
into C&W)
Page 20
___Summer 09
_X_Fall 09
_X_Spring 10
Attachment C
Field Experiences
&
Diversity Orientation
Course
EDL 7100
EDL 7200
EDL 7305
EDL 7400
EDL 7405
EDL 7500
EDL 7600
Field Experience Assignments
1. Leadership Evaluation
2. School Culture Analysis
3. School Improvement Plan Analysis
4. School Change Project
1. Curriculum Audit
2. Assessment for Learning Analysis
3. Implementing Protocols
4. Impact on Student Learning
1. Data Action Plan
1. Professional Learning Current Reality
2. NSDC Standards Assessment Inventory (SAI)
3. Professional Learning Action Plan
4. Instructional Supervision Assessment
1. Human Resources Project
1. Student Discipline Tribunal Exercise
2. Teacher Dismissal Exercise
3. Student Records Exercise
4. School Board Meeting
1. Facility Impact on Student Learning Survey
2. Completion of a PERT Chart
3. School Community Relations Plan
4. Budget Development Analysis
5. School Council Review
CD = Colleague Diversity
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SD = Student Diversity
Page 21
Diversity
Orientation
CD, SD
CD
SD
CD, SD
SD
SD
CD
CD, SD
CD
CD
CD
CD
CD
CD
CD
CD
SD
CD
SD
CD, SD
CD, SD
CD
CD
Attachment D
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.)
Diversity
P-12 Students
P-12 Faculty/Staff
Race/Ethnicity:
Asian
Black
Hispanic
Native American/Alaskan Native
White
Multiracial
Subgroups:
Students with Disabilities
Limited English Proficiency
Eligible for Free/Reduced Meals
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 E
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
Rating
Candidate believes in, values, and…
L1
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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L2
L3
L4
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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