02.09
EdS Concentration in traditional EDL
EDL 8720
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name: EDL 8720: Managing the Physical and the Fiscal
Environment /Educational Leadership Concentration in the Educational Specialist for Leadership
for Learning
Department: Educational Leadership
Degree Title (if applicable): EdS in Leadership for Learning
Proposed Effective Date: January 2010
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
xxx New Course Proposal
II, III, IV, V, VII
Course Title Change
I, II, III
Course Number Change
I, II, III
Course Credit Change
I, II, III
Course Prerequisite Change
I, II, III
Course Description Change
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
02.09
EdS Concentration in traditional EDL
EDL 8720
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number : EDL 8720
Course Title: Managing the Physical Environment
Prerequisites: Admission to Program
Description (or Proposed Degree Requirements)
During this course, the candidate will, along with the university faculty supervisor,
school/district mentor, and leadership coach, create a program of observation, research,
and involvement designed to gain an understanding into the role of managing resources
for instructional improvement and a safe school environment for learning.
III.
Justification
This course is an overview of resource management, focusing on school finance and
budgeting, emphasizing the responsibilities of principals and others at the building and
district level, and examining the issues of finance and budgeting integrated with instructional
issues and considerations of teaching and learning. The course examines the basic conceptual
issues in school finance, including the sources of funding for local schools, the basis of fiscal
federalism, and different conceptions of equity. It also includes the major programs of federal
and state funding and introduces budgets, the budgeting process, and the variances from state
to state and district to district. Through supervised practice at the building or district level,
candidates will examine through extensive literature reviews the issues of when resources are
effective at improving learning, how resources are used at the school and classroom levels,
and under what conditions expenditures are likely to be effective.
02.09
EdS Concentration in traditional EDL
EDL 8720
IV.
Additional Information (for New Courses only)
Instructor:
TBA
Text:
Guthrie, J. W., Springer, M. G., Rolle, R. A., & Houck, E. A. (2007). Modern education
finance and policy. Boston, MA: Allyn & Bacon. or
Odden, A. & Picus, L. (2000). School finance: A policy perspective (2nd ed.). McGrawHill.
and
Thompson, D. C., & Wood, R. C. (2005). Money and schools (3rd ed.). Larchmont, NJ:
Eye on Education.
Prerequisites: Admission to Educational Leadership Educational Specialist
Program
1.
2.
3.
4.
5.
6.
7.
8.
Objectives:
Use problem-solving skills and knowledge of strategic, long-range, and operational
planning (including applications of technology) in the effective, legal, and equitable
organization and management of fiscal and material resource allocation and alignment
that focuses on teaching and learning.
Demonstrate ability to manage, assess, and apply technology resources for business
procedures and scheduling.
Creatively seek new resources to facilitate learning.
Demonstrate effective organization of fiscal and material resources, giving priority to
student learning and safety, and demonstrate an understanding of district budgeting
processes and fiduciary responsibilities.
Explain the district system for financing public schools and its effect on the equitable
distribution of educational opportunities within a school or district.
Demonstrate ability to manage time effectively and to deploy financial resources in a way
that promotes student achievement.
Demonstrate ability to involve stakeholders in aligning physical resources and priorities
to maximize ownership and accountability.
Apply understanding of school district finance structures, models, and socio-economic
factors that impact students and communities to ensure that adequate financial resources
are allocated equitably for the school or district.
Instructional Method



Problem-Based Learning
Proficiency Examination
Cooperative Learning
02.09
EdS Concentration in traditional EDL
EDL 8720


Document-Based Inquiry
Case Study Analysis
Method of Evaluation
Dispositions Rubric
Activities Rubrics (Holistic and Analytic)
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
n/a
n/a
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
Environment
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Educational Leadership
EDL 8720
Managing the Physical and the Fiscal
3 hours
January 2010
Regular
n/a
n/a
APPROVED
________________________________________________
Vice President for Academic Affairs or Designee
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EdS Concentration in traditional EDL
EDL 8720
VII Attach Syllabus
Ed. D. Program
I.
COURSE: EDL 8720: Managing the Physical and Fiscal Environment
Credit: 3 Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Required Text
Guthrie, J. W., Springer, M. G., Rolle, R. A., & Houck, E. A. (2007). Modern education finance
and policy. Boston, MA: Allyn & Bacon.
or
Odden, A. & Picus, L. (2000). School finance: A policy perspective (2nd ed.). McGraw-Hill.
And
Thompson, D. C., & Wood, R. C. (2005). Money and schools (3rd ed.). Larchmont, NJ: Eye on
Education.
Supplemental Readings:
Readings as assigned
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EDL 8720
The literature about school finance focuses primarily on patterns of spending, inequalities, and
opinions about federal and state level funding. Very few address the issues of how principals and
other school leaders should think about budgeting. An effort to address the latter concern is
ongoing throughout the course and should be expected as an addition of new information
throughout your study of school finance.
Sources recommended for literature research:
Journal of Educational Finance
Educational Evaluation and Policy analysis
Economics of Education Review
JSTOR-www.jstor.org
V.
COURSE CATALOG DESCRIPTION
During this course the candidate will, along with the university faculty supervisor, school/district
mentor, and leadership coach, create a program of observation, research, and involvement
designed to gain an understanding into the role of managing resources for instructional
improvement and a safe school environment for learning.
VI.
JUSTIFICATION
The course 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 course is required of all
members of the EdS/EdD cohort in Educational Leadership. The course is taught 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 (Leithwood, Day,
Sammons, Harris, & Hopkins, 2006) and therefore, the tenets of Distributed School Leadership
Practice (Spillane, 2006), 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. Course 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.
02.09
EdS Concentration in traditional EDL
EDL 8720
Managing the Physical and Fiscal Environment
This course is an overview of resource management focusing on school finance and budgeting,
emphasizing the responsibilities of principals and others at the building and district level, and
examining the issues of finance and budgeting integrated with instructional issues and
considerations of teaching and learning. The course examines the basic conceptual issues in
school finance including the sources of funding for local schools; the basis of fiscal federalism;
and different conceptions of equity. It also includes the major programs of federal and state
funding and introduces budgets, the budgeting process, and the variances from state to state and
district to district. Through supervised practice a the building or district level, candidates will
examine through extensive literature reviews the issues of when resources are effective at
improving learning, how resources are used at the school and classroom levels, and under what
conditions expenditures are likely to be effective.
VII.
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: 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 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 doctoral program. The members of each cohort
will be linked in a similar way as they move through the program. The emerging technologies
02.09
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EDL 8720
will be utilized with the parallel expectation that participants demonstrate a high degree of
technological literacy in retrieving and sharing information and resources.
Educational Specialist and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Educational Specialist
and 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. 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, 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:
a. Fosters an organizational culture that facilitates development of a shared
vision, school improvement, and increased learning for all students.
b. Implements sustainable educational change and process improvement.
c. Creates 21st century learning environments that advance best practices in
curriculum, instruction, and assessment.
02.09
EdS Concentration in traditional EDL
EDL 8720
d. Engages in applied research that supports data-driven planning and decisionmaking for the improvement of schools and learning.
e. Builds collaborative relationships, teams, and community partnerships that
communicate and reflect distributed leadership for learning.
f. Embraces diversity by demonstrating intercultural literacy and global
understanding.
g. Facilitates professional learning and development that enhance and improve
professional practice and productivity.
h. Exercises professionalism and ethical practice.
EDL Course Objectives (KSD)
1. Use problem-solving skills and
knowledge of strategic, long-range, and
operational planning (including
applications of technology) in the
effective, legal, and equitable
organization and management of fiscal,
and material resource allocation and
alignment that focuses on teaching and
learning
KS
2. Demonstrate ability to manage,
assess, and apply technology resources
for business procedures and scheduling
KS
3. Creatively seek new resources to
facilitate learning
KS
4. Demonstrate effective organization of
fiscal, and material resources, giving
priority to student learning and safety,
and demonstrate an understanding of
district budgeting processes and
fiduciary responsibilities
KS
5. Explain the district system for
financing public schools and its effect on
the equitable distribution of educational
opportunities within a school or district
KS
EdS/EdD
GLISI
ELCC
BOR
PTEU Leader Roles Standards Strands
Performanc
e Outcomes
a, h, d
Operations
3
Process
Improvement
8
7
a, b
Operations
3
8
a, b
Operations
3
8
a, b, d
Operations
3
8
a, b, f
Operations
6
8
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EdS Concentration in traditional EDL
EDL 8720
6. Demonstrate ability to manage time
effectively and to deploy financial
resources in a way that promotes student
achievement
KSD
7. Demonstrate ability to involve
stakeholders in aligning physical
resources and priorities to maximize
ownership and accountability
KS
8. Apply understanding of school district
finance structures, models, and socioeconomic factors that impact students
and communities to ensure that adequate
financial resources are allocated
equitably for the school or district
KSD
IX.
a, b
Operations
3
8
e, b
Operations
3
8
5
3
8
Relationship
a, b
Operations
COURSE REQUIREMENTS AND ASSIGNMENTS:
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
Reflective Journal: Using “reflect-in” and “reflect-on” strategies, candidates will maintain a
weekly journal reflecting on their experiences and learning (Schon, 1991)
Theoretical Framework Support:
Assessment:
Course Objectives:
Schön, D. A. (1991). The reflective turn: Case studies in
and on educational practice,
Holistic
All objectives
Theoretical Framework Support for All Activities Below:
Refer to the related websites and references included at the end of the syllabus for research
support.
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EDL 8720
Required Activities:
Legal Theory Project: Investigate the legal theory behind adequacy lawsuits, examining how
courts have interpreted the education clauses in state constitutions over the past 35 years.
Specifically:
 What broad changes have occurred in school funding as a result of litigation, especially in
Georgia?
 Develop arguments for and against full state funding of education in Georgia
Theoretical Framework:
Assessment:
Course Objectives:
GLISI Performance Modules; GLISI Competency
Models.
Rubric
1, 5, 6, 8
Development of School Finance Project: Trace the development of the school finance program
in Georgia through the various stages. Indicate areas or aspects of the program that may still be
in some of the earlier stages, such as vouchers. Describe the manner in which resources for
education are distributed.
State Comparison Project: Using the web as the primary research tool, select 3-5 states for an
in-depth comparison of financing public schools (excluding higher education) over the past 10
years. The study will include:
 School funding formula: Describe the manner in which resources for education are
distributed.
 Compare the political perspectives on school finance for each state.
 Identify the litigation, both state and federal, that influenced funding for each state.
 Identify any resolved issue(s) in school funding for each state.
Theoretical Framework:
Assessment:
Course Objectives:
GLISI Performance Modules; GLISI Competency
Models
Rubric
1, 4, 6, 8
Five Year Facility Plan: This Five Year Facility Plan activity will extend through an entire
semester and is intended to be an activity performed at the school district level. The plan is a
mandate from Georgia Department of Education. Every school district is required to develop one
in every five years. An update of the plan needs to be done every year. District personnel
involved in this activity includes Assistant Superintendent of School Business, School Facility
Director, Purchasing Director, Finance Director, Community Relations Director and School
Maintenance Director. The purpose of the activity is for candidates to become familiar with the
Five Year Facility Plan and how it relates to the improvement of educational facilities in the
school district. Furnish full report of the investigation. (Field Experience Activity)
Specifically:
02.09
EdS Concentration in traditional EDL
EDL 8720






Discuss with the School Facility Director or Assistant Superintendent of School Business
about your assignment in this EdS program and request permission to access the district Five
Year Facility Plan.
Review the Five Year Facility Plan and write a detailed report describing the components of
the plan and how each component correlate with others.
Interview the School Facility Director or Assistant Superintendent of School Business to
understand the purpose, the development process, the implementation, and the yearly update
of the plan. Determine how funding for educational facilities is pursued in your school
district in addition to state funds secured through the Five Year Facility Plan implementation.
Investigate the justifications for new school construction and school renovation projects.
Investigate the process of funding application for school construction projects: the needs, the
allotment, the bond referendum, the SPLOST, and the lottery funds.
Determine the best time to construct a new school building in terms of educational needs,
state allotment availability, climate for bond referendum and additional resources.
Theoretical Framework:
Assessment:
Course Objectives:
GLISI Performance Modules; GLISI
Competency Models.
Rubric
1-8
Presentation Project: For this assignment, critically analyze one of the following issues facing
school districts today. Each issue has positive and negative points of view. Include the following
in your 30 minute presentation using some form of a visual – preferably using technology (PPT,
Excel Spread Sheet, etc).





Identify the issue(s)
Research the topic and present the important findings (cite sources as appropriate)
Describe the positive and negative points of view
Persuade the audience (class) of own point of view
Provide appropriate answers to questions
Please select from the following topics or propose a new topic with the approval of your
instructor:
A. Equalization of Dollars for School Districts
 Rich v. Poor Districts
 What does the law in Georgia say?
 What equity issues are there?
 How does Georgia equalize?
 How can equity and fairness be achieved?
 What does the research say?
 As a Principal/Superintendent what is your opinion?
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EdS Concentration in traditional EDL
EDL 8720
B. School Choice – What is it?
 What kinds of school choice exist in the United States?
 In Georgia?
 How does it affect families?
 What is the financial impact on the school district?
 What successful (if any) models are there?
 Who supports it – who opposes it?
 As a Principal/Superintendent, what is your opinion?
C. Contracting Services Outside the School District?
 What is contracting?
 Describe what issues a school district should consider before contracting out services?
 What programs can/cannot be contracted?
 What does the research say about contracting services outside the school district?
 Does contracting save money?
 As a Principal/Superintendent, would you recommend contracting services outside your
district?
D. Technology – what is the Return on Investment?
 What are the educational and political issues surrounding technology?
 What educational gains are found in the research?
 What financial considerations must a Superintendent consider?
 Recommend the salient features of a sound technology plan.
 How should it be funded?
 How should the value of technology be measured?
 As a Principal/Superintendent, what should districts do with technology?
E. School Mandates – Funded, Partially Funded, Unfunded
 What mandates do school districts have?
 Who has mandated them?
 Why have mandates?
 Are they good or bad for the district? For the students?
 What options do Superintendents have?
 To what extent do mandates impact your district?
 As Superintendent, do you support new or fewer mandates? Prepare to defend your
position.
F. Measuring Accountability
 How does one know if your school district is succeeding?
 What measures should be employed?
 What does the research say about tying financial reward or punishment for academic
achievement?
 What successful/unsuccessful programs have been employed in Georgia?
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EDL 8720

As a Principal/Superintendent, what would you recommend?
G. Georgia’s IE2 Partnership Contract
 What is it?
 How does it work?
 What school districts are utilizing it? How are they utilizing it?
 What are the good points?
 What are the bad points?
 What are the costs or savings?
 How many children were served or participated during the year? Find the same date for
your state.
 As Superintendent, would you recommend it to your School Board?
H. Transportation
 What are the guidelines and restrictions established by state and federal legislations?
 How is it regulated on a state-wide basis?
 What is the impact on school district budgets?
 How is special education transportation appropriated?
 What other additional costs – video cameras, aides, field trips, athletics – are included in
the total budget?
 As Superintendent, what would you recommend for transportation allocation?
I. School Food Services
 What are the federal guidelines under National School Lunch Program (NSLP) for public
and private schools?
 Is it self-sufficient and efficiently managed in your district?
 What revenues are received from US Dept. of Agriculture?
 What commodities and bonus commodities do schools receive?
 In the Federal Register, what are the eligibility requirements for free and reduced
breakfast and lunches?
 Why does Alaska and Hawaii receive higher reimbursement rates as compared to the
other states?
 As a Principal//Superintendent, how would you recommend to monitor the management
of the Food Services Department in your school/district?
Theoretical Framework Support:
GLISI Performance Modules - Operations
Assessment:
Rubric
Course Objectives: 1,4,5,8
X.
EVALUATION AND GRADING:
Evaluation:
Reflective Journal
Legal Theory Project
20%
20%
02.09
EdS Concentration in traditional EDL
EDL 8720
Development of School Finance Project
Project Presentation
Participation and Preparation*
20%
20%
20%
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
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 organizational setting as they continue their professional careers.
The university supervisor and the 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).
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EDL 8720
XI.
TENTATIVE COURSE OUTLINE **
Note: This course meets on eight week (8) from 5:00 p.m. – 10:00 p.m.
Date
Activity
Week 1 Overview of course and Introduction of Managing Resources
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
XII.
School funding and finance. State comparisons
Developing a five year plan
Mandates and funding
School Choice
Contracting services and technology
Food and Transportation
Final Exam. Projects due
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 and 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.
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EDL 8720
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 course 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
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.
Using technology during seminar (laptops, cell phones, etc.) to check personal e-mail or engage
in activities not associated with 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.
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EDL 8720
XIII. REFERENCES AND BIBLIOGRAPHY
Baker, B., Green, P., & Richards, C. (2008). Financing education systems. Upper Saddle River,
NJ: Prentice-Hall.
Brimley, V., Jr. & Garfield, R. R. (2008). Financing education in a climate of change. Boston,
MA: Allyn & Bacon
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
Guthrie, J. W., Springer, M. G., Rolle, R. A., & Houck, E. A. (2007). Modern education finance
and policy. Boston, MA: Allyn & Bacon.
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.
Rice, J. (2004). Equity and efficiency in school finance reform: Competing or complementary
goods? Peabody Journal of Education, 79(3), 134-151.
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
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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.
Verstegen, D. (2007). Has adequacy been achieved? A study of finance and costs after a decade
of court-ordered reform. Journal of Education Reform, 32(3), 304-327.
West, M. & Petersen, P. (Eds.). (2007). School money trials: The legal pursuit of educational
adequacy. Washington, D. C.: Brookings Institute Press.
Wheatley, M. J. (2007). Finding our way: Leadership for an uncertain time. San Francisco, CA:
Berrett-Koehler Publishers, Inc.
Whitmore, J. (2005). Coaching for performance. London: Nicholas Brealey Publishing.
Websites for General Information:
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
Websites Specific To Projects in the Syllabus:
http://cef.org/NEWWEBPAGE/Budget%20Responses/CEF%20Budget%20Responses%20FY09
.pdf
Budget Responses: Fiscal Year 2009
http://nces.ed.gov/EDFIN/
Education Finance Statistics Center: Financial information on public K-12 education. Site
includes data and graphs, litigation, cost adjustments, searchable public school district finance
data for peer comparison, and education finance data publication.
http://www.census.gov/govs/www/school.html
U.S. Census Bureau’s Federal, State, and Local governments Public Elementary and Secondary
Education Finance Data: Public elementary-secondary education finance data that includes
revenues, expenditures, debt, and assets of elementary and secondary public school systems.
These data are available in downloadable files and viewable tables listed by year.
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EDL 8720
http://www.charterresource.org/
National Resource on Charter Schools
http://www.crpe.org/cs/crpe/view/projects/3
School Finance Redesign Project
All documents available – free
http://www.crpe.org/cs/crpe/download/csr_files/pub_sfrp_weights_jun08.pdf
What is the Sum of the Parts?
http://www.crpe.org/cs/crpe/download/csr_files/sfrp_interimreport_hill.pdf
The School Finance Redesign Project: A Synthesis of Work to Date
http://www.crpe.org/cs/crpe/view/csr_pubs/188
The Importance of Methodology in Teasing Out the Effects of School Resources on Student
Achievement
http://csef.air.org
Center for special Education Finance: The Special Education Expenditure Project: Nationally
representative study of special education spending. Links for publication in PDF
http://www.ncsl.org/programs/educ/ed_finance/index.cfm
http://www.ncsl/org/programs/educ/ed_finance/index.cfm#test
State information: Information for legislators, legislative staff, and other researchers concerning
the funding of K-12 education in the United Stat