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EDL 8740
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name: EDL 8740: Professional Learning/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:
xxx New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
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 8740
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 8740
Course Title: Professional Learning
Prerequisites: Admission to Program
Description (or Proposed Degree Requirements): This course focuses on developing
leaders who can develop, implement, and monitor professional learning programs and
activities that are meaningful and job-embedded, and that provide follow-up support.
III.
Justification
This course is based on the premise that professional learning is most powerful and
sustainable when it is job-embedded, meaningful, and has follow-up. Collaboration and
professional learning communities provide opportunities for teachers and administrators to
engage in exploration of research-based innovations that are linked to improved student
achievement. Reflecting on practice, developing action research projects based on observed
student needs, instructional supervision, and mentoring are all vehicles for supporting
meaningful engagement in professional growth that translates into long term change in
practices (DuFour, Dufour, Eaker, & Karhanek, 2004; Glickman, 2002; Gordon , 2004).
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EDL 8740
IV.
Additional Information (for New Courses only)
Instructor:
TBA
Text:
Gordon, S. P. (2004). Professional development for school improvement: empowering learning
communities. Boston, MA: Pearson/Allyn and Bacon.
DuFour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). What ever it takes: How professional
learning communities respond when kids don’t learn. Bloomington, IN: National
Education Service.
Woolfolk, A. & Hoy, W. K. (2008). Instructional leadership: A research based guide to learning
in schools (3rd ed.). Boston, MA: Pearson/Allyn and Bacon.
Prerequisites: Admission to Educational Leadership Educational Specialist
Program
1.
2.
3.
4.
5.
6.
Objectives:
Demonstrate the ability to implement well-planned, context-appropriate professional
development programs based on reflective practice and research on student learning
consistent with the school’s vision and goals.
Demonstrate ability to use and promote technology and information systems to improve
curriculum & instruction and provide staff assistance needed for improvement.
Demonstrate the ability to use strategies such as observations, collaborative reflection,
and adult learning strategies to form comprehensive professional growth plans with
teachers and other school personnel, focusing on authentic problems and tasks,
mentoring, coaching, conferencing, and other techniques that promote new knowledge
and skills in the workplace.
Demonstrate ability to promote a positive school culture that rewards and recognizes
teaching accomplishments that lead to improved learning for students and that capitalize
on multiple aspects of diversity to meet the learning needs of all students.
Develop and implement personal professional growth plans that reflect commitment to
life-long learning.
Demonstrate knowledge to facilitate and engage school and district personnel in activities
that use best practices and sound educational research to improve instructional programs
and student learning.
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EDL 8740
Instructional Method





Problem-Based Learning
Proficiency Examination
Cooperative Learning
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
(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 prerequisites
Educational Leadership
EDL 8740
Professional Learning
3 hours
January 2010
Regular
n/a
n/a
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EDL 8740
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
EdS Program
I.
COURSE EDL 8740: Professional Learning
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
CLASS MEETINGS
Dates: TBA
E-Mail:
Office Hours:
Day/Times: TBA
Bldg/Room:
TBA
TEXTS & READINGS:
Suggested Text:
Gordon, S. P. (2004). Professional development for school improvement: empowering learning
communities. Boston, MA: Pearson/Allyn and Bacon.
DuFour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). Whaever it takes: How professional
learning communities respond when kids don’t learn. Bloomington, IN: National
Education Service.
Woolfolk, A. & Hoy, W. K. (2008). Instructional leadership: A research based guide to learning
in schools (3rd ed.). Boston, MA: Pearson/Allyn and Bacon.
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EDL 8740
Supplemental Readings:
Readings as assigned
V.
COURSE CATALOG DESCRIPTION
This course focuses on developing leaders who can develop, implement, and monitor professional learning
programs and activities that are meaningful and job-embedded, and that provide follow-up support.
VI.
JUSTIFICATION
This 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 and coached by faculty with expertise in school leadership, collaboration,
and diversity. Topics are presented in an integrated manner, such that school transformation is seen as whole school
reform initiative (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.
Professional Learning
This course is based on the premise that professional learning is most powerful and sustainable when it is jobembedded, meaningful, and has follow-up. Collaboration and professional learning communities provide opportunities
for teachers and administrators to engage in exploration of research-based innovations that are linked to improved
student achievement. Reflecting on practice, developing action research projects based on observed student needs,
instructional supervision, and mentoring are all vehicles for supporting meaningful engagement in professional growth
that translates into long term change in practices (DuFour, Dufour, Eaker, & Karhanek, 2004; Glickman, 2002; Gordon
, 2004).
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
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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 communityat-large. Through this collaboration with professionals in the university, the public and private schools, parents and
other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to
high levels of learning.
Use of Technology: Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the program, and all candidates
must be able to use technology to improve student learning and meet Georgia Technology Standards for Educators.
During the EdS/EdD program, candidates will be provided with opportunities to explore and use instructional media.
They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and they will
develop the confidence to design multimedia instructional materials, and create WWW resources.
The students will be linked through WebCT Vista and via a listserv that will be utilized in processing the
comprehensive experiences of the educational specialist and doctoral program. The members of each cohort will be
linked in a similar way as they move through the program. The emerging technologies will be utilized with the
parallel expectation that participants demonstrate a high degree of technological literacy in retrieving and sharing
information and resources.
Educational Specialists and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Doctorate of Education
program in the Bagwell College of Education reflect the unique aspects of this degree.
Collaboratively developed by faculty from across the university and in consultation with
community/school partners, these outcomes and proficiencies delineate the high expectations we
have for graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the
complex nature of student learning in advanced degree programs leading to a terminal degree.
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
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EDL 8740
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:
1. Fosters an organizational culture that facilitates development of a shared
vision, school improvement, and increased learning for all students.
2. Implements sustainable educational change and process improvement.
3. Creates 21st century learning environments that advance best practices in
curriculum, instruction, and assessment.
4. Engages in applied research that supports data-driven planning and decisionmaking for the improvement of schools and learning.
5. Builds collaborative relationships, teams, and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embraces diversity by demonstrating intercultural literacy and global
understanding.
7. Facilitates professional learning and development that enhance and improve
professional practice and productivity.
8. Exercises professionalism and ethical practice.
EDL Course Objectives (KSD)
1. Demonstrate the ability to implement wellplanned, context-appropriate professional
development programs based on reflective
practice and research on student learning
consistent with the school’s vision and goals.
(KS)
2. Demonstrate ability to use and promote
technology and information systems to
improve curriculum & instruction and provide
staff assistance needed for improvement.
(KS)
EdS/EdD PTEU
Performance
Outcomes
1, 5, 6
3
GLISI Leader
Roles
ELCC
Standards
BOR
Strands
Learning &
Performance
1, 2, 4
2, 5
2, 3
1-6
Curriculum,
Assessment,
and
Instruction
(CAI)
Learning &
Performance
Operations
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EDL 8740
3. Demonstrate the ability to use strategies
such as observations, collaborative reflection,
and adult learning strategies to form
comprehensive professional growth plans with
teachers and other school personnel focusing
on authentic problems and tasks, mentoring,
coaching, conferencing, and other techniques
that promote new knowledge and skills in the
workplace.
(KS)
4. Demonstrate ability to promote a positive
school culture that rewards and recognizes
teaching accomplishments that lead to
improved learning for students and
that capitalize on multiple aspects of diversity
to meet the learning needs of all students.
(KSD)
5. Develop and implement personal
professional growth plans that reflect
commitment to life-long learning.
(KSD)
6. Demonstrate ability to facilitate and engage
school and district personnel in activities that
use best practices and sound educational
research to improve instructional programs
and student learning.
(KSD)
IX.
3, 4, 5, 7
Relationship
Learning &
Performance
2, 4
2, 5, 6,
1, 6, 8
Change
Relationship
2, 5
2, 5, 6, 9
7
Change
1, 2, 5
2, 3, 5, 6, 9,
2, 3, 4
Performance
Data Analysis
2
1-6
COURSE REQUIREMENTS AND ASSIGNMENTS:
Attendance and Participation: Attendance with participation in all university and school/system based activities is
required for successful completion of course and field-based activities.
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
Personal Self-Improvement Plan: The candidate will develop a personal plan for self-improvement. Specifically,
the plan will include:
 Personal goals
 Timeframe for completion
 Specific strategies
 Resources
 Evaluation of goals completion
 Reflection on performance as related to feedback from coaching
Theoretical Framework Support: Sue-Chan & Latham (2004); Whitmore, (2005).
Assessment:
Rubric
Objective:
5
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EDL 8740
School wide (or System) Professional Development Needs Assessment: The candidate will conduct a needs
assessment to determine school wide professional development needs and will develop an action plan to meet those
needs. The plan will include a SWOT Analysis to identify and address barriers to leader, faculty and staff
performance and to determine needs for addressing diversity among students and faculty.
(Field Experience Activity)
Specifically, the plan will address:
 Goals and objectives for the plan
 Plan of action to address most critical needs
 Instruments and procedures for gathering data
 Timeline for completion of the assessment
 Stakeholders (school, community, students, etc)
 School diversity plan; specifically how needs of diverse student populations met
 Instructional strategies and culturally responsive practices
 Procedures for analyzing data
 Follow-up measures for evaluating outcomes
 Align Professional Learning with school/district vision.
Theoretical Framework Support:
Assessment:
Objectives:
DuFour, Dufour, Eaker, & Karhanek (2004); Gordon, S. P. (2004);
Oliva (2005);
Needs Assessment Project (http://www.needsassessment.uillinois.edu/); Planning and Conducting Professional
Development that Makes a Difference: A Guide for School Leaders
(SREB, 2000); GLISI Performance Modules; GLISI Competency
Models.
Rubric
All objectives
Mentoring Program: Candidates will develop a mentoring program for teachers or principals new to the local
school system and based on the needs of the school and the individual teacher or principal.
 Describe goals and objectives for the program
 Review literature on research-based effective mentoring programs, strategies for mentoring,
 Develop process for selection of mentors and pairing mentors with mentees
 Identify qualifications for mentors
 Develop professional learning for mentors
 Describe specific strategies and procedures for program implementation
 Establish program evaluation criteria and procedures
Theoretical Framework Support:
Assessment:
Course Objectives:
Glickman (2002); Gordon (2004). SREB, Good principals aren’t born
– they are mentored (2005); GLISI Modules. GLISI Competency
Models.
Georgia Staff Development Council
(http://www.gasdc.org); National Staff Development
Council (http://www.nsdc.org)
Rubric
All objectives
Professional Learning Community Project: The candidate will collaborate with a group of colleagues to develop a
PLC focused on a particular area of need or interest (Book Study, Action Research, Analyzing Student Work
Samples, etc.) Specifically, the PLC project will include:
 Goals and objectives of the project
 Specific protocols (e.g. Critical Friends Groups)
 Literature support for the project
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EDL 8740




Strategies for establishing buy-in for PLC
Strategies for developing consensus and collaborations
Measures for monitoring PLC’s work
A means of assessing the final outcome of the PLC
Theoretical Framework Support:
Assessment:
Course Objectives:
DuFour, Dufour, Eaker, & Karhanek (2004); SREB (2000); GLISI
Performance Modules; GLISI Competency Models.
Rubric
All objectives
Leadership Role in Professional Learning Project:
Review the literature regarding professional learning to identify specific leadership traits that advance and support
an organization culture of shared learning. From your review, analyze your school’s organizational culture to
identify where and/or when these traits are demonstrated by leaders in your own school. Using the literature as your
benchmark, note successes and areas for growth.
Theoretical Framework Support:
Assessment:
Course Objectives:
DuFour, Dufour, Eaker, & Karhanek (2004); SREB (2000); GLISI
Performance Modules; GLISI Competency Models.
Rubric
All objectives
Decision Making Project:
Identify the ways your school uses data to make decisions intended to improve both student achievement and teacher
performance. Explain how these data driven decisions are “re-visited” and evaluated to ensure the decision resulted
in the intended outcomes. In each instance you identify, determine whether the data being analyzed originates at the
federal, state or local level. Further, determine whether there is data that could be collected in your school or
community that, if available, could be used to make decisions to favorably impact student achievement, delivery of
instruction, school climate, community involvement, or other significant area.
Theoretical Framework Support:
Assessment:
Course Objectives:
GLISI Performance Modules; GLISI Competency Models.
Rubric
2, 6
Professional Growth of Faculty Project:
Review the literature to find successful processes and procedures in place in other countries that support the
professional growth of faculty. Create a graphic representation suitable for presentation to the cohort which
illustrates factors you consider important. In the graphic, show successful practices in other countries that are in
common with those of the U.S, show practices that are not in common with those of the U.S., and indicate funding,
policy, or other issues that would prevent a district from pursuing professional growth plans that have international
successes. Points to consider might include:







Goals of professional growth in that country (or defined attendance district)
Stabilizing new teachers
Enhancing professional growth of new teachers
Invigorating veteran teachers
Funding/resources available
Content areas for professional growth of middle and upper level teachers
Release time
02.09
EdS Concentration in traditional EDL
EDL 8740
Theoretical Framework Support:
Assessment:
Course Objectives:
X.
DuFour, Dufour, Eaker, & Karhanek (2004); SREB (2000); GLISI
Performance Modules; GLISI Competency Models.
Rubric
All objectives
EVALUATION AND GRADING:
Evaluation:
University Assignments
Field Activities
Class Participation*
60 %
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 an organizational setting as they
continue their professional careers.
The university supervisor and school mentor contribute to the evaluation process by taking into consideration
student preparation, level of participation, individual and group projects/reports individual conferences, and the
capstone product for the educational specialist seminar.
Every effort will be made by the university supervisor and school mentor to be fair and equitable in the assignment
of grades through multiple processes noted above. In the final analysis, the assigned grade will be based on the best
professional judgment of the professor(s) and supervisor(s).
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EDL 8740
XI.
TENTATIVE COURSE OUTLINE
Date
Activity
Week 1
Course Overview and Introduction to Theoretical Framework for Managing Human Resources
Week 2
Week 3
Developing a personal self-improvement plan: Who and I and what are my goals?
Assessing school-wide professional learning needs and examining issues related to diversity,
marginalized populations and ethics.
Developing a plan for meeting professional learning needs
Determining the role of teachers, administrators, students, and communities in professional
learning
Developing a community of learners: collaboration
Putting a plan into action
Evaluating the effectiveness of professional learning
Taking leadership in professional learning: roles and responsibilities
Evaluating case studies and models of professional learning
Determining what effective decision-making looks like
Determining what data to use and how to use data in effective decision making.
Determining how teachers, administrators, students and communities interact in decisionmaking?
Evaluating case studies and models of professional learning.
Re-evaluating personal self-improvement plans
Final Exam
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Week 16
XII.
POLICIES
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the consideration of
cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled
under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities within their
academic program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural
variables outlined above. The development of an appreciation of diversity as a core organizational value and its use
as a resource will give direction to the activities of the educational specialist/doctoral seminar and of the entire
EdS/EdD program. Consideration will be given to diversity in developing the membership of the cohorts in the
interest of ensuring that the collaborative cohort experience contributes to the development of such personal and
organizational core values.
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EDL 8740
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/supervisor.
Using technology during seminar (laptops, cell phones, etc.) to check personal e-mail or engage in activities not
associated with module content is not acceptable and will likely result in a reduction of participation points.
Engaging in personal conversations while professor/supervisor or groups are presenting is not acceptable and will
likely result in a reduction of participation points. A break will be provided for snacks and personal use of
technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII.
REFERENCES AND BIBLIOGRAPHY
DuFour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). What ever it takes: How professional
learning communities respond when kids don’t learn. Bloomington, IN: National
Education Service.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
Glickman, C. D. (2002). Leadership for learning: How to help teachers succeed. Alexandria,
VA: Association for Supervision and Curriculum Development.
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EdS Concentration in traditional EDL
EDL 8740
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