02.09
EdS Concentration in traditional EDL
EDL 8730
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course
Number/Program
Name:
EDL
8730:
Curriculum,
Assessment
&
Instruction/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 8730
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 8730
Course Title: Curriculum, Assessment and Instruction
Prerequisites: Admission to Program
Description (or Proposed Degree Requirements)
This course is designed to provide candidates with the knowledge, skills, and dispositions
necessary to make critical curriculum and assessment decisions that focus on
instructional best practices.
III.
Justification
School improvement is measured by increased student learning and achievement that is
acquired through literacy and numeracy acquisition. Effective school leadership requires a
deep understanding of how to make data-driven decisions regarding the development of
meaningful curriculum, research-based instructional strategies, and solid assessment
techniques (Oliva, 2005). Those decisions have the greatest impact when they reflect
attention to diversity and special needs of all students, development needs of learners, social
and cultural forces, and collaboration among all stakeholders (Sowell, 2005).
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EDL 8730
IV.
Additional Information (for New Courses only)
Instructor:
TBA
Text:
Marzano, R. J. (2003). What works in schools. Alexandria, GA: ASCD
Georgia Department of Education (2007). School keys
Georgia Department of Education (2007). GAPSS Analysis
Georgia Department of Education (2007). Implementation Resource
Prerequisites: Admission to Educational Leadership Educational Specialist
Program
Objectives:
1. Demonstrate ability to apply principles of effective instruction to instructional
practices and curricular materials.
2. Demonstrate ability to combine impartiality, sensitivity to student diversity,
and ethical considerations in interactions with others.
3. Use qualitative and quantitative data and information systems to develop long
range plans regarding the design, implementation, and evaluation of
curriculum & instruction.
4. Demonstrate the knowledge to assist school personnel in understanding and
applying best practices for student learning.
5. Demonstrate ability to use appropriate research strategies to profile student
performance in a district and analyze differences among subgroups.
6. Demonstrate ability to use and promote technology and information systems
to enrich district curriculum and instruction, monitor instructional practices,
and provide assistance to administrators who have needs for improvement.
7. Apply human development theory, proven learning and motivational theories,
and concern for diversity to the learning process.
8. Demonstrate understanding of a variety of instructional research
methodologies, and analyze comparable strengths and weaknesses of each.
9. Develop and implement personal professional growth plans that reflect
commitment to life-long learning.
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)
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EDL 8730
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 as prerequisites
Educational Leadership
EDL 8730
Curriculum, Assessment & Instruction
3 hours
January 2010
Regular
n/a
n/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
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EDL 8730
EdS Program
I.
COURSE: EDL 8730 Curriculum, Assessment & Instruction
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 Required Text:
Marzano, R. J. (2003). What works in schools. Alexandria, GA: ASCD
Ornstein, A. C. & Hunkins, F. P. (2008). Curriculum: Foundations, Principles, and Issues
(5th ed.).Boston, MA: Allyn & Bacon.
Georgia Department of Education (2007). School keys
Georgia Department of Education (2007). GAPSS Analysis
Georgia Department of Education (2007). Implementation Resource
Supplemental Readings:
Readings as assigned
V.
COURSE CATALOG DESCRIPTION
This course is designed to provide candidates with the knowledge, skills, and dispositions necessary to make critical
curriculum and assessment decisions that focus on instructional best practices.
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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 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.
Curriculum, Assessment, and Instruction
School improvement is measured by increased student learning and achievement that is acquired through literacy
and numeracy acquisition. Effective school leadership requires a deep understanding of how to make data-driven
decisions regarding the development of meaningful curriculum, research-based instructional strategies and solid
assessment techniques (Oliva, 2005). Those decisions have the greatest impact when they reflect attention to
diversity and special needs of all students, development needs of learners, social and cultural forces, and
collaboration among all stakeholders (Sowell, 2005).
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 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 master teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, 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
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EDL 8730
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 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 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:
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 21stcentury learning environments that advance best practices in
curriculum, instruction, and assessment.
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EDL 8730
4. Engages in applied research that supports data-driven planning and decision
making 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 ability to apply principles of
effective instruction to instructional practices
and curricular materials.
(KS)
2. Demonstrate ability to combine impartiality,
sensitivity to student diversity, and ethical
considerations in interactions with others.
(SD)
3. Use qualitative and quantitative data, and
information systems to develop long range plans
regarding the design, implementation, and
evaluation of curriculum & instruction.
(KS)
4. Demonstrate ability to assist school personnel
in understanding and applying best practices for
student learning.
(SD)
5. Demonstrate ability to use appropriate
research strategies to profile student performance
in a district and analyze differences among
subgroups.
(KS)
6. Demonstrate ability to use and promote
technology and information systems to enrich
district curriculum and instruction, monitor
instructional practices, and provide assistance to
administrators who have needs for improvement.
(KS)
7. Apply human development theory, proven
learning and motivational theories, and concern
for diversity to the learning process.
(KS)
EdS/EdD PTEU
Performance
Outcomes
GLISI Leader
Roles
ELCC
Standards
BOR
Strands
3, 8
Curriculum,
Assessment, and
Instruction (CAI)
2
1 -4
6, 8
Relationship
1, 5
1 -4
1, 3, 4, 7, 8
CAI
Data Analysis;
Performance
2, 6
1-4
2.
1-4
2
1-4
3
Relationship;
Change;
Learning &
Development
5
Data Analysis
Performance
7
CAI
Performance
3, 8
CAI
2
1-4
2, 6
1-4
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EDL 8730
8. Demonstrate understanding of a variety of
instructional research methodologies and analyze
comparable strengths and weaknesses of each.
(KS)
9. Develop and implement personal professional
growth plans that reflect commitment to lifelong learning.
IX.
3
CAI
Data Analysis
2
1-4
2
7
Performance
7
Change
COURSE REQUIREMENTS AND ASSIGNMENTS:
Attendance and Participation: Attendance and participation in all university and school/system based activities is
required for successful completion of course activities.
Required Activities and Rubrics:
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
School Improvement Team: The candidate will become a member of the School Improvement Team.
Assessment:
Holistic
Course Objectives:
All objectives
Curriculum Audit: The purpose of this activity to for candidates to develop a research-based understanding of
curriculum development. The candidate will collaborate with teachers and/or administrators to review and evaluate
the development and implementation of the curriculum in a particular area or across the curriculum and with special
attention to addressing diversity. The candidate will employ consensus and group collaboration skills. (Field
experience activity)
Specifically, the candidate will lead the group to:
 Examine criterion-referenced results to identify gaps in student performance
 Describe nature and needs of learners (ethnicity, background, and language)
 Review grade/level curriculum objectives (scope and sequence)
 Identify benchmarks for performance
 Identify means for evaluating student performance
 Audit the implementation of literature-supported, research-based instructional practices, culturally responsive
practice, practices for students with diverse needs, and grouping practices (developmentally appropriate
practice, and culturally responsive)
 Address the three goals for the EdS in Leadership for Learning:
o Using distributed practice to develop teacher leaders;
o Using culturally responsive practices to improve teaching and learning; and, ultimately
o Improving the performance of underperforming students in underperforming groups
 Examine materials used in instruction (fair and equitable assessment of cultural bias)
 Identify accommodations for planning and allocation of resources
 Determine extent to which curriculum maintains fidelity with school’s vision
 Determine dispositions and attitudes of key stakeholders
 Make recommendations for revisions and/or applications of the curriculum and/or implementation
Theoretical Framework Support
English (1979);Oliva (2005); Ornstein & Hunkins (2004)
Sowell (2005); Posner, & Rudnitsky (2006).
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EDL 8730
Assessment:
Course Objective:
Georgia Department of Education
--GAPSS Analysis, Curriculum Standard 1, 2 & 3: The School’s
--GLISI Performance Modules: Leading a Team to Analyze and
Display Data Using Quality Tools; GLISI Modules.
Georgia Department of Education
Rubric
3, 4, 5, 6, 8
Analysis of Student Work Samples: Candidate will develop and facilitate a professional learning group to analyze
student work samples by demographic variables associated with diversity to improve instructional decisions by
collecting evidence that reveals information about student learning and their thinking strategies. The candidate will
lead the group in acquiring or developing a protocol for facilitating the process. Student work samples can include
but are not limited to standardized test data, classroom assessments, writing samples, projects, oral reports,
videotapes, pictures, and student observation data. (Field Experience Activity)
Theoretical Framework Support:
Assessment:
Course Objectives:
Langer, Colton, & Goff, (2003).
--GAPSS Appendix, Curriculum, 1.3B
--GLISI Performance Module: Leading a Team to Analyze
Performance Factors; Leading a Team to Assess Student Work; GLISI
Modules.
Analyze based on adherence to protocol
2, 4, 7, 8
Action Plan Derived from Curriculum Audit and Analysis of Work Samples: Based on the information derived
from the curriculum audit, the candidate will develop a year-long action plan to meet the needs of marginalized
students. (Field Experience Activity)
The action plan will include:
 Rationale for plan
 Goals and objectives
 Review of supporting literature
 Culturally responsive practices to improve teaching and learning
 Best practices that address diversity and underperforming students
 Best practices based on human development theory
 School/Community needs based on analysis of past experiences
 Performance targets
 Policy changes in the key areas identified in the Curriculum Audit
 Professional learning for teachers
 Plan alignment with school vision
 Timeline for completion
Theoretical Framework Support:
Assessment:
Course Objectives:
Marzano (2003)
GLISI Performance Base Module: Leading a Team to Develop
SMART Goals; GLISI Modules.
Analytic using rubric developed by university and school/system
supervisor(s)
1-8
School Improvement Team Project: Candidate will work with a team to plan, organize, monitor, and evaluate an
instructional improvement plan for a major area of weakness reflected in a school’s scores. The plan will include:
 Description of curriculum area and how it relates to school’s vision and mission statement
 Graphically represented data used to select curriculum area
 Description of stakeholders and those responsible for implementing plan
 Articulation of goals and objectives and how they were established
 Description of instructional techniques and strategies (support with research)
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EDL 8730
 Timeline for implementation
 Resources needed
 Professional Learning
 Procedures for evaluating plan
 Academic Booster Club project
Theoretical Framework Support: Harris, A. (2005).
National Policy Board for Educational Administration
(2002); GLISI Modules.
Assessment:
Rubric
Objectives:
All objectives
Creating a High Performing School Culture: Candidates will learn how to develop a high performing learning
culture and to assess the culture that is currently in place. Colleagues and peers support one another’s efforts.
Resources and structures are aligned with expected behaviors. School leaders must take action-oriented approach to
growing a culture that is conducive to high achievement for students and extraordinary performance by adults. This
is a comprehensive SREB assessment activity that will include the following:
- Culture Inventory
- The Analysis of the Gray School
- The Nature of Culture
- Using the Metaphors at Your School
- Common Threads Running Through Metaphors
- Attributes of Top Notch vs. Toxic Cultures
- Why Positive Culture Helps Performance
- Culture of Responsibility
- Reculturing
- Framework for Reculturing
Theoretical Framework Support: SREB
Barth, R. (2000). The Culture Builder,
Peterson, A.M. (1997). Aspects of School Climate
Assessments:
Rubrics
Objectives:
All Objectives
X.
EVALUATION AND GRADING:
Evaluation:
University Assignments 15% for Each of the 5 Major Assignments….……………75%
Class Participation/Attendance/Reflections Journal*………………………………..25%
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.
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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 school mentor contribute to the evaluation process by taking into consideration
student preparation for class sessions, level of participation in class, individual and group projects/reports,
individual conferences, and the capstone product for the educational specialist seminar.
Every effort will be made by the university supervisor and school mentor to be fair and equitable in the assignment
of grades through multiple processes noted above. In the final analysis, the assigned grade will be based on the best
professional judgment of the professor(s) and supervisor(s).
XI.
TENTATIVE COURSE OUTLINE
Date
Activity
Week 1
Introduction and Overview of Course: Three Goals of Leadership for
Learning
Foundations of Curriculum Development
Components of a Curriculum Audit
Identifying Needs of the Learner: Characteristics
Marginalized Populations: Needs and Analysis
Using Student Work Samples to Identify Instructional Needs
Identifying Gaps in Achievement
Selecting Resources and Materials
Becoming Part of a Team: Professional Learning
Building a Culture of Collaboration
Developing an Action Plan for Success
Rationale and Policies
Applying and Analyzing Inventories
Reculturing vs. Restructuring
Putting It All Together
Final Exam
Week 2
Week 3
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
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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 program.
Consideration will be given to diversity in developing the membership of the cohorts in the interest of ensuring that
the collaborative cohort experience contributes to the development of such personal and organizational core values
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their academic programs in
an ethical, professional manner. Faculty of the EdS and EdD programs abide by the policies and guidelines
established by the university in their expectations for candidates’ work. Candidates are responsible for knowing
and adhering to the guidelines of academic honesty as stated in the graduate catalog. Any candidate who is found
to have violated these guidelines will be subject to disciplinary action consistent with university policy. For
example, plagiarism or other violations of the University’s Academic Honesty policies could result in a grade of “
F” in the course and a formal hearing before the Judiciary Committee.
Papers should be a synthesis of information reported in your own words and with proper documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology During
Class/Seminars: Part of your success in this course is related to providing peer reviews and feedback to your
colleagues regarding course assignments; participating and interacting in course activities; collaborating and
working equitably with colleagues; and treating colleagues and the professor with respect both in and out of class.
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 class/seminar (laptops, cell phones, etc.) to check personal e-mail or engage in activities
not associated with course content is not acceptable and will likely result in
a reduction of course participation points. Engaging in personal conversations while professor/supervisor or groups
are presenting is not acceptable and will likely result in a reduction of class 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
Armstrong, T. (2006). The best schools. Alexandria, VA: ASCD.
Cunningham, C. A. & Billingsley, M. (2006). Curriculum webs. Boston, MA: Pearson/Allyn and
Bacon.
English, F.W. (2000). Deciding what to teach and test. Thousand Oaks, CA: Sage Publishing.
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Georgia Department of Education (2007). School keys.
Georgia Department of Education (2007). GAPSS Analysis.
Georgia Department of Education (2007). Implementation Resource.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
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.
Harris, A. (2005). Distributed leadership. In B. Davies (Ed.) The essential of school leadership.
London: Paul Chapman, 173-190.
Langer, G., Colton, A. B., & Goff, L. S. (2003). Collaborative analysis of student work:
Improving teaching and learning. Alexandria, VA; Association for Supervision and
Curriculum Development.
National Policy Board for Educational Administration (2002). Standards for advanced programs
in educational leadership.
Marzano, R. J. (2003). What works in schools. Alexandria, GA: ASCD
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