03.24.09
EdS Concentration in Traditional EDL
EDL 8710
KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet
Course Number/Program Name: EDL 8710: Vision and Governance/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
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Not Approved
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Vice President for Academic Affairs Date
Approved
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President
Date
03.24.09
EdS Concentration in Traditional EDL
EDL 8710
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 8710
Course Title: Vision and Governance
Prerequisites: Admission to Program
Description (or Proposed Degree Requirements)
The purpose of the course, Vision and Governance, is to facilitate the acquisition of
knowledge, skills, and disposition related to the importance of developing and
implementing a vision for school improvement within school and system governance
structures. The course examines school organizations and cultures; forms of school
governance; the change process; and the concept of collaboration among administrators,
teachers, parents and community leaders as a means of bringing about more effective
schools. In addition, it further examines the impact of state authority on local schools and
school districts through changing roles, relationships, trends and the political context of
decision making at the state level. Special focus is on developing a vision, mission and
philosophy that impacts school improvement and student performance. This course is
non-performance based.
III.
Justification
A school system is created to serve the educational needs of a community. It is organized
in such a way to achieve its mission with the greatest efficiency and effectiveness. As an
essential component of the Education Specialist Program of Educational Leadership, this
course is scheduled at the very beginning to allow candidates to have an overall concept
of what educational leadership is meant to be: vision and governance. Vision leads to
goals and objectives to be accomplished. System governance continues to solicit to the
best approach to attain the goals and objectives with available resources. The contents
and activities of this course will open candidates’ minds to new horizons of educational
leadership.
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EdS Concentration in Traditional EDL
EDL 8710
IV.
Additional Information (for New Courses only)
Instructor:
Text:
TBA
Hanson, E. M. (2003). Educational administration and organizational
behavior. Boston, MA: Allyn and Bacon.
Owens, R. G. (2004). Organizational behavior in education. Boston, MA:
Allyn and Bacon.
Prerequisites: Admission to Educational Leadership Educational Specialist
Program
Objectives:
1. Demonstrate the ability to understand the process for developing, implementing,
stewarding, and articulating a vision of learning for a school that promotes the success of
all students and that includes all community stakeholders.
2. Develop a vision based on relevant knowledge & theory, including but not limited to an
understanding of learning goals in a pluralistic society, the diversity of learners and
learners’ needs, schools as interactive social and cultural systems, and social and
organizational change.
3. Assess school culture and climate using multiple methods and implement contextappropriate strategies that capitalize on diversity (e.g. population, language, disability,
gender, race, socio-economics of the school community) to improve school programs and
culture.
4. Demonstrate ability to understand and shape organizational structure through distributed
leadership to sustain change.
5. Demonstrate ability to promote a school environment that allows for healthy differences
of opinion.
6. Demonstrate skills needed to work with a board of education to facilitate development of
a vision for a school district that promotes success for all students.
7. Demonstrate ability to align, and as necessary, redesign administrative policies and
practices required for full implementation of a vision.
8. Demonstrate ability to use, monitor, and evaluate strategic plans that draw on data-based
research, focus on student learning, and drawing on relevant information sources such as
student assessment results, student and family demographic data, and an analysis of
community needs.
9. Apply theory and research related to organizational and educational leadership and
engage in collection, organization, and analysis of a variety of information sources
including student performance data to assess progress toward district’s vision, mission,
and goals.
10. Develop personal professional growth plans that reflect commitment to life-long learning.
Instructional Method


- Problem-Based Learning
Proficiency Examination
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EDL 8710



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 as prerequisites
Educational Leadership
EDL 8710
Vision and Governance
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 8710
VII Attach Syllabus
EdS Program
I.
COURSE: EDL 8710 Vision and Governance
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Required Text:
Hanson, E. M. (2003). Educational administration and organizational behavior. Boston, MA:
Allyn and Bacon.
Owens, R. G. (2004). Organizational behavior in education. Boston, MA: Allyn and Bacon.
Supplemental Readings:
Readings as assigned
V.
COURSE CATALOG DESCRIPTION
The purpose of the course, Vision and Governance, is to facilitate the acquisition of knowledge,
skills, and disposition related to the importance of developing and implementing a vision for
school improvement within school and system governance structures. The course examines
school organizations and cultures; forms of school governance; the change process; and the
concept of collaboration among administrators, teachers, parents and community leaders as a
means of bringing about more effective schools. In addition, it further examines the impact of
03.24.09
EdS Concentration in Traditional EDL
EDL 8710
state authority on local schools and school districts through changing roles, relationships, trends
and the political context of decision making at the state level. Special focus is on developing a
vision, mission and philosophy that impacts school improvement and student performance. This
course is non-performance based.
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.
Vision and Governance
A school system is created to serve the educational needs of a community. It is organized in such
a way to achieve its mission with the greatest efficiency and effectiveness. As an essential
component of the Education Specialist Program of Educational Leadership, this course is
scheduled at the very beginning to allow candidates to have an overall concept of what
educational leadership is meant to be: vision and governance. Vision leads to goals and
objectives to be accomplished. System governance continues to solicit the best approach to attain
the goals and objectives with available resources. The contents and activities of this course will
open candidates’ minds to new horizons of educational leadership.
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EDL 8710
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
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 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 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
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EDL 8710
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 21st century learning environments that advance best practices in
curriculum, instruction, and assessment.
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.
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EDL 8710
EDL Course Objectives (KSD)
1. Demonstrate the ability to understand
the process for developing,
implementing, stewarding, and
articulating a vision of learning for a
school that promotes the success of all
students and that includes all community
stakeholders.
(KSD)
2. Develop a vision based on relevant
knowledge and theory, including but not
limited to an understanding of learning
goals in a pluralistic society, the
diversity of learners and learners’ needs,
schools as interactive social and cultural
systems, and social and organizational
change. (KSD)
3. Assess school culture and climate
using multiple methods and implement
context-appropriate strategies that
capitalize on diversity (e.g. population,
language, disability, gender, race, socioeconomic) of the school community to
improve school programs and culture.
(KS)
4. Demonstrate ability to understand and
shape organizational structure through
distributed leadership to sustain change.
(KS)
5. Demonstrate ability to promote a
school environment that allows for
healthy differences of opinion. (KSD)
6. Demonstrate skills needed to work
with a board of education to facilitate
development of a vision for a school
district that promotes success for all
students.
7. Demonstrate ability to align, and as
necessary, redesign administrative
policies and practices required for full
implementation of a vision.
(KS)
EdS/EdD
PTEU
Performance
Outcomes
GLISI
Leader
Roles
ELCC
BOR
Standards Strands
Relationship
1,
1, 6
5, 7, 9, 10
1, 6
5,7, 9, 10
Change
1, 6
Relationship
Change
1, 6
Relationship 1, 2, 4, 6
5, 9, 10
Change
Relationship
2
1,
5, 9, 10
1
5, 9, 10
1, 6
5, 9, 10
1
5, 9, 10
Change
Relationship
1, 8
Change
5, 8
Relationship
Change
5
Relationship
Change
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EDL 8710
8. Demonstrate ability to use, monitor,
and evaluate strategic plans that draw on
data-based research, focus on student
learning, and draw on relevant
information sources, such as student
assessment results, student and family
demographic data, and an analysis of
community needs. (KS)
9. Apply theory and research related to
organizational and educational
leadership and engage in collection,
organization, and analysis of a variety of
information sources including student
performance data to assess progress
toward district’s vision, mission, and
goals. (KS)
10. Develop and implement personal
professional growth plans that reflect
commitment to life-long learning.
(KSD)
IX.
2, 3
Relationship
1, 2, 6
4, 5, 7, 9,
10
1, 6
4, 5, 7, 9,
10
2
7
Change
Data
Analysis
4
Relationship
Change
Data
Analysis
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.
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
Required Activities and Rubrics:
School Climate Project: Examine the climate and culture of your school and school district.
Identify 3 or more empirical climate assessment instruments. Select the most appropriate and,
with your principal’s permission, conduct a study of your school’s climate. Focusing on both the
immediate and larger context of the school and based on your findings, identify ways the climate
could be changed to promote a climate that fosters student learning. Employ a scale of moving
from cooperation to coordination then to collaboration. For schools/districts with existing
processes for climate evaluation, evaluate the existing plan after you administer the climate
survey. As a follow-up to the climate survey, develop an action plan with a school and/or district
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EDL 8710
team to lead change in areas identified through the use of the climate instrument. The action
plan will contain a vision statement developed (if none currently exists) or modified from the
existing one that reflects the results from the climate survey. Describe specifically how the vision
will be articulated and stewarded. Focus particularly on measuring the extent to which the school
environment promotes an understanding and advocacy for meeting the needs of students and
families of diversity and how families and the community will be involved in the formulation
and delivery of the action plan. (Field Experience Activity)
Theoretical Framework Support:
Assessment:
Course Objectives:
Western Alliance for the Study of School; GLISI Modules.
Climate
Rubric
3, 4, 5
Strategic School Improvement Plan: Option I:
Candidates will participate in the development of a School Improvement Plan. Specifically, they
will describe the process involved in developing the plan to include but not limited to:
 Development of a school vision (specifically, how did stakeholders contribute to input?)
 Methods of communicating school vision to all stakeholders
 Communicate student & school progress, local policies, Georgia law & other important
information to stakeholders through a variety of media
 Justification based on needs assessment
 Goals & objectives as related to the vision focusing particularly on SMART goals
 Involvement of stakeholders
 Instructional content and strategies
 Assessment strategies
 Resources and methods for evaluating effectiveness of the plan
Strategic School Improvement Plan: Option II:
Candidate will select and examine 3-4 school improvement plans from high performing schools
and/or districts that serve diverse populations. Analyze according to above criteria. Summarize
by identifying key elements common to all plans.
Theoretical Framework Support:
Assessment:
Course Objectives
Sailes, J. (2008); Epstein, J. & Jason, N. R. (2004).
Copeland, M. A. & Knapp, M.S. (2006); GLISI Modules.
Rubric
2, 6, 7, 8, 9
Select One:
School Needs as Perceived by Board of Educations, School Superintendents, and
Principals: The perceptions of boards of education, superintendents, and principals are key
factors in developing vision, allocating resources, providing for student needs, addressing issues
of diversity, promoting quality instruction, etc. The purpose of the project is for candidates to
developing an understanding of the relationship among these stakeholders as that relationship
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EDL 8710
impacts school improvement. Using the website provided as a guide, examine the overall
governance structure of public education in Georgia and provide an overview of the framework.
Select 4-5 schools districts for comparison. Determine how each district is organized (i.e.
number of board members, terms of office, number of employees, role of the school council,
etc.) Compare the organizational chart for each district for similarities and differences. Cite the
vision and mission statement for each district and determine similarities and differences. Review
the agenda items for each district’s school board meetings over the last two years and develop a
matrix of issues and areas of focus for each district. Based on your research and experience with
these districts, determine which has the most effective governance structure and support your
answers with solid evidence based on your research and observations. Finally, determine if the
vision and mission of the school district is in line with the behavior and focus of the school board
and provide examples to support your conclusions.
Theoretical Framework Support:
Assessment:
Course Objectives
Cuban, L., Darling-Hammond, L.; & Fuhrman. S. et al;
Wheatley, M. (1999). (2004); GLISI Modules.
Rubric
1, 4, 6
School Governance/Structure: Select a school district in Georgia or another state that is
experiencing problems with governance. Describe the current circumstances of their conflicts.
Specify how you determined the district is experiencing problems. Examine their vision and
mission statements. Based on your readings and additional research, propose a governance
structure that is appropriate to accomplish the vision and mission of the school district. Cite your
sources of information, including conversations with your mentor and coach regarding your
insights.
Theoretical Framework Support:
Assessment:
Course Objectives
Cuban, L., Darling-Hammond, L.; & Fuhrman. S. et al;
Wheatley, M. (1999). (2004); GLISI Modules.
Rubric
1, 4, 6
Study on Charter Schools: Under the pressure of the No Child Left Behind Act, many types of
educational creations have been generated to attempt improved student achievement. Charter
schools promise to focus on innovative approach to teaching and learning to attain higher
achievement outcomes. Select 3-4 charter schools in your state for comparison. Research the
governance structure for charter schools in Georgia and compare against the structure for other
types of schools. What are the differences and similarities? Use the information from your
selected charter schools to develop a comparison of their governance structure and their charters.
Based on your research, prepare a proposal for a charter school in your district. Based on the
information you found on the Georgia DOE website and other sources of information, prepare a
presentation to your school board.
Theoretical Framework Support:
The state of charter schools (2000); GLISI Modules.
GPEE GA. Policy book
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EDL 8710
Assessment:
Course Objectives
X.
Rubric
4, 7
EVALUATION AND GRADING:
Evaluation:
Class Attendance
Class Participation/Discussion*
Climate Project
School Strategic Plan Project
Choice Project
10%
10%
25%
25%
30%
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, 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 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
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EDL 8710
analysis, the assigned grade will be based on the best professional judgment of the professor(s)
and supervisor(s).
XI.
TENTATIVE COURSE OUTLINE
Class
Meetings
1
2
3
4
Contents
Course introduction;
Class organization/requirements;
Project introduction;
Questions and Answers
Educational climate:
Definitions; significance; review of literature;
school vs. system settings; measurement of educational
climate; valid available instruments; climate data collection,
interpretation and implications.
Class discussion of Climate Project Development;
Report of climate project possibilities, barriers, strategies.
Group discussion of project development process;
reflections from school and/or district administrators.
Recapture of Climate Project Development.
School Strategic Improvement Plan (SIP):
The educational accountability movement; No Child Left
Behind Act; State mandates and school district policy
dictation;
Purpose of SIP; examples of typical SIP; the process of
preparing a SIP; stakeholders involved in SIP process;
approval of SIP; implementation of SIP; data collection,
interpretation and implications; annual summary report of
SIP; recommendations to improvement of SIP process.
5
Class discussion and group work.
Report on the progress of climate project.
Workshop on the climate project.
Report on preparation to develop the School Improvement
Plan; SIP issues; barriers, strategies. Group work for
planning and development.
Development of Choice Projects:
School/ District needs;
School governance/structure;
Charter School
Assignment
Due
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EDL 8710
6
Further discussion on development of choice projects.
Climate Project
due
Workshop on School Improvement Plan
7
Presentation on Climate Project; comments and discussion
Workshop on Choice Project
Presentation on School Improvement Plan; comments and
discussion
8
Presentation on Choice Project; comments and discussion
School
Improvement
Plan due
Choice Project
due
Course conclusion
Sharing of journal reflections
Course evaluation
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
doctoral seminar and of the whole 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.
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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 reading 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.
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XIII. REFERENCES AND BIBLIOGRAPHY
Armstrong, T. (2006). The best schools. Alexandria, VA: Association for Supervision and
Curriculum Development.
Association for Supervision and Curriculum Development. (June 7, 2005). Public and private
schools’ performance: Does governance matter? Retrieved on July 2, 2008.
http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.03e1753c019b7a9f
989ad324d3108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&
javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_viewID=issue_view&javax.port
let.prp_d5b9c0fa1a493266805516f762108a0c_journalmoid=b4246ac82b034010VgnVC
M1000003d01a8c0RCRD&javax.portlet.begCacheTok=token&javax.portlet.endCacheTo
k=token
Baraily, S. B. & Huber, M. Q. (2002). Comparative table of school assessment instruments for
middle school and high school students. Michigan State University.
http://www.emc.cmich.edu/charactered/assessments.htm
Beers, B. (2006). Learning-driven schools: A practical guide for teachers and principals.
Alexandria, VA: Association for Supervision and Curriculum Development.
Copeland, M. A. & Knapp, M.S. (2006) Connecting leadership with learning: A framework for
reflection, planning, and action. Alexandria, VA: Association for Supervision and
Curriculum Development.
Cuban, L., Darling-Hammond, L.; & Fuhrman. S. et al (2004). Who’s in charge here: The
tangled web of school governance and policy. Harrisonburg, VA., R.R. Donnelley.
Epstein, J. & Jason, N. R. (2004). School, family, and community partnerships link the plan.
Principal, 83, 10-15.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
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Goleman, D. (2002). Primal leadership: Realizing the power of emotional intelligence. Boston:
Harvard Business School Press.
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.
Illinois State Board of Education (2000). The state of charter schools.
http://www.ed.gov/pubs/charter4thyear/index.html
Kotter, J. P. (1996). Leading change. Boston, MA: Harvard Business School Press.
Kouzes, J. M. & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco, CA:
John Wiley & Sons, Inc.
Murphy, J. (2006). Preparing school leaders: Defining a research and action agenda. Lantham,
MD: University Council for Educational Administration and the Stanford Educational
Leadership Institute.
National Policy Board for Educational Administration (2002). Standards for advanced programs
in educational leadership.
Northouse, P. (2007). Leadership: Theory and practice. Thousand Oaks, CA: Sage Publications.
Noyes, R. (2001). The art of leading yourself. Fort Bragg, CA: Cypress House
Patterson, J. L. & Kelleher, P. (2005). Resilient school leaders: Strategies for turning adversity
into achievement. Alexandria, VA: Association for Supervision and Curriculum
Development.
Sailes, J. (2008). School culture audits: Making a difference in school improvement, Improving
Schools, 11(1), 74-82.
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Schön, D. A. (1991). The reflective turn: Case studies in and on educational practice, New
York: Teachers Press, Columbia University.
Senge, P. (1996). The challenges to sustaining momentum in learning organizations. New York:
Doubleday.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New
York: Doubleday.
Sergiovanni, T. J. (2009). The principalship: A reflective practice perspective (6th ed.). Boston,
MA: Pearson/Allyn and Bacon.
Southern Regional Education Board (2007). SREB Leadership Curriculum Modules. Atlanta,
GA: SREB.
Spillane, J., Diamond., J., & Jita, J. (2003). Leading instruction: the distribution of leadership for
instruction. Journal of Curriculum Studies, 35(5), 533-543
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.
Whitmore, J. (2005). Coaching for performance. London: Nicholas Brealey Publishing.
Wheatley, M. (2005). Finding our way: Leadership of an uncertain time. San Francisco: BarrettKoehler Publishers, Inc.
Wheatley, M. (1999). Leadership and the new science: Discovering order in a chaotic world
revised. San Francisco: Barrett-Koehler Publishers, Inc.
Websites:
http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.1427855/k.FAA3/Welcome_to_
the_Center_for_Public_Education.htm (The Center for Public Education)
http://www.doe.k12.ga.us/pea_board.aspx?PageReq=PEABoardRules (Georgia State Education
Rules and Policies)
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http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdfhttp:///www.doe.k12.ga.us
(Georgia Department of Education)
http://www.galeaders.org/site/news/newitems/news_06162005_001.htmhttp://www.gaosa.org/in
dex.aspx (The Governor’s Office of Student Achievement)
http://www.gsba.com/home.html (Georgia School Board Association)
http://www.gpee.org/Education-Policy-Forums.82.0.html (Georgia Partnership for Excellence in
Education)
http://nces.ed.gov/annuals/ (National Center for Education Statistics)
http://nces.ed.gov/ccd/ccddata.asp (Data files)
http://www2.bc.edu/~hargrean/docs/seven_principles.pdfhttp://www.aare.edu.au/03pap/mul0349
1.pdfhttp://www.nsba.org/site/view.asp?CID=60&DID=192 (National School Board
Association)
http://www.nsba.org/MainMenu/Governance/PromisingDistrictPractices.aspx (Promising
District Practices)
http://www.balancedcurriculum.com/book.htmhttp://www.calstatela.edu/centers/schoolclimate/
(Western Alliance for the Study of School Climate)