02.09
EDL Concentration for Traditional EdS
Compliance with NCATE/PSC Requirements
New Concentration, Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the
standard UPCC or GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The traditional non-performance based Educational Leadership concentration in the Educational
Specialist in Leadership for Learning (EDL/EdS) was designed in accordance with the PTEU
Conceptual Framework. 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 in the Educational Specialist program
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.
The goal of the traditional non-performance based Educational Leadership concentration
in the Educational Specialist in Leadership for Learning Program is to prepare
candidates who will become experts in assuming the roles of school leadership in
education today. The program was designed from theory to practice to cover all areas of
knowledge, skills, and disposition of educational leadership as required by Georgia’s
Board of Regents’ Ten Strands (BOR), the Candidate Professional Outcomes as defined
for the umbrella program in Leadership for Learning and Georgia’s Leadership for
School Improvement (GLISI).
The program was designed by KSU’s Department of Education Leadership faculty in
collaboration with P-12 school partners and representatives for institutions of higher education
in the University of Georgia System. This framework for program development is consistent
with the “collaborative practices” recommended by the PTEU Conceptual Framework.
02.09
EDL Concentration for Traditional EdS
2. (National/State Standards) Specify applicable national and/or state standards to which this
program will demonstrate compliance. Please attach a copy of the applicable standards.
The content, goals, and objectives of the program are drawn from the Standards for Advanced Programs
in Education as developed by the Interstate School Leaders Licensure Consortium (ISLLC), revised with
the Educational Leadership Constituent Council (ELCC), and published by the National Policy Board
for Educational Administration (NPBEA). The standards are available through the National Council for
Accreditation for Teacher Education’s (NCATE) website (http://ncate.org/public/programStandards )
See Attachments A and B.
3. (Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during
the program.
The program is linked to the eight Candidate Professional Learning Outcomes as defined for the
umbrella Educational Specialist/Educational Doctorate program in Leadership for Learning.
See Attachments C and D.
4.
(Assessment System) Identify (chart is preferable) the unit and program assessments that will be
used to determine if candidates meet proficiencies and standards. Limit the total number of
assessments to eight. See example of a chart template on next page.
Assessments are linked to the BOR’s ten strands, ELCC standards 1-6. (NPBEA), and KSU’s eight
EdS/EdD Performance Outcomes. See attachment E
5.
(Field Experiences) Describe required field experiences and clinical practices that help candidates
develop knowledge and skills in helping all students learn. Include how field experiences will be
assessed and be intensive and extensive enough to demonstrate that candidates: 1) demonstrate
the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student learning.
Each course includes at least one activity that requires field-based interaction. Candidates maintain
journals that require them to reflect on their practice. EDL 8730: Curriculum, Assessment, and
Instruction requires candidates to demonstrate how instructional contributes to assessment and links to
improved learning See attachment F
6.
(Residency and Diversity) Describe how the program ensures that all candidates have
opportunities to work with students with exceptionalities and from diverse populations.
The BOR strands, the ELCC standards, and the EdS program’s performance outcomes include an
emphasis on diversity. Therefore, candidates completing the Educational Leadership program are
required to work with students with exceptionalities and from diverse populations. See below the BOR,
and ELCC standards referencing diversity.
02.09
EDL Concentration for Traditional EdS
BOR Strands:
8i. Organize a school/system that reflects leadership decisions based on legal and
ethical principles to promote educational equity.
10h. Advocate for policies and programs that promote the success for all students.
10i. Model impartiality, sensitivity to student diversity, community norms and
values and ethical considerations in interactions with others.
ELCC Standards:
2.1.a Candidates assess school culture using multiple methods and implement
context-appropriate strategies that capitalize on the diversity (e.g. population,
language, disability, gender, race, socio-economic) of the school community to
improve school programs and culture.
2.2.b Candidates demonstrate the ability to make recommendations regarding the
design, implementation, and evaluation of a curriculum that fully accommodates
learners’ diverse needs.
4.2.d Candidates demonstrate the ability to capitalize on the diversity (cultural,
ethnic, racial, economic, and special interest groups) of the school community to
improve school programs and meet the needs of all students.
5.2.a Candidates demonstrate the ability to combine impartiality, sensitivity to
student diversity, and ethical considerations in their interactions with others.
6.1.c Candidates demonstrate the ability to analyze the complex causes of poverty
and other disadvantages and their effects on families, communities, children, and
learning.
6.1.f Candidates demonstrate the ability to analyze and describe the cultural
diversity in a school community.
6.3.c. Candidates advocate for policies and programs that promote equitable learning
opportunities and success for all students, regardless of socioeconomic background,
ethnicity, gender, disability, or other individual characteristics.
Two levels of diversity are documented—working with diverse colleagues as well as working with
diverse students. See Attachments G
The courses in the program engage candidates in working with students with exceptionalities and from
diverse populations from a leadership perspective. For example:
a. EDL 8710: Vision and Governance.
School Climate Project: 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.
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EDL Concentration for Traditional EdS
b. EDL 8720: Managing the Physical and Fiscal Environment.
Legal Theory Project: Investigate the legal theory behind adequacy lawsuits, examining how
courts have interpreted the education clauses in state constitutions over the past 35 years.
c. EDL8730: Curriculum, Assessment & Instruction.
Curriculum Audit: The purpose of this activity is for candidates to develop a research-based
understanding of curriculum development. Candidates 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.
d. EDL 8740: Professional Learning
School wide (or System) Professional Development Needs Assessment (Building or System):
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.
e. EDL 8750: Managing Human Resources
Analysis of Recruiting Practices Project: Examine the various teacher recruitment programs in
the nation and this state and develop a set of “best practices” for use in your school district that
include considerations for attracting teachers who represent diverse populations and teachers
who have experience and understandings about culturally responsive practice.
Diversity is a critical issue in P-12 schools and leaders must have the disposition required to handle
diverse populations. Therefore, diversity has been included in the Candidate Disposition Indicators as
well as the Disposition Indicators Rubric (CPA) See Attachment D and Attachment E.
02.09
EDL Concentration for Traditional EdS
7.
(Technology) Describe how the program ensures candidates can integrate technology in their
practice.
The Educational Leadership concentration in the Educational Specialist in Leadership for Learning program
ensures candidates can integrate technology into their professional practice in three major ways.
The following BOR strands and indicators are included in the proposed EDL concentration of the EdS in
Leadership for Learning program.
BOR Strand:
2. Instruction
Indicator:
2d. Promote the use of technology to support student mastery of
Georgia performance standards.
4. Data Analysis
4e. Use technology tools for data analysis.
7. Performance Management & 7m. Use technology to support core system processes.
Process Improvement
8. Managing Operations
8h. Promote technology to support administrative processes.
8. Technology Integration is required in each course.
Courses in the Educational Leadership program require candidates to use technology to demonstrate
mastery of the standards. Candidates will use technology in a variety of ways, including using WebCt
Vista as a program management tool, developing presentations, creating word processing documents,
analyzing spreadsheet data, using e-mail to correspond with professors and cohort members, conducting
research on the Internet, creating blogs, wikis, and podcasts, developing web pages, using interactive
whiteboards, conducting surveys on the web, and developing an electronic portfolio.
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