9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale
Core Courses for Performance-Based EdS, Certification Only (PL-6), Traditional EdS.,
and EdD in Educational Leadership for Learning
Proposed Modification of EdS Core
Proposed Core
Pre-service: Law and Ethics (3) (NEW PSC Pre-service
Requirement for PL programs for candidates “without a
master’s degree in educational leadership…Pre-service
coursework orits equivalent of not more than six semester hours
will include a course in school law and ethics. Other topics that
must be addressed include, organizational leadership and
teaching and learning with a focus on using data in the school
improvement process.” Amendment to 505-3-.58
Pre-service: Curriculum, Operations (NEW PSC Pre-srvice
Requirement for PL program ). See Above
Credit
Hours
3
…………..
Credit
Hours
---
3
…………..
---
EDL 8000: Foundations of Leadership for Learning
EDL 8100: Critical Issues in School Transformation
& Reform
EDRS 8000: Applied Quantitative & Qualitative
Research
EDRS: Applied Field Research
EDRS 8100: Advanced Theory of Learning
Total
3
3
EDL 8000: Foundational of Leadership for Learning
3
EDL 8100: Critical Issues in School Transformation
& Reform
EDRS 8000: Applied Quantitative & Qualitative
3
Research
EDRS 8900: Applied Field Research
3
EDUC 8100: Advanced Theory of Learning
Total
15 hours


Current Core
Embed content from EDL 8100 into Residency Courses eliminate EDL 8100 from the core for EDL candidates
Move EDUC 8100 to the EdD in Educational Leadership for Learning
3
3
3
15 hours
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale
Rationale for Embedding Requirements for EDL 8100: Critical Issues in School Transformation and Reform into the
Educational Leadership Residency Course and for Moving EDUC 8100: Advanced Theory of Learning into the Doctoral
Program.
On September 9, 2010, the PSC presented a proposal for modify Rule 505-3-.58 for Educational Leadership which
restricts admissions to the Performance-Based PL programs as follows: Candidates must
1) hold a master’s degree in Educational Leadership or
2) complete a six (6) semester hours preservice sequence in “school law and ethics…organizational leadership
and teaching and learning with a focus on using data in the school improvement process.”
In compliance with that modification, the Faculty in the Department of Educational Leadership have determined that two
courses from the MEd in Educational Leadership meet those requirements with no modification to course objectives and
with the infusion of specific school context into course activities that address the required PSC topics. The PSC rule
modification does not stipulate any requirement for meeting specific standards, only for addressing broad topics as
outlined above.
The 33 credit hour Embedded EdS/EdD in Leadership for Learning was developed prior to the redesign of Educational
Leadership programs in 2007 and when we, the Educational Leadership Faculty, determined to write the EDL
concentration we found that we had little flexibility in adapting core course requirements to meet the new PSC’s new
standards. In fact, the new standards required that we create an additional “optional” three (3) credit hour course to
provide additional “context-based performances” for candidates should they move from building level to system level
during or after the completion of their programs thus increasing our program’s hours potentially to 33-36 credit hours in
lieu of the 33 credit hours for other concentrations under the umbrella EdS/EdD in Leadership for Learning.
Thus, the KSU/EDL Performance-Based Educational Specialist program now stand as approved at 33-36 hours. When
the six hour PSC mandated pre-service is added for those candidates who do not hold a Master’s degree in Educational
Leade, the KSU program will escalate to 39-42 credit hours for those candidates who do not hold a master’s degree. To
be able to compete in the current market, and to be able to meet the needs of candidates, the current KDU/EDL model
must be revised to reduce the number of core credit hours from 33-36 to 27-33. The concentration EDL Residency
Courses must remain intact as they are essential to meeting the PSC requirement for greater than 50% residency.
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale
The two courses presented for consideration are EDL 8100: Critical Issues in School Transformation and Reform and
EDUC 8100: Advanced Theory of Learning. It is herein proposed that the content for EDL 8100 be integrated into the EDL
Residency Courses, and that EDUC 8100 be moved to the Doctoral Program as a core requirement thus reducing the
EdS by 6 credit hours (to accommodate the 6 hr. preservice) and adding 3 credit hours to the doctoral program.
As explained above, when the Leadership for Learning Program was initially developed, the Educational Leadership was
not represented among the other BOCE/PTEU concentrations due to PSC mandates requiring all Educational Leadership
programs be redesigned. The objectives and content of EDL 8100 are appropriate, defensible, and highly desirable for
candidates in concentrations other than Educational Leadership. However, for those candidates in the Educational
Leadership program, and under the redesign, they are redundant and out-of-context. The EDL concentration Residency
Courses were developed to conform to ELCC/PSC Standards and those standards, by design, address critical issues
through applications in real time, with real people, and in real settings.
A review of USG institutions reveals that only one holds an option for a Learning Theory Course. To comply with the more
than 50% residency, most institutions have relegated the major portion of their programs to residency. The faculty
acknowledge the importance of EDUC 8100. The embedded EdS/EdD nature of the Educational Leadership provides us
the unique opportunity among institutions to maintain the commitment to a course in Learning Theory by placing it in the
doctoral program where candidates will be able to apply their knowledge through advanced research and dissertation
work.
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed EdD Core
EDRS 9100: Research: Qualitative
EDRS 9200: Research Quantitative
EDUC 9800: Doctoral Seminar
EDUC 8100: Advanced Theory of Learning
Total
Concentration
EDL 9881: Special Education and Advanced School
Law
EDL 9882: Educational Planning for Transformation
EDL 9883: Performance for Educational Executive:
Politics, Power, and Policy
EDL 9884: Emerging Leadership Trends in
Curriculum, Instruction & Assessment
EDL 9900: Dissertation
Total
Electives (Select 12 hrs)
EDL 9310: Educational Facilities
EDL 9320: Media, Community & Public Relations
EDL 9330: Comparative Education
EDL 9340: Ethics for Educational Leaders
EDL 9350: Economics of Education
EDL 9360: Beyond Policy: Reforming Schools
Through Learner-Centered Education and
Leadership
EDL 9370: Critical Issues for Student Learning:
Exploring the Literature
EDL 8860: Transition Between Building and System
Levels (for those who use this option as part of the
Performance-Based EdS
Advisor Approved Elective
EdD Total
Proposed EdS Total w/6 hr. PSC Preservice
Total Proposed EdS + EdD
Credit Hours
3
3
3
3
12 credit hours
3
3
3
3
9+
21
3
3
3
3
3
3
3
3
3
45
33-36
78-81
Proposed Revisions Rationale
Current EdD Core
EDRS 9100: Research: Qualitative
EDRS 9200: Research Quantitative
EDUC 9800: Doctoral Seminar
xxxxxxxxxxxxxxxxxxxxxxxxxx
Credit Hours
3
3
3
9 credit hours
Concentration
EDL 9881: Special Education and Advanced School
Law
EDL 9882: Educational Planning for Transformation
EDL 9883: Performance for Educational Executive:
Politics, Power, and Policy
EDL 9884: Emerging Leadership Trends in Curriculum,
Instruction & Assessment
EDL 9900: Dissertation
Total
Electives (Select 12 hrs)
EDL 9310: Educational Facilities
EDL 9320: Media, Community & Public Relations
EDL 9330: Comparative Education
EDL 9340: Ethics for Educational Leaders
EDL 9350: Economics of Education
EDL 9360: Beyond Policy: Reforming Schools Through
Learner-Centered
EDL 9370: Critical Issues for Student Learning:
Exploring the Literature
EDL 8860: Transition Between Building and System
Levels (for those who use this option as part of the
Performance-Based EdS
Advisor Approved Elective
EdD Total
Current EdS Total w/6 hr. PSC Preservice
Total Current Program w/preservice EdS + EdD
3
3
3
3
9+
21
3
3
3
3
3
3
3
3
3
42+
39-42
81-84
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale
The following table depicts alignment among the objects and “readings” between and among EDL 8100 and
Residency Courses:
Course
#
Course
Name
EDL
Readings
Alignment
EDL
8810
Vision &
Governance
Distributed
Leadership
& Teachers
as Leaders
EDL
8820
Managing
the Physical
& Fiscal
Environment
Data-Driven
Decisions
Integrated Readings from EDL 8100 to EDL Concentration Courses
Angele, P. (2010). An organizational perspective of distributed leadership: A portrait of a middle school. Research in
Middle Level Education Online, 33(5), 1-16. Retrieved August 10, 2010, from EBSCOhost database.
Berry, B., Johnson, D., & Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 5660.
Orenstein, A. (2010). The search for equality. American School Board Journal, (19)5,30-32.
Angele, P. (2010). An organizational perspective of distributed leadership:
Portrait of a middle school. Research in Middle Level Education Online, 33(5), 1-16.
Retrieved August 10, 2010, from EBSCOhost database.
Bainbridge, W. L. & Lasley, T. J, II. (2002). Demographics, diversity, and K-12
accountability. Education And Urban Society, 34(4), 422-437. Retrieved August 6,
2008, from http://eus.sagepub.com.
Biddle, B J., & Berliner, D. C. (2002). Unequal school funding in the United States. Educational Leadership, 59(8), 49-59.
Darling-Hammond, L. & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet
the “Highly Qualified Teacher” challenge. Education Policy Analysis Archives, 11(33).
Darling-Hammond, L (2009). Teaching and the change wars: The professionalism hypothesis, in Hargreaves, A., an
Fullan, M. (2009). Change Wars. Bloomington, IN: Solution Tree Press.
Dye, J., & Johnson, T. (January 2007). A child’s day (2003). Washington, D.C.: The United States Census Bureau.
Download from:
http://www.ecs.org/html/offsite.asp?document=http%3A%2F%2Fwww%Ecensus%2Egov%2Fprod%2F2007pubs%2Fp70
%2D109%2Epdf
Farkas, G. (2003). Racial disparities and discrimination in education: What we know, how do we know it, and what do
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale
we need to know? Teachers College Record, 105(6), 1119-1146. Retrieved August 6, 2008, from EBSCOhost
Hargreaves, A. (2009). The fourth way of change: Toward an age of inspiration and sustainability, in Hargreaves, A., and
Fullan, M. (2009). Change Wars. Bloomington, IN: Solution Tree Press.
Hodgkinson, H. (2002). Demographics and teacher education. Journal of Teacher Education, 53(2), 102-105. Retrieved
August 6, 2008, from http://jte.sagepub.com/
Hodgkinson, H. (2000-2001). Educational demographics. What teachers should know. Educational Leadership, 58(4), 611. Retrieved August 6, 2008, from EBSCOhost database
Ingersoll, R., & Merrill, L. (2010). Who’s teaching our children? Educational Leadership, 67(8), 14-20Retrieved August
10, 2010, from EBSCOhost database.
Noguera, P. (2009). Preparing for the new majority: How schools can respond to immigration and demographic change
In Hargreaves, A., and Fullan, M. (2009). Change Wars. Bloomington, IN: Solution Tree Press.
Park, V, & Datnow, A. (2009). Co-constructing distributed leadership: District and school connections in data-driven
decision-making. School Leadership & Management (29)5, 477-494.
EDL
8830
Curriculum,
Assessment,
& Instruction
Scientifically
-Based
Evidence,
Literacy
Starratt, R .J. (2003). Opportunity to learn and the accountability agenda. Phi Delta Kappan, 85(4), 298-303.
Abedi, J., Hofstetter, C. H., & Lord, C. (2004). Assessment accommodations for English language learners: Implications
for policy-based empirical research. Review of Educational Research, 74(1), 1-28. Retrieved August 6, 2008, from
ProQuest database.
Amreim, A. L., & Berliner, D.C. (2003). The effects of high-stakes testing on student motivation and
learning. Educational Leadership, 60(5), 32-37. Retrieved August 6, 2008, from EBSCO Host database.
Barton, P. E. (2004). Why does the gap persist? Educational Leadership, 62(3), 9-13. Retrieved August 6, 2008, from
EBSCOhost database.
Darling-Hammond, L. & Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet
the “Highly Qualified Teacher” challenge. Education Policy Analysis Archives, 11(33).
Hess, F. (2008). The new stupid. Educational Leadership, (66) 4,12-17.
Jones, B .D. & Egley, R.J. (2006). Looking through different lenses: Teacher’ and administrators’ views of accountability.
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale
Phi Delta Kappan 87(10), 767-771. Retrieval August 6, 2008, from ProQuest database.
Jones, K. (2004). A balanced school accountability model: An alternative to high-stakes testing. Phi Delta
Kappan, 85(8), 578-583.Retrieved August 6, 2008, from ProQuest database.
Jones, B .D. & Egley, R.J. (2006). Looking through different lenses: Teacher’ and administrators’ views of accountability.
Phi Delta Kappan 87(10), 767-771. Retrieval August 6, 2008, from ProQuest database.
Jansen, J.. (2009). When politics and emotion meet: Educational change in Racially Divided Communities, in Hargreaves,
A., and Fullan, M. (2009). Change Wars. Bloomington, IN: Solution Tree Press.
Park, V, & Datnow, A. (2009). Co-constructing distributed leadership: District and school connections in data-driven
decision-making. School Leadership & Management (29)5, 477-494.
Shaywitz, S. E. & Shaywitz, B. (2007). What neuroscience really tells us about reading instruction. A
response to
Judy Willis. Educational Leadership, 64(5), 74-76. Retrieved August 6, 2008, from EBSCOhost database.
Willis, J. (2007). The gully in the “Brain Glitch” theory. Educational Leadership, 64(5), 68-73. Retrieved August 6,
2008, from EBSCOhost database.
EDL
8840
EDL
8850
Professional
Learning
Managing
Human
Resources
High Stakes
Testing and
Accountabilit
y
Opportunity
to Learn and
the
Achievemen
t Gap
Berry, B., Johnson, D., & Montgomery, D. (2005). The power of teacher leadership. Educational Leadership, 62(5), 5660.
Giovannelli, M. (2003). Relationship between reflective disposition toward teaching and effective teacher. The Journal of
Educational Research, 96(5), 293-309
Leech, D., & Fullan, C. R. (2008). Faculty perceptions of shared decision-making and principal’s leadership behavior in
secondary schools in large urban districts. Education, 128(4). 630-644.
Angele, P. (2010). An organizational perspective of distributed leadership: A
portrait of a middle school. Research in Middle Level Education Online, 33(5),
1-16. Retrieved August 10, 2010, from EBSCOhost database.
Bainbridge, W. L. & Lasley, T. J, II. (2002). Demographics, diversity, and
K-12 accountability. Education And Urban Society, 34(4), 422-437. Retrieved
August 6, 2008, from http://eus.sagepub.com.
Hodgkinson, H. (2002). Demographics and teacher education. Journal of Teacher Education, 53(2), 102-105. Retrieved
August 6, 2008, from http://jte.sagepub.com/
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale
Hodgkinson, H. (2000-2001). Educational demographics. What teachers should know. Educational Leadership, 58(4), 611. Retrieved August 6, 2008, from EBSCOhost database.
Ingersoll, R., & Merrill, L. (2010). Who’s teaching our children? Educational Leadership, 67(8), 14-20. Retrieved August
10, 2010, from EBSCOhost database.
EDL
8300
Intercultural
Communicatio
ns & Global
Learning
Demographic
s & Diversity
Dye, J., & Johnson, T. (January 2007). A child’s day (2003). Washington, D.C.: The United States Census Bureau.
Download from:
http://www.ecs.org/html/offsite.asp?document=http%3A%2F%2Fwww%Ecensus%2Egov%2Fprod%2F2007pubs%2Fp70
%2D109%2Epdf
Education Commission of the States (2010). Demographics overview. Download from:
http://www.ecs.org/html/IssueSection.asp?issueid=31&s=Overview.
Farkas, G. (2003). Racial disparities and discrimination in education: What we
know, how do we know it, and what do we need to know? Teachers College Record,
105(6), 1119-1146.
Hodgkinson, H. (2002). Demographics and teacher education. Journal of Teacher Education, 53(2),
102-105. Retrieved August 6, 2008, from http://jte.sagepub.com/
Hodgkinson, H. (2000-2001). Educational demographics. What teachers should know. Educational Leadership, 58(4), 611. Retrieved August 6, 2008, from EBSCOhost database.
Starratt, R .J. (2003). Opportunity to learn and the accountability agenda. Phi Delta Kappan, 85(4), 298-303.
NCATE Assessment: The School Change Project is a required NCATE assessment for EDL 8100. Given that the critical issues are
embedded in the Residency Courses, the competencies are cumulative, and they are job-embedded, the assessment is best placed in the
final Residency Course EDL 8850: Managing Human Resources.
9.2010
Core Revisions: Performance-Based EdS, Certification Only, and EdD
Proposed Revisions Rationale