10.2010
EdS Concentration in Educational Leadership for Learning
Traditional Non-Performance Based
Proposed Revisions
Rationale for Embedding Requirements for EDL 8100: Critical Issues in School Transformation and Reform into the
Educational Leadership Concentration Course and for Moving EDUC 8100: Advanced Theory of Learning into the Doctoral
Program.
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
Concentration Courses, and that EDUC 8100 be moved to the Doctoral Program as a core requirement thus reducing the
EdS by 6 credit hours and adding 3 credit hours to the doctoral program.
When the Leadership for Learning Program was initially developed, the Educational Leadership was not represented
among the other BOCE/PTEU concentrations. 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, they are redundant and out-of-context.
This change is consistent with the requested modification of the core for the Performance-Based Educational Specialist in
Educational Leadership for Learning and the EdD in Educational Leadership for Learning.
10.2010
EdS Concentration in Educational Leadership for Learning
Traditional Non-Performance Based
Proposed Revisions
Proposed Modification of EdS Core
Proposed Core
Credit
Hours
EDL 8000: Foundational of Leadership for Learning
3
EDL800: Foundations of Leadership for Learning
3
EDL 8100: Critical Issues in School Transformation
& Reform
-
EDL 8100: Critical Issues in School Transformation
& Reform
3
EDRS 8000: Applied Quantitative & Qualitative
Research
3
EDRS 8000: Applied Quantitative & Qualitative
Research
3
EDRS 8900: Applied Field Research
3
EDRS: Applied Field Research
3
EDIC 8100: Advanced Theory of Learning
-
EDRS 8100: Advanced Theory of Learning
3
Total


9 hours
Current Core
Total
Credit
Hours
15 hours
Embed content from EDL 8100 into Concentration Courses and eliminate EDL 8100 from the core for EDL candidates
Move EDUC 8100 to the EdD in Educational Leadership for Learning
10.2010
EdS Concentration in Educational Leadership for Learning
Traditional Non-Performance Based
Proposed Revisions
Integration of Proposed Core Revisions with Proposed Revisions to EdD (See Proposal for Modification of
Performance-Based Educational Specialist in Educational Leadership for Learning
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
EdS
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
27
72
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
EdS
Total Current Program EdS + EdD
3
3
3
3
9+
21
3
3
3
3
3
3
3
3
3
42+
33
75
10.2010
EdS Concentration in Educational Leadership for Learning
Traditional Non-Performance Based
Proposed Revisions
The following is an example of alignment between and among objects and “readings” from EDL 8100 and
Concentration Courses:
Course
#
Course
Name
EDL
Readings
Alignment
EDL
8710
Vision &
Governance
Distributed
Leadership
& Teachers
as Leaders
EDL
8720
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
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.
10.2010
EdS Concentration in Educational Leadership for Learning
Traditional Non-Performance Based
Proposed Revisions
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
8730
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.
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.
10.2010
EdS Concentration in Educational Leadership for Learning
Traditional Non-Performance Based
Proposed Revisions
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
8740
EDL
8750
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/
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.
10.2010
EdS Concentration in Educational Leadership for Learning
Traditional Non-Performance Based
EDUC
8300
Intercultural
Communicatio
ns & Global
Learning
Demographic
s & Diversity
Proposed Revisions
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 Concentration Courses, the assessment is best placed in EDL 8750: Managing Human Resources.