KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDCO 7010 Introduction to Coaching
Department
Educational Leadership
Degree Title (if applicable) Coaching Endorsement
Proposed Effective Date
Fall 2010
Check one or more of the following and complete the appropriate sections:
xx 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
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 ____EDCO 7010__________________
Course Title ___ Introduction to Coaching___________
Credit Hours 3 credit hours
Prerequisites
none: This course can be used as a Co-Requisite to EDCO 7020:
Using Date for Coaching
Description (or Proposed Degree Requirements)
This is the first of the three courses in the Coaching Endorsement sequence. This course
focuses on developing a knowledge base for coaching that is framed within an
organization’s mission, vision, beliefs, and goals, and that is focused on performancecriteria. Candidates develop skills in personal assessment; feedback techniques;
collaboration; written, verbal, and non-verbal communication; and ethical behavior.
Learning is supported by field-based practice that provides context for addressing the
needs of various groups of learners and educators, particularly those from diverse and
socio-linguistically varied backgrounds.
III.
Justification
The Professional Standards Committee provides for a Coaching Endorsement (Authority
O.C.G.A. 20.2-200). The purpose for the Coaching Endorsement as established by PSC
Rule 505-3-.86, is to prepare “individuals to use performance assessment data to provide
feedback to individuals that will enable them in meeting criteria for performance in
various educational positions such as, but not limited to, a supervisor/coach of individuals
completing student teaching requirements or an alternative teacher preparation program,
a mentor/coach of interns/beginning teachers, an instructional/academic coach of
classroom teachers, or a coach of candidate seeking educational leadership positions.
PSC language for an introduction to Standard three and its attending elements and subelements.
Coaching provides an opportunity for teachers and leaders to develop the skills for
providing meaningful feedback, and developing a culture of trust and collaboration (Arnau,
Kahrs & Kruskamp, 2004; Cornett et al., 2009). Research suggests that coaching can
support professional learning and change behaviors to improve performance (Reid,
2009).Guided field-practice allows the developing coach to interact directly with performers
and provides the opportunity, through a team approach, to modify strategies based on
varying context and socio-linguistics needs of students (Shriver, 2006).
Introduction to Coaching
The focus of this course is to understand the nature of coaching and to have the knowledge,
skills, and dispositions for identifying performance criteria. Those performance criteria are
aligned with the mission, vision, beliefs, and goals of the schools. The program will prepare
candidates to identify organizational criteria, and analyze strengths and opportunities for the
coachee’s growth (PSC Coaching Endorsement, Standard 1).
IV.
Additional Information (for New Courses only)
Instructor: TBA
Text:
Whitmore, J. (2007). Coaching for performance (3rd ed.). Nicholas Brealy Publishing Inc.
Prerequisites:
None
Objectives:
- The coaching candidate will be able to:
Course Objectives (Knowledge, Skills, and Dispositons)
1. Identify, analyze, and communicate the alignment of the mission, vision,
beliefs, and goals to the roles, responsibilities, and performances required
for the coachee’s position; KS
2. Assess and analyze the coachee’s understanding of the performance
criteria; KS
3. Help the coachee self-assess, communicate expected performance
criteria to the coachee; KS
4. Provide on-going advocacy and support for the coachee in the
development of confidence professional conduct in her/his ability to
achieve the performance criteria and personal growth, and show genuine
concern for coachee’s welfare and future; SD
5. Develop and prioritize a timeline, and provide resources that align with
identified needs;KS
6. Develop coachee’s recognition of incremental improvement and growth
and recognize the fluid nature of coachee’s plan for continuous improvement;KS
7. Understand, develop, and use feedback techniques, effective questioning,
and clarifying and phrasing skills to collaborate with the coachee and
plan strategies for meeting performance criteria; KS
9. Use proper grammar, usage, and mechanics in written work that is
directed to varied audiences, with varying purposes, and with an
understanding of the legal implications of the written word; KS
PTEU
Performance
Outcomes
a, b, c, g
PSC
Standards
1
a, b, c, d, g
a, b, c, d, g
1
1
a, b, c, d, g
1, 4, 6
a, c
4
1, 4
a, b, c, g, e
4, 5
a, b, c, g, e
5
8. Use effective listening skills and recognize implications for coaching of
body language and other non-verbal aspects of the coaching
environment; KSD
10. Develop and use collaborative relationships skills in an ethical manner
with specific attention to maintaining confidentiality; KSD
11.Demonstrate respect for coachee’s perceptions and personal learning
style, cross-generational/cultural/other differences, and recognize/address
issues that may impair, conflict, or interfere with performance and
professional relationships; and KSD
12. Serve as a member of the coachee’s professional team and participate
effectively in partnerships and networks of support to include all
stakeholder. SD
a, b, c, g, e
5
e, b, c, f, h
6
a, b, c, f, h
6
a, b, c, f, h
6
Instructional Method
-
The candidates and university supervisor will use GeorgiaVIEW Vista for
communication and course management. Please check daily for postings, mail, and
announcements. Instructional methods may include, but are not limited to:

Problem-Based Learning

Proficiency Examination

Cooperative Learning

Document-Based Inquiry

Case Study Analysis

Simulations
 Field Experiences

Method of Evaluation
Attendance and Participation:
Readings summaries/reflections:
Field Experiences **
Organizational Vision/Mission Project:
Presentation of Organizational Vision/Mission Project:
Conferences:
15%
10%
20%
25%
20%
10%
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
n/a
Funding Required Beyond
Normal Departmental Growth
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
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Kennesaw State University
Coaching Endorsement
I.
COURSE: EDCO 7010: Introduction to Coaching
(3 credit hours)
Prerequisite: None. This course can be used as a Co-Requisite to EDCO 7020: Using
Date for Coaching
II.
III.
IV.
INSTRUCTOR:
Office:
Phone:
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Suggested Texts:
Ayers, W., Ladson-Billings, G., & Michie, G. (Eds.). (2008). City kids, city schools:
More reports from the front row. New York, NY: The New Press.
Cornett, J., Ellison, J., Hayes, C., Killion, K. et al (2009). Coaching: Approaches and
perspectives. London: Corwin Press.
Friere, P. (2005). Education for critical consciousness. New York, NY: Continuum
International Publishing Group.
Reiss, K., (2007). Leadership coaching for educators: Bring out the best in school
administrators. Thousand Oaks: Corwin Press.
Whitmore, J. (2007). Coaching for performance (3rd ed.). Nicholas Brealy Publishing Inc.
Supplemental Readings:
Professional Journals
Damore, S. J., & Murray, D. (2009). Urban elementary school teachers’ perspectives regarding
collaborative teaching practice. Remedial and Special Education, 30(4), 234-244.
Esposito, J. & Swain, A. (2009). Pathways to social justice: Urban teachers’ uses of culturally
relevant pedagogy as a conduit for teaching for social justice. Penn GSE Perspectives on
Urban Education, 69(1), 38-48.
Halvorsen, A. Lee, V. E., & Andrade, F. H. (2009). A mixed-methods study of teachers’
attitudes about teaching in urban and low income schools. Urban Education, 44(2), 181-224.
Kose, B. W. (2009). The principal’s role in professional development for social justice: An
empirically-based transformative framework. Urban Education, 44(6), 628-663.
Luehmann, A. L. (2009). Accessing resources for identity development by urban students and
teachers: Foregrounding context. Cultural Studies of Science Education, 4(1), 51-66.
Monroe, C. R. (2009). Teachers closing the discipline gap in an urban middle school. Urban
Education, 44(3), 322-347.
Moscovici, H. (2009). Science teacher retention in today’s urban schools: A study of success and
failure. Urban Education, 44(1), 88-105.
Strayhom, T. L. (2009). Different folks, different hopes: The educational aspirations of black
males in urban, suburban, and rural high school. Urban Education, 44(6), 710-731.
V.
COURSE CATALOG DESCRIPTION
This is the first of the three courses in the Coaching Endorsement sequence. This course
focuses on developing a knowledge base for coaching that is framed within an
organization’s mission, vision, beliefs, and goals, and that is focused on performancecriteria. Candidates develop skills in personal assessment; feedback techniques;
collaboration; written, verbal, and non-verbal communication; and ethical behavior.
Learning is supported by field-based practice that provides context for addressing the
needs of various groups of learners and educators, particularly those from diverse and
socio-linguistically varied backgrounds.
VI.
JUSTIFICATION
The Professional Standards Committee provides for a Coaching Endorsement (Authority
O.C.G.A. 20.2-200). The purpose for the Coaching Endorsement as established by PSC
Rule 505-3-.86, is to prepare “individuals to use performance assessment data to provide
feedback to individuals that will enable them in meeting criteria for performance in
various educational positions such as, but not limited to, a supervisor/coach of individuals
completing student teaching requirements or an alternative teacher preparation program,
a mentor/coach of interns/beginning teachers, an instructional/academic coach of
classroom teachers, or a coach of candidate seeking educational leadership positions.
PSC language for an introduction to Standard three and its attending elements and subelements.
Coaching provides an opportunity for teachers and leaders to develop the skills for
providing meaningful feedback, and developing a culture of trust and collaboration (Arnau,
Kahrs & Kruskamp, 2004; Cornett et al., 2009). Research suggests that coaching can
support professional learning and change behaviors to improve performance (Reid,
2009).Guided field-practice allows the developing coach to interact directly with performers
and provides the opportunity, through a team approach, to modify strategies based on
varying context and socio-linguistics needs of students (Shriver, 2006).
Introduction to Coaching
The focus of this course is to understand the nature of coaching and to have the knowledge,
skills, and dispositions for identifying performance criteria. Those performance criteria are
aligned with the mission, vision, beliefs, and goals of the schools. The program will prepare
candidates to identify organizational criteria, and analyze strengths and opportunities for the
coachee’s growth (PSC Coaching Endorsement, Standard 1).
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.
Diversity Statement
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.
Use of Technology
Integrated Use of Technology: The Bagwell College of Education recognizes the
importance of preparing future educators and K-12 students to develop technology skills
that enhance learning, personal productivity, decision making, their daily activities in the
21st century. As a result, the ISTE NETS*T Technology Standards for Teachers are
integrated throughout the teacher preparation program enabling teacher candidates to
explore and apply best practices in technology enhanced instructional strategies. Specific
technologies used within this course include: Power Point; Microsoft Excel; Internet Use;
Inspiration; and GeorgiaVIEW Vista.
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
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 GeorgiaVIEW Vista and via a listserv that will be
utilized in processing the comprehensive experiences of 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
VIII. GOALS, OBJECTIVES
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 this course is outcomes-driven, successful individuals must provide
evidence of meeting the following complementary PTEU Performance Outcomes:
a. Fosters an organizational culture that facilitates development of a
shared vision, school improvement and increased learning for all
students.
b. Implements sustainable educational change and process improvement.
c. Creates 21st century learning environments that advance best practices
in curriculum, instruction, and assessment.
d. Engages in applied research that supports data-driven planning and
decision making for the improvement of schools and learning.
e. Builds collaborative relationships, teams and community partnerships
that communicate and reflect distributed leadership for learning.
f. Embraces diversity by demonstrating intercultural literacy and global
understanding.
g. Facilitates professional learning and development that enhance and
improve professional practice and productivity.
h. Exercises professionalism and ethical practice.
The coaching candidate will be able to:
Course Objectives (Knowledge, Skills, and Dispositions)
1. Identify, analyze, and communicate the alignment of the mission, vision,
beliefs, and goals to the roles, responsibilities, and performances required
for the coachee’s position; KS
2. Assess and analyze the coachee’s understanding of the performance
criteria; KS
4. Help the coachee self-assess, communicate expected performance
criteria to the coachee; KS
4. Provide on-going advocacy and support for the coachee in the
development of confidence professional conduct in her/his ability to
achieve the performance criteria and personal growth, and show genuine
concern for coachee’s welfare and future; SD
5. Develop and prioritize a timeline, and provide resources that align with
identified needs; KS
7. Develop coachee’s recognition of incremental improvement and growth
and recognize the fluid nature of coachee’s plan for continuous
improvement; KS
7. Understand, develop, and use feedback techniques, effective questioning,
and clarifying and phrasing skills to collaborate with the coachee and
plan strategies for meeting performance criteria; KS
9. Use proper grammar, usage, and mechanics in written work that is
directed to varied audiences, with varying purposes, and with an
understanding of the legal implications of the written word; KS
8. Use effective listening skills and recognize implications for coaching of
body language and other non-verbal aspects of the coaching
environment; KSD
10. Develop and use collaborative relationships skills in an ethical manner
with specific attention to maintaining confidentiality; KSD
11.Demonstrate respect for coachee’s perceptions and personal learning
style, cross-generational/cultural/other differences, and recognize/address
issues that may impair, conflict, or interfere with performance and
professional relationships; and KSD
12. Serve as a member of the coachee’s professional team and participate
effectively in partnerships and networks of support to include all
stakeholder. SD
PTEU
Performance
Outcomes
a, b, c, g
PSC
Standards
1
a, b, c, d, g
a, b, c, d, g
1
1
a, b, c, d, g
1, 4, 6
a, c
4
1, 4
a, b, c, g, e
4, 5
a, b, c, g, e
5
a, b, c, g, e
5
e, b, c, f, h
6
a, b, c, f, h
6
a, b, c, f, h
6
IX.
COURSE REQUIREMENTS AND ASSIGNMENTS:
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional
and organizational goals. The coaching is conducted through one-on-one and group interactions,
driven by evidence/data from multiple perspectives, and is based on mutual trust and respect.
(GSAEC Guidelines for Graduate Academic Programs in Executive Coaching.
http://www.gsaec.org/curriculum.html )
Coach – An individual who works with the coachee (candidate) to develop and implement
strategies to improve his/her performance as a leader. (Whitmore, 2007) The coach is external to
the organization and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck,
1999 as cited in Sue-Chan, Latham, 2004).
Field Experiences
Coaching candidates will be required to complete field-based experiences that provide context
for addressing the needs of various groups of learners, teachers, and educators. Through guided
field-practice the developing coaching candidate will interact directly with a coachee for a period
of twelve (12) practicum hours. The candidate will maintain a field log and a reflective journal
that focuses on processes and implications for coaching practice and student learning.
Candidates will develop an understanding of the context of coaching through readings and
discussions related to urban/suburban environments, culture, SES, and socio-linguistics
elements. Readings will vary and be extended to accommodate diverse experiences and will be
used to support the candidate in developing coaching techniques that meet the needs of a variety
of context experiences. The coaching endorsement prepares candidates to work coaches from a
variety of school levels to include: elementary/primary, middle, and secondary.
Theoretical Framework for Field Experiences: Suggested Readings
Ayers, W., Ladson-Billings, G., & Michie, G., 2008;
Clopper, C. G., Conrey, B., & Pisoni, D. B., 2005;
Darling-Hammond, D., Bransford, J., LePage, P. & Hammerness, K., 2007;
Friere, P., 2005;
Ladson-Billings, G., 2009;
Stevenson, J., 2002;
Trifonas, P. P., 2002.
Instructional Methodology:
The candidates and university supervisor will use GeorgiaVIEW Vista for communication and
course management. Please check daily for postings, mail, and announcements. Instructional
methods may include, but are not limited to:

Problem-Based Learning

Proficiency Examination

Cooperative Learning

Document-Based Inquiry



Case Study Analysis
Simulations
Field Experiences
Required Activities
(Theoretical Framework: Course Readings; GA School Keys; Georgia GAPSS Analysis; GA
Keys Implementation Resources)
1. Attendance and Participation: Candidates will come to class prepared by reading all
assignments and completing all required activities.
Objectives:
All objectives
Assessment:
Holistic
2. Summaries/Reflections of Selected Readings: Following the reading of two selections from
the professional literature on coaching (journals or book excerpts), the candidate will
develop a one page summary and a one page reflection of each selection. The reflections
will address the following prompts:
o What knowledge of and/or experience in coaching did I bring to the reading?
o What new knowledge about coaching have I acquired?
o How will this knowledge impact my practice and potentially student learning?
Objectives:
All objectives
Assessment:
Holistic
3. Ethics Statement: Following a review of coaching standards, the candidate will develop a set
of ethic and professional expectations for coaches. The ethics statement will be shared with
class and developed into a working document that will inform the ethical practices in
coaching.
Objective:
9
Assessment: Holistic
4. Coaching Simulations: The candidates will engage in observable, peer reviewed, coaching
simulations during class. The purpose is to develop the communication skills, questioning,
skills, and feedback techniques necessary for the field experience. The duration of the
coaching simulation will be 15 minutes. Following each candidate’s session, the class will
debrief and discuss observations focusing on positive aspects and areas would benefit from
improvement. The debriefing peer-review is collaborative, professional, and supportive.
Objective:
Assessment:
7, 8, 11
Holistic
5. Field Experiences: The candidates will complete 12 hours of field-based coaching. The time
spent in the field experience will be documented in a field experience log and the process
will be noted in a field experience reflection. The reflection will focus on the context
(vision/mission), procedures, and impact on practice and student learning. (Note: The
successful completion of the Field Experience is required for passing the course.)
Reflections Log: The candidates will record evidence based experiences in a reflection log
which will provide documentation of the ability to analyze their own teaching, their ability
to collaborate and the ability to improve their teaching practice to improve students learning.
The log will enable the candidate to reflect on their professional practices, experiences,
insights, connections between theory and practice, impact on student learning, and
professional growth.
The log will document objectives for coaching and relationship of coaching to various to
divers populations of faculty and students. Candidates define context by documenting nature
of diversity in the setting: race/ethnicity, subgroups, and grade levels for both the coachee
and the student population.
The log will include but not be limited to reflections related to:
 Evaluating student data to prioritize learning objects at a particular level or with a
particular group of students.
 Writing objectives to address priorities
 Planning and delivering PD session on learning objective
 Modeling lesson on learning objective
 Co-planning lessons and formative assessment on learning objective
 Observing team/teacher teaching lesson on learning objective
 Providing feedback on lesson/observation
 Planning next steps
Possible artifacts for reflections: student data, observation forms, learning objectives,
lesson plans, feedback forms, and timelines.
Objectives:
All objectives
Assessment:
Rubric
6. Organizational Vision/Mission Profile: The candidate will develop a comprehensive profile
of culture to establish context and inform the coaching relationship. The project will require
the candidate to specifically: (This is a required Chalk and Wire Activity)
o Exam the vision and mission of the organization and establish alignment between the
district and building level vision and mission; 1(i) 2(i)
o Analyze the School Strategic Plan (SSP) for evidence of structure and procedures
employed to support vision and mission;1(i) 2(i)
o Develop a demographic profile of the school and/or district to include
 Student performance data 1(i)(ii)
 Diversity (student/family/community; socio-linguistics, SES, urban/suburban,
ethnicity, etc.); 2(i) 6(i)(ii)
o Exam criteria established for teacher performance evaluation (GA Keys); 1(i)(ii)
2(iii) 5(iii)
o Determine procedures employed for measuring the culture for collaboration (GA
Keys); and 1(i) 4(ii) 6(iv)
o Develop a summative narrative that describes how the profile establishes a lens for
informing the coaching process. The narrative should specifically describe how the
information from the profile impacts coaching and links to student learning. 1(ii)
2(iii) 5(i)(ii)
Objectives:
1, 2, 3
Assessment:
Rubric
7. Presentation of Organizational Vision/Mission Profile: The candidate will develop a
PowerPoint and use it to make a presentation to the class. The purpose of the presentation is
to provide overview of the Organizational Vision/Mission Project as it relates to coaching to
performance and improving student learning. The presentation will specifically address the
context of coaching and the cultural, SES, and socio-linguistic nature of context.
Objectives:
All objectives
Assessment:
Rubric
8. Conferences: The candidate will meet with the course instructor to review progress and
receive feedback on the Organization’s Vision/Mission Project.
Objectives:
All objectives
Assessment:
Holistic
X.
EVALUATION AND GRADING:
Evaluation
Attendance and Participation:
Readings summaries/reflections:
Field Experiences **
Organizational Vision/Mission Project:
Presentation of Organizational Vision/Mission Project:
Conferences:
15%
10%
20%
25%
20%
10%
**Note: Successful completion of Performance Task 5 (Field Experience) is a minimum
competency for passing the course
Grading:
A= 90% -100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
XI.
TENTATIVE COURSE OUTLINE
Session
Activity
Assignment/Due Date
Session 1
Introduction and Overview
xxxxxxxxxxxxxxxxxxx
Session 2
Coaching for Performance:
What does it mean?
Examining Mission and
Vision
Field Experience Begins
Sessions
3&4
Document-Based Inquiry:
School Mission and Vision
Statements
Field Experience Debriefing
Sessions
5&6
Adapting Coaching to Varied Analysis of School Context
Audiences and Contexts
Readings #1
Topic: Demographics
Sessions
7&8
Sessions
9 & 10
Self-Assessment and
Performance Criteria
Coaching and Student
Performance
Sessions
11 & 12
Sessions
13 & 14
Session
15
Session
16
Field Experience Debriefing
Field Experience Debriefing
Assigned Readings
 Cornett et al.
 Luehmann
School Resources








Field Experience Debriefing



Identifying and Developing
Feedback Techniques
Readings #2
Topic: Listening and
Providing Feedback


Identifying and Developing
Listening Skills
Using Collaboration to Build
Relationships
Field Experience Debriefing
Ethics of
Coaching/Establishing
Trust/GA Code of Ethics for
Educators
Project Presentations
Field Experience Debriefing


Code of Ethics

Halvorsen, Lee,
& Andrede
Kose
Daro, Smithgall,
English & Clary
Ayers, W.,
Ladson-Billings,
G., & Michie
Trifonas
Friere, P.
Strayhorn
Whitmore
Monroe
Moscovici
Esposito &
Swain
Reiss, K.,
Sullivan & Glanz
Sullivan & Glanz
Damore &
Murray
Web Sources
Field Experience Debriefing
xxxxxxxxxxxxxxxxxxxx
Vision/Mission
Profiles Due
Field Experience
Logs Due
XII.
POLICIES
Students should make every effort to attend every class. We will be learning how to use
electronic equipment, evaluating our own learning, and providing feedback to each other.
Class discussions, group work, peer evaluation activities require that everyone be present.
Late work will have 10 points deducted for each day the paper is late. If you know you
are going to miss a class, make arrangements for someone to turn your paper in during
the class it is due or e-mail it as a last resort.
Professionalism KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Candidates are responsible for knowing and
adhering to the guidelines of academic honesty as stated in the graduate catalog.
Academic Honesty Integrity
Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the
Student Code of Conduct addresses the University's policy on academic honesty,
including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or academic
work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student
identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes either
"informal" resolution by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of Conduct's minimum one
semester suspension requirement.
XIII. REFERENCES AND BIBLIOGRAPHY
Arnau, L., Kahrs, J., & Kruskamp, B (2004). Peer coaching: Veteran high school teachers take
the lead on learning. NASSP Bulletin, 88(639), 26-41.
Ayers, W., Ladson-Billings, G., & Michie, G. (Eds.). (2008). City kids, city schools:
More reports from the front row. New York, NY: The New Press.
Baldwin, J., Johnson, L., Reding., P. (2005). Coaching skills for educational leaders:
Professional development experiences in ne public school district Third Annual
International Coach Federation Research Symposium. San Jose, CA.
Clopper, , C. G., Conrey, B., Pisoni, D. B. (2005). Effects of talker gender on dialiect
categorization. Journal of Language and Social Psychology, 24(2), p. 182-206
Clutterbuck, D., (2008). What’s happening in coaching and mentoring? And what is the
difference between them? Development and Learning in Organizations, 22(4), 8-10.
Cornett, J., Ellison, J., Hayes, C., Killion, K. et al (2009). Coaching: Approaches and
perspectives. London, England: Corwin Press.
Damore, S. J., & Murray, D. (2009). Urban elementary school teachers’ perspectives regarding
collaborative teaching practice. Remedial and Special Education, 30(4), 234-244.
Darling-Hammond, D., Bransford, J., LePage, P. & Hammerness, K. (2007). Preparing
teachers for a changing world: What teachers should learn and be able to do.
Hoboken, NJ: Jossey-Bass.
Esposito, J. & Swain, A. (2009). Pathways to social justice: Urban teachers’ uses of culturally
relevant pedagogy as a conduit for teaching for social justice. Penn GSE Perspectives on
Urban Education, 69(1), 38-48.
Friere, P. (2005). Education for critical consciousness. New York, NY: Continuum
International Publishing Group.
Georgia Department of Education (2010).Georgia Keys.
Georgia Leadership Institute for School Improvement, Retrieved December 5, 2009 from
http://www.glisi.org/site/default.htm
Halvorsen, A. Lee, V. E., & Andrade, F. H. (2009). A mixed-methods study of teachers’
attitudes about teaching in urban and low income schools. Urban Education, 44(2), 181-224.
Kose, B. W. (2009). The principal’s role in professional development for social justice: An
empirically-based transformative framework. Urban Education, 44(6), 628-663.
Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African-American
children (2nd ed). Hoboken, NJ: Jossey-Bass
Latz, A., Speris Neumeister, K., Adams, & Pierce, R., (2009). Peer coaching to improve
classroom differentiation: Perspectives from Project CLUE. Roeper Review, 31(1), 27-39.
Luehmann, A. L. (2009). Accessing resources for identity development by urban students and
teachers: Foregrounding context. Cultural Studies of Science Education, 4(1), 51-66.
Monroe, C. R. (2009). Teachers closing the discipline gap in an urban middle school. Urban
Education, 44(3), 322-347.
Moscovici, H. (2009). Science teacher retention in today’s urban schools: A study of success and
failure. Urban Education, 44(1), 88-105.
Reid, D. (2009). Performance coaching. Optician, 238(6217), 14. Retrieved from Academic
Search Complete database.
Reiss, K., (2007). Leadership coaching for educators: Bring out the best in school
administrators. Thousand Oaks: Corwin Press.
Shriver, S., & Re, T. (2006). Performance coaching: When to do it, how to do it. Pharmaceutical
Representative, 36(9), 32-33. Retrieved from Academic Search Compete database.
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.
Sullivan, S. S., & Glanz, J. G. (2005). Building Effective Learning Communities: Strategies for
Leadership, Learning, & Collaboration . Thousand Oaks: Corwin Press:
Sullivan, S. S. & Glanz, J. G. (2009). Supervision that Improves Teaching and Learning:
Strategies and Techniques. Thousand Oaks, CA: Corwin Press.
Stevenson, J. (2002). Concepts of workplace knowledge. International Journal of
Educational Research, 37(1), p. 1-15
Strayhom, T. L. (2009). Different folks, different hopes: The educational aspirations of black
males in urban, suburban, and rural high school. Urban Education, 44(6), 710-731.
Trifonas, P. P. (Ed.) (2002). Pedagogies of difference: Rethinking education for social
change. Florence, KY: Routledge, a member of the Taylor & Francis Group.
Whitmore, J. (2007). Coaching for performance. (3rd ed.) Boston, MA: Nicholas Brealy
Publishing.
Websites:
http://www.gsaec.org/curriculum.html
http://www.coachfederation.org/includes/docs/Ethics-Issue-Oct-09Revised.pdf
http://www.doe.k12.ga.us/
http://www.gapsc.com/ProfessionalPractices/Rules/505-6-.01.pdf