01.10
DRAFT
KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: Coaching Endorsement
DEPARTMENT: Educational Leadership
PROPOSED EFFECTIVE DATE: Fall 2010
Check One or More of the Following and Complete the Appropriate Sections
_____New Program Proposal**
_____Change in Program/Concentration/Degree Requirements
_____New (Endorsement) Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate College
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
Coaching Endorsement
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UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Coaching Endorsement
Kennesaw State University
January 27, 2010
Bagwell College of Education
Fall 2010
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Program Description
Program Abstract
The Coaching Endorsement program is offered by the Bagwell College of Education
(BCOE) and the Professional Teacher Education Unit (PTEU) and is supported by the
literature on the distributed leadership concept that calls for the collaboration of teacher
leaders with executive leaders in administration to improve their schools and student
learning at the K-12 level (Harris, 2006, Leithwood et al. 2006; Spillane, 2006). The
program’s courses, experiences, and assessments are tightly aligned with eight key
performance outcomes that are consistent with Georgia’s initiatives to improve schools
and increase student learning through data-driven reforms and sustained change.
Students in the Coaching Endorsement program take 9 credit hours in coaching
endorsement courses that focus on establishing a knowledge base for coaching, using
data for coaching, and developing, maintaining, and implementing a coaching plan. All
courses provide a progressively intense field-based experience coupled with in-class
simulations. The underlying theory is that coaching is best learned through practice and
application following theory. The model provides authentic learning in authentic settings
through culturally responsive practices. The context emphasis is urban environments
with cultural and linguistic diversity. Candidates in the program complete nine (9) credit
hours of coursework infused with a heavy emphasis of field experience practice in
authentic settings.
Unique Aspects of Program
The Coaching Endorsement program will produce teacher leaders and building/system
leaders who will develop relationships and create a school climate that is focused on
sensitivity to cultural and linguistics diversity and student learning. The will acquire the
skills to maintain a data-driven, professional learning community within the school.
Teacher leadership and building/system level leadership are distributed in the program
by weaving together people, relationships, materials, and organizational structures in a
common cause. Consistent with Georgia’s Leadership Institute for School Improvement
(GLISI), our goal is to prepare leaders of learning at every level in the school to improve
student achievement and organizational effectiveness in their school.
To quickly build capacity to effectively mentor and support the teachers, the Coaching
Endorsement will prepare leaders for learning by supporting a number of collaborative
professional development initiatives targeting teachers and building level leaders in our
high-need partner schools. New leaders will be mentored and supported with an
induction program based on the Coaching Endorsement program model.
Teacher and building/system level leaders serve effectively as leaders of learning in P12 schools in a variety of Distributed Leadership roles as defined by GLISI with a focus
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on changing culture through building relationships. The roles include, but are not limited
to: a) Change Leader; b) Performance Leader; c) Relationship Leader; d) Learning and
Development Leader; e) Data Analysis Leader; f) Curriculum, Assessment, and
Instruction Leader; g) Operations Leader; and h) Process Improvement Leader (GLISI).
This proposed Coaching Endorsement program is developed to comply with the PSC
standards for coaching approved May 15, 2009. (PSC Rule 505-3-.86). Candidates will
develop the ability to build culture and relationships and to understand and to support the
educational process of all students, most specifically those from culturally and
linguistically diverse backgrounds and underrepresented populations.
For those who acquire expertise in coaching, the career ladder possibilities will assist in
producing teacher leaders and building/system leaders by enhancing their positions as
principals, assistant principals, academic coaches, master/lead teachers, departmental
chairs, curriculum coaches, etc. These positions will serve as effective career paths for
future teacher leaders and building/systems leaders who will bring enhanced curriculum
and instructional leadership abilities to their positions.
Furthermore, the Coaching Endorsement program will prepare teacher leaders and
building/system leaders to more effectively assist novice teachers in their transition to
the profession through improved induction/mentoring programs and to support the
Board of Regents in meeting the demands of the Double the Number and Double the
Diversity Of Teachers plan. The program is designed to prepare teacher leaders and
building/system leaders to function effectively in distributed leadership roles as identified
by the Georgia Leadership Institute for School Improvement (GLISI). Those leaders will
contribute to a sustained emphasis on quality by building a community of educators for
learning in schools who have the knowledge, skills, and dispositions to positively impact
student learning for all and to assist their colleagues in doing the same.
The program was developed through a collaborative process with university faculty and
leaders from Cobb’s County’s P-12 environments. The collaborative process of design,
development, and delivery of the program is consistent with the Regent’s Principles and
Actions for the Preparation of Educational Leaders for the Schools . Clearly, the
Coaching Endorsement program at KSU is distinctive and will significantly strengthen
the Board of Regents (BOR) position and reputation in the region.
The Coaching Endorsement program builds on the philosophical foundation laid by
Kennesaw State University’s intense focus on ethics, leadership, and community
engagement. These values emerge naturally from KSU’s long-standing, successful
commitment to Invitational Leadership, an ethical theory of practice whereby leaders in
all roles, teacher leaders or building/system level leaders, intentionally summon others
to realize their potential in all areas of human endeavor. Leaders of learning must
inspire and instruct by example. In the Bagwell College of Education, we recognize the
explicit relationship between Invitational Leadership and Distributed Leadership in
educational settings. The proposed Coaching Endorsement program builds on this
tradition by bringing together professional, experienced educators to propel cultural
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change and develop relationship skills through advanced, collaborative study in
coaching practice and theory.
Institutional Importance of the Program
The proposed Coaching Endorsement program will prepare education professionals for
a variety of educational leadership positions. The program furthers Kennesaw State
University’s mission by providing a facilitative collegiate environment that fosters high
quality academic preparation with a focus on, relationship skills, communication skills,
cultural building, critical analysis skills, global and multicultural perspectives, leadership
development, social responsibility, and lifelong learning. Kennesaw State University’s
mission will be fully reflected in this unique and distinctive program. The program is a
natural extension of KSU’s academic priorities as articulated in KSU’s Strategic Plan.
Further, the Coaching Endorsement provides an opportunity for KSU to bring value
added to its already an established graduate Education degree programs. Specifically,
the proposed program will help KSU meet the priorities and goals of the university’s
strategic plan in the following ways:
1. The program provides an in-demand forum for individuals preparing for
high-level leadership positions in the critical-need area of education. The
proposed Coaching Endorsement program responds to a welldocumented shortage of highly qualified professional educators with the
knowledge, skills, and abilities necessary to lead educational change.
2. Kennesaw State University has placed an increasing emphasis on
developing leadership capacity in a variety of settings and in multiple ways
over the past decade, specifically on graduate programs in education,
nursing, business, information systems, professional writing, conflict
management, and public administration. KSU’s commitment to and the
importance of preparing leaders will only increase in coming years. The
proposed program will provide professional educators with in-depth
training and experiences at the graduate level in knowledge, skills, and
dispositions necessary for building culture and change through coaching.
In addition, the emphasis on teacher leadership in a diverse, global
environment furthers KSU’s mission as a university devoted to preparing
graduates to have a positive impact on culturally and linguistically diverse
learners from a variety of backgrounds, specifically urban, in the schools
and classrooms of Georgia.
Kennesaw State University is in an ideal position to offer the Coaching Endorsement
program based on its long history of collaboration both with the local school districts and
with numerous community constituents. These ongoing partnerships have resulted in
the community’s trust in the programs and graduates of Kennesaw State University.
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KSU's Strategic Plan
Facilitating the development of leadership knowledge, skills, and dispositions in our
graduates is central to Kennesaw State’s mission. KSU is well known for programs
devoted to leadership development for administrators, faculty, staff, students, and
community members. The emphasis placed on professional graduate education,
collaborative learning, community involvement, and applied research, provides a
realistic and exciting context for adult learners. Kennesaw fulfills its mission and
strategic plans by not only designing and delivering distinctive practitioner degree
programs, but also through a network of institutes and centers. For example, KSU’s
Institute for Leadership, Ethics and Character, one of very few institutes in the country
with a focus on ethical leadership, will serve as a unique resource for students and
faculty of the Coaching Endorsement. As an educational institute, it offers leadership,
stewardship, ethics and character development curricula, comparative studies in
leadership theory and practice, and invitational opportunities for service and community
engagement. Other on-campus centers and institutes in a variety of fields and
disciplines will provide valuable support for the candidates and faculty. Some of these
include the Educational Technology Training Center, Center for Global Initiatives, A. L.
Burruss Institute of Public Service, and the Center for Nonprofit and Public Leadership.
The proposed Coaching Endorsement program fully supports and embodies the mission
of Kennesaw State University. As leaders of learning, graduates of the Coaching
Endorsement program will possess the knowledge, skills and dispositions that reflect
many of Kennesaw’s distinctive features. Kennesaw and its graduates are unique in
that they:
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
Possess a substantive commitment to collaboration within the
university and with others outside the university.

Are intentionally inviting.

Are committed and strongly dedicated toward service and applied
scholarship.

Are focused on student learning and success.

Value the importance of and practice ethical, principle-centered,
and moral leadership.

Value the importance of and implement innovative and
interdisciplinary curricula that are responsive to the individual and
to current and future societal needs.

Are committed to high quality, distinctive professional degree
programs.
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Focus on global and multicultural perspectives with a commitment
to international education.
System and State of Georgia Goals
As previously delineated in the first section of this proposal, the Coaching Endorsement
program directly addresses system-level and state-level goals through linking with the
Board of Regents’ P-16 Initiatives and the Georgia Leadership Institute for School
Improvement (GLISI), the Regent’s Principles and Actions for the Preparation of
Educational Leaders for the Schools, the Georgia Professional Standards for the
Coaching Endorsement Program (505-3-.86) and the Double the Number and Double
the Diversity Of Teachers plan. In addition, the proposed program is closely aligned
with the following University System of Georgia/Board of Regents’ strategic goals:
USGBOR Goal 1. Educate graduates who are intellectually and ethically informed
individuals with well-defined skills and knowledge who are capable leaders, creative
thinkers and contributing citizens.
USGBOR Goal 2. Expand participation by increasing access, enhancing diversity,
improving service to nontraditional students, expanding use of distance education,
advancing public library usage, and marketing the advantages of postsecondary
education.
USGBOR Goal 3. Increase academic productivity through improved recruitment,
increased retention, accelerated graduation and expanded credit generation.
USGBOR Goal 5. Help accelerate Georgia’s economic development by providing
needed graduates, offering appropriate academic programs, and marketing the System
and its institutions as economic assets of the state.
USGBOR Goal 9. Increase, diversify, and strategically allocate resources.
Staffing, Facilities and Enrollment
In section V (Curriculum) of this document you can find a schedule of courses by
semester and a list of faculty who are assigned to teach the courses. See Section VI
(Inventory of Faculty Directly Involved) for a detailed listing of faculty who will initially
have primary teaching responsibility in the program, as well as the specific courses
faculty are scheduled to teach and their related qualifications.
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II Objectives of the Program
Bagwell College of Education and the Professional Teacher Education Unit
(BCOE/PTEU)
The Coaching Endorsement courses can be used as elective or required components of
post master’s programs and are thus linked to the Bagwell College of Education and
Professional Teacher Education Unit’s Performance Outcomes (Table 1), which helped
clarify exactly what characteristics and behaviors candiates should demonstrate. The
performance outcomes are consistent with the NCATE, SACS and KSU Assurance of
Learning initiatives since they describe the knowledge, skills and dispositions KSU
graduates must demonstrate to impact positively student learning in P-12 schools.
Consistent with the Board of Regents P-16 Initiatives and the Georgia Leadership
Institute for School Improvement (GLISI), this endorsement will produce leaders who will
serve effectively in P-12 schools in a variety of Distributed Leadership (GLISI) roles
Table 1. Performance Outcomes for the EdS in Leadership for Learning
GLISI’s Distributed
School Leadership
Role
Performance Outcomes
Leaders for Learning:
1. Foster an organizational culture that facilitates
development of a shared vision, school improvement,
and increased learning for all students.
2. Implement sustainable educational change and process
improvement.
3. Create 21st century learning environments that advance
best practices in curriculum, instruction, and
assessment.
4. Engage in applied research that supports data-driven
planning and decision making for the improvement of
schools and learning.
● Relationship Development
Leader
● Process Improvement Leader
● Operational Leader

Learning and Performance
Development Leader
● Change Leader
● Process Improvement Leader
● Operational Leader
● Data Analysis Leader
● Curriculum, Assessment,
Instruction Leader
● Learning and Performance
Development Leader
● Operational Leader
● Data Analysis Leader
● Process Improvement Leader
● Performance Leadership
Leader
5. Build collaborative relationships, teams, and community
partnerships that communicate and reflect distributed
leadership for learning.
● Relationship Development
6. Embrace diversity by demonstrating intercultural literacy
and global understanding.
● Curriculum, Assessment,
7. Facilitate professional learning and development that
enhance and improve professional practice and
productivity.
● Learning and Performance
Leader
● Operational Leader
Instruction Leader
● Learning and Performance
Development Leader
8. Exercise professionalism and ethical practice.
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Development Leader
● Curriculum, Assessment,
Instruction Leader
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Project Goal: To build and sustain leadership (teacher and administrator)
capacity at the school level with an emphasis on sustainable leadership
(Hargreaves & Fink, 2004)
1. Working collaboratively, the P-12 partners, particularly Cobb County School
District (CCSD), KSU faculty and administrators will build and sustain administrator
leadership capacity and establish a network of coaches for mentoring of veteran
leaders and induction of new leaders within the cluster of the high-needs schools.
These future leaders will deepen their understanding of teaching, learning and student
development in urban settings; develop expertise in understanding and using
assessment data to support classroom instruction and to drive instructional decisions
and strategic planning; develop skills and expertise in mentoring pre-baccalaureate,
new, and experienced teachers; develop skills and strategies to engage all stakeholders
(parents, community members, businesses, etc.) in high-need, urban education settings
to leverage resources to improve achievement for all students.
In collaboration with CCSD, KSU faculty will develop a state approved Coaching
Endorsement for graduate credit with a focus in urban education for administrators and
teachers within the high-needs district. The coaching endorsement was approved by
the Professional Standards Commission of Georgia in May 2009. To date, no IHE in
the state offers such an endorsement. The endorsement will prepare administrators
and teachers to effectively mentor pre-baccalaureate and new teachers in induction
programs. Veteran administrators who earn the coaching endorsement will effectively
mentor new administrators and new teacher leaders.
2. Working collaboratively, the partners (CCSD and KSU faculty and
administrators) will build and sustain teacher leadership capacity and establish a
network of coaches and teacher leaders for mentoring of veteran teachers and
induction of new teachers within all schools and particularly high-needs schools..
teachers will participate in the coaching endorsement.
III Justification and Need for the Program
The need for effective leadership in education has never been greater. Over the past two
years, the BCOE has received hundreds of requests for program offerings at the
advanced graduate level. These genuine requests have evoked a response from the
Bagwell College of Education to meet the needs of our service area by proposing a
model standards-based Coaching Endorsement program. According to the U.S. Census
data, Georgia is growing faster than any state in the USA (Census Bureau, 2004). A
recent study reported (Atlanta Journal Constitution, March 16, 2006), that 18 of the 100
fastest growing counties in the country surround Atlanta. Four of these counties
(Cherokee, Paulding, Bartow and Douglas) are adjacent to Cobb County and are a part
of KSU’s service area. Demographically, this growth also reflects a significant increase
in diversity. Conservative projections indicate that the minority population will be the
majority before 2050.
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Growth is not the only issue. Recently, Cobb County School’s Superintendent projected
that nearly half of the principals who are currently employed will retire or retrench within
the next ten years. The present and projected shortage of qualified school leaders is welldocumented, both nationally and within the state of Georgia (NAESP/NASSP/ERS, 1998;
NAESP, 2003; Page, 2006). In its 2006 status report the Georgia Professional Standards
Commission’s (PSC) Division for Education Workforce Recruitment, Research and
Development observed that attrition was a “critical factor” for Georgia’s principal
workforce (PSC, 2006). In response to the rising attrition rate, the Board of Regents
charged all of the system institutions to “Double the Numbers and Double the Diversity.”
Since then, the BCOE has increased graduate level program opportunities for practicing
professionals. The response to the graduate programs has been tremendous. A critical
need and demand exists for advanced graduate study opportunities from a public
institution in the region. Approval of the proposed Coaching Endorsement program will
partially meet this growing demand and need, as well as the Double/Double mandate,
by increasing the number of highly qualified school teacher and building/system leaders
who understand and represent diverse populations.
The nature and demands of educational leadership require preparation programs to focus
more on hands-on performance-based learning and to provide opportunities for leaders to
develop the ability to understand and support the educational process of all students,
including those from culturally and linguistically diverse backgrounds and other
underrepresented populations. The coaching endorsement was approved by the
Professional Standards Commission of Georgia in May 2009. The design of KSU’s
Coaching Endorsement program responds to this new PSC initiative.
Additionally, the design of the program emerges from the belief that successful leaders
must possess more than technical knowledge and skills to manage a school or district.
Specifically, leadership for learning is a social process which empowers leaders at
every level of the school to produce and nurture needed, sustainable change with the
explicit goal of improving learning for all of Georgia’s P-12 students.

Appropriate specialization
Candidates must complete nine (9) credit hours in Coaching. The focus of the
concentration is to deepen and broaden the knowledge, skills, and dispositions of
the candidates through classroom based learning and extended field-based
practice.

Quantity of graduates
The candidates will be admitted both as a cohort and independently. The first
group will be limited initially to 20. Once enrollment stabilizes, it is anticipated that
annually 50-75 candidates will complete the Coaching Endorsement program.
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Productivity
The Coaching Endorsement program will be offered at the advanced graduate
tuition and fee rate. The tuition and fee income and formulae funding flow
through dollars will support the programs and possibly produce some excess
revenue.
Based upon our understanding of funding of the total operating budget at KSU,
about 45% comes from student tuition and about 45% from state appropriations
(formula funding), with the remaining 10% from all other sources. Therefore, the
tuition income and the state appropriation should be adequate to cover all of the
instructional costs of the program. We understand that state appropriations are
two year in arrears, but KSU will underwrite the startup costs in the first two
years.
Programs of this Student Credit Hours (SCH) potential will obviously generate
greater staff support and operational costs as they develop. It is estimated that
an additional staff support person will be needed in each program area, with
increased supply and operational funds needed as well. It is anticipated that such
needs will be manageable with increases in formulae-driven allocations from the
USG.

Partnering.
Bagwell College of Education will continue its excellent tradition of working with
public school systems, the Regional Educational Support Agencies, the USG
Board of Regents, the Georgia Department of Education, state universities in
Georgia, and international partnerships in the enrichment of educational
experiences of program participants.
Under specifications of the redesign initiative, university faculty and P-12 leaders,
particularly the Cobb County School District, have collaborated in program
design to reflect the practical needs of the schools. This collaboration is
consistent with the research-base that supports solid partnerships between
schools, districts, and educational leadership departments (Darling-Hammond,
2007).
More specifically, the CCSD partnership is depicted by the following outcomes:
Outcome -1: Establish both a functioning Coaching Endorsement Committee and
Teacher Leader Endorsement Committee. These KSU/CCSD committee members
are then responsible for the development and approval of a Coaching
Endorsement Program that is available to both administrators and teachers.
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Outcome -2: Recruit existing mentor teachers/prospective mentor teachers and
teacher leaders to enroll in the on-site coaching and teacher leader endorsements
to become coaches or teacher leaders.
Outcome CP2-4: Establish a curriculum committee of both KSU/CCDS faculty to
review the Coaching Endorsement program to allow graduate students completing
either endorsement to apply the credits to the KSU Ed.S. or Ed.D.
 Placement
The program concentration will be housed in the Bagwell College of Education.
Candidate advisement files and advisors will be located in the Department of
Educational Leadership.
IV Procedures Used to Develop the Program
The Coaching Endorsement program will operate under the academic supervision of the
Vice President for Academic Affairs, the Dean of Graduate Studies, the Dean of the
Bagwell College of Education and the Chair of the Department of Educational Leadership
Coordinating support and operational assistance will be provided by the BCOE Associate
Dean for Graduate Programs, and the staff of the Graduate Program Office (GPO) in the
Teacher Education Advisory Center (TEAC). The program will benefit from the oversight
and participation of the university-wide Professional Teacher Education Unit (PTEU) as
well.
The Coaching Endorsement program was developed by a design team and in a
collaborative manner with representatives from leaders in P-12 settings from Cobb
County School District. Specific design team and P-12 partner’s responsibilities included:
BCOE/PTEU Faculty and Cobb County School District (CCSD) Contributions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Meeting with CCSD partners individually and in small groups to discuss program
goals.
Reviewing and researching the literature to establish a rationale and theoretical
framework for the program.
Developing curriculum maps with objectives derived from PSC Standards.
Developing syllabi to include content, activities, assessment strategies, and
resource bibliographies.
Linking all activities to program objectives.
Developing assessment criteria.
Compiling references to support courses.
Reviewing reports.
Recommending the Coaching Endorsement program to BOCE.PTEU faculty
for approval.
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11.
12.
13.
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Facilitating the TEC and GPCC review process and revising as recommended.
Coordinating partnerships with partner schools/districts.
Working with PSC for program approval.
Preparing for program implementation.
References and Resources for Establishing Coaching within a Distributed
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Baldwin, J., Johnson, K., Reding, P. (2005). Coaching skills for educational leaders:
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Berglas, S. (2002). The very real dangers of executive coaching. Harvard Business
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Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and
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Gottesman, B. (2000). Peer coaching for educators. Lanham, Md: Rowman & Littlefield
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Halvorsen, A. Lee, V. E., & Andrade, F. H. (2009). A mixed-methods study of teachers’
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Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Seven strong
claims about successful school leadership (Nottingham, NCSL).
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.
Merideth, E. (2007). Leadership strategies for teachers. Thousand Oaks, CA: Corwin
Press.
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.
O’Connor, J., & Lages, A. (2008). How coaching works: The essential guide to the
history and practice of effective coaching. London, England: A & C Black.
Peer Resources. Website. Professional coaching organizations, associations and
networks. Retrieved October 14, 2009, from http://www.peer.ca/coachorgs.html
Raines, L. (2009, Oct. 4). Coaching helps job seekers look within. The Atlanta JournalConstitution, pp. G1,G2.
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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.
Robertson, J. (2008). Coaching educational leadership: Building leadership capacity
through partnership. London, England: Sage Publications Ltd.
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
Complete database.
Spillane, J. (2006). Distributed Leadership. Thousand Oaks, CA: Sage Publications, Ltd.
Sprick, R., Toll, C., & West, L. (2009). Coaching: Approaches and perspectives.
London: Corwin Press.
Steiner, L. and Kowal, J. (2007). Principal as instructional leader: Designing a coaching
program that fits. Issue Brief. Retrieved September 4, 2009 from
http://www.centerforcsri.org/files/CenterIssueBriefSept07Principal.pdf
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), 710731.
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.
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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.
Toto, J. (2006). Untapped world of peer coaching. T+D, 60(4), 69-70. Retrieved from
Academic Search Complete database.
Trifonas, P. P. (Ed.) (2002). Pedagogies of difference: Rethinking education for social
change. Florence, KY: Routledge, a member of the Taylor & Francis Group.
Ulrich, D. (2008). Coaching for results. Business Strategy Series (9)104-11.4 Bingley:
United Kingdom: Emerald Group Publishing Group.
Whitmore, J. (2007). Coaching for performance. (3rd ed.) Boston, MA: Nicholas Brealey
Publish.
Wong, H., & Wong, R. (2008). Academic coaching produces more effective teachers.
Education Digest, 74(1), 59-64. Retrieved from Academic Search Complete
database.
Zwart, R., Wobbles, T., Bergen, T., & Bolus, S. (2009). Which characteristics of a
reciprocal peer coaching context affect teacher learning as perceived by teachers
and their students? Journal of Teacher Education, 60(3), 243-257.
doi:10.1177/0022487109336968.
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Curriculum: Degree Program Requirements
The Coaching Endorsement program is designed for experienced educators. Instruction
will involve the use of a variety of instructional methods including, but not limited to,
problem-based learning, modules, case-studies, similulation, field experiences, research
and individual projects. Application of learning to school-based issues and problems is a
critical component of this applied program.
Program Admission Requirements:
Expected qualifications for applicants to be considered for admission will typically include:




Earned Bachelor’s Degree in teaching or a closely related field
T-4 or above certification or “provisional” certification
2.75 gpa on prior academic work
Official transcript from degree granting institution
EDCO 7010: Introduction to Coaching (3 credit hours)
EDCO 7020: Using Data for Coaching (3 credit hours)
Prerequisite or Co-Requisite to EDCO 7010
EDCO 7030: Applied Coaching: Developing, Implementing, and Maintaining the
Coaching Process (3 credit hours)
Prerequisites: EDCO 7010 and EDCO 7020
Growth and Flexibility
As the Coaching Endorsement program continues to grow, needs to assess resources
and capabilities for possible expansion to meet the demands of the market.
Opportunities may arise to meet school district requests to tailor a cohort of candidates
to suit their particular needs.
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Course Descriptions
EDCO 7010: Introduction to Coaching (3 credit hours)
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.
EDCO 7020: Using Data for Coaching (3 credit hours)
Prerequisite or Co-Requisite to EDCO 7010
This is the second of the three courses in the Coaching Endorsement sequence. This
course focuses on assessing the effectiveness of coaching on teaching, learning, and
cultural context and is based on performance-criteria. Candidates develop skills in
identifying and implementing assessment tools, utilizing effective listening and
questioning techniques, and analyzing and communicating assessment results.
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.
EDCO 7030: Applied Coaching: Developing, Implementing, and Maintaining the
Coaching Process
(3 credit hours)
Prerequisites: EDCO 7010 and EDCO 7020
This is the capstone course in the three-course sequence of the Coaching
Endorsement. Prior to enrolling in this course, candidates will have (a) completed
EDCO 7010 in which a knowledge base for coaching to performance criteria has been
established and (b) EDCO 7020 in which the candidate will have learned to administer
and interpret assessment profiles. In this course, candidates will apply their knowledge,
skills, and dispositions in coaching in real settings. More specifically, they will develop,
maintain, and implement an effective coaching plan. Fifty percent of this course is a field
work practicum in which the coaching candidate will develop goals and a plan to
achieve them in collaboration with a coachee.
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VI. INVENTORY OF FACULTY DIRECTLY INVOLVED
COURSE/INSTRUCTOR SUPPORT DEPTH
All faculty course assignments and additional faculty resources will be provided from
currently employed, graduate level faculty. Faculty expertise and support will assure
that the Coaching Endorsement program can be supported while, at the same time,
ensuring that KSU will continue to provide high quality instruction. KSU will continue to
comply with NCATE guidelines restricting graduate faculty teaching loads to nine credit
hours in order to accommodate greater expectations for engagement in research.
All members of the BOCE faculty will be involved in delivering the residency courses
and activities in the Coaching Endorsement program. Coaching is a process that is not
associated with any particular discipline, thus, faculty from all areas in the BOCE/PTEU
can teach in any or all of the three courses. It is, however, unique in that it departs from
more traditional views associated with mentoring, and it does conform to the newly
developed and approved PSC standards for coaching. Thus, to maintain fidelity with the
coaching model that frames the KSU/BCOE/PTEU Coaching Endorsement, a brief
orientation will be provided by the department housing the endorsement to faculty prior
to their assuming their coaching teaching assignment. The purpose of the orientation is
to review program goals/objectives, syllabi, PSC standards, literature sources, field
experiences expectations, and the assessment system required by the PSC.
Faculty
EDUC 7010
EDUC7020
EDUC7030
Dr. Debra Coffey
Dr. Joya Carter Hicks
Dr. Marie Holbein
Dr. H. E. Holliday
Dr. Binbin Jiang
Dr. Judy Patterson
Dr. Nita Paris
Dr. Toni Strieker
Dr. Alice Terry
Dr. J. Eric Tubbs
Dr. Mark Warner
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
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XX
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XX
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XX
https://sacs.kennesaw.edu/portal/page/portal/PG_SACS_INFORMATION_CENTER
FACULTY DEVELOPMENT
Faculty in the BCOE maintain and demonstrate sustained scholarship activity and
agendas consistent with expectations of faculty working in educational leadership
programs. Members of the BCOE faculty are encouraged to make best use of the funds
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to attend professional conferences and workshops advancing their professional growth.
Travel funds are available for faculty to participate in significant educational conferences
at the state, national, and international levels. Aside from departmental and collegelevel support for travel, the KSU Foundation, Office of Graduate Studies, and the
International Office have supplemented faculty travel funds for professional endeavors.
Faculty members from the BCOE have traveled internationally to share professional
educational expertise, to gain knowledge of educational practices around the world, and
to establish partnerships with international peers. It is the culture of the BCOE to
collaboratively pursue scholarly activities.
FACULTY RESEARCH AND SCHOLARSHIP
Members of the BCOE faculty are actively engaged in research activities in educational
leadership. They frequently present and publish at important state, regional, national,
and international level.
Publications in State, Regional, National, and International Journals
Affective Reading Educational Journal
African Journal of Educational Research
Association of Literacy Educators and Researchers Yearbook
Best Practices in School Personnel
Bilingual Research Journal
Connections: Georgia Language Arts
Contemporary Education Psychology
Current Issues in Middle Level Education
Eastern Educational Journal
Educational Administration: Theory and Practice
Educational Psychological Review
English Teaching in Liaoning Province
GATEways to Teacher Education
Georgia Language Arts
Gifted Education Communicator
Global Initiatives: Policy, Pedagogy, and Perspective
Higher Education Review
Indiana Reading Journal,
International Journal of Instructional Technology & Distance Learning
International Journal of Learning
International Society for Educational Planning
Journal of College Teaching and Learning
Journal of Contemporary Issues in Education Research
Journal of Educational Administration: Theory and Practice
Journal of Educational Technology
Journal of Hispanic Higher Education
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Journal of Emerging Knowledge in Emerging Markets
Journal for Gifted Education
Journal of Negro Education
Journal of Race, Gender, and Class
Journal of Reading Education
Journal of School Public Relations
Journal of the Southeastern Regional Association of Teacher Educators
Journal of Technology in Teacher Education
Middle School Journal
National Alliance of Black School educators
National Association of State Boards of Education
Reading Horizons
School Business Affairs
Scope Online Journal
Southern Regional Council of Educational Administration Yearbook
Taking Teaching and Learning Seriously
Tech Trends
Tennessee Reading Teacher
TESOL in Action
Thinking Classroom
Book Chapters/Contributions to Books/Books
Coffey, D., & Warner, M. (2010, in press). A collaborative journey to higher levels of
learning. In T. E. Deering (Ed.). Becoming a Teacher and Thinking Like a
Professional. Dubuque, Iowa: Kendall/Hunt.
Jackson, D. P., Coffey, D., C., & Finchum, M. (1991). The Cherokees. In M. LeCoultre
(Ed.). Bicentennial resource manual (pp. 5-7). Knoxville, TN: Whittle
Communications.
Jiang, B. (2008). English language learners: Understanding their needs. In G. Goodman
(Ed.). Educational Psychology: Applications of Critical Constructivism (pp. 165192). New York, NY: Peter Lang Publishing.
Jiang, B., Patterson, J.,, & Chan, T. (2009). Meeting the redesign criteria of education
leadership programs in Georgia: Innovative acts of one university. In R. Koo,
Choi, Lucas, & Chan (Eds.), Education policy, reform and school innovations in
the Asia-Pacific region (pp. 165-192). Hong Kong: Association for Childhood
Education International.
DeVillar, R. A.,& Jiang, B. (2007). Multicultural education in the US: Rationale, current
state and future prospects. In R. Ouyang & T.C. Han (Eds.), Overview of
Education in the U.S. (pp. 252-279). Beijing, China: Renmin University Press.
Title
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Martin, D., Warner, M., Brown, T., & Coffey, D. (2006). Technology in education. In T.
E. Deering (Ed.), Perspectives on American education (pp. 87-110). Dubuque,
Iowa: Kendall/Hunt Publishing Company
Patterson, J. H. (in press). School personnel administration. In Shuming Lu (Ed.).
Educational Administration in U.S. Schools. Beijing: People’s University Press.
Salisbury, C., Strieker, T., Roach, V.,& McGregor, G. (2001). Pathways to inclusive
practices: Systems-oriented, policy-linked, and research-based strategies that
work! Preparation and publication of this guidebook was supported by
Cooperative Agreement (86V-4007) of the Consortium on Inclusive Schooling
Practices, the Office of Special Education Programs in the United States
Department of Education in Washington, D.C., and the National Association for
State Boards of Education.
Stephen, C., Warner, M., Coffey,D., and Beno, L. (2010 in press). Problem based
learning in teacher preparation. In Becoming a Teacher and thi9king Like a
Professional. Dubuque: Iowa: Kendall/Hunt.
Terry, A. W. (2009). Service-learning. In B, Kerr (Ed). Encyclopedia of Giftedness,
Creativity, and Talent. Thousand Oaks: CA: Sage Publications.
Terry, A. W. (2008). Review of Ann Rinaldi’s young adult literature. In P.B. Cole (Ed.),
Young Adult Literature in the 21st Century. Columbus, OH: McGraw-Hill
Publishers.
Terry, A. W., & Bohnenberger, J. B. (2007). Service-learning…by degrees: How
adolescents can make a difference in the real world. Portsmouth, NH:
Heinemann.
Tubbs, J. E. (2007). Educational reform. In Ouyang, R., & Chan, T. C. (Eds.). U.S.
Education Today: Research and Development in the Forefront. Beijing, China:
People's University Press.
Tubbs, J. E. Terry, D., & Chan, T. C. (2006). As the crows fly. K. Henson.
In Curriculum Planning. (3rd ed.) Long Grove, IL: Waveland Press, Inc.
Warner, M., & Coffey, D. (2006). Curriculum revision, program development, and new
initiatives: Beyond the rhetoric of improving teacher quality. In T. E. Deering
(Ed.), Perspectives on American Education (pp. 1-28) Dubuque, Iowa:
Kendall/Hunt Publishing Company.
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Conferences: (State, Regional, National, International)
IAIE World Conference
American Association of Colleges of Teacher Education
American Educational Research Association
Annual Conference of the Chinese Association of Educational Research and
Development
American Reading Forum,
American Association of Colleges of Teacher Education
Association for Persons with Severe Handicaps International Conference
Association of Literacy Educators and Researchers (Formerly College Reading
Association)
Association of Supervision and Curriculum Development
Association of Teacher Educator
Association for Teacher Education Europe
College Teaching and Learning Conference
Council for Exceptional Children
Chinese American Educational Research and Development Association
Educational Renewal and Development
European Conference on Reading, Dublin, Ireland
Georgia Association of Teacher Educators
Georgia Association of Colleges for Teacher Education
Georgia Conference on College & University Teaching
Georgia Council for the Social Studies
Georgia Educational Research Association
Georgia National Association for Multicultural Education
Georgia: National Alliance of Black School Educators
Georgia TESOL
Georgia P-16 Annual Conference
Holmes Partnership
Hawaii International Conference on Education
International Alliance for Invitational Education
International Conference on Learning
International Reading Association
International Society for Educational Planning
Learning Disabilities Association International Conference
Mid-Western Regional Education Association
National Alliance of Black School Educators
National Association for Gifted Children
National Association of Multicultural Education
National Council of States on Inservice Education
National Alliance of Black School educators
National Council of Teachers of English
National Service Learning Conference
National Science Teachers Association
National Urban Institute
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Oxford Round Table, Oxford, England
Professional Development at Hummingbird School in Belize City, Belize
Professional Development Schools National Conference
SINO-American Educational Consortium
Sisters of the Academy
Society for Information Technology in Teacher Education
Southeastern Regional TESOL Conference
Southwest Educational Research Association
Southeastern Regional Association of Teacher Educators
Southern Regional Council on Educational Administration
TASH (formerly The Association for Persons with Severe Handicaps)
Teacher Education Division of the Council for Exceptional Children
Tennessee Reading Association
VII Outstanding programs of this nature at other institutions
To date, no IHE in the state offers such an endorsement. The endorsement will prepare
administrators and teachers to effectively mentor pre-baccalaureate and new teachers
in induction programs.
VIII Inventory of pertinent library resources
N/A
IX Facilities
N/A
X Administration
N/A
XI Assessment
N/A
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XII Accreditation
Business Content Audit:
Referencing the Business Content Worksheet, does this program or concentration,
incorporating the information proposed herein, have “traditional business subject”
content delivered by faculty or programs administered by the Coles College of
Business? *
_____ Yes
If “yes,” complete a Business Content Worksheet and obtain
necessary approvals as indicated.
_____ No
_____ Exempt Graduate programs administered by the Coles College are
exempt.
__________
* All graduate programs exceeding 50% business content are automatically required to meet
AACSB International business accreditation standards. The purpose of the audit is to prevent
the unintended, undesirable compulsory inclusion of programs subject to AACSB standards.
XIII Affirmative Action Impact
N/A
XIV Degree Inscription
N/A
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XV Fiscal and Enrollment Impact, and Estimated Budget
1. ENROLLMENT PROJECTIONS
N/A
2. COSTS
N/A
A. Personnel -- reassigned or existing positions
B. Personnel -- new positions
C. One-Time Startup costs
D. Operating Costs
3. REVENUE SOURCES
N/A
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