01.10
Coaching Endorsement
Compliance with NCATE/PSC Requirements
New Concentration, Graduate Programs
Performance-Based Certification Only
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the
standard UPCC or GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The Coaching Endorsement program was designed in accordance with the PTEU Conceptual
Framework. The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs as
teachers and leaders who possess the capability, intent and expertise to facilitate high levels of
learning in all of their students through effective, research-based practices in classroom
instruction, and who enhance the structures that support all learning. To that end, the PTEU
fosters the development of candidates as they progress through stages of growth from novice to
proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as
a process of continued development, not an end-state. To be effective, teachers and educational
leaders must embrace the notion that teaching and learning are entwined, and that only through
the implementation of validated practices can all students construct meaning and reach high
levels of learning. In that way, candidates in the Coaching Endorsement program develop into
leaders for learning and facilitators of the teaching and learning process. Finally, the PTEU
recognizes values and demonstrates collaborative practices across the college and university and
extends collaboration to the community-at-large. Through this collaboration with professionals
in the university, the public and private schools, parents and other professional partners, the
PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels
of learning.
The goal of the Coaching Endorsement program is to prepare candidates who will become
experts in assuming the roles of school leadership as teacher leaders or building/system leaders
in education today. The program was designed from theory to practice to cover all areas of
knowledge, skills, and disposition of educational leadership as required by the Professional
Standards Commission’ Rule for the Coaching Endorsement (PSC Rule 505-3-.86), and
Georgia’s Leadership for School Improvement (GLISI).
The program was designed by KSU’s Department of Education Leadership faculty in
collaboration with P-12 school partners, particularly Cobb County School District (CCSD). This
framework for program development is consistent with the “collaborative practices”
recommended by the PTEU Conceptual Framework.
2. (National/State Standards) Specify applicable national and/or state standards to which this
program will demonstrate compliance. Please attach a copy of the applicable standards.
The content, goals, and objectives of the program are drawn from the PSC Standards for Coaching
Endorsement (PSC Rule 505-3-.86). See Attachment A
01.10
Coaching Endorsement
3. (Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during
the program.
The Coaching Endorsement program is an interdisciplinary program. Courses are linked to the PSC Rule
for the Coaching Endorsement (505-3-.86) and the eight Professional Learning outcomes from the
Educational Leadership Educational Specialist in Leadership for Learning.
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
See Attachment B
4.
(Assessment System) Identify (chart is preferable) the unit and program assessments that will be
used to determine if candidates meet proficiencies and standards. Limit the total number of
assessments to eight. See example of a chart template on next page.
Assessments are linked to activities linked to the PSC Standards for the Coaching Endorsement program
and KSU’s Performance Outcomes.
See Attachment C
5.
(Field Experiences) Describe required field experiences and clinical practices that help candidates
develop knowledge and skills in helping all students learn. Include how field experiences will be
assessed and be intensive and extensive enough to demonstrate that candidates: 1) demonstrate
the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student learning.
See Attachments D and E
The coaching endorsement is a nine (9) credit hour program consisting of three (3) courses each for
three (3) credit hours. Each course is embedded with field experience requirements that build across and
expand throughout the program. The program is designed from a philosophical perspective that
promotes learning by doing. The knowledge, skills, and dispositions acquired during the coursework are
the foundation of the actual act of coaching which can best be developed through performance-based
experiences.
Classroom coaching simulations and practice are followed by independent practice. The first course,
EDCO 7010 Introduction to Coaching, requires 10 hours of field practice; the second course, EDCO
7020 Using Data for Coaching, requires 20 hours of field practice; and the third course, EDCO 7030
01.10
Coaching Endorsement
Applied Coaching: Developing, Implementing and Maintaining a Coaching Plan, requires 50 hours of
field practice.
Coaching candidates (developing coaches) enrolled in the Coaching Endorsement classes must select a
“coachee” with whom they will work. The field experience will be comprised solely of the coaching
sessions held between the developing coach and the coachee. Due to the confidential nature of coaching
and the essential trusting relationship that is developed that is central to the process, the coachee will not
be supervised during those sessions. The course instructor will evaluate the field experience coaching
sessions and that evaluation will be drawn from the Field Experience Logs and Reflections documents
and will be (See Attachment D, E, and F).
The skills building for coaching will occur during supervised coaching simulations that occur during
each of the three courses and culminates with a capstone simulated coaching session that is one of the
four assessments for the program (See Attachment C for Assessments)
EDCO 7010 Introduction to Coaching (3 credit hours)
No Prerequisite. This course can be used as a Co-Requisite to EDCO 7020: Using Date for
Coaching
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 performance-criteria. 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 sociolinguistically varied backgrounds.
EDCO 7020 Using Data for Coaching (3 credit hours)
Prerequisite or Co-Requisite: 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
01.10
Coaching Endorsement
practicum in which the coaching candidate will develop goals and a plan to achieve them in
collaboration with a coachee.
6.
(Residency and Diversity) Describe how the program ensures that all candidates have
opportunities to work with students with exceptionalities and from diverse populations.
Diversity and P-12 Environments:
Diversity is a critical issue in P-12 schools and leaders must have the knowledge, skills, and dispositions
required to interact successfully with diverse populations.
A major focus of the Coaching Endorsement program is to facilitate teaching and learning in urban
settings with culturally and linguistically diverse populations. Basic coaching principles are introduced
and subsequently applied in varying context. Candidates will engage in activities that facilitate their
understanding of how communication, feedback, and coaching techniques are defined by context and
socio-linguistic and socio-economic factors.
Coaching candidates will typically select their coachee from their immediate work environment, thus,
coaching across P-12 structures will be challenging. Coaching to performance criteria as required by the
program requires some modicum of knowledge and experience common to both coach and coachee.
However, the Coaching Endorsement program is designed to prepare coaches for P-12 schools. To
supplement and augment the coach candidates’ knowledge, skills, dispositions, and experience relevant
to a variety of educational settings, the in-class coaching simulations required in all classes will provide
opportunities to interact in peer review of coaching from P-12 perspectives as those enrolled in the
course will come from a variety of P-12 educational settings. Course assigned readings and associated
lecture/discussions are designed to develop a cognitive framework through analysis and synthesis of
relevant literature that addresses context from a variety of perspectives to include all P-12 environments
and socio-economic/socio-linguistics elements.
The BOR strands, the PSC standards, the ELCC standards, and the EdS program’s performance
outcomes include an emphasis on diversity. Therefore, candidates completing the Educational
Leadership program are required to work with students with exceptionalities and from diverse
populations. See below the BOR, PSC and ELCC standards referencing diversity.
BOR Strands:
8i. Organize a school/system that reflects leadership decisions based on legal and
ethical principles to promote educational equity.
10h. Advocate for policies and programs that promote the success for all students.
10i. Model impartiality, sensitivity to student diversity, community norms and
values and ethical considerations in interactions with others.
01.10
Coaching Endorsement
PSC Standards:
4. Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests
and needs, managing conflict and mobilizing community resources.
ELCC Standards:
2.1.a Candidates assess school culture using multiple methods and implement
context-appropriate strategies that capitalize on the diversity (e.g. population,
language, disability, gender, race, socio-economic) of the school community to
improve school programs and culture.
2.2.b Candidates demonstrate the ability to make recommendations regarding the
design, implementation, and evaluation of a curriculum that fully accommodates
learners’ diverse needs.
4.2.d Candidates demonstrate the ability to capitalize on the diversity (cultural,
ethnic, racial, economic, and special interest groups) of the school community to
improve school programs and meet the needs of all students.
5.2.a Candidates demonstrate the ability to combine impartiality, sensitivity to
student diversity, and ethical considerations in their interactions with others.
6.1.c Candidates demonstrate the ability to analyze the complex causes of poverty
and other disadvantages and their effects on families, communities, children, and
learning.
6.1.f Candidates demonstrate the ability to analyze and describe the cultural
diversity in a school community.
6.3.c. Candidates advocate for policies and programs that promote equitable learning
opportunities and success for all students, regardless of socioeconomic background,
ethnicity, gender, disability, or other individual characteristics.
7.
(Technology) Describe how the program ensures candidates can integrate technology in their
practice.
The Coaching Endorsement program ensures candidates can integrate technology into their professional
practice in three major ways.
The following BOR strands and indicators are included in the proposed program.
BOR Strand:
2. Instruction
Indicator:
2d. Promote the use of technology for completing classroom
tasks. Use WebCt Vista as a communications and management
tool.
4. Data Analysis
4e. Use technology tools for data analysis of personality
profiles
7. Performance Management & 7m. Use technology to support core system processes.
Process Improvement
01.10
Coaching Endorsement
8. Managing Operations
8h.
Promote technology to support administrative processes.
8. Technology Integration is required in each course.
Courses in the Coaching Endorsement require candidates to use technology to demonstrate mastery of
the standards. Candidates will use technology in a variety of ways, including using GeorgiaVIEW Vista
as a program management tool, developing presentations, creating word processing documents,
analyzing spreadsheet data, using e-mail to correspond with professors and cohort members, conducting
research on the Internet, using interactive whiteboards, and conducting surveys on the web.
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 program, candidates will be provided with opportunities to explore
and use instructional media. They will master use of productivity tools, such as multimedia facilities,
local-net and Internet, and they will develop the confidence to design multimedia instructional materials,
and create WWW resources.
The students will be linked through WebCT Vista and via a listserv that will be utilized in processing the
comprehensive experiences of the educational specialist and doctoral program. The members of each
cohort will be linked in a similar way as they move through the program. The emerging technologies
will be utilized with the parallel expectation that participants demonstrate a high degree of technological
literacy in retrieving and sharing information and resources.