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Required Field-Based Performance Activities
EDL 9810: Special Education and Advanced School Law
Performance Application: Approximately sixty percent (60%) of assessed student work
in this course requires performance application in a school setting. This has multiple
components, reflecting the interrelation of knowledge, skills and dispositions necessary.
While students are expected to identify a course-long (or, in exceptional situations, multicourse) performance application activity, the activities should focus on situated learning
in productive contexts (Darling-Hammond, Hammerness, Grossman, Rust & Shulman
(2005)), and specifically address:
a. Knowledge:
Prior to undertaking a performance application, students must reflect upon any
legal and policy constraints relating to the exercise, discussing the same with
the course instructor, their coach, and other individuals as the former two
deem appropriate. This can include (for example):
i. Assignments in which the educator will have to access student records
or personally identifiable information. Is the educator sufficiently
aware of potential application of the Family Educational Rights and
Privacy Act, the Individuals with Disabilities Education Act (as
appropriate), and any local board policy regarding accessing and
disseminating student information? What safeguards will the educator
take to ensure fidelity to these requirements?
ii. Assignments in which the educator will be working with evaluations
and other confidential personnel information. As with student records,
does the educator demonstrate appropriate knowledge of laws
governing the access and dissemination of information from personnel
records (including, but not limited to, state law and the Americans
with Disabilities Act)? How will the educator undertake his or her
assignment consistently with the constraints of these laws?
b. Skills:
i. In each performance activity, the educator must demonstrate the ability
to apply situational appropriate and relevant content-area knowledge,
including synthesizing federal, state, and local statutes and regulations.
 Demonstrated skill level should be appropriate to the exercise,
and students, coaches and instructors are encouraged to
develop appropriate antecedent activities. For example, a
student whose performance activity would ultimately culminate
in a recommended change in school board policy that
integrated ongoing and domain-specific professional
development might have antecedent activities requiring
reflective observation of a school board meeting, working with
school officials currently assessing or revising policies,
developing a financial impact statement if the policy is
implemented, developing a policy impact statement (what are
the anticipated and unanticipated affects of this policy
change?), and ultimately culminating in the project itself.
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Similarly, an educator attempting a project to meaningfully
educate educators on the requirements of the McKinney-Vento
Act and appropriate responses could assess – from a policy and
implementation perspective – current practice, whether current
practices are perceived as effective (and if so, whether that
perception was objectively accurate)), and make specific
recommendations for policy development and implementation.
c. Dispositions:
i. In each performance activity, the educator must demonstrate
appropriate appreciation of ethical and interpersonal elements of
policy development and application. For example, a student
attempting to educate teachers on the requirements of McKinneyVento might anticipate resistance at the perceived “preferential”
treatment of children in transition and passive resistance to
implementation of a policy relating to those children. The educator
would have to recommend an appropriate method for addressing and
overcoming that resistance.
EDL 9820: Educational Planning: Policies, Practice & Transformation
Education Interest Groups in Georgia (value = 20 points): The number and field of
influence of education interest groups at the state and local level have increased
dramatically in recent years. Identify at least two education interest groups (total of 8)
affiliated with each of the four entities shown below:
 Businesses
 Government Groups
 Senior Citizens Groups
 Unions or “professional” organizations
For each interest group you identify, describe what the relationship is with its associated
entity, describe the membership, the organization, the mission of major area of focus, and
the foremost actors within the group. Describe any issue put forth by the interest group in
recent years that has become policy, if any. State your perception of the level of influence
the interest group has in policy making at the state and or local level. Interview three
principals (Elem, M.S., and H.S.) to determine the impact of those groups on teaching
and learning for P-12 students. Develop your interview questions and your protocol.
Provide copies of field notes. Interview will be anonymous.
EDL 9830: Politics, Power, Policy and Performance for Educational Executives
Policy Reform Assessment
The Policy Reform Assessment is used to assess the policy reform assignment in the
course. Candidates are required to complete a study on a policy reform which includes:
 identifying the nature and scope of the reform;
 identification of underlying assumptions about the purpose of the reform;
 a written analysis of the theory behind the reform; evidence on the reform;
 critical interpretations of the assumptions about the previous three;
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theory and how to create good practice; and
application to broader political, economic or social events that facilitated or
hindered the reform’s success.
EDL 9840 EDL 9840 Emerging Trends in Instructional
Leadership, Curriculum & Evaluation
Curriculum/Instruction/Assessment Model
Create a model describing the relationship among curriculum, instruction, assessment.
Use a literature review to support your model. Focus the model on the following
elements:
 Supported by research, best practices, and system assessment data illustrate in
what ways the curriculum and instruction is influenced by changes in society;
and describe limitations/challenges;
 Describe the social context of the district/school focusing on evidence of
diversity and students from marginalized populations;
 Describe professional learning needs: organize and facilitate programs to
improve faculty and staff effectiveness;
 Describe the characteristics and components of the performance assessment
system.
 Develop and use appropriate qualitative and quantitative assessment data to
develop a system wide strategic plan;
 Define style, model, method, and skills of teaching and demonstrate how each
relates to the selection of instructional objectives and strategies;
 Using research theory and practice to develop a system wide process for
assessing the use and effectiveness of differentiated instruction; and
 Evaluate systems curriculum, instructional, and assessment plan to ensure
programs are aligned and carried out efficiently by leading others in a
collaborative process to set and use benchmarks and rubrics to ensure effective
teaching and learning takes place.