KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name: EDL 9882 Educational Planning: Policies, Practices, and
Transformation
Department
Department of Educational Leadership
Degree Title (if applicable)
EdD in Leadership for Learning
Proposed Effective Date
Fall 2011
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 __EDL 9882_____________________
Course Title _
Educational Planning for Transformation
Credit Hours
Three (3) credit hours
Prerequisites Admissions to the Doctoral Program in Leadership
For Learning
Description (or Proposed Degree Requirements
This course is designed to inform doctoral candidates how policies and practices are
developed and implemented through the writing policy briefs in areas of interest.
Understanding the value and use of qualitative and quantitative research in the
formulation of policies and practices is an integral part of the course. Candidates will
focus on the process of policy development and the impact of outside forces on the
operation of schools and school districts with the goal of becoming informed
practitioners. This course will be of interest to school leaders, policy makers, and those
employed in governmental agencies and institutions where decisions are policy driven.
III.
Justification
The course is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois.
Early in 2006, Spillane rejected the commonly held notion that leadership was either the act
of a heroic individual or of several individuals who shared leadership responsibilities. In his
book, Distributed Leadership, Spillane postulates that “…leadership…is a practice…that is
the product of joint interactions of school leaders, followers and aspects of their situation
such as routines and tools” (p. 3).
The course is taught by faculty with expertise in school leadership, collaboration, and
diversity. Topics are presented in an integrated manner, such that school transformation is
seen as whole school reform initiative where performance-based practice is the hallmark
(Leithwood, Day, Sammons, Harris, & Hopkins, 2006) and the tenets of Distributed School
Leadership Practice (Spillane, 2006), therefore, are embedded within all activities.
Program design supports team building and connections among school districts (building
and system), universities, and beginning leadership candidates. This design is consistent
with the Bagwell College of Education goal of providing a collaborative framework for
developing expertise in teaching, learning, and leadership within the EdS and EdD program.
It is anticipated that participants will mirror this expectation in their future organizational
settings. Residency module activities are problem-based and assist individuals in developing
an internal focus and disposition to meet the challenges and opportunities within leadership
practice in their respective career paths and organizational settings.
Course Justification:
It is widely known that public schools are entities which operate based on historical,
societal and cultural pressures, stakeholder expectation, available funding, and legislation.
These forces manifest themselves within the arena of schooling through educational
policies, planning and practices, many of which originate as trends. Informed
policymakers and school leaders must not be distracted by the frivolous and superficial,
focusing instead on policies that advance the purpose of schooling. Through study of the
ways in which policy, planning and practices become established protocol, wise
educational leaders discern the value of good policy and those which are detrimental or
limiting, working to eliminate ones with little purpose.
The origin of policy and practice arises from individuals in places that are both near and
far removed from the local school: judges and courthouses, physicians and health care
workers, business men and women, politicians and legislative bodies, journalists and the
media, parents and concerned citizens. The impact of the collective experiences of such
influential people and groups leads to a call to action for school leaders to address a
perceived or actual need or threat (Fowler). This call is often best answered by school
officials through the development and implementation of a policy, plan or practice to
address the concern. School leaders must understand and proactively respond to the forces
responsible for setting the direction of public education, recognizing that the world of
policy making exists at a level beyond the local school in most cases. Paradoxically, the
impact of policy implementation and planning is felt most profoundly at the district and
school level.
Institutions change or remain stagnant depending upon the skill and knowledge of
individuals who research, analyze, and focus on salient findings to develop policy to
redirect the mission and progress for the betterment of schools and school districts.
Further, it is essential that school leaders understand how research provides the
framework for the development of policy, how such policy impacts decision making, and
how decision making must result in increased student achievement.
Because policy development, analysis and implementation are addressed by the Georgia
Assessment of Performance on School Standards (GAPSS), Georgia Leadership for
School Improvement (GLISI), National Council for Accreditation of Teacher Education
(NCATE), Educational Leadership Licensure Consortium (ELCC) and others, it is
imperative that those in positions of leadership at local, state, and national levels have the
knowledge, skills and dispositions to develop policy and practices leading to school
improvement. Policy development and analysis is important as school leaders address
intractable educational problems.
IV.
Additional Information (for New Courses only)
Instructor: TBA
Text: Fowler, F. (2009). Policy studies for educational leaders: An introduction. 3rd ed.
Boston: Allyn & Bacon.
Prerequisites:
Admission to the Doctoral Program in Leadership for Learning
Objectives:
EDL 9??? Course Objectives (KSD)
1. Candidates will become knowledgeable about education policy, its
historical and political roots, how and why it has evolved into its
contemporary educational structures, and the mechanisms in play that
impact modern day policy development, recognizing the exigency to
approach policy development proactively rather than reactively.
(history)
(K,S)
2. Candidates display understanding of the significance of research
findings and its relationship to the formation of substantive,
meaningful policies that are enacted for the purpose of protecting,
defending, and educating all children according to the demands of a
contemporary and global society.
(research and literature)
(K)
3. Candidates gain competence in identifying and explaining the basis
for societal trends, conflicts and conditions which give birth to new
policies, recognizing the need to address issues that arise among
individuals, groups, or institutions whose influence shapes the
development of policies and subsequently the success of the
organization.
(context)
(K,S)
4. Candidates accept the idea that policy development is tied to
community values and turn on the collective voice of a diverse and
multicultural citizenry who call for institutional response to
profoundly and sincerely held views of need for reform.
(stakeholders)
(K,S,D)
EdS/EdD
GLISI Leader PSC/ELCC/
BOR
PTEU
Roles
NCATE
Principles
Performance
Standards
Outcomes
8
Process
Improvement
Leader
3,4
5,9
Change
Leader
3,4
2,4,6
Data Analysis
Leader
4,5,9
Change
Leader
1,2,5,8
Data Analysis
Leader
6
10
Process
Improvement
Leader
9
1,2,5,6
Relationship
Leader
3,4
5. Candidates recognize the growing dominance of state and federal
dominance over local education issues and promote the role of
educational leaders in developing appropriate responses which support
or deter policy implementation based on its merits, especially as
related to policy impact on ability of teachers to teach and students to
learn.
(application)
(K,S)
1,2,4,7,8
Learning and
Performance
Development
Leader
5,6
Performance
Leader
Instructional Method
The candidates and university supervisor may 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
Method of Evaluation
Evaluation:
Paper, Education Interest Groups
Paper, Policy Evaluation
Paper, Policy Implementation
Paper and Presentation on selected E. Q.
Summary paper
Conference(s)
Class Participation and Attendance
TOTAL POINTS POSSIBLE
20 points
20 points
20 points
15 points
10 points
5 points
10 points
100 POINTS
Grading based on point accumulation:
A= 90% -100%
-
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
5,7
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
n/a
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
EdD Program
I.
COURSE: EDL 9882 Educational Planning for Transformation
Credit: 3 Credit Hours
II.
INSTRUCTOR:
Office:
Phone:
III.
IV.
E-Mail:
Office Hours:
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
Bldg/Room: TBA
TEXTS & READINGS:
Required Text:
Fowler, F. (2009). Policy studies for educational leaders: An introduction. 3rd ed. Boston:
Allyn & Bacon.
Supplemental Readings:
Suggested journals:
Educational Policy
Educational Leadership
NASSP Bulletin
Principal
Educational Administration Quarterly
Journal of Education Finance
Journal of Education Policy
Policy Studies Journal
American School Administrator
The Kappan
American School Board Journal
School Business Affairs
V.
COURSE CATALOG DESCRIPTION
This course is designed to inform doctoral candidates how policies and practices are developed
and implemented through the writing policy briefs in areas of interest. Understanding the value
and use of qualitative and quantitative research in the formulation of policies and practices is an
integral part of the course. Candidates will focus on the process of policy development and the
impact of outside forces on the operation of schools and school districts with the goal of
becoming informed practitioners. This course will be of interest to school leaders, policy makers,
and those employed in governmental agencies and institutions where decisions are policy driven.
VI.
JUSTIFICATION
The course is framed within Distributed School Leadership Practice (DSLP), one of the
leading authors of which is James Spillane of Northwestern University in Chicago, Illinois. Early in
2006, Spillane rejected the commonly held notion that leadership was either the act of a heroic
individual or of several individuals who shared leadership responsibilities. In his book, Distributed
Leadership, Spillane postulates that “…leadership…is a practice…that is the product of joint
interactions of school leaders, followers and aspects of their situation such as routines and tools” (p.
3).
The course is taught by faculty with expertise in school leadership, collaboration, and
diversity. Topics are presented in an integrated manner, such that school transformation is seen as
whole school reform initiative where performance-based practice is the hallmark (Leithwood, Day,
Sammons, Harris, & Hopkins, 2006) and the tenets of Distributed School Leadership Practice
(Spillane, 2006), therefore, are embedded within all activities.
Program design supports team building and connections among school districts (building
and system), universities, and beginning leadership candidates. This design is consistent with the
Bagwell College of Education goal of providing a collaborative framework for developing
expertise in teaching, learning, and leadership within the EdS and EdD program. It is anticipated
that participants will mirror this expectation in their future organizational settings. Residency
module activities are problem-based and assist individuals in developing an internal focus and
disposition to meet the challenges and opportunities within leadership practice in their respective
career paths and organizational settings.
Course Justification:
It is widely known that public schools are entities which operate based on historical,
societal and cultural pressures, stakeholder expectation, available funding, and legislation. These
forces manifest themselves within the arena of schooling through educational policies, planning
and practices, many of which originate as trends. Informed policymakers and school leaders
must not be distracted by the frivolous and superficial, focusing instead on policies that advance
the purpose of schooling. Through study of the ways in which policy, planning and practices
become established protocol, wise educational leaders discern the value of good policy and those
which are detrimental or limiting, working to eliminate ones with little purpose.
The origin of policy and practice arises from individuals in places that are both near and
far removed from the local school: judges and courthouses, physicians and health care workers,
business men and women, politicians and legislative bodies, journalists and the media, parents
and concerned citizens. The impact of the collective experiences of such influential people and
groups leads to a call to action for school leaders to address a perceived or actual need or threat
(Fowler). This call is often best answered by school officials through the development and
implementation of a policy, plan or practice to address the concern. School leaders must
understand and proactively respond to the forces responsible for setting the direction of public
education, recognizing that the world of policy making exists at a level beyond the local school
in most cases. Paradoxically, the impact of policy implementation and planning is felt most
profoundly at the district and school level.
Institutions change or remain stagnant depending upon the skill and knowledge of
individuals who research, analyze, and focus on salient findings to develop policy to redirect the
mission and progress for the betterment of schools and school districts. Further, it is essential
that school leaders understand how research provides the framework for the development of
policy, how such policy impacts decision making, and how decision making must result in
increased student achievement.
Because policy development, analysis and implementation are addressed by the Georgia
Assessment of Performance on School Standards (GAPSS), Georgia Leadership for School
Improvement (GLISI), National Council for Accreditation of Teacher Education (NCATE),
Educational Leadership Licensure Consortium (ELCC) and others, it is imperative that those in
positions of leadership at local, state, and national levels have the knowledge, skills and
dispositions to develop policy and practices leading to school improvement. Policy development
and analysis is important as school leaders address intractable educational problems.
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.
Use of Technology: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the master teacher preparation 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 WebCT Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the 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
Educational Specialist and Doctorate of Education
The knowledge, skills and dispositions (KSD’s) of the graduates of the Doctorate of Education
program in the Bagwell College of Education reflect the unique aspects of this degree.
Collaboratively developed by faculty from across the university and in consultation with
community/school partners, these outcomes and proficiencies delineate the high expectations we
have for graduates who will be Leaders for Learning. Clearly, the proficiencies reflect the
complex nature of student learning in advanced degree programs leading to a terminal degree.
Consequently, many of the proficiencies listed below incorporate aspects of knowledge, skills
and dispositions within a single proficiency. These proficiencies are clearly linked to our
conceptual framework, The Collaborative Development of Expertise in Teaching, Learning and
Leadership.
VIII. GOALS, OBJECTIVES AND PTEU PERFORMANCE OUTCOMES:
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 a result of
the satisfactory fulfillment of the requirements of these courses, participants will
demonstrate outcomes that embody the constructs of DSLP, the ten BOR Performance
Strands, the ELCC standards, the PSC standards for Residency, and the roles
recommended by Georgia’s Leadership Institute for School Improvement (GLISI). As
this course is outcomes-driven, successful individuals must provide evidence of meeting
the following complementary PTEU EdS/EdD Performance Outcomes:
1. Fosters an organizational culture that facilitates development of a shared
vision, school improvement and increased learning for all students.
2. Implements sustainable educational change and process improvement
3. Creates 21stcentury learning environments that advance best practices in
curriculum, instruction, and assessment.
4. Engages in applied research that supports data-driven planning and decision
making for the improvement of schools and learning.
5. Builds collaborative relationships, teams and community partnerships that
communicate and reflect distributed leadership for learning.
6. Embraces diversity by demonstrating intercultural literacy and global
understanding.
7. Facilitates professional learning and development that enhance and improve
professional practice and productivity.
8. Exercises professionalism and ethical practice.
EDL 9??? Course Objectives (KSD)
1. Candidates will become knowledgeable about education policy, its
historical and political roots, how and why it has evolved into its
contemporary educational structures, and the mechanisms in play that
impact modern day policy development, recognizing the exigency to
approach policy development proactively rather than reactively.
(history)
(K,S)
2. Candidates display understanding of the significance of research
findings and its relationship to the formation of substantive,
meaningful policies that are enacted for the purpose of protecting,
defending, and educating all children according to the demands of a
contemporary and global society.
(research and literature)
(K)
3. Candidates gain competence in identifying and explaining the basis
for societal trends, conflicts and conditions which give birth to new
policies, recognizing the need to address issues that arise among
individuals, groups, or institutions whose influence shapes the
development of policies and subsequently the success of the
organization.
(context)
(K,S)
4. Candidates accept the idea that policy development is tied to
community values and turn on the collective voice of a diverse and
multicultural citizenry who call for institutional response to
profoundly and sincerely held views of need for reform.
(stakeholders)
(K,S,D)
5. Candidates recognize the growing dominance of state and federal
dominance over local education issues and promote the role of
educational leaders in developing appropriate responses which support
or deter policy implementation based on its merits, especially as
related to policy impact on ability of teachers to teach and students to
learn.
(application)
(K,S)
EdS/EdD
GLISI Leader PSC/ELCC/ BOR
PTEU
Roles
NCATE Principles
Performance
Standards
Outcomes
8
Process
Improvement
Leader
3,4
5,9
Change Leader
3,4
2,4,6
Data Analysis
Leader
4,5,9
Change Leader
1,2,5,8
Data Analysis
Leader
6
10
Process
Improvement
Leader
9
1,2,5,6
Relationship
Leader
3,4
1,2,4,7,8
Learning and
Performance
Development
Leader
5,6
Performance
Leader
5,7
IX.
COURSE REQUIREMENTS AND ASSIGNMENTS: (See Addendum for details on requirements
for all assignments):
Portfolio
The candidate will submit the designated Field-Experience performance activity to the
portfolio developed in the EdS portion of the degree. The portfolio contains artifacts that
address skills, knowledge, and dispositions in alignment with the six PSC standards
described in the PSC Educator Preparation Rule 505.3-.58. The portfolio will describe how
the candidate has met specific criteria set out in the PSC rule (qualitative and quantitative).
Instructional Methodology
The candidates and university supervisor may 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
The course demands significant self-directed independent readings and in-depth class
discussions. Instructional methods include but are not limited to Problem-Based Learning,
Document-Based Inquiry, Collaboration and Co-teaching, and Case Study Analysis. GA View
Vista will be used for communication and course management. Please check for postings, mail,
and announcements.
Activities and Assignments:
(All papers should include a bibliography of not less than 5 primary sources, each of which is
accompanied by a one or two sentence description of the information. Type all documents in 1012 font, double spaced. Document all references in APA.)
1. 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. This is a field-based performance activity.
2. Policy Evaluation (value = 20 points):
There are times, periodically or when conditions dictate, when established policies should be
reviewed and evaluated. Identify and review three or four methods of evaluating policy, briefly
explaining the process used in each. Identify a state or local policy for review. From among the
evaluation procedures you identified, select one policy evaluation procedure you deem most
appropriate and, with the limited means at your disposal, apply it to the policy you selected. Give
reasons why you chose the evaluation method over the others you identified. Additionally, based
on your findings, make recommendations that should be taken to revise the policy, providing a
rationale to justify your recommendations.
3. Policy Implementation (value = 20 points):
Once created, policy implementation is often challenging. Research policy implementation
techniques and create a schema that school principals could use as a guide as they navigate
through the implementation of a new policy. Your plan should afford direction in clarifying
policy and intent for all impacted, including students, parents, faculty, staff, or stakeholders.
4. Candidate Paper and Presentation on Essential Question (value = 15 points):
Each candidate will select and prepare a 10-12 page paper (2500-3000 words) on one of the
essential questions.
b. As a part of the paper, the candidate will include a question (composed by the candidate)
related to the paper that could be used on a doctoral comprehensive examination.
c. Each candidate will post an abstract of his or her paper on GA View Vista. All other
members of the class will post comments about either the paper or the presentation following the
presentation. (Quality comments are expected.)
d. Each candidate will give a 20-30 minute presentation to the class about the above essential
question. The presentation should be followed by a 10 – 15 minute class exercise designed to
reinforce or expand the presenter’s ideas. Candidate will prepare a handout or brochure or other
useful reference document for each member of the class.
5. Summary paper (value = 10 points): Select one of the assignments from weeks 5,7,10, or 12
and expand the assignment by writing a three to five (3-5) page summary paper based on the
activity. A bibliography is required. Type all documents in 10-12 font, double spaced.
Document all references in APA.
6. Conferences (value = 5 points): Candidates will meet with the instructor to discuss reflections,
questions and concerns. Agenda is candidate’s responsibility. Conference discussions will focus
on insights gained, real world implications and rising areas of interest.
7. Class Participation and Attendance (value = 10 points)
X.
EVALUATION AND GRADING
Evaluation:
Paper, Education Interest Groups
Paper, Policy Evaluation
Paper, Policy Implementation
Paper and Presentation on selected E. Q.
Summary paper
Conference(s)
Class Participation and Attendance
TOTAL POINTS POSSIBLE
20 points
20 points
20 points
15 points
10 points
5 points
10 points
100 POINTS
Grading based on point accumulation:
A= 90% -100%
B= 80% - 89%
C= 70% - 79%
F= 69% or lower
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with college-level studies. Papers should be typewritten, on 8 1/2 x 11
in. paper, double-spaced and at 10-12 font. All work submitted that requires documentation
should follow APA format. Manuscripts must be proof read to ensure accuracy in spelling,
punctuation, and grammar. Written work should be attractive and neat -- ESPECIALLY WITH
MATERIALS INTENDED FOR STUDENT USE.
While the college standard for evaluation of papers and tests is listed above, the university
supervisor and school mentor in this course will use alternative assessment strategies. Evaluation
is a difficult process in every course. It is especially difficult to quantify the internal process of
developing dispositions of ethics, character and leadership. This development is unique to each
individual and must be recognized by each individual. Rubrics will be shared with candidates as
a means of establishing an understanding of expectation of graduate study in the BCOE and at
KSU.
The emphasis on the individual student as an evaluator is in keeping with the reality that future
administrators/leaders will be expected to be involved in the evaluation and assessment activities
as part of their own continuing professional development and that of those with whom they work
in organizational setting as they continue their professional careers.
The university supervisor and school mentor contribute to the evaluation process by taking into
consideration student preparation for class sessions, level of participation in class, individual
and group projects/reports individual conferences, and the capstone product for the educational
specialist seminar.
Every effort will be made by the university supervisor and school mentor to be fair and
equitable in the assignment of grades through multiple processes noted above. In the final
analysis, the assigned grade will be based on the best professional judgment of the professor(s)
and supervisor(s).
XI.
CLASS
DATE/
WEEK
1.
COURSE OUTLINE AND CALENDAR
TOPICS AND ESSENTIAL
QUESTIONS
IN CLASS ACTIVITY
Course overview
Expectations, Syllabus
Trends
Bring text first meeting
Team formations
Assimilate a list of perceived
educational trends; identify
indicators for policy
development
3.
Policy
E.Q.: Why do changes in the political and
economic environment make
understanding the policy process
essential for today’s school leaders?
Candidate presentation on EQ.
Readings analyses and
discussions.
Explore: Should politics be
kept out of education?
4.
Power
E.Q.: How is power used in school
organizations to shape education policy?
5.
Demographic trends
E.Q.: What are the implications of
demographic changes for education
policy?
6.
Politics and Culture
E.Q.: Why should school leaders take
into account the political culture of the
geographic area in which they work?
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore: How is power used in
your school district?
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore: What demographic
changes are impacting your
school district?
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore:
Should school boards be
abolished?
7.
Ideology
E.Q.: How can education leaders identify
the values and ideological positions
2.
Candidate presentation on
E.Q.
Readings analyses and
ASSIGNMENT
(All chapter readings are from
Fowler; others as assigned.)
- What kinds of educational
trend(s) are most likely to become
policy?
 Aldridge and Goldman
 Cibulka
 rubric
C. 1 Policy: What is it and where
does it come from?
- Review the policy manual of a
state or local school district and
analyze the process by which
policy is developed within that
state or district.
 State and District School
Board Policy Manuals
 Process Improvement
Leader
 Hess, F.
 holistic
C. 2 Power and Education Policy
- Case Study
 Operations Leader
 Relationship Leader
 holistic
C. 3 The Economy and
Demographics
- Internet assignment: locate data
and apply to economic trends.
 Data Analysis Leader
 holistic
C. 4 The Political System and
Political Culture
- Select a state and identify its
political culture; support your
decision; offer counter ideas.
 Tyack & Cuban
 Relationship Leader
 holistic
C. 5 Values and Ideology
- Ranking 8 Values (p. 130)
- Internet assignment: locate
behind policies and policy proposals?
discussions.
Explore:
How are ideologies impacting
educational policy making?
8.
Influence
E.Q.: How can education leaders identify
the major players in their own states and
obtain information about them?
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore:
Where does the DOE fit?
Where does the PSC fit?
9.
10.
Conferences
Process
E.Q.: How can education leaders follow
and influence these stages of the policy
process?
11.
Formulation
E.Q.: How can school leaders influence
policy formulation and adoption?
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore:
Judges as Policy Actors
12.
Finance
E.Q.: How can leaders anticipate what
kind of politics will develop around a new
policy?
13.
Implementation
E.Q.: What courses of action are open to
school leaders who are expected to
implement a policy that they or important
stakeholders oppose?
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore:
Exercise on techniques of
control
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore: Policy fairness
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore:
“Think Tanks” and education
websites and analyze political and
policy ideologies
 Howell
 Process Improvement
Leader
 holistic
C. 6 The Major Education Policy
Actors
- Identify the major educational
policy players in your district and
state. - - -Why are they
influential?
 Blasé
 Gray & Hanson
 Relationship Leader
 Holistic
C. 7 Issue Definition and Agenda
Setting
- Identify an issue/policy. What
needs to change?
 Change Leader
 Weiss
 Holistic
C. 8 Policy Formulation and
Adoption
- Select an education related bill
introduced in the last session of
the legislature. Identify the issue
or set of circumstances that called
for legislative redress. Analyze
how the bill would address the
problem. Explain the fate of the
bill.
 Cooper, Fursarelli &
Randall
 Holistic
C.9 Policy Instruments and Cost
Effectiveness
- Choose a policy, real or
imagined and conduct a cost
analysis.
 Levin & McEwan
 Rubric
C. 10 Policy Implementation
- Case study
 McCluskey
 Jacob
 Holistic
14.
Evaluation
E.Q.: How can one tell if a proposed or
completed evaluation of a policy is of
high value?
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore:
Evaluating policy
15.
U.S. Education Policy
E.Q.: Why is the policy environment
today so turbulent?
16.
Conclusion
Candidate presentation on
E.Q.
Readings analyses and
discussions.
Explore:
Conflict among/within
education bodies
Final
XII.
C. 11 Policy Evaluation
-Identify an existing local (city or
county system) policy and discuss
whether it does what was
intended.
 Performance Leader
 Brainard
 rubric
C. 12 Education Policy in the
U.S.
 Olssen, Codd, & O’Neill
 Relationship Leader
 holistic
POLICIES
Diversity: 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. The development of an appreciation of diversity as a
core organizational value and its use as a resource will give direction to the activities of the
educational specialist and doctoral program. Consideration will be given to diversity in
developing the membership of the cohorts in the interest of ensuring that the collaborative cohort
experience contributes to the development of such personal and organizational core values
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have
violated these guidelines will be subject to disciplinary action consistent with university policy.
For example, plagiarism or other violations of the University’s Academic Honesty policies
could result in a grade of “ F” in the course and a formal hearing before the Judiciary
Committee.
Papers should be a synthesis of information reported in your own words and with proper
documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class/Seminars: Part of your success in this course is related to providing peer reviews
and feedback to your colleagues regarding course assignments; participating and interacting in
course activities; collaborating and working equitably with colleagues; and treating colleagues
and the professor with respect both in and out of class. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor/supervisor is another measure of
your professionalism. Please be prepared by bringing all materials and readings to meetings and
seminars. All readings assignments must be completed prior to meetings and seminars. We
depend on one another to ask pertinent and insightful questions.
Professionalism also includes appropriate audience behaviors during lectures and presentations.
When someone is speaking to the group or making a presentation, professionals do not engage in
conversations or other distracting behaviors that detract from the audiences’ attention to the
speaker.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor/supervisor in advance or as soon as possible after the
emergency event.
Assignments are due on the assigned date. Late assignments will not be accepted by e-mail or
hard copy without approval and may require documentation of a personal or professional
emergency. Re-submission of assignments for improved grades will not be considered unless
specifically determined to be appropriate by the professor.
Using technology during class/seminar (laptops, cell phones, etc.) to check personal e-mail or
engage in activities not associated with course content is not acceptable and will likely result in
a reduction of course participation points. Engaging in personal conversations while
professor/supervisor or groups are presenting is not acceptable and will likely result in a
reduction of class participation points. A break will be provided for snacks and personal use of
technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
Aldridge, J., & Goldman, R. (2007). Current issues and trends in education. 2nd ed. Boston:
Pearson
Bauman, P. C. (1996). Governing education: Public sector reform or privatization. Boston:
Allyn & Bacon.
Blase, J. (Ed.). (1991). The politics of life in schools: Power, conflict, and cooperation. Newbury
Park, CA: Corwin.
Brainard, E. (1996). A hands-on guide to school program evaluation. Bloomington, IN: Phi
Delta Kappa Educational Foundation.
Bulkley, K. E. & Wohlstetter, P. (Eds.) (2004). Taking account of charter schools: What’s
happened and what’s next. New York: Teachers College Press.
Campbell, N. J. (1998). Writing effective policies and procedures: A step-by-step resource for
clear communication. New York: AMACOM.
Cibulka, J. (1995). Policy analysis and the study of the politics of education. In J.D. Scriber &
D. Layton (Eds.), The study of educational politics. London: Falmer Press
Clemmer, E.F. (1991). The school policy handbook: A primer for administrators and school
board members. Boston: Allyn & Bacon.
Cooper, B. S., Fursarelli, L. D., & Randall, E. V. (2004). Better policies, better schools: Theories
and applications. Boston: Allyn and Bacon.
Cross, C., (2004). Political education: National policy comes of age. New York: Teachers
College Press.
Elmore, R. (2004). School reform from the inside out: Policy, practice and performance.
Cambridge, MA: Harvard Education Press.
Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
Goodman, R. H., & Zimmerman, W. G. (2000). Thinking differently: Recommendations for 21st
century school board/superintendent: Leadership governance, and teamwork for high
student achievement. Arlington, VA: American Association of School Administrators.
Gray, V., & Hanson, R. (Eds.). (2004). Politics in the American states. 8th ed. Washington, D.C.:
CQ Press.
Hess, F. M. (2008) When research matters: How scholarship influences education policy.
Cambridge, MA: Harvard University Press.
Hess, R. (2004). Common sense school reform. New York: Palgrave McMillan.
Howell, W. (ed.) (2005). Besieged: School boards and the future of education politics.
Washington, D.C.: Brookings Institution Press.
Jacob, B. (2001). Implementing standards: The California mathematics textbook debacle. Phi
Delta Kappan (83) 264-272.
Leithwood, K. (Ed.). (1995). Effective school district leadership: Transforming politics into
education. Ithaca, NY: State University of New York Press.
Levin, H. M. & McEwan, P. J. (2002). (Eds.). Cost-effectiveness and educational policy.
American Education Finance Association Yearbook 2002. Larchmont, NY: Eye on
Education.
McCluskey, N. (2007). Feds in the classroom: How big government corrupts, cripples and
compromises American education. Lanham, MD: Rowan & Littlefield, Publishers, Inc.
Mullen, C. A., Gordon, S., Greenlee, B., & Anderson, R. (2002). Capacities for school
leadership: Emerging trends in the literature. International Journal of Education Reform
(11)2, 158-198.
National Policy Board for Educational Administration (2002). Standards for advanced programs
in educational leadership.
Olssen, M., Codd, J., & O’Neill, A. (2004). Education policy: Globalization, citizenship, and
democracy. Thousand Oaks, CA: Sage.
Plaut, S., & Sharkey, N. (eds.) (2003). Education policy and practice: Bridging the divide.
Cambridge, MA: Harvard Education Press.
Stephenson, K., (2008). Educational trends shaping school planning and design.
http://www.edfacilities.org/pubs/trends2007.pdf
Tyack, D. & Cuban, L. (1995). Tinkering toward utopia. Cambridge, MA: Harvard University
Press.
United States Constitution.
Walberg, H. (2007). School choice: The findings. Washington, D.C.: The Cato Institute
Weiss, C. (Ed.). (1992). Organizations for policy analysis. Newbury Park, CA: Sage.
Suggested Websites:
http://www.edfacilities.org
http://www.cato.org/research/education/index.html
http://www.heritage.org
http://www.epi.org
http://www.wallacefoundation.org
http://www.sreb.org
http://www.gssanet.org
http://www.gael.org
http://www.gsba.com
http://www.gapsc.com
http://www.doe.k12.ga.us
http://www.advancingeducation.com
http://www.people-press.org
http://www.npbea.org
http://www.centerforpubliceducation.org/site/
http://www.heartland.org
Other:
State and local school board policy manuals
Newspapers
Other media