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KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
TITLE
Educational Leadership Doctorate in Leadership for Learning
Kennesaw State University
DATE: January 2010
DEPARTMENT: Educational Leadership
COLLEGE: Bagwell College of Education
Proposed Start Date: Fall 2011
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I
Program Description
Program Abstract
The Educational Doctorate concentration (EdD) in Leadership for Learning is a
professional degree developed under the umbrella of the Bagwell College of
Education’s and Professional Teacher Education Unit’s approved EdS/EdD in
Leadership for Learning. Georgia’s distributed leadership concept calls for the
collaboration of teacher leaders in the classroom with executive leaders in
administration to improve their schools and student learning at the K-12 level.
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 Educational Leadership EdS concentration in Leadership for
Learning take a combination of courses in a common core with cohort candidates
from the umbrella EdS/EdD in Leadership for Learning. Concentration courses in
the Doctorate’s embedded Educational Specialist in Educational Leadership are
completed on site in the P-12 setting of the candidates’ place of work. Selected
courses in the Doctorate’s required courses include embedded field experiences
that require candidates to integrate theory with practical applications. The
Educational Leadership EdD concentration model provides collegial support and
collaboration to the candidates, especially during the research phases of the
degree. The Educational Leadership faculty believe that the cohort model for
core coursework will be a powerful and effective complement to the in-field
performance-based component of the program and as such will support and
facilitate candidates’ success as they engage in authentic learning in authentic
settings.
Unique Aspects of Program
Consistent with the Board of Regents P-16 Initiatives and the Georgia
Leadership Institute for School Improvement (GLISI), the Bagwell College of
Education’s (BCOE) Educational Leadership Educational Doctorate degree in
Leadership for Learning will produce teachers and administrators who will serve
effectively as leaders of learning in P-12 schools in a variety of Distributed
Leadership roles as defined by GLISI. The Distributed Leadership Model as
envisioned by the University System of Georgia Board of Regents prepares
leaders to effectively serve in a variety of leadership roles in schools and school
districts. 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).
Graduates of the KSU Educational Leadership EdD in Leadership for Learning
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program will be equipped to support and inspire colleagues to achieve higher
levels of student learning in P-12 schools.
In response to both the changing nature and demands of educational leadership,
in 2006, the Georgia Board of Regents (BOR) and the Professional Standards
Commission (PSC) required all state-certified Georgia educational leadership
programs to be redesigned, complying with new guidelines established by BOR
and PSC. These new guidelines contain ten “strands” depicting performance
indicators (BOR) and six standards (PSC) that serve as the foundation of this
proposed Educational Leadership EdD concentration. Additionally, all program
objectives are linked to the Standards for Advanced Programs in Educational
Leadership (National Policy Board for Educational Administration, 2002).
This proposed EdD for the Educational Leadership concentration under the
umbrella of the EdS/EdD in Leadership for Learning is developed to comply with
the BOR and PSC redesign guidelines. The demands of educational leadership
include the ability of candidates to understand and support the educational process
of all students, including those from culturally and linguistically diverse
backgrounds and other underrepresented populations.
The career ladder possibilities embedded in the distributive leadership approach
will also assist in producing leaders for such developing 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 leaders who will bring enhanced curriculum and instructional
leadership abilities to their positions.
Furthermore, the distributed leadership focus of the degree will prepare leaders
to more effectively assist novice teachers in their transition to the profession
through an improved induction/mentoring program and to support the Board of
Regents in meeting the demands of the Double the Number and Double the
Diversity Of Teachers plan. The degree is designed to prepare 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 leaders
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 degree is unique in other ways as well. Candidates for the EdD complete 9
credit hours of the core, 12 credit hours of concentration, 12 hours of electives
credit, and a minimum of 9 credit hours of dissertation. Because the core
requirements are common between the EdS program and the Doctor of
Education (EdD) program, candidates are well-equipped to continue working
toward the earning of the Educational Leadership EdD portion of the umbrella
program in Leadership for Learning. This common core is designed to prepare
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candidates to be boundary crossers and network builders--extremely
knowledgeable about their own specialty areas, as well as other related areas of
teacher and administrator leadership that have the potential to positively impact
student learning in P-12 schools.
Finally, another unique aspect of the degree is that it has been developed
through a collaborative process with university faculty and leaders from 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 (Principle #3). Clearly, the
Educational Leadership concentration in the Educational Leadership Doctorate
(EdD) degree at KSU is distinctive and will significantly strengthen the Board of
Regents (BOR) position and reputation in the region.
The Educational Leadership concentration of the Educational Doctorate Program
in Leadership for Learning 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 intentionally summon others to realize their potential in all areas
of human endeavor. In this thinking, it is not enough that leaders of learning
concern themselves merely with organization and management; rather, they
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 EdD concentration
for Educational Leadership in the Leadership for Learning program builds on this
tradition by bringing together professional, experienced educational leaders for
advanced, collaborative study in leadership practice and theory. The proposed
program will provide a forum for further development of distributed leadership
skills for those individuals who form the foundation of strong school
communities.
Embedded Field Experiences: A unique feature of the program is that
candidates must complete selected activities from the EDL concentration courses
that involve real time, real people, and real settings. The concentration courses are
comprised of twelve (12) required courses, three of which have embedded field
experiences.
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Institutional Importance of the Program
The proposed Educational Leadership concentration of the Educational
Doctorate program in Leadership for Learning 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
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, it provides an opportunity for KSU to build on an
established foundation of its successful Master of 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 highlevel leadership positions in the critical-need area of education. The
proposed Educational Leadership EdD concentration in Leadership for
Learning responds to a well-documented shortage of highly qualified
professional educators with the knowledge, skills, and abilities necessary to
lead educational organizations.
2. Kennesaw State University has placed an increasing emphasis on leadership
development over the past decade, and 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 concentration will provide professional educators with in-depth
training and experiences in Educational Leadership. 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
diverse learners in the schools and classrooms of Georgia.
Kennesaw State University is in an ideal position to offer the Educational
Leadership concentration of the EdD program. Kennesaw State University is
uniquely qualified to offer this highly professional 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 Mission and 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 Educational
Leadership concentration of the EdD program. 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 EdD 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 Educational Leadership concentration in the EdD program in
Leadership for Learning fully supports and embodies the mission of Kennesaw
State University. As leaders of learning, graduates of the 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, principlecentered, 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.
Focus on global and multicultural perspectives with a
commitment to international education.
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System and State of Georgia Goals
As previously delineated in the first section of this proposal (Unique Aspects of
the Degree), the EdD in Leadership and Learning directly addresses systemlevel 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 Educational Leadership
Program (505-3-.58) 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
Admission to the program will be limited to 10 candidates who are anticipated to
begin in January 2012, and who will enroll typically on a part-time basis every
semester and summer term often taking courses in common with candidates
from other concentrations.
Section V (Curriculum) of this document includes 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
From the beginning, the EdD design team charged with developing this proposal
has been committed to designing a program that builds on our collaborative
approach and mission at KSU. University faculty and leaders from across P-12
settings have worked to design a program that engages the candidates in real-life,
problem-based learning. In addition, colleagues in P-12 schools have provided
feedback and input to the design team. The design team has worked for two years
attending state level meetings, confering with state level officials and P-12 leaders,
planning, and creating the proposed concentration. Those efforts were directed by
the umbrella graphic for the EdS/EdD in Leadership for Learning.
All course requirements have been linked to the 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.
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,
Leader
● Operational Leader
Instruction Leader
● Learning and Performance
Development Leader
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7. Facilitate professional learning and development that
enhance and improve professional practice and
productivity.
● Learning and Performance
Development Leader
● Curriculum, Assessment,
Instruction Leader
8. Exercise professionalism and ethical practice.
The Bagwell College of Education’s (BCOE) Educational Leadership concentration
in the Educational Doctorate (EdD) degree will significantly strengthen the Board of
Regents’ (BOR) position and reputation in the region. Consistent with the Board of
Regents P-16 Initiatives and the Georgia Leadership Institute for School
Improvement (GLISI), this degree will produce leaders who will serve effectively in
P-12 schools in a variety of Distributed Leadership (GLISI) roles.
III
Justification and Need for the Program
The need for effective leadership in education has never been greater. 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 Educational Leadership concentration in the EdD
program in Leadership for Learning. 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.
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 well-documented, 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
Educational Leadership concentration in the EdD will partially meet this growing
demand and need, as well as the Double/Double mandate, by increasing the
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number of highly qualified school 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. In 2006 the
Georgia Board of Regents (BOR) and the Professional Standards Commission
(PSC) required all state-certified Georgia educational leadership programs to be
redesigned, complying with new guidelines established by BOR and PSC that
focused on performance-based learning. The design of KSU’s Educational
Leadership concentration in the EdD in Leadership for Learning responds to this
call for restructuring.
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 (Adams
& Copeland, 2005), 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.
The program of study is designed and driven by two essential principles which
are consistent with Distributed School Leadership. First, leadership must be
shared by teachers and administrators to resolve complex issues of teaching,
learning and accountability in Georgia’s schools. Second, leaders must deepen
and broaden their expertise in content areas. These principles frame the
Educational Leadership concentration in the EdD program’s design.
This program proposal is Kennesaw’s State’s response to Georgia’s required
restructuring. Candidates completing all EdD program requirements will be
eligible for upgrade to Georgia’s PL-7 certificate. Additionally, the program is
designed to meet core and concentration requirements of KSU’s EdD in
Leadership for Learning.

Core courses and appropriate specialization courses
Candidates for the EdS must complete 9 credit hours of the Common Core,
12 credit hours from required EDL courses, 12 credit hours from electives,
and a minimum of 9 dissertation hours. The focus of the Educational
Leadership EdD concentration is to deepen and broaden the knowledge,
skills, and dispositions of the candidates in educational leadership.
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
Quantity of graduates
The first cohort will be limited to 8-10 students. Once enrollment
stabilizes, it is anticipated that annually 8-10 candidates will earn the
Educational Leadership EdD degree in Leadership for Learning.
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Productivity
The EdS 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. With 8-10 students in each cohort taking 33 credit hours
over a five-semester period, each cohort will generate $100,650 in tuition.
With a reduction of $20,000 for one summer session, the tuition income
would be in the neighborhood of $80,000. The state appropriation, based
upon the above understandings, should be around the same figure.
Therefore, the tuition income and the state appropriation should be
adequate to cover all of the instructional costs of the EdS cohort 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.
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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 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).
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EdD Concentration in EDL

Placement
The program concentration will be housed in the Bagwell College of
Education, specifically in the departments of Educational Leadership. The
program coordinators and support personnel will reside in these respective
departments. Candidate advisement files and advisors will be located in their
respective departments.
IV
Procedures Used to Develop the Program
The proposal for the EdS/EdD in Leadership for Learning was approved by the
Teacher Education Curriculum Committee (TEC) of the Bagwell College of
Education and subsequently, Kennesaw State University's Graduate Policy &
Curriculum Committee (GPCC), prior to its submission to the Board of Regents
(BOR) for review and approval by the University System of Georgia (USG). The
program was approved by the BOR and by SACS in September 2006. The
Educational Leadership EdD concentration was not submitted at that time as
Educational Leadership programs were under revision by the Board of Regents
and the Professional Standards Commission.
The Educational Leadership EdD in Learning for Learning 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,
the Director of Specialist 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 Educational Leadership concentration of the EdD program in Leadership for
Learning was developed by a design team and in a collaborative manner with
representatives from leaders in P-12 settings. Specific design team and P-12
partner’s responsibilities included:
Department Faculty’s Contributions:
1.
2.
3.
4.
Reviewing and researching the literature to establish a rationale and
theoretical framework for the program.
Developing curriculum maps with objectives derived from Standards for
Advanced Programs in Educational Leadership (National Policy Board
for Educational Administration, 2002), BOR Principles, and PSC
Standards.
Developing syllabi for residency modules to include content, activities,
assessment strategies, and resource bibliographies.
Linking all activities to program objectives.
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5.
6.
7.
8.
9.
10.
11.
12.
Developing assessment criteria.
Compiling references to support the residency module.
Reviewing reports.
Recommending the Educational Leadership concentration EdD to
department faculty for approval.
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.
P-12 Leaders’ Contributions
1. Meeting with faculty individually and in small groups to discuss program
goals and residency module structure.
2. Reviewing doctoral courses and providing feedback.
References:
In addition to practitioner input, the program design committee’s decisions were
principally informed by the following literature:
Brimley, V., Jr.. & Garfield, R. R. (2008). Financing education in a climate of
change. Boston, MA: Allyn & Bacon.
Copeland, M. A. & Knapp, M. S. (2006). Connecting leadership with learning: A
framework for reflection, planning, and action. Alexandria, VA: Association for
Supervision and Curriculum Development.
Cuban, L., Darling-Hammond, L.; & Fuhrman, S. et al (2004). Who’s in charge
here: The tangled web of school governance and policy. Harrisonburg, VA.,
R. R. Donnelley.
Cunningham, C. A. & Billingsley, M. (2006). Curriculum webs. Boston, MA:
Pearson/Allyn and Bacon.
Dufour, R., Dufour, R., Eaker, R. & Karhanek, G. (2004). Whatever it takes: How
professional learning communities respond when kids don’t learn.
Bloomington, IN: National Education Service.
Goleman, D. (2002). Primal leadership: Realizing the power of emotional
intelligence. Boston: Harvard Business School Press.
Gordon, S. P. (2004). Professional development for school improvement:
Empowering learning communities. Boston, MA: Pearson/Allyn and Bacon.
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Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An
approach to intercultural communication (4th ed.). New York, NY: McGrawHill.
Kouzes, J. M. & Posner, B. A. (2007). The leadership challenge (4th ed.). San
Francisco, CA: John Wiley & Sons, Inc.
Martin, J. M. & Nakayama, T. K. (2007). Intercultural communication in contexts
(4th ed.). Boston, MA: McGraw-Hill.
Miller, M. D., Linn, R. L., & Gronlund, N. E. (2008). Measurement and assessment
in teaching (10th ed.). Upper Saddle River, NJ: Prentice-Hall.
Ornstein, A. C. & Hunkins, F. P. (2004). Course design: a guide to curriculum
development for teachers. Boston, MA: Pearson/Allyn and Bacon.
Rebore, R. (2007). Human resources administration in education: A management
approach (8th ed.). Boston, MA: Pearson.
Sergiovanni, T. J. (2009). The principalship: a reflective practice perspective (6th
ed.) Boston, MA: Pearson/Allyn and Bacon.
Smith, R., (2005). Human resources administration: A school-based perspective
(3rd ed.). Larchmont, NY: Eye on Education.
Sowell, E. J. (2005). Curriculum: An integrative approach. Upper Saddle River,
MH: Pearson/Merrill Prentice Hall.
Spring, J. (2006). Pedagogies of globalization: The rise of the educational security
state. Mahwah; Lawrence e=Erlbaum Associates, Inc.
Swarez-Orozco, M. & Qin-Hilliard, D. B. (2004). Globalization; Cultural and
education in the new millennium. Berkeley, CA: University of California
Press.
West, M. & Petersen, P. (Eds.). (2007). School money trials: The legal pursuit of
educational adequacy. Washington, D. C.: Brookings Institute Press.
Wheatley, M. (2005). Finding our way: Leadership of an uncertain time. San
Francisco, CA: Barrett-Koehler Publishers, Inc.
Wright, R. J. (2007). Tests and measurements in the age of accountability.
Thousand Oaks, CA: Sage Publications.
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V
Curriculum: Degree Program Requirements
The Educational Leadership concentration of the Educational Doctorate (EdD) in
Leadership for Learning is designed for experienced educators. Candidates who
require Transitional Module experiences must be referred for admisisons by their
respective schools/districts. The program will be delivered in cohorts for the core
courses and offered through a combination of on-campus seminars, school/district
based performance, and on-line learning experiences specifically designed so that
candidates maximize collaboration with professional colleagues and peers.
Instruction will involve the use of a variety of instructional methods including, but
not limited to, problem-based learning, modules, case-studies, research and
individual projects. Application of learning to school-based issues and problems is
a critical component of this applied program. Candidates in the program are
required to be employed as teachers or administrators in a school district.
Program Admission Requirements (EdS)
Expected qualifications for applicants to be considered for admission will typically
include:
1) an earned Educational Specialist in education or a related field;
2) Georgia PL-6 certification;
3) appropriate Georgia state certification exam (PSC 505-2-.02);
4) current full-time employment as a professional educator with at least four years of
teaching and/or administrative experience in K-12 education; and
5) Graduate Aptitude & Achievement Index Score of at least 3500 (Graduate
Index Score = GRE Quantitative Score plus GRE Verbal Score times GPA for all
post-master’s work.
Transfer of Credit:
Transfer credit will not be accepted for the core course requirements that are central
to the program’s distinctive focus. Consequently, transfer credit considerations will
typically be restricted to courses in the concentration, guided electives, and the initial
course in applied research methods. Decisions about the acceptability of transfer
credit will be made on a case-by-case basis and must be approved by the
concentration advisor and Director of the Doctoral and Specialists Programs.
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EdD Concentration in EDL
Typically, applicants may need to take additional courses for the EdD based on the
following scenarios:
1) Applicants who have completed the KSU Leadership for Learning EdS and who do
not hold a PL-6 PSC certificate will be required to take the Educational Leadership
Certification Only program courses (18-21 credit hours). The Certification Only
program requires referral by the school system and a partnership between KSU and
the school system and an on-site mentor.
2) Applicants who hold an EdS and a PL-6 PSC certificate from another institution will
be required to take the Distributed Leadership courses from the core and may be
required to take other courses from the core depending upon an analysis of transcripts
and prior coursework.
3) Applicants who hold an EdS in a related field and who do not hold PL-6 PSC
certification will be required to take the Educational Leadership Certification-Only
courses (18-21 hours), The Certification Only program requires referral by the school
system and a partnership between KSU and the school system and an on-site mentor.
They also will be required to take the Distributed Leadership courses from the core
and may be required to take other courses from the core depending upon an analysis
of transcripts and prior coursework.
Applicants to the program must submit the following:
1. Official transcript of college coursework, both undergraduate and
graduate from the degree granting institutions;
2. Evidence of completion of Educational Specialist degree or its equivalent
in a related field;
3. Georgia certification;
4. Copies of Official scores on the General Test of the Graduate Record
Exam within the past five years;
5. All relevant professinal teaching and/or administrative certificates;
6. Professional Profile detailing related professional qualifications;
7. Reflections on Leadership; and
8. Official request for consideration of transfer courses
The admissions process for the Educational Leadership EdD degree will have
three levels of review as described below.
Level 1: The Kennesaw State University Graduate Admissions Office under the
supervision of the Dean of Graduate Studies will conduct the first level of review.
The Graduate Admissions Office will assemble all materials submitted by the
candidate and enter the data into Banner and Knowledge Web. Once all materials
are complete, the Graduate Admissions Office will forward the completed
application packet to the Bagwell College of Education Graduate Programs Office
for the second level of review. Simultaneously, the Graduate Programs Office,
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EdD Concentration in EDL
under the supervison of the Associate Dean for Graduate Studies in the Bagwell
College of Education will confirm completion of the packets and assemble them for
review.
Level 2: The BCOE Graduate Programs Office will evaluate each candidate’s
application making sure it is complete AND that the candidate meets the minimum
requirements for consideration for admission to the Educational Leadership
concentraiton in the EdD in Leadership for Learning degree program. Application
packets for those candidates meeting all minimum requirements will be forwarded
to the Educational Leadership Coordinator. The final pool of qualified applicants
for admission will be identified by the EdD Program and Admissions Committee
who will forward a list of candidates recommended for admission to the Director
of the Doctoral and Specialist program.
Level 3: The final evaluation of applicant files and approval for admission will be
conducted by the Bagwell College of Education’s Doctoral and Specialist Admissions
Committee. That committee, composed of doctoral educational specialist program
faculty representatives, will employ rubrics to systematically evaluate the merits of
each applicant’s admission file. The Committee’s recommendation for admission into
the program will be based upon the collective professional judgment of the overall
merits of the applicant’s case in the context of the quality of the applicant pool and the
availability of openings in concentration. Consequently, the more qualified applicants
there are for a limited number of new student openings, the more competitive the
selection process becomes.
The determination of the merits of each applicant’s case will focus on a number of key
variables that are vitally important to a candidate’s ability to successfully complete a
specialized academic program at the EdD level, which includes a major applied
research contribution to the field of education related to the improvement of schools
and student learning. Those factors include: related undergraduate and graduate
degrees (master’s required); academic performance and achievement; professional
teaching and administrative certifications; professional employment in K-12 schools;
verbal and writing skills; quantitative and problem solving skills; evidence of teaching
effectiveness; evidence of educational leadership; compatible educational
philosophies and professional ethics; and other related contributions and
achievements of note.
Course Offering Schedule and Plan-of-Study for the Educational Doctorate
Program in Leadership for Learning
Candidates for the EdD must complete minimally 9 credit hours of the Common
Core, 12 required credit hours in the Concentraion, 12 elective hours, and a
minimum of 9 dissertation hours. If accepted to the program, candidates may
request up to 9 credit hours of graduate work beyond the MEd to be applied
toward the EdD degee. Transfer credit will not be accepted for the core course
requirements that are central to the program’s distinctive focus and to the
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EdD Concentration in EDL
development of the program’s cohort experience. Consequently, transfer credit
considerations will typically be restricted to courses in the concentration, guided
electives, and the initial course in applied research methods. However, final
decisions about the acceptability of transfer credit will be made on a case-bycase basis and must be approved by the concentration advisor and Director of
the Doctoral and Specialist Programs.
Course Offering Schedule
EdD Common Core in Research
(9 Credit Hours)
The focus in the Common Core is for candidates to develop shared leadership
expertise by building networks of influence and working across boundaries.
Through collaborative case study and problem based learning experiences
embedded in the context of schools, cohorts of candidates, regardless of
concentrations, work together to tackle the tough, ambiguous challenges
prevalent in today’s P-12 schools. Candidates develop an understanding of and
proficiency in a variety of distributed leadership roles and demonstrate their
expertise as required in the eight Performance Outcomes.
The courses are:
EDRS: 9100: Research: Qualitative (3 credit hours)
This course is an advanced study of qualitative research methodologies including
ethnography, case study, and phenomenology. Students will examine a variety of
data sources (e.g. interviews, observations) and methods of analysis (e.g. memo
writing, coding). Students will conduct research as they formulate their research
questions, collect and analyze data, and write a research report.
EDRS: 9200: Research: Quantitative (3 credit hours)
This course is an in-depth study of and application of selected quantitative
research designs. Course also involves advanced study of descriptive statistics,
inferential statistics, and non-parametric tests traditionally utilized in social and
behavioral research. Emphasis will be placed on understanding the process of
social and educational research in applied settings. Candidates will deepen their
expertise in designing and conducting research and analyzing quantitative data.
Candidates will conduct these analyses using quantitative statistical software,
interpret their findings, and communicate their results ethically, clearly and
effectively.
EDUC 9800 – Doctoral Seminar (3 hours)
In the doctoral seminar students will accomplish the following: (1) development
of a concept paper that frames the dissertation, and (2) admission to candidacy
through a college-approved qualifying experience. This seminar provides
opportunities for doctoral students to work individually with members of their
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respective committees as well as with peers. This is a three-credit seminar which
may be repeated. Prior to enrollment, the doctoral student must complete twelve
hours of graduate level research coursework.
Growth and Flexibility
As the Educational Leadership EdD program in Leadership for Learning
continues to grow, each concentration area will need to assess its 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. International demands may call for the
initiation of a special cohort to prepare their educational leaders.
Courses in Educational Leadership
Semester I
EDRS (3 credit hours)
Concentration or Elective (3 credit hours)
Semester II
EDRS (3 credit hours)
Concentration or Elective (3 credit hours)
Semester III
Concentration and/or Electives (6 credit hours)
Semester IV (Spring)
Concentration and/or Electives (6 credit hours)
Semester V (Summer)
Concentration and/or Electives (6 credit hours)
Semester VI (Fall)
EDUC 9800 – Doctoral Seminar (3)
Semester VII – to completion
EDUC 9900 – Doctoral Dissertation
Minimum of 9 credit hours
Concentration Course Descriptions - Required
EDL 9880: Special Education and Advanced School Law.
Special Education and Advanced School Law is a second-tier law and policy course,
deepening students’ understandings and application of school policy, governance and
regulation. The course particularly focuses on federal and state laws and regulations of
students with exceptionalities (including, but not limited to, English-language learners,
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EdD Concentration in EDL
students in transition, and students with exceptionalities). Through this lens, students
will explore policy development and implementation in education.
EDL 9882: Educational Planning for Transformation
This course is designed to inform doctoral candidates how policies and practices
are developed and implemented through 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.
EDL 9883: Performance for Educational Executives: Politics, Power, and
Policy
This course introduces the conceptualization of schooling as politics and is
designed to help students understand the political contexts and the institutional
environment in which educators operate. Through a general awareness of
conceptual frameworks (such as system framework, diffusion framework, values,
demands and interest groups, micro and macropolitics), used to examine the
politics of education, students will obtain, assess, and assemble data and
interpret those data to discover connections and contradictions about the
concepts from the readings and literature relating to our current educational
climate. This course includes a performance-based field experience.
EDL 9884: Emerging Leadership Trends in Curriculum, Instruction, and
Assessment
This course explores different strategies for bringing about change leading to
curriculum, institutional improvement, evaluation, and reform. The focus is on
guiding doctoral candidates toward understanding trends and issues with an
emphasis on curriculum, instructional methods, and effective assessments.
Candidates will engage in research that identifies political, ethical, and societal
changes that impact curriculum, instruction and assessment. Special attention is
given to the educational leader’s role in building a strong collaborative culture
and increasing systems capacity to change.
Dissertation
EDL 9900 Dissertation (1-9 repeatable)
Course work supports and guides doctoral candidates in the implementation of
their research and the development and defense of the dissertation. This format
and structure will provide individual time with the Doctoral Committee and
collegial and academic support from their peers. Course may be repeated as
necessary.
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Electives Descriptions – Select 12 credit hours
EDL: 9310 Educational Facilities
This course examines the concepts, procedures and importance of facilities
planning in the educational process. Candidates will learn all the practical skills of
facility inventory, need assessment and evaluation. The course is intended to
cover major aspects of school facilities planning at elementary, secondary and
post-secondary levels. (3 credit hours)
EDL 9320: Media, Community & Public Relations
This course provides knowledge, skills, and dispositions essential for school
leaders to fully engage with school, district, community, and beyond in the
promotion of ongoing communication between and among all stakeholders,
including those whose primary language is other than English. Candidates will
develop and enhance communication skills that promote the vision and mission
of schooling for the purpose of increasing student achievement, strengthening
faculty and staff relations, and advancing stakeholder support. Additionally, the
pressing matters of interactions with the mass media and crisis management are
included. There is a focus on the ways and means by which school leaders
address the multiple prevailing values across a community to solicit school and
community partnerships with the aim of understanding the proactive measures
which will ensure positive perceptions of the school and its educational products.
(3 credit hours)
EDL 9330: Comparative Education
The course provides an overview of frameworks, major concepts and current
trends in comparative education. It examines how different countries address
issues common to all education systems and enables candidates to read,
discuss, analyze and interpret relevant studies and scholarship in this
area. Special attention is devoted to similarities and differences in educational
policy and practice related primarily to elementary and secondary levels of
education in different countries. (3 credit hours)
EDL 9340: Ethics for Educational Leaders
This course is designed to provide educational leaders with a research-based
paradigm for ethical decision making. Various codes of ethics and case studies
will be analyzed and applied to general and specific situations. Doctoral
candidates will engage in dialogue, research and reflection to develop a personal
code of ethics which will be applied in a school-based activity. Research and
anecdotal information from journals and texts will be utilized to inform ethical
decision making on local issues. (3 credit hours
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EDL 9350: Economics of Education
Adequacy and equity in the provision of school services and support are crucial
concerns of the public school administrator. The course addresses the financial
management of education through the lens of basic economic theory and how
the American economy provides funding for public education. The focus is on
how funds are administered and the trends toward more efficient utilization of
resources, including an introductory view from a global perspective. The
approach is a business management appreciation of the complexity and
magnitude of education as an important resource in the public sector. (3 credit
hours.
EDL 9360: Beyond Policy: Reforming Schools Through Learner-Centered
Education and Leadership
Exploration and investigation of emerging research on learning, leading, and
change which when considered in combination provide a framework for
understanding and leading schools as continuously evolving, living systems.
Using a learner-centered leadership paradigm, students critically analyze the
industrial, corporate and business models of education which historically focus
on standards, narrowing of curriculum and high stakes tests as sole measures of
achievement and develop a vision for and/or create learner-centered educational
systems. (3 credit hours)
EDL 9370: Critical Issues for Student Learning: Exploring the Literature
A doctoral seminar focused on analysis and problem solving of a current topic of
vital concern relevant to teaching, leading and student learning in P-12 schools.
Course readings are selected individually, designed to foster problem-based
inquiry, and focus on effective leadership practice in students’ respective
professional settings. (3 credit hours repeatable one time)
EDL 8860: Transition Between Building and System Levels
This residency module focuses on developing knowledge, skills, and dispositions
required for completing an area at the building or system level that were not met
during the completion of a performance-base program or during other
coursework. The candidate will enroll in 1-3 credit hours of credit depending on
the analysis of needs as determined by the collaboration between the university
and school/district. (3 credit hours)
Advisor Approved Elective (3 credit hours)
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
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EdD Concentration in EDL
will assure that the Educational Leadership EdD, at the same time, ensuring that
KSU will continue to provide high quality instruction across the Department of
Educational Leadership’s embedded Educational Specialist degree and Masters
degree. 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 EDL faculty will be involved in delivering the concentration
courses and many of the elective courses and activities in the Educational
Leadership concentration of the EdD in Leadership for Learning. Faculty
participation is shown according to faculty areas of expertise and specialization:
Faculty
Bowen
Chan
Chandler
Dishman
Epps
Holbein
Holliday
Jiang
Patterson
Paris
Tubbs
EDL
9881
EDL
9882
EDL
9883
EDL
9884
EDL
9310
EDL
9320
EDL
9330
EDL
9340
EDL
9350
EDL
9360
EDL
9370
EDL
8860
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
XX
https://sacs.kennesaw.edu/portal/page/portal/PG_SACS_INFORMATION_C
ENTER
FACULTY DEVELOPMENT
Faculty in the department of Educational Leadership maintain and demonstrate
sustained scholarship activity and agendas consistent with expectations of
faculty working in educational leadership programs. Funds have been designated
in the Educational Leadership Department budget to support faculty
development. Members of the EDL faculty are encouraged to make best use of
the funds 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 college- level 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 Department of Educational Leadership have traveled
internationally to share professional educational expertise, to gain knowledge
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EdD Concentration in EDL
of educational practices around the world, and to establish partnerships with
international peers. It is the culture of the Department of Educational Leadership
to collaboratively pursue scholarly activities.
FACULTY RESEARCH AND SCHOLARSHIP
Members of the Educational Leadership faculty are actively engaged in research
activities in educational leadership. They frequently present at important state,
national, and international conferences of the following organizations:
State conferences:
Georgia Educational Research Association
Georgia Association of Teacher Education
Georgia Association of School Business Officials
Georgia Association of School Personnel Administrators
Georgia P-16 Annual Conference
Georgia Association of Educators
Georgia Compensatory Educations Leaders Conference
Alabama Association for Young Children
Alabama Association of Early Childhood Teacher Educators
Florida Association for the Education of Young Children
Regional Conferences:
Mid-Western Regional Education Association
Southern Association of School Business Officials
Southeastern International Reading Association
Southeastern Regional Association of Teacher Educators
Southern Regional Council for Educational Administration
National Conferences:
American Association of Colleges for Teacher Education
American Association of School Personnel Administrators National Conference
American Educational Research Association
American Reading Forum
Association of Supervision and Curriculum Development
Association of Teacher Education
National Council of States on Inservice Education
National Council of Teachers of English
National Educational Technology Conference
National Staff Development Council Conference
Student First Success For All Conference
ESOL Conference on Effective Collaborative Practices
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International Conferences:
Association of School Business officials International
College Reading Association
Hawaii International conference of Education
International Reading Association
International Literacy and Educational Research Network Conference on
Learning
International Society for Educational Planning
International Society for Technology in Education
National Council of Teachers of English, France
Sino-American Education consortium
Educational Leadership faculty scholarly publications often appear in
professional refereed journals such as:
AASA Journal of Scholarship and Practice
Affective Reading Education Journal
American School Board Journal
Asia-Pacific Journal of Teacher Education
Becoming
Bilingual Research Journal
Chronicle of Higher Education
Classroom Leadership
Contemporary Education Psychology
Contemporary Issues in Educational Leadership
College Student Journal
Eastern Education Journal
Education
Education Week
Educational Planning
Educational and Psychological Measurement
Educational Psychological Review
Educational Research and Development
GaETC Journal
Gateways to Teacher Education
Georgia Educational Researcher
Indiana Reading Journal
International Journal of Learning
Journal of College and Characters
Journal of Excellence in College Teaching
Journal of Reading Education
Journal of southeastern Regional Association of Teacher Educators
Journal of Reading Education
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EdD Concentration in EDL
Journal of Technology in Teacher Education
Journal of Ethics in Leadership
Journal of School business Management
Journal of Instructional Psychology
Journal of Global Initiatives: Policy, Pedagogy, and Perspectives
Journal of Educational Technology
Journal of Hispanic Higher Education
Journal of School Public Relations
Journal of Liberal Arts and Sciences
Journal of Adolescent and Adult Literacy
Leading and Learning with Technology
Louisiana Research Journal
Mississippi Reading Journal
Principal
Principal Leadership
Reading Horizons
School business Affairs
School Facility Planner
TESOL in Action
Tech Trends
Grant Applications and Contracts:
The faculty also has been successful in grant applications and contracts. The
following are examples of approved external grants and contracts submitted by
Educational Leadership faculty in the past few years:
Chan, T. C. (2002). A comparison of student achievement, attitude and behavior
between portable classrooms and permanent classrooms. A research
project funded by the Council of Educational Facility Planners International.
($8,500).
Chan, T. C. (2006). The impact of technology facilities on student learning. A
research project funded by the Council of Educational Facility Planners
International ($8,500).
Holliday, E. (2006). African American male initiative. Grant approved by the
Georgia Board of Regents to identify potential African American college
bound students and assist them in graduating from college ($30,000).
Holliday, E. (2006-2007). Blog2 Learn. Grant to work with male students in the
improvement of their language arts instruction through the use of Weblogs
($45,937 for 2006 and $47,480 for 2007).
Jiang, B. (2003). Fulbright Group Travel Program. Grant approved by U.S.
Department of Education ($63,000).
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EdD Concentration in EDL
Jiang, B. (2000). Three year EFL professional development for Colegio Morelos
De Cuernavaca, Colegio Morelos De Cuernavaca, Mexico. ($50,000).
Jiang, B. (2001, 2002, 2003). Title V summer faculty development travel grant to
attend summer institutes at the University of Incarnate Word, Harvard
University, and the University of Portland ($2,000 each year).
Williamson, J. (2006) Three year strategic technology plan for the State Schools
for the Blind and the Deaf. Contract awarded by the division of
Instructional Technology and Media, Georgia Department of Education
($20,000).
Williamson, J. (2006). A survey of technology leaders in Georgia. Contract
awarded by the Division of Instructional Technology and Media, Georgia
Department of Education.
Books published, edited, in press or under contract by Educational
Leadership Faculty include:
Chan, T. C. & Richardson, M. D. (2005). Ins and outs of school facility
management. Scarecrow Education Publishing Company.
Ouyang, R., & Chan, T. C. (2007). (Eds.). Education. Series on Western
Research in Humanities and Social Sciences. Beijing, China: Chin
Remmin University Press.
Jiang, Y. S. & Chan, T. C. (1990). A conceptual framework of modern
educational administration. Kwangtung, China: Kwangtung Higher
Education Press.
Dishman, M. & Cagle, C. (2008). Modern education law (Volume 4 of the
Peabody College Leadership Series). New York: Allyn and Bacon.
Murphy, d., & Dishman, M. (2008). Educational records. Lanham, MD: Rowman
Littlefield Education.
Murphy, d., & Dishman, M. (2007).The American Association of School
Personnel Administrators’ Family and Medical Leave Act compliance
manual. Kansas City, MO: AASPA.
Dishman, M., & Murphy, D. (2006). The Fair Labor Standards Act and American
schools. Lanham, MD: Rowman Littlefield Education.
Disman, M. & Murphy, D. (2005). The Georgia Association of School business
Officials Fair Labor Standards Act compliance manual.
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EdD Concentration in EDL
Murphy, d., & Dishman, M. (2005). The Georgia Association of School Business
Officials family and Medical Leave Act compliance manual.
Holliday, H. E. (2007). Gender education in 7 steps: Reigniting the academic pilot
lights of boys and girls? Atlanta, GA: Jedco Press.
Williamson, J., & Redish, T. (in press). A standards-based preparation program
for technology leaders and facilitators. Eugene, OR: International Society
for Technology in Education.
VII
Outstanding programs of this nature at other institutions
Survey and Comparative Analysis.
January 2008 marks the initial offerings of the newly redesigned Educational
Leadership programs across the state. No other BOR institutions have
embedded EdS/EdD programs. Two institutions have developed doctoral
programs leading to PL-7 certification. The KSU Educational Leadership program
is unique and distinctive, having no counterpart in the state.
Unique Features of KSU’s program:
The uniqueness of the EdD in Leadership for Learning was previously and
thoroughly discussed on pages 2-4 of this proposal.
VIII
Inventory of pertinent library resources (Not Applicable)
IX
Facilities (Not Applicable)
X
Administration (Not Applicable)
XI
Assessment (Not Applicable)
XV
Fiscal and Enrollment Impact, and Estimated Budget (Not
Applicable
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EdD Concentration in EDL
XII
Accreditation
The umbrella EdS/EdD in Leadership for Learning program received BOR
approval to begin and SACS approval to begin. The program will meet all
requirements of the Georgia Professional Standards Commission for leadership
certification at the PL-7 level.
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.
__X__ 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 (Not Applicable)
XIV Degree Inscription (Not Applicable)
29