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EdD Concentration
Compliance with NCATE/PSC Requirements
New Concentration, Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will accompany the
standard UPCC or GPCC forms and, if required, PSC standards. Concise narrative will be sufficient.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The Educational Leadership concentration in the Educational Doctorate in Leadership for
Learning with an embedded EdS (EDL/EdS) was designed in accordance with the PTEU
Conceptual Framework. The Professional Teacher Education Unit (PTEU) at Kennesaw State
University is committed to developing expertise among candidates in initial and advanced
programs as teachers and leaders who possess the capability, intent and expertise to facilitate
high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the
PTEU fosters the development of candidates as they progress through stages of growth from
novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is
viewed as a process of continued development, not an end-state. To be effective, teachers and
educational leaders must embrace the notion that teaching and learning are entwined, and that
only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates in the Educational Doctoral program with
embedded EdS develop into leaders for learning and facilitators of the teaching and learning
process. Finally, the PTEU recognizes values and demonstrates collaborative practices across
the college and university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents and
other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in
bringing all students to high levels of learning.
The goal of the Educational Leadership concentration in the Educational Doctorate in
Leadership for Learning with embedded EdS is to prepare candidates who will become experts
in assuming the roles of school leadership in education today. The program was designed from
theory to practice to cover all areas of knowledge, skills, and disposition of educational
leadership as required by Georgia’s Board of Regents’ Ten Strands (BOR), the Professional
Standards Commission’ Rule for the Educational Leadership Program (PSC), and Georgia’s
Leadership for School Improvement (GLISI). The program is designed to comply with the PSC
requirement that candidates,
“participate in performance based activities that provide significant opportunities for
[them] to synthesize and apply the knowledge and practice and develop the skills
identified in core knowledge standards through substantial, sustained, standards-based
work in real settings, planned and guided cooperatively by the institution and school
district personnel and with assessment the responsibility of the institution.” (PSC
Educational Leadership Program Rule 505-3.58, April 15, 2007)
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EdD Concentration
The program was designed by KSU’s Department of Education Leadership faculty in
collaboration with P-12 school partners and representatives for institutions of higher education
in the University of Georgia System. This framework for program development is consistent
with the “collaborative practices” recommended by the PTEU Conceptual Framework.
2. (National/State Standards) Specify applicable national and/or state standards to which this
program will demonstrate compliance. Please attach a copy of the applicable standards.
The content, goals, and objectives of the program are drawn from the Standards for Advanced Programs
in Education as developed by the Interstate School Leaders Licensure Consortium (ISLLC), revised with
the Educational Leadership Constituent Council (ELCC), and published by the National Policy Board
for Educational Administration (NPBEA). The standards are available through the National Council for
Accreditation for Teacher Education’s (NCATE) website (http://ncate.org/public/programStandards ).
They also are aligned with the Professional Standards Commission Rule 505-3-.58.
Attachments A and B
3. (Institutional Standards) Specify candidate proficiencies to be demonstrated and assessed during
the program.
The program is linked to the eight Bagwell College of Education/Professional Teacher Education Unit’s
Professional Learning Outcomes as defined for the umbrella Educational Specialist/Educational
Doctorate program in Leadership for Learning. These standards form the framework for candidate
expectations throughout the EdS and EdD program. 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.
Attachments C
4. (Assessment System) Identify (chart is preferable) the unit and program assessments that will be
used to determine if candidates meet proficiencies and standards. Limit the total number of
assessments to eight. See example of a chart template on next page.
The performance-base requirement for the program as mandated by the PSC’s Educational Leadership
Program Rule 505-3-.58 require continual assessment of knowledge, skills, and dispositions as
evidenced in real work in real time with real people. Assessments are linked to those performance-based
activities and thus to the standards for leaders preparation as defined by the BOR’s ten strands, the
PSC’s seven standards outlined in Rule 505-3-.58, the seven ELCC standards (NPBEA), and KSU’s
eight EdS/EdD Performance Outcomes. These outcomes are met in the EdS portion of the program.
The attached chart reflects the continual assessment of candidate competencies through the cumulative
portfolio process from Core Courses component of the EdS in Leadership for Learning that are required
by all candidates from all concentrations through the four field-based performance activities in the EdD..
The Educational Doctorate in Leadership for Learning with embedded Educational Specialist degree
meets the residency requirement for PSC through the already PSC approved PL-6 EdS portion of the
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EdD Concentration
program. The doctoral portion of the program extends the performance-based experienced through
embedded field experiences in key concentration courses required by all doctoral candidates
(documented in the required portfolio required for assessments) and through the dissertation experience.
Attachment D
5.
(Field Experiences) Describe required field experiences and clinical practices that help candidates
develop knowledge and skills in helping all students learn. Include how field experiences will be
assessed and be intensive and extensive enough to demonstrate that candidates: 1) demonstrate
the proficiencies in the professional roles, 2) reflect on their work, and 3) impact student learning.
The doctoral program extends the performance-based experienced through embedded field experiences
in key concentration courses required for all doctoral candidates. The four required concentration
courses (3 credit hours each) contain a field-based performance activity, and the dissertation (minimum
9 credit hours) is totally field-based performance. Those courses are: EDL 9881 Special Education and
Advanced School Law; EDL 9882 Educational Planning for Transformation; EDL 9883 Performance
for Educational Executives: Politics, Power, and Policy; and EDL 9884 Emerging Leadership Trends in
Curriculum, Instruction, and Instruction.
The portfolio is a cumulative process that follows the candidate throughout the programs and is used to
document the field-based performance activities from the EdD core.
Portfolio/Field-Based Performance Activity
The candidate will submit the designated Field-Based Performance Activity to the portfolio. 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). Each
Performance-Based Activity will be documented with a Field Experience Log and Reflection. The Field
Experience log will document engagement with diverse populations.
Attachments E, F, G, H, I, and J
6.
(Residency and Diversity) Describe how the program ensures that all candidates have
opportunities to work with students with exceptionalities and from diverse populations.
The BOR strands, the PSC standards, the ELCC standards, and the EdS program’s performance
outcomes include an emphasis on diversity. Therefore, candidates completing the Educational
Leadership program are required to work with students with exceptionalities and from diverse
populations. See below the BOR, PSC and ELCC standards referencing diversity.
BOR Strands:
8i. Organize a school/system that reflects leadership decisions based on legal and
ethical principles to promote educational equity.
10h. Advocate for policies and programs that promote the success for all students.
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EdD Concentration
10i. Model impartiality, sensitivity to student diversity, community norms and
values and ethical considerations in interactions with others.
PSC Standards:
4. Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by collaborating with
families and other community members, responding to diverse community interests
and needs, managing conflict and mobilizing community resources.
ELCC Standards:
2.1.a Candidates assess school culture using multiple methods and implement
context-appropriate strategies that capitalize on the diversity (e.g. population,
language, disability, gender, race, socio-economic) of the school community to
improve school programs and culture.
2.2.b Candidates demonstrate the ability to make recommendations regarding the
design, implementation, and evaluation of a curriculum that fully accommodates
learners’ diverse needs.
4.2.d Candidates demonstrate the ability to capitalize on the diversity (cultural,
ethnic, racial, economic, and special interest groups) of the school community to
improve school programs and meet the needs of all students.
5.2.a Candidates demonstrate the ability to combine impartiality, sensitivity to
student diversity, and ethical considerations in their interactions with others.
6.1.c Candidates demonstrate the ability to analyze the complex causes of poverty
and other disadvantages and their effects on families, communities, children, and
learning.
6.1.f Candidates demonstrate the ability to analyze and describe the cultural
diversity in a school community.
6.3.c. Candidates advocate for policies and programs that promote equitable learning
opportunities and success for all students, regardless of socioeconomic background,
ethnicity, gender, disability, or other individual characteristics.
Two levels of diversity are documented—working with diverse colleagues as well as working with
diverse students. Diversity is a critical issue in P-12 schools and leaders must have the disposition
required to handle diverse populations. The EDL residency component of the EdD with embedded EdS
program, and the field-based nature of the performance based activities contained in the four
concentration courses in the EdD by context require doctoral students to engage in meaningful learning
that engages educators and students from diverse backgrounds.
Diversity is a critical issue in P-12 schools and leaders must have the disposition required to handle
diverse populations. Dispositions are evaluated in all the EdS Residency component and the EdD
concentration courses.
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EdD Concentration
EdD Concentration Courses: Required
Attachments I
EDL 9881 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, 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. (3 credit hours)
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. (3 credit hours)
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. (3 credit hours)
EdD Elective Courses - Select 12 credit hours
Attachments J
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
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EdD Concentration
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
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 learnercentered 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)
7.
(Technology) Describe how the program ensures candidates can integrate technology in their
practice.
The Educational Leadership concentration in the Educational Specialist in Leadership for Learning program
ensures candidates can integrate technology into their professional practice in three major ways.
The following BOR strands and indicators are included in the proposed EDL concentration of the EdS in
Leadership for Learning program.
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EdD Concentration
BOR Strand:
2. Instruction
Indicator:
2d. Promote the use of technology to support student mastery of
Georgia performance standards.
4. Data Analysis
4e. Use technology tools for data analysis.
7. Performance Management & 7m. Use technology to support core system processes.
Process Improvement
8. Managing Operations
8h. Promote technology to support administrative processes.
8. Technology Integration is required in each course.
Courses in the Educational Leadership program require candidates to use technology to demonstrate
mastery of the standards. Candidates will use technology in a variety of ways, including using
GeorgiaVIEW Vista as a program management tool, developing presentations, creating word processing
documents, analyzing spreadsheet data, using e-mail to correspond with professors and cohort members,
conducting research on the Internet, creating blogs, wikis, and podcasts, developing web pages, using
interactive whiteboards, conducting surveys on the web, and developing an electronic portfolio.
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the program, and all
candidates must be able to use technology to improve student learning and meet Georgia Technology
Standards for Educators. During the EdS/EdD program, candidates will be provided with opportunities
to explore and use instructional media. They will master use of productivity tools, such as multimedia
facilities, local-net and Internet, and they will develop the confidence to design multimedia instructional
materials, and create WWW resources.
The students will be linked through GeorgiaVIEW Vista and via a listserv that will be utilized in
processing the comprehensive experiences of the educational specialist and doctoral program. The
members of each cohort will be linked in a similar way as they move through the program. The
emerging technologies will be utilized with the parallel expectation that participants demonstrate a high
degree of technological literacy in retrieving and sharing information and resources.
The dissertation will be completed and submitted electronically.