12.08.09; 12.15.09; 01.10
DRAFT
KENNESAW STATE UNIVERSITY
GRADUATE PROGRAM/CONCENTRATION PROPOSAL
FORM 02/25/04
PROGRAM OR CONCENTRATION NAME: Teacher Leader Endorsement
DEPARTMENT: Elementary and Early Childhood Education, Inclusive Education,
Secondary and Middle Grades, and Educational Leadership
PROPOSED EFFECTIVE DATE: Fall 2010
Check One or More of the Following and Complete the Appropriate Sections
__x__New Program Proposal**
_____Change in Program/Concentration/Degree Requirements
_____New Concentration Proposal
Sections to be Completed
All
III – VII, XII
I – VII, XII
**A new course proposal is required for each new course that is part of the new program
Submitted by:
______________________________________________________
Faculty Member
Date
___ Approved ___ Not Approved
______________________________________________________
Department Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
Department Chair
Date
___ Approved ___ Not Approved
______________________________________________________
College Curriculum Committee
Date
___ Approved ___ Not Approved
______________________________________________________
College Dean
Date
___ Approved ___ Not Approved
______________________________________________________
GPCC Chair
Date
___ Approved ___ Not Approved
______________________________________________________
Dean, Graduate College
Date
___ Approved ___ Not Approved
______________________________________________________
Vice President for Academic Affairs
Date
___ Approved ___ Not Approved
______________________________________________________
President
Date
Teacher Leader Endorsement
January 2010
2
UNIVERSITY SYSTEM OF GEORGIA
NEW GRADUATE PROGRAM PROPOSAL
Teacher Leadership Endorsement
Kennesaw State University
January 28, 2010
Elementary and Early Childhood Education, Inclusive Education,
Secondary and Middle Grades, and Educational Leadership
Bagwell College of Education
Fall 2010
CIP:______
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Program Description
Program Abstract
The Teacher Leadership Endorsement program is offered by the Bagwell College of
Education (BCOE) and the Professional Teacher Education Unit (PTEU) and is
supported by the literature on the distributed leadership concept that calls for the
collaboration of teacher leaders and school administrators to improve their schools and
student learning at the K-12 level (Harris, 2006, Leithwood et al. 2006; Spillane, 2006;
Murphy, 2005, 2009). The program’s courses, experiences, and assessments are tightly
aligned with ten key performance outcomes that are consistent with Georgia’s initiatives
to improve schools and increase student learning through data-driven reforms and
sustained change. The teacher leadership endorsement is particularly a centerpiece of
Georgia’s January 19, 2010, “Race To The Top” application to the United States
Department of Education, and is viewed as the future “capstone” certification for
Georgia teachers. See January 20, 2010, Race To The Top Application (Georgia).
Students in the Teacher Leadership Endorsement program take 9 credit hours in
endorsement-related courses aligned to the Georgia Professional Standards
Commission’s draft standards for teacher leadership. The courses are built upon
effective distributed leadership practice; evaluating and improving school culture,
aligning programs, instruction, assessment and student- and teacher-interventions;
research-based “best practices” in teaching particular content fields; and making
effective and ongoing use of student and teacher performance data. By providing
authentic learning in authentic environments (and based upon adult learning theory), all
three (3) courses students are expected to significantly apply classroom-learned
concepts to the educational environment, demonstrating mastery through guided
practice, greatly increasing the likelihood of successful replication (Bransford, Derry,
Berliner & Hammerness (2005); Darling-Hammond, Hammerness, Grossman, Rust &
Schulman (2005)).
Unique Aspects of Program
The Teacher Leader Endorsement program will produce teacher leaders and
building/system leaders capable of applying research-validated practices in student
achievement and particularly focused on creating an inviting school climate and
cognizant of the socio-linguistic-economic diversity prevalent in 21st century education.
They will acquire the skills to maintain a data-driven, professional learning community
within the school, providing peer leadership and progressively assuming positions of
greater authority in their grade level or subject area, moving toward a leadership role in
the school. Teacher leadership and building/system level leadership are distributed in
the program by weaving together people, relationships, materials, and organizational
structures in a common cause. Consistent with Georgia’s Leadership Institute for School
Improvement (GLISI), the goal of the teacher leader endorsement is to prepare leaders
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of learning at every level in the school to improve student achievement and
organizational effectiveness in their school.
A key component of the Kennesaw State University/Cobb County School District
teacher quality partnership is identification of and training school-based teacher leaders.
To quickly build capacity to effectively mentor and support the teachers, the Teacher
Leader Endorsement will support a number of collaborative professional development
initiatives targeting teachers and building level leaders in our high-need partner schools.
These include coaching programs and programs in teacher leadership, utilizing schoolbased mentor teachers to assist other educators in building instructional capacity and
strength.
Teacher and building/system level leaders serve effectively as leaders of learning in P12 schools in a variety of Distributed Leadership roles as defined by GLISI with a focus
on changing culture through building relationships. 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).
These align with the roles and performance outcomes identified in the teacher leader
endorsement standards identified by the Georgia Professional Standards Commission.
This proposed Teacher Leader Endorsement program will comply with the PSC
standards for teacher leadership, which are currently in draft form with an anticipated
adoption date of March 1, 2010. In addition, by focusing on the educational needs of
historically underserved populations, candidates will develop the ability to build culture
and relationships and to understand and to support the educational process of all
students, most specifically those from culturally and linguistically diverse backgrounds
and underrepresented populations.
A teacher leader endorsement is wholly aligned with Georgia’s projected policy changes
in teacher certification. Should Georgia realign teacher certification to the 2010 Race To
The Top application – which more than ten percent (10%) of Georgia school districts will
begin to do in 2010, and which was the centerpiece of Governor Perdue’s opening
remarks to the 2010 Georgia General Assembly – the teacher leader endorsement will
become the pinnacle of teacher certification in the state of Georgia, creating a “new”
position in which a recognized, effective teacher leader will be released from
approximately half of his or her instructional duties to lead educational initiatives. The
career ladder possibilities will assist in producing teacher leaders and building/system
leaders by enhancing their 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 teacher leaders and
building/systems leaders who will bring enhanced curriculum and instructional leadership
abilities to their positions.
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Furthermore, the Teacher Leader Endorsement program will prepare teacher leaders
and building/system leaders to more effectively assist novice teachers in their transition
to the profession through 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 program is designed to prepare teacher leaders and
building/system 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 educators 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 program was developed through a collaborative process with university faculty and
leaders from Cobb’s County’s 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. As a result, the
Teacher Leader Endorsement program at KSU is distinctive and will significantly
strengthen the Board of Regents (BOR) position and reputation in the region.
The Teacher Leader Endorsement program 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 in
all roles, teacher leaders or building/system level leaders, intentionally summon others
to realize their potential in all areas of human endeavor. Leaders of learning 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 Teacher Leader Endorsement program builds on
this tradition by bringing together professional, experienced educators to propel cultural
change and develop relationship skills through advanced, collaborative study in teacher
leadership theory and practice.
Institutional Importance of the Program
The proposed Teacher Leader Endorsement program 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, relationship skills,
communication skills, cultural building, 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, the Teacher Leader Endorsement provides
an opportunity for KSU to bring value added to its already an established graduate
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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 aligns with and provides a high-quality teacher leader
endorsement, a new key component of Georgia’s teacher certification
program. As noted previously, the teacher leader endorsement is a
centerpiece of Georgia’s 2010 “Race To The Top” application, targeting
the creation of high quality peer educators modeling and building best
instructional and assessment practices.
2. The program provides an in-demand forum for individuals preparing for
leadership positions in the critical-need area of education. The proposed
Teacher Leadership Endorsement program responds to a welldocumented shortage of highly qualified professional educators with the
knowledge, skills, and abilities necessary to lead educational change.
2. Kennesaw State University has placed an increasing emphasis on
developing leadership capacity in a variety of settings and in multiple ways
over the past decade, 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 program will provide professional educators with in-depth
training and experiences at the graduate level in knowledge, skills, and
dispositions necessary for building culture and change through peer
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 culturally and
linguistically diverse learners from a variety of backgrounds, specifically
urban, in the schools and classrooms of Georgia.
Kennesaw State University is in an ideal position to offer the Teacher Leader
Endorsement 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.
KSU's 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
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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
Teacher Leader Endorsement. 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 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 Teacher Leader Endorsement program fully supports and embodies the
mission of Kennesaw State University. As leaders of learning, graduates of the Teacher
Leader Endorsement 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:

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, principle-centered,
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.
System and State of Georgia Goals
As previously delineated in the first section of this proposal, the Teacher Leader
Endorsement program directly addresses system-level 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 the
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Teacher Leader Endorsement Program (505-3-.86) 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
In section V (Curriculum) of this document you can find 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
Through this project, new leaders will also be mentored and supported with an induction
program based on a teacher leader model. To quickly build capacity to effectively
mentor and support the teachers in the PDS schools, the KSU/CCSC project will
prepare candidates by implementing a number of collaborative professional
development initiatives targeting teachers and building level leaders in our high-need
partner schools. Candidates in the program complete nine (9) credit hours of
coursework infused with a heavy emphasis of field experience practice in authentic
settings. Those courses will be grounded in the following goals:
Project Goal: To build and sustain leadership (teacher and administrator)
capacity at the school level with an emphasis on sustainable leadership
(Hargreaves & Fink, 2004)
1. Working collaboratively, the P-12 partners, particularly Cobb County School
District (CCSD), KSU faculty and administrators will build and sustain administrator
leadership capacity and establish a network of teacher leader for mentoring veteran
teachers and improving instructional quality by working with teachers within the cluster
of high-needs schools. These future leaders will deepen their understanding of
teaching, learning and student development in urban settings; develop expertise in
understanding and using assessment data to support classroom instruction and to drive
instructional decisions and strategic planning; develop skills and expertise in mentoring
pre-baccalaureate, new, and experienced teachers; develop skills and strategies to
engage all stakeholders (parents, community members, businesses, etc.) in high-need,
urban education settings to leverage resources to improve achievement for all students.
In collaboration with CCSD, KSU faculty will develop a state approved Teacher
Leader Endorsement for graduate credit with a focus in urban education for
administrators and teachers within the high-needs district. The teacher leader
endorsement was approved by the Professional Standards Commission of Georgia in
2007; however, in Fall 2009, the endorsement was comprehensively revitalized to align
with Georgia’s 2010 “Race To The Top” application. If the endorsement is approve,
Bagwell College will become Georgia’s first IHE to align its teacher leader program to
the state’s new teacher leader standards. The endorsement will prepare administrators
and teachers to effectively mentor new teachers in induction programs and work with
mid-career veteran teachers to improve instructional effectiveness.
2. Working collaboratively, the partners (CCSD and KSU faculty and
administrators) will build and sustain teacher leadership capacity and establish a
network of teacher leaders for mentoring of veteran teachers and induction of new
teachers within all schools and particularly high-needs schools.
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III Justification and Need for the Program
It is hard to imagine an endorsement with a more pressing need than that of the teacher
leader endorsement currently. As this program is created, Georgia is in the process of a
comprehensive realignment of its teacher certification policies. After realignment, the
teacher leader endorsement will be the capstone certification a teacher receives in the
State of Georgia – a rigorous, high-quality endorsement preparing recognized veteran
teachers for peer leadership positions within a school. The endorsement envisages
teacher leaders serving as grade (and school) data coaches, professional development
mentors, and content-area experts, effectively leading their departments and grade levels.
The need for effective leadership in education has never been greater. Over the past two
years, 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 Teacher Leader Endorsement program. 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 welldocumented, 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 Teacher Leader Endorsement
program will partially meet this growing demand and need, as well as the
Double/Double mandate, by increasing the number of highly qualified school teacher
and building/system 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.
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Appropriate specialization
Candidates must complete nine (9) credit hours in Teacher Leadership. The focus
of the concentration is to deepen and broaden the knowledge, skills, and
dispositions of the candidates through classroom based learning and extended
field-based practice.

Quantity of graduates
The candidates will be admitted both as a cohort and independently. The first
group will be limited initially to 20. Once enrollment stabilizes, it is anticipated that
annually 50-75 candidates will complete the Teacher Leadership Endorsement
program.

Productivity
The Teacher Leadership Endorsement program 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. Therefore, the
tuition income and the state appropriation should be adequate to cover all of the
instructional costs of the 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.

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
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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,
particularly the Cobb County School District, 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).
More specifically, the CCSD partnership is depicted by the following outcomes:
Outcome -1: Establish both a functioning Coaching Endorsement Committee and
Teacher Leader Endorsement Committee. These KSU/CCSD committee members
are then responsible for the development and approval of a Teacher Leader
Endorsement Program that is available to both administrators and teachers.
Outcome -2: Recruit existing mentor teachers/prospective mentor teachers and
teacher leaders to enroll in the on-site coaching and teacher leader endorsements
to become coaches or teacher leaders.
Outcome CP2-4: Establish a curriculum committee of both KSU/CCDS faculty to
review the Teacher Leader Endorsement program to allow graduate students
completing either endorsement to apply the credits to the KSU Ed.S. or Ed.D.
 Placement
The program concentration will be housed in the Bagwell College of Education.
Candidate advisement files and advisors will be located the Department of
Educational Leadership.
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IV Procedures Used to Develop the Program
The Teacher Leadership Endorsement program 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, 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 Teacher Leadership Endorsement program 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:
BCOE/PTEU Faculty and Cobb County School District (CCSD) Contributions:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Meeting with CCSD partners individually and in small groups to discuss program
goals.
Reviewing and researching the literature to establish a rationale and theoretical
framework for the program.
Developing curriculum maps with objectives derived from PSC Standards.
Developing syllabi to include content, activities, assessment strategies, and
resource bibliographies.
Linking all activities to program objectives.
Developing assessment criteria.
Compiling references to support courses.
Reviewing reports.
Recommending the Teacher Leadership Endorsement program to
BOCE/PTEU 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.
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References and Resources for Teacher Leadership Model
Barth, R.S. (2001, February). Teacher leader. Phi Delta Kappan, 82(6), 443-449.
Bogler, R. & Somech, A. (2004). Influence of teacher empowerment on teachers'
organizational commitment, professional commitment and organizational citizenship
behavior in schools.
Teaching and Teacher Education, 20, 277-289.
Cheng, Y. C., & Mok, M. M. C. (2007). School-based management and paradigm shift in
education: An empirical study. International Journal of Educational Management,
21(6), p. 517-542.
Cherubini, L. (2008). A grounded theory analysis of beginning teachers’ experiences:
Illuminating leadership capacity. International Journal of Teacher Leadership, 1(1),
22-38. Copland, M. A. (2003). Leadership of inquiry: Building and sustaining
capacity for school improvement. Educational Evaluation and Policy Analysis, 25,
375-395.
Dufour, R., & Eaker, R. (1998). Professional learning communities at work: Best
practices for enhancing student achievement. Bloomington, IN: National Educational
Service.
Elmore, R. (2004). Knowing the right thing to do: School improvement and performance
based accountability. NGA Center for Best Practices: Washington, DC.
Gronn, P. (2002). Distributed leadership. In K. Leithwood & P. Hallinger (Eds.), Second
international handbook of educational leadership and administration (pp. 653-696).
Dordrecht-Boston-London: Kluwer Academic Publishers.
Grossman, P., Wineburg, S., & Woolworth, S. (2000). What makes teacher community
different from a gathering of teachers? Seattle: Center for the Study of Teaching and
Policy.
Hargreaves, A. & Fink, D. (2006). Sustainable leadership. San Francisco, CA: John
Wiley & Sons.
Harris, A. (2008). Distributed leadership: According to the evidence. Journal of
Educational Administration, 46(2), 172-188. Retrieved December 16, 2008, from
Emerald database.
Hord, S. M. (2004). Learning together leading together: Changing schools through
professional learning community. New York: Teachers College Press.
Leithwood, K. A., & Riehl, C. (2003). What we know about successful school leadership.
Philadelphia, PA: Laboratory for Student Success, Temple University.
Lieberman, A., & Miller, L. (2007). Transforming professional development. In W. D.
Hawley & D. L. Rollie (Eds.). The keys to effective schools: Educational reform as
continuous improvement (2nd ed., pp. 99-116). Thousand Oaks, CA: Corwin Press.
Little, J. W. (2007). Professional communication and collaboration. In W. D. Hawley &
D. L. Rollie (Eds.). The keys to effective schools: Educational reform as continuous
improvement (2nd ed., pp. 51-65). Thousand Oaks, CA: Corwin Press.
Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in
the UK. Teaching and Teacher Education, 22, p.961-972.
Murphy, J. (2005). Connecting teacher leadership to school improvement. Thousand
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Oaks, CA: Corwin Press.
Reeves, D. B. (2004). Accountability for learning: How teachers and school leaders can
take charge. Alexandria, VA: Association for Supervision and Curriculum
Development.
Serrgiovanni, T. J. (2007). Rethinking leadership: A collection of articles (2nd ed.).
Thousand Oaks, CA: Corwin Press.
Spillane, J. P. (2006). Distributed leadership. San Francisco, CA: Jossey-Bass.
Spillane, J. P., & Diamond, J. B. (2007). Distributed leadership in practice. New York:
Teachers College Press.
Troen, V. & Boles, K. (1994). Two teachers examine the power of teacher leadership.
In D. R. Walling (Ed.) Teachers as leaders: Perspectives on the professional
development of teachers. Bloomington, IN: Phi Delta Kappa Educational
Foundation.
Wan, E. (2005). Teacher empowerment: Concepts, strategies, and implications for
schools in Hong Kong. Teachers College Record, 107(4), 842-86.
York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership?:
Findings from two decades of scholarship. Review of Educational Research, 74(3),
255-316.
V
Curriculum: Degree Program Requirements
The Teacher Leadership Endorsement program is designed for experienced educators.
Instruction will involve the use of a variety of instructional methods including, but not
limited to, problem-based learning, modules, case-studies, similulation, field experiences,
research and individual projects. Application of learning to school-based issues and
problems is a critical component of this applied program.
Program Admission Requirements:
Expected qualifications for applicants to be considered for admission will typically include:




Earned Bachelor’s Degree in teaching or a closely related field
T-4 or above certification or “provisional” certification
2.75 gpa on prior academic work
Official transcript from degree granting institution
Course Offering Schedule and Plan-of-Study
Semester 1:
EDL 7100: Leadership Theory and Practice
Semester 2:
EDUC 7725: Best Practices in Teaching and Learning in
Content Area
Title
Description
Date
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Teacher Leader Endorsement
January 2010
Semester 3:
16
EDL 7305: Data Analysis & School Improvement
Growth and Flexibility
As the Teacher Leader Endorsement program continues to grow, needs to assess
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.
Course Descriptions
Course One: EDL 7100: Leadership Theory and Practice. This course provides
students with an introduction to leadership theory and practice, both generally and
specifically in the context of school leadership. Course concepts include, but are not
limited to, assessing and changing organizational culture, identifying and cultivating
effective schools practices that have a positive impact on all students including those
with learning disabilities and those who come from linguistically and culturally diverse
backgrounds. Course concepts also include leading change in schools that will lead to
the academic success of all P-12 students.
Course Two: EDUC 7725: Best Practices in Teaching and Learning in Content
Area. This course focuses on preparing expert teacher-leaders to implement researchbased best practices of exemplary schools, applied in their specific content area of
instruction. Course provides extensive examination of learning theories and their
application to diverse classrooms. Current renewal and reform initiatives in American
schools are examined in depth with the aim of preparing expert teacher-leaders for
collaborative roles in their school and district.
Course Three: EDL 7305: Data Analysis and School Improvement. In this course,
educators will learn to utilize data to identify school improvement needs and make
informed decisions in effectuating change. The ultimate goal of this course is to
produce educational leaders who effectively collect, analyze and use data to improve
schools through successfully demonstrated change models. In this course, educators
will learn to systemically collect and analyze multiple sources of data to identify
improvement needs, determine an effective response, monitor and correct progress,
and demonstrate success to stakeholders. Additionally, students will learn to drive and
sustain change in a collegial environment, culminating in students’ understanding of,
and ability to use, a wide range of applicable leadership practices. Finally, students will
learn a variety of technology tools to use for data analysis. They will also learn a variety
of Web 2.0 tools to facilitate school communication, such as VoiceThread, Wordle, and
Google Docs.
Title
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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 will assure
that the Teacher Leadership Endorsement program can be supported while, at the
same time, ensuring that KSU will continue to provide high quality instruction. 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 BOCE faculty will be involved in delivering the residency courses
and activities in the Teacher Leadership Endorsement program. Faculty participation is
shown according to faculty areas of expertise and specialization:
Faculty
EDL 7100
Mike Dishman, J.D., Ed.D.
Traci Redish, Ph.D.
T.C. Chan, Ed.D.
H.E. Holliday, Ph.D.
Charles Bowen, Ph.D.
Guichun Zong, Ph.D.
Gwen McAlpine, Ph.D.
Angela Blavers, Ph.D.
XX
XX
EDUC7725
EDL7305
XX
XX
XX
XX
XX
XX
XX
XX
XX
The faculty has also been successful in grant applications and contracts. The following are
examples of approved external grants and contracts submitted by faculty in the last few years:
T. C. Chan (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).
T. C. Chan (2006). “The impact of technology facilities on student learning.” A
research project funded by the Council of Educational Facility Planners International
($8,500).
Jo Williamson (2006). Current Status of Technology Programs in Georgia Schools.
Contract awarded by the Division of Instructional Technology and Media, Georgia
Department of Education. ($10,000)
Jo Williamson (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)
Jo Williamson (2006). A Survey of Technology Leaders in Georgia. Contract awarded by
Title
Description
Date
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the Division of Instructional Technology and Media, Georgia Department of
Education. ($5,000)
Books published, edited, in press or under contract by faculty include:
Chan, T. C., & Richardson, M. D. (2005). Ins and outs of school facility management.
Scarecrow Education Publishing Company.
Chan, T. C. (1980). The age of school building and the academic achievement of eighth
grade students in the State of Georgia. Ann Arbor, Michigan: University
Microfilm, Inc.
Ouyang, R., & Chan, T. C. (2007). (Eds.) Education. Series on Western Research in the
Humanities and Social Sciences. Beijing, China: China Remmin University Press.
Jiang, Y. S., & Chan, T. C. (1990). A conceptual framework of modern educational
administration. Kwangtung, China: Kwangtung Higher Education Press.
Holliday, H.E. (2007). Gender Education in Seven Steps.
Holliday, H.E. (2009). Boys Transitioning.
Dishman, M. & D. Murphy (2007). The Fair Labor Standards Act in American Schools.
Lanham, MD: Rowman Littlefield Education.
Murphy, D. & M. Dishman (2008). AASPA’s Family and Medical Leave Act
Compliance Manual. Oathe, KS: American Association of School Personnel
Administrators.
M. Pepper, T. London, M. Dishman & J. Lewis (2010). Leading Schools During Crisis.
Lanham, MD: American Association of School Administrators & Rowman
Littlefield Education.
D. Murphy & M. Dishman (2010). Educational Records: A Practical Guide for Legal
Compliance. Lanham, MD: Rowman Littlefield Education.
T. Redish & M. Dishman (in progress). Schools, Technology & the Law. Lanham, MD:
Rowman Littlefield Education.
Williamson, J., & Redish, T. (2009) (In press). A standards-based preparation program
for technology leaders and facilitators. Eugene, OR: International Society for
Technology in Education.
FACULTY DEVELOPMENT
Faculty in the BCOE maintain and demonstrate sustained scholarship activity and
agendas consistent with expectations of faculty working in educational leadership
programs. Members of the BCOE 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 collegelevel 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 BCOE have traveled internationally to share professional
educational expertise, to gain knowledge of educational practices around the world, and
to establish partnerships with international peers. It is the culture of the BCOE to
collaboratively pursue scholarly activities.
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. FACULTY RESEARCH AND SCHOLARSHIP
Members of the BCOE 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 Council of Teachers of English
Georgia P-16 Annual Conference
Georgia Association of Educators
Georgia Compensatory Educations Leaders Conference
Georgia Association of School Personnel Administrators
Georgia Association of School Business Officials
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 for Supervision and Curriculum Development
American Association of Colleges for Teacher Education
American Association of School Personnel Administrators National Conference
American Educational Research Association
American Reading Forum
Association of Teacher Education
National Association of Multicultural Education
National Council of States on In-service Education
National Council of Teachers of English
National Educational Technology Conference
National Staff Development Council Conference
Student First Success For All Conference
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Date
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ESOL Conference on Effective Collaborative Practices
International Conferences
American Association of Colleges of Teacher Educators
Association of School Business Officials International
Association of Literacy Educators and Researchers
Association for Supervision and Curriculum Development (ASCD)
Building Learning Communities
College Reading Association
Council for Exceptional Children
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
Teacher Education Division of CEC
Teachers of English to Speakers of Other Languages
Sino-American Education consortium
Faculty scholarly publications often appear in professional refereed journals
such as:
American Teacher Educators
AASA Journal of Scholarship and Practice
ALAN Review
Affective Reading Education Journal
American School Board Journal
Asia-Pacific Journal of Teacher Education
Becoming
Behavior Disorders
Bilingual Educator
Bilingual Research Journal
Chronicle of Higher Education
Classroom Leadership
College Composition and Communication
College Reading Association Yearbook
Contemporary Educational Psychology
Contemporary Issues in Educational Leadership
College Student Journal
Current Issues in Middle Level Education
Eastern Education Journal
Education
Education Week
Educational Planning
Title
Description
Date
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Educational and Psychological Measurement
Educational Psychological Review
Educational Research and Development
English Education
English Journal
Exceptional Children
GaETC Journal
Gateways to Teacher Education
Georgia Educational Researcher
Indiana Reading Journal
International Journal of Learning
Journal of Adolescent and Adult Literacy
Journal of College and Characters
Journal of Educational Case Studies
Journal of Educational Technology
Journal of Ethics in Leadership
Journal of Excellence in College Teaching
Journal of General Education
Journal of Global Initiatives: Policy, Pedagogy, and Perspectives
Journal of Hispanic Higher Education
Journal of Instructional Psychology
Journal of Learning Disabilities
Journal of Liberal Arts and Sciences
Journal of Reading Education
Journal of School Business Management
Journal of School Public Relations
Journal of Southeastern Regional Association of Teacher Educators
Journal of Technology in Teacher Education
Language Arts
Leading and Learning with Technology
Louisiana Research Journal
Mississippi Reading Journal
National Association of Multicultural Education Journal
Peabody Journal of Education
Principal
Principal Leadership
Reading Horizons
Remedial and Special Education
Research in the Teaching of English
Science Teacher
School Business Affairs
School Facility Planner
SIGNAL
Teacher Education and Special Education
TESOL in Action
The Standard
Title
Description
Date
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22
The Teacher Educator
Tech Trends
Voices from the Middle
VII Outstanding programs of this nature at other institutions
To date, no IHE in the state offers such an endorsement. The substantive revision of
teacher leader endorsement standards will, in effective, make prior programs obsolete
and it is anticipated that they will have to reapply for certification.
VIII Inventory of pertinent library resources
N/A
IX Facilities
N/A
X Administration
N/A
XI Assessment
N/A
XII Accreditation
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.
_____ 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
N/A
Title
Description
Date
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XIV Degree Inscription
N/A
Title
Description
Date
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January 2010
24
XV Fiscal and Enrollment Impact, and Estimated Budget
1. ENROLLMENT PROJECTIONS
N/A
2. COSTS
N/A
A. Personnel -- reassigned or existing positions
B. Personnel -- new positions
C. One-Time Startup costs
D. Operating Costs
3. REVENUE SOURCES
N/A
Title
Description
Date
Page 24 of 24