09.24.08
EDL Concentration for EdS
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 Specialist in Leadership
for Learning (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 Specialist program 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 Specialist in
Leadership for Learning Program 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)
09.24.08
EDL Concentration for EdS
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 ) See 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 Professional Learning Outcomes as defined for the umbrella
Educational Specialist/Educational Doctorate program in Leadership for Learning.
See Attachments C and D.
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 requires 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. See attachments E, F,
and G.
The attached chart reflects the continual assessment of candidate competencies through the
cumulative portfolio process. Additionally, the assessment process includes key points in the
Core Courses component of the EdS in Leadership for Learning that are required by all
candidates from all concentrations. See Attachment H.
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 PSC’s rules and ELCC standards mandate that a substantial portion of the program be
delivered in performance-based settings. According to the ELCC standards See attachment for
entire list of standard 7: The Internship – Attachments I and J.
09.24.08
EDL Concentration for EdS
7.1.a Candidates demonstrate the ability to accept genuine responsibility for
learning, facilitating, and making decisions typical of those made by educational
leaders. The experience(s) should provide interns with substantial responsibilities
that increase over time in amount and complexity and involve direct interaction and
involvement with staff, students, parents, and community leaders.
7.1.b Each candidate should have a minimum of six months (or equivalent –
equivalency being 9-12 hours/week) of full time internship experience.
7.2.b Candidates participate in planned intern activities during the entire course of
the program, including an extended period of time near the conclusion of the
program to allow for candidate application of knowledge and skills on a full-time
basis.
Based on the GLISI guidelines developed for program development, the substantive nature of the
performance-based residency has been defined as more than 50%. To comply with the mandate,
the program provides for 15 credit hours of total performance-based delivery of the 15 credit
hours of the concentration course, and the adapted-to-performance-based delivery of one core
course (Intercultural Communication & Global Learning). These courses comprise 18 credit hrs
of the 33 credit hour program and thus represent greater than 50% of the Educational Specialist.
More specifically and as outlined in each Module (See ELCC Standard 7):
The Residency Module Structure:
Each module requires a minimum of 120 contact hours of residency developed to comply with
the PSC Educator Preparation Rules 505.3-.58 (Standard 7). Rule 505.3-.58 mandates that more
than 50% of total program requirements be completed in a school/system performance- based
structure. Specifically the Rule states, “Candidates participate in performance-based activities
that provide significant opportunities for candidates 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 of the responsibility of the
institutions.” In short, performance-based is defined as “real work, in real time, in the real
school working environment” (GLISI, 2008). With the exception of at least three on-campus
seminars, module activities and requirements will be completed at the school/system sites. In
accordance with the PSC rule, the candidate’s activities will be developed, monitored, and
assessed by the Beginning Leader Candidate Support Team (BLCST). As a part of the
performance-based leadership program, the BLCST will develop an Individualized Induction
Plan to define which artifacts and performances will be used as evidence to address the PSC
Leadership Standards/Elements 1-6 (PSC Educator Preparation Rules 505.3-.58). In further
compliance with the rule, the module activities were developed in collaboration with partner
schools and districts to ensure that activities reflect work in “real settings.”
The Individualized Induction Plan:
Requirements for the plan will be agreed upon by the team, including the Beginning Leader
Candidate, at the beginning of the residency. This plan will guide the residency and should
provide the Beginning Leader Candidate with substantial responsibility that increases over time
09.24.08
EDL Concentration for EdS
and in complexity and involves direct interaction with appropriate staff, students, parents, and
community leaders (GLISI Module for Developing a Performer Path Plan Mapping Exemplary
Performances may be used for guidance).
The Individualized Induction Plan should:
 be based on Leadership Standards/Elements 1-6 and demonstrated in a way that quality
performance can be objectively assessed;
 include a timeline that reflects time and responsibility and that evidences completion of all
performances as required by the end of the residency;
 clearly describe for the Beginning Leader Candidate how performance will be assessed and
at what points in the program assessments will occur;
 include description, evidence, and artifacts sufficient to evaluate the performance;
 address substantive issues that have already been empirically determined as important or that
are determined by the Beginning Leader Candidate based on real world data; and
 assure that activities occur in multiple settings and require interaction with appropriate
educators, parents, and community organizations such as social service groups, local
businesses, community organizations, and parent groups.
Assessment of the Beginning Leader Candidates should:
 include specific criteria to assure performance on Standards/Elements 1-6, including both
quantitative and qualitative measures;
 include descriptions of formative and summative assessments and remediation, as needed;
 reflect on performance-based responsibilities that continue to increase with complexity and
job-embedded performances (where reasonable); and
 assign responsibilities for assuring assessments are completed and feedback given, as
appropriate.
Building level or system level residency
Residency requirements must be completed at the building or system level depending upon the
position held, and must fully demonstrate mastery of the required Leadership Standards.
Elements from the ELCC/PSC standards and must address specific context for meeting the
standards. The Beginning Leader Candidate Support Team will determine the extent to which
activities will be adapted to the building level, the system level, or both.
According to PSC Educator Preparation Rules 505.3-.58:
Candidates who are assigned to building level leadership positions will demonstrate knowledge
and skills required for building level educational leaders by demonstrating performance
proficiency of the standards and elements listed in the document, “Standards, Elements, and
Indicators for the Preparation of Georgia Educational Leaders.”
Candidates who are assigned to system level leadership positions will demonstrate proficiency in
the standards and elements listed “in Standards, Elements, and Indicators for the Preparation of
Georgia Educational Leaders for system level leaders.”
Candidates may add the other leadership area (building or system) by completing the program
requirements for a position in the other area. Only the standards and elements that specifically
09.24.08
EDL Concentration for EdS
pertain to the area not previously completed (building or system level) are required for adding
the other program.
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional
and organizational goals. Coaching is conducted through one-on-one and group interactions,
driven by evidence/data from multiple perspectives, and is based on mutual trust and respect.
(GSAEC Guidelines for Graduate Academic Programs in Executive Coaching.
http://www.gsaec.org/curriculum.html )
Leader (Candidate) – An individual candidate in the program who has the potential to make a
significant contribution to the mission and purpose of the organization.
http://www.gsaec.org/curriculum.html
Coach – An individual who works with the coachee (candidate) to develop and implement
strategies to improve his/her performance as a leader (Whitmore, 2005). The coach is external to
the organization and is separate from the formal evaluation process. (Hall, Otago, & Hollenbeck,
1999 as cited in Sue-Chan, Latham, 2004).
Mentor – An individual who is in a professional relationship with the candidate in the same
organization and is considered an expert in the field of study and provides guidance, knowledge,
opportunities to lead, and advice on an ongoing and regular basis throughout the program of
study. The mentor serves as a part of the team that oversees the development of the candidate
and evaluates his/her performance.
University Supervisor - A Kennesaw State university instructor who is responsible for
coordinating and supervising the candidate’s overall experiences during the module. The
supervisor will work with the Beginning Leadership Candidate’s Support Team in developing a
professional residency plan to suit the candidate’s professional needs. The university supervisor
negotiates final approval of the candidate’s activities and experiences at the school/district level
and provides the final assessment for the program requirements in each individual module.
Supervised Residency
The candidate’s residency will be supervised by a Beginning Leader Candidate Support Team
(BLCST). The BLCST will be comprised of the candidate, the university supervisor, a trained
and qualified coach, and a mentor from the building level or system level. The team will meet at
least three times during the entire residency period (during the course of the six residency
modules). They will create the candidate’s Individual Induction Plan, establish observation
experiences, examine the candidate’s portfolio, evaluate progress, establish areas of need, and
determine if the residency requirements have been satisfactorily met. In addition to the initial
BLCST meeting, the candidate and the coach will participate in at least 4 coaching sessions
during the six module span of the six module residency. In addition to the initial BLCST
meeting, the building level or system level mentor will guide the beginning leader in applying
the knowledge and skills specified in the induction plan. They will guide them by directly
observing the candidate’s performance on-site and by providing feedback for a total of 36 credit
hours over the duration of the program.
09.24.08
EDL Concentration for EdS
Portfolio and Capstone Experience.
The candidate will develop a portfolio containing 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) and include descriptions of formative and summative
assessments and reflections on performance-based responsibilities that increase with complexity
and job-embedded performances. The candidate will complete a capstone research project that
will be presented to the Professional Teaching Unit.
The portfolio is a cumulative process that follows the candidate throughout the programs and
culminates with the capstone experience in the Core Course EDRS 8900 Applied Field Research
of the EdS in Leadership for Learning.
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.
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.
09.24.08
EDL Concentration for EdS
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. See Attachments K, L, M, N, O, and P.
Residency experiences engage candidates in working with students with exceptionalities and
from diverse populations from a leadership perspective. For example:
a. EDL 8810: Vision and Governance.
School Climate Project : Focus particularly on measuring the extent to which the school
environment promotes an understanding and advocacy for meeting the needs of students
and families of diversity.
b. EDL 8820: Managing the Physical and Fiscal Environment.
Legal Theory Project: Investigate the legal theory behind adequacy lawsuits, examining
how courts have interpreted the education clauses in state constitutions over the past 35
years.
c. EDL8830: Curriculum, Assessment & Instruction.
Curriculum Audit: The purpose of this activity is for candidates to develop a researchbased understanding of curriculum development. Candidates will collaborate with
teachers and/or administrators to review and evaluate the development and
implementation of the curriculum in a particular area or across the curriculum and with
special attention to addressing diversity.
d. EDL 8840: Professional Learning
School wide (or System) Professional Development Needs Assessment (Building or
System): The candidate will conduct a needs assessment to determine school wide
professional development needs and will develop an action plan to meet those needs. The
plan will include a SWOT Analysis to identify and address barriers to leader, faculty and
staff performance and to determine needs for addressing diversity among students and
faculty.
e. EDL 8850: Managing Human Resources
Analysis of Recruiting Practices Project: Examine the various teacher recruitment
programs in the nation and this state and develop a set of “best practices” for use in your
school district that include considerations for attracting teachers who represent diverse
09.24.08
EDL Concentration for EdS
populations and teachers who have experience and understandings about culturally
responsive practice.
f. EDL 8860: Transition Between Building and System Levels
According to PSC Educator Preparation Rules 505.3-.58:
Candidates who are assigned to building level leadership positions will demonstrate
knowledge and skills required for building level educational leaders by demonstrating
performance proficiency of the standards and elements listed in the document, Standards,
Elements, and Indicators for the Preparation of Georgia Educational Leaders.
Candidates who are assigned to system level leadership positions will demonstrate
proficiency in the standards and elements listed in Standards, Elements, and Indicators
for the Preparation of Georgia Educational Leaders for system level leaders.
Candidates may add the other leadership area (building or system) by completing the
program requirements for a position in the other area. Only the standards and elements
that specifically pertain to the area not previously completed (building or system level)
are required for adding the other program.
This module provides a residency period that will extend from 1-3 credit hours depending
on the needs of each individual candidate. The number of credit hours and specific
activities will be determined by the candidate’s prior modular experiences activities for
this module will complement those to ensure that the candidate has performance-based
experiences at both building and system level. Required activities will be selected from
any of the other six modules where the candidate has not demonstrated completion of the
requirements for a particular area (building or district) and will be supplemented by any
other activities as determined by the university and school/district. All selected activities
must address the EdS/ Learning for Learning’s three goals:
 Using distributed practice to develop teacher leaders;
 Using culturally responsive practices to improve teaching and learning; and,
ultimately
 Improving the performance of underperforming students in marginalized groups
g. EDL 8300: Intercultural Communication and Global Learning
Diversity Action Plan: Candidates will lead a team in conducting a diversity assessment
of the building/system and develop a plan for addressing needs of diverse learners.
Components of the plan include acquiring buy-in from the team, working with relevant
staff, and developing at least two strategies for implementing the plan. The plan will
capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups)
of the school community to improve school programs and meet the diverse needs of
students.
Diversity is a critical issue in P-12 schools and leaders must have the disposition required to
handle diverse populations. Therefore, diversity has been included in the Candidate Disposition
Indicators as well as the Disposition Indicators Rubric (CPA) See Attachment D and Attachment
E.
09.24.08
EDL Concentration for EdS
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.
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 WebCt 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 WebCT 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.
09.24.08
EDL Concentration for EdS