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Chicago State University-College of Education
Department of Doctoral Studies
EDDL 6250: Research and Statistics II (3.0 Credit hours)
Spring 2014
Instructor: Anthony E. Epah.
Instructor Email: aepah@csu.edu; dr.epah@rocketmail.com
Office Phone: (773) 995-2092
Cellular Phone: (708) 953-5610
Office Location: ED 111
Office Hours: 4:20pm – 4:50pm and by appointment
Meeting Days and Time: Thursday 5:00pm – 7:50pm
Catalog Description:
This course examines the practical implications of research in the field of educational leadership. The
curriculum includes study in intermediate statistical methods normally found in research and work
applications. Students will be introduced to regression and factor analysis.
Course Prerequisites: EDDL 6050 and admission to the Doctoral Program
Required Texts and Materials:
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd
ed.). Thousand Oaks, CA: Sage.
Brase & Brase (2012). Understanding Statistics: Concepts and Methods.
CD: IBM/SPSS Student Version 18. Try here – http://www.amazon.com/SPSS-18-0IntegratedStudent-Version/dp/0132151715
Handouts
Recommended Texts:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.: Author.
Course Objectives:
By the end of this course, students will be able to:
1. Understand and utilize characteristics of quantitative and qualitative methods research designs.
2. Define philosophical worldviews associated with each design.
3. Describe ethical considerations related to conducting research with human participants.
4. Develop skills for critiquing research methodology.
5. Develop a preliminary proposal for a research study.
6. Develop a preliminary survey questionnaire and utilize appropriate APA publication style.
7. Articulate practical implications of research for educational leaders.
Course Grades:
Assignment
Attendance and Class Participation
Survey Questionnaire and APA Style Competency
Chapter 1 of Research Proposal
Literature Review Chapter
Methodology Chapter
% Final Grade
7%
8%
10%
10%
10%
2
Group Presentations of Readings
Article Critique #1
Article Critique #2
Statistical Competency
Presentation of Research Proposal
10%
10%
10%
15%
10%
Class Schedule and Related Assignments:
Week
Activity
Week 1
Introduction to Course
1/16/14
Reliability and Validity
Assignment for Current Week*
Week 2
1/23/14
T-Test
Readings: Handouts –Ravid
Considering of Research Topic
Select two Quantitative Research Articles to
Critique
Week 3
1/30/14
T-Test Group Statistical Analysis
(SPSS)
Readings: Handout - Holcomb
Work on Article Critique #1
Week 4
2/6/14
Preliminary Considerations
Review of Literature
APA Style Competency (in class)
Readings: Cresswell Chapter 1 & 2
Assignment: Article Critique #1 Due**
APA Style Practice
Week 5
2/13/14
Writing Strategies & Ethical
Considerations; The Introduction
Group Presentation of Assigned
Readings
Readings: Cressweell Chapters 3 and 4
Assignment: Article Critique #2 Due**
Work on Research Proposal Chapter 1
Week 6
2/20/14
The Purpose Statement
Research Questions and Hypotheses
Definitions, Limitations, Significance
Group Presentation of Assigned
Readings
Prediction and Regression
Group Presentation of Assigned
Readings
Discussion on Research Proposal
Chapter 1
Prediction and Regression
Group Statistical Analysis of
Regression (SPSS)
Readings: Cresswell Chapters 5, 6 and 8
Work on Research Proposal – Chapter 1
3/13
Week 9
3/20/14
SPRING RECESS – NO CLASS
Analysis of Variance (ANOVA)
Group Statistical Analysis (SPSS)
MARCH 10-15 NO CLASS
Readings: Handouts, Popham & Sirotnic
Assignment: Statistical Competency 1 Due
Week 10
3/27/14
Quantitative Methods
Group Presentation of Assigned
Readings
Readings: Chapter 9
Assignment: Statistical Competency 2 Due
Week 7
2/27/14
Week 8
3/6/14
Readings: Brase and Brase Chapter 9
Work on Research Proposal- Chapter 1
Readings: Brase and Brase Chapter 9;
Handout, Holcomb
Assignment: Research Proposal Chapter 1
Due**
3
Week 11
4/3/14
Library Session
Work on Literature Review
Individual Conferences (if needed)
Students will work independently in the
Library to gather sources for the Lit Reviews
Week 12
4/10/14
Analysis of Methodology Sections
Questionnaire Development
Readings: Handout
Assignment: Research Proposal Chapter 2
(Literature Review) Due**
Week 13
4/17/14
Week 14
4/24/14
Validity and Reliability
Readings: Handouts
Analysis of Methodology Sections
Hypothesis Testing
Assignment: Statistical Competency 3 Due
Week 15
5/1/14
Analysis of Methodology Sections
Peer Review of Methods Sections
Assignment: Research Proposal Chapter 3
(Methodology) Due**
Week 16
5/8/14
Student Presentations of Research
Proposal
Research Proposal Due**
*All readings and assignments should be completed by the time of the beginning of the class session.
Assignments are due on the announcement date. Exceptions will only be made in case of extenuating
circumstances discussed with the instructor in advance of the due date.
**Assignments are to be submitted to the instructor electronically (via email attachment) or in class on
the specified due date. Late assignments will be penalized one letter grade.
*** The instructor reserves the right to revise the class schedule at his discretion.
COURSE ASSESSMENT ASSIGNMENTS:
Questionnaire Development and APA Publication Style Competency:
Students are expected to develop preliminary survey questionnaires and utilize the publication style of the
American Psychological Association. Students must demonstrate mastery of basic APA style conventions
in all written assignments. Students will be notified of specific ways to complete these requirements.
Article Critiques (2):
You are required to complete two article critiques for this course. Your paper must be double
spaced, 5 to 7 pages in length, and must adhere to appropriate APA style conventions.
Instructions for Article Critique:
Locate a quantitative research article from a peer reviewed research journal. This exercise will be most
helpful to you if your article pertains to the tentative topic you have identified. A good place to begin
looking is in the EBSCO database. Use the following set of guidelines to inform your critique and make
sure to cite specific examples from the article to support your propositions. Your paper must include the
following components; make sure you label each section of your critique:
A. Paradigm identification
Your critique should include evidence supporting which paradigm your article is associated with (i.e.,
postpositivist, mixed methods, or other). For example, the use of the null hypothesis in the research
clearly demonstrates that this study is postpositivist. Give examples from the article.
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B. Introduction
Describe and assess the content of the article’s introduction, including available information about
funding for the research, if any; problem and purpose statements; research questions and or hypotheses,
definitions, and limitations and delimitations of the study.
C. Extant Literature
Discuss the literature review section. Provide your assessment of how extensive the review is, the type of
literature being reviewed (theoretical and or empirical), relevance and currency of the literature. Describe
how the article you selected connects to the overall body of research literature.
D. Method
Discuss and analyze the methods section of your article. Your critique should include: a description of
who was studied and how participants were selected; the type of treatment or intervention used in the
study; or if no intervention or treatment was used the framework for the study. Identify the dependent and
independent variables, if applicable. Describe data collection protocols and or techniques. Describe how
the design was set up to answer the research questions. How were issues of reliability and validity
addressed in the article? Be specific.
E. Analyses/ Results Section
Discuss the analysis/results section. Describe what type(s) of statistical analysis were used for the data.
Report the statistical findings and assess the appropriateness of the statistical procedures used. Describe
specifically how the analysis answers the research questions. Report any new limitations or threats, stated
by the authors, after conducting the analyses or if any additional information regarding threats and
limitations should have been stated by the author/s.
F. Conclusions/Discussion
Discuss the conclusion and or discussion section of the article. Describe how the results of the study relate
to the extant literature. Be sure to include any alternative explanations discussed in the article and the
implications for future research.
G. Evaluation
Conclude your critique with an evaluation of the quality of the research. Evaluate the clarity and
presentation of the research findings. Determine if you would cite the article as a source in your own
study; provide a rationale for your determination.
H. APA Publication Style and Writing Conventions
Cite Creswell and other authoritative sources to support your critique overall. Make sure you adhere to
appropriate APA publication style guidelines throughout. Your critique should be free of grammatical and
punctuation errors. The tone of your writing should be scholarly.
Statistical Competency:
Students are expected to demonstrate knowledge of quantitative data analysis using appropriate statistics.
Demonstration of knowledge and skills in this area will entail completion of statistical problem sets
assigned by the professor. Students will be notified of specific ways to complete this requirement.
Group Presentation of Assigned Readings
Each group (2-3 students) will facilitate class discussion of a particular week’s reading. Your task is to
point out the major research issues and concepts, emphasize the elements you find most interesting, offer
criticism where appropriate, and raise questions which would encourage dialogue and interactive class
participation. You are not expected to review every single aspect of the reading; in fact, you should focus
primarily on methodological issues. You must utilize power point to make your presentation, but each
member of the group should play a role in presentation. Your presentation will last 20 minutes.
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Research Proposal
This is an individual project. The topic for the proposal may be related to the topic you will choose for
your dissertation. Please be sure to check with me before you go ahead with the project. The proposal
should be approximately 12-15, double-space, typed written pages in length. You are encouraged to use
the APA style manual in preparing your proposal.
The written proposal should have three parts:
(A) Introduction or The Problem (4-6 pages):
This part should be brief and should include: the Problem Statement, Purpose of the Study,
Research Hypotheses, and Significance of the Study. To select a research topic, please talk to
peers, review journals and texts, and think about questions that have arisen from your
professional experiences. Keep it simple and straight forward.
(B) Review of the Literature (8-12 pages):
The review assay should be an exhaustive, interpretative analysis of a body of scholarly
literature associated with a significant theoretical or empirical issue in education that you may
examine in your dissertation. The purpose of the essay is to establish that the student has
attained a sufficient degree of scholarly sophistication in the organization and analysis of a
significant body of literature.
(C) Methodology (4-6 pages):
This section or chapter must be written in future tense and should include: participants,
1) Participants: Describe details of the uniqueness of the participants. Describe how the
participants were recruited ( include permission, consent, confidentiality, and anonymity
of participants).
2) Instruments: Include name(s), purpose and description, development, validity and
reliability (e.g., analysis performed by the author, peer review, or pilot study). Please
provide a copy of each in the Appendices (see APA manual for Appendix guidelines).
3) Data Collection Procedure: Describe how you will collect data. Describe specific details
of any intervention/treatment.
4) Data Analysis Procedure: Describe the demographic data analysis (e.g. means, standard
deviations, frequencies of age, gender, year in school and analysis needed to address your
research hypothesis. Identify the independent and dependent variables and what program
will be used to analyze the data (e.g. Microsoft Excel, SPSS, etc.).
1. Proposal Presentation
Each student will present his or her final research proposal in class. You will have 20 minutes to
make the presentation. Since this instructor considers peer review to be an important aspect of
any learning process, students in the class will be the ones to evaluate the presentations.
Evaluators are expected to be objective and helpful in their feedbacks. The final report must be
submitted at the last class session.
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2. Statistical Assignments
Work alone or with others. Statistic assignments will cover common analysis techniques. If you
work with someone else make sure you understand what you are doing because you will be
required to interpret statistic information and output on the final exam.
Methods of Instruction:
This class is designed to be interactive, to help students learn by engaging the material as directly as
possible. Accordingly, the following instructional and learning approaches will be used: mini-lecture,
large group discussion, small group activities, presentations using PowerPoint, think-pair-share, research
project with its accompanying reports and feedbacks, conferences between students and the instructor,
and homework assignments.
It is the aim of this instructor to strive for open and respectful dialogue. Consequently, no point of view
will be considered final or sacred, nor will any perspective be exempt from scrutiny or critique. In this
course, we will adopt the dictum: “it is better to debate a question without settling it, than to settle a
question without debating it” (Joseph Joubert, 1754 – 1842). As a critical community, we will struggle
together to formulate “solutions” for the moment, perhaps even to the point of abandoning (or, at least,
revising) some of our own preconceptions. Please express yourself clearly and exhibit a keen interest in
the larger learning experience of the group. The only “dumb” questions are those that go unasked.
Everyone learns from the questions and comments that you offer.
Course Requirements:
ATTENDANCE POLICY:
Each student is expected to arrive on time and stay the entire duration of each class meeting. Attendance
will be taken at the beginning of each class session. Sporadic and or chronic absenteeism will affect the
absentee’s final grade. No grade of A will be received with two or more absences. More than two
unexcused absences from class will result in a failing grade. . If a student must miss a class, he or she
must notify the instructor ahead of time of the reason for the absence. Upon presentation of an official
justification for an absence, students may be allowed to make-up for missed work by submitting thorough
summaries of chapters and materials covered by the instructor. Chronic tardiness (e.g. 15-20) minutes will
be viewed as an absence. Students who are tardy should notify the instructor at the end of the class period
so they will not be marked absent. Please note: It is the student’s responsibility to drop this course, if
necessary.
LATE WORK:
Students are expected to submit work no later than 5 p.m. on the assigned due date. If a student has
prearranged for an excused absence on the day an assignment is due, the assignment must be submitted to
the instructor electronically no later than the due date. Otherwise the assignment will be considered late.
Late work will be penalized one letter grade.
CLASS PARTICIPATION:
Students are expected to attend and actively participate in all class discussions and activities. Participation
also includes reading the assigned texts in advance of each class, reviewing related materials, and sharing
ideas during class discussions and/or activities. Students may be asked to bring materials to class, react to
other students' work, or turn in their own work for comments as part of the participation grade.
AN “INCOMPLETE”:
An “Incomplete” is awarded only in exceptional circumstances, including accident, illness, a death, jury
duty, or a major life transition. The student must also have submitted a significant amount of work and
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maintained an excellent attendance record to merit an incomplete. If the instructor grants the Incomplete,
both student and instructor must agree to a new completion deadline assigned at the instructor’s
discretion. The instructor does not consider the need to have more time to complete class requirements as
a valid reason. Failure to submit assignments will result in an automatic grade of “Fail”
(unacceptable)
FINAL GRADES:
Final grades will be assigned based on the following percentages:
A+ 97 to 100
A
94 to 96.9
A- 90 to 93.9
B+ 87 to 89.9
B
84 to 86.9
B- 80 to 83.9
C+ 77 to 79.9
C
74 to 76.9
C- 70 to 73.9
D+
D
DF
67 to 69.9
64 to 66.9
60 to 63.9
59.9 or below
POLICY FOR GRADING AND INCOMPLETES:
All assignments are due on or before the announced due dates. In case of an emergency or other excused
absence from class, it is the student’s responsibility to contact the professor to make arrangements for
submission of any missed assignments. In the case of an unexcused absence, assignments will be reduced
by one letter grade. Incomplete grades will not be given.
COLLEGE AND UNIVERSITY POLICIES
CONCEPTUAL FRAMEWORK:
All activities in the College are guided by the belief that we Prepare All Candidates To Succeed, which
translates into the PACTS acronym. The PACTS acronym also represents the strands for the College of
Education’s Conceptual Framework, which serves as a model for how the College of Education prepares
all candidates to succeed in helping urban children learn. This preparation is characterized and
distinguished by five core themes: (P) professionalism, (A) Assessment, (C) Content Knowledge, (T)
Technology and (S) Standards. The PACTS Conceptual Framework supports the mission statement of
the College of Education http://www.csu.edu/CollegeOfEducation/ and the mission statement of the
University http://www.csu.edu
REFERENCES
Bibliography and Other References and Resources Materials:
 Best, John W. and Kahn, James V. (2003). Research in Education, Boston: Allyn and Bacon.

Creswell, John W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches, Thousand Oaks, California: Sage Publications Ltd.

Gay, L. R., & Airasian, P. (2000). Educational research: Competencies for analysis and
application (6th ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Holcomb, Zealure C. (2011). SPSS Basics: Techniques for a First Course in Statistics, Glendale,
California: Pyrczak Publishing.

Mertens, D. M. (1998). Research methods in education and psychology: Integrating diversity
with quantitative and qualitative approaches. Thousand Oaks, CA: Sage.
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
Nolan, Susan A. and Heinzen, Thomas E. (2008). Statistics for the Behavioral Sciences, New
York: Worth Publishers.

Ravid, Ruth (2000). Practical Statistics For Educators, Lanham, Maryland: University Press of
America.

Rudestam, K. E., & Newton, R. R. (2001). Surviving your dissertation (2nd ed.). Thousand Oaks:
age.
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UNIVERSITY POLICIES:
AMERICAN DISABILITY ACT (ADA) POLICY:
The College of Education is strongly committed to taking all reasonable steps to ensure that students are
able to work to their fullest potential. The Abilities Office provides services for all students in attendance
at Chicago State University with verified disabilities. Please direct all requests for accommodations due
to a disability to the Abilities Office: (773) 995-4401. The Office is located in the Student Union
Building. Information is available online at http://www.csu.edu/abilities/
ADVERSE WEATHER POLICY:
When adverse weather conditions necessitate cancellation or closing, announcements will be made on
local radio and television. No announcement will be made when the University is open. CSU does not
ask students to assume undue risk when traveling to class. When the University has been closed, the
missed work and additional work is due at the next class period.
ACADEMIC INTEGRITY POLICY:
As per the Student Handbook/Code of Student Conduct, all students must act with academic
integrity. If you cheat, plagiarize, or commit other academic dishonest behaviors, you will fail
the assignment. Other academic negative consequences may also occur, as per the College of
Education and the University.
BACKGROUND CHECK POLICY STATEMENT:
Effective Fall 2009, the College of Education requires that all students participating in field placement
experiences with individuals under the age of 21, either on or off campus, provide proof of “cleared”
fingerprint criminal background check results before beginning the first field experience and prior to
admission to the College of Education. This is consistent with the state law that requires Illinois school
districts to conduct criminal background investigations of applicants for certified and non-certified
positions.
CREDIT HOUR POLICY:
This is a 3 credit-hour course. One hour of classroom or direct, face-to-face faculty instruction and a
minimum of two hours of out-of-class student work are required each week for approximately fifteen
weeks for each one-semester hour of credit.
DROP POLICY:
The University reserves the right to drop or withdraw a student for non-attendance at anytime.
Although the professor may drop a student for non-attendance, after two (2) absences, it is ultimately the
student’s responsibility to DROP a class. Failure by the student to comply will result in an automatic
W/F Grade. See Class Schedule Bulletin for Drop Dates.
ELECTRONIC DEVICE POLICY:
All cell phones must be silenced or set to vibrate during class time. If you make or accept a call, during
class time, you must leave the classroom for the duration of the call. All electronic devices such as cell
phones, PDAs, etc. must be put away and not used during testing. Any violation of this policy regarding
the use of electronic devices will affect your course grade and standing in your program major as set
forth, accordingly, by the Department, College, and/or University regulations and guidelines.
EMERGENCY EVACUATION POLICY:
All emergencies occurring on campus, life threatening and non- life threatening, should be reported to the
campus police by calling ext. 2111 from any campus phone and either 911 or (773) 995-2111 from a cell
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phone. Evacuate a building when the fire alarm sounds, you smell gas or smoke, see fire or are instructed
to do so by staff or emergency personnel. You may also receive instructions over the university’s public
address system and Rave, the emergency notification system. (To sign up for the Chicago State
University Emergency Notification Program visit: www.getrave.com/login/csu.) If possible, assist
individuals with disabilities who require assistance to egress from an upper floor or sub-ground level floor
of a building. Once an evacuation has been mandated, all evacuees should meet at a designated location
where attendance must be taken. If anyone is missing, emergency personnel must be notified
immediately.
ADDITIONAL UNIVERSITY, COLLEGE, AND DEPARTMENTAL POLICY STATEMENTS:
Policy statements that may impact education majors and students in this course, in particular, can be
found online at [http://www.csu.edu/CollegeOfEducation/policy.htm]. Please note: It is the student’s
responsibility to review these published policies.
APPENDIX
Assessment and Standards Matrix:
Assignment
Questionnaire
Development and
APA Style
Competency
Draft of Introduction
of Research Proposal
(Chapter 1)
Group Presentation of
Assigned Readings
Draft of Literature
Review
Program Objective
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
Course Objective
6, 3
Performance Criteria
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
Standard
NCATE:
ELLC: 5.1, 5.2, 5.3,5.4,
5.5
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
1,2,5,6,7
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 1.2, 2.2, 6.1, 6.2,
6.3
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
1,2,5,6
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 1.2, 2.2, 6.1, 6.2,
6.3
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
1,2,5,6
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 1.1, 1.3, 2.2, 6.3
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
11
Draft of Methods
Article Critique
Basic Statistical
Competency
Preliminary Proposal
Presentation of
Preliminary Proposal
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
promulgate research for a just society.
This course prepares educational
leaders to make decisions based on
research and supported theory. As a
result of taking this course candidates
will acquire a strong grounding in
educational theory and research,
develop critical thinking skills,
engage in reflective practice and
applied research, develop effective
research practices, address issues
relevant to a pluralistic society,
collaborate with peers, and
2, 3, 4,5,6
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 5.1, 5.2, 5.3,5.4,
5.5
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
2, 3, 4,5,6
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 1.1, 1.3, 2.2, 6.3
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
2,5
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 1.2, 1.4, 2.4, 4.1,
4.2, 4.3, 4.4
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
2, 3,5,6,7
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 1.2, 2.2, 6.1, 6.2,
6.3
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
5,7
Student is expected to
meet or exceed criteria
specified in the scoring
rubric.
NCATE:
ELLC: 1.1, 6.1, 6.2, 6.3
IPSLS:
ISLLC:
CCSS:
COE Conceptual
Framework: PACTS
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promulgate research for a just society.
ELLC STANDARDS
Standard
Standard Element
Learning Outcome
ELCC Standard 1.0: A district-level education
leader applies knowledge that promotes the
success of every student by facilitating the
development, articulation, implementation,
and stewardship of a shared district vision of
learning through the collection and use of data
to identify district goals, assess organizational
effectiveness, and implement district plans to
achieve district goals; promotion of continual
and sustainable district improvement; and
evaluation of district progress and revision of
district plans supported by district
stakeholders.
ELCC 1.1: Candidates understand and can
collaboratively develop, articulate,
implement, and steward a shared district
vision of learning for a school district.
Class participation
ELCC Standard 2.0: A district-level education
leader applies knowledge that promotes the
success of every student by sustaining a
district culture conducive to collaboration,
trust, and a personalized learning environment
with high expectations for students; creating
and evaluating a comprehensive, rigorous,
and coherent curricular and instructional
district program; developing and supervising
the instructional and leadership capacity
across the district; and promoting the most
effective and appropriate technologies to
support teaching and learning within the
district.
ELCC Standard 3.0: A district-level education
leader applies knowledge that promotes the
success of every student by ensuring the
management of the district’s organization,
operation, and resources through monitoring
and evaluating district management and
operational systems; efficiently using human,
fiscal, and technological resources within the
district; promoting district-level policies and
procedures that protect the welfare and safety
of students and staff across the district;
developing district capacity for distributed
leadership; and ensuring that district time
focuses on high-quality instruction and
student learning.
Article critiques
Preliminary roposal presentation
ELCC 1.2: Candidates understand and can
collect and use data to identify district goals,
assess organizational effectiveness, and
implement district plans to achieve district
goals.
Statistical problem sets
ELCC 1.3: Candidates understand and can
promote continual and sustainable district
improvement.
Article critiques
ELCC 1.4: Candidates understand and can
evaluate district progress and revise district
plans supported by district stakeholders.
Article critiques
ELCC 2.1: Candidates understand and can
advocate, nurture, and sustain a district
culture and instructional program conducive
to student learning through collaboration,
trust, and a personalized learning environment
with high expectations for students.
Not applicable for his class
ELCC 2.2: Candidates understand and can
create and evaluate a comprehensive,
rigorous, and coherent curricular and
instructional district program.
Article critiques
Preliminary research proposal
Statistical problem sets
Preliminary research proposal
Preliminary research proposal presentation
ELCC 2.3: Candidates understand and can
develop and supervise the instructional and
leadership capacity across the district.
Not applicable for this class
ELCC 2.4: Candidates understand and can
promote the most effective and appropriate
district technologies to support teaching and
learning within the district.
Statistical problem sets
ELCC 3.1: Candidates understand and can
monitor and evaluate district management and
operational systems.
Not applicable for this class
ELCC 3.2: Candidates understand and can
efficiently use human, fiscal, and
technological resources within the district.
Not applicable for this class
ELCC 3.3: Candidates understand and can
promote district-level policies and procedures
that protect the welfare and safety of students
and staff across the district.
Not applicable for this class
ELCC 3.4: Candidates understand and can
develop district capacity for distributed
Not applicable for this class
13
leadership.
ELCC Standard 4.0: A district-level education
leader applies knowledge that promotes the
success of every student by collaborating with
faculty and community members, responding
to diverse community interests and needs, and
mobilizing community resources for the
district by collecting and analyzing
information pertinent to improvement of the
district’s educational environment; promoting
an understanding, appreciation, and use of the
community’s diverse cultural, social, and
intellectual resources throughout the district;
building and sustaining positive district
relationships with families and caregivers;
and cultivating productive district
relationships with community partners.
ELCC 3.5: Candidates understand and can
ensure that district time focuses on supporting
high-quality school instruction and student
learning.
Not applicable for this class
ELCC 4.1: Candidates understand and can
collaborate with faculty and community
members by collecting and analyzing
information pertinent to the improvement of
the district’s educational environment.
Article critiques
ELCC 4.2: Candidates understand and can
mobilize community resources by promoting
understanding, appreciation, and use of the
community’s diverse cultural, social, and
intellectual resources throughout the district.
Participation
ELCC 4.3: Candidates understand and can
respond to community interests and needs by
building and sustaining positive district
relationships with families and caregivers.
Participation
Statistical problem sets
Statistical problem sets
Preliminary research proposal presentation
Statistical problem sets
Preliminary research proposal presentation
ELCC 4.4: Candidates understand and can
respond to community interests and needs by
building and sustaining productive district
relationships with community partners.
Participation
Statistical problem sets
Preliminary research proposal presentation
ELCC Standard 5.0: A district-level education
leader applies knowledge that promotes the
success of every student by acting with
integrity, fairness, and in an ethical manner to
ensure a district system of accountability for
every student’s academic and social success
by modeling district principles of selfawareness, reflective practice, transparency,
and ethical behavior as related to their roles
within the district; safeguarding the values of
democracy, equity, and diversity within the
district; evaluating the potential moral and
legal consequences of decision making in the
district; and promoting social justice within
the district to ensure individual student needs
inform all aspects of schooling.
ELCC Standard 6.0: A district-level education
leader applies knowledge that promotes the
success of every student by understanding,
responding to, and influencing the larger
political, social, economic, legal, and cultural
context within the district through advocating
ELCC 5.1: Candidates understand and can act
with integrity and fairness to ensure a district
system of accountability for every student’s
academic and social success.
Methods section draft
ELCC 5.2: Candidates understand and can
model principles of self-awareness, reflective
practice, transparency, and ethical behavior as
related to their roles within the district.
Methods section draft
ELCC 5.3: Candidates understand and can
safeguard the values of democracy, equity,
and diversity within the district.
Methods section draft
ELCC 5.4: Candidates understand and can
evaluate the potential moral and legal
consequences of decision making in the
district.
Methods section draft
ELCC 5.5: Candidates understand and can
promote social justice within the district to
ensure individual student needs inform all
aspects of schooling.
Methods section draft
ELCC 6.1: Candidates understand and can
advocate for district students, families, and
caregivers.
Article critiques
Statistical problem sets
Preliminary research proposal
14
for district students, families, and caregivers;
acting to influence local, district, state, and
national decisions affecting student learning;
and anticipating and assessing emerging
trends and initiatives in order to adapt districtlevel leadership strategies.
Preliminary research proposal presentation
ELCC 6.2: Candidates understand and can act
to influence local, district, state, and national
decisions affecting student learning in a
district environment.
Article critiques
Statistical problem sets
Preliminary research proposal
Preliminary research proposal presentation
ELCC 6.3: Candidates understand and can
anticipate and assess emerging trends and
initiatives in order to adapt district-level
leadership strategies.
Article critiques
Statistical problem sets
Preliminary research proposal
Preliminary research proposal presentation
ELCC Standard 7.0: A district-level education
leader applies knowledge that promotes the
success of every student in a substantial and
sustained educational leadership internship
experience that has district-based field
experiences and clinical practice within a
district setting and is monitored by a
qualified, on-site mentor.
ELCC 7.1: Substantial Experience: The
program provides significant field experiences
and clinical internship practice for candidates
within a district environment to synthesize
and apply the content knowledge and develop
professional skills identified in the other
Educational Leadership District-Level
Program Standards through authentic,
district-based leadership experiences.
Not applicable for this class
ELCC 7.2: Sustained Experience: Candidates
are provided a six-month concentrated (9–12
hours per week) internship that includes field
experiences within a district environment.
Not applicable for this class
ELCC 7.3: Qualified On-site Mentor: An onsite district mentor who has demonstrated
successful experience as an educational leader
at the district level and is selected
collaboratively by the intern and program
faculty with training by the supervising
institution.
Not applicable for this class
Source: NPBEA (National Policy Board for Educational Administration). (2010). Educational leadership program recognition standards: district
level, for institutions undergoing NCATE accreditation and ELCC program review. Retrieved from http://npbea.org/wpcontent/uploads/2012/06/ELCC-District-Level-Standards-2011.pdf Refer to specific leadership standards listed near the end of this syllabus.