1. No category

KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name: EDUC 7990 Residency & Capstone
Department Bagwell College of Education (across all departments)
Degree Title (if applicable) M.Ed., Ed.S., & Ed.D. in Teacher Leadership
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Lynn Stallings
Faculty Member
7/6/12
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I. Current Information (Fill in for changes)
New course, so not listed.
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___EDUC 7990 _____________________
Course Title ___ Residency & Capstone ________________________
Class Hours
0 ____Laboratory Hours___9____CreditHours____3____
Prerequisites permission of program director
Description (or Proposed Degree Requirements)
Prerequisite: Permission of program director
The residency provides candidates an opportunity to engage in field-based opportunities
to develop teacher leadership skills (Teacher Leadership Standards, GaPSC 505-3-.53)
under the supervision of a Candidate Support Team. These skills include planning and
leading professional development; mentoring and coaching other teachers; aligning
curriculum, instruction, and assessment; modeling best teaching practices; analyzing data
and improving learning through data-informed decision-making; applying research-based
approaches to instructional challenges; and collaborating with all stakeholders to improve
student learning. Candidates will demonstrate their development of these skills through
various assignments, most notably a Residency Project and a Capstone Portfolio.
III.
Justification
Changes to Georgia’s Professional Standards Commission rules and the creation of a Teacher
Leadership area of certification necessitate a Substantive Change to the Ed.S. and Ed.D. in Teacher
Leadership for Learning so that those programs align with new standards. This course is needed in
those revised programs because GaPSC standards require a residency, a capstone, and a portfolio.
GaPSC Rule 505-2-.41 restricts the degrees that result in a certificate upgrade to degrees with
names closely aligned with an area of certification. For our existing Ed.S. and Ed.D. degrees in
Teacher Leadership to continue to be recognized as beneficial for Georgia educators, both degrees
must be aligned with the GaPSC standards for Teacher Leadership (GaPSC Rule 505-3-.53)
established in October 2011. The proposed changes are the result of our review of the learning
outcomes of the courses and their alignment with the GaPSC standards in this area.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Mary Chandler
Text: None
Prerequisites: EDL 8000 or permission of program director______
Objectives:
The GaPSC specifies the following learning outcomes in their Teacher Leadership
Standards (505-3-.53):
1) Candidateswhocompletetheprogramareteacherleaderswhowillfacilitatethedesignand
implementationofsustained,intensive,andjob‐embeddedprofessionallearningbasedon
identifiedstudentandteacherneeds.
2) Candidateswhocompletetheprogramareteacherleaderswhoworkwithstakeholdersto
promotethedevelopmentofaschoolculturethatfostersexcellenceandequityinteachingand
learningandfocusesoncontinuousimprovementcreatingasenseofbelongingandbuildinga
collaborativeworkenvironment.
3) Candidateswhocompletetheprogramareteacherleaderswhodemonstrateacomprehensive
understandingofcurriculumandapplythisknowledgetothealignmentofcurriculum,
instruction,andassessmenttostandards.
4) Candidateswhocompletetheprogramareteacherleaderswhomodelbestpracticesinpedagogy
andserveasamentorandcoachforothereducators.
5) Candidateswhocompletetheprogramareteacherleaderswhoworkwithotherstodesignand
implementassessmentpracticesandanalyzedataformonitoringandimprovingteachingand
learningthroughdata‐informeddecisionmaking.
6) Candidateswhocompletetheprogramareteacherleaderswhoaccessandconductresearch,and
applyresearchfindingstoimproveteachingandlearning.
7) Candidateswhocompletetheprogramareteacherleaderswhodemonstratetheabilityto
collaboratewithstakeholderstoimprovestudentlearningandtoguidepositivechange.
Instructional Method
This course is a practicum in which the candidate will work with a Candidate
Support Team to identify an Individualized Growth Plan and a Capstone Project
so that he or she has “significant opportunities . . . (individually or in group
experiences) to synthesize and apply the knowledge and practice and develop the
skills identified in Teacher Leadership Standards (GaPSC 505-3-.53) through
substantial, sustained, standards-based work in authentic, embedded settings,
planned and guided cooperatively by the program provider and school district
personnel” (from GaPSC’s Guidelines for the Teacher Leadership Rule). The
Candidate Support Team includes the candidate, a KSU supervisor, and a schoolsystem mentor who holds a leadership role.
Method of Evaluation
Candidates will be assessed by the Candidate Support Team on their
Individualized Growth Plans and the Advanced Candidate Performance
Instrument. The KSU supervisor will also assess the Capstone Project and the
professional portfolio.
V.
Resources and Funding Required (New Courses only)
Resource
Faculty
Amount
This course will be taught once a year. Shifts in graduate enrollment over the past
five years means that existing faculty can teach the course instead of the
Educational Leadership courses they previously taught.
Other Personnel
Equipment
Supplies
Travel
Some travel will be required for faculty to meet with and observe candidates. A
course fee to cover this travel will be proposed.
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
$0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
EDUC
7990
Residency and Capstone
0-9-3
Summer 2013
S/U
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Teacher Leadership Program
Proposed Residency/Capstone Course
I.
COURSE:
Credit:
II.
INSTRUCTOR:
Office:
E-Mail:
Phone:
Office Hours:
III.
CLASS MEETINGS
Dates: TBA
Day/Times: TBA
IV.
1
EDUC 7990 Residency and Capstone
3 Credit Hours
Mary Chandler
TP 3823
[email protected]
770-499-3671
By appointment.
Bldg/Room: TBA
TEXTS & READINGS:
None
V. COURSE CATALOG DESCRIPTION
3 Credit Hours
Prerequisite: Permission of program director
The residency provides candidates an opportunity to engage in field-based opportunities to
develop teacher leadership skills (Teacher Leadership Standards, GaPSC 505-3-.53) under the
supervision of a Candidate Support Team. These skills include planning and leading professional
development; mentoring and coaching other teachers; aligning curriculum, instruction, and
assessment; modeling best teaching practices; analyzing data and improving learning through
data-informed decision-making; applying research-based approaches to instructional challenges;
and collaborating with all stakeholders to improve student learning. Candidates will demonstrate
their development of these skills through various assignments, most notably a Residency Project
and a Capstone Portfolio.
VI.
JUSTIFICATION
“Within every school there is a sleeping giant of teacher leadership, which can be a strong catalyst
for making change.” Marilyn Katzenmeyer & Gayle Moller (2001, p. 2)
The Residency is the capstone experience in the teacher leadership program. Because the
development of teacher leaders is essential to improving schools in Georgia, this residency course
is required for all candidates in any Teacher Leadership certification program. Teacher Leadership
1
Teacher Leadership Program
Proposed Residency/Capstone Course
2
candidates are taught and coached by faculty with expertise in school leadership, collaboration, and
diversity and are mentored by school or system personnel in positions of leadership.
In the Residency, the teacher leader candidate works with the Candidate Support Team to develop
an Individual Growth Plan (IGP) and a Residency Project Proposal, then seeks out opportunities at
multiple settings to develop and demonstrate the knowledge, skills, and dispositions of effective
teacher leaders. They present their Residency Project and Capstone Portfolio as evidence of their
accomplishment in the areas specified by the Teacher Leadership standards.
VII.
CONCEPTUAL FRAMEWORK SUMMARY
Collaborative Development of Expertise in Teaching, Learning & Leadership
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 at the doctoral level 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.
Use of Technology: Technology Standards for Educators are required by the Professional
Standards Commission. Telecommunication and information technologies will be integrated
throughout the master teacher preparation program, and all candidates must be able to use
technology to improve student learning and meet Georgia Technology Standards for Educators.
During the courses, 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 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
VIII. GOALS, OBJECTIVES AND PTEU PERFORMANCE OUTCOMES:
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Teacher Leadership Program
Proposed Residency/Capstone Course
3
The Professional Teacher Education Unit prepares school leaders who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making decisions that foster the success of all learners. As this course
is outcomes-driven, teachers who successfully complete the program must provide
evidence of meeting the certification standards for teacher leadership promulgated by Ga.
Reg. 505-3-.53(October 15, 2011):
1)
2)
3)
4)
KSU Advanced
NCATE
Course Objectives (KSD)
Candidate
Assessments
2
Standards
Performance1
1e
Capstone Portfolio
Candidatesareteacherleaders 2.3, 2.4, 2.5, 2.6
Residency Project
whowillfacilitatethedesign
Candidate Performance
andimplementationof
Instrument
sustained,intensive,andjob‐
Individualized Growth
embeddedprofessional
Plan
learningbasedonidentified
studentandteacherneeds.
Because this is the
1e
Candidatesareteacherleaders 2.3, 2.4, 2.5,
capstone and culminating
whoworkwithstakeholdersto 2.6, 3.1, 3.3
course in the program,
promotethedevelopmentofa
course assessments will
schoolculturethatfosters
address all the learning
excellenceandequityin
outcomes of the program.
teachingandlearningand
focusesoncontinuous
improvementcreatingasense
ofbelongingandbuildinga
collaborativework
environment.
Candidatesareteacherleaders 1.1, 1.2, 2.2, 1a, 1b, 1c,
2.4, 2.5, 2.6
1e
whodemonstratea
comprehensiveunderstanding
ofcurriculumandapplythis
knowledgetothealignmentof
curriculum,instruction,and
assessmenttostandards.
Candidatesareteacherleaders 1.1, 1.2,1.3, 1.4 1a, 1e, 1g
2.1, 2.2, 2.3, 2.4
whomodelbestpracticesin
pedagogyandserveasa
mentorandcoachforother
educators.
3
Teacher Leadership Program
Proposed Residency/Capstone Course
1
2
4
KSU Advanced
NCATE
Course Objectives (KSD)
Candidate
Assessments
Standards2
Performance1
2.5, 2.6
1c, 1d, 1e,
5) Candidatesareteacherleaders
1f, 1g
whoworkwithotherstodesign
andimplementassessment
practicesandanalyzedatafor
monitoringandimproving
teachingandlearningthrough
data‐informeddecisionmaking.
3.2, 3.5
1e
6) Candidatesareteacherleaders
whoaccessandconduct
research,andapplyresearch
findingstoimproveteaching
andlearning.
3.1, 3.3,
1d, 1e, 1f,
7) Candidatesareteacherleaders
1g
whodemonstratetheabilityto
collaboratewithstakeholders
toimprovestudentlearning
andtoguidepositivechange.
The PTEU Advanced Candidate Proficiencies from
https://education.kennesaw.edu/pteu/content/candidate-instrument
From NCATE Unit Standards
(http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/
Default.aspx#stnd1)
IX.
COURSE REQUIREMENTS AND ASSIGNMENTS:
The Residency Course Structure:
This is one of eight courses together in the certificate that will be offered as a stand-alone
GaPSC certification or can be embedded in a graduate degree in Teacher leadership. With the
exception of three on-campus seminars, course 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 Candidate Support Team (CST). The CST includes
the candidate, the KSU supervisor, and a mentor from the school or system.
According to the GaPSC’s Guidelines for the Teacher Leadership Rule, the residency will
include “significant opportunities for Candidates (individually or in group experiences) to
synthesize and apply the knowledge and practice and develop the skills identified in Teacher
Leadership Standards (GaPSC 505-3-.53) through substantial, sustained, standards-based work
in authentic, embedded settings, planned and guided cooperatively by the program provider and
school district personnel.”
Because the Residency extends for six months, students will meet with their CST at midterm of
the semester prior to their Residency so that they can develop Individualized Growth Plans
(IGP) and Residency Project Proposals. At least four full coaching cycles (pre-conference,
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Teacher Leadership Program
Proposed Residency/Capstone Course
5
observation, post-conference) will be required for each candidate within the six-month
experience. Additional coaching sessions will be scheduled as needed. Coaching experiences
may also include peer coaching, sharing of videos of candidate performance, and microteaching
with other program candidates. CST meetings may also use videoconferencing or other
electronic formats as appropriate.
The CST will meet at least three times during the six-month experience. They will review the
candidate’s progress on the IGP, the Capstone Portfolio, and Residency Project. CST will
provide feedback for evaluation of the candidate on course assessments.
Definition of terms
Coaching – A developmental process that builds a leader’s capabilities to achieve professional
and organizational goals. The 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 )
Candidate Support Team – a group composed of the Candidate, Provider Personnel, and the
System- and/or school-based leader mentors (Principal, Assistant Principal, Lead Teacher,
Instructional Coach, Department Head, or other school/system personnel with the knowledge and
skills to support the Candidate).
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
Provider personnel – An individual from Kennesaw State University who will monitor and
track the qualifications of individuals who are responsible for the coaching and support of
Candidates and the fulfillment of their responsibilities.
System-and/or school-based leader mentors – An individual—Principal, Assistant Principal,
Lead Teacher, Instructional Coach, Department Head, or other school/system personnel—with
the knowledge and skills to support the Candidate. The mentor serves as a part of the team that
oversees the development of the candidate and evaluates his/her performance
Required Assessments:
1) Attendance and Participation: Attendance and participation in all university and
school/system based activities is required for successful completion of course activities. The
candidates and university supervisor will use Desire2Learn for communication and course
management. Please check daily for postings, mail, and announcements. Students will be
required to attend a minimum of three seminars.
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Proposed Residency/Capstone Course
6
2) Reflective Journal: Candidates will maintain a weekly journal reflecting on their
experiences. The purpose of the reflection is to provide the candidates an opportunity to
connect their observations to their current and developing practices. These journal entries
will also keep the KSU mentor apprised of the candidate’s progress.
3) Individualized Growth Plan: Candidate Support Teams will develop an IGP to ensure the
candidate has “significant opportunities . . . to synthesize and apply the knowledge and
practice and develop the skills identified in Teacher Leadership Standards (GaPSC 505-3.53) through substantial, sustained, standards-based work in authentic, embedded settings,
planned and guided cooperatively by the program provider and school district personnel”
(from GaPSC’s Guidelines for the Teacher Leadership Rule). The CST will draft the IGP in
their initial meeting at the midterm of the semester before the Residency begins. In this
meeting, the Candidate Dispositions Assessment should be reviewed for potential areas of
development. The CST should also discuss the Residency Project Proposal. The IGP will be
finalized at the first meeting of the CST during the first week or two of the Residency. The
IGP will be reviewed again at midterm and at the final meeting of the CST.
4) Candidate Dispositions Assessment: The Candidate Dispositions Assessment (CDA) filled
out at the midpoint of the program should be reviewed by the CST as the IGP is developed.
Particular areas of the CDA needing development should be included in the IGP. The CDA
will be filled out by the CST at midterm and at the end of the Residency. A candidate’s
dispositions or “soft skills” are some of the most critical to his or her leadership. See rubric
for further details.
5) Capstone Portfolio and Narrative: A required element in each portfolio for the Graduate
Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that
every candidate reflects particular elements of the CPI, especially those related to the
Residency Project. In your portfolio, you need to include a narrative, which includes
descriptive, analytic and reflective writing in which you reflect on each proficiency and how
you make the case that the evidence you have selected in your portfolio supports a particular
proficiency, using the Portfolio Narrative Rubric as a guide. The narrative should be
comprehensive, documenting research-based best practices.
The candidate will assemble in Chalk and Wire a Capstone Portfolio of evidence that
1. addresses all proficiencies
2. provides links to Candidate Performance Standards
3. includes a description, analysis and reflection of each piece of evidence in the
portfolio
4. demonstrates multiple examples of application of learning to teaching practices
5. shows assessment of impact on student learning and adjustments in practice
6. includes positive interactions with students, parents, and other school professionals
See rubric for further details.
6) Residency Project Proposal and Presentation: The candidate will develop a Residency
Proposal in consultation with the CST. The proposal must be approved by the CST by the
beginning of the residency. Candidates will present their Residency Projects in the final
seminar during the residency. The Institutional Review Board of KSU and the employing
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Proposed Residency/Capstone Course
7
institution must approve the proposal before the project begins. The following topics will be
addressed in the proposal and the presentation. See rubric for further details.
A. Problem to be studied
B. Objective/questions/hypotheses?
C. Methods (How/what are you doing? Describe the professional development, process,
survey, population, statistical analyses, grant writing, policy development, etc.)
D. What IRB approval is needed and what is the timeline and process for completion.
E. Conclusions/expected results (Wat do you expect to learn?)
F. What is the intended impact of your project on your school or district?
G. What will be the product?
H. How will you disseminate the findings to your professional colleagues?
X.
EVALUATION AND GRADING:
Grading: Each candidate will be graded as Satisfactory or Unsatisfactory.
Note: All written work should reflect careful organization of material and the high standards of
investigation associated with graduate-level studies. Papers should be typewritten, on 8 1/2 x 11
in. paper, double-spaced and at 10-12 font. All work submitted that requires documentation
should follow APA format. Manuscripts must be proofread to ensure accuracy in spelling,
punctuation, and grammar.
While the college standard for evaluation of papers and tests is listed above, university
supervisor and school mentor in this course will use alternative assessment strategies. Evaluation
is a difficult process in every course. It is especially difficult to quantify the internal process of
developing dispositions of ethics, character and leadership. This development is unique to each
individual and must be recognized by each individual. Rubrics will be shared with candidates as
a means of establishing an understanding of expectation of graduate study in the BCOE and at
KSU.
The emphasis on the individual student as an evaluator is in keeping with the reality that future
administrators/leaders will be expected to be involved in the evaluation and assessment activities
as part of their own continuing professional development and that of those with whom they work
in organizational setting as they continue their professional careers.
The university supervisor and school mentor contribute to the evaluation process by taking into
consideration student preparation for class sessions, level of participation in class, individual
and group projects/reports individual conferences and the capstone product for the educational
specialist seminar.
Every effort will be made by the university supervisor and school mentor to be fair and
equitable in the assignment of grades through multiple processes noted above. In the final
analysis, the assigned grade will be based on the best professional judgment of the professor(s)
and supervisor(s).
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Teacher Leadership Program
Proposed Residency/Capstone Course
XI.
8
TENTATIVE COURSE OUTLINE
Date
Midterm of
semester prior to
Residency
Activity
Initial meeting of
CST
Beginning of
Term
*Seminar: Required
for continual
enrollment
Introduction to
Residency Course
Meeting of CST
TBA and as
Needed
Midterm
During Term
Meetings,
observations, and
conferences
Meeting of CST
*Seminars as
scheduled
Assignment Due
Individual Growth Plan
Capstone Proposal
All members of the
Candidate Support Team
(CST)
Review and revisions to
Individual Growth Plan
All CST or specific
members of CST as
needed and required
Feedback provided on
progress on Individual
Growth Plan
Readings as assigned
Guest Speakers
Final Meeting of
CST
End of Term
XII.
*Seminar:
Debriefing
Participants
Progress Reports on
Projects
Feedback provided on
progress on Individual
Growth Plan
All Assignments Due
All CST or specific
members of CST as
needed and required
All CST or specific
members of CST as
needed and required
POLICIES
Diversity: A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain knowledge as
well as an understanding of differentiated strategies and curricula for providing effective
instruction and assessment within multicultural classrooms. One element of course work is
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9
raising candidate awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations influence decisions in
employing specific methods and materials for every student. Among these attributes are age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students
must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required. Please be aware there are
other support/mentor groups on the campus of Kennesaw State University that address each of
the multicultural variables outlined above. The development of an appreciation of diversity as a
core organizational value and its use as a resource will give direction to the activities of the
doctoral seminar and of the whole doctoral program. Consideration will be given to diversity in
developing the membership of the cohorts in the interest of ensuring that the collaborative
cohort experience contributes to the development of such personal and organizational core
values.
Professionalism- Academic Honesty: KSU expects that graduate students will pursue their
academic programs in an ethical, professional manner. Faculty of the EdS and EdD programs
abide by the policies and guidelines established by the university in their expectations for
candidates’ work. Candidates are responsible for knowing and adhering to the guidelines of
academic honesty as stated in the graduate catalog. Any candidate who is found to have
violated these guidelines will be subject to disciplinary action consistent with university policy.
For example, plagiarism or other violations of the University’s Academic Honesty policies
could result in a grade of “ F” in the course and a formal hearing before the Judiciary
Committee.
Papers should be a synthesis of information reported in your own words and with proper
documentation.
Professionalism- Participation/Attendance/Submission of Assignments/Use of Technology
During Class/Seminars: Part of your success in this course is related to providing peer reviews
and feedback to your colleagues regarding course assignments; participating and interacting in
course activities; collaborating and working equitably with colleagues; and treating colleagues
and the professor with respect both in and out of class. Furthermore, responding effectively and
appropriately to feedback from your peers and the professor/supervisor is another measure of
your professionalism. Please be prepared by bringing all materials and readings to meetings and
seminars. All readings assignments must be completed prior to meetings and seminars. We
depend on one another to ask pertinent and insightful questions.
Professionalism also includes appropriate audience behaviors during lectures and presentations.
When someone is speaking to the group or making a presentation, professionals do not engage in
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conversations or other distracting behaviors that detract from the audiences’ attention to the
speaker.
Absences may be considered excused only in the case of personal or a professional emergency
and only if approved by the professor/supervisor in advance or as soon as possible after the
emergency event.
Assignments are due on the assigned date. Late assignments will not be accepted by e-mail or
hard copy without approval and may require documentation of a personal or professional
emergency. Re-submission of assignments for improved grades will not be considered unless
specifically determined to be appropriate by the professor.
Using technology during class/seminar (laptops, cell phones, etc.) to check personal e-mail or
engage in activities not associated with course content is not acceptable and will likely result in
a reduction of course participation points. Engaging in personal conversations while
professor/supervisor or groups are presenting is not acceptable and will likely result in a
reduction of class participation points. A break will be provided for snacks and personal use of
technology.
In sum, a lack of professionalism will likely result in grade reduction.
XIII. REFERENCES AND BIBLIOGRAPHY
Armstrong, T. (2006). The best schools. Alexandria, VA: Association for Supervision and
Curriculum Development.
Association for Supervision and Curriculum Development. (June 7, 2005). Public and private
schools’ performance: Does governance matter? Retrieved on July 2, 2008.
http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.03e1753c019b7a9f989
ad324d3108a0c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&javax.p
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Supervision and Curriculum Development.
Epstein, J. & Jason, N. R. (2004). School, family, and community partnerships link the plan.
Principal, 83, 10-15.
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Teacher Leadership Program
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Georgia’s Leadership Institute for School Improvement (2008). Tools for planning and
improving leader performance.
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Harvard Business School Press.
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Websites:
http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.1427855/k.FAA3/Welcome_to_
the_Center_for_Public_Education.htm (The Center for Public Education)
http://www.doe.k12.ga.us/pea_board.aspx?PageReq=PEABoardRules (Georgia State Education
Rules and Policies)
http://www.gapsc.com/TeacherEducation/Rules/505-3-.58.pdfhttp:///www.doe.k12.ga.us
(Georgia Department of Education)
http://www.galeaders.org/site/news/newitems/news_06162005_001.htmhttp://www.gaosa.org/in
dex.aspx (The Governor’s Office of Student Achievement)
http://www.gsba.com/home.html (Georgia School Board Association)
http://www.gpee.org/Education-Policy-Forums.82.0.html (Georgia Partnership for Excellence in
Education)
http://nces.ed.gov/annuals/ (National Center for Education Statistics)
http://nces.ed.gov/ccd/ccddata.asp (Data files)
http://www2.bc.edu/~hargrean/docs/seven_principles.pdfhttp://www.aare.edu.au/03pap/mul0349
1.pdfhttp://www.nsba.org/site/view.asp?CID=60&DID=192 (National School Board
Association)
http://www.nsba.org/MainMenu/Governance/PromisingDistrictPractices.aspx (Promising
District Practices)
http://www.balancedcurriculum.com/book.htmhttp://www.calstatela.edu/centers/schoolclimate/
(Western Alliance for the Study of School Climate)
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