1. education
2. school

KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 6716 Curriculum & Instructional Leadership
Department Educational Leadership
Degree Title (if applicable) Master of Education in Educational Leadership
Proposed Effective Date Fall, 2005
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:
Dr. Traci Redish
Faculty Member
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
Approved
Not Approved
EDL 6716 Curriculum & Instructional Leadership
2-15-05
Date
Department Curriculum Committee Date
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Vice President for Academic Affairs Date
President
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites ___________________________________________
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _EDL 6716_______________________
Course Title _ Curriculum & Instructional Leadership ___________
Credit Hours 3
Prerequisites Admission to M.Ed. program in Ed. Leadership or___
graduate Ed. Leadership certification program
Description (or Proposed Degree Requirements)
This course focuses on the role educational leaders play in improving the teaching and
learning process by the examination of systemic curriculum and teaching reform. It
includes the application and practice of instructional supervisory/leadership philosophy,
theory, and principles as they guide instructional leadership behavior and assessment of
the results of instructional leadership behaviors.
III.
Justification
This course is required for the Leadership Endorsement in Georgia. This course is
designed to help aspiring educational leaders develop an understanding of and skills in
supervisory practices that improve the learning of students in Pre-K-12 schools through
the identification and research of current and emerging curricular trends which leads to
improved instructional delivery. This course supports program goals of developing
candidates for leadership positions who will improve curriculum development,
instruction and student learning. It addresses skills and competencies necessary for
formulating goals with individuals or groups; planning for organizational change;
planning and scheduling resource allocation and utilization; synthesizing curriculum
development; utilizing assessment results for the improvement of instructional programs;
planning, developing and implementing instructional programs, and assessing school
curricula within a changing environment.
EDL 6716 Curriculum & Instructional Leadership
2
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Glickman, C., Gordon, S., & Ross-Gordon, J. (2001). Supervision and instructional leadership. Needham
Heights, MA: Allyn & Bacon.
Oliva, Peter F. (2005). Developing the curriculum. Needham Heights, MA: Allyn & Bacon
Prerequisites:
Admission to M.Ed. program in Ed. Leadership or graduate Ed. Leadership
certification program
Objectives:
1.
Complete an appropriate case study/problem based on an area of school improvement. The case
should concern a real issue of an individual student or group of students and must derive from a
school/district improvement plan. It must include curricular and instructional improvements and
culminate in a technology-enhanced presentation.
NCATE 2, 4
Learning Objectives:
1. The student will investigate the concepts of supervision; demonstrate the application of
leadership and supervisory theories to case studies, and formulate instructional strategies
as they develop a program for instructional improvement that is based on supporting
research. The plan must include analysis of how best to create a positive school culture
that recognizes diversity and explains the impact of culture on instruction and learning.
ELCC 3-C-15; 5-A-1.
2. Demonstrate an understanding of teacher development, adult learning theory, and a
professional code of ethics. The case study/problem solution will demonstrate student
competence in analyzing teachers in varying stages of development and performance.
ELCC 2-C-4, 7; 3-C-6,12; 4-C-5; 2-A-3,8; 2-C-19;5-C-2,3.
3. Identify and utilize social and political realities of supervision, classroom management,
and learning styles as they relate to culturally diverse populations. ELCC 2-C-3,5,6,11; 5C-10; 2-A-8; 6-D-2 6-F-1.
4. Articulate use of motivation theory for teachers. ELCC 2-C-3.
5. Explore the various tasks required of an instructional supervisor and develop a plan for
implementing an instructional improvement. ELCC 2-D-5, 6, 11, 13, 14; 3-D-10.
6. Articulate the principal’s role as an instructional leader in relationship to the supervision
and evaluation of instruction. ELCC 1-E-8.
7. Describe how the various teaching components of a school work together to achieve the
educational goals of a school. ELCC 2-D-12.
8. Describe specific diversity issues of the school under study and their consideration in
developing learning programs.
9. The student will review current periodical literature to identify curriculum philosophies,
multicultural issues, demographic information, and curriculum resources. The literature
should be utilized to Use knowledge of issues and trends to collaborate with families and
community members in gaining support of curriculum changes for increased student
learning, as well as for other design processes. ELCC 1-C-1,2,3,7; 2-C-6; 4-C-11; 5-C-1;
6-A-3; 3-C-13; 5-A-1; 5-C-10,12; 5-A-5; 2-A-3.
10. Identify curriculum design processes at the classroom, school, and district level through
needs assessments, planning, implementation and evaluation. The design process must
EDL 6716 Curriculum & Instructional Leadership
3
include a school profile which informs the design so it fully accommodates the diverse
needs of individual learners. ELLC 1-C-10; 2-C-8; 2-C-15; 2-A-9.
11. Analyze demographics, special needs of learners and leadership roles of key curriculum
participants as related to issues of school improvement and reform. Show involvement of
families and other stakeholders in the decision-making processes ( including how the
school can capitalize on the diversity of the community) and relate curricular design to
the larger community. ELLC 1-C-10,11,12; 2-C-16,17,18; 3-C-3,11,15.
12. The student will identify appropriate methods and procedures for coordination and
monitoring of student learning activities, utilization of test results, survey and/or needs
assessment data in developing accurate information in curriculum issues. Technology
resources must be considered. ELLC 2-C-11 13,14; 3-C-1,2,5.
2.
Demonstrate expertise in performing teacher evaluations and formulating teacher development
plans. Student will evaluate the performance of professionals and participate in conferences with
the observed after each evaluation. NCATE 2
Learning objectives:
1. The student will demonstrate an understanding of several teacher assessment instruments
and how and when each may be used based on an understanding of the knowledge base
of effective teaching strategies and the strengths of each instrument. ISLCC 2-C-1,19; 5C-2.
2. Demonstrate interpersonal skills in communication situations required in effective
supervision and leadership practices and collection and presentation of data gathered
from classroom observations (pre- and post-conferences) and impact on systems. ISLCC
1-C-10; 2-C-4,16,18; 3-C-8,9,19; 5-C-6.
3. Articulates the effects of leader behavior on others. ISLCC 5-A-3,6; 5-D-8, 15, 16.
4. Design a well planned and context appropriate professional development for the teacher
you observed. The focus must be on student learning consistent with the school vision
and goals.
3.
Prepare a PowerPoint report (suitable for presentation) to a community group identifying the latest
instructional technologies and resources for administrators and others involved in curriculum decisionmaking. Identify way the community can assist, along with how community concerns are addressed, and
how families can be involved in the education of their children. Focus on how technology and
information systems can enrich curriculum and instruction. NCATE 2, 4
Learning Objectives:
a. The candidate will understand effective communication strategies and trends and issues impacting
the school community (addressing specific diversity issues) and discuss the leader’s role in
maintaining high visibility and active involvement with the community. ISLLC 1-F-6; 4-A-1; 4-D10.
b. Treat stakeholders equitably while identifying and nurturing community leaders. ISLLC 4-B2,4,5; 4-C-7,8,12; 5-D-8
c. Relate the specific context of the community as related to instructional technologies and
appropriate responses and influence strategies. 6-E-2; 6-G-3.
d. Identify the relationship of this presentation to a comprehensive program of community relations.
Include explanation of how positive relations with the media might be developed.
Instructional Method
The instructional method will blend traditional face-to-face lecture, professional
readings and class discussions with online exercises, discussion forums and
collaborative activities.
EDL 6716 Curriculum & Instructional Leadership
4
Method of Evaluation
Candidates will be evaluated using the following criteria:
School Improvement Project
Technology Report
Teacher Evaluations
In-basket activities
Portfolio Development
30 points
25 points
20 points
15 points
10 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
For a grade of A:
• All parts of the
assignments are
complete as defined
by the instructor.
• Topics are fully
developed.
• Knowledge of subject
matter is clear and
work is focused on
assigned topics.
• Additional
information beyond
requirements is
included if
appropriate.
• Work shows a clear
match between
theory and practice.
• Work shows
evidence of critical
thinking.
• Work contains few or
no errors in writing.
• Citations and
references are used
correctly and
consistently.
The student’s work will exhibit the following:
For a grade of B:
For a grade of C or below:
• All parts of the assignments
• Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
• Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
• No clear match between
reader to form a clear picture.
theory and practice.
• Knowledge of subject matter
• Contains numerous errors in
is clear.
writing.
• Work shows a clear match
• Errors in citations and
between theory and practice.
references or no citations
• Work contains several errors
and references where
in writing.
needed.
• Citations and references are
used correctly and
consistently.
EDL 6716 Curriculum & Instructional Leadership
5
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
No additional funds are anticipated.
EDL 6716 Curriculum & Instructional Leadership
6
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 16 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
Educational Leadership
EDL 6716
C&I Leadership
3 credit class
Fall 2005
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
EDL 6716 Curriculum & Instructional Leadership
7
EDL 6716
Curriculum and Instructional Leadership
Department of Educational Leadership
Kennesaw State University
_________ Semester, 20__
Instructor:
Name:
Address:
Office Phone:
E-mail:
Class Sessions:
Day:
Location:
WebCT: Utilized in tandem with on-site attendance
Semester Hours:
3
Prerequisites:
Admission to M. Ed. program in Educational Leadership or graduate Educational
Leadership Add-On Certification program.
Texts (required):
Glickman, C., Gordon, S., & Ross-Gordon, J. (2001). Supervision and instructional leadership. Needham Heights,
MA: Allyn & Bacon.
Oliva, Peter F. (2005). Developing the curriculum. Needham Heights, MA: Allyn & Bacon
Readings:
Professional journal readings will be assigned over the course of study.
Other Materials:
A blank copy of the evaluation form(s) used for teachers in your school/district.
Catalog Description:
This course focuses on the role educational leaders play in improving the teaching and learning process by the
examination of systemic curriculum and teaching reform. It includes the application and practice of instructional
supervisory/leadership philosophy, theory, and principles as they guide instructional leadership behavior and
assessment of the results of instructional leadership behaviors.
Purpose/Rationale:
This course is required for the Leadership Endorsement in Georgia. This course is designed to help aspiring
educational leaders develop an understanding of and skills in supervisory practices that improve the learning of
students in Pre-K-12 schools through the identification and research of current and emerging curricular trends which
EDL 6716 Curriculum & Instructional Leadership
8
leads to improved instructional delivery. This course supports program goals of developing candidates for
leadership positions who will improve curriculum development, instruction and student learning. It addresses skills
and competencies necessary for formulating goals with individuals or groups; planning for organizational change;
planning and scheduling resource allocation and utilization; synthesizing curriculum development; utilizing
assessment results for the improvement of instructional programs; planning, developing and implementing
instructional programs, and assessing school curricula within a changing environment.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
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 are 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, especially
microcomputers, to assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net
and Internet, and feel confident to design multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio.
Diversity Statement
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 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.
EDL 6716 Curriculum & Instructional Leadership
9
Statement for School-Based Activities
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety
of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate
activities may include, but are not limited to, attending and presenting at professional conferences, actively serving
on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related community events. As
you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio 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 on each of the proficiencies on the CPI with regard to what
evidence the candidate has selected for his/her portfolio. 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.
Goals and Objectives:
This course is designed to meet the following objectives:
3.
Complete an appropriate case study/problem based on an area of school improvement. The case should
concern a real issue of an individual student or group of students and must derive from a school/district
improvement plan. It must include curricular and instructional improvements and culminate in a
technology-enhanced presentation.
NCATE 2, 4
Learning Objectives:
1. The student will investigate the concepts of supervision; demonstrate the application of leadership
and supervisory theories to case studies, and formulate instructional strategies as they develop a
program for instructional improvement that is based on supporting research. The plan must
include analysis of how best to create a positive school culture that recognizes diversity and
explains the impact of culture on instruction and learning. ELCC 3-C-15; 5-A-1.
2. Demonstrate an understanding of teacher development, adult learning theory, and a professional
code of ethics. The case study/problem solution will demonstrate student competence in
analyzing teachers in varying stages of development and performance. ELCC 2-C-4, 7; 3-C-6,12;
4-C-5; 2-A-3,8; 2-C-19;5-C-2,3.
3. Identify and utilize social and political realities of supervision, classroom management, and
learning styles as they relate to culturally diverse populations. ELCC 2-C-3,5,6,11; 5-C-10; 2-A-8;
6-D-2 6-F-1.
4. Articulate use of motivation theory for teachers. ELCC 2-C-3.
5. Explore the various tasks required of an instructional supervisor and develop a plan for
implementing an instructional improvement. ELCC 2-D-5, 6, 11, 13, 14; 3-D-10.
6. Articulate the principal’s role as an instructional leader in relationship to the supervision and
evaluation of instruction. ELCC 1-E-8.
7. Describe how the various teaching components of a school work together to achieve the
educational goals of a school. ELCC 2-D-12.
8. Describe specific diversity issues of the school under study and their consideration in developing
learning programs.
9. The student will review current periodical literature to identify curriculum philosophies,
multicultural issues, demographic information, and curriculum resources. The literature should be
utilized to Use knowledge of issues and trends to collaborate with families and community
members in gaining support of curriculum changes for increased student learning, as well as for
other design processes. ELCC 1-C-1,2,3,7; 2-C-6; 4-C-11; 5-C-1; 6-A-3; 3-C-13; 5-A-1; 5-C10,12; 5-A-5; 2-A-3.
EDL 6716 Curriculum & Instructional Leadership
10
10. Identify curriculum design processes at the classroom, school, and district level through needs
assessments, planning, implementation and evaluation. The design process must include a school
profile which informs the design so it fully accommodates the diverse needs of individual learners.
ELLC 1-C-10; 2-C-8; 2-C-15; 2-A-9.
11. Analyze demographics, special needs of learners and leadership roles of key curriculum
participants as related to issues of school improvement and reform. Show involvement of families
and other stakeholders in the decision-making processes ( including how the school can capitalize
on the diversity of the community) and relate curricular design to the larger community. ELLC 1C-10,11,12; 2-C-16,17,18; 3-C-3,11,15.
12. The student will identify appropriate methods and procedures for coordination and monitoring of
student learning activities, utilization of test results, survey and/or needs assessment data in
developing accurate information in curriculum issues. Technology resources must be considered.
ELLC 2-C-11 13,14; 3-C-1,2,5.
4.
Demonstrate expertise in performing teacher evaluations and formulating teacher development plans.
Student will evaluate the performance of professionals and participate in conferences with the observed
after each evaluation. NCATE 2
Learning objectives:
1. The student will demonstrate an understanding of several teacher assessment instruments and how
and when each may be used based on an understanding of the knowledge base of effective
teaching strategies and the strengths of each instrument. ISLCC 2-C-1,19; 5-C-2.
2. Demonstrate interpersonal skills in communication situations required in effective supervision and
leadership practices and collection and presentation of data gathered from classroom observations
(pre- and post-conferences) and impact on systems. ISLCC 1-C-10; 2-C-4,16,18; 3-C-8,9,19; 5-C6.
3. Articulates the effects of leader behavior on others. ISLCC 5-A-3,6; 5-D-8, 15, 16.
4. Design a well planned and context appropriate professional development for the teacher you
observed. The focus must be on student learning consistent with the school vision and goals.
3.
Prepare a power point report (suitable for presentation) to a community group identifying the latest
instructional technologies and resources for administrators and others involved in curriculum decisionmaking. Identify way the community can assist, along with how community concerns are addressed, and
how families can be involved in the education of their children. Focus on how technology and
information systems can enrich curriculum and instruction. NCATE 2, 4
Learning Objectives:
e.
The candidate will understand effective communication strategies and trends and issues impacting
the school community (addressing specific diversity issues) and discuss the leader’s role in
maintaining high visibility and active involvement with the community. ISLLC 1-F-6; 4-A-1; 4-D10.
f.
Treat stakeholders equitably while identifying and nurturing community leaders. ISLLC 4-B2,4,5; 4-C-7,8,12; 5-D-8
g.
Relate the specific context of the community as related to instructional technologies and
appropriate responses and influence strategies. 6-E-2; 6-G-3.
h.
Identify the relationship of this presentation to a comprehensive program of community relations.
Include explanation of how positive relations with the media might be developed.
Course Requirements/Assignments:
1.
Topic 1. School Improvement Project
The student, individually or as part of a group, will prepare a case study/problem solution based on an
area of school improvement. This case/problem must concern a real issue of an individual student or
group of students that is derived from a school improvement plan. It must include curricular and
instructional improvements and culminate in a technology-enhanced presentation. The case
EDL 6716 Curriculum & Instructional Leadership
11
study/problem solution must include information tied to each learning objective above, including (but not
limited to) the following:
a. outline of the case/problem and solution (including data used in assessment, in building proposal,
and in monitoring and improvement of solution);
b. relation of plans and procedures to vision and goals of the school/district;
c. discussion of involvement of others in planning, implementing, and continuously improving the
solution;
d. what the research, expertise of teachers, and the recommendations of learned societies contribute to
the suggested improvement-documented and cited from a minimum of three research articles, three
practitioners’ views, and reports from an appropriate learned society;
e. listing of barriers and how to overcome them, along with opportunities and how to maximize them;
f. action plan for the design, development and implementation of the improvement;
g. specific financial, facilities, and personnel impact;
h. role of technology in planning, implementation, etc.
This is not an all-inclusive list. The student(s) will add information as needed by the specific solution.
2.
Topic 2. Teacher Evaluation
The student will perform two teacher evaluations on teachers who have agreed to work with them.
Evaluations and development material must include:
a. written record of observation;
b. videotaped record of pre- and post-conferences;
c. written analysis of student skills and areas for development;
d. analysis of evaluation instrument with focus on appropriate use;
e. goals for continuing development of skills.
3.
Topic 3. Instructional Technologies and Resources Report
a. The report must be suitable for presentation to community members to bring understanding and
appreciation of the possibilities presented by technology, as well as to encourage
school/business/community partnerships for acquiring resources.
b. A relationship of technology to teaching and learning must be included.
c. Specific examples must be included. That is to say, the presentation cannot be a list only (i.e., a web
page illustrating examples must be included.)
d. Good principles of communication must be evident.
e. Principles of change and conflict resolution and shared decision making must be evident.
f. The total learning community must be considered, including social service agencies, etc.
Additional Requirements:
1. This course will be taken along with others. Part of the work of all courses will be the development
of the individual portfolio. Portfolio guidelines will be provided separately. Portfolio emphasis for
this course will center on “advocating, nurturing, and sustaining a school culture and instructional
program conducive to student learning and staff professional growth.” (ISLLC Standards for
Educational Leaders, Standard 2.)
EDL 6716 Curriculum & Instructional Leadership
12
Evaluation and Grading:
For a grade of A:
• All parts of the
assignments are
complete as defined
by the instructor.
• Topics are fully
developed.
• Knowledge of subject
matter is clear and
work is focused on
assigned topics.
• Additional
information beyond
requirements is
included if
appropriate.
• Work shows a clear
match between
theory and practice.
• Work shows
evidence of critical
thinking.
• Work contains few or
no errors in writing.
• Citations and
references are used
correctly and
consistently.
The student’s work will exhibit the following:
For a grade of B:
For a grade of C or below:
• All parts of the assignments
• Assignments do not address
are addressed, but one or two
all requirements or do not
may be incomplete or unclear
meet some criteria specified.
(i.e., perhaps examples are not
• Topics may be only partially
sufficient or are not explained
developed.
in sufficient detail for the
• No clear match between
reader to form a clear picture.
theory and practice.
• Knowledge of subject matter
• Contains numerous errors in
is clear.
writing.
• Work shows a clear match
• Errors in citations and
between theory and practice.
references or no citations
• Work contains several errors
and references where
in writing.
needed.
• Citations and references are
used correctly and
consistently.
School Improvement Project
Technology Report
Teacher Evaluations
In-basket activities
Portfolio Development
30 points
25 points
20 points
15 points
10 points
Grades will be assigned as follows:
92-100 average points
A
85-91 average points
B
76-84 average points
C
<76 average points
F
Academic Integrity Statement:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy
on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to University
materials, misrepresentation/falsification of University records or academic work, malicious removal, retention, or
destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the established
procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct's
minimum one semester suspension requirement.
EDL 6716 Curriculum & Instructional Leadership
13
Class Attendance Policy:
See appropriate graduate KSU catalog for statement.
Course Outline:
(subject to change)
Topic
The Vision and Challenge of Transformative Curriculum and
Instructional Leadership
Supervision for Successful Schools
Transformative Curriculum Design and Planning
Developmental Supervision: Theory and Practice
Integrating the Curriculum: A Learning-centered Schedule
Direct Assistance to Teachers and Group Development
Enriching the Curriculum, Remediating Learning, and the Broader
Learning Community
Supervision, Change and School Success, SuperVision for
Democratic Education: Returning to our Core
References/Bibliography:
Conceptual Framework Summary References:
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