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KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name ITEC 8550 Designing & Evaluating Professional Learning
Department Instructional Technology
Degree Title (if applicable)
Proposed Effective Date Fall 2014
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:
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
_____
Date
Department Curriculum Committee Date
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Vice President for Academic Affairs Date
President
Date
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
___
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 _ITEC 8550________________________
Course Title _ Designing & Evaluating Professional Learning
Class Hours
3 ____Laboratory Hours_______CreditHours___3_____
Prerequisites Admission to the Instructional Technology Ed.S./Ed.D. program or
approval of instructor.
Description (or Proposed Degree Requirements)
This course prepares candidates to implement best practices that support planning and
implementation of effective professional learning for key stakeholders in the K12 environment.
Candidates will apply knowledge of professional standards and current research in professional
learning, assessment, and evaluation to support continuous improvement in the effective use of
technology in K12 schools and districts.
III.
Justification
Educational technology leaders need to know how to support effective technology use in schools
using high quality professional learning programs. Designing high quality professional learning
begins with an understanding of how technology is used by stakeholders as expressed in ISTE’s
various technology standards. Educational technology leaders need to know how to assess
stakeholder achievement of these standards in order to identify any skill, knowledge, or
dispositional gaps that exist. Leaders fill these gaps using professional development programs
that meet Learning Forward’s Standards for Professional Learning. Leaders ensure continuous
improvement through program evaluation and ongoing assessment.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Anissa Vega
Text:
Borthwick, A. & Pierson, M. (2008) Transforming Classroom Practice: Professional Development Strategies in Educational Technology. International Society for Technology in Education: Washington D.C. Killion, J. (2008). Assessing Impact: Evaluating Staff Development. (2nd Ed.) Corwin Press: Thousand Oaks, CA. Consortium for School Networking. (2012) Become a Highly Capable School System Technology Leader: CoSN’s Certified Education Technology Leader (CETL) Certification Program Preparation Materials. Available as a pdf download with membership or for purchase at http://www.cosn.org/Certification/TestPreparationMaterials/tabid/9224/Default.aspx Additional journal articles as required and accessible via Desire to Learn or Galileo database. Prerequisites:
Admission to the Instructional Technology Ed.S./Ed.D. program or approval of instructor.
Objectives:
Upon completion of ITEC 8550, candidates will be able to: 1. Design, develop, and implement a needs assessment to identify areas of professional learning
to be included in a professional learning program. Enter objectives here 2. Design, develop, implement and evaluate a professional learning program that effectively helps educators to integrate technology into practice. 3. Design and develop an evaluation process to reveal any gap in staff actual and desired
performance. Plan on-going professional learning initiatives and processes to minimize those
gaps. Instructional Method
The course will be 100% online. The following instructional strategies will be used to
collaboratively and interactively present course material and engage students in critical
thinking and discourse at the graduate level:
• Lecture/Demonstration
• Class/small group discussion
• Authentic, Project-based learning
• Peer Review
• Instructor Review/Coaching
Method of Evaluation
MAJOR ASSIGNMENTS District/School Professional Learning Paper – 300 pts
The student will plan an iterative process of evaluation, professional learning, and change leadership for a
goal/innovation at his/her school. This plan will begin with an analysis of the school context and the innovation
based on various theories of change. Next the student will use Killion’s text and ISTE’s standards to conduct a
baseline evaluation of the innovation at his/her school and state the gap within the summarized findings.
Rationalized by the findings summarized following the evaluation, the student will state the goal for the new
innovation at his/her school (the goal is to fill the gap!). Using Learning Forward’s standards for professional
learning, the student will develop a plan to promote the adoption of the innovation at his/her school which will
describe the committees, meetings, professional learning events, schedule, and any other pertinent information
relative to successful diffusion of the innovation. Next, the student will design a professional learning session
related to the plan of action incorporating Learning Forwards’ standards and also plan for and provide
appropriate evaluation tools. Finally, the student will discuss how evaluation results will used in continuous
improvement.
Outline 15-25 double-spaced 12pt pages in APA format
a. Introduction
b. Context/organizational analysis (2-3 pages)
a. Organization structure and processes influencing stakeholder practice supported by change
theories
c. Innovation analysis (1-2 pages)
a. Description of the innovation based on change theory
b. How effective implementation of the innovation will impact student learning
c. How will the innovation work with the current technical infrastructure
d. Baseline Evaluation and Summary (2-3 pages)
a. Stakeholder assessment instruments that align to ISTE Standards: ISTE NETS-S, NETS-T,
NETS-C, and NETS-A
b. Observation to assess stakeholder PL needs
c. Interviews to assess stakeholder PL needs
d. Organizational structures influencing stakeholder PL needs
e. Killion baseline evaluation
f. Summary of findings
e. Goal statement (<1 page)
a. What measureable change will occur?
f. Action plan (3-5 pages)
a. Organizational structure or process adjustments needed to meet goal
b. PL plans or strategy aligned to Learning Forward’s Standards for Professional Learning
c. Schedule and events required to meet stated goal
g. Professional development session plan (2-3 pages)
a. Session that addresses the action plan
b. Session meets Learning Forward’s Standards for PL
c. Description of session plan execution
h. Evaluation plan & tools (2-3 pages)
a. Evaluation plan and schedule
b. Evaluation instruments
c. Preliminary evaluation results
d. Proposed ongoing evaluation
i. Continuous improvement plan (1-2 pages)
j. Conclusion
Rubric criteria include:
a. Context/organizational analysis (30 pts)
b. Innovation analysis (30 pts)
c. Baseline Evaluation and Summary (36 pts)
d. Goal statement (30 pts)
e. Action plan (36 pts)
f. Professional development plan (36 pts)
g. Evaluation plan & tools (36 pts)
h. Continuous improvement plan (36 pts)
i. APA formatting (30 pts)
OTHER COURSE ASSIGNMENTS 1. CHANGE THEORY VIDEO ANALYSIS/DISCUSSION -‐ 150 points: Jigsaw class simulation introducing students to organizational change theories. 2. COSN DISCUSSIONS -‐ 200 points: Guided discussions directly related to CoSN’s Certified Education Technology Leader Certification Program Preparation Materials 3. READINGS QUIZZES -‐ 200 points: Short quizzes intended to support timely reading of required course texts. 4. PEER RESPONSE DISTRICT/SCHOOL PROFESSIONAL LEARNING PAPER -‐ 50 points: Peer review of assignment titled “District/School Study” 5. PARTICIPATION/PROFESSIONALISM/PREPARATION -‐ 100 points: Individual assignment. Due in Orientation Module and Modules Three, Four, Five and Six. Complete and submit five study guides on assigned readings in the (25 points each). TOTAL POINTS FOR CLASS: Approximately 1000 points Grades will be based on the following criteria: A: 90% -‐ 100% B: 80% -‐ 89% C: 70% -‐79% F: 69% or lower 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
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
ITEC
ITEC 8550
Designing & Evaluating Prof Learning
3-0-3
Fall 2014
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
BAGWELL COLLEGE OF EDUCATION
ITEC 8550 Designing & Evaluating Professional Learning Department of Instructional Technology Kennesaw State University Semester: Credits: 3 Instructor: Anissa Lokey Vega, Ph.D. Kennesaw State University 1000 Chastain Rd., # 0127 Kennesaw Hall, Room 3114 Kennesaw, GA 30144-‐5591 Cell: (404) 5791157 text and call Office: (770) 794-‐7751 Fax: (770) 499-‐3263 E-‐mail: [email protected] Communication Policy: Students can expect the instructor to respond to their emails or phone calls delivered
between 8 a.m. Monday and 8 a.m. Friday within 24 hours. Instructor will respond to communication delivered
between 8 a.m. on Friday and 8 a.m. on Monday before noon on Tuesday. The instructor will notify students in
advance via D2L email if a 24-hour response time may be jeopardized by professional travel or other rare,
extenuating circumstances. Students are expected to adhere to the same response schedule when answering
communication from the instructor or classmates. Students should also notify the instructor and classmates on the
rare occasion when professional travel or other extenuating circumstances, such as illness or emergencies, would
disrupt the response schedule. All correspondence/assignment submissions should be conducted through D2L.
Use instructor’s alternate email only in times of technical difficulty. Class Sessions: Fully Online Course. No face-‐to-‐face sessions. Required Online Synchronous Sessions: TBA Optional Online Synchronous “Drop In” Sessions: TBA Remainder of course will be completed in a paced, asynchronous format, with common due dates for assignments. Additional Academic Support: Students have access to the KSU Writing Center and Student Support Services. Links are provided in D2L. If accommodations are required, students should send documentation to the instructor immediately. Accommodations for future assignments will be made within 3-‐5 days of receipt of documentation. Instructor will be available for consultations via email, phone, or online meetings by appointment for those who need extra help beyond required and optional face-‐to-‐face meetings. Individual consultations are not a substitute for attending pre-‐scheduled meetings as listed in the syllabus. Required Text: Borthwick, A. & Pierson, M. (2008) Transforming Classroom Practice: Professional Development Strategies in Educational Technology. International Society for Technology in Education: Washington D.C. Killion, J. (2008). Assessing Impact: Evaluating Staff Development. (2nd Ed.) Corwin Press: Thousand Oaks, CA. Consortium for School Networking. (2012) Become a Highly Capable School System Technology Leader: CoSN’s Certified Education Technology Leader (CETL) Certification Program Preparation Materials. Available as a pdf download with membership or for purchase at http://www.cosn.org/Certification/TestPreparationMaterials/tabid/9224/Default.aspx Additional journal articles as required and accessible via Desire to Learn or Galileo database. Prerequisite: Admission to the Instructional Technology Ed.S./Ed.D. program or approval of instructor. Catalog Description: This course prepares candidates to implement best practices that support planning and implementation of effective professional learning for key stakeholders in the K12 environment. Candidates will apply knowledge of professional standards and current research in professional learning, assessment, and evaluation to support continuous improvement in the effective use of technology in K12 schools and districts. Purpose/Rationale: Educational technology leaders need to know how to support effective technology use in schools using high quality professional learning programs. Designing high quality professional learning begins with an understanding of how technology is used by stakeholders as expressed in ISTE’s various technology standards. Educational technology leaders need to know how to assess stakeholder achievement of these standards in order to identify any skill, knowledge, or dispositional gaps that exist. Leaders fill these gaps using professional development programs that meet Learning Forward’s Standards for Professional Learning. Leaders ensure continuous improvement through program evaluation and ongoing assessment. Course Objectives: Upon completion of ITEC 8550, candidates will be able to: 4. Design, develop, and implement a needs assessment to identify areas of professional learning to
be included in a professional learning program. Enter objectives here 5. Design, develop, implement and evaluate a professional learning program that effectively helps educators to integrate technology into practice. 6. Design and develop an evaluation process to reveal any gap in staff actual and desired performance. Plan on-‐going professional learning initiatives and processes to minimize those gaps. Conceptual Framework: COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING, LEARNING and 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 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 that there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above. Field Experience Statement:
The major assignment(s) in this course are field-based activities that will require at least 30 hours of
beyond-class work to complete. These are STRUCTURED field experiences built into the course and
do not require candidates to complete logs. Assignments serving as structured field experiences are
labeled in the assignments section of this syllabus. The completed assignments and end-of-course
reflection serve as evidence of these completed field experience hours.
In addition to structured field experience hours, candidates are required to complete 10 hours of
UNSTRUCTURED field experiences and accompanying logs/reflections in each course. Unstructured
field experience hours should address the ISTE and CoSN standards identified in this syllabus. Each
candidate should work with school/district personnel to identify appropriate, technology-related
activities that the candidate can complete in the school/district. The instructor will provide candidates
with a list of possible field experiences that would meet or exceed performances appropriate for an
aspiring technology director and an UNSTRUCTURED field experience log to document the 10 hours
of unstructured field experiences. This log should be submitted to the instructor on the date indicated in
the course schedule. The unstructured field experience log will be provided to you by the professor of
each course.
Candidates are required to complete field experiences in diverse settings with diverse populations from
different socioeconomic groups and ethnic/racial groups. Candidates also work with English language
learners and students with disabilities. In order to meet these requirements, you should complete several
of your field experiences in diverse settings. You are required to document in your field-experience log
the diverse settings and various P-12 school levels in which you complete your field experiences.
ISTE Technology Director Standards Assessed in this Course: Standard 3: Excellence in Professional Practice Technology directors promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. 3.1 Professional Learning Programs Candidates design, implement, and evaluate professional learning programs (face-‐to-‐face, blended, and online) that help educators integrate technology effectively into all instructional and business practices—including assisting program directors in infusing technology into all professional learning initiatives. Standard 4: Systemic Improvement Technology directors provide digital-age leadership and management to continually improve the
organization through the effective use of information and technology resources. 4.1 Innovation & Change Candidates collaborate with school personnel to lead purposeful change by identifying teacher and
student learning needs and implementing technology innovations to address those needs. 4.2 Program Evaluation Candidates conduct evaluations on professional development programs, technology infrastructure, and instructional technology interventions by establishing metrics, collecting and analyzing data, interpreting results, and sharing findings to improve staff performance and student learning. Standard 6: Content Knowledge and Professional Growth Technology directors demonstrate professional knowledge, skills, and dispositions in content, pedagogical,
and technological areas as well as adult learning, leadership, and management and are continually deepening
their knowledge and expertise. 6.4 Continuous Learning Candidates engage in continuous learning to deepen their content, technical, and leadership and management knowledge, skills, and dispositions. 6.5 Reflection Candidates regularly evaluate, reflect on, and synthesize their work and research to improve and strengthen their professional practice. COSN Framework of Essential Skills of the K-‐12 CTO Addressed in this Course: Standard 4. Instructional Focus and Professional Development Budget, plan, and coordinate ongoing, purposeful professional development for all staff using
technologies; ensure a sufficient budget through the implementation and assessment process
of emerging technologies.
4A. Professional Development Plan for and coordinate ongoing, purposeful professional development.
4C. Continual Learning Empower staff to reach a proficient level to meet the ongoing demands of their jobs.
Course requirements: MAJOR ASSIGNMENT District/School Professional Learning Paper – 300 pts
The student will plan an iterative process of evaluation, professional learning, and change leadership for a
goal/innovation at his/her school. This plan will begin with an analysis of the school context and the innovation
based on various theories of change. Next the student will use Killion’s text and ISTE’s standards to conduct a
baseline evaluation of the innovation at his/her school and state the gap within the summarized findings.
Rationalized by the findings summarized following the evaluation, the student will state the goal for the new
innovation at his/her school (the goal is to fill the gap!). Using Learning Forward’s standards for professional
learning, the student will develop a plan to promote the adoption of the innovation at his/her school which will
describe the committees, meetings, professional learning events, schedule, and any other pertinent information
relative to successful diffusion of the innovation. Next, the student will design a professional learning session
related to the plan of action incorporating Learning Forwards’ standards and also plan for and provide
appropriate evaluation tools. Finally, the student will discuss how evaluation results will used in continuous
improvement.
Outline 15-25 double-spaced 12pt pages in APA format
k. Introduction
l. Context/organizational analysis (2-3 pages)
a. Organization structure and processes influencing stakeholder practice supported by change
theories
m. Innovation analysis (1-2 pages)
a. Description of the innovation based on change theory
b. How effective implementation of the innovation will impact student learning
c. How will the innovation work with the current technical infrastructure
n. Baseline Evaluation and Summary (2-3 pages)
a. Stakeholder assessment instruments that align to ISTE Standards: ISTE NETS-S, NETS-T,
NETS-C, and NETS-A
b. Observation to assess stakeholder PL needs
c. Interviews to assess stakeholder PL needs
d. Organizational structures influencing stakeholder PL needs
e. Killion baseline evaluation
f. Summary of findings
o. Goal statement (<1 page)
a. What measureable change will occur?
p. Action plan (3-5 pages)
a. Organizational structure or process adjustments needed to meet goal
b. PL plans or strategy aligned to Learning Forward’s Standards for Professional Learning
c. Schedule and events required to meet stated goal
q. Professional development session plan (2-3 pages)
a. Session that addresses the action plan
b. Session meets Learning Forward’s Standards for PL
c. Description of session plan execution
r. Evaluation plan & tools (2-3 pages)
a. Evaluation plan and schedule
b. Evaluation instruments
c. Preliminary evaluation results
d. Proposed ongoing evaluation
s. Continuous improvement plan (1-2 pages)
t. Conclusion
Rubric criteria include:
j. Context/organizational analysis (30 pts)
k. Innovation analysis (30 pts)
l. Baseline Evaluation and Summary (36 pts)
m. Goal statement (30 pts)
n.
o.
p.
q.
r.
Action plan (36 pts)
Professional development plan (36 pts)
Evaluation plan & tools (36 pts)
Continuous improvement plan (36 pts)
APA formatting (30 pts)
OTHER COURSE ASSIGNMENTS 6. CHANGE THEORY VIDEO ANALYSIS/DISCUSSION -‐ 150 points: Jigsaw class simulation introducing students to organizational change theories. 7. COSN DISCUSSIONS -‐ 200 points: Guided discussions directly related to CoSN’s Certified Education Technology Leader Certification Program Preparation Materials 8. READINGS QUIZZES -‐ 200 points: Short quizzes intended to support timely reading of required course texts. 9. PEER RESPONSE DISTRICT/SCHOOL PROFESSIONAL LEARNING PAPER -‐ 50 points: Peer review of assignment titled “District/School Study” 10. PARTICIPATION/PROFESSIONALISM/PREPARATION -‐ 100 points: Individual assignment. Due in Orientation Module and Modules Three, Four, Five and Six. Complete and submit five study guides on assigned readings in the (25 points each). TOTAL POINTS FOR CLASS: Approximately 1000 points Grades will be based on the following criteria: A: 90% -‐ 100% B: 80% -‐ 89% C: 70% -‐79% F: 69% or lower COURSE POLICIES NETIQUETTE: All online communication among class participants, including those involving the instructor, should be governed by commonly-‐accepted rules of netiquette. See http://www.albion.com/netiquette/corerules.html for an overview of netiquette principles. DEPARTMENT POLICIES FOR ONLINE COURSES Attendance/Participation Policy Candidates must visit the course site once a day to view new announcements and course content. Email must be checked on a daily basis. Participation requires more than attendance. It is expected that candidates will keep up to date with the readings and share ideas online, as well as participate in all course-‐related activities. All assignments must be turned in on time via the course site. Completion of all assignments, course activities, and online discussions is required. To receive full credit for attendance and participation in each module, you are required to complete all assignments according to the due dates and guidelines. Assignment Policy • Candidates will submit all assignments electronically via the course site. • If there are technical problems with the course site, assignments can be sent to your professor in an e-‐mail. The subject line of the email must include your name, the course alphanumeric designator, and the name of the assignment. • All assignment due dates refer to midnight EST on the listed due dates. • The course software standards for submission of assignments are Microsoft Word, PowerPoint, Excel, and PDF. Assignments completed in other formats may not be accepted. Consult with professor. • When technical problems occur and you cannot submit your assignment electronically, send an email to your professor to explain the difficulty. If you cannot use email, call your professor to explain the difficulty. If you reach your professor’s voicemail, leave a message explaining the difficulty and a phone contact where you can be reached. • Your professor will grade assignments within five days of the due date and will send you feedback electronically, either by email or through comments posted on an assignment returned via the course site. • Grades on assignments will be posted within five days of the due date. You must refer to the grade book within the course site to determine the grade you earned on each assignment. Please do NOT try to determine your grade by sending an email or calling your professor. • If you need to discuss your grade or feedback you received on an assignment, please make an appointment with your professor. This may be done during published office hours, via email, BB Collaborate, or telephone contact. • In a graduate class, it is expected that work will be submitted on time; however if for some reason you cannot submit an assignment on time, notify the professor. If the professor chooses to accept the work late, there may be a penalty as determined by the instructor. • Candidates are responsible for keeping a copy of all graded assignments. If a candidate cannot provide a copy of a graded assignment in question, no grade change or credit for a missing assignment is possible. • Candidates must ensure that assignment files are free of viruses before submitting them. Candidates must keep virus detection software up to date. Should an assignment file fail scrutiny by the institution’s standard virus detection software, the candidate submitting the assignment will be advised so by email. A virus-‐free version must be resubmitted within 24 hours of the posting date of the email. Any subsequent failure to adhere to this requirement will cause an assignment to be unacceptable and result in grade of 0 to be recorded in the grade book. All work should be submitted through the official D2L course so that it receives official time stamps. If there is a technical difficulty with the D2L site, seek help through D2L technical resources. If technical solutions cannot be resolved, submit work directly to your instructors’ KSU email account by the due date/time (see p. 1 of syllabus for contact information). MISSING WORK: All assigned work is expected to be completed. No student will receive an A in this course unless all assignments are completed and submitted, even though credit for the assignment may not be awarded for late assignments. Discussion Forum Policy • Discussion forums will have an associated deadline by which time all students must have posted their responses to receive credit for participation. • Chats will have a specified time period during which candidates must participate to receive credit. • The professor will actively participate in discussions through a variety of strategies, such as responding to individual candidate postings throughout the discussion or by summarizing discussion points at the end. • Candidates will be graded on discussion postings. Points are earned based on quality of responses and compliance with the required number of postings as specified in discussion assignment. • The points earned by each candidate on a given discussion will be posted to the online grade book no later than five days after the discussion ends. • Candidates are expected to focus on the specific topics for each discussion as assigned. The introduction of irrelevant subjects is not permitted. Violators will be asked to leave the discussion, and a grade of zero will be recorded in the grade book. • “Flaming” is posting abusive or insulting messages. Any candidate who engages in flaming in a discussion will be required to leave the class. A grade of F for the course will be reported. • All candidates have a right to discuss their opinions in discussions; however, all comments must be respectful to others as determined by the professor. Any candidate posting a disrespectful comment may be asked to leave the discussion, and a grade of zero may be recorded in the grade book. • Controlling behavior includes, but is not limited to, attempts to dominate a discussion by posting threads excessively, intentionally changing the discussion topic, or exhibiting an inappropriate or argumentative attitude. Controlling behavior is not permitted. Violators may be asked to leave the discussion, and a grade of zero may be recorded in the grade book. • Candidates required to leave a discussion will be notified of this consequence in a private email. UNIVERSITY AND COLLEGE POLICIES KSU policies can be found in the Graduate Catalog or on the Registrar's Website but a few of the most relevant are highlighted here. WITHDRAWAL FROM COURSES: Students may withdraw from one or more courses any time before the last three weeks of the semester. To completely or partially withdraw from classes at KSU, a student must withdraw online at www.kennesaw.edu, under Owl Express, Registration and Student Records. Students who officially withdraw from courses before mid-‐semester will receive a “W” in those courses and receive no credit. They will not, however, suffer any academic penalty. Students who officially withdraw after mid-‐semester (and before the last three weeks of the semester) will receive a “WF,” which will be counted as an “F” in the calculation of their grade point average. Exact withdrawal dates will be published in the official academic calendar and are subject to approval by the Board of Regents. Students who simply stop attending classes without officially withdrawing usually are assigned failing grades. The only exceptions to these withdrawal regulations will be for instances involving unusual circumstances that are fully documented. Students will receive refunds only when they withdraw from all their classes and only by the schedule outlined in the University System refund policy. INCOMPLETE GRADES: An “I” indicates an incomplete grade for the course, and will be awarded only when the student has done satisfactory work up to the last two weeks of the semester, but for nonacademic reasons beyond his/her control is unable to meet the full requirements of the course. A grade of I must be removed (by completing the course requirements) within one calendar year from the end of the semester or summer term in which the I was originally assigned. In addition, should the student enroll in classes at KSU during the calendar year, the grade of I must be removed by the end of the first semester or term of enrollment during that calendar year. Upon completion of the course requirements within the specified time limits, a final grade will be assigned on the basis of the student’s total performance. If the course requirements are not completed within the specified time limits, then the I will be changed to an F (for a course which awards letter grades of A, B, C, D, or F) and the cumulative and adjusted grade point average will be recalculated accordingly or, the I will be changed to a U (for a pass/fail course which awards a grade of S or U). An I cannot be removed by re-‐
enrolling in the course. ACADEMIC HONESTY STATEMENT: The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should reflect their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action. SUPPORT FOR STUDENTS WITH DISABILITIES: If you have a hidden or visible disability requiring classroom or test accommodations, please provide documentation of your disability to your instructors immediately. Accommodations can be made only after the instructor has been notified. If you have not already done so, please register with KSU Disabled Student Support Services, the office responsible for coordinating accommodations and services for students with disabilities. If you need assistance in locating this information, please contact your instructor or look in the “Resources” section of your online class materials. ACADEMIC INTEGRITY EXPECTATIONS: The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should reflect their own efforts, achieved without giving or receiving any unauthorized assistance. The work completed in this class should be original work for the purposes of this class only and not course work submitted in any other class. Potential conflicts related to duplicative work should be discussed with the instructor. Any student who is found to have violated these expectations will be subject to disciplinary action by the university and/or the Professional Standards Commission, which authorizes teachers’ certification to practice in the state of Georgia. Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the Graduate Catalog. 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 with 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. Bibliography: Borthwick, A. & Pierson, M. (2008) Transforming Classroom Practice: Professional Development Strategies in Educational Technology. International Society for Technology in Education: Washington D.C. Central Regional Educational Laboratory. (n.d.) Professional development: Learning from the best. http://www.ncrel.org/pd/toolkit.htm. Consortium for School Networking. (2012) Become a Highly Capable School System Technology Leader: CoSN’s Certified Education Technology Leader (CETL) Certification Program Preparation Materials. Available at http://www.cosn.org/Certification/TestPreparationMaterials/tabid/9224/Default.aspx Corcoran, T.B. (1995). Helping teachers teach well: Transforming professional development. CPRE Policy Briefs. Brunswick, NJ: Center for Policy Research in Education. Available on-‐line: http://www.ed.gov/pubs/CPRE/t61/ Corcoran, T. B. (1995). Transforming professional development for teachers: A guide for state policymakers. Washington, DC: National Governors' Association. Darling-‐Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), pp. 597-‐604. Fullan, M. (1985, January). Change processes and strategies at the local level. Elementary School Journal, 85(3), 391-‐421. Guskey, T.R. (1995). Results-‐oriented professional development: In search of an optimal mix of effective practices [On-‐line]. Available: http://www.ncrel.org/sdrs/areas/rpl_esys/pdlitrev.htm Guskey, T., & Sparks, D., (1991b, November). What to consider when evaluating staff development. Educational Leadership, 49(3), 73-‐76. International Society for Technology in Education. (2009). National Educational Technology Standards. Available at http://www.iste.org/standards Killion, J. (2008). Assessing Impact: Evaluating Staff Development. (2nd Ed.) Corwin Press: Thousand Oaks, CA. Kopp, O.W., & Ferguson, K.E. (1996, May). Teacher training: Helping to construct the information highway. Technological Horizons in Education Journal [On-‐line]. Available: http://www.thejournal.com/magazine/vault/A552.cfm Learning Forward. (2012). Standards professional learning. Oxford, OH: Author. Lieberman, A. (1995, April). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76(8), pp. 591-‐596. Lieberman, A. & McLaughlin, M. (1995)"Networks for educational change: Powerful and problematic. "In McLaughlin, M. & Oberman, I., Professional Development in the Reform Era. New York: Teachers College Press. Little, J. W. (1993, Summer). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-‐151. Mullins, T.W. (1994). Staff development programs: A guide to evaluation. Thousand Oaks, CA: Corwin Press. National Staff Development Council. (2005). Available: http://www.nsdc.org/. Northwest Regional Educational Laboratory. (1998). High-‐quality professional development [Online]. Available: http://www.nwrel.org/request/june98/article1.html Purnell, S., & Hill, P. (1992). Time for reform. Santa Monica, CA: Rand. Raywid, M. (1993). Finding time for collaboration. Educational Leadership, 51(1), 30-‐34. Rogers, Everett, M. (2003). Diffusion of Innovations. 5th Ed. Free Press: New York, NY. Southwest Educational Development Laboratory. (1999, August). At the heart of the matter: Improving teaching and learning through professional development. http://www.sedl.org/pubs/sedletter/v11n02/welcome.html. U.S. Department of Education. (1996). Building bridges: The mission and principles of professional development [On-‐line]. Available: http://www.ed.gov/G2K/bridge.html