KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 8500/Teacher Leadership
Department Educational Leadership
Degree Title (if applicable) 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:
Faculty Member
Approved
_____
Date
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Department Curriculum Committee Date
Approved
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Approved
Approved
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Department Chair
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College Curriculum Committee
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College Dean
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President
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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 ___EDL 8500________________________
Course Title ___ Research, Trends, & Issues in Teacher Leadership
Class Hours
3 ____Laboratory Hours___0____CreditHours___3_____
Prerequisites None
Description (or Proposed Degree Requirements)
This course explores teacher leadership roles and functions within contemporary
educational systems; situates understandings about teacher leadership within a broader
knowledge base regarding leadership in education; introduces an inquiry-orientation to
teacher leadership in schools and districts; and focuses on trends and issues within these
contexts.
III.
Justification
This is a course that has undergone substantive change in terms of its focus and content
from the previous flagship course, Foundations in Distributed Leadership. The purpose
of this course is to develop teacher leaders who will facilitate the design and
implementation of sustained, intensive, and job-embedded professional learning based
on identified student and teacher needs; who work with stakeholders to promote the
development of a school culture that fosters excellence and equity in teaching and
learning and focuses on continuous improvement creating a sense of belonging and
building a collaborative work environment and demonstrate a comprehensive
understanding of curriculum and apply this knowledge to the alignment of curriculum,
instruction, and assessment to standards. Candidates who complete this program are
teacher leaders who model best practices in pedagogy and serve as a mentor and coach
for other educators. They work with others to design and implement assessment
practices and analyze data for monitoring and improving teaching and learning through
data-informed decision making. Finally, our candidates will exemplify teacher leaders
who access and conduct research, apply research findings to improve teaching and
learning, and collaborate with stakeholders to improve student learning as they guide
positive change. With such issues as under-performing schools, reduced graduation
rates, fewer available resources, etc. looming before public and private educational
institutions, all professional educators need to focus on improving the conditions that
threaten the ability of all students to benefit from excellent and equitable schools.
IV.
Additional Information (for New Courses only)
Instructor: TBD
Texts:
Danielson, C. (2006). Teacher Leadership That Strengthens Professional Practice. Alexandria,
VA: Association for Supervision and Curriculum Development.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers
develop as leaders. Thousand Oaks, CA: Corwin Press.
Lieberman, A., & Miller, L. (2004). Teacher Leadership. San Francisco, CA: Jossey-Bass.
Singleton, G. E., & Linton, C. (2005). Courageous Conversations About Race: A Field Guide
for Achieving Equity in Schools. Thousand Oaks, CA: Corwin Press.
(Note: Additional readings from educational research literature as assigned.)
Prerequisites: None
Objectives
Candidates will be able to:
1. Apply knowledge and strategies of adult learning theories across teacher leadership
practices. (GaPSC TL 1.1)
2. Work with others to build viable professional learning communities designed to support
the collaborative work of schools. (GaPSC TL 1.3)
3. Identify staff needs, work with administrators to implement strategies to address needs,
and provide ongoing support. (GaPSC TL 1.4)
4. Stay current with research regarding best practices and features of effective professional
learning based on identified teacher and student needs. (GaPSC TL 1.6)
5. Involve colleagues in development, implementation, and evaluation of a coherent
professional learning plan based on school goals. (GaPSC TL 1.7)
6. Utilize multiple methods to assess the effectiveness of professional learning activities and
uses evidence of student leaning to make adjustments. (GaPSC TL 1.10)
7. Design, facilitate, and implement professional development aligned to state and national
professional learning standards. (GaPSC TL 1.11)
8. Understand how the program of studies from various disciplines and grade levels are
related and sequenced in order to design and deliver meaningful and relevant professional
learning and instructional strategies. (GaPSC TL 3.2)
9. Use a variety of processes to engage and focus teachers in collaborative planning to
improve teaching and learning. (GaPSC TL 3.3)
10. Use appropriate, research-informed protocols to audit curriculum and analyze student
work to assure high expectations for all students. (GaPSC TL 3.4)
11. Guide colleagues to relevant research to find the appropriate method and solutions to
instructional problems and challenges. (GaPSC TL 6.1)
12. Read and stay informed of current educational research, trends, and innovations; and
shares current research with the school community. (GaPSC TL 6.4)
13. Facilitate group processes and build alliances necessary for school improvement. (GaPSC
TL 7.1)
Instructional Method
Course activities will include, but are not limited to:
1. Lecture
2. Student Projects
3. Class Exercises
4. Presentations
5. Whole & small group discussion
6. Reading assignments
7. Simulations/Case Studies
8. Field Experiences
9. Debate
Method of Evaluation
Performance Activity
Reflective Journal Entries
Exam
Interview Protocol & Presentation
Book/Refereed Article Review
Courageous Conversation & Action Plan
Professionalism Self Assessment
Professional Profile & Reflective Analysis (PP)
Total
Numeric Scale
A = 92-100%
B = 84-91%
C = 75-83%
F = 74% or lower
V.
460-500
420-459
375-419
<374
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
N/A
TOTAL
0
Points
50
50
100
50
100
50
100
500
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
Teacher Leadership
EDL 8500
Research, Trends and Issues in Teacher Lead
3-0-3
Summer 2013
Regular
N/A
N/A
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
Teacher Leadership Program
Bagwell College of Education
Kennesaw State University
Fall 2012
I.
COURSE:
EDL 8500 - Research, Trends, and Issues in Teacher Leadership
II.
INSTRUCTOR(S):
III.
CLASS MEETINGS:
IV.
TEXTS:
Dates:
Day/Times:
Room:
Online Component:
Required:
Danielson, C. (2006). Teacher Leadership That Strengthens Professional Practice. Alexandria,
VA: Association for Supervision and Curriculum Development.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers
develop as leaders. Thousand Oaks, CA: Corwin Press.
Lieberman, A., & Miller, L. (2004). Teacher Leadership. San Francisco, CA: Jossey-Bass.
Singleton, G. E., & Linton, C. (2005). Courageous Conversations About Race: A Field Guide
for Achieving Equity in Schools. Thousand Oaks, CA: Corwin Press.
(Note: Additional readings from educational research literature as assigned.)
Recommended:
Hargreaves, A., & Fink, D. (2006). Sustainable Leadership. San Francisco, CA: Jossey-Bass.
IV.
COURSE CATALOG DESCRIPTION: This course explores teacher leadership roles and functions
within contemporary educational systems; situates understandings about teacher leadership within a
broader knowledge base regarding leadership in education; introduces an inquiry-orientation to teacher
leadership in schools and districts; and focuses on trends and issues within these contexts.
V.
VII.
PURPOSE/RATIONALE: There is a great body of research that demonstrates that the effect of strong leadership is
greatest in struggling schools. With such issues as under-performing schools, reduced graduation rates, fewer available
resources, etc. looming before public and private educational institutions, all professional educators need to focus on
improving the conditions that threaten the ability of all students to benefit from excellent and equitable schools.
The purpose of this course is to develop teacher leaders who will facilitate the design and implementation of
sustained, intensive, and job-embedded professional learning based on identified student and teacher needs;
who work with stakeholders to promote the development of a school culture that fosters excellence and equity
in teaching and learning and focuses on continuous improvement creating a sense of belonging and building a
collaborative work environment and demonstrate a comprehensive understanding of curriculum and apply this
knowledge to the alignment of curriculum, instruction, and assessment to standards. Candidates who complete
this program are teacher leaders who model best practices in pedagogy and serve as a mentor and coach for
other educators. They work with others to design and implement assessment practices and analyze data for
monitoring and improving teaching and learning through data-informed decision making. Finally, our candidates
will exemplify teacher leaders who access and conduct research, apply research findings to improve teaching
and learning, and collaborate with stakeholders to improve student learning as they guide positive change.
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
collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU assists Georgia schools in meeting the ultimate goal of 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 Doctoral
program, and all candidates must be able to use technology to improve student learning by meeting Georgia
Technology Standards for Educators. During the program, candidates will be provided with opportunities
to explore and use instructional media. They will master the use of productivity tools, such as multimedia
facilities, local-net and Internet, on-line learning tools, and feel confident to design multimedia
instructional materials, and create WWW resources.
Candidates will be linked through WebCT Vista that will be utilized in processing the comprehensive
experiences of the doctoral program. 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
participates demonstrate a high degree of technological literacy in retrieving and sharing information and
resources.
Journals: Candidates of Leadership for Learning should become familiar and stay current with the core
professional literature found in Education Week, Kappan, and Educational Leadership. Scholarly research
can be found in Educational Evaluation and Policy Analysis, Educational Policy, Educational
Administration Quarterly, Harvard Educational Review, and Teachers College Record, just to name a few.
Organizations:
Candidates should also become familiar with the following organizations: American Association of School
Administrators (http://www.aasa.org); the Association for Supervision and Curriculum Development
(http://www.ascd.org); Council of Chief State School Officers (ELCC Standards); and the appropriate
organization for principals (National Association of Elementary, Middle, or Secondary School principals).
Each of these organizations produces research and offers materials which can be of assistance in the
various areas of leadership practice.
VIII.
GOALS AND OBJECTIVES:
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. Please note how the following outcomes, objectives, and standards support and balance each other. As
this course is outcomes-driven, successful individuals must provide evidence of meeting the following complementary
standards:
EDL 8500 Course Objective
GaPSC C&I Standard
(Institutional Standard)
Demonstrate a profound
understanding of the evolution
of teacher leadership theory.
(K)
Demonstrate a personal
orientation toward and
commitment to ethical
professional practice, with
special attention to
“developing the leader within”
and the expectations of the
“leadership roles” as they
move forward. (D)
Demonstrate a profound
understanding of the nature of
teacher leadership practice &
collective interactions that
occur among administrative
and teacher leaders & the
leadership roles as they engage
in school change & process
improvement, per an
Individualized Growth Plan
(IGP) which the coach will use
to mentor the candidate. (K)
With intensive support by
coaches trained in the
Coaching Endorsement
standards in Rule 505-3-.86,
apply the principles of teacher
leadership to influence the
(1) Candidates who complete
the program are teacher
leaders who will facilitate the
design and implementation of
sustained, intensive, and jobembedded professional
learning based on identified
student and teacher needs.
(2) Candidates who complete
the program are teacher
leaders who work with
stakeholders to promote the
development of a school
culture that fosters excellence
and equity in teaching and
learning and focuses on
continuous improvement
creating a sense of belonging
and building a collaborative
work environment.
(3) Candidates who complete
the program are teacher
leaders who demonstrate a
comprehensive understanding
of curriculum and apply this
knowledge to the alignment of
KSU
Advanced
Proficiency
(as noted
on the CPI)
3.1 – 3.5
NCATE
Standard
Experience/
Assignment
1e, 1f
 Interview
Protocol
Presentation
 Courageous
Conversations
Project
 Professional
Profile
 Reflective
Journal
1.1 – 1.4
2.1 – 2.6
3.1 – 3.5
1e, 1f
 Interview
Protocol
Presentation
 Professional
Profile
 Reflective
Journal
 Book/Refereed
Article Review
1.1 – 1.4
2.1 – 2.6
1e, 1f
 Interview
Protocol
Presentation
 Professional
Profile
 Reflective
organizational behavior of
others as they improve routines
and tools related to curriculum,
instruction and assessment.
(S)
Investigate and apply
principles of teacher leadership
to increase positive
interactions and build a more
intentionally inviting and
inclusive school culture. (D)
curriculum, instruction, and
assessment to standards.
(4) Candidates who complete
the program are teacher
leaders who model best
practices in pedagogy and
serve as a mentor and coach
for other educators.
1.1 – 1.4
2.1 – 2.6
3.1 – 3.5
1e, 1f
 Professional
Profile
 Reflective
Journal
 Book/Refereed
Article Review
Engage in courageous
conversations and create a plan
to increase the equity and close
achievement gap in local
contexts. (S/D)
(5) Candidates who complete
the program are teacher
leaders who work with others
to design and implement
assessment practices and
analyze data for monitoring
and improving teaching and
learning through datainformed decision making.
(6) Candidates who complete
the program are teacher
leaders who access and
conduct research, and apply
research findings to improve
teaching and learning.
2.5; 2.6
1e, 1f
 Reflective
Journal
 Courageous
Conversations
Project
3.2
1e, 1f
 Courageous
Conversations
Project
 Interview
Protocol
Presentation
(7) Candidates who complete
the program are teacher
leaders who demonstrate the
ability to collaborate with
stakeholders to improve
student learning and to guide
positive change.
3.4
1e, 1f
 Interview
Protocol
Presentation
 Professional
Profile
 Reflective
journals
Investigate and apply the
principles of teacher leadership
in developing action research
agendas that focus upon school
improvement and increased
student learning in a number of
situations within the school by
providing individual work
samples or other artifacts that
demonstrate that the candidate
has met program standards.(S)
Investigate and apply teacher
leadership in developing
professional learning
communities of practice in
local contexts.(S)
IX.
COURSE REQUIREMENTS AND ASSIGNMENTS:
1.
Examination (50 pts.)
2.
Participation, Professionalism, and Engagement (50 pts.)
 Attendance
 Cooperative Learning
 WebCT Vista activities
Journal
 Exam



3.
Professionalism Self-Assessment Rubric (provided at end of syllabus)
Selected on-campus and off-campus activities related to teacher leadership
Site visits to selected organizations, as available.
Professional Profile & Reflective Analysis (100 Pts.) Candidates in the doctoral program will be
expected to maintain a Professional Profile (PP) that will be utilized at review points during the
program. (It is anticipated that the PP will have practical use as students apply for subsequent
leadership positions as well.) Candidates will assemble them at the beginning of their program.
At the end of the course, reflections must be revised based upon new understandings of teacher
leadership and other content presented in EDL 8000.
The faculty expects that content and experiences within coursework and applied field experiences in
the program will provide a vehicle for developing the candidate’s framework of thoughts and ideas
around teacher leadership practice. Products produced in this course, therefore, should be considered
"initial drafts" that will be revisited and revised over time as you proceed through the Residency and
your coaching experiences. The PP will lay the groundwork for subsequent courses in the program and
be used as a tool by professors for coordinating their instructional efforts most effectively.
The Professional Profile is comprised of 2 major strands: (1) Resume & Autobiographical Reflective
Essay, and (2) Reflective Essays on Teaching Effectiveness and Leadership Practice. They are
described below:
1. Resume & Autobiographical Reflective Essay. The first nine items in the profile provide a
summary resume that captures your educational and employment history (both inside and outside
education) and other items that you think a prospective employer and members of your cohort need to
know about you. Based upon this information you will write an autobiographical essay to chronicle
your growth and development with particular attention given to experiences, events, and people that
influenced your desire to move into (or further into) the teacher leadership arena. The items are:









Name and Contact Information
Education
Certifications
Employment History
Instructional Leadership Activities
Professional Presentations and Publications
Professional Association Memberships
Academic and Professional Honors
Professional and Community Service
2. Reflective Essays on Teaching Effectiveness and Teacher Leadership Practice. There is a clear
expectation in this program that the evidence that you select to demonstrate (a) your teaching
effectiveness; (b) your impact upon student learning; and (c) your disposition towards teacher
leadership will evolve over time. The information provided at the time of your application is
considered baseline data which will be enhanced as you progress through this course and the ones that
follow. Your reflective essays, therefore, will encompass:



4.
Evidence of Teaching Effectiveness
Evidence of Impact on Student Learning
Professional Reflection on Teacher Leadership
Reflective Journal. (50pts.) Every candidate must develop a personal journal that minimally provides
statements of:





Educational Philosophy
Leadership Philosophy
Personal Core Values
Organizational Core Values
Vision of Desired Future
You are required to engage in on-going reflection before, during, and following class discussions and
experiences. It is expected that you will develop and revise the above statements based upon new
understandings. Discussion entries will be monitored and evaluated by the instructor(s) in an on-going
basis. At least two written reflections are mandatory – you may, however, add to your responses at any
time. Cohort members are encouraged to respond to colleagues’ entries.
5.
Book/Refereed Article Review. (50 pts.) You are required to select an outside book (or one provided
by the professor) on teacher leadership practice and write a summary in which you review the book
and make an assessment of (1) the essence of the author's message, (2) the implications for teachers,
school districts, and leadership practice in general, and (3) a recommendation about possible use of the
book in your system's teacher leadership development efforts.
6.
Interview Protocol and Presentation. (100 pts.) Working in cooperative teams, develop a semifocused interview protocol that addresses the key constructs of Teacher Leadership as they relate to
creating effective 21st century learning environments. You are required to conduct the interview with
(1) a school leader and (2) teacher leader and record and analyze your data. Finally, each group will
prepare a five-minute presentation with a written summary for class. Optimally, the summary will be
posted to GeorgiaVIEW prior to the presentation.
7. Courageous Conversations and Action Plan (Courageous Conversations Project). (100 pts.) This,
too, is a cooperative activity. Candidates are to videotape themselves leading a twenty-thirty minute
courageous conversation related to closing the achievement gap in their school. The conversation
must address data (either standardized or classroom based) of students who represent at least one of the
underperforming populations in their schools, e.g. students with disabilities or ESOL, etc. The
conversation must also result in an action plan related to the data. NOTE: Video may be developed
over several hours, but spliced to required time limit. Projects will be evaluated on a rubric. The action
plan should reflect a real problem and derive from a real school improvement item. Collaborative
group members must view/synthesize a minimum of five research articles/chapters/research reports on
the impact of practice in the chosen area on student achievement. At least one of these must be
research-based (empirical).
This product will consist of two parts: a situation for the class to diagnose, and an analysis of the
problem set/case from the team's point of view. It is expected that the problem set/case study will
include:
o
o
o
o
o
o
o
o
A needs assessment concerning the deficit, i.e., why is this an area of concern?
An analysis of current policy (if present) or situation
A proposed solution (based on research)
A discussion of the fit between proposed solution and school’s mission and vision
statements
An outline of the steps to be implemented to assure institutionalization of the innovation
An outline of proposed level of involvement and contributions of the school community
An outline of how the implemented solution will be assessed and how assessment results
will be utilized to make adjustments (i.e., how will you know if it worked?)
Discussion of impact on the school improvement plan and how solution is connected to
teaching and learning.
The study will be presented to the cohort. Electronic format is encouraged. The team must either (1)
prepare enough paper copies of the case to be handed out to each member of the cohort prior to discussion
or (2) post it on GeorgiaVIEW Discussion Board at least 1-2 days in advance of the presentation.
X.
EVALUATION AND GRADING:
Performance Activity
Reflective Journal Entries
Exam
Interview Protocol & Presentation
Book/Refereed Article Review
Courageous Conversation & Action Plan
Professionalism Self Assessment
Professional Profile & Reflective Analysis (PP)
Total
Points
50
50
100
50
100
50
100
500
Numeric Scale
A = 92-100%
B = 84-91%
C = 75-83%
F = 74% or lower
460-500
420-459
375-419
<374
Note: All written work should reflect careful organization of material and high standards of investigation
commensurate with doctoral work. Papers should be typewritten, on 8 1/2 x 11 in. paper, double-spaced
and at least 12 font. All work submitted should follow APA format (5th edition). Manuscripts must be
proof read to ensure accuracy in spelling, punctuation, and grammar. Written work should be
attractive and neat -- ESPECIALLY WITH MATERIALS INTENDED FOR STUDENT USE.
The emphasis upon the individual student as an evaluator is in keeping with the reality that future
educational leaders will be expected to be involved in evaluation and assessment activities as part of their
own continuing professional development (and that of those with whom they work in organizational
settings) as they continue their professional careers.
The instructor(s) will contribute to the evaluation process by taking into consideration the candidate’s
preparation for class sessions, level of participation in class, individual and group projects/reports (see
rubric at end of syllabus), individual conferences, and the capstone product for the doctoral seminar. The
capstone product will constitute an out-of-class final examination and case study, to be utilized to
supplement the final exam experience. Spontaneous written responses will be generated and accumulated
in the course portfolio periodically with feedback of a formative nature provided by the instructor(s).
Every effort will be made by the professor(s) 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 upon the best
professional judgment of the professor(s).
XI.
COURSE OUTLINE
Topics
1-Course Overview: Foundations of Teacher Leadership
2-Teacher Leadership: The New Work of Leadership Practice; Human Resource Frame; “Building” your
Teacher Leadership philosophy
3-The Context and Challenge of Teacher Leadership
4- Case Studies
5-Teacher Leadership & Closing Achievement Gaps
6-Teacher Leadership and Diversity
7-Teacher Leaders and Curriculum & Instruction
8-Teacher Leaders and Assessment
9-Research in Teacher Leadership
10-Professional Dispositions
11-Guiding Positive Change
This outline reflects a proposed general sequence of topics. Any topic may be covered in greater or lesser
detail depending on the needs of the class. Topics may also overlap in dates. This course examines teacher
leadership theories, organizational culture, leadership within educational communities, and the concept of
collaboration among administrators, teachers, parents, and students, and community members as a means of
creating more effective educational communities. Participants will explore the concepts and theories of
teacher leadership in order to develop their capacity to effect school change. In addition to readings, inclass discussions, and experiential activities, students will engage in an analysis of teacher leadership
practice through on-line discussions via GeorgiaVIEW.
This syllabus has some open space, meaning that additional topics may be added as requested by the
candidates. However, any changes in due dates or written products that are part of a “grade” will be
changed only after class discussion and written notification has been provided by the professor(s).
XIII.
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 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 it 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.
Professionalism- Participation and Attendance: Part of your success in this class is related to your
ability to provide peer reviews and feedback to your editing groups regarding their research and their
writing. Furthermore, responding effectively and appropriately to feedback from your peers and the
professor is another measure of one’s professionalism. In addition, since each class meeting represents a
week of instruction/learning, failure to attend class will likely impact your performance on assignments and
exams. Please be prepared with all readings completed prior to class. We depend on one another to ask
pertinent and insightful questions.
XIV.
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