Cobb County Schools



Kennesaw State University

Bagwell College of Education

Doctor of Education/ Education Specialist Program

Student Handbook

Fall 2006

I, _________________________________,

Am A Proud Graduate Of

The Doctor of Education Program

(Education Specialist Embedded)

At

Kennesaw State University

* I started the program in ___________ Semester of 2006

* I completed the program in __________________ (EDS)

__________________ (EDD)

*****************************************

I am a Certified Teacher/Administrator

In

The State of Georgia

(Certificate No. ___________________)

*****************************************

Table of Contents

|General ………………………………………………………………….. |4 |

| | |

|Introduction……………………………………………………………….. |4 |

|Campus Policies and Procedures ………………………………………… |4 |

|Advisement Sheet (EDS)…………………………………………………. |5 |

|Advisement Sheet (EDD)………………………………………………… |6 |

|The Professional Teacher Education Unit……………………………... |7 |

| | |

|PTEU Conceptual Framework Abstract……………………………… |7 |

|The Doctor of Education Program in Leadership & Learning.……… |7 |

| | |

|Program’s Knowledge, Skill, and Disposition……………………………. |8 |

|Admission and Residency Requirements ………………………………… |10 |

|Organization of the Doctoral Program…………………………………… |12 |

|Program of Study………………………………………………………… |12 |

|Common Core………………………………………………………. ….. |13 |

|Adolescent Education…………………………………………………… |13 |

|Diversity…………………………………………………………………. |15 |

|Early Childhood and Elementary Education…………………………….. |17 |

|Educational Leadership………………………………………………….. |18 |

|Instructional Technology………………………………………………... |19 |

|Completion Requirements of the Doctoral Program……………………... |21 |

|General Statement………………………………………………………. |21 |

|Faculty Advisor…………………………………………………………. |21 |

|Graduate Study Committee……………………………………………… |21 |

|Continuous Registration Requirements…………………………………. |21 |

|Admission to Candidacy………………………………………………… |21 |

|Application for Graduation……………………………………………… |21 |

|Dissertation……………………………………………………………… |22 |

|Contents of Proposal, Prospectus, and Dissertation…………………….. |22 |

|Recommendation for Degree……………………………………………. |23 |

|Award of Degree………………………………………………………… |23 |

|Steps Toward Completion of EDD Program……………………………. |23 |

|Checklist of Forms to be completed…………………………………….. |24 |

|Cohort Communication………………………………………………… |25 |

|Memories ………………………………………………………………... |27 |

| | |

A. General Information

Introduction

This Student Handbook of the Doctor of Education Program with an embedded Education Specialist degree in the Bagwell College of Education, Kennesaw State University, was prepared in the Spring Semester of 2006. The material presented is for informational purposes only and should not be construed as the basis of a contract between a student and the Bagwell College of Education.

While the provisions of this handbook will ordinarily be applied as stated, the individual departments reserve the right to change any provision in this handbook, including but not limited to academic requirements for program completion. In such cases, every effort will be made to keep students advised of any changes in provisions listed in this handbook.

Students have the responsibility to read this handbook, official announcements, graduate catalog, notices posted on bulletin boards and otherwise to be informed completely in regard to the program of studies, credits, degree requirements, and other facts relating to schedules.

Kennesaw State University is an affirmative action/equal educational and employment opportunity institution and does not discriminate on the basis of race, religion, color, sex, age, disability, national origin, or sexual orientation.

Campus Policies and Procedures

All students of the Doctor of Education program are required to strictly follow the University Campus Policies and Procedures in the Graduate Catalog. Special attention is drawn to the “Student Code of Conduct” which contains the following sections:

I. Student Rights and Responsibilities

II. Academic Honesty

III. Disruption of Campus Life

IV. Financial Responsibility

V. Use and Possession of Drugs, Including Alcohol

VI. Off-Campus activities

VII. Organizations

VIII. Contempt and False Statements Under Oath

IX. Revisions of the KSU Code of Conduct excluding those pertaining to Academic Honesty

X. Disciplinary Measures

Advisement Sheet

Education Specialist in ________________________

Kennesaw State University

Student:_____________________

KSU Student #___________________

Advisor: ______________________________

Courses Grade Semester

Completed

|Semester 1: |

|EDL 8000-Leadership for Systemic Change ______ ________ |

|EDUC 8100-Advanced Study of Learning ______ ________ |

| |

|Semester 2: |

|EDRS-8000 Applied Quantitative and Qualitative Research ______ ________ |

|Track Course ______ |

|________ |

| |

|Semester 3: |

|Track Course ______ |

|________ |

|Track Course/EDL Guided Elective ______ ________ |

|Semester 4: |

|EDRS 8900 Applied Field Research ______ ________ |

|Track Course ______ |

|________ |

|Semester 5: |

|Track Course ______ |

|________ |

|Track Course ______ |

|________ |

|Guided Elective(s) ______ |

|________ |

All electives are to be taken outside of the field of Education.

The student listed at the top of this advisement sheet has successfully completed all requirements for the Education Specialist Degree in _________________________________.

____________________________________

Advisor Signature Date

Advisement Sheet

Doctor of Education in __________________________

Kennesaw State University

Student:____________________________

KSU Student #___________________

Advisor: _______________________________________

Courses Grade Semester

Completed

|Semester 1 |

|EDL 9000-Advanced Study of School Transformation ______ ________ |

|Track Course ______ |

|________ |

|Semester 2 |

|EDRS 9100-Advanced Qualitative Research Methods ______ ________ |

|EDUC 9300-Comparative International Education ______ ________ |

|Semester 3 |

|EDRS 9200-Advanced Quantitative Research Methods ______ ________ |

|Track Course/EXC Guided Elective ______ ________|

|Semester 4 |

|EDL 9500-Doctoral Seminar ______ |

|________ |

|Track Course/EXC Guided Elective ______ ________|

|Track Course ______ |

|________ |

|Semester 5 |

|EDUC 9900-Dissertation ______ |

|________ |

|Track Course ______ |

|________ |

|Semester 6 |

|EDUC 9900 Dissertation ______ |

|________ |

|Track Course/Guided Elective ______ |

|________ |

|Semester 7 |

|EDUC 9900 Dissertation ______ |

|________ |

|Guided Elective |

All electives are to be taken outside the field of education.

The student listed at the top of this advisement sheet has successfully completed all requirements for the Doctor of Education Degree in _______________________________.

___________________________________

Advisor Signature Date

B. The Professional Teacher Education Unit

PTEU Conceptual Framework Abstract

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 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 professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in brining all students to high levels of learning.

C. The Doctor of Education Program in Leadership and Learning

The Bagwell College of Education’s (BCOE) Doctor of Education (EdD) degree with an embedded Educational Specialist (EdS) degree will produce teachers and administrators who will be “leaders of learning” and will significantly strengthen the Board of Regents (BOR) position and reputation in the region. Consistent with the Board of Regents P-16 Initiatives and the Georgia Leadership Institute for School Improvement (GLISI), this degree will produce teachers and administrators who will serve effectively as leaders of learning in P-12 schools in a variety of Distributed Leadership (GLISI) roles. Furthermore, the distributed leadership focus of the degree (Attachment 1) will prepare teacher and administrator leaders who will be able to assist more effectively with the transition to the profession through improved induction/mentoring program. These abilities will improve teacher retention as a step toward "doubling the numbers" who are available to meet the emerging challenges in the classrooms of Georgia. The career ladder possibilities embedded in the distributive leadership approach will also assist in producing teacher leaders for such developing positions as academic coaches, master/lead teachers, departmental chairs, curriculum coaches, etc. These positions will serve as effective career paths for future administrators who will bring enhanced curriculum and instructional leadership abilities to their positions.

The KSU EdD in Leadership & Learning program is consistent with the Bagwell College of Education’s Conceptual Framework: The Collaborative Development of Expertise in Teaching, Learning & Leadership in that it prepares graduates who will demonstrate expertise in serving in a variety of collaborative,distributed leadership roles in educational settings.

The purpose of the EdD in Leadership & Learning program is to prepare professional educators to become leaders for learning in P-12 schools. The program will prepare teacher and administrator leaders who can effectively function in distributed leadership roles with the express intent of positively impacting learning for all P-12 students. Drawing on the literature of distributed leadership, teacher leadership, and ethical leadership, the following list of knowledge, skills and dispositions (KSDs) has been developed.

The KSDs can be separated into six (6) Leadership & Learning outcomes with their associated proficiencies with linkages to the USGBOR Distributed School Leadership Roles and the NCATE and PSC standards:

Graduates from the Doctorate of Education program in Leadership & Learning at Kennesaw State University

1. Demonstrate leadership as advocates for students and education. Candidates

a. synthesize and apply the latest research on learning, leadership, and developmental theory, advocating for implementation of best practices and assisting colleagues to do the same to ensure that all students learn.

b. are knowledgeable, articulate, and think critically about educational practice, policy, and issues on national and international levels.

c. understand, respond to, and influence the larger political, social, economic, legal, and cultural contexts in matters related to education.

d. are knowledgeable about the factors contributing to safe physical environments for education.

e. develop, articulate, implement, and steward a vision of learning supported by the school community.

2. Demonstrate leadership as agents for change, collaboration, and collegiality. Candidates

a. understand the complexity of schools and the ambiguous nature of educational issues.

b. act in concert with and/or on behalf of colleagues to improve teaching and learning in the classroom as supported by effective school-district and state-level policies and operations.

c. facilitate shared-decision making and teamwork.

d. improve teaching and learning by intentionally and systematically building networks of influence at local, state, national, and international arenas.

e. impact student learning for all and assist other educators to do the same by effectively working within the structures and culture of schools, families, and communities.

f. support the teaching and learning process by soliciting all sources of funding and educational resources.

3. Demonstrate leadership as mentors. Candidates

a. support and guide teachers to improve teaching and learning for all.

b. are committed to improving student learning by improving teaching and the learning environment.

c. model consistent, intentional, and effective use of technology while mentoring and encouraging others to do the same.

4. Demonstrate leadership for learning as expert teachers and instructional leaders.

Candidates

a. are creative and flexible in their thinking and in seeking solutions to educational challenges.

b. are knowledgeable of assessment, evaluation, and accountability practices and critically synthesize and utilize the data to improve student learning.

c. are master teachers and instructional leaders, possessing and demonstrating content and pedagogical expertise who are able to make international comparisons in both areas.

d. develop and/or support appropriate, meaningful curricula that positively impact student learning for all and assist others to do the same.

e. facilitate and support curricular design, instructional strategies, and learning environments that integrate appropriate technologies to maximize teaching and learning.

f. use technology to collect and analyze data, interpret results, and communicate findings to improve instructional practice and student learning.

5. Demonstrate leadership as models of professionalism. Candidates

a. effectively design and conduct educational research that positively influences educational practice or policy.

b. exhibit ethical behavior in all professional and personal interactions.

c. respect others, value differences, and are open to feedback.

d. believe that for every problem there is a solution and actualize that belief when engaging colleagues, students, families, and community partners.

e. seek out responsibility and are accountable for their actions.

f. maintain currency of current knowledge and best practices through continued professional development.

6. Demonstrate leadership in meeting the needs of diverse constituents. Candidates

a. value and recognize the strength, power, and meaningfulness of diversity.

b. incorporate global perspectives and cultural richness in curriculum planning and decision making

c. address exceptionalities in planning, teaching, and assessment and respond to diverse community interests and needs by mobilizing community resources.

d. proactively and intentionally advocate for and work to build educational environments that are inclusive and supportive of diverse students, families, and colleagues.

These outcomes provided the framework on which course content, objectives and assignments were developed. Although cumulative GPA has been used in the past and could be used as a measure of student learning, the faculty of the EdD in Leadership & Learning are convinced that a more systematic and deliberate measure of student learning would provide more useful data on program impact and candidate performance. With this in mind, the course objectives for each syllabus have been aligned with the EdD KSDs.

Admission and Residency Requirements

Admission Requirements

The admissions process for the doctoral degree will have two levels of review as described below. Students may apply directly for admission into the doctoral degree or the specialist degree as ( First level of review). Students who are admitted fully into the doctoral program during this initial review process and who take the specialist degree enroute will not have to reapply for the doctoral program after completing the Ed.S. Students who may not meet the requirements for the Ed.D initially and who subsequently might want to continue at that level will reapply with their performance in the Ed.S as one additional consideration. Students who possess an EdS in a related field from an accredited institution may apply to the EdD program directly.

Admission to the EdD and EdS programs will be based on the following criteria:

Candidate for admission to the Doctor of Education (EdD)

1. Official transcripts for all college-level coursework, graduate and undergraduate.

2. Evidence of completion of Master degree or its equivalent in a related field.

3. Scores on the General Test of the Graduate Record Exam.

Candidates will pass this initial level of review by having an Index Score of 3500 minimum for consideration for admission to the EdD. The analytical writing score of the GRE will also be required and will be considered in evaluating the candidates qualifications and potential for success in the program. The index score is calculated in the following way.

Index Score = (GRE Quant + GRE Verbal) X Graduate GPA

4. Professional resume or vita showing years of teaching and/or school administrative experiences

5. Goals statement: A 1-2 page narrative of one’s prior professional experiences and professional goals as they relate to the selected program of study.

6. Face-to-face or phone Interview with program faculty.

Candidate for admission to the Educational Specialist (EdS)

1. Official transcripts for all college-level coursework, graduate and undergraduate.

2. Evidence of completion of Master degree or its equivalent.

3. Scores on the General Test of the Graduate Record Exam

Candidates will pass this initial level of review by having an Index Score of 3000 minimum for consideration for admission to the EdD. The analytical writing score of the GRE will also be required and will be considered in evaluating the candidates qualifications and potential for success in the program.

Index Score = (GRE Quant + GRE Verbal) X Graduate GPA

4. Professional resume or vita

5. Goals statement: A 1-2 page narrative of one’s prior professional experiences and professional goals as they relate to the selected program of study.

6. Face-to-face or phone interview with program faculty.

International students must meet the following additional requirements:

TOEFL - Any student whose native language is not English must have earned a minimum score of 550 on the written Test of English as a Foreign Language (TOEFL) or 213 on the computer based TOEFL test. The TOEFL may be waived for any applicant who has graduated from a college or university in the United States accredited in a manner accepted by Kennesaw State University or who is a U.S. citizen.

Immigration Documents – International applicants who are requesting an I-20 for an F-1 visa must submit an affidavit of support from the sponsor and a certified financial statement from the sponsor’s bank showing that funds are available for one year of study. Students must have a valid passport and must be in current, valid immigration status in order to enroll at Kennesaw State University.

Evaluation of Foreign Credentials - Graduates of foreign schools of higher learning must be able to document the fact that their degree is the equivalent of a four-year bachelor’s degree awarded by an accredited United States college or university. International applicants, regardless of their country of origin or their native language, must have their foreign credentials evaluated by an independent evaluation service that is a member of the National Association of Credential Evaluation Services, Inc. Each evaluation must include the following: course-by-course description, equivalence to an accredited four year U.S. undergraduate degree (or number of years toward completion), and grade point

average. (See for a listof accredited evaluation services.)

Admissions review process

The Bagwell College of Education will implement a graduate admissions oversight and review process. The purpose of the process is to help ensure equity and fairness in graduate admission decisions across departments and programs. The BCOE Graduate Admissions Committee shall consist of an administrative representative from the Bagwell College of Education Graduate Program Office (GPO) and one faculty representative from each department or program. Students who are not recommended for admission may initiate a review of their admission documents. Students must contact the program coordinator of the program to which they applied OR the BCOE Graduate Program Office admissions coordinator in writing to request a review of their application materials and admission decision.

Doctoral Residency Requirements

Candidates for the Doctor of Education degree must complete 21 hours in their concentration at Kennesaw State University prior to enrolling in the Doctoral Seminar or Dissertation.

Organization of the Doctoral Program

The EdD degree in Leadership & Learning consists of a minimum of 75 hours of course work in four areas. The four areas are (1) EdD Common Core in Distributed Leadership, 27 hours; (2) Concentration Core & Specializations, 27 hours; (3) Guided Electives, 12 hours; and (4) Dissertation, 9 hours. The embedded Educational Specialist (EdS) degree will be awarded upon completion of the first 33 hours consisting of 12 hours of the common core, 15 hours in the concentration core & specializations and 6 hours of guided electives.

The EdD degree has five concentrations as described below.

Concentration: Adolescent Education

Specialization: Mathematics

Concentration: Diversity

Specializations: Special Education Administration

Teaching Diverse Students

Concentration: Early Childhood & Elementary Education

Specialization: Teacher Advocate

Concentration: Educational Leadership

Specializations: Leadership & Policy

Concentration: Instructional Technology

Future concentrations may include such specializations as Cognition & Assessment, Reading, Technology Leadership, Teacher Education, Science Education, English Education each of which would build on the 27 core hours and the concentration core hours from the 5 concentrations listed above.

Program of Study

The program is designed to prepare all candidates to become leaders of learning. Common core courses are designed to increase candidates’ knowledge, skills, and dispositions for meeting the demands of distributed leadership roles in P-12 schools. Courses in the concentration areas deepen and broaden the candidates’ knowledge, skills, and dispositions for these roles so that graduates can profoundly impact teaching and learning in P-12 schools. Program graduates will be ready to assume leadership responsibilities both in public and private schools and in state educational agencies. At the same time, program candidates are fully prepared academically to pursue a career track in higher education, specifically in teacher education or educational leadership.

EDD COMMON CORE IN DISTRIBUTED LEADERSHIP (27 Hours)

(Required of all concentrations)

EDL 8000 Leadership for Systemic Change

EDL 9000 The Organization of School Transformation

EDRS 8000 Applied Quantitative & Qualitative Research

EDRS 8900 Field Research

EDRS 9100 Advanced Qualitative Research Methods

EDRS 9200 Advanced Quantitative Research Methods

EDUC 8100 Advanced Study of Learning

EDUC 9300 Comparative International Education

EDUC 9500 Doctoral Seminar

GUIDED ELECTIVES (12 Hours)

Candidates select these hours in consultation with major advisor. The hours must be from outside the college unless candidates are using the hours to add additional endorsements or certifications.

DISSERTATION (9 Hours, minimum)

CONCENTRATIONS & SPECIALIZATIONS (27 HOURS)

ADOLESCENT EDUCATION

The EdD in Leadership & Learning- Adolescent Education (Mathematics) is designed for middle and secondary school educators. Graduates of the EdD/EdS in Teacher Leadership- Adolescent Education & Advocacy program are leaders for learning because they possess the knowledge, skills and dispositions necessary to serve in a variety of distributed leadership roles in P-12 schools. The program is aligned with NCATE and PSC standards, as well as with the specialty area content standards. Consistent with the Bagwell College of Education’s Conceptual Framework, the Collaborative Development of Expertise in Teaching, Learning and Leadership, graduates of the EdD program in Adolescent Education are prepared to serve as collaborative experts and to be effective advocates, agents, mentors and models.

As advocates for education and students, EdD in Adolescent Education graduates are knowledgeable; think critically; and speak and write articulately about educational policy and issues. They understand, design and use research findings on best practice to “take a stand for what is right” for students and to assist others to do the same. They challenge the status quo by raising student voices. As agents for change, collaboration and collegiality, they understand the complexity of schools and the ambiguous nature of educational issues. They act in concert with and/or on behalf of colleagues to improve teaching and learning at the school, district, regional or state level. They provide leadership by facilitating shared decision-making and teamwork. They span boundaries, working within and across school structures to influence teaching and learning. They build and nurture networks of influence while navigating the structures and culture of schools to create a positive impact on student learning for all, and they assist others to do the same.

As mentors, EdD in Adolescent Education graduates are trusted and known for their pedagogical and content expertise by novice and advanced teachers and administrators alike. They provide support and guidance to teachers in all stages of their careers.

As models of professionalism and expert teaching and learning, EdD graduates are knowledgeable of professional and national standards in their content areas. They are master-teachers and instructional leaders who develop appropriate and meaningful curriculum consistent with national standards. They are dedicated to improving teaching in all classrooms in order to have a positive impact on all student learning, and they help others to do the same. They exhibit the highest standards of ethical behavior in all of their professional and personal interactions. They seek out responsibility and are accountable for their actions. They are respectful of others, value differences and are open to feedback. They are optimistic and hopeful about education and the influence they can have on teaching and learning.

Adolescent Education Core (12 hours)

EDAD 8100 Curriculum Theory & Practice in Middle & Secondary Schools

EDAD 8200 Supervision, Mentoring & Advocacy in Mid & Sec Schools

EDAD 8300 Critical Analysis of Educational Policy for Teacher Leaders

EDAD 8400 Internship in Teacher Development or Teacher Education

Adolescent Education Specializations (15 hours)

MATHEMATICS

MATH 7700 Elementary Set Theory

MATH 7712 Discrete Mathematics

MATH 7713 Statistics & Data Analysis

MATH 7714 Geometry from Multiple Perspectives

MATH 7717 Number Theory

MATH 7718 Functions & Analytic Techniques

MATH 7900 Special Topics

MATH 7950 Directed Study

MAED 7701 History of Mathematics

MAED 7715 Mathematical Problem Solving

MAED 7716 Math Studies

MAED 7719 Technology & Mathematics

MAED 7751 Survey of Mathematics Teaching & Learning

MAED 7900 Special Topics

MAED 7950 Directed Study

MAED 8890 Research Methods & Critique in Mathematics Education

DIVERSITY

The concentration and two tracks offered by the Department of Special Education emerged as a result of collaborative dialogue among faculty members in the department, the P-12 school community, and members of the PTEU. The ideas articulated in this collaborative effort guided the development of the proposed concentration in Diversity. The concentration in the area of Diversity was carefully crafted in concert with the conceptual framework that was originally developed and adopted by the PTEU in 2003. As the doctoral planning committee has deliberated it has become clear that the original theme of the conceptual framework, Collaborative Development of Teaching and Learning, must be expanded to include the concept of Leadership. As noted in the conceptual framework, candidates in Advanced Programs develop as leaders by (a) refining expertise in content knowledge and effective instruction; (b) defining new professional roles and

responsibilities; and (c) contributing towards more effective schools by providing professional support and direction for colleagues, parents, and community members.

The overarching goal of the Diversity Concentration is to prepare teachers and committed to the creation of culturally responsive educational environments essential for ensuring that all students have equitable opportunities for achieving high academic standards. A specific goal of the concentration is to prepare educators to increase the academic achievement of students with disabilities and English language learners. To successfully reach both goals, educators must first, and foremost, frequently reflect upon their own cultural identity and how this identity impact their view of diversity and philosophy of equity. Second, school leaders must develop a profound understanding of the components of culturally responsive teaching and develop expertise in planning, instruction and assessment clearly influenced by this understanding. Reflection upon cultural identity and understanding of culturally responsive teaching are powerful tools for the creation of inclusive schools and classrooms where students with disabilities and English language learners thrive academically. Research suggests that when schools succeed with culturally and linguistically diverse students, there exists a powerful belief system of high expectations that rejects deficit assumptions about students, their cultures, abilities and life circumstances (Williams, 2005). Simply stated, students make greater academic and social gains when their teachers use quality research-based pedagogy; that is pedagogically responsive to the learning, emotional and social needs of culturally and linguistically diverse students. The advanced preparation concentration in Diversity attempts to prepare such individuals.

To successfully move the field beyond the fragmented and superficial treatment of diversity that currently prevails, educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the curriculum. The proposed concentrations in Diversity emphasize eight essential components of preparation including: (a) recognition of one’s own ethnocentrism; (b) knowledge of students’ cultural backgrounds; (c) understanding of the broader social, economic and political context; (d) ability and willingness to use culturally appropriate management strategies; (e) commitment to building caring classrooms that provide equitable access for all students to the state-approved standards; (f) understanding and use of research-based practices in general education environments; (g) the ability to analyze school wide, complex problems and resolve issues such that all teachers, students and parents are supported and successful; and (h) an understanding of global issues in education and how they translate into the education of students in the United States.

The EdD/EdS in Diversity is offered through the Department of Special Education, consistent with the umbrella format of the EdD/EdS. The required courses are offered through a variety of departments within the BCOE and the PTEU, as well as international programs that were previously approved by the Georgia Board of Regents. Graduates of the EdD/EdS in Diversity will demonstrate the knowledge, skills and dispositions to serve in a variety of distributed leadership roles in the P-12 schools, state and federal governmental agencies, and/or private not-for-profit agencies. The program was aligned with NCATE and Georgia PSC standards as well as those of the Council for Exceptional Children and National Teachers of English to Speakers of Other Languages.

Upon entering the program, candidates may choose between two specializations, one in Teaching Diverse Students and the other in Special Education Administration. Both specializations prepare candidates to work in inclusive school settings and foster the academic performance growth of diverse student populations. The special education track prepares school leaders to administer programs for students with disabilities. Candidates with a clear, renewable Georgia teaching certificate may pursue an endorsement as an administrator or supervisor. Candidates who select the Teaching Diverse Students will develop a profound understanding of diversity that guides their curriculum development, instructional planning and assessment practices such that all students, particularly those with disabilities and English language learners, meet high content standards. The preparation of all candidates is enriched by a study abroad experience that provides opportunities to experience some of the challenges faced by language minority students as well as first-hand experience in how educational programs are designed and delivered abroad. (Please refer to the Office of International Education, University System of Georgia. usg.edu/oie/study_abroad).

Literacy Core (6 hours)

EDRD 8360 Literacy Instruction for English Language Learners

EDRD 8365 Literacy Instruction for Students with Disabilities

Diversity Specializations (21 hours)

SPEACIAL EDUCATION ADMINISTRATION

EXC 7950 Administrative Practices in Special Education

EXC 7990 Special Education Administrative Internship

EXC 8300 Inclusive Policies & Practices in Special Education

EXC 8310 Supervision, Mentoring and Collegial Coaching in Special Education

TEACHING DIVERSE STUDENTS

EXC 8325 Creating Culturally Responsive Schools

EXC 8350 Creating Culturally Responsive Classrooms

EXC 8370 Planning, Implementing & Assessing Instruction for Diverse

Students

EXC 8375 Increasing Achievement of Diverse Learners through

Practical Application

Both specializations require completion of 9 hours of Study Abroad at sites

approved by the Office of International Education, University System of Georgia.

EARLY CHILDHOOD & ELEMENTARY EDUCATION

The EdD/EdS in Leadership & Learning - Early Childhood & Elementary Education is designed for teachers in Pre-K through fifth grade. This program provides the skills necessary for elementary and early childhood education teachers to become active members in a variety of distributed leadership roles at the elementary school level or to pursue a track as a teacher educator at the college and university level. Candidates in this program develop in-depth knowledge and skills in the areas of curriculum and instruction. Through their ability to synthesize and apply the latest research in curriculum decision making, they demonstrate leadership as change agents for students and education.

Our program is aligned with NCATE and PSC standards and is consistent with the Bagwell College of Education conceptual framework. Our graduates demonstrate leadership by being models of the profession and experts in teaching and instructional leaders. They demonstrate leadership as mentors to support and guide pre-service teachers to improve teaching and learning for all.

Graduates in the ECEE Teacher advocate track will be advocates for curriculum improvement while specializing in the art and craft of teaching. Through a thorough theoretical base of curriculum development, understanding of global education issues, and an appreciation for the philosophical inquiry and ethical issues in education, our graduates will be leaders in learning. Understanding, implementing and evaluating the Georgia Performance Standards while addressing the requirements of No Child Left Behind will be an interwoven aspect of all the ECE courses. The Teacher Advocate will become the change agent of tomorrow’s schools.

Early Childhood & Elementary Education Core (12 hours from the following)

ECE 8110 Global Education: Issues and Perspectives

ECE 8130 Curriculum Inquiry

ECE 8120 Advanced Educational Technology

ECE 9110 Philosophic Inquiry in Education

ECE 9120 Ethics and Excellence in the Elementary Classroom

Early Childhood & Elementary Education Specializations (15 hours)

TEACHER ADVOCATE

ECE 8320 School Reform through Classroom Practice (grades K – 5th) OR

ECE 8321 School Reform through Classroom Practice (Birth through 8 years)

ECE 8340 The Classroom Community

ECE 9310 Authentic Assessment in Content Areas

ECE 9320 Linking Traditional Assessment to Instruction

ECE 9330 Cognitive Processes and Educational Practice

ECE 9340 Stand Up and be Counted: Teacher as Decision Maker

EDUCATIONAL LEADERSHIP

The EdD/EdS Leadership & Learning- Educational Leadership and Policy program is designed for individuals who are interested in pursuing an advanced program in educational leadership and policy. While the Master of Educational Leadership program is focused on the preparation of school level administrators, the Doctor of Education program aims at providing practical training for district level administrators who play key roles in policy development and implementation. The program will start with advanced level coursework in specific content areas to solidify candidates’ understanding of knowledge, skill, and disposition in educational leadership. Candidates having completed this phase of the program will be awarded an Education Specialist degree and be permitted to continue with the second phase of the doctoral program. Intensive and extensive interaction with current issues in educational policy studies will provide challenges to candidates in the second phase of the program. The Doctor of Education in Educational Leadership Program is committed to shape knowledgeable, skillful, and ethical educational leaders who dare to accept responsible positions at the district level.

Educational Leadership Core (6 hours)

EDL 9100 Educational Planning

EDL 9260 School Policies and Practices

Educational Leadership Specializations (21 hours)

LEADERSHIP & POLICY

EDL 8450 Educational Evaluation

EDL 8725 School Finance

EDL 8730 Advanced School Law

EDL 8825 Educational Facilities

EDL 8980 Field Experiences

EDL 9325 Politics of Education

EDL 9480 Executive Leadership in Education

INSTRUCTIONAL TECHNOLOGY

The EdD/EdS in Leadership & Learning- Instructional Technology concentration prepares elementary, secondary and middle grades teachers to be leaders in the use of technology for standards-based instruction and assessment. The program will prepare teachers to model best practices the use of instructional technologies and to provide high-quality professional learning experiences for other educators.

This course of study is designed to meet the Georgia Professional Standards Commission (GPSC) standards for receipt of a T -6 (EdS) and a T-7 (EdD) certificate.

The program is aligned to the Technology Facilitation standards developed by National Council of Accreditation of Teacher Education (NCATE) and the International Society for Technology in Education (ISTE). These standards are designed to help candidates “exhibit knowledge, skills, and dispositions equipping them to teach technology applications; demonstrate effective use of technology to support student learning of content; and provide professional development, mentoring, and basic technical assistance for other teachers who require support in their efforts to apply technology to support student learning” (ISTE/NCATE, 2002).

Students will address these performance standards in the context of collaborative inquiry with peers and faculty during class discussions and course assignments. Course assignments will focus on promoting the development of high-quality, technology-based curriculum resources and facilitating the effective uses of technology for standards-based instruction and assessment of student learning. Assignments will also build candidates’ understanding of how to design and implement high-quality professional learning for educators and to navigate the change process connected with introducing a technological innovation into a learning environment. Courses will also require candidates to interact with a broader community of researchers and practitioners through the review of published literature in the field and the participation in professional learning organizations.

Admission to the EdS/EdD program in Instructional Technology requires a current State of Georgia T-5 certificate and the successful completion of a master’s level program aligned to ISTE/NCATE’s Technology Facilitation (TF) Standards, such as the M.Ed. in Educational Leadership with a Technology Concentration at Kennesaw State University. Prior to admission, students who have not completed an approved course of study aligned to the Technology Facilitation Standards must demonstrate that they are currently proficient in the “meets” category of the TF standards through their individual professional practices, other courses of study, and/or their own independent study.

This demonstration of competency may be submitted in the form of a portfolio or another approved assessment method as approved by the department.

Instructional Technology Specialization (27 hours)

INSTRUCTIONAL TECHNOLOGY

ITEC 8400 Theories & Application of Instructional Design

ITEC 8410 Technology & Student Assessment

ITEC 8420 Facilitating Professional Learning & Change

ITEC 8430 Planning & Implementing Instructional Technology Programs

ITEC 8440 Evaluating K-12 Technologies

ITEC 9400 Research and Theory in Instructional/Educational Technology

ITEC 9410 Instructional Leadership and Technology Facilitation

ITEC 9420 Evaluating Professional Learning Programs

ITEC 9430 Designing and Facilitating Online Learning

Completion Requirements of the Doctoral Degree

General Statement

The doctoral degree is granted in recognition of (1) scholarly proficiency and (2) distinctive achievement in a specific field of an academic discipline. The first component is demonstrated by successful completion of advanced coursework. The student demonstrates the second component by independently performing original research in the form of a dissertation for presentation and defense.

Faculty Advisor

Immediately after a student is admitted to the doctoral program, a member of the faculty of the respective graduate program will be assigned to serve as the student’s advisor. This assignment may be a temporary arrangement. The student and the advisor should confer about the core and concentration courses and any special work to be taken on the basis of the student’s previous experience and the requirements of the graduate program.

Graduate Study Committee

A graduate study committee will be formed in the first semester of the program to guide the student in a program of courses, seminars, and independent study designed to meet the student’s needs and to satisfy program and Graduate School requirements. This committee should consist of at least four graduate faculty members, one of whom should be from outside the student’s graduate specialization and should be able to bring some relevant insight and expertise to guide the student. Recommendations for graduate study committee members are submitted by the advisor and the student to the program coordinator who subsequently submits these recommendations to the Graduate School dean. Graduate study committee appointments are made by the Graduate School dean.

Continuous Registration Requirements

Students registered for EDRS 8900 Applied Field Research and EDUC 9900 Dissertation are required to register continuously until their research projects are completed. Students have up to a maximum of five years to complete their doctoral program of study after admission to doctoral candidacy.

Admission to Candidacy

When the student has completed all the advanced course work, fulfilled all the program requirements, and submitted an acceptable research proposal for the dissertation study, the committee will recommend to the Graduate School dean that the student be admitted to candidacy.

Application for Graduation

A student must signify his/her intention to complete the requirements by a particular graduation date by submitting a completed Application for Graduation Form to the Graduate School no later than the end of the first week of the expected semester of graduation.

Dissertation

Completion of the dissertation will take three stages: (1) Completion of research proposal; (2) Completion of research prospectus (usually referred to as Chapters 1, 2, and 3); and (3) Completion of the entire dissertation study. Each stage is followed by a presentation and defense before the doctoral study committee. A student will not be allowed to proceed with the study on the next stage without satisfactorily passing the defense of the previous stage. Acceptance of the student’s work at each stage will be judged by the committee members in accordance with the established dissertation guidelines of the doctoral program.

Schedule of dissertation process:

1. By the end of EDUC 9500 Dissertation Seminar, students should have completed the

research proposal ready for the first defense.

2. The first semester of EDUC 9900 Dissertation should be focused on the development

of the research prospectus which consists of the first three chapters of the dissertation. The end of the course should be followed by scheduling the prospectus defense (2nd Defense).

3. The second semester of EDUC 9900 Dissertation needs to be planned on getting IRB

approval, school district approval if needed, data collection and analysis.

4. The third semester of EDUC 9900 Dissertation should be planned on reporting

findings and concluding the research (Chapters 4 and 5).

The final defense must be scheduled 30 days before the expected date of graduation and must be publicly announced and open to all interested parties. Within 10 days after passing the final defense, students should meet with Graduate School staff to review style and format requirements of the dissertation. One error-free unbound copy of the dissertation must be submitted to the Graduate School 15 days before graduation. After a final review by the Graduate School staff and final changes made, the student must submit to the Graduate School 6 copies of the dissertation on white, 25% cotton, acid-free, water-marked paper 7 days before graduation. Any distribution of the dissertation after the 6 required copies is the student’s responsibility.

Contents of Proposal, Prospectus, and Dissertation

A research proposal will consist of the following components:

* Introduction

* Statement of the Problem

* Purpose of the Study

* Research questions

* Preliminary Review of Literature

* Proposed methodology

* Limitations and delimitations

* Definitions of terms

* Summary

* References

A research prospectus will consist of the following components:

A research prospectus will consist of three chapters. Chapter I contains all the elements of the research proposal. Chapter II is a report of the complete review of literature. Chapter III is a detailed explanation of the research methodology to include research design, participants (population or sample), instrumentation, data collection, and data analysis. Additionally, a full list of references and proposed instrument(s) need to be include for the defense.

A dissertation will consist of all the following elements:

In addition to all the elements of a prospectus (Chapters 1, 2, and 3), a dissertation study will complete with Chapters 4 and 5. Chapter 4 is mainly a systematic report of findings as a result of data analysis. Chapter 5 contains an overview of the entire dissertation focusing on discussion of the findings, implications, conclusions, and recommendations.

Recommendation for Degree

Students will be recommended for the doctoral degree to the Graduate School dean by the graduate study committee and the doctoral program coordinator. This recommendation must be received no later than 20 days before the end of the semester in which the candidate is expected to complete all degree requirements. Candidates must be in a good academic standing to graduate, with no temporary grades for courses required for the degree on their transcripts.

Award of Degree

Upon approval by the Graduate School dean and payment of any outstanding financial obligations to the university, the student will be awarded the Doctor of Education degree.

Steps Toward Completion of EDD Program

1. Admission to the EDD Program

2. Starting with Specialist courses

3. Completion of Specialist research project

4. Application for EDS degree

5. Completion of 33 hours of EDS work

6. Award of EDS degree

7. Starting with doctoral courses

8. Selection of dissertation advisor

9. Forming the Graduate Study Committee

10. Completion of the research proposal

11. Sitting for the proposal defense (1st Defense)

12. Completion of all required doctoral courses

13. Application for doctoral candidacy

14. Completion of the research prospectus (Chapters 1, 2, and 3)

15. Sitting for the prospectus defense (2nd Defense)

16. Requesting for IRB approval for research project

17. Application for graduation

18. Completion of dissertation

19. Sitting for the dissertation defense (Final Defense)

20. One copy of corrected copy of dissertation to Graduate School

21. One unbound error-free copy of dissertation to Graduate School

22. Six copies of final version of dissertation on white, 25% cotton, acid-free, watermarked paper

to Graduate School

23. Graduation

Checklist of Forms to be completed:

_____ Application for admission to EDD Program

_____ Submission of the Program of Study

_____ Application for IRB approval for Specialist research project if needed

_____ Application for school district approval for research if necessary

_____ Application for EDS degree

_____ Completion of Advisement Form for endorsement for Level 6 certification

_____ Submission for approval of dissertation advisor and Graduate Study Committee

_____ Report of result of the proposal defense to Graduate School

_____ Application for admission to candidacy

_____ Report of result of the prospectus defense to Graduate School

_____ Application for IRB approval for dissertation research

_____ Application for school district approval for research if needed

_____ Application for graduation

_____ Report of result of the final defense of dissertation to Graduate School

_____ Program Checkout Interview

_____ Filing for microfilm and copyright of dissertation

_____ Completion of Advisement Form for endorsement for Level 7 certification

Cohort (Fall 2006) Communication

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Memories of My Doctor of Education Program at Kennesaw:

(Photos, jokes, special occasions, recollections, etc…)

Memories of My Doctor of Education Program at Kennesaw:

(Photos, jokes, special occasions, recollections, etc…)

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Page

Copies to:

Registrar,

Bagwell COE Certification Office

Student

Copies to:

Registrar,

Bagwell COE Certification Office

Student

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