KennesawStateUniversity
BagwellCollege 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
KennesawStateUniversity
* 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 …………………………………………………………………..
Campus Policies and Procedures …………………………………………
Advisement Sheet (EDS)………………………………………………….
Advisement Sheet (EDD)………………………………………………… / 4
4
4
5
6
- The Professional Teacher Education Unit……………………………...
7
- The Doctor of Education Program in Leadership & Learning.………
Admission and Residency Requirements …………………………………
Organization of the Doctoral Program……………………………………
Program of Study…………………………………………………………
Common Core………………………………………………………. …..
Adolescent Education……………………………………………………
Diversity………………………………………………………………….
Early Childhood and Elementary Education……………………………..
Educational Leadership…………………………………………………..
Instructional Technology………………………………………………...
Completion Requirements of the Doctoral Program……………………...
General Statement……………………………………………………….
Faculty Advisor………………………………………………………….
Graduate Study Committee………………………………………………
Continuous Registration Requirements………………………………….
Admission to Candidacy…………………………………………………
Application for Graduation………………………………………………
Dissertation………………………………………………………………
Contents of Proposal, Prospectus, and Dissertation……………………..
Recommendation for Degree…………………………………………….
Award of Degree…………………………………………………………
Steps Toward Completion of EDD Program…………………………….
Checklist of Forms to be completed…………………………………….. / 7
8
10
12
12
13
13
15
17
18
19
21
21
21
21
21
21
21
22
22
23
23
23
24
- Cohort Communication…………………………………………………
- Memories ………………………………………………………………...
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, KennesawStateUniversity, 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.
KennesawStateUniversity 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:
- Student Rights and Responsibilities
- Academic Honesty
- Disruption of Campus Life
- Financial Responsibility
- Use and Possession of Drugs, Including Alcohol
- Off-Campus activities
- Organizations
- Contempt and False Statements Under Oath
- Revisions of the KSU Code of Conduct excluding those pertaining to Academic Honesty
- Disciplinary Measures
Advisement Sheet
Education Specialist in ______
KennesawStateUniversity
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 SpecialistDegree in ______.
______
Advisor Signature Date
Advisement Sheet
Doctor of Education in ______
KennesawStateUniversity
Student:______
KSU Student #______
Advisor: ______
Courses Grade Semester
Completed
Semester 1EDL 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 KennesawStateUniversity 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 KennesawStateUniversity
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 KennesawStateUniversity 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 KennesawStateUniversity.
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 KennesawStateUniversity 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.