Educational Leadership Ph - famu.edu 1/PhD... · Assignment Grading Matrix 1. Oral Presentation...

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Educational Leadership Ph. D. Program

Florida A&M University

Conceptual Framework Standards

Component Evidence Delivery Assessment

Conceptual Framework Standard Description of Assignment/Activity Check one or Both Type of Instrument Used

Clinical Course

Diversity

CF:

1.1 (K)

Demonstrate

understanding of diverse

backgrounds of

individuals.

1. Article Critique: Select an article that relates to Rural,

Suburban, or Urban schools. Make sure that the article’s

length is 10+ pages. Ensure that the article is from a

refereed source. The article’s focus can be in one or several

of the following areas: Consolidation, Curriculum, Student

Academic Achievement, Financial Support, Leadership,

Principalship, Facilities, Teacher Recruitment and

Retention, Diversity/Multiculturalism, Special Education,

Transportation, School Climate, Extracurricular Activities,

Technology, Discipline, School Funding, Certification,

Violence, School Size, Parent/Community Involvement,

and Superintendency.

2. Discussion Leadership: Candidates will be delineated

into three groups for this course. Groups will be assigned

the title of Rural, Urban, and Suburban. Candidates will

structure a two-hour presentation (with support documents)

on issues, problems, and trends related to rural, urban, and

suburban schools. Discussion areas include: Consolidation,

Curriculum, Student Academic Achievement, Financial

Support, Leadership, Principalship, Teacher Recruitment

and Retention, Facilities, School Climate,

Diversity/Multiculturalism, Extracurricular Activities,

Special Education, Transportation, School Funding,

Certification, Discipline, Technology, Violence, School

Size, Parent/Community Involvement, and

Superintendency.

3. Narrative School Visit: Candidates are to interview a

rural school principal. Create a protocol to guide the

interview. Candidates should consult with the course

professor for final approval of the protocol. Protocol items

should relate to school financing and budget, school

climate, business and community partnerships, teacher

selection, retention, and attrition, curriculum offerings,

parent involvement, leadership, and student achievement.

X

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1. Article Critique Assessment

Rubric

2. Candidate Assessment Grading

Form


Form


Form

2

4. Research Paper: This is a 10+ page document

(excluding title, abstract, and references) that is a

comparative analysis of issues, problems, and trends related

to rural, suburban, and urban education. The candidate will

synthesize the literature and research related to rural, urban,

and suburban schools. The synthesis will represent an

understanding of the educational issues for these categories

of schools.

1. Mid-term and Final Examination-examines differences

ethnicity, testing, treatment, cognitive abilities, and

completion.

2. Point of Law Paper-Complete a project centered on an

educational policy. Students examine an existing policy, its

implementation and its legal dimensions, and make policy

recommendations. The analysis will be submitted in a paper

and a presentation in class detailing the same.

3. Legal Case Studies-legal problems and case studies

contained in text are assigned throughout the semester.

4. Briefs-Each student are assigned specific briefs for five

cases from the chapters of the course textbooks. The cases

will be selected by the professor to complement each

chapter. The briefs should be no more than five double-

spaced pages in length and should include the following 10

items.



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1. Mid-term and Final

Examination

2. Rubric for Point of Law Paper

3. Rubric for Case Studies

4. Rubrics for Briefs

5. Rubric for Legal Case Studies

1. Cohort Skit: This group assignment taps the resources of

the entire cohort in the production of a video presentation

that introduces each member of the cohort. In part this

familiarizes the new group with campus resources

available. Humor is highly rewarded.

2. Teamwork Curriculum Project: In teams, design a

curriculum for a particular target group outlining goals,

objectives and sample lessons. Specifics emanate from the

findings in the inquiry process pending the level and

demographics. Students are to get input from practicing

educators.

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1. Rubric and Professor

observation

2. Project matrix

1. Paper Powerpoint Summary Slides: The student is

expected to deliver documented evidence that demonstrates

their ease with an audience and scholarly methodology

Slides must summarize the research preparation.

2. Policy Maker or Curriculum Innovator Interview:

The student must seek an audience with a practicing

curriculum innovator or policymaker in person or by phone

if out of state. Pending the student’s interests, questions will

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1. Powerpoint Evaluation Rubric

2. Assignment Grading Matrix

3

be prepared and a summary provided by the student.

1. Chapter Reading Assignment:

Select Reflective Activities

Instructions: Select any two chapters from Chapters 1-6

and another TWO chapters from 7-12 “Reflective

Activities”(at the end of each chapter). Respond to the

selected activities - by typing your assignment as follow: a.

As a heading for every page include your FULL name,

course number, name of assignment, and term (e.g. Joe

Smith_EDA6064_ Chapter 2 Reflective

Activities_Spring2010).

b. Use chapter and question numbers for each activity(e.g.

Chapter 2: Question:1, etc.)

c. Type each question completely - skip a line – and

respond- using full sentence structure and grammar/spell

check.

Upload your work in the Blackboard digital mail-box no

later than the due date. Remember, only one file, can be

uploaded for each due date. Before uploading, label the

file at every step with your LAST name and FIRST

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1. Written Guidelines

CF:

1.2 (S, D)

Demonstrate diverse

student learning through

differentiated instruction.

1. Journal Entries: Students are expected to examine

candidly experiences that affect the construction of identity,

world view orientation, and personal attitudes about race,

class, gender, and inequality. The student is asked to

consider views presented and be prepared to articulate

his/her own.

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1. Rubric in TaskStream

1. In Class & online activities and weekly assignments:

As a cohort is built, students are encouraged to dialogue

with each other and to make extensive use of Blackboard

for discussions, additional activities and information.

The student must locate five websites that offer personality

indicators and complete an assessment of computer time

management, and writing skills .The student must develop

and submit a written plan for eliminating weaknesses.

2. Personal Reflective Journal and Time Logs for Paper:

The student is required to maintain a log of how many

hours are devoted to doctoral work and identify a support

system to keep focused. The nature of the journal is to

encourage reflection. It is not graded except in the sense of

whether or not required entries are made.

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1. Check off for

completion/submission of weekly

assignments and in-class activities

2. Check off for

completion/submission of

personal journal reflections

4

CF:

1.3 (S, D)

Create and foster learning

opportunities adapted to

diverse learners.

1. Topic Powerpoint Presentation: Each student is

expected to develop a Power Point presentation of 10-12

slides maximum which explains the topic that the student is

interested in pursuing for the connective theme paper. The

slides should evince a connection between race, class or

gender and a focal point in the student’s intended area of

dissertation research.

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Rubric in TaskStream

1. Mid-Term Instructional Module: The instructional

module aims to fill a gap in the curriculum of choice

(elementary, middle, high school or university) regarding

the experience of an ethnic minority and schooling in the

United States of America. The module may be of any genre,

(i.e. literature, history, mathematics)

but must evidence inclusion of race, class or gender issues

and solid teaching practice. Part of the module is

presentation to our class.

2. Connective Thematic Final Paper: Since the content in

this course is intended to provide students with knowledge

related to educational history that drives perpetuation of

inequities and ultimately impacts policies enacted and

curricular thrusts implemented to improve learning

outcomes, the culminating project integrates or connects

this focus with the student’s topical interest. It is expected

that the resulting paper with argue cogently and

persuasively a result of this impact. Consultation with

human resources is expected.

X

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1. Instructional module scoring

rubric on Taskstream

2. Taskstream Rubric

Assignment Grading Matrix

1. Oral Presentation PPT: Typically taught the first

semester of the doctoral program, this assignment examines

the student’s proficiency with technology and oral

presentation skills. The student is expected to deliver

documented evidence that demonstrates their ease with an

audience and scholarly methodology. 2. Annotative Bibliography and Connective Essay: Using

APA style format, the stud4nt must cite references

reviewed that address a research area of interest., The

references must be related to a topic that was identified in

the Power Point assignment.

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1. Power Point evaluation

Matrix


1. Individual Paper/Curriculum Innovation: The student

must research and review critically a curriculum innovation

s/he believes has potential for use in the public schools. If it

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5

is a discarded innovation the student must argue why it

should be reinstated using data. Papers must adhere to APA

guidelines.

2. Individual Paper-Ethnicity and Schooling: The student

must research and review critically the experience of an

ethnic’s group integration into the K-20 public school

system. Papers must adhere to APA guidelines.

CF:

1.4 (S)

Practice responsive

strategies that foster

acculturation, mediation,

and resolution.






his/her own.

2. First Paper: The student provides thoughtful,

documented responses to essay questions assigned. The

intent is to introduce the student to the language of a

scholar.

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2. Assignment grading matrix

CF:

1.5 (K, S)

Establish a climate that

values diversity and

supports learning for all

students.

1. Teamwork Curriculum Group Powerpoint: Working

in tandem, the group must prepare a Power Point that

summarizes their discussions and findings about curriculum

that will assist in their curriculum project.






educators.




Slides must summarize the research preparation

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1 Power Point evaluation

Matrix on Taskstream.

2. Project matrix


.

6



Clinical Course

Technology

CF:2.1 (S) Use a variety of

technology tools and

software to support

student learning.

1. Mini empirical data analysis

The mini-empirical research project will include the

calculation of relevant statistics Using SPSS and an

interpretation of the results. The purpose of this project is to

allow you to apply the statistical methods we have

examined to data of interest to you. The project

requirements are to

a. Select a research question of interest to you from a data

base file; b. Propose a method to answer the research

question or hypothesis, including dependent and

independent variables, Operational definition of variables,

sampling, instrumentation, procedures, and statistical

analysis; c. Calculate and interpret the relevant descriptive

and inferential statistics (Check assumptions of the

statistical test you select); d. Provide a brief written report

of the project; and e. Attached a copy of the SPSS output,

Hand calculation the relevant descriptive and inferential

statistics, and the data file.

2. The homework assignments (either paper-and-pencil or

SPSS assignments) will be collected and graded during the

semester.

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1. Rubric for Mini empirical data

analysis






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CF:

2.2 (S)

Use technology to

manage, evaluate, and

improve instruction.

7

CF:

2.3 (K)

Demonstrate knowledge

of fundamental concepts

in technology.

1. Oral Presentation [Leadership, Communications,

Technology] Candidates will critique an article in each of

the identified areas. Candidates will use computer

technology to make an oral presentation related to each of

the specific areas.

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1. No Rubric

1. Final Project (Action Research).

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educators.










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1 Project matrix



1. Organizational/Field Study. Candidates will participate

IN a field clinical study with a qualified organization for a

total of at least 10 hours and provide a written and oral

report in class

Part I. (75pts): Submit in narrative, using APA writing

style and the Field Clinical Form provided, the following

information (in this specific order):

2. The Oral Report (25pts): Each candidate must present

an oral report on the study. The oral report should not to

exceed 10 minutes. Each candidate will present his/her

experience to the class. The presentation will be evaluated

by the professor using the scoring rubric.

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1.Written Guidelines

2. Special Report Evaluation form

CF:

2.4 (K)

Demonstrate an

understanding of concepts

related to software,

hardware, and

applications




scholar.




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observation

8








educators.





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1. Project matrix





report in class









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1. Critique Research Article: Students are to critique two

(2) articles. The articles should relate specifically to

Chapter 4 and Chapter 8. The purpose of the critiques is to

review new and sometimes, past conceptual ideas,

and/or to review new evidence for conceptual ideas. A

research article critique results from

critically examining an article. In most cases, you may have

to read the articles provided to you several times to

understand it in order to properly critique it.

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1. Rubric of a critical analysis of

an article

CF:

2.5 ( S)

Use technology to prepare

and teach lessons and

promote creativity among

students.








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9




scholar.





United States of America. The module may be of any genre















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Matrix







guidelines.



ethnic group’s integration into the K-20 public school


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10




report in class









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CF:2.6 (S, D) Demonstrate the ability to

access a variety of tools to

enrich media

communication.

1. Journal Search & Query: To enable students to become

familiar with professional curriculum and policy related

journals in the field, they must do a search and identify

several that they might have an interest in. These are to be

listed and reviewed. Then the journal is queried for

guidelines for submission of a possible publication.

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1. Checklist




report in class









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an article

11

12



Clinical Course

Values

CF:3.1 (S) Work with colleagues in a

professional manner.










2. Readings and Discussion Board: Significant

engagement is expected and is part of the course grade. If

students are to learn to apply, analyze, synthesize, and

exercise critical thinking and reflection, they need to be

active. Teachable moments often give rise to extra credit

assignments. In addition, should students choose to read

additional references from the syllabus and report on them,

extra credit is available. These are sent to Blackboard.

Readings are seminal and are the nucleus of class work and

the extension – the online discussion board. It is expected

that assigned readings will be read in advance of class

processing.















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2. In-class discussion, pop quizzes

and discussion board review

(Blackboard)

Extra credit assignments are

retained on Blackboard

3. Check off for



4. Check off for








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observation



13






educators.

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1. Project matrix

1. Professional Development Activity: Participate in a

professional workshop, conference or seminar

Understanding organizational behavior is a challenge to

achieve greater levels of individual behavior, leadership

behavior, interpersonal behavior, group behavior, decision

making, and organizational structure. You should engage

in professional development activity that enhances your

competence in one, two, or all of the above areas. What

you select to engage in is a personal decision. Provide

proof of attendance, summary of experience and reflection.

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1. Proof of attendance, Summary

Report on experience and

reflection

1. Group Activity Project: The group will host Guest

Forum/Close-Up and will:

a. Indentify a Transformer Educator as the

guest/speaker at the forum.

b. Send an invite to the proposed guest.

c. Request and obtain guest’s Curriculum Vitae

d. Identify the date, time and location of the forum.

e. Prepare two questions (per student) to ask the

quest based on the Research Question Formula.

f. Send invites to the Dean, Department Chair and

COE faculty as observers only.

g. Other student participants will be identified by the

hosting Professor.

h. Provide refreshments for the forum reception.

i. Provide name tags and sign in sheets.

j. Wear Business Attire - This will be strictly

enforced based on the criteria included in this syllabus.

Individuals will be turned away.

k. Arrive not less than 30 minutes before the event

starts.

l. Make sure that reception and discussion areas are

in order.

m. Make sure all areas are clean and secured before

leaving.

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1. Forum Participant’s Evaluation,

Activity Plan & Status Report

Update (Oral and Written),

Written Reflections

14

CF:3.2 (S) Interact with students,

families and other

stakeholders in a manner

that reflects ethical and

moral standards.







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1. Check off for



CF:3.3 (S,D) Show respect for varied

(groups) talents and

perspectives.





















processing.









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(Blackboard)



3. Check off for



1. Cohort Skit: This group assignment taps the resources

of the entire cohort in the production of a video presentation



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observation

15







educators.




that will assist in their curriculum project

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1. Project matrix



CF: 3.4(D) Be committed to

individual excellence.











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reflection



n. Indentify a Transformer Educator as the


o. Send an invite to the proposed guest.

p. Request and obtain guest’s Curriculum Vitae

q. Identify the date, time and location of the forum.

r. Prepare two questions (per student) to ask the


s. Send invites to the Dean, Department Chair and


t. Other student participants will be identified by the

hosting Professor.

u. Provide refreshments for the forum reception.

v. Provide name tags and sign in sheets.

w. Wear Business Attire - This will be strictly



x. Arrive not less than 30 minutes before the event

starts.

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Written Reflections

16

y. Make sure that reception and discussion areas are

in order.

z. Make sure all areas are clean and secured before

leaving.

CF:3.5(D) Recognize the importance

of peer relationships in

establishing a climate for

learning.

1. Mid-Term Instructional Module:The instructional





(i.e. literature, history, mathematics) but must evidence

inclusion of race, class or gender issues and solid teaching

practice. Part of the module is presentation to our class.












processing.









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(Blackboard)



3. Check off for



1. Cohort Skit: This group assignment taps the resources

of the entire cohort in the production of a video presentation




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observation

.




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Matrix on Taskstream

17


18



Clinical Course

Critical Thinking

CF: 4.1 (K) Demonstrate an

understanding of a variety

of instructional /

professional strategies to

encourage student

development of critical

thinking and performance.

1. Each student is expected to develop a Power Point

presentation of 10-12 slides maximum which explains the

topic that the student is interested in pursuing for the

connective theme paper. The slides should evince a

connection between race, class or gender and a focal point

in the student’s intended area of dissertation research.

2. Mid-Term Instructional Module:. The instructional



















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1, 2. Rubrics in TaskStream










reviewed that address a research area of interest, The



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Matrix


2. Annotative Bibliography and Connective Essay: Using


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Matrix

19

reviewed that address a research area of interest. The









guidelines.

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CF:4.2 (S) Demonstrate the use of a

variety of instructional /

professional strategies to

encourage students’

development of critical

thinking and performance.

CF: 4.3 (D) Create and foster

opportunities for student

learners to demonstrate

critical thinking and self-

directed learning as habits

of mind.






his/her own.




scholar.

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CF: 4.4 (K) Demonstrate the use of

performance assessment

techniques and strategies

1. Organizational Reading Presentation: Each Candidate

must select a topic on Organizational Issues in Education

and present it in class. The oral presentation will be

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1. Rubric: Peer Evaluation Forms

20

that measure higher order

thinking skills of student.

evaluated on your ability to develop the conceptual and

practical knowledge of the topic, group dynamics, and

utilization of instructional tools (visual aides, technology,

and other resources) to motivate and maintain focus.

Creativity should be used. Outside resource people are

encouraged.

The intent of this assignment is to provide students an

opportunity to explore in depth a specific aspect of

organizational behavior. Students will then present key and

salient features of the article for the class to consume.

Students are encouraged to be expert, innovative, and

thorough in the presentations. There should be evidence of

additional research, analysis, synthesis, and evaluation.











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reflection



aa. Indentify a Transformer Educator as the


bb. Send an invite to the proposed guest.

cc. Request and obtain guest’s Curriculum Vitae

dd. Identify the date, time and location of the forum.

ee. Prepare two questions (per student) to ask the


ff. Send invites to the Dean, Department Chair and


gg. Other student participants will be identified by the

hosting Professor.

hh. Provide refreshments for the forum reception.

ii. Provide name tags and sign in sheets.

jj. Wear Business Attire - This will be strictly



kk. Arrive not less than 30 minutes before the event

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Written Reflections

21

starts.

ll. Make sure that reception and discussion areas are

in order.

mm. Make sure all areas are clean and secured before

leaving.




report in class









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CF: 4.5 (S) Demonstrate the use of

higher order thinking

skills.

1. Research Proposal

The research proposal or prospectus should be a succinct,

pointed overview of the problem to be studied and the

proposed means of carrying out the study. The proposal

should contain the essential facts and concepts needed to

enable the reader to comprehend the problem, the planning,

and the execution of the research. The proposed research

should be described with sufficient detail to enable the

reader to visualize completely each major element of the

entire study.

2. Class Discussions

Each student is expected to faithfully attend and

enthusiastically participate in each class meeting. Any

absence means a significant loss of learning. If problems

with attendance arise, please contact the instructor in

advance as the situation permits. Maximum points will be

awarded for excellence.

3. Critical Analysis of an article and a dissertation

Each student is required to select an article from a journal

and a dissertation, and critique the article/dissertation using

a rubric provided by the instructor to evaluate the quality of

the article. The purpose of the evaluation is to comment

upon the adequacy of the article as a research report by

analyzing each component of the study methodology and

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1. Rubric for Research Proposal

2. No instrument used

3. Rubrics of a critical analysis of

an article and a dissertation

4. Rubric for mini empirical

analysis project

22

statistical design. Point out any errors or poor procedures

you detect, as well as strengths or desirable procedures.

4. Mini empirical analysis project


calculation of relevant statistics and an interpretation of the

results. The purpose of this project is to allow you to apply

the statistical methods we have examined to data of interest

to you. The project requirements are to












1. Research Paper: Construct a narrative that synthesizes

the elements of leadership and communications technology

in an organization.

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Form

1. Participant/Non Participant Observation: Identify a

setting in which to observe and describe culture, social

interactions of a particular group [Bible study, football

games, nursing home, Retired Educators meetings, Mall

shoppers, Funeral, Supermarket] Ask the question what is

transpiring here?

2. Interview and Protocol: Construct a protocol and obtain

permission to interview a prominent, important, historical

individual. [focus on issues such as leadership, segregation,

politics, legal arena, community activism.]

3. Focus Group: Identify 5-7 individuals who have a

similar or shared experience. Arrange to conduct a focus

group interview with you as the moderator.

4. Qualitative Dissertation Critique: Select a qualitative

dissertation. Review the document and construct a narrative

based upon the elements of the Qualitative dissertation

critique..

5. Qualitative Software Use and Evaluation: Select one

qualitative research software program. Become familiar

with the software and be able to manipulate qualitative data

within the program. Be able to explain the features and

utility of the software and demonstrate its applications.

X

X

X

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1. Participant/Non Participant

Scoring Rubric

2. Interview Scoring Rubric

3. Focus Group Scoring Rubric

4. Qualitative Dissertation

Critique Elements

5. Qualitative Software

Evaluation Criteria.

1. Article 1 Critique: [Topical Areas: NCLB, School EDA 1., 2., 3. Article Critique Rubric

23

Reform, Educational Finance, Urban School Education,

Immigration, ESOL, Children’s Healthcare, Privatization of

Public Education, Rural School Education, Equity, Access,

Internet and Education, Distance Education.

2. Article 2 [PPT Presentation] [See List of Articles]

Demonstrate an understanding of the (a) policy making

process at the local, state, and federal levels, (b)

requirements of implementing policy, and (c) the

consequences of policy implementation.

3. Article 3 [PPT Presentation] [See List of Articles] Please

make linkage to US federal state, local school district

policy. Demonstrate an understanding of the (a) policy

making process at the local, state, and federal levels, (b)

requirements of implementing policy, and (c) the


4. Policy Analysis Paper: Demonstrate an understanding of

the (a) policy making process at the local, state, and federal

levels, (b) requirements of implementing policy, and (c) the


6289 4. Policy Analysis Grading Rubric

1. Discussant: Select articles for discussion from the

reading list. All other articles must receive approval from

the professor. All candidates should read the articles and be

prepared to engage in dialogue. Discussion leader should

prepare an outline that delineates the discussion of the

article’s content. Please provide an outline to class

members and professor via e-mail by Friday preceding class

meeting (day of presentation).

2. Interview a state Representative or Senator: Interview

will relate to curriculum and public policy issue. Use the

interview protocol provided by the professor to conduct the

structured interview.

3. One Article Review, Critique, Presentation (oral and

written). Written document must conform to APA writing

style. Create presentation in PowerPoint. Presentation is

limited to 15 minutes. Focal areas are curriculum and public

policy. Select articles from Refereed journals that are a

minimum of 10 pages in length. Identify the societal issue

that is the catalyst for policy. Who are the beneficiaries.

Who is adversely impacted by the policy? What is the

practical value of the article? What skills, competency(ies),

ideas, strategies, and techniques can you implement in your

professional repertoire? Be prepared to lead the discussion

on the article during class.

4. Research paper: The purpose of this paper is for the

candidate to explore in depth the history of an existing

X

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1. Discussant Grading Rubric

2. Interview Protocol

3. Article Critique Rubric


Form

24

curriculum initiative and its associated policy, PK-12 or

Higher Education. The paper (a) is a minimum of 12 pages

excluding title page, Abstract and references, (b) written

according to APA style, (c) clearly specifies the social,

political, or economic issue addressed by the policy. In

addition, the paper should identify proponents and

opponents, beneficiaries and non-beneficiaries,

unanticipated consequences, and results of implementation. 1. Final Project (Action Research)

2. Interview.

3. In-class participation

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1. Final Project (Action Research)

2. Interview


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scholar.

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educators.










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1. Project matrix



1. Field Experience.

2. Profile of an Effective Organization.

3. Attend a school board meeting

X

X

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encouraged.

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25


















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reflection



nn. Indentify a Transformer Educator as the


oo. Send an invite to the proposed guest.

pp. Request and obtain guest’s Curriculum Vitae

qq. Identify the date, time and location of the forum.

rr. Prepare two questions (per student) to ask the


ss. Send invites to the Dean, Department Chair and


tt. Other student participants will be identified by the

hosting Professor.

uu. Provide refreshments for the forum reception.

vv. Provide name tags and sign in sheets.

ww. Wear Business Attire - This will be strictly



xx. Arrive not less than 30 minutes before the event

starts.

yy. Make sure that reception and discussion areas are

in order.

zz. Make sure all areas are clean and secured before

leaving.

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Written Reflections



EDA

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26













check.



uploaded for each due date. Before uploading, label the

file at every step with your LAST name and FIRST




report in class









EDA

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EDA

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an article

27



Clinical Course

Professionalism

CF: 5.1 (K) Know the content 1. Discussant: Select articles for discussion from the

reading list. All other articles must receive approval from

the professor. All candidates should read the articles and be

prepared to engage in dialogue. Discussion leader should

prepare an outline that delineates the discussion of the

article’s content. Please provide an outline to class

members and professor via e-mail by Friday preceding class

meeting (day of presentation).

2. Interview a state Representative or Senator: Interview

will relate to curriculum and public policy issue. Use the

interview protocol provided by the professor to conduct the

structured interview.

3. One Article Review, Critique, Presentation (oral and

written). Written document must conform to APA writing

style. Create presentation in PowerPoint. Presentation is

limited to 15 minutes. Focal areas are curriculum and public

policy. Select articles from Refereed journals that are a

minimum of 10 pages in length. Identify the societal issue

that is the catalyst for policy. Who are the beneficiaries.

Who is adversely impacted by the policy? What is the

practical value of the article? What skills, competency(ies),

ideas, strategies, and techniques can you implement in your

professional repertoire? Be prepared to lead the discussion

on the article during class.

4. Research paper: The purpose of this paper is for the

candidate to explore in depth the history of an existing

curriculum initiative and its associated policy, PK-12 or

Higher Education. The paper (a) is a minimum of 12 pages

excluding title page, Abstract and references, (b) written

according to APA style, (c) clearly specifies the social,

political, or economic issue addressed by the policy. In

addition, the paper should identify proponents and

opponents, beneficiaries and non-beneficiaries,

unanticipated consequences, and results of implementation.

EDA

7280

1. Discussant Grading Rubric

2. Interview Protocol

3. Article Critique Rubric


Form

1. Mid-term and Final Examination-examines differences

ethnicity, testing, treatment, cognitive abilities, and

completion.

2. Point of Law Paper-Complete a project centered on an

educational policy. Students examine an existing policy, its

EDA

7233

1. Mid-term and Final

Examination

2. Rubric for Point of Law Paper

3. Rubric for Case Studies

3. Rubric for Briefs

28

implementation and its legal dimensions, and make policy

recommendations. The analysis will be submitted in a paper

and a presentation in class detailing the same.


contained in text are assigned throughout the semester

4. Briefs-Each student are assigned specific briefs for five

cases from the chapters of the course textbooks. The cases

will be selected by the professor to complement each

chapter. The briefs should be no more than five double-

spaced pages in length and should include the following 10

items.



4. Rubric for Legal Case

1. Interview.


X EDH

7307

1. Interview


X EDH

6635





EDA

7280






X

X

EDA

6061

CF: 5.2 (S) Use the appropriate

pedagogy to provide all

students with the

opportunity to learn.

CF:

5.3 (D) Demonstrate commitment

to professional growth &

development.

1. Research Proposal

The research proposal or prospectus should be a succinct,

pointed overview of the problem to be studied and the

proposed means of carrying out the study. The proposal

should contain the essential facts and concepts needed to

enable the reader to comprehend the problem, the planning,

and the execution of the research. The proposed research

should be described with sufficient detail to enable the

reader to visualize completely each major element of the

entire study.

2. Class Discussions

Each student is expected to faithfully attend and

EDA

7405

EDA

7406

1. Rubric for Research Proposal

2. No instrument used

3. Rubric for homework

assignments

4. Rubrics of a critical analysis of

an article and a dissertation

29

enthusiastically participate in each class meeting. Any

absence means a significant loss of learning. If problems

with attendance arise, please contact the instructor in

advance as the situation permits. Maximum points will be

awarded for excellence.

3. The homework assignments (either paper-and-pencil or

computer assignments) will be collected and graded during

the semester.

4. Critical Analysis of an article and a dissertation

Each student is required to select an article from a journal

and a dissertation, and critique the article/dissertation using

a rubric provided by the instructor to evaluate the quality of

the article. The purpose of the evaluation is to comment

upon the adequacy of the article as a research report by

analyzing each component of the study methodology and

statistical design. Point out any errors or poor procedures

you detect, as well as strengths or desirable procedures.


calculation of relevant statistics and an interpretation of the

results. The purpose of this project is to allow you to apply

the statistical methods we have examined to data of interest

to student. The project requirements are to












Professional Development Activity: Attend a Leadership

professional development activity. Summarize the content

and specify the value to you as it relates to leadership

development. Describe plans to integrate the content into

your professional repertoire of skills.

X EDA

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Candidate Assessment Grading

Form

1. Interview X EDH

7307

1. Interview X EDH

6635




X

X

EDA

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30











EDA

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reflection



aaa. Identify a Transformer Educator as the


bbb. Send an invite to the proposed guest.

ccc. Request and obtain guest’s Curriculum Vitae

ddd. Identify the date, time and location of the forum.

eee. Prepare two questions (per student) to ask the


fff. Send invites to the Dean, Department Chair and


ggg. Other student participants will be identified by the

hosting Professor.

hhh. Provide refreshments for the forum reception.

iii. Provide name tags and sign in sheets.

jjj. Wear Business Attire - This will be strictly



kkk. Arrive not less than 30 minutes before the event

starts.

lll. Make sure that reception and discussion areas are

in order.

mmm. Make sure all areas are clean and secured before

leaving.

EDA

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Written Reflections

CF:

5.4 (K,S) Use major concepts,

principles, theories &

research related to the

development of children

and adults.

1. Final Project (Action Research). X EDH

7307

1. Final Project (Action Research). X EDH

6635

1. Each student is expected to develop a Power Point

presentation of 10-12 slides maximum which explains the

topic that the student is interested in pursuing for the

EDA

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1, 2. Rubrics in TaskStream



31

connective theme paper. The slides should evince a

connection between race, class or gender and a focal point

in the student’s intended area of dissertation research.































Matrix


1. Journal Search & Query: To enable students to become

familiar with professional curriculum and policy related

journals in the field, they must do a search and identify

several that they might have an interest in. These are to be

listed and reviewed. Then the journal is queried for

guidelines for submission of a possible publication.







EDA

7280

1. Checklist



32




guidelines.





CF:

5.5 (S) Construct learning

opportunities that support

student development &

acquisition of knowledge

& motivation.


















EDA

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EDA

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Matrix


3. Project matrix






educators.


EDA

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1. Project matrix


33





guidelines.

CF:

5.6 (S) Display effective verbal

& non-verbal

communication

techniques to foster

valuable interaction in the

classroom.


















EDA

6191














EDA

6278


Matrix







guidelines.



ethnic groups integration into the K-20 public school

EDA

7280


34










encouraged.








EDA

6064












EDA

6064



reflection



nnn. Indentify a Transformer Educator as the


ooo. Send an invite to the proposed guest.

ppp. Request and obtain guest’s Curriculum Vitae

qqq. Identify the date, time and location of the forum.

rrr. Prepare two questions (per student) to ask the


sss. Send invites to the Dean, Department Chair and


ttt. Other student participants will be identified by the

hosting Professor.

uuu. Provide refreshments for the forum reception.

EDA

6064




Written Reflections

35

vvv. Provide name tags and sign in sheets.

www. Wear Business Attire - This will be strictly



xxx. Arrive not less than 30 minutes before the event

starts.

yyy. Make sure that reception and discussion areas are

in order.

zzz. Make sure all areas are clean and secured before

leaving.

CF:

5.7 (S,D) Display appropriate code

of conduct including

dress, language, and

respective behavior.


















EDA

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reviewed that address a research area of interest. The



EDA

6278


Matrix





that will assist in their curriculum project.

EDA

7280




36






guidelines.













encouraged.








EDA

6064












EDA

6064



reflection



aaaa. Indentify a Transformer Educator as the


bbbb. Send an invite to the proposed guest.

cccc. Request and obtain guest’s Curriculum Vitae

EDA

6064




Written Reflections

37

dddd. Identify the date, time and location of the forum.

eeee. Prepare two questions (per student) to ask the


ffff. Send invites to the Dean, Department Chair and


gggg. Other student participants will be identified by the

hosting Professor.

hhhh. Provide refreshments for the forum reception.

iiii. Provide name tags and sign in sheets.

jjjj. Wear Business Attire - This will be strictly



kkkk. Arrive not less than 30 minutes before the event

starts.

llll. Make sure that reception and discussion areas are

in order.

mmmm. Make sure all areas are clean and secured before

leaving.

C.F:

5.8 (K,S)

Know and use student

personnel services

38



Clinical Course

Urban/Rural Education

CF:

6.1 (S) Be able to work in school

settings with varied levels

of human and material

resources.


























Superintendency.














X

EDF

6074


Rubric


Form


Form


Form

39



of schools.

CF:

6.2 (S,D)

Be able to work in school

settings that focus on

rural/urban context with

opportunities and

challenges that these

environments provide.


























Superintendency.










X

EDF

6074


Rubric


Form


Form


Form

40







of schools.











EDA

6191








EDA

6278







guidelines.





EDA

7280


CF:

6.3 (K) Understand the conditions

of both rural and urban

students and families.











EDF

6074


Rubric


Form


Form


Form

41
















Superintendency.
















of schools.

X











EDA

6191






EDA

6278


42












guidelines.



ethnic groups integration into the K-20 public school


EDA

7280


Matrix on Taskstream
















check.



uploaded for each due date. Before uploading, label the file

at every step with your LAST name and FIRST

EDA

6064


CF:

6.4 (S) Communicate effectively

with students’ parents and

the community.








EDF

6074


Rubric


Form


Form


43



















Superintendency.
















of schools.

X

Form

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