Department of Teacher Education

The Orlean Bullard Beeson

School of Education and Professional Studies

Samford University

Birmingham, Alabama

 

 

Dear Graduate Students:

The faculty and staff of the Orlean Bullard Beeson School of Education and Professional Studies look forward to having you as a student in the Graduate Programs. As you begin working toward your graduate degrees, we will guide and help you in your course work and clinical experiences in order to prepare you to be a successful leader in education.     

This Graduate Handbook is intended to provide you with clear and specific guidelines for the Graduate Programs.  Your first step is admission to the Orlean Bullard Beeson School of Education and Professional Studies. This requires that you meet certain standards established by the Alabama State Department of Education and the Graduate faculty of Samford University.  These steps are outlined in the pages that follow. 

The graduate programs listed in this document meet the standards required by the Alabama State Department of Education.  You will find that the courses include a significant amount of field-based experience as well as rigorous research-based study.  

Upon completion of your Graduate Program, you will need to apply for your Alabama teaching or administrative certificate though the Certification Office.  The paperwork for this requirement will be completed during your final courses.

We look forward to working with you throughout your educational program.  Please know that we are available to meet any needs or address any concerns that you may have as you embark on this challenging adventure.

 

Sincerely,  

Ruth C. Ash, Dean
OBB School of Education and Professional Studies
Samford University

 

 

 

 

To our graduate students:

 

Schools in the 21^st century require more knowledgeable, skilled, and professional teachers and administrators than ever before.  Increasing societal complexity, pressure for reform, and high stakes accountability have changed nearly everything.  A paradigm shift is occurring in American education.  The paradigm that has governed our educational institutions is that schools exist to provide instruction.  The emerging paradigm, however, charges the school with responsibility for producing learning.  This is a significant change.  The mission of our schools is more than instruction, it is to produce learning for every student by whatever methodology works best.

 

The graduate program in the Orlean Bullard Beeson School of Education and Professional Studies is designed to provide professional educators with research based tools and techniques for increasing student achievement at every level in the educational enterprise.  The faculty and staff are dedicated to the goal of preparing educational professionals capable of making informed decisions through careful reflection on current practices, theory, professional standards, dispositions, pedagogy, needs of students of diverse abilities and backgrounds, in order to improve instructional effectiveness.

 

This goal is manifested through our view of the teacher as a reflective decision maker and the educational leader as a chief learning officer.  The learning opportunities provided through the graduate program are designed in pursuit of these goals, and with the intent to provide rigorous study that deepens knowledge and enhances the skills of professional educators.

 

 

Sincerely,

 

Dr. Maurice Persall, Director of Graduate Programs

Orlean Bullard Beeson School of Education and Professional Studies

Samford University
INDEX

 

Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

 

 

Guiding Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

 

 

Dispositions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

 

 

Instructional Methodologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

 

 

Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

 

 

Clinical Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 

 

 

Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

 

 

Student Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..20

 

 

Requirements for Admission to Graduate Programs . . . . . . . . . . . . . . . . . .  22

 

 

Class A Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

            FYNT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

            Early Childhood, Elementary, Music . . . . . . . . . . . . . . . . . . . . . . . . .  30

            Educational Administration   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

 

 

Class AA Certification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

            Early Childhood, Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .   45

 

Class A Certification and Class AA Degree . . . . . . . . . . . . . . . . . . . . . . . . . 52

 

 

Doctoral Program in Educational Leadership . . . . . . . . . . . . . . . . . . . . . . .  60

Conceptual Framework

 

 

What is The Conceptual Framework:

 

The conceptual framework of the Orlean Bullard Beeson School of Education and Professional Studies is founded on Samford University's mission to "nurture persons - for God, for learning, forever."  To ensure that the conceptual framework is a living document, it is revisited regularly and maintained in curricula and program changes.  Flux and constancy in the conceptual framework enables the school to meet student and professional needs while maintaining focus and upholding standards.

 

The Orlean Bullard Beeson School of Education and Professional Studies offers two major programs, namely teacher education and educational leadership.  The teacher education program offers the following degrees in education:  BS (early childhood education, elementary, secondary, and P-12), MS (early childhood education, elementary, and music), Fifth-Year-Non-Traditional MS (early childhood education, elementary, and music), and an Ed.S (early childhood education & elementary).  The educational leadership program offers educational administration certification as well as MS, Ed.S, and Ed.D degrees.  Both programs prepare candidates for the twofold task of increasing P-12 students' learning and instilling in the students the desire for lifelong learning.  However, each program is steered toward this goal by professionally-specific conceptual frameworks.

 

The conceptual framework for the teacher education program centers around the "Teacher as a Reflective Decision Maker" whereas the education leadership program's conceptual theme is the "Educational Leader as the Chief Learning Officer".  Both frameworks incorporate similar concepts, thus providing coherence to the unit.  However, each framework views these concepts from its different professional perspective.

 

Conceptual Framework

Graduate School Guiding Principles

 

The faculty of the graduate program in the Orlean Bullard Beeson School of Education and Professional Studies are committed to the following curricular principles:

 

1.    The program should help students develop the capacity to learn as opposed to accumulating information.

 

2.    The program should feature inter-related content and use multi-source materials.

 

3.    Program content should be constructed around "authentic problems of practice."

 

4.    The emphasis should be on depth of content and experience.

 

5.    The program should feature a core curriculum.

 

                                                            Adapted from The Landscape of Leadership

       Preparation  Joseph Murphy

Dispositions

 

 

Students applying for admission to the graduate program are required to submit an assessment of their adherence to a code of personal conduct as part of the application process.  The assessment is completed by the applicant's supervisor or a professor who has knowledge of the candidate.  The assessment form must be submitted along with three letters of recommendation attesting to the student's commitment to ethical and professional practice.

 

On the following two pages you will find:

• an outline of dispositions for educational leaders 
• the disposition assessment form

Samford University

Orlean Bullard Beeson School of Education and Professional Studies

Office of Graduate Programs

 

 

 

Dispositions

 

The faculty of the graduate program in the School of Education at Samford University believe that effective educational leaders must demonstrate the following dispositions:

 

An effective educational leader

 

1.      Interacts appropriately and positively with others

 

2.      Treats others with courtesy, respect, and open-mindedness

 

3.      Works with diverse groups and handles issues of diversity with respect and affirmation

 

4.      Shows concern for the self-concept and self-esteem of others

 

5.      Demonstrates leadership in challenging all students to high levels of achievement

 

6.      Participates and contributes actively to team efforts

 

7.      Facilitates the work of others

 

8.      Is reliable, responsible, and consistent

 

9.      Demonstrates leadership and reflective decision-making consistent with the role of teacher leader/chief learning officer

 

10.      Exhibits a strict code of honesty related to all assignments in the workplace as well as in graduate work

 

11.      Acknowledges the written work of others scrupulously in research and other projects

 

 

All applicants for graduate studies in the School of Education at Samford will submit a reference form from their employer rating their performance related to these dispositions.  Students will evaluate themselves against these criteria as they move through their graduate program.  Anyone who fails to demonstrate these dispositions while a graduate student at Samford will be asked to meet with a team of graduate professors and will be asked to provide a self-improvement plan.  Continued failure to uphold these standards of conduct will result in dismissal from the program.

 

 

Samford University

Orlean Bullard Beeson School of Education and Professional Studies

Office of Graduate Programs

 

 

Name of Applicant:  ______________________________________________________

Graduate Program:  Master's __________  Ed.S. ___________  Doctoral ___________

Anticipated date of entrance into graduate program:  ____________________________

 

Please rate the applicant based on your observation of his or her performance.

 

	High	Above Average	Average	Below Average	Not Observed
Interacts appropriately and positively with others
Treats others with courtesy, respect, and open-mindedness
Exhibits sound judgment and moral reasoning
Works with diverse groups and handles issues of diversity with respect and affirmation
Shows concern for the self-concept and self-esteem of others
Demonstrates leadership in challenging all students to high levels of achievement
Participates and contributes actively to team efforts
Facilitates the work of others
Is reliable, responsible, and consistent
Demonstrates leadership and reflective decision making consistent with the role of a teacher leader/chief learning officer
Exhibits a strict code of honesty related to all assignments
Acknowledges the work of others scrupulously

 

 

 Reference's name:  __________________________________________

 

 Position:  __________________________________________________

 

 Signature:  _________________________________________________

 

 Date:  _____________________________________________________

 

Instructional Methodologies

 

 

The faculty of the Orlean Bullard Beeson School of Education and Professional Studies employ multiple teaching strategies consistent with the principles of adult learning theory.  Instructional methods are defined in terms of learning outcomes, not as the degree of conformity to an ideal classroom archetype.  Paramount within the faculty's shared vision is the use of authentic problems of practice as the central tenet that frame our instructional strategies.  Problem-based learning and case study methodology are often utilized to align practice with the following principles:

 

1. Learning should be student centered

 

2. Active learning should be stressed

 

3. Personalized learning should be emphasized

 

4. A balance of instructional approaches should be used

 

5. Co-operative approaches to learning should be emphasized.

 

                                                Adapted from The Landscape of Leadership

    Preparation  Joseph Murphy

Technology Emphasis

 

 

Educational technology, to be successful, must be integrated into the main function of schools and not just as something separate and apart.  Technology for technology's sake is an expensive and usually futile endeavor in education. However, when integrated into an educator's version of what children and young adults need to learn about the world and themselves, then technology can be an effective tool in achieving that vision. 

 

Anthony G. Picciano, Educational Leadership

and Planning for Technology

 

                                                                                           

 

The overarching view of technology in the graduate program is to prepare leaders with the skills required to develop a shared vision for the comprehensive integration of technology, communicate that vision, and facilitate a process for fostering and nurturing a culture to achieve the vision.

 

Alabama State Department of Education standards are integrated throughout the program.  Students at the Masters degree level in both elementary-early childhood and educational administration are required to complete EDUC 597: The Curriculum Integration of Technology.  This course is designed to familiarize classroom teachers and school administrators with computer-based instructional technologies as they are applied in the educational environment.  Two additional courses are offered as electives.

 

Clinical Outline

 

The preparation of teacher leaders and educational administrators cannot take place solely on the university campus in an environment separated from the daily concerns of school practitioners.  Effective preparation programs reflect the realities of the workplace and provide the kind of experiences and knowledge useful to practitioners.  The goal is to promote a deeper understanding of the educational enterprise so that concepts, principles, and skills learned in the classroom can be used to focus on new problems and situations.  It is through clinical experiences that students can reflect on the sufficiency of present competencies and the ways in which new skills or knowledge can be applied to teaching and/or school administration and leadership.

 

 

Clinical Program Objectives

 

The following objectives define the framework for clinical experiences in the graduate programs in the Orlean Bullard Beeson School of Education and Professional Studies:

 

1. Provide opportunities for students to experience authentic problems of practice in diverse settings

 

2. Provide opportunities for students to understand and appreciate the value of diversity in leading an educational institution

 

3. Provide connecting linkage between on campus and diverse field-based experiences

 

4. Provide clinical opportunities that are designed to engage students in problem centered rather than role centered experiences

 

5. Provide clinical experiences that emphasize high level participation in leadership functions rather than low level orientation and passive observation of management functions

 

6. Provide a variety of experiences geared to individual student needs and interests

 

 

 

 

Clinical Requirements

 

Clinical experiences are required in all graduate programs as follows:

 

Program	Required Clinical Courses
Masters Degree in Educational Administration (M.A.)	EDUC 527:  Field Experience in Educational Administration EDUC 528:  Internship in Educational Administration
18 hour certification in Educational Administration	EDUC 527:  Field Experience in Educational Administration EDUC 528:  Internship in Educational Administration
Educational Specialist Degree in Educational Administration (Ed.S.)	EDLD 629:  Practicum in School Improvement EDUC 630:  Quality Improvement Practicum in Education
Doctorate Degree in Education (Ed.D.)	Portfolio of Leadership Proficiencies
Masters Degree in Elementary/Early Childhood Education (M.A.)	EDUC 518:  Action Research:  Theory and Techniques EDUC 519:  Field Based Action Research
Educational Specialist in Elementary and Early Childhood Education	EDUC 629:  Practicum in School Improvement EDUC 630:  Quality Improvement Practicum in Education
Fifth Year Non-Traditional Masters Degree, FYNT (M.A.)	EDUC 592:  Student Teaching: Elementary

 

 

Clinical Program Requirements

 

Each clinical/internship and/or practicum has a specific set of requirements and product specifications that students must complete.  The basic requirements are outlined as follows:

 

Educational Administration Program

 

Masters Degree in Educational Administration

 

300 contact hours are required under the direction of practicing administrators and university faculty.  Internship activities are designed to develop leadership and management skills through observation, research, and hands-on performance of administrative responsibility.  The program is designed to enhance the potential administrator's knowledge and skill in:

 

• Promoting the understanding and appreciation of cultural diversity
• Encouraging innovation and planning and implementing strategic change
• Acquiring and interpreting key information and resolving complex problems
• Balancing complex demands and resisting premature judgments
• Communicating expectations, and developing and empowering others
• Understanding personal strengths and weaknesses

 

Students are expected to address the skills and competencies incorporated in Alabama's Professional Education Personnel Evaluation Program (PEPE) and to produce a reflective journal to be submitted at the end of the course.

 

Educational Specialist Degree in Educational Administration

 

Students are required to participate in a year-long practicum designed around the knowledge and skills necessary to lead a school in the process of continuous improvement.  Students are instructed in the tools and techniques of school improvement planning using concepts from continuous quality improvement and from professional learning communities.  Working from disaggregated data from schools student plan and implement improvement strategies in their school and/or classroom.  Specific attention is focused on strategies for serving under-performing sub-groups, e.g. Minorities, children receiving free/reduced lunch, special needs students, and where appropriate, gender differences.

 

Students produce school and/or classroom improvement strategies, implement when appropriate, and prepare presentation and written reflection on their work.

 

Doctor of Education Degree (Ed.D.) in Educational Leadership

 

The faculty have identified essential proficiencies that form the expected outcomes of course work, seminars, and clinical experiences embedded in the Ed.D. curriculum.  Clinical experiences are problem based rather than role centered and are organized around individual student needs and goals.  This learning in an action context with the primary focus on real contemporary problems provides students with problem solving experiences similar to situations they are likely to encounter in their practice.

 

Clinical requirements in the Ed.D. program occur during the student's first academic year.  Students are required to experiment with a select set of leadership responsibilities in diverse settings.  Students are expected to apply what they are learning, and to test their assumptions against the realities of complex school environments.

 

Students produce a reflective portfolio that chronicles the activities, learning, reflections, and applications from selected course work and clinical experiences.  Faculty members review the portfolios, comment upon them, and use the content to assess student performance.  The portfolio serves as a mechanism for measuring student growth, and providing feedback to the faculty.

 

Master's Degree in Elementary and Early Childhood Education

 

Clinical experiences in the Master's Degree program in elementary and early childhood education are designed to provide students opportunities to implement action research and evaluate a special research project focusing upon improving teaching and learning in diverse early childhood and elementary classrooms.  Students collect data, analyze the results, implement improvement strategies, and present their findings in formal presentations.

 

Students produce formal written reports of their action research projects, present their findings in formal presentations, and engage in reflective dialogue regarding the implications their research holds for improving their practice as classroom teachers.

 

Educational Specialist Degree in Elementary and Early Childhood Education

 

The practicum in quality leadership is designed to provide students with the knowledge and skill necessary to lead a school in the process of continuous improvement.  Students are instructed i