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Graduate Course Proposal Form Submission Detail - EDS6274
Tracking Number - 2442

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Current Status: Approved by SCNS - 2012-06-14
Campus: St Petersburg
Submission Type: New
Course Change Information (for course changes only):
Comments: USF-STPT approved 12/2010; to system 5/10/11; to SCNS 5/18/11. Appd eff 6/1/12. Sub as EDA. Appd as EDS

Detail Information

  1. Date & Time Submitted: 2010-12-16
  2. Department: Educational Leadership
  3. College: EP
  4. Budget Account Number: 17350010000
  5. Contact Person: Olivia Hodges
  6. Phone: 7278734947
  7. Email: ohodges@mail.usf.edu
  8. Prefix: EDS
  9. Number: 6274
  10. Full Title: Technology and Data Analysis for School Leaders
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Tech Data Analysis School Lead
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: Course focuses on current research principles, methods and practices in eduction and learning technologies. Content will focus on the role of research in methods of constructing hypothesis, developing research designs, selecting procedures for observation

  25. Please briefly explain why it is necessary and/or desirable to add this course: Replacing Selected Topics with Permanent number; already listed in program
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Part of the required program folio submission to the Florida Department of Education.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 2 times
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Knowledge of technoloy needs in schools and an understanding of the wide variety and use of technology tools that may enhance student learning and contribute to effective instruction. Additionally, an understanding of leading a school toward technology improvement.
  29. Objectives: 1. Students will become familiar with the American Psychological Association guidelines for writing research. 2. Students will review evaluation studies and understand different approaches to educational research by analyzing data and developing a research proposal. 3. Students will explore issues and trends surrounding educational technology. 4. Students will evaluate a technology plan, identify hardware and software and related technology in order to design a technology plan appropriate to deliver instruction. 5. Students will use appropriate technology to address student performance needs and provide appropriate technology to address those needs. 6. Students will become familiar with the State of Florida Educational Technology Goal and be able to evaluate a school's compliance with these goals. 7. Students will be able to apply web based communication. 8. Given research data, students will be able to apply the correct technology. 9. Students will be able to analyze historical data specifically addressing trends as presented by the data. 10. Students will be able to identify learning gains of a sub-group by disaggregating data.
  30. Learning Outcomes: 1. Students will develop, articulate, and implement a critical vision for their school that will promote success for all students (Vision) (Technology Plan). 2. Students will evidence current knowledge of subject matter (Knowledge)(Technology Plan). 3. Students will foster a culture that promotes positive organizational health (Diversity) (Technology Plan). 4. Students will demonstrate an ethic of caring and ethical reasoning and behavior that places the well being of children first (Disposition, Diversity, Communication)(Technology Plan). 5. Students will promote instruction which maximizes student learning. (Learning, Differentiated needs, Research, Instructional technology) (Technology Plan). 6. Students will address issues of social justice as they model leadership within the school community. (Diversity, Disposition) (Technology Plan). 7. Students will provide the leadership to collaborate with families and other community members to mobilize resources tht promote student learning. (Collaboration, Leadership, "Beyond Teaching" Diversity, Communication) (Technology Plan). 8. Candidates will engage in reflective practices to enable them to plan appropriately for their own professional development. (Professional development) (Technology Plan). 9. Candidates will make use of assessment to inform their decisions and actions (Data, Technology, Communication, Research, Decision making) (Technology plan).
  31. Major Topics: Content will focus on the role of research in acquiring and disseminating information, methods of constructing hypothesis, developing research designs, selecting procedures for observation and measurement and applying appropriate technology. Other topics include reviewing evaluation studies, understanding different approaches to educational research by analyzing data and developing a research protocol. Using the Florida Principals Leadership Standards, students will explore issues and trends surrounding educational technology.
  32. Textbooks:
  33. Course Readings, Online Resources, and Other Purchases: Suggested Reading:

    Schmoker, M. (1996) Results. Virginia: Association for Supervision and Curriculum Development.

    Schmoker, M. (2006). Results. Virginia: Association for Supervision and Curriculum Development.

    Houghton, P. & Houghton, T. (2005). APA: the easy way. Michigan. Peggy M. Houghton

    Suggested web resources:

    Florida Department of Education www.fldoe.org

    Pinellas County school District http://www.pinellas.k12.fl.us

    http://www.naesp.org (National Association of Elementary School Principals.

    http://www.nassp.org (National Association of Secondary School Principals)

    http://www.nmsa.org (National Middle School Association)

    http://www.ascd.org (Association for Supervision and Curriculum Development)

    http://www.firn.edu (Florida Information Resource Network)

    http://www.aera.net (American Educational Research Association)

    http://www.relnetwork.org (Regional Educational Laboratory Network)

    http://www.swerve.org (Southeastern Regional Vision for Education)

    http://glef.org (George Lucas Foundation)

    http://wwww.schooltechleadership.org (School Technology Leadership Intitute)

    http://www.eschoolnews.com (E-School News)

    http://www.mped.org (Marcopolo)

    http://www.serve.org (SERVE Center for Continuous Improvement)

    http://www.seirtec.org (Southeastern Initiative Regional Technology in Education Consortium)

    http://www.wested.org (West Ed: Excellence in Research, Development and Service)

    http://www.netc.org (Northwest Educational Technology Consortium)

    http://www.nwrel.org (NW Regional Educational Leaboratory)

    http://www.fcit.usf.edu (Florida Center for Instructional Technology

    http://www.ncrel.org (North Central Regional Educational Laboratory)

    http://cnets.iste.org/administrators (Technology Standards for School Administrators)

    http://cnets.iste.org (National Educational Technology Standards for Teachers and Students hosted by the International Society for Technology in Education)

  34. Student Expectations/Requirements and Grading Policy: Weekly Abstracts 5%

    Policy Development 5%

    Literature Review 15%

    Survey Development 10%

    Comprehensive Technology Plan 45%

    Power Point Presentation 20%

  35. Assignments, Exams and Tests: Week 1: Reading Schmoker, Results, pp 17-65

    GMA Chapter pp. 485-505

    APA Concise Rules

    APA The Easy ay

    Houghton and Houghton

    Week 2:

    Reading GMA pp 79-102

    Data Analysis V. Bernhardt, PhD.

    Assignment Due: Prepare literature review on assigned topic; Abstract

    Week 3: Reading: GMA pp 177-184 (Survey Development)

    Assignment: Prepare perception survey for teachers and students

    Week 4: Reading GMA pp 514-530; Data Analysis V. Bernhardt, Ph.D. Assignment: Abstract Usage Policy Due

    Week 5: Literature Review Due

    Week 6: Reading: GMA PP 447-483 Assignment: Abstract reflection on Professional Development

    Week 7: Reading: GMA 6-102 Assignment: Abstract

    Week 8: Assignment due: Student achievement data. 3 yers of student achievement data of 5 teachers

    Week 10: Class Technology Plan Presentation (Power Point presentation)

  36. Attendance Policy: Students in this class, as professionals engaged in coursework that leads to the awarding of a graduate degree, and/or eligibility for state certification in educational administration, are expected to attend all scheduled classes punctually and participate fully in all course related activities and assignments. If you will be unable to attend a class meeting, you are expected to notify the instructor in writing in advance of the anticipated absence (email is an appropriate means of notification). Please provide the professor with written documentation and discuss any extenuating circumstances. A student who misses a scheduled class meeting may have his/her grade lowered one grade for each absence. Puncutuality and participation will also be considered as part of the assessment of the student's successful completion of the course requirements. In the event of an emergency, the student and the instructor may negotiate an appropriate alternative assignment to prevent the lowering of the course grade. It will be the responsibility of the student to submit a written proposal for the assignment and to schedule a time to meet with the instruction to discuss the additiona project. Class absence does not alter due dates for assignments.

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Written work is due at the beginning of class on the posted date. Any work not submitted on time is subject to a grade reduction penalty. An assignment will be penalized one grade letter for each calendar day or portion of a day that it is late. Exceptions will be made only in extenuating circumstance and with a written completion contract between the student and the instructor.

    Academic Integrity of Students

    Reference: USF Regulation USF 3.027 - http://generalcounsel.usf.edu/regulations/pdfs/regulation-usf3.027.pdf

    Academic Dishonesty: Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles or oral sources, each direct quotation, a well as ideas and facts that are not generally known to the public at large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. Punishment for academic dishonesty will depend upon the seriousness of the offense and may include receipt o an "F" with a numerical value of zero on the item subitted, andthe "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating academic dishonesty) in the course.

  38. Program This Course Supports: M.Ed. in Edcuational Leadership Development at USF St. Petersburg
  39. Course Concurrence Information:


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