3 LU-EdS Handbook 1 EdS Handbook Students are expected to have knowledge of and comply with the policies contained in this handbook, as well as all policies in the University catalog. While every effort is made to ensure that the information and policies contained in this handbook are accurate, the University reserves the right to correct any errors that may occur.
4 LU-EdS Handbook 2 Overview of the EdS Degree Programs The primary, though perhaps not the only, audience for the EdS degree programs consists of educational professionals who wish to improve the quality of their work in their current roles or to prepare themselves for new roles. The EdS degree programs are uniquely designed to link theory with practice. To be a practitioner is to make decisions about what to do and how to do it and to take action; professional practitioners in education, as in other areas make reasonable decisions and act responsibly and ethically in the light of theoretical and professional knowledge. The EdS Degree at Lindenwood University offers six program tracks for your consideration: The School Administration (Initial Principal Certification) track is for educators who have a non-administrative master s degree and wish to acquire initial principal certification. For more information about administrative certifications in the state of Missouri, visit the state website at The Educational Administration (Advanced Principal / Superintendent Certification) track is for educators who have completed initial certification in School Administration and wish to meet the DESE requirement for the Career Continuous Administrator Certificate and/or achieve superintendent certification. For more information about administrative certifications in the state of Missouri, visit the state website at The Instructional Leadership track offers three options: Instructional Leadership with emphasis in PK-12 (non-certification), Instructional Leadership with emphasis in Elementary Math Specialist (Elementary Math Specialist Certification), and Instructional Leadership with emphasis in K-12 Literacy Education Specialist (non-certification). o o o Instructional Leadership with an emphasis in PK-12 (Non-Certification) The Instructional Leadership with an emphasis in PK-12 (Non-Certification) option is for anyone who wishes to maximize his or her instructional skills, including classroom teachers, curriculum writers, professional development individuals, and non-educators. This track also satisfies the DESE requirement for the Career Continuous Administrator Certificate, assuming initial certification in School Administration has been completed. Instructional Leadership with an emphasis in Elementary Mathematics Specialist (Elementary Math Specialist Certification) The Education Specialist in Instructional Leadership with an emphasis in Elementary Mathematics Education Specialist is designed to train teacher leaders to provide support for elementary classroom teachers. Students will study mathematics concepts, teaching pedagogy, and leadership strategies in a program focused on four major content strands: numbers and operations; geometry and measurement; algebraic reasoning; and data, statistics, and probability. The program will also provide valuable leadership training for the emphasis in Elementary Mathematics Education. Instructional Leadership with emphasis in K-12 Literacy Education Specialist (Non- Certification)
5 LU-EdS Handbook 3 The Educational Specialist in Instructional Leadership with an emphasis in K-12 Literacy was developed to train teacher leaders to provide support for elementary, middle, and high school reading specialists/literacy coaches, department chairs, and classroom teachers. Candidates will prepare for the roles and responsibilities of effective faculty and staff development leader, supervisor of reading specialists/literacy coaches, curriculum coordinator, and administrative team member. Program plans and course descriptions for all programs can be located on the School of Education, educational leadership page of the Lindenwood University website at Lindenwood.edu. Degree Requirements As indicated on the table below, there are four Gates of Progress for all Lindenwood University specialist candidates: Gate 1 Admission to EdS Program Gate 2 Admission to EdS Candidacy Gate 3 EdS Completion of Specialist Project (Capstone I) Gate 4 EdS Graduation and Licensure The following information explains the process of progression through all four Gates of the EdS degree program. Gate 1: EdS Admission Requirements All requirements and procedures stated in the admissions and academic information sections of the Lindenwood University graduate catalog will apply, unless stated to exclude the School of Education graduate programs. Admission to Lindenwood University s EdS program does not constitute candidacy for an EdS degree until Gate 2 has been met. Gate 2: EdS Candidate Status Following admission, the student will work with a graduate advisor to propose a plan of study for the degree. Attention will be given to career goals and previous coursework. Upon satisfactory completion of nine hours of Lindenwood graduate coursework, the student is admitted to candidacy. EdS Program Completion After the program plan has been approved in the candidacy process, the agreed-upon requirements can be completed by taking coursework in any of the delivery formats. Candidates must maintain a 3.0 cumulative GPA. While all course grades are averaged into the GPA, course credit toward degree completion is not granted for a grade of D or F.
6 LU-EdS Handbook 4 Gate 3: The Specialist Project The Specialist Project should be a minimum of 50 pages and 40 sources. If the project is not complete and satisfactory at the end of EDA 650, the student must maintain continuous enrollment during the fall, spring, and summer semesters in EDA 680 until the project is finished. Specific requirements for the Specialist Project are provided later in this handbook. Students have five years from the original start date to finish the program. If any licensure endorsement is to be completed as a part of the program, the candidate must submit the appropriate licensure paperwork as part of the Gate 3 process. 1) Applicants must submit passing assessment scores. 2) Applicants must meet the requirements of the licensure endorsement (e.g., program plan, content competencies, field matrix, and internship). Graduate Research The School of Education requires the APA format for all graduate work assigned. The guide to be used for all education programs is the current APA, Sixth Ed., which is based on the current edition of the Publication Manual of the American Psychological Association. Academic integrity is expected. Academic dishonesty is defined as those acts of deceit or misrepresentation intended to promote or enhance one s academic record. Academic dishonesty includes all forms of cheating and plagiarism. Cheating is defined as, but not limited to, the following: 1) Use or attempted use of unauthorized assistance in taking examinations, including quizzes or tests and the completion of assignments. 2) Dependence upon the aid of sources beyond those authorized by the instructor in taking examinations or completing assignments. 3) Unauthorized acquisition or possession of examinations or other academic material belonging to a member of the University faculty or staff. 4) Plagiarism is that act of taking another s work and claiming that it is one s own. Adequate acknowledgment of another s work is all that is required to avoid plagiarism. If there is any doubt about how to express such acknowledgement, the student should consult with his/her instructor or refer to a writing style manual. Should academic dishonesty occur, the affected faculty member and the academic administration of Lindenwood University have the discretion to take appropriate action. Two incidents of academic dishonesty will result in expulsion from the University. Gate 4: EdS Graduation Requirements In addition to other regulations governing graduation stated in the Lindenwood University catalog, an EdS graduate must meet the following requirements: 1) Complete a minimum of 30 semester hours beyond the Master of Arts degree.
7 LU-EdS Handbook 5 2) Maintain a 3.0 GPA to remain in the program. While all course grades are averaged into the GPA, course credit toward degree completion is not granted for a grade of D or F. Students may petition the dean to repeat one course in which a C or below was received. 3) Satisfy any and all contracts made between the graduate advisors and the student at the time of acceptance into the degree program. 4) The EdS degree must be completed within five years from the date of admission. 5) Receive approval of the Specialist Project. 6) Submit the appropriate licensure paperwork in the Education Office in Roemer Hall if any licensure endorsement is to be completed as a part of the program. 7) Complete the application for graduation in the Academic Services office. EDUCATIONAL SPECIALIST PROJECT REQUIREMENTS AND TEMPLATE The Specialist Project (EDA ) is the culminating requirement of the EdS Degree and requires the student to identify research, analyze, and report on issues of significant concern to practitioners of educational leadership. The research is aligned with the MoSPE Standards and Quality Indicators. The EdS Specialist Project has five sections and consists of a minimum of 50 pages and 40 sources. The project must be submitted in APA, Sixth Ed. format. Review of the Literature Minimum 40 references Offer background information, historical context, as well as summaries, theories, and evaluations relative to each standard. The literature review requires more than demonstrating how many sources you read. Compare, contrast, and evaluate the literature. Only include reliable, recent, relevant sources in your literature review Appendix if needed to clarify Surveys, interview questions, any other materials necessary to clarify any of the journal articles being cited References Minimum of 40 Peer-reviewed journal articles or books are best Newspapers and periodicals should be used only if the information cannot be found in another source. Only reliable websites should be used. Professional organizations, government, or university websites are best. Parts of this document were adapted from the Lindenwood University Ed.D. Handbook (2010) available at
8 LU-EdS Handbook 6 Lindenwood Culminating Specialist Leadership Project Style Checklist Students are responsible for ensuring the following items are completed before the Specialist Project is submitted for review. Format Left margin is 1.5 inches; all others are one inch. Title page has no page number. Title is concise but clear. Title page follows template. Font is Times New Roman 12 (appendices may be different), double spaced throughout (no extra spaces between paragraphs). Page numbers follow template (preliminary pages have lower case Roman numeral centered at bottom; running head at top right corner with Arabic numbers for text of paper). Figures and tables are labeled appropriately according to APA. A list of figures and a list of tables should follow the table of contents if applicable. Tables follow APA guidelines (no vertical lines) and have appropriate notes (especially if adapted from the work of others). Grammar First person or third person is used consistently. No plural first person ( we or our ) is used unless collaborative. No second person ( you ) is used, unless in quotations. No contractions are used, except in quotations. The word data is plural. Pronouns are consistent and reduce bias. Pronouns with no antecedent are avoided (e.g. there are or it is ). Capitalization is consistent throughout paper (e.g. Professional Learning Communities ). References and citations The reference list contains at least 40 references, most of which are scholarly, peer-reviewed journal articles or books. All references have at least one citation in the text, and every citation in the text has a corresponding item on the reference list. Spelling of names and years are consistent from text to references. The dissertation has been submitted to Turnitin.com with no concerns. Every quotation has a page number, paragraph number, or section (for quoting websites, see APA 6th ed. p ). Block format is used for quotations over 40 words, and block quotations occur sparingly throughout the dissertation. No back-to-back quotes occur, and quotes are introduced. Websites are cited correctly (Web address should not appear in the citation, only in the reference list if appropriate). See APA or the APA style blog for more information.
9 LU-EdS Handbook 7 Culminating Specialist Leadership Project by Your Full Name as it appears in University Records A Project submitted to the Education Faculty of Lindenwood University in partial fulfillment of the requirements for the degree of Educational Specialist School of Education Date
10 LU-EdS Handbook 8 Abstract Your abstract should be no more than 350 words. However, summarizing your thoughts on the Leadership Standards in this amount of words is not easy. The abstract will stand alone from your paper, so you should avoid references in this section. The abstract should be the last thing that students write, and it is often the most difficult. Use it to provide an overview of your thoughts about how the Missouri Leadership Standards play a role in impacting Education in the State of Missouri. Spend time polishing this section to perfection. For more information, please see APA pp
11 LU-EdS Handbook 9 The Specialist Leadership Project will consist of the five previously written chapters compiled into one document. This will require you to make any necessary edits after initial turn in, repaginate, compile a combined list of references and include a title page and abstract. The format below should be used to write each of the chapters; one for each standard or combined standards as per the syllabus. Each chapter should consist of a review of relevant and current literature applicable to the specific standard/s being discussed, a discussion of your perception of the standard and quality indicators (based on the literature) and your personal reflection of the standards application to best leadership practices for quality education. Title of Chapter (standard to be discussed) In this section, you should explain your perception or understanding of the standard and quality indicators and show your literature review relates to this understanding. You should also explain your criteria for your choice of information in the literature review. You should not aim to include every piece of literature written on your topic; instead, you should include information that helps the reader understand why you have developed the understanding that you have in regards to the standard and quality indicators. Organization for each chapter is especially important. Outlining, or reverse outlining (writing an outline from what you have already written), is a helpful strategy for organizing the literature review. One mistake students often make is writing one paragraph about each resource they found. It is better to synthesize information, to compare and contrast the findings, samples, and methodologies of different studies. Remember to relate the information to best practices and to your own work situation. You can criticize what you have read if you do so in a professional, logical manner. Try to avoid excessive block quotations or lists. Look at the first sentence of your paragraphs. Do they all start with the author s last name or the same few words? Consider using transitional phrases. Find the main idea of each paragraph (reverse outlining is helpful for this) and start the paragraph with that.
12 LU-EdS Handbook 10 This same model should be used for each successive standard and the associated quality indicators. The Specialist Culminating Leadership Project will be five chapters in length followed by a list of references. Appendices (if appropriate) Include if needed. Each appendix should be given a letter (A, B, C) and presented in the order they appear in the text. In the Table of Contents and in the text of the paper, the appendix should only be referred to as Appendix A rather. In most cases, an appendix will not be part of the written document. List of References Utilize APA 6th edition format for a final list of references. This list should be inclusive of all the individual chapters submitted previously. In other words, each of the five chapters will require a reference list and your final paper will be a compilation of these previously submitted list(s) of references. The final submission should include no less than 40 references.
13 LU-EdS Handbook 11 Specialist Project Scoring Guide Student Name: Grammar, Mechanics, and Consistency Date: Not Approved = 0 points Acceptable = (B) 3 points Exceptional = (A) 5 points There are major spelling or mechanical errors. Words may be used incorrectly. There are no errors, and all vocabulary and terms are used appropriately and consistently. Times New Roman 12 is used with consistent bolding, italicizing, etc. There are no errors, and the writing flows smoothly. Sophisticated vocabulary is used. Times New Roman 12 is used with consistent bolding, italicizing, etc. Definitions of terms and context for their use Essential terms needed to qualify the student s thought process/reflections or from citations are missing or definitions are vague or confusing All essential terms are defined clearly. In the Leadership Project, the student should include references for this section. All essential terms from researched articles are defined clearly in laymen s terms with citations in correct APA format. Overall originality of thought and depth of reflection and application to current best practice. Thoroughly discussed the Standard and incorporated all associated Quality Indicators. Application to Educational Leadership with personal reflection on best practices. Reflection and application to best practices is not thoroughly developed. Both are not present. Writing lacks depth and does not address the quality indicators and or application of the standard to practice. The student s writing demonstrates little or no understanding for the leader standards. A casual connection to best practice has been developed between the quality indicator and the standard as well as student s reflection The writing was well developed and included a discussion of all standard as well as the application to current practices The student s writing demonstrates limited understanding for the application of the leader standards but lacks real world examples or situations. The student has thoroughly developed a connection between the quality indicator and the standard and best practice in leadership and has reflected and applied these to his/her own leadership capacity. The student developed a thorough discussion of the Standard and all associated quality indicators, made appropriate reference citations and linked the standard to personal best leadership practice. The student s writing demonstrates a clear and strong understanding for the application of leader standards to best practices in educational leadership and gives specific real examples. References No references are included or references are not formatted in APA. Most references are not peerreviewed, scholarly, or reliable. At least 40 references correctly formatted in APA are included. The references are recent, peerreviewed journal articles, books, or reliable websites. The list of recent, peerreviewed references is extensive and in correct APA. It is evident the student has done much research on the topic.
14 LU-EdS Handbook 12 Specialist Project Scoring Guide Student Name: Date: Standard #1 Vision Mission, Goals (All EdS Programs) 1C1 The leader/superintendent candidate understands that a vision of learning must promote success for all students and be based on relevant knowledge and current theories. 1C2 The leader/superintendent candidate understands the importance of motivating staff, students and families to articulate and achieve the vision of the school/district. Standard #2 Teaching and Learning (All EdS Programs) 2C1 The leader/superintendent candidate understands what school/district culture is and strategies for promoting excellence wand equity for all students. 2C2 The leader/superintendent candidate understands effective instructional and assessment practices and the use of curricular materials that result in meeting the learning needs of all students. 2C3 The leader/superintendent candidate understands the importance of aligned professional growth plans in support of the school/district s comprehensive improvement plan. Standard #3 Management of Organizational Systems (All EdS Programs) 3C1 The leader/superintendent candidate understands appropriate structures, polices, and procedures in support of a building s/district s vision, mission, and goals. 3C2 The leader/superintendent candidate understands the importance of the collaborative process and collective commitment for the attainment of the building s/district s vision, mission, and goals. 3C3 The leader/superintendent candidate demonstrates understanding that the use of fiscal, human, and material allocation must be effective, legal, and equitable, and aligned to support teaching and learning. Standard #4 Collaboration with Families and Stakeholders (All EdS Programs) 4C1 The leader/superintendent candidate recognized the need and importance of bringing together family and community, available resources, research, and public information to support and positively affect learning. 4C2 The leader/superintendent candidate understands that high visibility and active involvement within the community is necessary to accommodate diverse school/distict and community conditions. 4C3 The leader/superintendent candidate understands that the use of community resources are necessary to support student achievement, solve school problems, and achieve school/district goals. Standard #5 Ethics and Integrity (All EdS Programs) 5C1 The leader/superintendent candidate demonstrates an understanding that respect for the rights of others with regard to confidentiality and dignity, and engaging in honest interactions, based upon ethical and legal principles, is essential. Standard #6 The Education System (Educational Administration - Advanced Certification Program only) 6C1 The superintendent candidate demonstrates an understanding of the influence of larger political, social, economic, legal, and cultural issues and is knowledgeable of appropriate research methods as they apply to the district context. 6C2 The superintendent candidate is aware of the importance of communicating with members of the school board and community concerning potential trends, issues, and changes that could impact a school s/district s environment. 6C3 The superintendent candidate understands the necessity of advocating for policies and resources at local, state, and federal levels to ensure equity of the educational experience for each student in the district. Standard #7 Professional Development (Educational Administration - Advanced Certification Program only) 7C1 The superintendent candidate understands the importance of ongoing learning, especially as the lead learner of the district with the charge of ensuring that learning continues for all staff as they continually improve the education experience for its students. Standard #6/#8 Reflection on Research and Theory (All EdS Programs) 6C1/8C1 The leader candidate understands the underlying concepts of educational research including validity, reliability, generalizability, etc., and understands how theory is developed from research. 6C2/8C2 The leader candidate reflects on the application of educational research to his or her setting and is able to discuss this with colleagues.
15 LU-EdS Handbook 13 COMMENTS: Specialist Project Final Grade:
16 LU-EdS Handbook 14 References American Psychological Association. (2001). Publication manual of the American Psychological Association (5 th ed.). Lancaster, PA: Lancaster Press. Cone, J. D., & Foster, S. L. (1993). Dissertations and theses from start to finish. Hyattsville, MD: American Psychological Association. Gelfand, H., & Walker, C. J. (1994). Mastering APA style: Student s workbook and training guide. Hyattsville, MD: American Psychological Association. Hunt Ogden, E. (1993). Completing your doctoral project or master s project in two semesters or less (2nd ed.). Lancaster, PA: Technomic. Lindenwood University Ed.D. Handbook (2010. Retrieved from McNamara, J., Lara-Alecio, R., Irby, B., Hoyle, J., & Tong, F. (2007) Doctoral program issues: Commentary on companion dissertations. Retrieved November 1, 2007, from Pryczak, F. & Bruce, R.R. (1998). Writing empirical research reports: A basic guide for students of the social and behavioral sciences (2nd ed.). Los Angeles: Pyrczak.
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Program Action Request Form This form is to be used to revise, add, suspend, or inactivate degree programs, tracks, or certificate programs. A new form must be used for each program, track, or certificate.
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LSU SCHOOL OF EDUCATION GRADUATE PROGRAMS IN GIFTED EDUCATION Thank you for your interest in LSU s graduate programs in Gifted Education. We are proud to offer mentorship and coursework that is based upon
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Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.