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Helen M. Hazi, Ph.D.
Professor Emerita, Educational Leadership Studies

Comprehensive Advice

To help you with the comprehensive, I will prepare a packet which includes: a) Advice on preparing for the comps, b) a sample comp question(s), and c) a list of readings (only if you have not had courses from me). If you are an EdLS major, you will write on one of two questions from each of your major professors. If you are doing an EdLS minor, you will write on one of two questions. 

This advice is intended to reduce the anxiety often associated with this process and make the experience an educative one. Each professor has her or his own beliefs about the intent and best way to prepare for this experience, so please consult other members of your committee for help and suggestions. 

Intent 

I believe that the intent of the comprehensive is to provide you, the student, with the opportunity to present your best thinking on an issue or topic. Since you will express your thinking on paper, your written response is only a representation of your knowledge. You cannot possibly tell me every thing you know on the topic (nor should you). The way you address the question(s) helps me to see how you conceptualize and reason. 

Types of Questions 

The question(s) may ask you to respond to a quote or passage, take a position and argue it, respond to a situation in practice, fashion a plan, or explicate a concept. You may be asked to react to new (never before seen) information, or take information and apply it to an unfamiliar setting. (Don't panic!) It is important that you read the question, carefully determining what you are being asked to do, picking up on all its implicit and explicit parts. 

Readings (TBD for the student) 

I will attempt to compile current and/or important pieces that reflect different dimensions of the field of supervision or related topic. You may make copies of any articles, but please keep them in tact for the next person. If an article is absent, please let me know. I also ask that you contribute to my thinking, by adding an article. Please supply a copy when you return the packet. 

As you read through the articles, keep in mind that this is a different type of reading. You are to read for concepts and main points; less for detail. You will only have to refer to an author's last name and work as a general reference to address the question. You could keep a response journal or fashion some representation of your readings such as a matrix. Plan on discussing the readings with me. Since I will try to write your question, before I give you this packet, please ask me to identify the areas that your questions will address (i.e., staff development, teacher evaluation, observation, curriculum, legal issues of practice). 

Practice 

In order to practice this type of writing (which is primarily essay writing), I recommend that you simulate it in a room free of distraction for an uninterrupted time (two hours if an EdLS minor; 6 hours, if an EdLS major). Depending on the comp you may or may not have access to references. 

When reading the question, determine what you are asked to do. It is important that you follow directions, using the language and structure inherent within each question. If the question is general, you must create your own structure. Pay special attention to the concepts that are present and make sure each is addressed. Take the first 15 minutes to compose your response, spend the next block of time writing, then save a final 15 minutes to edit. A word processor is strongly encouraged. If you would like feedback on your practice comp, I will be happy to provide it. I can probably manage it within two weeks. 

Criteria for Evaluation 

There is no single, right response to most questions. Instead, I'm interested in how you think, synthesize, conceptualize, evaluate, argue, or plan. And yes, I also may want you to disagree. To evaluate your ability to do these things, I look at your reasoning and evidence. 

The reasoning should involve a logic that is traceable and consistent with the evidence you present. The evidence should draw from theory as well as practice. Since the way you write also reflects your reasoning, then clarity of expression is important, e.g., a carefully constructed introduction which expresses what you will do with an advanced organizer, organization which then follows as you have specified, and the use of examples when appropriate. (This is why editing time is necessary, since concluding statements are often your best introductions.) 

Three questions are used to evaluate your response: 

1. Does the candidate address all parts of the question in all of its complexity? This question is addressed by comparing the parts of the question to the parts of your response. 

2. Does the written response reflect a novice's understanding of writers in the field? This question is addressed by noting to which writers in supervision or leadership you refer. 

3. Does the written response reflect a rigor of thought? To address this question, I evaluate its content. I define rigor as the logic, precision, and quality of thinking reflected in the content of the response. I find that the response lacks rigor. 

GOOD LUCK!!!