Academic Credit:

3 sem. hrs.

Catalogue Description:

This course in the theory and practice of supervision is designed to explore essential concepts and skills necessary in providing leadership for the improvement of teaching and learning.  Emphasis will be placed on concepts and methods of the scholar-practitioner providing leadership in the supervisory task areas and building learning communities through critical reflection.

Course Objectives:

Upon completion of the course, the student will accomplish the objectives listed under the following categories:

Knowledge:

1. Develop an operational definition of supervision including identification of task areas essential to the knowledge base.
2. Describe various models for conducting effective teacher conferences.
3. Identify key legal implications for supervisors in summative evaluation procedures.
4. Identify steps in the helping relationship.
5. Describe various supervisory styles and identify the student’s predominate one.
6. Describe the stages of the clinical supervision model.
7. Describe models for systematically analyzing teacher behavior.
8. Identify appropriate principles of adult learning styles.
9. Identify potential pupil personnel services and related specialists in the school who might be used to assist teachers and/or supervisors.
10. Develop the components of the mentoring/induction/coaching processes.
11. Describe the essential components of a staff development program.
12. Explain the supervisor’s role in planning, goal setting, and evaluation of instruction.
13. Describe the differences between formative and summative supervision.
14. Identify factors within the school culture that make provision of effective supervision both difficult and satisfying.
15. Explain different approaches to making the school culture more supportive of supervisory efforts.
16. State a personal philosophy of supervision…a vision of an effective supervisory program within a school/district.
17. Identify various means by which classroom observation data can be collected.
18. Identify and explain the components of Praxis program and the Pathwise system.

Skills:

1. Apply clinical supervisory skills.
2. Apply skills in supporting a professional colleague.
3. Apply a variety of instruments, formal and informal, for collection of observational data.
4. Develop and apply self-made analyses of teaching behavior.
5. Thoroughly analyze classroom observation data and provide feedback to the teacher.
6. Apply the principles of adult learning to staff development planning.
7. Relate research findings on effective instruction.
8. Demonstrate effective teacher conference skills.
9. Apply pertinent theoretical models of supervision in simulated class activities.
10. Reflect mindfully on instructional practice.
11. Work collaboratively in groups and think critically.
     

1. Subscribe to those tenets central to effective leadership in the area of supervision of instruction and staff development programming, including a helping and support relationship.
2. Actively participate in simulated class activities, the discussion of assigned readings, and small group activities.
3. Demonstrate an appreciation of the democratic process as it relates to providing leadership in the areas of supervision and staff development.
4. Express and defend a clear perception of the role of the supervisor, both as a member of the total education team and as a position that interfaces with those tasks generally considered germane to supervision. 
5. Express, defend, and demonstrate a personal philosophy of supervision.
6. Demonstrate an internalized value of the true potentialities of the teacher-supervisor relationship.
7. Demonstrate class leadership in applying supervision and staff development tenets to simulated school situations.

Textbook:

SuperVision and Instructional Leadership: A Developmental Approach (Eighth Edition/2010) by Carl D. Glickman, Stephen P. Gordon, and Jovita M. Ross-Gordon.

Course Requirements:

1.      Class attendance and participation (e.g.:  reading weekly chapter assignments in preparation for in-class discussion, etc.) considered in final grade.

2.      District/School Teacher Evaluation Analysis Project & Report (5 to 7 pages, typewritten, double-spaced.) Narrative format to include:

a.   Explanation of District or Building Teacher Evaluation Policy and Procedure.  Describe any policies and all existing procedures connected with your district’s/building’s teacher evaluation program.  Include sample evaluation forms used by the school or district in an appendix section.

b.   Evaluation of the District’s or Building’s Policy and Procedure.  Objectively note strengths and weaknesses based on information contained in the textbook and from class lectures.  Comment on the district/school evaluation forms, job targeting procedures, board policy, master contract implications, and due process procedures connected with the teacher performance evaluation program. 

c.   Reaction to the Policy/Procedure.  Gather reactions from the district’s/ building’s teachers and administrators (minimum of two (2) individuals from each group).  Summarize the findings together with a personal reaction to your own experience of the evaluation process.  Sample interview questions attached. 

d.   Recommendations for Improvement based on “b” and “c” above.  Finally include comments as to how you think the district/school might improve the entire teacher evaluation process based on the knowledge gained from your assigned reading and class lectures/discussions. 
(25% of grade)

     3.      Position Paper/Platform Statement (4 to 5 pages, typewritten, double-spaced)

a.   Read textbook chapters 1 (SuperVision for Successful Schools), 2 (The Norm: Why Schools are as They Are), 3 (The Exception: What Schools Can Be), 4 (Adult & Teacher Development within the Context of the School:Clues for Supervisory Practice), 5 (Reflections on Schools, Teaching, and SuperVision), 6 (Supervisory Behavior Continuum: Know Thyself), 7 (Developmental Supervision:  An Introduction), 8 (Directive Control Behaviors), 9 (Directive Informational Behaviors), 10 (Collaborative Behaviors, 11 (Nondirective Behaviors), 12 (Development Supervision: Theory & Practice), 14 (Observing Skills), 15 (Research & Evaluation Skills pp. 274-280 only/section dealing with Teacher Evaluation), 16 (Direct Assistance to Teachers), and 18 (Professional Development).  Give special attention to Chapter 5’s Supervisory Interpersonal Behaviors Questionnaire - Pp. 100-103 and Appendix “A” What is your Educational Philosophy? - Pp. 483-487.  A sample optional journal form is attached which may be duplicated to record notes for this project and for weekly in-class discussion of assigned chapters. 

b.   Prepare a position/reflection paper identifying what you consider to be the significant/important ideas for effective supervision based on your reading and in-class discussion of the assigned chapters in “a” above.  Be sure to include your rationale for the ideas presented in the paper.

c.   Describe how you think an effective school supervisor/building administrator should incorporate these ideas (from “b” above) into his/her professional practice.
(25% of grade)

4.   Clinical Supervision Model Simulation.  Practice and demonstrate the role of supervisor in the clinical model’s pre-conference, observation, and post-conference stages/steps.  In small groups, one member will act as the teacher presenting a 10 to 15 minute mini-lesson.  Other group members will facilitate the role of students and provide feedback (based on course content) regarding the supervisor’s performance in the pre- and post-conference stages/steps.  The teacher participant will provide feedback as to how the supervisor made him/her feel during the simulation experience.  Feedback forms to be completed by group members will be provided by the professor for each simulation.  Feedback forms and the simulation supervisor’s notes will be collected and reviewed by the professor after each simulation.  All materials will be shared with the supervisor participant in the following class meeting.  Students will receive credit for each feedback form completed.

            Due Date: Schedule to be created in class. (20% of grade)

5.   Exam/Knowledge Check – (30% of grade)

                                                      Exam Grading Scale
                                                            93-100 = A
                                                            85-92 = B
                                                            77-84 = C
                                                            70-76 = D

PLEASE FEEL FREE TO APPROACH ME WITH QUESTIONS, FOR ASSISTANCE, ETC., BEFORE AND/OR AFTER CLASS SESSIONS, BY PHONE OR E-MAIL.

Rev. Joseph Massucci, Ph.D.
Chair - Department of Educational Leadership
300 College Park
Dayton, Ohio 45469-0534
937/229-3737 – Phone      937/229-3392 - FAX
joseph.massucci@notes.udayton.edu

Last Updated: 03/01/2010 – RDS