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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:
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Develop an operational definition of
supervision including identification of task areas essential to the knowledge
base.
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Describe various models for conducting
effective teacher conferences.
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Identify key legal implications for
supervisors in summative evaluation procedures.
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Identify steps in the helping relationship.
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Describe various supervisory styles and
identify the student's predominate one.
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Describe the stages of the clinical
supervision model.
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Describe models for systematically analyzing
teacher behavior.
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Identify appropriate principles of adult
learning styles.
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Identify potential pupil personnel services
and related specialists in the school who might be used to assist teachers
and/or supervisors.
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Develop the components of the
mentoring/induction/coaching process.
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Describe the essential components of a staff
development program.
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Explain the supervisor's role in planning,
goal setting, and evaluation of instruction.
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Describe the differences between formative
and summative supervision.
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Identify factors within the school culture
that make provision of effective supervision both difficult and satisfying.
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Explain different approaches to making the
school culture more supportive of supervisory efforts.
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State a personal philosophy of
supervision...a vision of an effective supervisory program within a
school/district.
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Identify various means by which classroom
observation data can be collected.
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Identify and explain the components of the
Praxis III classroom performance assessment and the Pathwise system for student
and beginning teacher development.
Skills:
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Apply clinical supervisory skills.
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Apply skills in supporting a professional
colleague.
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Apply a variety of instruments, formal and
informal, for collection observational data.
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Develop and apply self-made analyses of
teaching behavior.
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Thoroughly analyze classroom observation
data and provide feedback to the teacher.
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Apply the principles of adult learning to
staff development planning.
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Relate research findings on effective
instruction.
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Demonstrate effective teacher conference
skills.
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Apply pertinent theoretical models of
supervision in simulated class activities.
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Reflect mindfully on instructional practice.
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Work collaboratively in groups and think
critically.
Dispositions:
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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.
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Actively participate in simulated class
activities, the discussion of assigned readings, and small group activities.
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Demonstrate an appreciation of the
democratic process as it relates to providing leadership in the areas of
supervision and staff development.
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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.
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Express, defend, and demonstrate a personal
philosophy of supervision.
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Demonstrate an internalized value of the
true potentialities of the teacher-supervisor relationship.
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Demonstrate class leadership in applying
supervision and staff development tenets to simulated school situations.
Textbook:
SuperVision and
Instructional Leadership: A Developmental Approach
(Seventh Edition/2007) by Carl D. Glickman, Stephen P. Gordon, and Jovita M.
Ross-Gordon.
Course Requirements:
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Class attendance and participation
(considered in final grade).
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District/School Teacher Evaluation
Analysis Project & Report (25% of grade)
5 to 7 pages, typewritten, double-spaced
Narrative format to include:
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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.
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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.
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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.
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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.
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Position Paper/Platform Statement (25% of
grade)
4 to 5 pages, typewritten, double-spaced
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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 Theyself),
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. 287-293 only/section dealing
with Teacher Evaluation), 16 (Direct
Assistance to Teachers), and 18 (Professional
Development).
Give special attention to Chapter
5’s The Supervisory Interpersonal Behaviors Questionnaire - pp. 103-107; and Appendix
“A” What is your Educational Philosophy? - pp. 467-471.
A sample
journal
form is attached which may be duplicated to record notes for this
project and for weekly in-class discussion of assigned chapters.
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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 (cf: text example on pp. 107-109). Be sure to include your rationale for the ideas presented in the paper.
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Describe how you think an
effective school supervisor/building administrator should incorporate
these ideas (from “b” above) into his/her practice.
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Clinical Supervision Model
Simulation (20% of grade)
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 present a 10 to 15 minute mini-lesson. 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. 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.
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EXAM (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.
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