BOSTON UNIVERSITYCollege of Fine Arts • Music Education

COURSE: MU865 Supervision and Evaluation in Music EducationSEMESTER: SPRING 2010CREDITS: 4 CLASS HOURS: Tuesday 5:00-8:00 PMCLASS LOCATION: CFA Room 219

Instructor: Dr. Sandra NicolucciOffice: CFA 207BE-mail: drnic@bu.edu (also you can leave messages on my magnet board or in the music ed office)Phone: 617-353-6888 (music ed office -- leave message) 617-358-4271Office hours: before and after class, office drop in’s, and by appointment

REQUIRED TEXTS, FILMThe Skillful Leader. Platt, Tripp, Ogden, Fraser. Research for Better Teaching, One Acton Place,

Acton, MA 01720. 978-263-3280. 978-263-9959 (fax). http://www.rbteach.com ISBN 1-8886822-07-7

The Skillful Teacher: Building Your Teaching Skills. Jon Saphier and Robert Gower. Research for Better Teaching, One Acton Place, Acton, MA 01720. 978-263-3280. 978-263-9959 (fax). http://www.rbteach.com ISBN 1-886822-06-9

To Be and To Have (film on reserve in CFA curriculum library — viewed independently by students)

WEBSITES TO BOOKMARKhttp://www.ascd.org (association for supervision and curriculum development) ASCD is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead. $$

http://www.ascd.org/publications/educational_leadership/oct09/vol67/num02/More_Insights_from_Leaders.aspxEducator insights about school leadership.

http://www.boston.com/jobsJob postings -- -- $$ for posting a job, FREE for searching

http://www.menc.org/career_center_ads/add (natl association for music education – menc)Post a job -- $$ for posting a job, FREE for searching

http://www.menc.org/forums/viewforum.php?id=9MENC online forum for administrators and researchers

http://www.menc.org/gp/national-council-of-supervisors-of-music-educationA support network for sharing information and strategies among school music administrators.

http://mmeaonline.org (ma music educators’ association) Click on “Job Bank.” FREE to post and search.

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http://mmeaonline.org/aimenews/aimenews.htm (administrators in music education) Provides MA music administrators with professional development by delving into "hot topics" in music education.

http://www.schoolspring.comAn easy, dynamic, and effective way for new and experienced educators to apply for teaching jobs today...and it's FREE!

www.thirteen.org/edonline/concept2class/Index.html A series of self-paced workshops useful for professional development on a variety of topics including:

Constructivism in the Classroom Assessment, Evaluation, and Curriculum Redesign Inquiry-based Learning Cooperative and Collaborative Learning Tapping Into Multiple IntelligencesInterdisciplinary Learning in Your Classroom

http://www.youtube.com/watch?v=FqfunyCeU5g Shift HappensShort overview of dramatic demographic shifts in the 21st century which have serious implications for schooling.

ADVOCACY & POLICYwww.bu.edu/diversity/search-manual/resources/index.html BU policy on interviewing

www.doe.mass.edu/mcas/about1.html?faq+all Massachusetts Comprehensive Assessment System (MCAS)

www.ed.gov/nclb/landing.jhtml No Child Left Behind Act (NCLB)

www.ed.gov/programs/racetothetop/index.html Race to the Top Fund

www.mass.gov/?. . .chapter_766 MA Chapter 766 (Special Ed law)

www.21stcenturyskills.org 21st Century Skills

MA LICENSURE REGULATIONS AND REQUIREMENTShttp://www.doe.mass.edu/lawsregs/603cmr7.html?section=06 Subject Matter Knowledge Requirements for

Vocal/Instrumental/General (Levels: All) (20) Music Teachers in MA.

http://www.doe.mass.edu/lawsregs/603cmr7.html?section=09 Scroll to “(3) Supervisor/Director” in MA.

http://www.doe.mass.edu/lawsregs/603cmr7.html?section=10 Professional standards for administrators

http://www.doe.mass.edu/educators/mentor/induct.pdf MA Guidelines for Induction Programs:Teacher Induction

pages 2-9 Supervisor/Director

Induction page A RTICLES

Fearless Leading. Yvette Jackson and Veronica McDermott. Educational Leadership. Vol. 67. No. 2, October 2009, pp. 34-39. (handout)

It’s Time to Rethink Teacher Supervision and Evaluation. Kim Marshall. Phi Delta Kappan, Vol. 86, No. 10, June 2005, pp. 727-735. (emailed)

Jon Saphier and Kim Marshall on Supervision and Evaluation: Many areas of agreement, a few areas of disagreement. July 17, 2008, pp. 1-4. (emailed)

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Making Teacher Evaluations Meaningful. Laura Varlas. Education Update. Vol. 1, No. 11, November 2009, pp. 1, 6-7. (handout)

Retention Begins with Hiring: Behavior-Based Interviewing. Mary C. Clement. Edge: Phi Delta Kappa International, May/June 2007, Vol. 2, No. 5, pp. 3-19. (handout)

The Excellent 11. Ron Clark. Hyperion. 2005. ISBN 978-1401308032. (handout)

The Why’s and How’s of Teacher Evaluation Rubrics. Kim Marshall. Edge: Phi Delta Kappa International, Sept/Oct 2006, Vol. 2, No. 1, pp. 3-19. (emailed)

ASSORTED SCHOOL SYSTEM E VALUATION PROTOCOLS (available online or on reserve)

BELMONT, MALink to the Unit A Teachers Contract.  The Evaluation Handbook is part of that document. http://www.belmont.k12.ma.us/hr/forms/  Click on Unit A contract and scroll to page 56.

MARBLEHEAD, MADocument on reserve.

MILTON, MADocument on reserve.

NEEDHAM, MAThis site has contracts:  http://rwd1.needham.k12.ma.us/human_resources/ContractsThis site has teacher evaluation form:   http://rwd1.needham.k12.ma.us/human_resources/Forms

WESTBOROUGH, MADocument on reserve.

WELLESLEY, MADocument on reserve.

SUPPLEMENTAL, ENRICHMENTA Whole New Mind. (2006) Daniel H. Pink. Riverhead Books, New York. ISBN 978-1-59448-171-0.

An Assessment of the Classroom Performance of Music Teachers. Donald K. Taebel. Journal of Research in Music Education.1990. Volume 38, Number 1. pp. 5-23.

Dealing with Difficult Teachers. Second Edition. Todd Whitaker. Eye on Education. Second Edition. August 2002. ISBN 978-1930556454.

Difficult Conversations: How to Discuss What Matters Most. Douglas Stone, Bruce Patton , Sheila Heen, Roger Fisher. Penguin. April, 2000. ISBN 978-0140288520.

Educative Assessment: Designing Assessments to Inform and Improve Student Performance. Grant Wiggins. Jossey-Bass, 1998.

Horace’s Compromise: The Dilemma of the American High School. Theodore Sizer. Houghton Mifflin. 1984.

How Competent Are Our Music Teachers? P.M. Alston. Journal of Education for Teaching. May 1980. Volume 6, Issue 2. pp. 115-130.

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If You Don't Feed the Teachers They Eat the Students: Guide to Success for Administrators and Teachers. Neila A. Connors. Incentive Publications. March 2000. ISBN 978-0865304574.

Instructional Leader’s Guide to Informal Observations. Sally Zepeda. Eye on Education. Second Edition. October 2008. ISBN 978-1596670914.

Learning and Leading With Habits of Mind: 16 Essential Characteristics for Success. (2008) Arthur L. Costa and Bena Kallick. Association for Supervision and Curriculum Development. ISBN 978-1416607410.

Motivating and Inspiring Teachers: The Educational Leader's Guide for Building Staff Morale. Todd Whitaker, Beth Whitaker, Dale Lumpa. Eye on Education Pub. Second Edition. December 2008. ISBN 978-1596671034.

Music Teacher Performance Evaluation: A Call for More Inclusive Models. Charles Maranzano. Journal of Personnel Evaluation in Education. Springer Netherlands. Volume 14, Number 3 / September 2000. Pp. 267-274.

No Margin for Error: Saving Our Schools from Borderline Teachers. Don Fuhr. Kendall/Hunt Publishing, 1996.

Quality Teaching Through Professional Development. Allan Glafthorn and Linda Fox. Corwin Press, 1996.

School Leadership That Works: From Research to Results. Robert J. Marzano, Timothy Waters, Brian A. McNulty. Association for Supervision & Curriculum Development. September 2005. ISBN 978-1416602279.

Teacher Evaluation: To Enhance Professional Practice. Charlotte Danielson, Thomas L. McGreal. Association for Supervision & Curriculum Development. July 2000. ISBN 978-0871203809.

The “Good-Enough” Music Teacher. Keith Swanwick. British Journal of Music Education. 25:9-22. 2008. Cambridge University Press.

The Impact of Beginning Music Teacher Assessment on the Assessors: Notes from Experienced Teachers. Mitchell Robinson. Bulletin of the Council for Research in Music Education. 2005. No. 164. pp. 49-60.

The Incompetent Teacher: Managerial Responses. Edwin Bridges. Routledge. April 1992. ISBN 978-0750700504.

The Relationship Between Observers’ Recorded Teacher Behavior and Evaluation of Music Instruction. Robert Duke and Mary Blackman. Journal of Research in Music Education. 1991. Volume 39, Number 4, pp. 290-297.

The Three-Minute Classroom Walk-Through: Changing School Supervisory Practice One Teacher at a Time. Carolyn J. Downey, Betty E. Steffy, Fenwick W. English, Larry E. Frase, Dr. William K. Poston. Corwin Press. April 2004. ISBN 978-0761929673.

What Great Teachers Do Differently: 14 Things That Matter Most. Todd Whitaker. Eye on Education. October 2003. ISBN 978-1930556690.

Writing Meaningful Teacher Evaluations - Right Now! Second Edition The Principal's Quick-Start Reference Guide. Cornelius L. Barker, Claudette J. Searchwell. Corwin Press. Second Edition. December 2003. ISBN 978-0761929659.

Writing Year-End Teacher Improvement Plans. Cornelius Barker and Claudette Searchwell. Corwin Press. Second Edition. September 2008. ISBN 978-1412963732.____________________________________________________________________________________________________________COURSE DESCRIPTIONStudents will study current educational thought and practices relative to the supervision and evaluation of school music teachers. Through readings, class discussions, recorded and live field observations, participants will grow in their understanding of the role of the music supervisor in recruiting teacher candidates, hiring, mentoring and nurturing new and mature teachers, dealing with mediocre and marginal teachers, and dismissing incompetent teachers. Contracted evaluation protocols from a variety of public school systems will be examined. The development of a common supervisory language around instruction and examination of multiple supervisory data sources will be emphasized so that course participants gain competence in delivering formative and summative claims, evidence, and judgments to those they supervise. Building a strong and supportive department culture which centers around professional development will be encouraged and modeled.

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_________________________________________________________________________________________COURSE OUTCOMESCourse participants will demonstrate ability to

• conduct behavior-based interviews (BBI) which indicate the potential of new hires• provide explicit written and verbal supervisory feedback about classroom practices• differentiate formative (supervisory) from summative (evaluation) responsibilities• draw on multiple sources of data to assess teacher performance• develop a departmental culture based on high expectations and professional growth• provide customized supervision for beginning, mature, marginal, and incompetent teachers

__________________________________________________________________________________________COURSE ESSENTIAL GUIDING QUESTIONS

What makes a reflective, effective practitioner?What makes a reflective, effective supervisor of teachers?What is the relationship between teacher supervision and student achievement?

__________________________________________________________________________________________MATERIALS NEEDED

laptop computer for use in lesson scripting exercises and taking final exam

ring binder for organization of all course handouts, graded assignments, handouts from MMEA Conference, and other pertinent resource materials. For student’s use only – will not be handed in._________________________________________________________________________________________

EXPECTATIONS and REQUIREMENTS

1. Punctuality and attendance are required and will be recorded. Class discussions are the core of our work. Attendance will affect course grade.

2. Emergency absences should be phoned in (617-353-6888) or emailed to drnic@bu.edu before the class meeting. ALWAYS CALL IN, even about a projected late arrival to class.

3. Laptop availability for class meetings. Use for internet access, note taking, and video scripting exercises. 4. All written assignments must be handed in on time. Late assignments will lose a full letter grade for every class they are late. Readings should be completed within the topical unit.

5. Always bring the book or handout from which you have read the weekly assignment to the next class meeting. Bring this course syllabus to every class.

6. Written assignments must be professionally presented:• word processed with no spelling or grammar errors (use SPELL CHECK!)• 12 point Times New Roman font• double spaced with 1” side and top/bottom margins to allow room for written feedback

• stapled or in a presentation folder (no page protector sleeves, please)

7. To gain practice in leading a “professional development” collegial group, you will facilitate a circle discussion which may involve a Case Study or analysis of assigned readings. You will receive a grade for your facilitation. Prepare yourself by studying the assigned materials carefully, taking notes, and making an outline of thoughtful questions to be addressed by the discussion group. Practice pacing the discussion and moving it along while maintaining a reflective atmosphere. Depending on enrollment numbers, some class members mayfacilitate more than once.

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8. Participation in a mock behavior-based interview will earn extra credit for the interviewer and interviewee.

9. Final examination will emphasize application of skills and principles learned. Exam will be taken in class on student’s laptop computer and immediately emailed to instructor upon completion. 10. You are expected to be an active member of the National Association for Music Education (MENC) and to read regularly the journals published by the association.

11. Those seriously interested in becoming school administrators should join the Association for Supervision and Curriculum Development (www.ascd.org) and read regularly the journals published by the association.

12. You are expected to know and understand the provisions of the CFA Academic Conduct Code. Cases of suspected academic misconduct will be referred to the Dean’s Office.

GRADING

Assignment grades will be averaged into the final course grade as follows:

In-class video scripting exercises averaged in one time each

Reflections, essays, film analysis, averaged in one time eachimprovement plan, interview questions, job ad

Facilitation of a circle discussion averaged in one time each

Mock Job Interviewer/Interviewee Role Play averaged in one time (as extra credit)

Field observation supervisory report averaged in two times (mid-term exam grade)

Final Examination averaged in three times

Attendance and class participation affect the final grade.

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____________________________________________________________

COURSE CURRICULUM MAP & ASSIGNMENTS__________________________________________________________________________________________

1. Tues. 1/19/10

Course Itinerary, Expectations, Texts

Circle Discussion Facilitators and Mock Job Interview (sign up next week):1/26 (2) 2/2 3/2 3/16 3/30 4/13 4/20 (2) 4/27 5/4

Mid-term and Final Assessments

Leadership Aspirations of Class Members

Carousel Brainstorming: Essential Guiding Questions

Differentiating Supervision (Formative) from Evaluation (Summative)

VIDEO OBSERVATION EXERCISE: “three minute classroom walk-through’s” elementary general music, high school choral What do you see? What would you say?

ASSIGNMENT:

READ ARTICLE HANDOUT: Fearless Leading. Yvette Jackson and Veronica McDermott. Bring article to next class.

READ ARTICLE HANDOUT: The Excellent 11. Ron Clark. Bring article to next class.

READ EMAILED ARTICLE: It’s Time to Rethink Teacher Supervision and Evaluation. Kim Marshall. Bring article to next class.

READ: Saphier Chapter 20 Teacher Beliefs

WRITE: a 2-3 page reflective essay profiling the most positive supervisor and the most negative

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supervisor you have ever had. Explicitly indicate the personal and professional attributes of these supervisors and the impact these leaders had on your self-image, work output, and morale. Cite in your essay relevant points from this week’s reading assignments. Be prepared to discuss next week.

_________________________________________________________________________________________

2. Tues. 1/26/10

Circle Discussion Facilitators and Mock Job Interview (sign up for specific dates) 1/26 (2) 2/2 3/2 3/16 3/30 4/13 4/20 (2) 4/27 5/4

Circle Discussion: What Are the Attributes of Successful Music Teachers? What Are the Attributes of Successful Music Supervisors?

Massachusetts Teacher Licensure Standards and IndicatorsDefinition of “Highly Qualified” teacher status

HELPING TEACHERS BE THE BEST THEY CAN BE (Powerpoint)

The Hiring Process- defining explicit job specifications- defining attributes/skills required of candidates- advertising the position (local, regional, national), recruiting, print and internet advertising- resume screening

Interview Scenarios- job fairs- screening interviews- behavior-based interviews (BBI)- phone interviews- individual, committee interviews- auditions: musical and teaching

What you should, can, and can’t ask in Interviews

NEXT CLASS: Mock behavior-based job interview position: _________________________________

(extra credit) Interviewer: _____________________ Interviewee: __________________________

ASSIGNMENT: WRITE: an “ad” for the job opening that will be the focus of next week’s interview plus

TEN (10) behavior-based interview questions for the job “posted” for next week. HAND IN.

READ: Retention Begins with Hiring: Behavior-Based Interviewing. Mary C. Clement. (handout) REVIEW: Behavior-Based Interview sites:

- http://www.pohly.com/interview-3.html- http://www.quintcareers.com/behavioral_interviewing.html- http://www.quintcareers.com/sample_behavioral.html

REVIEW: http://www.doe.mass.edu/lawsregs/603cmr7.html?section=06 Subject Matter Knowledge Requirements for Vocal/Instrumental/General (Levels: All) Music Teachers in MA.

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PERUSE: sites pertinent to job posting and recruiting in syllabus bibliography WEBSITES TO BOOKMARK READ: http://www.bu.edu/diversity/search-manual/resources/index.html Appropriate and

Inappropriate Interview Questions, Reviewing Applicants (Research on Bias and Assumptions)

READ: Case Study 1. CIRCLE DISCUSSION FACILITATOR: ______________________

3. Tues. 2/2/10 Behavior-Based Mock Job InterviewInterviewer: ___________________ Interviewee: ____________________

CASE STUDY 1: EXPECTATIONS and STUDENT MORALE DISCUSSION FACILITATOR: ______________________

ASSIGNMENT:READ: Platt Chapter 9 Detecting and Preventing Mediocrity in New Teachers

REVIEW: http://www.doe.mass.edu/educators/mentor/induct.pdf MA Guidelines for Induction Programs, Teacher Induction pages 2-9

PREPARE: to address the circle discussion talking points in class #4 (see below).

COME WITH: (1) information about how professional development expectations are expressed in your own school system and (2) description of music department meetings you have experienced (no hand in)._________________________________________________________________________________________

4. Tues. 2/9/10

Circle Discussion Talking Points: Inducting and Supporting Newly Hired Teachers• what needs do newly hired teachers have?• what is the supervisor’s responsibility toward new teachers?• what role do department colleagues play?

Building a Culture of Professional Development- developing a faculty’s shared vision for PreK-12 music education- the supervisor as a teaching model- goal setting, high expectations, modeling of excellence- professional development plans, PDP’s, licensure renewal- teacher study groups: best practices, research applications, quality student work- on and off campus PD opportunities- peer mentoring and coaching- alignment with system priorities and goals

Department Meetings: promoting “buy in”- frequency, length- significance of meeting sites- vertical and horizontal meeting configurations- meeting facilitation - agendas/goals: PD, student work, data analysis, action research, dept. business- professional development: who decides -- topics, how much, how often?

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ASSIGNMENT: (on next page -- you have two weeks to complete this assignment)

NO CLASS NEXT WEEK

WRITE: 1-2 page description of the professional development experiences that have been provided for you by your school system within recent memory

- which offerings/opportunities were most helpful to you?

- which offerings did you feel negatively about and why?

ORIf you are not currently working in a school system, develop 3-5 ideas for professional development for a music department faculty. Describe each opportunity in terms of target faculty (K-5, 6-8, 9-12, K-12), time frame, site (on or off campus), projected benefits to students.

BRING: paper copies for classmates and instructor of your school system’s teacher evaluation protocol -- usually contained within the teachers’ contract document. Include the URL where classmates can view your system’s teacher evaluation protocol if it is posted online.

READ: Platt Appendices C and D Grading Your Evaluation Procedures and use these to assess your own school system’s teacher evaluation protocols. If you’re not employed by a school system, assess one of the evaluation protocols provided - see ASSORTED SCHOOL SYSTEM EVALUATIONPROTOCOLS in syllabus bibliography (some on reserve). Make notes and be prepared to discuss in class. (no hand in).

READ: Saphier Chapter 11 Expectations Chapter 12 Personal Relationship Building Chapter 13 Classroom Climate

Chapter 19 Opening Wide the Gates: Building a Professional Development Culture

__________________________________________________________________________________________

NO CLASS 2/16/10 MONDAY CLASSES MEET THIS DAY

5. Tues. 2/23/10

Circle Discussion: Grading Teacher Evaluation Procedures Based on Platt readings and school system teacher evaluation protocols

Scrutinize the Teacher Contract and Personnel Policies! Ask questions!

SUPERVISING THE STAGES OF A TEACHER’S CAREER (Downey, Chapter 10)

SUPPORTING BEGINNING and NON-PTS MUSIC TEACHERS- Supervision during the first three years- Mentoring, Peer Coaching- Pre-PTS Dismissal or Appointment to Professional Teacher Status (tenure)

SUPPORTING EXPERIENCED MUSIC TEACHERS - Evaluation criteria- Evaluation cycles- Professional Development Plans, professional development points for license renewal

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- Conferencing and observing- Video recorded observations and conferences- Announced vs. Unannounced Visitations- “Management by Wandering Around” (MBWA) and “Three Minute Walk-Through” observations - “Class-and-a-half” observations

(continued on next page)ASSIGNMENT: COMPARE: As your time allows, examine one or more evaluation protocols from school systems

provided by classmates and/or listed in the syllabus bibliography under ASSORTED SCHOOL SYSTEM EVALUATION PROTOCOLS (some are on reserve in CFA Curric. Library). NO HAND IN.

READ: Case Study 2. DISCUSSION FACILITATOR: ______________________ Make notes of your ideas for case study discussion next class.

READ: Platt Chapter 1 Introduction Chapter 2 Confronting Institutional Mediocrity

BRING: Saphier book to next class, review your notes on Chapters 11, 12, 13 for circle discussion.

6. Tues. 3/2/10

DEVELOPING A COMMON LANGUAGE FOR SUPERVISION

Instructional Parameters: expectations, relationships, climate CIRCLE DISCUSSION: What do these look like when manifested in a music classroom?

SUPERVISING EXTENSION TEACHERS AND AIDES- instrumental and vocal extension faculty- accompanists- contracted personnel (musical directors, choreographers, et. al.)- parent and community volunteers

CASE STUDY 2: INSUBORDINATION vs. BELIEFS DISCUSSION FACILITATOR: ______________________

ASSIGNMENT: (you have two weeks to complete this assignment)

NO CLASS NEXT WEEK READ:* Saphier Chapter 2 Attention

Chapter 3 Momentum Chapter 8 Clarity

* while we are reading only selected chapters in the Saphier book in this course, future supervisors are urged to study this entire text and to provide professional development for staff on instructional parameters so that there is a common language used in conversations about teaching and learning. Students in this course are encouraged to read additional chapters as time allows.

VIEW: To Be And To Have (film on reserve in CFA Music Curriculum Library)

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WRITE: a 2-4 page essay assessment of Mr. Lopez, the film teacher, in terms of his implementation of the six Saphier instructional parameters which you have read about: expectations, relationships, climate, attention, momentum, clarity. Divide and label your paper into six sections, one section per parameter. Give specific evidence for your claims. HAND IN.Circle Discussion Facilitator: _________________

__________________________________________________________________________________________

NO CLASS 3/9/10 SPRING BREAK__________________________________________________________________________________________7. Tues. 3/16/10

Instructional Parameters manifested in To Be And To HaveInstructional Parameters: expectations, relationships, climate, attention, momentum, clarity

Discussion Facilitator: _________________

MMEA ALL STATE MUSIC CONFERENCE: “At A Glance” Conference Planner

Application Exercise: Parameter Analysis via ClassroomVideo Clips

ASSIGNMENT:BRING: laptop computer to next class for a video lesson scripting exercise

INSTALL: observation template emailed by instructor onto your laptop. It will be used next class.

READ: sample scripted classroom observation and bring to next class (emailed)

READ TWO EMAILED ARTICLES:1. The Why’s and How’s of Teacher Evaluation Rubrics. Kim Marshall. 2. Jon Saphier and Kim Marshall on Supervision and Evaluation

REVIEW: the six Saphier parameters. You will be citing these in a scripting exercise next class.

ATTEND: MMEA All State Conference this week and participate in administrative sessions sponsored by AIME (Administrators in Music Education). Check out the AIME Interview Forum held in the evening – brief screening interviews are provided for candidates on site.

____________________________________________________________

3/18-20/10 MMEA ALL STATE CONFERENCE Seaport World Trade Center, Boston

__________________________________________________________________________________________8. Tues. 3/23/10

Lesson Scripting Template Components How to Do A Lesson Observation

- pre-conference- scripting (have template on your laptop)- post-conference- use of common descriptive language (Saphier parameters)- claims, evidence, judgments

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- recommendations, commendations, and “bottom line”

SCRIPTING EXERCISE: high school band rehearsal

ASSIGNMENT: (on next page)

BRING: laptop computer to next class for a video lesson scripting exercise

COMPLETE: the observation report for the video scripting exercise and email it to instructor (drnic@bu.edu) on or before this Thursday.

READ: Case Study 3. CIRCLE DISCUSSION FACILITATOR: ______________________ Make notes of your ideas for case study discussion next class.

SET UP A FIELD OBSERVATION (pre-alert): identify a music colleague in your school district or in an area school who would be willing to let you do a scripted lesson observation complete with pre- and post-conferences. Another option is to accompany the instructor on a student teacher observation. Set up an appointment to do this observation within the next two weeks. A full written observation report (using the template) is due on 4/6. COUNTS AS MID-TERM EXAM.

_________________________________________________________________________________________9. Tues. 3/30/10

SCRIPTING EXERCISE: elementary general music

Pair-Share Role Play: Post-conference with video teacher

CASE STUDY 3: TENURE AND DIMINISHED STANDARDSDISCUSSION FACILITATOR: ______________________

ASSIGNMENT: COMPLETE: the observation report for the video scripting exercise and email it to instructor on

or before Thursday.

CARRY OUT A FIELD OBSERVATION: identify a music colleague in your school district or in an area school who would be willing to let you do a scripted lesson observation complete with pre- and post-conferences. Another option is to accompany the instructor on a student teacher observation. After completing the process, ask the observed teacher to give YOU feedback on how you did. A full written observation report (use template) is due NEXT CLASS. COUNTS AS MID-TERM EXAM.

BRING: the plan book and the grade book you are using in your current teaching to class for sharing

READ: Platt Chapter 5 Describing Strengths and Problems BRING: Platt book to class_________________________________________________________________________________________10. Tues. 4/6/10 Hand in Mid Term Field Observation Reports: Debriefing Discussion

ADDITIONAL SOURCES OF SUPERVISORY DATA- unit plans- self-evaluations- student surveys- other administrators- additional data sources (Platt pg. 73)

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Peer Sharing: PLAN BOOKS & GRADE BOOKS

TEACHER PORTFOLIOS (Content Checklist in Platt pg. 188-189)

ASSIGNMENT: (on next page) READ: Platt Chapter 4 Selecting Data Sources and Chapter 10 Evaluation in the Early 2000’s

BRING: Platt book to class

READ: Case Study 4. CIRCLE DISCUSSION FACILITATOR: ______________________ Make notes of your ideas for case study discussion next class._________________________________________________________________________________________

11. Tues. 4/13/10

Confronting Mediocre, Marginal, and Incompetent Teachers- supervisory interventions - escalation of visitations and conferences- improvement plans (Platt Appendix E)- establishing “paper trails”- off cycle evaluation

CASE STUDY 4: THE NEOPHYTE ADMINISTRATOR vs. THE “BURNED OUT” VETERAN

DISCUSSION FACILITATOR: ______________________

ASSIGNMENT:

READ: Platt Chapter 3 Profiles of Mediocrity Chapter 6 Designing an Improvement Plan

READ: Making Teacher Evaluations Meaningful handout article by Laura Varlas. Bring to class. Be prepared to share your impressions in Circle Discussion next week.

CIRCLE DISCUSSION FACILITATOR: ______________________

READ: www.ed.gov/nclb/landing.jhtml No Child Left Behind Act (NCLB) and www.ed.gov/programs/racetothetop/index.html Race to the Top Fund. Be prepared to discuss(1) policy content and intention, (2) implications for teachers and supervisors.CIRCLE DISCUSSION FACILITATOR: ______________________

WRITE: Using the Improvement Plan template in Platt Appendix E, create an action plan for ONE of

the mediocre teachers profiled in Platt Chapter 3 or for the teacher in CASE STUDY 4. HAND IN.

BRING: Platt book to next class

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BRING: a copy of the last written evaluation report that you received in your school or work. IT WILL NOT BE PUBLICLY SHARED. You will use it for reference during our discussion.

12. Tues. 4/20/10

Implications for Teacher Evaluation: Platt, Varlas, and policy readings/websitesDISCUSSION FACILITATORS: ______________________ ____________________

Writing Effective Summative Evaluations (Platt Appendix F)- claims, evidence, judgments- evaluation criteria and indicators- explicit language and “bottom lines”

Peer Sharing: evaluations received by classmates

Collaborating with Principals on Final Evaluations and Conferences

ASSIGNMENT: READ: Platt Chapter 8 A Principal Confronts Mediocre Teaching

EXAMINE: Platt Appendix F Model Summary Evaluation Report Form

READ: Case Study 5. CIRCLE DISCUSSION FACILITATOR: ______________________Make notes of your ideas for case study discussion next class.

FIND OUT: the definitions of “due process” and “just cause” in teacher contract language

FIND OUT: How RIF (reduction in force) and dismissal of PTS (professional teacher status=tenured) Teachers is carried out in your school system. How do the roles of the administration and teachers’ union interface in a tenured dismissal? Come to next class prepared to discuss your system’s procedures. Look in the teachers’ contract, and bring yours to next class. Highlight dismissal language.

__________________________________________________________________________________________13. Tues. 4/27/10

COURSE EVALUATION

PREVIEW OF FINAL EXAM

DISMISSING TEACHERS: who is legally responsible?- principal and teacher union involvement- non-PTS teachers- incompetent PTS teachers- reduction in force (RIF)- due process and just cause- how, when, and where to deliver the news

Protocols for Reduction in Force (RIF) and Firing

CASE STUDY 5: FIRING A MEDIOCRE TEACHER15

DISCUSSION FACILITATOR: ______________________

ASSIGNMENT: (on next page)

BRING: laptop computer to next class for taking final exam

STUDY FOR FINAL EXAM: this 2-hour assessment will focus on your ability to apply the concepts you learned have to school scenarios. Both short answer and open-ended responses will be expected. Exam portion taken on your laptop will be emailed to instructor before you leave the exam room.

GUIDING QUESTION DISCUSSION FACILITATOR: _______________________________________________________________________________________________________________________

14. Tues. 5/4/10

GUIDING QUESTION DISCUSSION FACILITATOR: _____________________________

REFLECTION ON COURSE GUIDING QUESTIONSWhat makes a reflective, effective practitioner?

What makes a reflective, effective supervisor of teachers?

What is the relationship between teacher supervision and student achievement?

HOW HAVE YOUR OWN LEADERSHIP ASPIRATIONS CHANGED DURING THIS COURSE?

FINAL EXAMINATION (2 hours)

ASSIGNMENT:

I will email you as soon as your exam has been graded. You may then come by for an appointment to review your exam results.

Pursue your leadership aspirations! Inspire others with your wisdom, courage, and empathy._________________________________________________________________________________________

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