course syllabus - argosy universitydissertation.argosy.edu/chicago/summer 09/e7335... · web...

Argosy UniversityCOURSE SYLLABUS

E7335Advanced Supervision of Curriculum and Instruction

Faculty Information

Faculty Name: Lynn Manning, Ed.D.Campus: ChicagoContact Information: (815) 370-6280 or (708) 755-7010 extension 1125

[email protected] Hours: By appointmentShort Faculty Bio: Manning is the Assistant Superintendent for Curriculum and Instruction in Bloom Township High School District

206 in Chicago Heights, IL. Her responsibilities include coordinating the academic program for the district, monitoring the development and implementation of the district improvement plan, facilitating all professional development, managing district accountability with the State Board, and supervising the hiring, certification, and appraisal of all personnel. She has been a high school principal, assistant principal, division coordinator and teacher of reading and English. In addition to being an adjunct professor for Argosy, Manning has been an adjunct professor in the Masters in Educational Leadership for Concordia University and Olivet Nazarene University, teaching courses in instructional leadership and supervision, the evaluation and change process, and has served as university supervisor of administrative interns. Manning is a long standing member of the Secondary Education Advisory Council for Governors State University. She earned a BS in Education from Northern Illinois University, a MS in Education from Purdue University and an Ed.D. from Nova Southeastern University.

Course description: This course analyzes the relationship between current practice and research in the supervision of curriculum and instruction. Specific administrative theory related to the supervisory role are examined and used to evaluate current and recommended practices in program management and classroom instruction. Topics include the concepts and techniques necessary for establishing a research-based,comprehensive program for staff supervision; establishing performance standards; diagnosing staff needs; matching supervision with staff needs; creating the supervising climate; and using the results effectively.

Course Pre-requisites: None

Required Textbooks: Oliva, P. F. (2008). Developing the curriculum (7th ed.). Boston, MA: Allyn & Bacon. ISBN: 020559350X

Nolan, J. Jr. (2007). Teacher supervision and evaluation: Theory into practice (2nd ed.). John Wiley & Sons, Inc. ISBN: 9780470084052

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: Author. ISBN: 1557987912

Recommended Textbooks:Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2007). SuperVision and instructional leadership: A developmental approach

(7th ed.). Boston, MA: Allyn & Bacon. ISBN: 0205489532

Anderson, L. et al. (2001). A Taxonomy for Learning, Teaching and Assessing (Abridged ed.). New York, NY: Longman. ISBN: 080131903x

Recommended Journals:Educational Leadership: http://www.ascd.org/portal/site/ascd/menuitem.a4dbd0f2c4f9b94cdeb3ffdb62108a0c/

Journal of Curriculum and Supervision: http://www.ascd.org

Journal of Curriculum Studies: http://www.tandf.co.uk/journals/titles/00220272.asp

Course length: 7.5 Weeks

Contact Hours: 45 Hours

Credit Value: 3.0

Program Outcomes:

http://www.tandf.co.uk/journals/titles/00220272.asp

http://www.ascd.org/

http://www.ascd.org/portal/site/ascd/menuitem.a4dbd0f2c4f9b94cdeb3ffdb62108a0c/

1.0 Research and Theory - Instructional Leaders make decisions based on research and supported theory. They apply their knowledge and skills to:1.1 Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.1.2 Analyzing - Critically analyze current research in education and related fields to inform curricular and instructional decisions.1.3 Applying - Evaluate and apply theory to design research to select, integrate, implement and assess educational practices and materials.1.4 Decision-making - Use primary research from best practice, and other contextual data to make recommendations and decisions about

teaching and learning.

2.0 Communication and Informational Literacy - Instructional Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:2.1 Oral and written communication - Orally or in writing, present educational documents (including recommendations, critiques or

justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology.

2.2 Organizational Communication - Exhibit skills in building trust, gauging organizational climate, assessing perception and facilitating systemic processes to promote a positive learning culture.

2.3 Information and other literacies - Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.

2.4 Using Technologies - Use a broad range of software applications or Web-based tools to facilitate systematic investigation into instructional effectiveness and accountability.

3.0 Critical Thinking/Problem Solving - Instructional Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:3.1 Critical Thinking - Analyze complex contemporary problems at the institutional, state and national levels by gathering and assessing

relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.3.2 Evaluate - Evaluate relevance of established theory to current education practice and identify gaps in current literature.

4.0 Collaboration - Instructional Leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:4.1 Teambuilding - Build teams to guide research activities of various constituencies.4.2 Families and Community - Work with various stakeholders and constituencies of the educational community to address, select and

implement optimal courses of action to deal with the issues of, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development.

5.0 Leadership - Instructional Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:5.1 Leading - Provide leadership at the institutional, state and national levels in various roles and responsibilities.5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate staff and other members of the educational community to

improve student academic achievement.5.3 Supervision - Evaluate teaching and staff performance at the district or institutional level using a variety of supervisory models.5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.5.5 Change Management - Develop clear initiatives and use research-based change strategies to study and assist an educational institution or

district reach its vision, mission, and goals in a changing environment.5.6 Contemporary Issues - Assess the larger political, social, economic, legal and cultural influences on education at the local, state and

national levels.5.7 Curriculum Theory and Design - Synthesize and merge curriculum and instructional theory to design, implement and assess instructional

programs that lead to improved student achievement.5.8 Data-driven Decision-making - Collect and analyze data and information to solve educational problems.5.9 Monitoring - Monitor and evaluate operational systems to ensure they enhance student learning and reflect accountability to the

community.5.10 Evaluation - Evaluate the instructional processes, strategies, techniques and methodologies in an educational institution.

6.0 Ethics/Principles - Instructional Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions:6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty.6.2 Fairness - Demonstrate ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies.6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.

7.0 Diversity - Instructional Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills to:7.1 Leading - Design and assess educational policies, instruction and curricular reform that reflect culture and diversity.7.2 Theory and Research - Assess the implementation of plans and programs designed to promote diversity and develop a welcoming

community.

8.0 Internship - Through a program of field study, Instructional Leaders demonstrate their knowledge and skills situations that contribute to their professional development. They apply their knowledge and skills in:

8.1 Internship - A sustained and extensive internship activity in a real world setting to further develop the knowledge, skills and dispositions of national leadership standards.

8.2 Course embedded field experiences - Course-embedded field experiences that use best practices and sound educational research to improve the knowledge, skills and dispositions of national leadership standards.

9.0 Interpersonal Effectiveness - Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.9.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.9.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships. 9.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships. 9.4 Use effective communication skills to reduce conflict.9.5 Analyze the impact of technological advances on interpersonal and organizational relationships.9.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.9.7 Assess nonverbal communication in interpersonal and organizational relationships.

Course Objectives:1. Given an educational setting (K-12/higher education), analyze the trends for continued review and change regarding the

supervision of curriculum and instructional practices. (Program Outcomes: 1.1, 1.4, 3.1, 5.7)2. Examine how strategies and methods regarding curricular and instructional change impact school staff, climate, and culture.

(Program Outcomes: 2.2, 3.1, 5.6)3. Compare and contrast the various leadership models to identify concepts and techniques for a comprehensive program of staff

supervision. (Program Outcomes: 1.2, 1.4, 5.3, 5.10)4. Using information from various data sources, such as school improvement plans, student assessment data, and teacher

observational data, analyze issues of practice related to supervision of instruction and discuss best solutions. (Program Outcomes: 1.4, 2.1, 3.2, 5.6, 5.8)

5. Assess the advantages and disadvantages of standards-based instruction and its impact on instructor accountability. (Program Outcomes: 1.2, 3.1, 5.9)

6. Develop a model of a supervisory approach that enhances instructors’ roles in self-reflection and self-development by using collected observational and other pertinent data. (Program Outcomes: 5.1, 6.2, 9.2)

Assignment Table:Topics Readings Assignments

1On Site

Supervision in Context Role of Supervision Educational Philosophy Instructional Supervision

Nolan Chapter 1: Introduction

Oliva Chapter 1: Curriculum

and Instruction Defined Chapter 2: Principles of

Curriculum Development Chapter 6: Philosophy

and Aims of Education

Optional:Glickman, Gordon, & Ross-Gordon Chapter 1: Supervision

for Successful Schools

Discussion Questions:1.1. Analyze the relation between the mission statement (written philosophy) and the nature of the curriculum and instruction planning and execution in your own school. Summarize the mission statement of your school. Examine how the mission statement influences curriculum development and instruction planning. Explain how the mission statement influences curriculum and instruction execution.

1.2. Choose a school where you have worked or currently work. Analyze the relation between supervision, staff relations, and morale in terms of the interactions between the three. Then, comment on them in light of these points: The ways supervision influences how teachers

interact with each other; The ways supervision influences how teachers

interact with supervisors; The ways supervision influences how teachers

interact with students.

1.3. Submit a “vision” paper (APA style, 2-3 pages, not counting title and reference page) on the ideal merging of mission statements, supervision, curriculum/instruction, and staff relations. In other words, analyze what you would consider to be: the best expression of a school mission; the best supervision to accomplish that mission; the best curriculum and instruction planning and

execution that could come from that kind of

supervision; and the best staff relations that could come from that

kind curriculum and instruction planning and execution.

Note: Because this is early in the course, your vision need not be heavily researched, nor should it be considered a final product.

Assignments:1.1. Write a one-page autobiography introducing yourself to other members of the class. The autobiography should include your current profession, career goals, expectations for the class, major contributions to your profession, and other personal information. Also, include answers to the following questions. What do you think of the relationship between

current practice and research in the supervision of curriculum and instruction?

Considering your experience, what are some of the current instructional and curriculum development practices followed in your organization?

What role does supervision play in ensuring that instructional practices and curriculum development initiatives are implemented properly?

1.2. Field ExperienceYour field experience assignment for this course will require you to visit a local school. You may choose your current school, a previous school where you were employed, or any appropriate school where the staff is

familiar with you. This is an individual assignment that will help you gather information for your final project assignment.

You will begin this assignment in Week 1 and submit your field experience report in Week 6.

As preparation for your school visit, create an observation checklist. This checklist should help you to observe the environmental, communication, and supervisory aspects of the school and gather appropriate information for your project assignment. Include the following categories in your list, with subcategories that are logical and appropriate for the setting you are visiting. School climate Communication or Interaction

o leader-teachero teacher-teachero student-teacher

Supervisory climate

Your checklist should be in the form of a Word document about 2-3 pages long.

1.3. Final Project – Supervision PortfolioYour project for this course is to create a supervision portfolio. Based on your field experience observations and experiences at school, you will write a paper each week that describes one aspect of supervision in your school.

This portfolio will also contain recommendations for changes to existing issues in the teaching profession.

Write a report examining the stated or written educational philosophy of your school. In your report, be sure to: Analyze the consistency of the educational

philosophy with what you observe in practice. Analyze the impact of the educational philosophy

on curriculum development and instructional practices in your school.

Your report should be in the form of a Word document about 3-4 pages long and should follow the APA 5th edition.

2On

Line

Educational Review Supervisor as Manager of

Curriculum Change

Nolan Chapter 1: Introduction

Oliva Chapter 3: Curriculum

Planning: A Multilevel, Multisector Process

Chapter 4 Curriculum Planning: The Human Dimension

Chapter 15: Issues in Curriculum Development

Optional:

Discussion Questions:2.1. Describe and analyze one major curricular trend in your community (It can apply to K-12, collegiate, or adult education.) How did this trend originate—grassroots, administrative, or government policy? What is the philosophy, ideology, or rationale behind the trend? Examine the pervasiveness of the trend—has it been adopted into curriculum by few or many teachers? Has it been adopted by one or more schools? Has the adoption been voluntary or required? Analyze teachers’, parents’, and the community’s attitudes toward the trend. Evaluate the efficacy of the trend and its implementation. Determine the future of the trend—will it grow, subside, or change in the future?

Glickman, Gordon, & Ross-Gordon Chapter 3: What Schools

Can Be Chapter 4: Adult and

Teacher Development: Clues for Supervision

Chapter 5: Reflections on Schools, Training, and Supervision

2.2. Use the Argosy University online library, Internet, or outside resources to research the trend in school drop-out rates, with respect to ethnicity and gender. Develop a plan for reversing the trend in at least one at-risk population. Include the following points in your plan: Location (What people, organization, or district is

your plan intended for? Where does it take place?) Target audience (Which population does the plan

target? What are the statistics this plan tries to counteract?)

Proposed curricular changes (What curricular changes are made to address the problem?)

School personnel involved (Whom will you involve in the implementation of the plan?)

Evaluation methods (How will you evaluate the plan?)

Success factors (What are the plan’s chances for continued success?)

Future (What is the future of the plan?)

2.3. “Educational reform” is a euphemism that politicians as well as educators use. Research one “educational reform” proposal or movement that occurred in the last 25 years. Discuss the objective of the proposal. What did it intended to achieve? What was its greatest support? How is it relevant today? Is it followed in your organization? What are its merits and demerits? How has it influenced the teaching and learning process? Support your responses with

examples from personal experience.

Assignments:2.1. Field Experience Prepare a list of open-ended questions that you will use to interview the instructional supervisor of the school. You will later use the information that you collated using the questionnaire to complete your project. Your interview questionnaire should focus on the following categories of the supervisor’s role, with logical and appropriate subcategories: Relationships with Teachers Curriculum Development and Improvement Evaluation of Teaching School Improvement Initiatives

Make an appointment with an instructional supervisor of the school for your school visit next week.

Your questionnaire should be in the form of a Word document about 2-3 pages.

2.2. ProjectCritique your state standards and benchmarks for a specific subject such as math, science, or any subject of your choice. Cover a range that is appropriate for your course of study (e.g. K-6, 5-8, 9-12, higher education). This can be the subject you teach or otherwise. Examine the curricular requirements, processes, and reforms as they impact your school.

Evaluate to what extent each of the following determines what you teach: School’s curriculum guide Administrators Accreditation Standards State Standards National Standards Achievement Tests Curriculum Texts Teacher Preparation Programs

Your critique should be in the form of a Word document about 3-4 pages long and should follow the APA 5th edition.

3On

Line

Supervision and Leadership Curriculum Leaders

Nolan Chapter 2: Understanding

the Components of a Comprehensive Teacher Supervision and Evaluation System

Chapter 3: Key Concepts and Skills in Classroom Supervision

Optional:Glickman, Gordon, & Ross-Gordon Chapter 6: Supervisory

Behavior Continuum Chapter 12:

Discussion Questions:3.1. Discuss how you would differentiate or delegate supervision and evaluation tasks. Identify the supervision and evaluation criteria you would keep in mind when doing so. What tools (schedules, plans, etc.) would you use indicate the difference between setting up and performing supervising activities and evaluation activities to staff members? How would your strategies for data gathering differ between supervision and evaluation? Which (if either) of those activities might you delegate or share? To or with whom? Why? Provide examples from personal experience where appropriate.

3.2. How do the following criteria influence your choice of a leadership model and therefore your

Developmental Supervision

supervisory style? Your job title and stated duties Your personality, personal style, and personal

values Your preferred methods for building trust Your preferred methods of data gathering Your preferred methods for interviewing,

conferencing, and de-briefing School climate as well as individual needs

Evaluate the influence of these criteria on the choice of a leadership model.

Provide examples from personal experience to support your answer.

3.3. Research (in journals, trade magazines, or on the Web) one style of corporate supervisory theory or practice that might be applied to education. Why does the theory appeal to you? List the main features of this technique or theory.

What are its merits and demerits of this technique or theory? How will you incorporate it in your setting? Present the technique as applicable to your school. Provide examples from your experience to support or justify the application of this theory to your setting.

Assignments3.1. Field Experience This week, visit your school. Record your observations using the checklist that you created in Week 1. Next, interview the instructional supervisor with the help of

the questionnaire you prepared in Week 2. The questionnaire will contain questions related to the school improvement plan, posted communications, and teacher relations. Ask for artifacts and additional data to clarify your understanding during your visit. Your findings should be compiled in a Word document about 2-3 pages long and should follow the APA 5th edition.

3.2. ProjectIdentify the process of curricular or instructional supervision used in your school. Write a detailed report that evaluates the efficacy of the process. Include the advantages and disadvantages of the process—which one outweighs the other? Provide recommendations for improvement.


4OnSite

Supervision for Professional Growth Supervisory Models that

Encourage Growth

Nolan Chapter 4: Peer Coaching Chapter 5: Self-Directed

Teacher Growth Chapter 6: Action

Research Chapter 7: Collegial

Development Groups

Discussion Questions:4.1. Describe a scenario where you would be justified in using direct control supervisory behavior. Then describe how you would carry out supervision in a manner consistent with your personal philosophy and style. Finally, describe how you would plan to move the teacher in question to a less controlled supervision in the future. Provide examples from personal experience where appropriate.

Optional:Glickman, Gordon, & Ross-Gordon Chapter 8: Directive

Control Behaviors Chapter 9: Directive

Informational Behaviors Chapter 10: Collaborative

Behaviors Chapter 11: Non-

Directive Behaviors

4.2. Use the Argosy University online library or the Internet to find a peer-reviewed article describing one type of indirect supervision—peer coaching, self-directed growth, action research, or collegial development groups. Describe, analyze and evaluate the program described in the article. Discuss its effect on curriculum development and/or instructional practices. What was the program and why was it instituted? Which of the models you have studied this week did this program most resemble? (Provide evidence). Did the program help teachers develop more effective teaching practices? How? How might the program be improved? Could this program be translated to other settings, including your own school? Explain.

4.3. Imagine that teachers are working on a curriculum development project that you are supervising. Through observation and private conversations, you notice these problems: Two teachers are working with each other but not

fully contributing to the group. One teacher is trying to be the leader without

general consent. An older teacher does not see the point of the

project and does not want to participate. A second-year teacher feels overwhelmed and

unappreciated.

As a supervisor, how would you intervene to resolve

these problems? What supervision technique(s) would you use in this situation? How would you use this supervision technique in a manner consistent with your personal philosophy and style? How will you use the technique in a manner that benefits all the teachers? Provide examples from personal experience where appropriate.

Assignments:4.1. Field Experience This week, begin your compilation and analysis of the information that you have gathered with the help of your checklist from Week 1. Your field experience provides current research required for the project. By compiling and analyzing your research, you will organize the data for this week’s project task. Compile your findings in three sections: School Climate Communication/Interaction Supervisory Climate

Your findings should be compiled in a Word document about 2-3 pages long and should follow the APA 5th edition.

4.2. ProjectUsing the information that you collated from the checklist, create a report that: Analyzes the process of curricular or instructional

supervision used in your school. Evaluates the efficacy of the process.


5OnSite

Supervision of Curriculum and Instruction Curriculum Development

Models Current Instructional Practices Teacher Accountability

Oliva Chapter 5: Models for

Curriculum Development Chapter 7: Needs

Assessment Chapter 8: Curriculum

Goals and Objectives Chapter 10: Instructional

Goals and Objectives Chapter 11: Selecting and

Implementing Strategies of Instruction

Chapter 12: Evaluating Instruction

Chapter 13: Evaluating the Curriculum

Chapter 14: Curriculum Products

Optional Reading:Oliva Chapter 9: Organizing

and Implementing the Curriculum

Discussion Questions:5.1. Think of a curriculum area in your school that might benefit from a curriculum planning or improvement program. Identify the curriculum area you’ve chosen. What are the current weaknesses or problems being faced by this specific curriculum area? Discuss how you would set up the improvement program. Whom would you include in the process? What “human” elements would you need to account for?

What roles would need to be filled? What role would you play? What processes would you include? (Use the textbook readings to help you make a sequenced list.)

How would you use feedback during the design and implementation phases? How would you evaluate the program during the implantation phase? Provide examples from personal experience where appropriate.

5.2. Think of a lesson that you might have observed someone else teach. Write two lesson plans for that lesson, using two different instructional models. Present the lesson applying the two different models. What are the advantages and disadvantages of each model in the given situation? For each plan describe the

Bloom’s taxonomic levels that the lesson would address. Explain how you would evaluate and debrief the lesson? (i.e. what you would focus on and what role or behavior you would take on?) Write a brief summary that discusses the differences between the two examples you have written in terms of your behaviors and expectations.

5.3. Imagine that your curriculum program in Discussion Question 5.1 has been approved. After observing teachers in the new curriculum’s implementation stage, you notice that one of them really “gets it” and shows great expertise and enjoyment with the curriculum. You ask him to be a coach and cheerleader for the other teachers, and ask him to create a “packet” to give to the others to help them better understand and implement the program, and to help them extend their understanding with resources beyond the classroom. Make a list of at least 5 items you would want in the packet.

Explain why you chose these five items over others. What are the highlights of these items? How do they help in the better implementation of the program?

Describe each item in detail on the basis of Technology or Internet resources, curriculum and instructional material, community resources, and effectiveness. Provide a rationale for choosing each item.

Assignments:

5.1. Field Experience This week, analyze the information gathered through the questionnaire created in Week 2 and subsequent interview. Use the following categories to analyze the supervisor’s role: Leadership Style and Relationships with Teachers Curriculum Development and Improvement Teaching Evaluation School Improvement Initiatives

Also, review the data that you collected on the school improvement plan, posted communications and teacher relations.

Your field experience provides current research required for the project. By compiling and analyzing your research through the questionnaire, you will organize this data for this week’s project task.

Your findings should be compiled in a Word document about 3-4 pages long and should follow the APA 5th edition.

5.2. ProjectUsing the information that you collated from the questionnaire, identify and explain your school’s curriculum development model. If the model you identify is a hybrid of two or more of those models described in the text, identify each model and explain the similarities or differences between them.



6OnSite

Supervising and Evaluating Change Identifying Staff Needs Supervision and Staff Needs Programs for Staff

Supervision

Nolan Chapter 8: Developing

and Implementing an Evidence-Based Teacher Evaluation System

Chapter 10: Supervision and Evaluation of the Novice Teacher

Chapter 11: Supervision and Evaluation of the Marginal Teacher

Optional:Nolan Chapter 9: Supervision of

Preservice Teacher

Discussion Questions:6.1. Consider these areas of teaching: classroom management (including but not limited to discipline), instructional planning and delivery, assessment and remediation, multicultural inclusion, staff participation, and parent/community relations. Now describe a program to help a novice teacher fit into your school: Who will be part of this teacher’s ongoing immersion? What role will each person play, including your own? How will you evaluate the effectiveness of your strategy? How and how often will you evaluate the teacher’s progress in each area? What criteria and priorities will you establish and measure? Who will participate? What form(s) will the evaluation take? Provide examples from personal experience where appropriate.

6.2. Find out how to give “due process” notice to a marginal teacher in your district and to dismiss a teacher who has not sufficiently improved. Specifically, describe: The protocols, procedures, and documentation

needed for notification, including the roles or titles

of various people who must be involved or informed (including the teacher’s union)

The protocols, procedures, and documentation needed for dismissal, including the roles of people who must be involved or informed (including the teacher’s union)

Are these processes always followed in your organization when giving notices to marginal teachers? According to you, does ‘due process’ improve instructional practices? Provide examples from personal experience where appropriate.

6.3. Imagine that you are on the hiring committee for a position in your school. You are asked to help prepare the committee for the interview and evaluation process on the three most promising candidates. Describe the position – grade level, subject area,

other teachers with whom new teacher will collaborate, etc.

Make a list of 4-5 questions to be asked of each candidate that would reveal his/her instructional competencies and preferences

Make a list of 2-3 questions to be asked of each candidate that would reveal his/her management style

Describe something you want each candidate to bring, do, or use during the interview that will demonstrate his/her instructional competency and style

Create 4-5 Likert-like scale measures that the committee would use for rating each candidate

Example of an evaluative scale on instructional style: Circle a number that best describes instructional preferencesVery directive 0 1 2 3 4 5 Very non-directive

Submit your response in a 2-3 page document.

Assignments:6.1. Field Experience This week, based on the information you have gathered through your observation, interview, and data/artifact collection, prepare a field experience report with your inferences and conclusions about the following: School’s Climate and Social Norms (among staff,

supervisors, students)o What is the school climate like?o Identify the social norms followed in the

school environment. Protocols for Professional Growth

o What professional development programs are conducted for the teachers?

o What is the relationship between the supervisors and teachers?

In a second section of your report, provide recommendations for change and improvement. In general, consider the following: Matching supervision with staff needs, in terms of

changes in:o Leadership style (What should the

leadership style be like?)o Curriculum supervision and/or change

(What should the curriculum supervision process be?)

o Professional growth and retention issues (How best can the school ensure the professional growth for its teachers? What steps can the school take to retain its teachers?)

Changing or improving posted communications in terms of:

o Content (How can there be improvement in the content of posted communication?)

o Style (How can there be improvement in the style of posted communication?)

o Format or Delivery System (How can there be improvement in the format or delivery of posted communication?)

Your overall evaluation of school improvement goals and strategies

o Are they appropriate?o Are they on-track?

Your field experience paper should be 4-5 pages long and should follow the APA 5th edition. Include your checklist and interview questionnaire in your paper as an appendix.

6.2. ProjectWrite a report analyzing the roles of teachers and

supervisors in curricular and instructional change and improvement. Focus on the following aspects in your report: The nature and processes of teacher accountability

in your school. Examples of mentoring or other ways that teachers

can carry some management responsibility. Currently used methods and practices for holding

teachers responsible for change and growth. Existing protocols regarding curricular and

instructional change for teachers at various stages of their profession.


7OnSite

Evaluating Supervision Creating a Positive

Supervising Climate Evaluator-Evaluatee

Relationship

Nolan Chapter 12: Developing

Your Own System of Teacher Supervision and Evaluation

Discussion Questions:7.1. Identify the problems associated with the current curriculum and instructional models used in your school or district. Propose methods of curriculum and instructional reform for your district or school on the basis of the following: What methods would you use? Who would be involved in the reforms? How would you monitor and supervise the process? How would you evaluate the final product? How would you monitor or supervise

implementation? Provide examples from personal experience where

appropriate.

7.2. Find an article that deals with supervision in relation to improving instructional quality, improving school climate/morale, or enhancing staff leadership skills.

First, briefly describe who created the experiment? Why? What methods were used? Who was involved? What was the outcome? Next, analyze and evaluate in detail: Was supervision separated from evaluation? How? Did it seem to make a difference? What is your evaluation of the efficacy of the program? What is your estimation of the transferability of the program to another setting (such as your own)?

7.3. Imagine that you are transferred to supervise at a school site that has low morale and weak instructional practices. Describe an action program you would institute to raise morale and boost instructional performance. Your program should have at least 3 major components, and each component needs to be described and justified in 2-3 paragraphs.

Assignments:7.1. Field Experience Submit all your field experiences deliverables for your facilitator's review. This includes all observations and analyses of the aspects of supervision over the seven weeks. Your final submissions should include the following deliverables: Checklist

Interview Questionnaire School Improvement Plan, Posted

Communications, and Teacher Relations Compilation and Analysis of Checklist Compilation and Analysis of Questionnaire Field Experience Report Include a separate page for citations; make sure you

follow APA 5th edition.

7.2. ProjectBased on your observations and analyses of all the aspects of supervision over six weeks, complete the following: Write a summary of your findings. Outline a recommendation plan to improve the

supervisory climate in your school. Outline a recommendation plan to improve your

school’s supervision protocols. Present your recommendation plan to the class.


8 Course Summary Assignment:8.1. Reflect on the autobiography you completed in Week 1 and answer the following questions: Have you achieved your goals for this course? After completing this course, how have your

feelings towards supervision of curriculum and instruction changed?

Examine your description of the challenges of supervision. How well equipped are you at the end of this course to handle those challenges?

What is the most important thing you learned from this course?

What information that you learned will be most relevant to you in your work environment?

Grading Criteria

Grading Scale Grading requirements

LibraryAll resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Weekly Discussion and Participation

40%

Field Experience,Project Paper and Presentation

50%

Autobiography and Reflections

10%

100%

A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 - 73C- 72 – 70F 69 and below

http://library.argosy.edu/misc/onlinedblist.html

http://library.argosy.edu/

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/.

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

http://www.turnitin.com/

http://library.argosy.edu/infolit/

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

course syllabus - argosy universitydissertation.argosy.edu/chicago/summer 09/e7335... · web...

Documents