3 semester hours credit
Semester: Summer session 2001
Instructor: Dr. Nancy G. Mims
Office Location: 151 Education Annex
Office Hours: 1-3:00 Tuesday-Thursday
Other hours by Appointment
Telephone: 770-836-4441 (O) 770-459-2930 (H) before 8:30 P.M. 678-643-6165 (M) E-Mail: email@example.com or firstname.lastname@example.org
Distance Support: http://www.westga.edu/~distance/webct3/main/help.html
This course introduces the history of supervision and effective effective supervisory behaviors for teaching practices. Students study adult learning behaviors, supervisory models, tasks and skills of informal data collection and conferencing. Students are expected to practice these skills in on-site classrooms.
Through this course students will demonstrate progress in the achievement of two NBPTS propositions that form the conceptual framework for advanced preparation programs in the College of Education. This course will enable the student to begin the development of a portfolio that could be submitted for National Board certification.
Educators know the subjects they teach and how to teach those subjects to students.
Educators are responsible for managing and monitoring student learning.
CONCEPTUAL FRAMEWORK -EDUCATIONAL LEADERSHIP
through this course students will demonstrate progress in the achievement of three of the Interstate School Leaders Licensure Consortium Standards For School Leaders (ISLLC) that form the conceptual framework for advanced preparation programs in the Department of Educational Leadership. Through this course students will demonstrate progress in promoting the success of all their students by:
Standard 2...advocating, nurturing, and sustaning a school culture and instructional program conducive to student learning and staff professional growth.
Standard 3...ensuring managment of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Standard 5...acting with integrity, fairness, and in an ethical manner.
1. Investigate the concepts of supervision; demonstate the application of leadership theories to case studies, and role-play instrtuctional strategies as they relate to current supervisory perspectives and supporting research. (Beach & Reinharatz, 2000; Sergiovanni 7 Starrett, 1993): (ISLLC) 3.C.15,5.A.1; PRAXIS 1.E.3);
2. practice interpersonal skills in various communication situations required in effective supervison; collect and present data collected from clasroom observatins for pre and post conferences. ( Dimitrius & Mazzarella, 1998; Glickman, Gordon & Ross-Gordon, 1995, Cogan, 1973); 9ISLLC 1.C.10, 2.C.4,2.C.16,2.C.18,3.C.8,3.C.9, 3.C.19; PRAXIS 1.A.1,1.D.3,1.B.3,1.E.3);
3. compare and analyze several teacher assessment instruments and demonstrate an understanding of the knowledge base of effective teaching strategies. Discuss how and when these instruments may be used and the strengths of each. (Glickman,Gordon & Ross-Gordon, 1995; Wiles and Bondi, 2000); (ISLLC 2.C.1,2.C.19,5.C.2; PRAXIS 1.C.2,1.C.3,1.C.5);
4. demonstrate an understanding of teacher development and adult learning theory through case studies, role playing and on-site investigations, and personal reflections, students will demonstrate competence in analyzing teachers in varying stages of teacher development (Glickman,1996; Seaman & Fellenz, 1989; Even, 1987):(ISLLC 2.C.4,2.C.7,3.C.22,4.C.5,2.A.3,2.A.8,2.C.19,2.A.3; PRAXIS 1.C.1,1.D.1,1.E.3)
5. identify social and political realities of supervision, classroom management, and learning styles as they relate to culturally diverse populations (Cohen, 1998; Gersten & Jimenez, 1998;(ISLLC 2.C.3,2.C.5,2.C.6,2.C.11,5.C.10,5.C.12,2.A.8; PRAXIS 1.B.2)
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Sullivan, S & Glanz, J(2000). Supervision that Improves Teaching: stategies and Techniques. Thousand Oaks. CA:Corwin Press, Inc.
Other materials are found on-line under the appropriate icon.
Myers-Briggs Behavioral Inventory
Acheson, K. A. & Gall, M.D. (1992). Techniques in the clinical supervision of teachers: Preservice and inservice applications (3rd Ed.). NY: Longmont.
Brophy, J. (1992) Probing the subtlties of subject-matter teaching. Educational Leadership, 49 (7), 4-8.
Dantonio, M. (1995). Collegial coaching: Inquiry into the teaching self. Bloomington, IN: Phi Delta Kappa.
Daresh, J.C. & Playko, M.A. (1995). Supervision as a proactive process: Concepts & cases. Prospect Heights, IL: Waveland Press, Inc.
Leinhart, G. (1992). What research on learning tells us about teaching. Educational Leadership, 49 (7), 20-25.
Leithwood, K. (1992). The move toward transformational leadership, Educational Leadership, 49(5), 8-11.
Mitchell, D. & Tucker, S. (1992):Leadership as a way of thinking. Educational Leadership, 50(3) 30-35.
Nelson, J., Lott, L. & Glenn, S. (1993). Positive discipline in the classroom. CA; Prima Publishing.
Rogers, C. (1961). The characteristics of the helping relationship:In On becoming a person. Boston: Houghton Mifflin.
Scalars, David P. (1993) Turning the promise of multicultural education into practice. The School Administrator 50 (5), 19-22.
Zeichner, K & Tabachnick, B. R. (1991) Reflections on reflective teaching. In Issues and practice in inquiry-orientated teacher education. Bristol, PA: The Falmer Press.
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
1. critique models of supervision as reported in journal articles assigned in class.
2. write a case study that includes Part 1 demographics, scenario of teaching and supervisory concerns. Part 2 of the case study will address those concerns with a theoretical base and practical application of the ISLLC Standards.
3. study and analyze the use and supervisory rationale of selected behaviors and be able to discuss the practical and effective uses in various situations and as they apply to adult learning,teacher readiness and various issues of diversity including multi-ethnicity, culture, religion, gender, age, special needs, learning styles, and values and ethics. Student will be able to ascertain proper supervisory procedures in each circumstance.
Myers - Briggs Behavioral Inventory
Telemetric: Johari Window
Personal Style Inventory
4. Six (6) vignettes will emphasize the ISLLC standards and discussion of solutions: (2 practice, 4 for points)
5. written reflective journal concerning class lectures and discussions,outside readings and activities. (Entries are to be sent by e-mail at the rate of one per 5-6 days and a minimum of 5 entries.)
7. students will audio or video tape a minimum of 20 minutes of their own teaching. This will be used in self-evaluation using informal data colection and other assessment tools as necessary for effective supervisory practices.
8. Students will learn how to collect various forms of data and use at least three techniques in actual classroom observations, follow up with the teachers in a post conference and send in report of findings and procedures.
This course will use an on-line format in addition to face-to-face instruction. Students are expected to participate in class
discussions, to have read all assigned materials prior to class sessions; to complete all tasks in a timely manner. Attendance,
participation and quality of work will be noted and used in assessment of final grades.
More than one absence may result in a lower letter grade.
The instructor will provide a theoretical knowledge base and clinical application possibilities through demonstrations, video segments and case studies. Students will share the results of research and investigations during class sessions, and they will keep a journal of their reflections on issues studied. Attendance and on-time assignments will be noted. Late assignments will receive less credit, however, individual circumstances may be reviewed. Evaluation will be determined by successful completion of assignments,quizzes, examinations, paper, projects and clinical tasks, field experience, self-evalutaion and on-line participation.
Grades will be assigned based on the following assessments:
acceptable performance on quizzes and exams
demonstrated effectiveness in applying effective strategies in case and field experience study
participation in class and on-line. Students are expected to originate a minimum of 6 original postings of substance and a minimum of 5 quality responses to classmates on line as well as participation in group forums for maximum points.( forum discussions are rated separately from Bulletin board remarks.
4 vignettes(12)and ISLLC quiz (3)=15
critique of 3 assigned (by professor)articles 10 (3 1/3 points each)
on-line participation 05
in class participation (more than one absence will result in a lower points 05
reflective journal minimum of 5 @ 2 points each 10
scenario 15 ( 5 case; 10 application of ISLLC and theroy)
Field experience( monitoring an collecing data in 3 classes). 10
quizzes 10 (on theories)
final exam 15
A = 100 - 90 B = 89 - 80 C = 79 - 70 F = below 70
All written work will be assessed according to the standard writing rubric:
An " A" paper is one that demonstrates outstanding understanding of topic, integration of research, class discussions and text, citation of appropriate sources, and written expertise following the APA style and without errors in spelling and grammar.
A "B" paper demonstrates a better than average understanding of the topic; there is some integration of text, lecture and discussion with research; there are appropriate citations and use of APA Style manual, and few errors in spelling and grammar.
A "C" paper indicates minimum competence in understanding. Some, but not all of text, research, and class discussions are integrated, and there are excessive errors in grammar and spelling.
An "F" paper indicates a lack of understanding, poor research, no integration of materials, substandard submissions and excessive errors in spelling and grammar.
Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. it also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic policy as stated in The Uncatalog. Undergraduate Catalog, and Graduate Catalog.
CLASS SCHEDULE AND ACTIVITIES
June 12 (IC) lab In-class Overview of class and Myers Briggs Explanation of Webct and assignments. Homework read pages 1-33. Do exercise Appendix1.A on page 33-35. Also read chapter 2
June 14 (IC)In-class Discussion focuses on chapters 1 and 2 supervision. Also Myers Briggs discussion. beginning of discussin on data collection. Be sure to check the organizational theories in Class Notes. Week's discussion on BB should center around activities based on personal vision and refelction areas found in the text.
June 19 Discussion of Data collection and video
June 21 collect data in field no in class session report findings in private mail.
June 26 Have Read chapter 4 to understnd the various forms of supervisory processes. Role play in class on communication Discuss adult learning found in class notes icon. video on Johari Window
June 28 Case studies read chapter 5-6 Discuss platforms and theories. On-line debate on which theories support vignettes.
July 3 BB posting, group work on reflections and theory in chat rooms.
July 5, Midterm on line relates to theories
July 10 Discussion on supervision and the future chat room
July 12 8:30-10:00 on line class. Assignments for each room wil be given when you log in.
July 17 final presentation of scenarios and solutions upload presntation for the rest of the class in studetn presentations. July 19 final exam all work must be turned in by the end of the week.