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ED 614 School Supervision
Longenecker, Dale


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 614 School Supervision

Semester

S2P 2010 ED

Faculty

Longenecker, Dale

Title

Adjunct Faculty

Degrees/Certificates

B.S. Sec Math Ed - Oklahoma Wesleyan University
M.A. Educational Leadership - University of Kansas
Ed.D. Educational Leadership - University of Kansas

Daytime Phone

816-359-5700

E-Mail

Dale.Longenecker@pirate.park.edu

LongeneckerD@parkhill.k12.mo.us

Semester Dates

March 15 to May 9, 2010

Class Days

--T----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:

This course will utilize a variety of resources. Although a textbook is not required for the course, the reference listed below will be used extensively for course discussion and activities. Students may wish to purchase the book for her/his professional library.

Wile, J. & Bondi, J. (2000) Supervision: A guide to practice (5th ed.). Upper Saddle RiverNJ: Prentice-Hall Inc. ISBN: 9780130462671

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:


McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
ED614 School Supervision: Designed to define the process of supervision by promoting human development and encouraging human relations in the process of supervising teaches and other in the educational environment. Addresses both theoretical and practical approaches to improving school climate and culture. (A ten hour field experience component is required)

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate an understanding of foundations of supervision and supervisory leadership.
  2. Demonstrate insight and professional knowledge about teaching and learning, and learning goals, in a pluralistic society.
  3. Demonstrate effective human relations and communications skills as related to the supervision process.
  4. Demonstrate consensus building and negotiation skills in organizing an effective process and system of evaluation.
  5. Demonstrate knowledge of learning and motivation systems and processes.
  6. Demonstrate an understanding of the development and implementation of systems and procedures to collect and analyze data in the process of improving classroom instruction.
  7. Demonstrate knowledge of various instructional management systems.
  8. Demonstrate an understanding of theories and practical considerations related to human development.
  9. Demonstrate the ability to design a comprehensive professional plan for school personnel.


Core Assessment:

Class Assessment:

1. Participation - Student attendance and participation is essential in achieving maximum learning. It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment. However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.  (50 points)


2. Weekly Reflections – Each student should submit five weekly reflections starting with week three. The reflection journal is to be submitted each class period and should include the student’s reaction to course activities (subject matter, discussions, comments, presentations, etc.) that occurred the preceding week. They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology. Each week’s reflection should be approximately one typed double spaced page in length. These are personal reflections. They are what you think and believe related to what you are learning. Whereas your comments are your personal beliefs and reactions, they will be assess based on how they related to the previous weeks activities, not on the positions taken. (5 @ 20 points each = 100 points)

3. Article Review and Presentation – Each student will research, read and summarize five articles related to an educational supervisory issue. A one to two page (typed double space) written summary will be required about how the information may be used to improve supervision along with leading a group discussion.   Discussions should be centered on three or four guiding questions or statements related to your article and thoughts. (5 @ 20 points each = 100 points)

 

4. Personal Vision Statement – Each student will create a personal vision statement reflecting their beliefs with regard to supervision and educational leadership. The paper will be your personal statement concerning student outcomes, instructional climate, teaching and learning, leadership and governance. The personal statement should also have an introduction and conclusion. The final copy will be due at our last class on May 9th. (100 points)

 

5. Professional Development Plan- Students will be provided qualitative and quantitative school data along with other factors concerning a particular school. The data will be used in formulating a 1 year professional development plan for a particular school. The school is provided four full professional development/school improvement days. The plan should include overall professional development focus, goals,  objectives and rationale for the year and each day should have an agenda, goals, objectives and activities with explanations and intended outcomes. This project can be done individually or in a team of 2 or 3 students. Each individual or team will present their plan in a formal 10-15 minute presentation to the class as if the audience was the assistant superintendent of academic affairs and his/her team. The use of technology and visuals are encouraged in the presentations. The plans and the presentations are due on May 2nd. (Plan = 100 points and Presentation = 50 points)

 

6. Field Experience and Final Examination – At the end of the class, each students will be expected to write a description and a reflection regarding their 10 hours of field experience dealing with one or more of the learning outcomes and demonstrate his/her personal knowledge, disposition, and performance related to the learning outcomes of the class. (100 points)


Grading:

Attendance/Participation                                                          50

Weekly Reflections                                                                  100                                                              

Article Reviews and Presentations                                       100

Personal Vision Statement                                                     100

Professional Development Plan and Presentation             150

ADA Compliance Review & Facilities Assessment           100

                                                                                   650 Total

Late Submission of Course Materials:

This course is designed to emphasize the application of knowledge and dispositions through structured performances requiring the student to read, analyze, and respond to a variety of educational situations. The articulation of ideas through verbal and written discourse is paramount in maximizing learning outcomes. Hence, all assigned work is expected to be completed in a timely fashion. A grade reduction of 20% will be assigned for late work. The instructor may make modifications to these requirements for unique and/or extenuating circumstances.A student whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences

Classroom Rules of Conduct:

A student whose behavior is detrimental to good order in the classroom or interferes with the learning of other students will be subject to disciplinary action ranging from dismissal from the classroom to expulsion from Park University. Such behavior includes, but is not limited to, the use of abusive or obscene language, attending the class under influence of drugs or alcohol, excessive tardiness, and excessive absences

Course Topic/Dates/Assignments:

TENTATIVE SCHEDULE

 

 

Session (1) – March 16

Introductions – Mapping our career paths

Review of course syllabus

Review ISSLC standards

Discussion of class members previous experiences with supervision models and role models

Review historical and modern thoughts related to supervision and formulate a working definition of school supervision

Personal Beliefs Questionnaire

Personal Vision Statement

 

 

Session (2) – March 23

Teaching and Learning
Effective teaching
Organizing for learning
Instructional variables
Implications of supervision
Personal Vision Statement – Outline / first draft due


Session (3) – March 30

  • Effective staff development
  • History of staff development
  • Beliefs and myths about staff development
  • Models of effective staff development
  • Evaluating staff development
  • Implications for Leadership and Supervisors
  • Developing a Professional Development Plan
  • Weekly Reflections #1 due
  • Article # 1 due

 

 

Session (4) – April 6

Improving classroom teaching
Learning
Variables in classroom teaching
Characteristics of effective schools
Working with teachers
Skills of instruction
Evaluation Process
Walk Thru Techniques
Implications for supervision and leadership
Weekly Reflections #2 due
Article # 2 due

 Session 5 – April 13

Human Relations - skills
Organizational culture and climate
Understanding diversity
Working with parents and the community
Practicing human relations in schools
Special problems in human relations
Implications for supervisors and leadership
Article Review #3 due
Weekly Reflections #3 due

 

 

Session 6 – April 20

No Class - Independent Study

Due Next Week – Professional Development Plans and Presentations

 

Session 7 – April 27

New directions for supervisors
Changing face of American education
Business and schools in the 21st Century
Politics and professionalism in schools
Issues in supervision
Implications for supervisors and leadership
Professional Development Plans and Presentations Due
Weekly Reflections #4 due
Article # 4 due

 Session 8 – May 4

Weekly Reflection #5 due
Article #5 due
Personal Vision Statement – Final Copy due
Field Experience Reflection and Final Examination

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2009-2010 Graduate Catalog Page 31

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2009-2010 Graduate Catalog Page 31-32


Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2009-2010 Graduate Catalog Page 35

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

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Last Updated:2/23/2010 7:20:44 PM