School For Education Mission StatementThe 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.
School For Education Vision StatementThe 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
ED 614 School Supervision
S1P 2013 EDS
Assistant Professor and Director of Graduate Programs for School for Education
Ed.D. Educational Leadership, St. Louis UniversityEd.S. Educational Administration, Pittsburg State UniversityMS Reading Specialist, Northeastern OK State University
911 Main Suite 919, Kansas City, MO
Due to being on both campuses, please call for appointment.
January 14, 2013 - March 10, 2013
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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 firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The instructor's role is to provide students with the opportunity to collaboratively interact in researching, presenting, discussing, and applying information related to the course objectives. The instructor will provide a variety of learning and assessment opportunities including writings, dialogues, quizzes, readings, lectures, examinations, videos and websites when applicable.
Learning Outcomes: Core Learning Outcomes
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 will contribute to the classroom learning environment. Each student is expected to complete weekly reading assignments, gather information as required by course activities, complete projects as assigned, and participate as a member of a cooperative learning group. 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 (instructor's determination of "necessary") and for completing any possible alternative assignments. Full participation points are earned only when in class and participating. A student who misses two classes will not be assigned a grade higher than a "B". A student who misses more than two classes will be referred to the University administration for discussion of the need to re-enroll in the class at a later time. (7 @ 20 points each = 140 points).
2. Weekly Reflections: Each student should submit five weekly reflections starting with Week 3. 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 assessed based on how they related to the previous week's activities, not on positions taken. 5 @ 10 points each = 50 points.
3. Article Review and Presentation: Each student will research, read and summarize five articles related to an educational supervisory issue beginning with Week 3. 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 @ 30 points = 150 points Discussion leader 3@ 40 points each = 120 points
4. Field Experience: A 2-3 page reflection about the 10 hour field experience is required. The paper should be about the aspects of the field experience that deals with supervision and relationships. (100 points) Failure to complete the field experience will lead to a grade for the class no higher than a C.
5. Professional Development Plan: Students will formulate a 1 year professional development plan for his/her school. the plan should include those factors, procedures and characteristics related to improving classroom instruction. Include spaces to be used, breakdown of participants, what data the plan was developed from to determine development needs, etc. (100 points). This project may 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 presentations are due Week 7. (Plan = 100 points and Presentation = 50 points).
6. Final Examination - The student will demonstrate his/her personal knowledge, disposition and performance related to educational leadership issues. The students will also be required to reflect on his/her personal leadership philosophy as it relates to current cultural, social and legal trends in education. (100 points)
Weekly Reflections 50
Article Reviews 150
Article Review Discussion Leader 120
Field Experience 100
Professional Development Plan 100
Professional Development Plan Presentation 50
Final Examination 100
729 - 810 - A
648 - 728- B
567 - 647 - C
486 - 566 - D
0 - 485 - F
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.
Classroom Rules of Conduct:
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 2012-2013 Graduate Catalog Page 21-22
Plagiarism is 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 2011-2012 Graduate Catalog Page 21
Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26
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 .
Last Updated:1/7/2013 9:41:33 AM