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ED 614 School Supervision
Hunt, David Scott


ED614
School Supervision
Spring 2, 2005
Instructor: David Hunt
Adjunct Professor
Office: Blackburn Elementary
17302 R.D. Mize Rd.
Independence, MO 64057
Office Hours: Monday-Friday 8:00-4:30
Contact Info: (816) 478-2500, dhunt1@indep.k12.mo.us or hunts24@comcast.net
Class Dates: March 16, 2005 – May 4, 2005; Wednesdays, 5:00-9:30 PM
Credit Hours – 3

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learner within the global society.

COURSE DESCRIPTION

Designed to define the process of supervision by promoting human development and encouraging human relations in the process of supervising teacher and others in the educational environment. This course is designed to cover both clinical and practical approaches to improving the classroom teaching process.

FACULTY’S EDUCATIONAL PHILOSOPHY

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 web sites.

LEARNER OUTCOMES

At the conclusion of the course the student will be able to:

[Interstate School Leaders Licensure Consortium Standard]

1. Demonstrate an understanding of foundations of supervision and supervisory leadership. (1.3.2)

2. Demonstrate insight and professional knowledge about teaching and learning, and learning goals, in a pluralistic society. (1.3.1, 1.3.2)

3. Demonstrate effective human relations and communications skills as related to the supervision process. (1.3.1, 1.3.2, 1.3.3, 1.3.4, 1.3.5)

4. Demonstrate consensus building and negotiation skills in organizing an effective process and system of evaluation. (1.3.1, 1.3.5)

5. Demonstrate knowledge of learning and motivation systems and processes. (1.3.2)

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. (1.3.1, 1.3.3)

7. Demonstrate knowledge of various instructional management systems. (1.3.2)

8. Demonstrate an understanding of theories and practical considerations related to human development. (1.3.1, 1.3.2)

9. Demonstrate the ability to design a comprehensive professional plan for school personnel. (1.3.2)

COURSE TEXT

No text – although a textbook is not required for the course, the reference listed below will be used extensively for course discussion and activities. Students my wish to purchase the book for her/his professional library.

Wile, J. & Bondi, J. (2000) Supervision: A guide to practice (5th ed.). Upper Saddle River, NJ: Prentice-Hall Inc. ISBN: 0-13-081135-1

Supplemental Materials

Interstate School Leaders Licensure Consortium of the Chief State School Officers. Candidate Information Bulletin for the School Leaders Licensure Assessment. Educational Testing Service, Current copy.

Interstate School Leaders Licensure Consortium of the Chief State School Officers Standards for School Leaders. (1996). Council of Chief State School Officers.

ACADEMIC HONESTY

Academic honesty is required of all members of a learning community. Hence, Park University will not tolerate cheating or plagiarism on tests, examinations, papers, and other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from the university.

PLAGIARISM

Plagiarism, the appropriation or imitation of the language or ideas of another person and presenting them as one’s original work, sometimes occurs through carelessness or ignorance. This does not make it less serious. Students who are uncertain about proper documentation of sources should consult their course faculty member.

Course Requirements Plan: Students are expected to take an active role in reading, researching, presenting, discussing and applying information related to the course objectives and learner outcomes. The personal experiences of course participants, and input they obtain from others in their schools and communities, are essential elements of course content. Therefore, attendance and active participation in each class meeting is very important. 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.

Attendance- Plan to attend all class sessions. In the event of an unavoidable absence, and with prior notice and approval from the facilitator, the student may substitute an individual project or paper for work missed in class. To receive full credit, however, the project or paper must be closely related to the course content and/or learner outcomes covered during the student’s absence. A student who misses two classes will not be assigned a greade higher than “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.

Documenting Sources- During the completion of course projects, you will be required to support your thoughts and positions through documenting (citing) authoritative sources in the filed of education. Written documentation (citations) should adhere to current APA guidelines.

Preparation – Each student will be an important member of the learning community. Students will be expected to come to class prepared and ready to be a contributing member of the collaborative learning process. It is important to have completed all readings and preparatory work prior to the scheduled class session. A twenty percent (20%) reduction will be assessed for work submitted after the scheduled class period for which it was due.

COURSE 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. (8 @ 20 points each = 160 points)

2. Weekly Reflections – Each student should submit a weekly reflection starting with week two. 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. (7 @ 10 points each = 70 points)

3. Article Review and Presentation – Each student will research, read and summarize 6 articles related to an educational supervisory issue. A 1 to 2 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 related to 3 of the article’s contents. (6 @ 30 points each = 180 points discussion leader 3@ 40 = 120 points)

4. Professional Development Plan- Students will formulate a 1 year professional development plan for her/his 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)

5. Final Examination – The student will demonstrate his/her personal knowledge, disposition and performance related 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)

GRADING PLAN

Participation 160
Weekly Reflections 70
Article Reviews 180
Discussion Leader 120
Prof. Dev. Plan 100
Final Exam 100

Total 670

Scale
657 - 730 – A
584 - 656 – B
511 - 583 – C
438 - 510 – D
0 – 437 – F

CLASSROOM CONDUCT

Students 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.

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 and, to the extent 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: www.park.edu/disability

TENTATIVE SCHEDULE

Session (1) – March 16

1. Get acquainted activities
2. Review of course syllabus
3. Review ISSLC standards
4. Discussion of class members previous experiences with supervision models and role models
5. Review historical and modern thoughts related to supervision and formulate a working definition of school supervision

Session (2) – March 23

1. Teaching and Learning
• Effective teaching
• Organizing for learning
• Instructional variables
• Implications of supervision
2. Article #1 due
3. Article discussions if any
4. Weekly reflections #1 due

Session (3) – March 30

1. Effective staff development
• History of staff development
• Beliefs and myths about staff development
• Models of effective staff development
• Evaluating staff development
• Leadership roles in staff development
• Implications for supervisors
2. Weekly Reflections #2 due
3. Article # 2 due
4. Article discussions if any

Session (4) – April 6

1. Improving classroom teaching
• Learning
• Variables in classroom teaching
• Characteristics of effective schools
• Working with teachers
• Skills of instruction
• Questions to be asked
• Implications for supervision
4. Weekly Reflections #3 due
5. Article # 3 due
6. Article discussions if any

Session 5 – April 13

1. Encouraging Human Relations
• Organizational culture and climate
• Human relations skills
• Understanding diversity
• Working with parents and the community
• Practicing human relations in schools
• Special problems in human relations
• Implications for supervisors
2. Article Review #4 due
3. Article discussions if any
4. Weekly Reflections #4 due

Session 6 – April 20

No Class

Session 7 – April 27

1. 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
2. Weekly Reflections #5 due
3. Article # 5 due
4. Article discussions if any

Session 8 – May 4

1. Weekly Reflections #6 due
2. Article # 6 due
3. Article discussions if any
4. Final examination
5. Course Evaluation