The Citadel
School of Education
EDUC 524 – Techniques of School SupervisionFall 2016
Instructor: Kathy Laboard Brown, Ed.D. / Class Meetings: Tuesday
Office: Capers Hall, Room 304 / Class Hours: 5:30 – 8;00 PM
Telephone: 843 953 2064/ 843 478-1854© / Meeting Room: MenRiv Education Park, RM 204
Email: / Office Hours:
Tuesday: 3:30 PM – 5:00 PM
Wednesday: 4:00 PM – 5:30 PM
Thursday 4:00 PM – 7:00 PM
Others by Appointment
Credit Hours: 3
COURSE DESCRIPTION: Three Credit Hours
Criteria of various types of effective schools and the need for school supervision at all levels are examined. Administrative candidates explore the technical skills, interpersonal skills, tasks and function
of supervision, and knowledge of supervision required to transform schools into effective learning contexts.
PREREQUISITES: See admission requirements for the Graduate College http://citadel.edu/admissions/g/req/index.shtml and the Division of Educational Leadership http://www.citadel.edu/education/academic_programs/syllabi/leadership_handbook.doc http://www.citadel.edu/education/academic_programs/grad_courses.html
REQUIRED TEXTBOOK:
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J.M. (2014). SuperVision and instructional leadership:
A developmental approach. (9th ed.). New York: Allyn and Bacon
If you do not have access, then purchase:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C: Author
STUDENT INFORMATION
This course is part of the professional requirements for Elementary or Secondary Administration and Supervision that leads to licensure as an elementary or secondary principal and supervisor and is intended for candidates pursuing a Master’s Degree or Certification-Only.
LEARNING AND DEVELOPMENTAL GOALS
ELCC—Educational Leadership Constituent Council
PADEPP – Program for Assisting, Developing, and Evaluating Principal Performance
Conceptual Framework - Principled Educational Leaders
§ Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. ELCC 1.1; (CF-4, 8)
§ Candidates understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC 2.1; (CF-8, 11)
§ Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. ELCC 2.2; (CF-2,-4, 8-9, 12-13)
§ Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. ELCC 2.3; (CF-3, 10, 12)
§ Candidates understand and can ensure teacher and organizational time focuses on supporting high quality school instruction and student learning. ELCC 3.5; (CF-6, 8, 13
§ Candidates understand and can collaborate with faculty and community members by collecting and
§ analyzing
information pertinent to the improvement of school’s educational environment. ELCC 4.1; CF-7-9
The School of Education’s Conceptual Framework
http://www.citadel.edu/education/about_us/conceptual_framework.html
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical
professionals:
Action Research Proposal Presentations: Due: 04/08/14
Dimension Level Codes:
1. Awareness 2. Understanding 3. Capability
Learner –Centered Performance Assessment Codes:
E Exam / S Simulation / T Thesis/Paper / WV Website Review / V Volunteer
RD Reading / SP Presentation / PR Project / SH Shadowing / CS Case Study
DA Data Analysis / SA Self Assessment / WR Written Reflection / CH Checklist
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.
Performance Activities / Assessments-Candidates communicate the statement that expresses what is desired for student achievement and teacher and facility resources if unlimited resources were available. P1 / -Candidates present a visual diagram that shows stakeholders the connection between and among the beliefs, mission, parameters, learner standards, threats, and opportunities for crafting the vision statement. P2 and 3, G3
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.
-Using a visual aide, the candidate portrays and defines the components of the vision statement. SP2, 02 / -Using the School Renewal Plan, stakeholders will analyze the vision statement by tracing the development of the vision to the mission, beliefs, incorporating the major planning pieces. DA2, PR2, G3
2.1 Candidates understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
-Candidates review the profile that indicates timelines, resources, and designates responsibility to key personnel for monitoring the school’s vision. G2, 03 / -Analyze the profile by assessing the action steps completed, including the level and awareness of stakeholders, as well as the kind of adjustments required to achieve the vision. DA2, I2, G3
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.
Performance Activities / Assessment-Candidates review the school renewal plan developed by stakeholders for school improvement council meeting. G2, P3, E2 / -Candidates develop an electronic brochure to be shared with all stakeholders that incorporates charts, graphs, or tables to show the progress that has been made for achieving the goals outlined in the SRP. Write, with the SIC, a narrative that analyzes and interprets the data that assesses the school’s progress. DA3, PR3
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of a school staff.
Performance Activities / AssessmentCandidates interview representation from different
departments or grade levels. Analyze the strengths and weaknesses of positive school culture I2, G2, DA2 / -Candidates create a matrix that presents indicators
of positive school culture and the impact culture has on
behaviors that increase improvement and absolute
ratings on SC’s school report card. DA3, PR3
3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting high quality
school instruction and student learning.
Candidates research peer-reviewed literature on current
trends in school supervision. E3, DA2 / Candidates write a literature review on best practices
in school supervision and develop an action plan,
flowchart, and Gantt Chart for matching the diverse,
learning needs identified for underperforming P-12
students. Paper must adhere to APA style manual,
6th edition. T3, WR3, DA3
4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing
information pertinent to the improvement of school’s educational environment.
Survey parents, students, and teachers about school
safety. Collect data from referrals and incident reports
on school violence and safety. I2, 03, DA2 / Using a representative sampling of parents from
SIC, PTA, Booster Clubs and student government
organizations, analyze data and create a safety
and violence plan for your school. DA3, WR3, PR3, P3
COURSE REQUIREMENTS/ASSIGNMENTS
See rubrics for the needs assessment, literature review, action research proposal and electronic presentation protocol.
I. CHAPTER READINGS/COURSE DISCUSSIONS – Professional reflection is essential for effective supervision. Professional reflection is essential for effective supervision. Reflective instructional leaders understand “Experience + Reflection = Growth.” Dewey (1933) argued we do not actually learn from experience as much as we learn from reflecting on the experience. Therefore, throughdiscussions of theory presented in the textbook, administrative candidates will compare leadership theory to practice within a specific context. Participation; this activity is worth 30 Points
REQUIRED PROJECTS – Action Research Proposal
II. Action Research Proposal
A. Needs Assessment - Through a (PBL) problem-based learning approach, the candidate will
resolve an authentic instructional success, problem, or issue for a specific learning context. The
needs assessment portion of the proposal permits candidates to foster the success of all students by interacting effectively with stakeholders and addressing the context’s needs and concerns. Therefore, candidates are expected to interview faculty representatives from different departments or grade levels and analyze the strengths and weaknesses of the school culture: (a) knowledge of shared vision and planning, (b) involvement in setting policies for sustaining intellectual skills, knowledge, and dispositions, (c) support for school community practices that promote teaching and learning, (d) creates an environment where all members are welcomed and feel safe, and (e) develops norms for social and civic responsibilities and a commitment to social justice.
Additionally, candidates must review the Report Card; complete the Federal Accountability ESEA Waiver for Elementary or Secondary schools, to determine which objectives were Met or Not-Met for a selected learning context, and include a table that shows Ratings Over 5-Year Period. Candidates must access and review PlanitEd, Guiding and Probing Questions and stack column charts, for the preferred format for publishing quantitative data in graphs that show current performance, trend data, disaggregated data, and variables that impact student performance. A Pareto chart must be included to illustrate the results of qualitative perceptions of the targeted, focus area for replication or improvement. Candidates must develop and submit a document (not to exceed 5 pages) that reports the findings to the local school board and stakeholders. Remember to include a reflective narrative, from the principal, that interprets and synthesizes the data andaddresses strengths or deficits. Submit the Needs Assessment via LiveText Assignments. This activity is worth 20 Pts
B. Literature Review – Instructional leaders must demonstrate expertise in conducting action research. The needs assessment activity provides an opportunity for administrative candidates to conduct a literature review to substantiate instructional decisions based on the focus identified in the needs assessment. After candidates analyze the School Report Card, disaggregate student-learning data, and synthesize qualitative and quantitative findings for improving student achievement or replicating successful practices, they must research current literature to determine the viability of proposed initiatives/targets. Candidates research scholarly literature and develop a position for making instructional decisions. The 10-12-page literature review must (a) adhere to APA style, 6th edition—title page, abstract, outline, text, and reference list; (b) include a minimum of ten entries on the reference list; (c) state clearly the problem, hypothesis, expected outcome, and findings; (d) develop a logical argument for selecting an appropriate strategy for addressing the selected target; (e) identify supervisory skills for facilitating action research; (f) describe how the action proposal will be assessed; and (i) synthesize the research and explain how the research has influenced the administrative decisions the candidate must make to improve teaching and learning. Submit review via LiveText drop box. This activity is worth 25 Points.
C. Action Research Proposal – Action research is a study conducted by colleagues in a school setting to improve instruction and student learning. Based on the results from the Needs Assessment andLiterature Review, prepare an electronic presentation which: (a) identifies the SMART goal, strategy, and action plan for the targeted focus indicated in the needs assessment and the research from the literature review (slide 1), (b) contains a two-paged matrix (slides 2-3) that lists the action steps for achieving the strategy, (c) details the specific procedural actions for implementing the critical step for improving instruction or learning, (d) specifies assessments for each sequence of actions, (e) identifies the time sequence forimplementation and the man hours to compute salary and fringe benefits, (f) lists the resources needed,(g) identifies funding sources and cost-benefit analysis, (h) lists the position and name of the contact for responsibility, (i) and contains a Gantt chart and a Flowchart respectively (slides 4 and 5); see Course Rubric. Submit proposal via LiveText Assignments. This activity is worth 25 Points.
STATEMENT ON PLAGIARISM (Honor Manual)
Plagiarism is a violation of the Honor Code. Plagiarism is the act of using someone else's words as your
own without giving proper credit to the source:
1. When you quote another's words exactly you must use quotation marks and a footnote
(or an indication in your paragraph) to tell exactly where the words came from,
down to the page number(s).
2. When you mix another's words and ideas with your own in one or more sentences,
partially quoting the source exactly and partially substituting your own words, you must
put quotation marks around the words you quote and not around your own. Then you cite
the source, down to the page number(s). [See (1) above]
3. When you paraphrase another's words or ideas, that is, when you substitute your words
foranother's words but keep his idea(s), you do not use quotation marks, but you must
cite the source, down to the page number(s). [See (1) above]
.
4. When you use only another's idea(s), knowing that they are his ideas, you must cite the
source of that idea or those ideas, down to the page number(s). [See (1) above]
5. Citing the source means giving, as a minimum, the author, the title of the book, and the
page number.
DISABILITY DISCLOSURE STATEMENT
If you need accommodations because of a disability, please inform me immediately. Please see me
privately after class, or at my office.
Office location:___Capers 304______Office hours See page #1______
To request academic accommodations (for example, a note-taker), students must also register
with Academic Support, 117 Thompson Hall, 953-5305. It is the campus office's responsibility to
review documentation, provided by students, requesting academic accommodations and to engage
students and instructors, as needed and consistent with course requirements, in accommodation
planning.
ABSENCES
Regular attendance is required under The Citadel's policy. Students will be given a zero (0)
for missing quizzes, examinations, and other assignments. Only under extraordinary circumstances
will exceptions to this rule be made. For any student, absences, whether authorized or unauthorized
in excess of 20%, or three sessions, or a total of nine hours out of 45 hours of scheduled class time
can, at the discretion of the professor, result in a failing grade.
LATE ASSIGNMENTS
Assignments are due as indicated in the syllabus. Late assignments are accepted under extenuating circumstances and will lose credit at the rate of 1/10 the point value of each day past the due date.