MODULE SYLLABUS

Leadership Areas:Organizational, Instructional, and Community Leadership; Strategic Management

Course:EDL 0051 Examining and Applying Supervisory Practices: Field-Based Supervisory Project

Module VI-1:Examining and Applying Supervisory Practice: Field-Based Supervisory Project

(NOTE: This module is required for NJ EXCEL Model #2 & Model #3)

Reference:NJ EXCEL Standards #1-7 (ISLLC Standards #1-6; TSSA Standards I-VI)

Required Time: 90 Hours Format: Field-Based Project; Mentoring; Online Support

MODULE DESCRIPTION

PURPOSE

NJ EXCEL requires multiple field-based school leadership development experiences in multiple school settings in addition to the required total instructional hours for each NJ EXCEL Program model. These field-based experiences emphasize guided inquiry into school leadership practices; opportunities to observe and apply school leadership skills and research-based knowledge to authentic educational problems in multiple school settings; and field-based projects that are focused on improving school leadership practices to improve schools, instruction and support, and learning for all students.

All candidates in Model #2 and Model #3 are required to complete afield-based Supervisory Project,which emphasizesdisciplined inquiry and systematic examination of authentic educational problems in school settings, and application of knowledge and skills to improvesupervisory and instructional leadership practices, instruction, and learning for all students.The focus of the Supervisory Project MUST be on enhancing the candidate’s knowledge, skills, and competencies related to standards for Instructional Leadership, specifically improving instructional and supervisory practices, curriculum, instruction and assessment, and learning for all students. Experiences in other districts/schools are encouraged to broaden and further enhance the candidate’s project and his/her exposure to effective practices in different settings.

The Supervisory Project MUST follow the required format and content (See Pages 7-8).

MENTOR MEETINGS and GUIDED ACTIVITIES (30 hours) and SUPERVISORY PROJECT DEVELOPMENT (60 hours)

Each candidate is assigned a Supervisory Mentor (S-Mentor)for the Supervisory Project whoresponsible for: (1) assisting candidates with project planning; (2) guiding candidates through systematic inquiry into supervisory and instructional practices and field-based activities (i.e. data collection and analysis, classroom observations and teacher interviews, attendance at workshops)(3) providing feedback through ongoing communication and regular reviews of project drafts.NOTE:Timelines for readings, consultations with S-Mentors, and reviews of drafts by S-Mentors should be planned in advance to ensure project completion and the required level of candidate proficiency by the end of the program.

SUPERVISORY PROJECT PLANNING and APPROVAL (REQUIRED – See Pages 10-12)

Candidates’ experiences are planned cooperatively with their S-Mentors to ensure inclusion of appropriate experiences that build upon and enhance the candidate’s prior knowledge, skills, and experience, and also provide opportunities to apply new knowledge, skills, and research in multiple school settings.Projects must beexplicitly linkedto the candidate’s district/school goals and improvement plans and address an authentic problem(s) that presents an obstacle to improving schools, teaching, support services, and learning for all students.Candidates are required to complete a60 hour Supervisory Project Planning and Approval Formin consultation with their S-Mentors, whoMUST approve this Plan before project work may begin. Before beginning discussions and planning, reference should be made to: NJ EXCEL Syllabi EDL 0051 Modules VI-1 (for Models #2 and #3); and to the Sample Supervisory Project Plans attached to the Project Planning Form (SeePages 13-14).

ASSESSMENT

S-Mentors are responsible for assessment of candidates’ Supervisory Projects upon its completion using NJ EXCEL’s InternshipProject Format and Assessment Rubricto provide documentation of all project completion requirements and assessment of the candidate’s personal and professional growth,and competencies related to the knowledge, skills, and personal dispositions demonstrated by the candidate in planning, implementing and completing the project. S-Mentors will hold an Summative Assessment Conferencewith each candidate at the end of the project period to review theSupervisoryProject Assessment Reports. The Summative Assessment Conferenceprovides an opportunity for S-Mentors to provide feedback to candidates to stimulate their self-assessment and reflection, and to make recommendations and provide guidance for ongoing professional growth planning to enhance their personal dispositions and emotional intelligence competencies, leadership knowledge and skills, and performance.S Mentors will email the assessment report to the candidate’s E-Mentor along with their completed payment voucher within two (2) weeks of the Summative Conference.

NOTE:All documents related to the Supervisory Project should be downloaded

from Section 24.

COURSE OBJECTIVE

The objective of this course is to providemultiple field-based experiences in multiple school settingsfor candidates to further broaden, enhance, and effectively apply their knowledge, skills, personal dispositions, and emotional intelligence competencies as supervisors and instructional leaders who understand and effectively apply systematic inquiry and research-based practices to instructional leadership, supervision and evaluation of educational programs and instructional staff, and continuous improvement of curriculum and instructional and assessment practices that support and enhance learning for all students.

COURSE LEARNING OUTCOMES

Upon successful completion of this course, the candidate will be able to:

  1. Demonstrate understanding of the nine New Jersey Core Curriculum Content Standards (NJCCCS) and the content knowledge required for each of the core content areas, and effectively apply research-based school leadership practices that support standards-based curriculum and instruction to enhance achievement of State performance standards for all students.
  1. Demonstrate the knowledge, skills, personal dispositions and emotional intelligence competencies required of a supervisor as an instructional leader who understands and effectively applies research-based practices to the continuous improvement of schools, educational programs, curriculum, instruction, assessment, and learning for all students, as measured by the NJCCCS.
  1. Demonstrate understanding of, and effectively apply, research-based practices to differentiated standards-based models of supervision and evaluation for instructional staff that are focused on continuous improvement of staff performance, instruction, and learning for all students; as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Standards, Assessment Criteria and Rubrics.
  1. Demonstrate understanding of, and effectively apply, research-based practices to the design, planning, implementation, and evaluation of standards-based professional development programs that improve overall staff performance and support technology-infused standards-based curriculum, instruction, and assessment to enhance learning for all students;as indicated by a Proficient rating on performance-based assessments and measured by the NJ EXCEL Candidate Performance Standards, Assessment Criteria and Rubrics.
  1. Demonstrate the knowledge, skills, personal dispositions and emotional intelligence competencies required of a beginning supervisor as an instructional leader; as indicated by a Proficient rating on performance-based assessments conducted during a thirty (30) hour field-based Supervisory Internshipand measured by the NJ EXCEL Candidate Performance Standards, Assessment Criteria and Rubrics.
  1. Demonstrate an understanding of systematic inquiry and effective applications of action research, research-based practices, data driven decision-making and planning, and technologies to support continuous improvement of schools, educational programs, instruction, and learning for all students; as indicated by a Proficient rating on a field-based Supervisory Project and measured by the NJ EXCEL Candidate Performance Standards, Assessment Criteria and Rubrics.

Emotional Intelligence Competencies

Upon completion of this module, each candidate will demonstrate enhanced self-understanding andemotional intelligence competencies related to personal competence (how they manage themselves) and social competence (how they manage relationships) in the following areas, as assessed by candidate pre/post self-assessments and multiple performance-based assessments:

  1. Personal competence and self-awareness (emotional self-awareness, accurate self-assessment, self-confidence)
  2. Personal competence and self-management (emotional self-control, transparency, adaptability, achievement, initiative, optimism)
  3. Social competence and social-awareness (empathy, organizational awareness, service)
  4. Social competence and relationship-management (inspirational leadership, influence, developing others, change catalyst, conflict management, building bonds, teamwork and collaboration)

SUPERVISORY PROJECT PLANNINGand DEVELOPMENT

MENTOR MEETINGS (30 HOURS) + PROJECT DEVELOPMENT (60 HOURS)

All candidates are required to complete aSupervisory Projectthat focuses on disciplined inquiry and systematic examination of authentic educational problems in school settings, and application of knowledge and skills to improve supervisory and instructional leadership practices, instruction, and learning for all students. The Supervisory ProjectMUSTalso address the candidate’s professional growth targets thatfocus on meeting the standards for Instructional Leadership,specifically the knowledge, skills, and competencies required to continuously improveinstructional and supervisory practices, curriculum, instruction and assessment, and learning for all students.Projects must be explicitly linked to the candidate’s district/school goals and improvement plans and address an authentic problem(s) that presents an obstacle to improving schools, teaching, support services, and learning for all students.

Candidates determine an appropriate area of investigation in collaboration with their Supervisory Mentors (S-Mentors),who will guide the planning and implementation of projects at district/school sites, provide ongoing feedback, and assess the project upon its completion.All candidates are required to submit aSupervisory Project Planning and Approval Formto their S-Mentors within specified timelines for review and approval BEFORE candidates may begin project development. NOTE:Timelinesfor readings, consultations with E-Mentors, and reviews of drafts by E-Mentors should be planned in advance to ensure project completion and the required level of candidate proficiency by the end of the program.

For Model 3 candidates, the Supervisory Project should be planned and started at the beginning of the program so that progress toward its completion is evident at the end of 8 months when the required program of instruction for supervisor certification ends in order to be eligible for supervisor certification at that time. Model 3 candidates may take the remaining months of the program to continue work on their Supervisory Projects and complete them by the end of the program. For Model 2 candidates, it is expected that Supervisory Projects will be planned, implemented and completed by the end of the program.

NOTE: Before beginning discussions and planning, reference should be made to the following documents, which should be downloaded from : (1)NJ EXCEL SyllabusEDL 0052 VI-2and Supervisory Project Planning and Approval Form (Section 5D); and (2) the Supervisory Internship Activities and Reflection Log (Section 6C); (3) the Candidate Performance Standards, Assessment Criteria and Rubrics (Section 3A); and (4) Supervisory Project Rubric and Assessment Report (Section 5D). Each candidate should email these documents to their S-Mentors at the beginning of the Supervisory Project for planning purposes and for completion by the S-Mentor at the end of the project period.

Candidates are encouraged to consider the following key questions as they plan their Supervisory Project:

  1. Is the project manageable?
  2. Is there enough time to complete the project?
  3. Are necessary resources available?
  4. What is the appropriate scope for work? Can a sampling of students, staff, etc. provide sufficient data?
  5. Who are the appropriate staff that need to be involved, and how will they be notified?
  6. What approvals may be needed to conduct the project (superintendent, BOE, other)?
  1. Does the project focus on an area that will be supported by those who will be involved and affected by its solution?
  2. Do they support the need for the project?
  3. Will they have sufficient interest in the project to participate?
  4. Is it necessary to check with them about their interest in participating before committing to the program?
  1. Does the project have the potential to make a contribution to the district/school by improving an identified problem area(s)?
  2. Is the project significant to the district/school?
  3. Are their other problems that might be created by the project’s findings and proposed solutions?
  4. Are there any political and/or ethical concerns about the possible solutions to the identified problems?

Candidates are encouraged to consider topics within the following areas for their Supervisory Project that are linked to other required modules for supervisor certification:

  1. Addressing state & federal mandates for instructional programs, co-/extra-curricular activities, teaching, & learning
  2. Improving the Instructional Program for All Students
  3. Addressing Diverse Student Needs
  4. Standards-Based Curriculum, Instruction, & Assessment
  5. Assessing Student Learning
  6. Meeting the Challenges of High Stakes Testing
  7. Examining and Improving Practices Across the NJCCCS
  8. Deepening Knowledge of Content Fields (i.e. current content knowledge; role of content standards)
/
  1. Using Data to Improve Programs, Curriculum, Instruction & Assessment
  2. Integrating technology in the school and curriculum to enhance teaching and learning
  3. Planning, Implementing and Evaluating Research-Based, Standards-Driven Professional Development
  4. Improving Supervision and Evaluation of Instructional Staff
  5. Alternative Approaches to Staff Supervision
  6. Deepening Theoretical Knowledge to Improve Student Learning (i.e. student growth & development; learning & motivation)

SUPERVISORY PROJECT PLANNING SCHEDULE

NOTE: S-Mentors and candidates should use this Planning Schedule to plan meetings, activities and timelines related to completion of the Supervisory Project. Note the space for “DATES” in the left hand column to plan meetings, discussion of the relatedreadings and research, submission of drafts to S-Mentors, and submission of final Supervisory Projectreports.

Session

/ Topics of Study / Readings / Notes
DATE: / I. Supervisory Project Requirements: Overview
A. Role of systematic inquiry in school improvement process
  1. Elements of systematic inquiry
II. Beginning the Process: Overview
  1. Expectations: Supervisory Project Format andAssessment Rubric
  2. Selecting a topic
  3. Writing a problem statement
  4. Examining the literature and research related to the problem
  5. Developing research questions
  6. Identifying appropriate resources
  7. Planning for data collection & analysis
  8. Discussion of schedule to complete project
III. Supervisory Project Planning and Approval Form
(Download from “Documents Section 6”) / Download documents from Documents Section 6 / Refer to Modules
II-1 to II-5
Planning and Approval Form requires
S-Mentor approval before Project can begin
DATE: / IV. Collecting, Analyzing, & Presenting Data: Overview Data collection and analysis
  1. Types of data
  2. Creating instruments
  3. Probes
  4. Using technologies to support systematic inquiry and present data (Excel, Inspiration, PowerPoint)
  5. Using data to improve schools, instruction, and learning
  6. Using technology to improve schools, instruction, and learning
V. Developing Action Plans
DATE: / VI. Progress Report
  1. Update on progress
  2. Review project draft

DATE: / VII. Progress Report
  1. Update on progress
  2. Review project draft

DATE: / VIII. Progress Report
  1. Update on progress
  2. Review project draft

DATE: / IX. Review Final Project Draft
DATE: / X. Finalizing & Submitting the Final Report / Project assessed by S-Mentor

SUPERVISORY PROJECT ASSESSMENT

Supervisory Projects are to be completed within specified timelines and prior to the end of the program and achieve the required “Proficient” rating in order for candidates to meet program completion requirements for State certification.

S-Mentors are responsible for assessing candidates’ Supervisory Projects upon their completion using theNJ EXCEL Supervisory Project Rubric. The Supervisory Project Assessment Report will provide documentation of project completion requirements and provide the S-Mentor’s assessment of the project and candidate’s personal and professional growth and competencies related to the knowledge, skills, and personal dispositions demonstrated by the candidate in planning, implementing and completing the Supervisory Project. These rubrics and assessment reports may be downloaded from Documents Section 5.

CANDIDATE ASSESSMENT OF LEARNING OUTCOMES

All candidate assessments are performance-based and aligned with the NJ EXCEL Standards for School Leaders Framework and the NJ EXCELCandidate Performance Standards, Assessment Criteria and Rubrics. Multiple methods are used by faculty to assess learning outcomes in a multi-level candidate assessment system that includes evidence collected both formally and informally, including but not limited to: observations; work samples; reflections; demonstrations; essays; problem-solving activities; peer reviews; presentations; action research projects; school-based projects; planning documents; field-based assessments; analyses of case studies, documents reviews; internal and external portfolio reviews; and standardized State test results.

Informal Candidate Assessment is ongoing and includes:

  • Faculty observation of, and interactions with, candidates related to module activities;
  • Ongoing communications and interactions between mentors and other faculty with candidates related to their projects, portfolio artifacts, and other activities;
  • Candidates’ commentaries in electronic communications using the NJ EXCEL Online Learning Community.

Formal Candidate Assessment is ongoing and includes:

  • NJ EXCEL Candidate Performance Standards, Assessment Criteria and Rubrics: focused on candidates’ demonstration of personal dispositions and emotional intelligence competencies, and their ability to apply their knowledge and skills to effective leadership practice (Written assessment checklist by multiple mentors using rubrics)
  • Technology Project: for candidates with Intermediate/advanced technology proficiency who do not require basic technology skills training (Written assessment by NJ EXCEL Technology Coordinator)
  • Job-Embedded Project: focused on a specific professional growth target(s) (Written assessment report by E-Mentor using rubric).
  • Action Research Project: focused on organizational change and improvement to enhance learning for all students (Written assessment report by E-Mentor using rubric).
  • Action Research Presentation: candidates prepare a PowerPoint of their action research for presentation to their Inquiry Group peers and E-Mentor at the end of the program (Written assessment report by E-Mentor; peers provide feedback only).
  • School-Based Internship Assessment: focuses on I-Mentors’ observations of, and interactions with, candidates during the Internship. (Written assessment report by I-Mentor).
  • School-Based Internship Project: focused on a specific professional growth target(s) at the Internship site (Written assessment report by Internship Mentor using rubric).
  • Supervisory Internship Assessment (30 hours--Model #3 Only): focuses on Supervisory Mentors’ (S-Mentors) observations of, and interactions with, candidates during their Supervisory Internship (Written assessment report by S-Mentor).
  • Supervisory Project Assessment (60 hours—Models #2 and #3 Only): focuses on Supervisory Mentors’ (S-Mentors) observations of, and interactions with, candidates during the planning and development of their Supervisory Project, and assessment of the project using rubrics (Written assessment report by S-Mentor).
  • Candidate Summative Assessment Conference: E-Mentor conducts individual conference with each candidate following the last Inquiry Group meeting to review program completion status, project assessments, draft of E-mentor Summative Assessment Report, and Leadership e-folio to approve for External Portfolio Review presentation. (Draft assessment report and EPR approval)
  • E-Mentor Summative Assessment Report: focuses on E-Mentors’ assessment of candidates’ overall performance related to Inquiry Group activities, projects, and module activities as measured by performance standards (Written assessment report by E-Mentor).
  • Field-Based Observation Assessment: focuses on shadowing and observation of the candidates “in action” in a job-embedded activity(ies) on-site in the candidate’s district/school (Written assessment report by Field Supervisor).
  • Leadership Portfolio: Regular conferences and quarterly working portfolio reviews between E-Mentors and candidates to assess progress throughout the program.
  • External Portfolio Review: At the end of the program, each candidate develops his/her working portfolio as a presentation “Leadership e-folio” (electronic portfolio) for an External Portfolio Review (EPR) where the e-folio is assessed by a panel of principals and faculty using the “Leadership e-folio Presentation Rubric”, which is based on the seven NJ EXCEL School Leader Standards.
  • Candidates’ Pre/Post Self-Assessments: provide data related to candidates’ perceptions of their professional growth from the beginning to the end of the program, as measured by the seven NJ EXCEL School Leader Standards.
  • School Leader Licensure Assessment (SLLA): State-required test for principal certification (Passing score required for program completion).

Formative assessment of module activities and informal observations of faculty focus on providing continual feedback to the candidates to inform and guide their professional growth planning. The E-Mentor has primary responsibility for comprehensive assessment (formative and summative) with input from other faculty, as appropriate. The following assessments weigh most heavily (total 75%) in the Summative Assessment of the candidate’s professional growth and demonstration of his/her knowledge and understanding, skills, personal dispositions and emotional intelligence competencies, and his/her ability to effectively apply them to school leadership practice: