UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS

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1 UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS EDAD 5312: Instructional Leadership Competency Area: Instructional Leadership Course Syllabus Departmental Mission Statement The Department of Educational Leadership and Foundations is committed to assisting individuals to become effective educational leaders. Educational leaders, in turn, are people who possess knowledge of self (espoused values, attitudes, beliefs, and personal platforms), others, organizations, and society as a whole. This is necessary so that the leaders are able to perform creatively and effectively in diverse environments. Leaders engage people in identifying and working toward the accomplishment of a shared vision for the organization. Leaders also incorporate ideas, values, and experiences reflective of a pluralistic society and promote continual learning by students, teachers, staff, and self. Course Description: The purpose of this course is to provide graduate students with an introduction to educational supervision through a general survey approach. Practical aspects of the field along with related theoretical assumptions and perspectives will be considered. It is a Core Course for both the M.Ed. Program (K-12 Focus) and the Principal Preparation Program, along with EDAD 5310, Introduction to Educational Administration (Adeministrative Leadership), EDAD 5340, Community Leadership, and EDRS 5307 Data-Based Decision Making. Prerequisites: The course is one of the Core Courses in the sequence leading to certification as a Texas principal. It may be taken concurrently with other Core Courses. There are no prerequisites. Couurse Objectives: The objectives of this course are to enable students pursuing certification as a Texas principal: 1. To acquire a basic knowledge of the processes, persons, and practices of educational supervision. 2. To develop personalized understandings of supervisory roles. 3. To relate supervisory theory to practice. 4. To develop a concept of good administrative/supervisory practice. 5. To develop an awareness of supervisory issues and techniques. 6. To become aware of supervision as a set of skills correlated with the personal and professional growth of the supervisor. 7. To understand the vision of Instructional Leadership included within the framework for principal preparation mandated by the Texas Education Agency and the State Board for Educator Certification. Relationship of Course to Texas Educator Certification Standards: This course is a core learning experience in the Principal Preparation Program offered by the UTEP Department of Educational Leadership and Foundations. As such, it is designed to address the standards established by the Texas Education Agency and the State Board for Educator Certification to govern the licensure of school principals in this state. The Learner-Centered Principal standards are as follows: Learner-Centered Values and Ethics of Leadership. A principal is an educational leader who promotes the success of all students by acting with integrity and fairness, in an ethical manner.

2 2 Learner-Centered Leadership and Campus Culture: A principal is an educational leader who promotes the success of all students and shapes campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Learner-Centered Human Resources Leadership and Management: A principal is an educational leader who promotes the success of all students by implementing a staff evaluation and development system to improve the performance of all staff members, selects and implements appropriate models for supervision and staff development, and applies the legal requirements for personnel management. Learner-Centered Communications and Community Relations: A principal is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Learner-Centered Organizational Leadership and Management: A principal is an educational leader who promotes the success of all students through leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Learner-Centered Curriculum Planning and Development: A principal is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning, alignment of the curriculum, curriculum resources, and assessment; and the use of various forms of assessment to measure student performance. Learner-Centered Instructional Leadership and Management: A principal is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a campus culture and instructional program conducive to student learning and staff professional growth. More specifically, this course will address the following broad competencies associated with principal preparation in Texas, as addressed througvh candidate performance on the TeXES test for those seeking certification as school principals (Test Number 68). DOMAIN II: INSTRUCTIONAL LEADERSHIP Competency 004 The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. Facilitate effective curriculum planning based on knowledge of various factors (e.g., emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, teaching and learning theory, principles of curriculum design, human developmental processes, legal requirements). Facilitate the use ofsound research-based practice in the development, implementation, and evaluation of campus curricular, co-curricular, and extracurricular programs Facilitate campus participation in collaborative district planning, implementation, monitoring, and revision of curriculum to ensure appropriate implementation, monitoring, and revision of curriculum to ensure appropriate scope, sequence, content, and alignment Facilitate the use of appropriate assessments to measure student learning and ensure educational accountability Facilitate the use of technology, telecommunications, and information systems to enrich the campus curriculum Facilitate the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to other district programs Promote the use of creative thinking, critical thinking, and problem solving by staff and othercampus stakeholders involved in curriculum design and delivery Competency 005 The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.

3 3 Facilitate the development of a campus learning organization that supports instructional improvement and change through ongoing study of relevant research and best practice Facilitate the implementation of sound, research-based instructional strategies, decisions, and programs in which multiple opportunities to learn and be successful are available to all students Create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the campus vision Ensure that all students are provided high quality, flexible instructional programs with appropriate resources and services to meet individual student needs Use formative and summative student assessment data to develop, support, and improve campus instructional strategies and goals Facilitate the use and integration of technology, telecommunications, and information systems to enhance learning Facilitate the implementation of sound, research-based theories and techniques of teaching, learning, classroom management, student discipline, and school safety to ensure a campus envirponment conducive to teaching and learning Facilitate the development, implementation, evaluation, and refinement of student services and activity programs to fulfill academic, developmental, social, and cultural needs Analyze instructional needs and allocate resources effectively and equitably Analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning Ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students development and learning Competency 006 The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management Work collaboratively with other campus personnel to develop, implement, evlaute, and revise a comprehensive professional development plan that addresses staff needs and aligns professional development with identified goals. Facilitate the application of adult earning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes and contexts Allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans Implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff Diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff Engage in ongoing professional development activities to enhance one s own knowledge and skills and to model lifelong learning Competency 007 The principal knows how to apply organizational decision-making, and problem-solving skills to ensure an effective learning environment Implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal achievement Implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision making Frame, anbalyze, and resolve problems using appropriate problem-solving techniques and decision-making skills

4 4 Use strategies for promoting collaborative decision making and problem solving, facilitating team building, and developing consensus Encourage and facilitate positive change, enlist support for change, and overcome obstacles to change Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals Standards from Professional Organizations and Learned Societies In addition to the standards established for educational personnel in the State of Texas, learning experiences in this course are also designed to address the skills, competencies, and performance expectations identified by numerous professional organizations and learned societies with an interest in thepreparation of school leaders. Among the organizations consulted are the American Association of School Administrators (AASA), the Association for Supervision and Curriculum Development (ASCD), the National Association of Elementary School Principals (NAESP). The National Association of Secondary School Principals (NASSP), the University Council for Educational Administration (UCEA), the National Policy Board for Educational Administration, and the Interstate Leadership Licsnure Consortium (ISLLC). The national ISLLC standards (an expected knowledge, dispositions, and performance expectations) most directly to the objectives and content of EDAD 5312 are: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. (Knowledge) The administrator has knowledge and understanding of: Student growth and development Applied learning theories Applied motivational theories Curriculum design, implementation, evaluation, and refinement Principles of effective instruction Measurement, evaluation, and assessment strategies Diversity and its meaning for educational programs Adult learning and professional development models The change process for systems, organizations, and individuals The role of technology in promoting student learning and professional growth School cultures (Dispositions) The administrator believes in, values, and is committed to: Student learning as the fundamental purpose of schooling The proposition that all students can learn Lifelong learning for self and others Professional development as an integral part of school improvement The benefits that diversity brings to the school community A safe and supportive learning environment Preparing students to be contributing members of society (Performances) The administrator facilitates processes and engages in activities ensuring that: All individuals are treated with fairness, dignity, and respect Professional development promotes a focus on student learning consistent with the school vision and goals Students and staff feel valued and important The responsibilities and contributions of each individual are acknowledged Barriers to student learning are identified, clarified and addressed Diversity is considered in develolping learning experiences Lifelong learning is encouraged and modeled There is a culture of high expectations for self, student, and staff performance Technologies are used in teaching and learning Student and staff accomplishments are recognized andcelebrated Multiple opportunities to learn are available to all students The school is organized and aligned for success Curricular, co-curricular, and extracurricular programs are designed, implemented, evaluated, and refined Curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies

5 5 The school culture and climate are assessed on a regular basis A variety of sources of information is used to make decisions Student learning is assessed using a variety of techniques Multiple sources of information regarding performance are used by staff and students A variety of supervisory and evaluation models is employed Pupil personnel programs are developed to meet the needs of students and their families Overview of the Course Course activities are designed to provide students with: Knowledge of basic supervisory practice, key theories underlying supervision, effective principles of individual and group communication, and models of supervision as these issues relate to the development of Learner-Centered educational leaders. (This area will be developed through readings, lectures, and class discussions and will be evaluated principally through the mid-term and final examinations) Skills and behaviors such as effective oral and written communication skills, basic interviewing skills, coaching behaviors, observation skills, group process skills, conflict management skills and other skills and behaviors needed for Learner-Centered educational leaders. (Students will be involved with small group class activities in class that are designed to assist them in developing these skills. They will also carry out field interviews of administrative personnel with the expectation that hese interviews will increase personal appreciation of important knowledge and skills. The interviews will be evaluated and used as part of the determination of the course grade). Attitudes indicating that understanding their own values and attitudes and accepting different attitudes and values by others is critical to effective supervisory and leadership practice. (All students are expected to develop personal educational platforms as a way to increase awareness of personal attitudes and values related to educational issues of significance. These platforms are shared with other class participants, and are used in the determination of course grades) More specifically, these knowledge bases, skills, behaviors and attitudes will be developed using various readings, group activities, class discussions, visits with leaders of educational organizations, and reflective practice. As a result, students will be able to: Part One: Basic Knowledge of Supervisory Practice 1. Define the concept of supervision 2. Describe the basic assumptions underlying proactive supervisory practice as well as alternative models of supervision 3. Identify the various groups with whom supervisors work 4. Distinguish between being proactive and reactive in the supervisory process 5. Outline the variety of roles which supervisors play 6. Differentiate between the concepts of supervision and evaluation 7. Develop a personalized understanding of he supervisory role 8. Demonstrate the ability to lead a staff in the articulation of a schoolwide vision Part Two: Theories Underlying Supervisory Practice 1. Examine the role of theory in improving supervisory practice 2. Identify how organizational theory influences how supervisory practices are carried out 3. Explain the importance of motivational theory to the practice of supervision 4. Explain the importance of change theory and adult learning theory to the practice of effective supervision 5. Describe the importance of the supervisor developing an individual educational platform Part Three: Developing Basic Supervisory Skills 1. Demonstrate effective oral and written communication skills 2. Develop and/or enhance individual and group interviewing skills 3. Demonstrate effective observational skills needed for supervisory practice 4. Demonstrate skills in individual and group goal setting, problem solving, decision making, and conflict management as they apply to supervisory practice

6 6 5. Develop and/or enhance coaching skills needed for supervisory practice 6. Explain how individual attitudes and values affect practice with both individuals and groups within diverse educational settings 7. Examine how understanding and accepting different attitudes and values are critical to effective supervisory practice Part Four: Models of Supervision 1. Identify and demonstrate the clinical model of supervision 2. Define staff development and explain how programs in this area are integral to effective supervisory practice 3. Explore at least two alternative models of supervision Part Five: Curricular Concerns 1. Explain the nature of the Educational Accountability System for the State of Texas 2. Demonstrate understanding of he structure of Texas Essential Knowledge and Skills (TEKS) 3. Describe the relationship between centralized curriculum and individual teaching strategies, and the role of the educational leader in supervising this interaction 4. Explain the relationship in Texas schools between curriculum and student assessment Readings Daresh, John C. (2007), Supervision as proactive leadership. (4th ed.) Prospect Heights, IL: Waveland Press. (Required) Students will also be expected to visit the Texas Educationa Agency (TEA) website (http://www.tea..state.tx.us) to review Texas Essential Knowledge and Skills (TEKS) associated with their levels of interest (elementary, Middle, or high schools) Course Requirements 1. Read the text and other assigned readings 2. Read as widely in appropriate literature as time will permit 3. Complete weekly quizzes related to the content of the assigned reading chapters 4. Attend all class sessions and participate actively and thoughtfully in class sessions and activities 5. Complete and present a personal educational platform (including a personal reflection statement) 6. Conduct an interview of a practicing school administrator (followed by a personal reflection on the value of this activity in helping the student understand supervisory practice) 7. Prepare and present portfolio material related to the relevant competencies and learning outcomes related to instructional leadership. Methods of Assessment/Evaluation/Documentation Throughout the course, students will be required to complete written assignments, participate in class discussions, and prepare for in-class presentations. These assignments will be evaluated as follows: 1. Written assignments will be (a) concisely and precisely written, (b) well-organized, (c) present a clear formulation of the topic, and (d) address all parts of the assignments 2. Quizzes will be evaluated in terms of their accuracy in demonstrating knowledge of class discussions and assigned readings 3. In-class participation must be relevant to the topics being addressed at that point in the course 4. The platform statement and analysis, and the interview report and analysis must be turned in to the instructor via or 5. The portfolio will be evaluated in terms of its ability to to demonstrate a student s awareness of the ways in which course-related competencies and learning outcomes are demonstrated in school-based activities observed by the student.

7 7 Students will be graded according to the traditional A through F (see the current University Graduate Bulletin for definitions of each grade). Assignments will be weighted as follows: Attendance and participation Chapter quizzes Platform and analysis Interview and analysis Portfolio and presentation TOTAL (total) 500 points Grading will be based on the following percentages of the total points accumulated on all assigned activities: A = 90% or above (450 points or more out of 500) B = 80% or above (400 points or more out of 500) C = 70% or above (350 points or more out of 500) F = Fewer than 350 points Attendance is expected and absences will be noted at each class session.

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