Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours

Transcription

1 Northern Kentucky University College of Education and Human Services EDA 638 The Supervisor 3 credit hours "Committed to the Development of All Learners" Committed to the Development of All Learners is the theme that undergirds the Conceptual Framework for all professional education programs in the College of Education and Human Services (COEHS) at Northern Kentucky University. The Conceptual Framework is supported by the missions of the university and the college and used by faculty to continuously assess and update the curricula of the initial and advanced programs. The COEHS created its Conceptual Framework after input from its constituents: education and arts and science faculty, candidates, staff, and community members. The graphic depicts a framework of continuously assessing the knowledge, skills, and dispositions that classroom teachers, instructional leaders, and school counselors must have to facilitate student learning and academic achievement. KERA Initiatives As students complete and implement projects and assignments throughout their education programs they will address all components of the KERA initiatives: Kentucky Learning Goals and Academic Expectations, the Kentucky Program of Studies, and the Core Content for Assessment. EPSB Themes All NKU professional education programs address and affirm the value of diversity in education, the importance of helping all children develop reading and literacy skills, attaining high levels of skill in assessing the outcomes of instruction, and using those skills to develop strategies for closing identified achievement gaps. This course will provide students an opportunity to demonstrate their knowledge, skills, and dispositions in the particular theme(s) of: diversity, technology, assessment, evaluation, intellectual vitality, conceptual framework, and professional community. Professor: Dr. Mary K. Rozier Office: BEP 283 Telephone: Office Hours: 2-4 pm MTR or by appointment rozierm@nku.edu

2 Textbook (Not Required): Wiles, Jon & Bondi, Joseph. (2004). Supervision: A Guide to Practice. Upper Saddle River, NJ: Pearson Education, Inc. Needed: School Level Performance Descriptors and Glossary for Kentucky's Standards and Indicators for School Improvement; (SISI) Reprinted November You can obtain this from your school, order it from KDE, or print it off the web, one standard at a time as it is a very long document. The entire document is about 176 pages or you can purchase this at the NKU bookstore. Student Activities, Evaluation, and Grading Policy: Attendance is mandatory unless excused by professor. Students will be graded on the following: Course Requirements 1. Research Paper 20% 2. Interview your district curriculum supervisor (we will compile a list of questions and format in class (20%). 3. PowerPoint 20% 4. Attendance and active and continuous participation in class meetings & via Blackboard 20% 5. Final examination 20% Research Paper Due 3/27 20% Each student will research and write an 8 to 10 page paper (not including reference page) on a controversial issue a supervisor might deal with in today s schools. Possible topics will be discussed in class. Interview due 2/28 Students will interview the district curriculum supervisor to determine responsibilities, expectations, assistance to building principals, etc. A list of questions will be compiled in class. This can be written up as a narrative or in a question/answer format with your reflection at the end; approximate length is 3 pages. Book PowerPoint 4/10 Students will select a book that deals with supervision and develop a PowerPoint of at least 20 slides. This assignment will be presented in class on November 8 th,, 15 th, or 29th. Final Project Due 4/24 Students will engage in a hands-on activity that allows the student to apply the content learned during the class. From a predetermined list of schools, students will select one school and will analyze test data from the school s Kentucky Performance Report. With the information obtained from the test data analysis, the student will develop an action plan for improvement. Additionally, students will design a three hour professional development session that goes along with school improvement plan.

3 Course Content 1. Modern administrative theories, processes, and techniques. 2. Available research about organizations and management. 3. Techniques of supervision. 4. Organizational culture and climate. 5. Key administrative processes: motivation, leadership, decision-making, communication, assessment, school based decision-making and organizational change. 6. Diversity in people and ideas. 7. Analysis of data for improvement of student achievement 8. Methods for analyzing school effectiveness Please refer to the Student Code of Ethics found online at: Students with disabilities who require accommodations (academic adjustments, auxiliary aids or services) for this course must register with the Disability Services Office. Please contact the Disability Service Office immediately in the University Center, Suite 101 or call for more information. Verification of your disability is required in the Disability Services Office for you to receive reasonable academic accommodations. Visit the Disability Services website at Assignments will be given a letter grade based on departmental grading policy and on the scoring guidelines which accompany each assignment. GRADING SCALE (this is subject to change depending on instructor) A B C Please note: C minus grades do not meet the criteria of C or better for continuing in the education program. GRADING POLICIES The College of Education has adopted a set to criteria for determining course grades in its graduate-level programs. For grades in graduate courses, the Graduate Programs in Education will use the criteria listed online on page 14 of the Graduate Handbook at the following address: Course Description: The purpose of this course will be to examine the knowledge and skills necessary to be a successful instructional supervisor and to help schools reach proficiency by An emphasis will be placed on providing students with a variety of practical strategies that will help schools build capacity for sustained school improvement. The Standards and Indicators for School Improvement will serve as the framework that guides the work of the class. This course takes a proactive approach to school administration.

4 Course Objectives: 1. To Identify several practical strategies for implementing and sustaining instructional change and in improving the instructional program, based on an understanding of school culture; 2. To apply skills and approaches to instructional supervision; 3. To develop strategies for analyzing and disaggregating data from the Kentucky Performance Report; 4. To understand how the Standards and Indicators for School Improvement can be used for continuous school improvement; 5. To provide an awareness of the Scholastic Audit, Scholastic Review and Guided Self- Study processes and their role in school improvement; INTERSTATE SCHOOL LEADERS LICENSURE CONSORTIUM (ISLLC) STANDARDS FOR SCHOOL LEADERS: APPLICABILITY TO THIS COURSE All programs of study, which lead to certification in school leadership and administration at Northern Kentucky University, are designed to incorporate knowledge, disposition, and performance indicators that are included under the ISLLC Standards for School Leaders. The Kentucky Education Professional Standards Board (KEPSB) has formally adopted the ISLLC Standards. Tentative Schedule January 17 Introduction/Overview Defining the Role of the Supervisor of Instruction Knowledge and Skills Overview of the Change Process Case Study/Scenario 24 Building Capacity for Sustained School Improvement Case Study/Scenario/Video 31 Understanding and Navigating the Standards and Indicators for School Improvement Document February 7 Helping Schools to Identify Needs to Increase Student Achievement 14 Video/Discussion/Speaker Analyzing Data Kentucky Performance Report Analysis, Red Flag Analysis Understanding CATS Guest Speaker Dr. Steve Hutton 28 SISI Standard 1 Curriculum Scenario/Case Study & Discussion/Activity

5 21 March 13 SISI Standard 2 Assessment Scenario/Case Study & Discussion/Activity 20 SISI Standard 3 - Instruction Scenario/Case Study & Discussion/Activity 27 SISI Standard 4 Culture Scenario/Case Study/Discussion /Activit2 April 3 SISI Standard 5 Families/Community to Remove Barriers Scenario 10 SISI Standard 6 Professional Development Evaluation - Scenario STUDENT PRESENTATIONS 17 SISI Standard 7 -- Leadership Scenario SISI Standard 8 Organizational Structure and Resources Scenario STUDENT PRESENTATIONS April 24 SISI Standard 9 Planning Final Examination Due STUDENT PRESENTATIONS May 1 Wrap Up Course Evaluation BIBLIOGRAPHY Ackerman, R., and P. Maslin-Ostrowski. (2002). The Wounded Leader: How Leadership Emerges in a Time of Crises. San Francisco: Jossey-Bass. Castetter, W. & Young, I. P. (2000). The Human Resource Function in Educational Administration. Upper Saddle River: NJ: Merrill/Prentice Hall. Cooper, J. & Kiger, N. (2001). Literary Assessment: Helping Teachers Plan Instruction. Boston, MA: Houghton-Mifflin. Duquette, C. (2001). Students at Risk: Solutions to Classroom Challenges. Portland, ME: Stenhouse, Feden, P. & Vogel, R. (2003). Methods of Teaching Applying Cognitive Science to Promote Student Learning. New York: McGraw-Hill. Foshay, A. (2000). The Curriculum: Purpose, Substance, Practice. New York: Teachers College Press. Glickman, C.D. Gordon, S.P., & Ross-Gordon, J.M. (2000). Supervision of Instruction: A developmental approach, 3 rd edition. Boston: Allyn and Bacon.

6 Hawley, W. & Rollie, D., eds. (2002). The Keys to Effective Schools: Educational Reform as Continuous Improvement. Thousand Oakes, CA: Corwin Press. Pasi, R. (2002). Expectations: Promoting Emotional Learning and Academic Achievement in Your School. New York: Teachers College Press. Popham, J. (2001). The Truth About Testing: An Educator s Guide to Action. Alexandria, VA: Association for Supervision and Curriculum Development. Sergiovanni, T. & Starrait, R. (2002). A Redefinition, 4 th. New York: McGraw-Hill. Schlechty, P. (2002). Working on the Work. San Francisco: Jossey-Bass. Spring, J. (2002). Conflict of Interest: The Politics of American Education with PowerWeb. New York: McGraw-Hill. Wiggins, G. & Mctighe, J. (2001). Understanding by Design. Upper Saddle River, NJ: Prentice Hall. Wiles, Jon & Bondi, Joseph. (2004). Supervision: A Guide to Practice. Upper Saddle River, NJ: Pearson Education, Inc. Wiles, J. & Bondi. (2002). Curriculum Development: A Guide to Practice, 6 th ed. Upper Saddle River, NJ: Merrill/Prentice-Hall. Zumuda, A. & Tommino, M. (2001). The Competent Classroom: Aligning High School Standards and Assessment A Creative Teaching Guide. New York: Teachers College Press.