Department of Teacher Education:
Supervision of Instruction
TCED 6946
3 semester hours
Catalog Description:
A course dealing with the supervision of classroom teachers and other school personnel for
those aspiring to be principals or supervisors. Classroom observation systems, professional
development programs, accountability models, and common staff relationship problems are
examined.
Prerequisite: Admission to School of Graduate Studies
Course Purpose:
Instructional supervisors have difficult roles to fulfill effectively. They are expected to develop
working relationships characterized by openness, support, and trust so that they can help
teachers and other staff members improve their teaching performance and, subsequently, student
academic performance. The decisions supervisors make have direct bearing on the degree to
which students learn and grow. Indirectly, the decisions of the supervisor may impact tenure, job
assignment, promotion, disciplinary action, and even dismissal. The purpose of this course is to
enhance the supervisor’s understanding of the issues, problems, knowledge, skills, and
dispositions related to optimal performance of the instructional supervisor's role.
Texts: Supervision That Improves Teaching., Daresh, J. C., Corwin Press, 2001.
Supervision as Proactive Leadership, 3rd edition, Sullivan & Glanz, Waveland Press.
2000.
Grading and Assessment:
1. Participation and attendance- 20%
Class attendance is expected on a regular basis. If it is necessary to miss a
class, please notify me. Participation includes class discussion, sharing
professional experiences, and involvement in class activities.
2. Assignments- 20%
Several special assignments will be given to supplement class activities.
3. Final Project- 60%
Instructional Objectives:
Knowledge and Skills:
The Candidate Will:
 Analyze and discuss current trends, policies, and legislation shaping accountability in
teaching and schooling.
 (Conceptual Framework R 1, 2, 4, 5; NBPTS 4, 5)
 Discriminate between competing knowledge bases of effective teaching and value
them.
 (Conceptual Framework R 1, 2, 3, 4, 5; NBPTS 1, 2, 3)
 Differentiate between traditional instruction and empowering instruction at all
significant operational levels.
 (Conceptual Framework R 1, 2, 3, 4, 5; NBPTS 1, 2, 3)
 Apply the concepts of purpose and outcome to curriculum and instruction.
 (Conceptual Framework R 4, 5, 6, 8; NBPTS 4, 5)
 Apply the concept of the arc of congruence existing between that which is intended to
be taught and what is actually taught.
 (Conceptual Framework R 1, 2; NBPTS 4)
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Identify, examine, and apply institutional forces and factors that affect supervision of
instruction such as master contracts, history, administrative style, school board
policy, and others.
 (Conceptual Framework R 1, 2, 3, 4, 6; NBPTS 4, 5)
Apply the best principles of clinical supervision to instructional contexts.
 (Conceptual Framework R 1-8; NBPTS 2, 3, 4)
Apply the principles of authentic assessment to instructional outcomes.
 (Conceptual Framework R 1, 2, 4, 8; NBPTS 3, 4)
Apply the principles of standards-based instruction to teaching-learning activities.
 (Conceptual Framework R 4, 8; NBPTS 3, 4)
Discuss and articulate the relations between standards-based reform and outcomesbased reform.
 (Conceptual Framework R 4, 8; NBPTS 3, 4)
Develop and critique empowering supervision practices and plans.
 (Conceptual Framework R 1-8; NBPTS 1, 2, 3, 4)
Recognize and apply the elements of instructional objectives, learning activities, and
assessment to daily lesson planning and instruction.
 (Conceptual Framework R 1, 4; NBPTS 2, 3, 4)
Apply reflective supervisory knowledge, skills, and dispositions in all phases of
clinical supervision in real-world and simulated situations.
 (Conceptual Framework R 1-8; NBPTS 1-5)
Understand and personally critique his/her own behavioral style/cognitive style.
 (Conceptual Framework R 2, 3, 4, 5; NBPTS 4)
Apply behavioral/cognitive style to supervisory problems and issues.
 (Conceptual Framework R 1, 2, 3, 4; NBPTS 2,3,4)
Embrace and apply humanistic and compassionate personal supervisory ideals.
 (Conceptual Framework R 4, 7; NBPTS 4)
Recognize and apply the strengths and weaknesses of testing as a measure of
instructional effectiveness.
 (Conceptual Framework R 1, 2, 6, 5, 8; NBPTS 2, 3, 4)
Apply valid and significant issues of race, class, gender, disability, ethnicity, and lifestyle as they may shape personal and professional realities of teachers and students.
 (Conceptual Framework R 6, 7; NBPTS 4, 5)
Demonstrate the efficient and appropriate use of technologies in the management of
supervisory practices, the accessing of data and information, and the presentation to
teachers as resource repositories for improved practice.
 (Conceptual Framework R 1; NBPTS4 )
Understand and apply the modes of reflective practice to the practice of supervision.
The modes are: technical, inferential, intuitive, deliberate, dialectical, critical, ethical,
and active.
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(Conceptual Framework R 1-8; NBPTS 1-5)
Dispositions:
The Candidate Will:
 Value the process of clinical supervision.
 (Conceptual Framework R ;1-8 NBPTS 4)
 Value evidence-based outcomes and instructional practices.
 (Conceptual Framework R 1, 2, 4; NBPTS 3, 4)
 Value the importance of purpose, standards, and authentic assessments.
 (Conceptual Framework R 2, 3, 4; NBPTS 2, 3, 4)
 Value diversity across race, class, gender, ethnicity, disability, age, and lifestyle in
the practice of supervision and instruction.
 (Conceptual Framework R 6, 7; NBPTS 4, 5)
 Value communications skills in the practice of supervision.
 (Conceptual Framework R 1, 5, 8; NBPTS 1, 3, 4)
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Value the use of appropriate technologies in both instruction and in supervision.
 (Conceptual Framework R 1, 4, 8; NBPTS 4)
Value the re-centering of classroom teachers in the decision-making process of
instruction.
 (Conceptual Framework R 6; NBPTS 4, 5)
Value the labor-intensive role of the teacher.
 (Conceptual Framework R 6, 7; NBPTS 4, 5)
Value and apply the forces and factors that marginalize teachers as professionals in
the process of supervision of instruction.
 (Conceptual Framework R 6; NBPTS 4, 5)
Value both summative and formative assessments of instruction.
 (Conceptual Framework R 1, 2, 4; NBPTS 2, 3,4)
Course References
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Carl Glickman, Steve Gordon & Jovita Ross-Gordon (2001). Supervision & Instructional
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