Longwood University
Education 671
Supervision and Evaluation of Instruction
Instructor:
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Text: Acheson, K.A, and M.D. Gall Clinical Supervision and Teacher Development 5th
Ed. 2005 edition.
Catalog Description: A course for teachers, principals, supervisors, and administrators.
The nature and scope of supervision as educational leadership in the improvement of
instruction.
Through this course candidates are to enhance their content and skill knowledge in
Educational Leadership in response to the NCATE ISLLC Standards. Candidates
will also be expected to develop and demonstrate appropriate leadership skills
according to the Conceptual Framework Standards.
The Following ISLLC – ELCC Standards are required for all Educational
Leadership candidates:
Standard 1: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by facilitating
the development, articulation, implementation, and stewardship of a district vision
of learning supported by the school community.
Standard 2: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by promoting
a positive district and school culture, providing effective instructional programs,
applying best practice to student learning, and designing comprehensive
professional growth plans for staff.
Standard 3: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by managing
the organization, operations, and resources of a district in a way that promotes a
safe, efficient, and effective learning environment.
Standard 4: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by
collaborating with families, and other community members, responding to diverse
community interests, and needs, and mobilizing community resources.
Standard 5: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by acting with
integrity, fairly, and in an ethical manner.
Standard 6: Candidates who complete the program are educational leaders who
have the knowledge and ability to promote the success of all students by
understanding, responding to, and influencing the larger political, social, economic,
legal, and cultural context.
It is the intent of the Educational Leadership program to prepare administrators
and supervisors to function effectively in various roles in the schools, including
assisting and empowering SCHOOL LEADERS AS REFLECTIVE LEADERS who
excel in the following areas specified in the NCATE Model. The following are the
Conceptual Framework that candidates are to develop and demonstrate.
I.
Content Knowledge
II. Planning
III. Learning Climate
IV. Implementation and Management
V.
Evaluation/Assessment
VI. Communications
VII. Technology
VIII. Diversity
IX. Professional Disposition
In this course candidates should meet the following objectives in relationship to the
ISLLC/ELCC and Conceptual Framework Standards.
TEACHERS AS REFLECTIVE LEADERS in the supervisory roles. As a result of this
course, candidates should become competent in the following areas:
1, Observing and demonstrating how successful supervisors discharge their duties.
(ELCC 2.0, 3.0, CF I )
2. Supervising instruction and instructional programs. (ELCC 2.0,3.0,5.0, CF I)
3. Evaluating instruction and instructional programs. (ELCC 2.0, 3.0, 5.0, CF I)
4. Demonstrating the relationships among the various disciplines. (ELCC 2.0, 3.0, CF VI)
5 Relating learning theories to the improvement of teaching and learning.
(ELCC 2.0, 3.0, CF I)
6. Understanding schools as complex organizations (ELCC 1.0, 2.0, 3.0, 6.0, CF III)
7. Connecting effective supervision to school improvement plan (ELCC 1.0, 2.0, 3.0,
CF III)
8. Analyzing recent research, new developments, trends, and issues in supervision.
(ELCC 2.0, 3.0, CF VI)
Knowledge Objectives:
The candidate will be able to:
1. plan, implement, and refine standard based curriculums and align the curriculum with
instruction and assessment. (ELCC 2.0, 3.0; CF I, II, III, V)
2. align curriculum and instruction and assessment of the educational program to achieve
high academic success at the school and division/district level. (ELCC 3.0; CF II, V,
VIII)
3. explain the basic roles, models, and goals of instructional supervision.
(ELCC 2.0,3.0,5.0, CF I, VI )
4. identify the criteria of effective teaching that have been verified through research.
(ELCC 2.0, 3.0, 5.0, CF V, VII )
5. identify the way clinical supervision differs from other forms of teacher supervision.
(ELCC 2.0, 3.0, CF I)
6. describe the manner in which supervision fits into a total system of formative and
summative evaluation for novice and experienced teachers. (ELCC 2.0, 3.0, CF I, VI )
7. establish criteria for evaluating effective teaching, based upon Virginia's Uniform
Standards Guidelines Handbook. (ELCC 2.0, 3.0, CF IV, V)
Skill Objectives:
1. Demonstrate a working knowledge of the concepts of decision-making when presented
with curriculum, instruction and assessment alignment problems in classroom.
(ELCC 2.0, 3.0, 4.0; CF I, III, VIII)
2. Demonstrate the ability to frame a problem in administrative simulation. (ELCC 2.0,
3.0, 40, 5.0; CF I, II, V, VI, VIII)
3. Demonstrate the ability to organize a group for consensus building and problem
solving in developing a learning climate that achieves high academic success.
(ELCC 3.0, 4.0, 5.0, 6.0; CF I, V, VI, VIII, IX)
Dispositions
1. Demonstrate a commitment to leadership fundamentals that center upon proactive problem solving. (CF II, IX)
2. Demonstrate an attitude that everyone in a group has the potential to contribute to
the solution of a problem or goal attainment. (CF II, IX)
3. Demonstrate an attitude that educational leadership is centered upon improving
the teaching-learning function of schools within the context of school law and
policy. (CF IX)
Professional Behaviors
It is the intent of the instructor to conduct this class in a seminar fashion. That is, the
instructor will assume that students have read the material in advance; the salient features
of the material will be reviewed and, where appropriate, elaboration and examples will be
provided. Your input is valuable but must be respectful of others' backgrounds and
beliefs. Growth cannot occur unless there is systematic, appropriate exposure to different
theories and belief systems.
As a result, you are expected to contribute to the class with insights and your own
examples as well as additional questions that pursue subtle permutations of the topics. As
professionals, we must be keenly aware as to the nature of our discourse and our own
behaviors that either reinforce or negate our message. Unstated goals of this class is to
develop observation skills but also reflection skills related to ourselves and the messages,
intended and unintended, that we send. Insights to our own beliefs and how they
developed, as well as a tolerance of others' beliefs, are indications of a mature, insightful
professional.
Course Outline with Corresponding Objectives:
Date
Activities
Assignment
July 14
Nature
of
Clinical Chapter 1
Supervision
July 15
Using Clinical Supervision Chapter 2
to
Promote
Teacher
Development
July 16
July 17 (ON-LINE)
July 18 (ON-LINE)
July 21 (ON-LINE)
July 22
July 23
July 24
July 25 (ON-LINE)
July 28
July 29
July 30
August 1 (ON-LINE)
Using Clinical Supervision
to Promote
Effective
Teaching
Using Clinical Supervision
in Teacher Evaluation
Peer Consultation
Styles of Interpersonal
Communication in Clinical
Supervision
The Planning Conference
The Feedback Conference
Selective Verbatim
Seating chart Observation
Records
Wide Lens Techniques
Checklist, Rating Scales,
and Timeline Coding
Observation Walk Through
Final Exam
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
I. Explain the basic roles, models, and goals of instructional supervision.
I. Roles of Supervisors
A. Definition
B. Problems
C. Tasks
II. Issues in Supervision
A. For whom should supervision be provided?
B. Should the supervisor be an administrator?
C. Is supervision staff development?
D. Is supervision evaluation?
E. Should supervisors use a directive or nondirective approach?
III. Models of Supervision
A. Clinical
B. Collegial
C. Self-directed
D. Informal
E. Inquiry-based
*Identify the criteria of effective teaching that have been verified through research.
IV. Characteristics of Teacher Effectiveness (Refer to Effective Teaching by Gary
Borich and National Board for Professional Teaching Standards)
A Essential Qualities
B. Catalytic Qualities
C. Inferential Qualities
D. Instructional Time Utilization
E. Five Propositions of Accomplished Teaching
*Identify the way clinical supervision differs from other forms of teacher
supervision. V. Clinical Supervision
A. Nature of
1. As relates to effective teaching
2. As relates to teacher evaluation
3. As relates to teacher analysis
4. As relates to goal setting
5. As relates to conferencing
B. Techniques of
1. Selective Verbatim
2. Movement Patterns
3 . Time coding
4. Script taping
5. Checklists
C. Interpersonal Skills
1. Directive Control behaviors
2. Directive Informational behaviors
3. Collaborative behaviors
4. Non-directive behaviors
Describe the manner in which supervision fits into a total system of formative and
summative evaluation for novice and experienced teachers.
V. Leadership in Mentoring All Teachers for Improved Performance (Refer to First Days
of School by Wong/Wong & Beginning Teachers by MacDonald and Healy)
A. Helping with class management
B. Helping with paper work ( clerical, assignments, etc. )
C. Helping with time efficiency (avoiding time robbers)
D. Helping with observation/evaluations
E. Helping with parent/teacher relationships
F. Helping teachers become reflective about practice
Establish criteria for evaluating effective teaching, based upon Virginia's for
Uniform Standards Guidelines Handbook.
Demonstrate Clinical Supervision through teacher observations
VI. Leadership in Curriculum and Instruction in a Diverse Society (Refer to Instructional
Models by Lasley, Matczynski and Rowley)
A Helping with planning for instruction
B. Helping with instructional delivery C. Helping with
instructional alignment
Discuss the role of supervision in an era of high stakes assessment.
VII. Leadership in Assessment (Refer to Measurement and Assessment in Teaching by
Linn and
Gronlund & How to Assess Authentic Learning by Kay Burke)
A. Helping with teacher made tests I
B. Helping with performance assessment
C. Helping with standardized tests
D. Helping with grading and promotion standards
E Helping to increase reflectivity in assessment
Design staff development programs with appropriate rubrics for follow up
evaluations.
VIII. Leadership in Staff Development (Refer to Supervision: A Guide to Practice by
Wiles and
Bondi & Supervisorv Leadership by Beach and Reinhart)
A Helping with models for effective development
B. Helping with staff development decisions and delivery
C. Helping with systematic professional development
D. Helping with evaluation of staff development
F. Using reflection as a means of professional growth
Analyze varying forms of supervisory leadership (Performance, Curriculum, Assessment,
Staff Development)
IX. Supervision in Action
This part of the course, based upon above objectives, will include assigned topics for
class presentations.
Value supervision as a means of improving the quality of teaching and the adequacy of
learning
a) appraise the attitudes which can plague or facilitate the supervision process. I
b) discuss attitudes about supervision in varying roles-mentor, coach, peer consultant,
etc)
X. Supervision as Moral Action
A Attitudes that enhance or impede supervisory effectiveness
B. Attitudes related to various supervisory roles
C. Attitudes toward supervision and school improvement
Course Requirements
A. Instruction and Assessment of Curriculum - 10%
1. Use the Clinical Supervision model and observe a teacher implementing a standards
based curriculum. Reflect on teacher’s instructional strategies and assessment
techniques use to implement the curriculum. Write a paper on the strategies the
supervisor would suggest to the teacher to assure the instruction and assessment is
aligned with the curriculum.
B. Interview – 20%
1. Interview school leader (principal) in your division who is responsibilities for
supervision of instruction.
a. Devise a series of questions (5-10) to interview them about their responsibilities.
Make notes about the responses; give a critical reaction about how your ideas of
supervision corresponds or fails to correspond with what you learned in the
shadowing process and write a one page reflection of your concerns of what the
job entails.
2. Interview a school principal or professional from central office responsible for
curriculum and instruction for the school district.
a. Devise a series of questions that address how the curriculum, instruction and
assessment are designed to achieve high academic standards.
C. Observation Form – 20%
1. Use the Clinical Supervision model, including pre and post conferencing. Construct
and include an observation form in which you give attention to the following:
a. Pre-conferencing
b. Script taping
c. Translation of scripting
d. Traffic pattern
e. Time coding
f. Interaction analysis/verbal flow ( seating chart needed in advance of observation)
g. Feedback summary
h. Notes on teacher reaction
i. Video feedback conference 10-15 minutes
j. Critical analysis of feedback as given on video
k. Provision for teacher assistance
D. Teacher Interviews – 20%
1. Interview at least three teachers to determine how the school mission, vision, and
strategic plan translate into the improvement of instructional design and delivery.
Interview should also determine how the teacher aligns the curriculum with instruction
and student assessment. Include the questions asked and an Executive Summary of
their responses. Log the time spent and have the individuals sign it.
E. Service/Staff Development - 20%
1. Plan and conduct a staff development activity for the class on one of the following
topics:
a. Supervisory Leadership in High Stakes Assessment
b. Supervisory Leadership in Instructional Strategies and Delivery
c. Supervisory Leadership in Working with Diverse Populations
d. Supervisory Leadership in School Climate and Classroom Management
e. Supervisory Leadership in Working with External Constituencies
(including parents)
2. Be sure to incorporate the use of technology into your presentation.
IV . Final Exam 10%
Grade Assignments: Grading Scale
100-90 A, 89-80 B, 79-70 C, 70 and below = F
Final Grades: Passing Grades for graduate work are A, B, and C. A grade of a "C" in a
course is accepted toward a graduate degree only if a 3.0 average is maintained for all
work attempted. For additional information about graduate grades, see the graduate
catalog.
HONOR POLICY
Each student, faculty, and staff member will uphold the honor of the College through
standards of integrity established by the Honor System. Trust and community spirit are
essential to the academic mission of the college; so members of the College community
are assumed to be honorable unless their conduct (lying, cheating, plagiarizing, or
stealing) proves otherwise.
ATTENDANCE POLICY: Students are expected to attend all classes. Failure to attend
class regularly will impair academic performance. Therefore, the college policy will be
followed. This policy allows a student's grade to be lowered one letter for absences in
excess of 10% and as grade of "F" to be assigned when a student's absences exceed 25%
of the class. This policy will be enforced.
ACCOMODATIONS: Any student who feels that he or she may need accommodations
based on a disability should make an appointment to see me during office hours.
Withdrawal Policy: Students should contact the Office of Graduate Studies and the
Registrar to withdrawal from the class.
GRADUATE SCHOOL ENROLLMENT: Prospective applicants are allowed to enroll
in up to three credit hours (3 courses) prior to being admitted to a degree or licensure
only program and have those hours apply to the admitted program. Students should
submit an Application for Graduate Admission promptly to avoid having course work in
excess of the nine credit hours not apply once admitted. Application materials are
available by contacting the Office of Graduate Studies (434-395-2707 or
graduate@longwood.edu) or on our web site at
www.longwood.edu/graduatestudies/apply.htm.
Grading Rubric for Written Assignments
Dr. Gerry R. Sokol
All written work must be word-processed, double-spaced, include page numbers, and be
stapled if there are multiple pages. For short assignments the top of the first page must
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include your name, course number, section number, assignment title and date. If the
assignment is long a cover page with the same information must be used. Papers that do
not follow these guidelines will be returned ungraded.
For a paper to receive a grade of A+, A, or A-, the difference is a matter of degree, it
must have the following characteristics.
Topic is approached or treated in an original manner
Topic integrates personal experience where relevant
Reflection and analysis are evident in the writing
Class readings, assignments, discussions, and activities are integrated
Ideas are supported and illustrated in great depth
Writing is very well organized and structured
There are no more than two mechanical errors
For a paper to receive a grade of B+, B, or B-, the difference is a matter of degree, it
must have the following characteristics.
Topic is approached or treated in a somewhat original manner
Topic integrates some personal experience where relevant
Some reflection and analysis is evident in the writing
Some reference is made to class readings, assignments, discussions, and activities.
Ideas are supported and illustrated
Writing is well organized and structured
There are few mechanical errors
For a paper to receive a grade of C+, C, or C-, the difference is a matter of degree, it
must have the following characteristics.
Topic is addressed
Little integration of personal experience where relevant
Little reflection and analysis are evident in the writing
Little mention of class readings, assignments, discussions, and activities
Ideas are stated but not supported and illustrated
Organization is not coherent
There are mechanical errors that detract from the meaning of the writing
For a paper to receive a grade of D or less, the difference is a matter of degree, it
must have the following characteristics.
Topic is not addressed
No integration of personal experience where relevant
No reflection and analysis are evident in the writing
No mention of class readings, assignments, discussions, and activities
Few ideas are stated, no support or illustration
Disorganized
There are many mechanical errors that detract frequently from the meaning of the
writing
REFERENCES AND WEB SITES
JOURNALS
Bailey, D. (1999). National Board for Professional Teaching Standards Certification: Is It
for Me? What Is It Anyway? The Delta Kappa Ganmma Bulletin, 65 (4), 5-112.
**This article answers several questions for teachers in the United States: What is the
National Board for Professional Teaching Standards? What is National Board
Certification? What is the National Board Candidacy process? Is National Board
Certification for you? Are you ready to become a candidate? The author also offers tips
on how to proceed if you decide to become a candidate.
Clement, M.C. (1999). Rejuvenating as a Teacher. The Educational Forum 63, 322- 329.
* * As the profession looks at recruitment and retention, roadblocks to retention surface,
including the stress encounter in teaching. The stress of teaching can certainly lead to
teacher burnout and withdrawal. So, to avoid burnout, this article looks at how veteran
teachers rejuvenate.
Crawford, D. K., Bodine, R1. & Hoglund, R. G. THE SCHOOL FOR QUALITY
LEARNING: MANAGING THE SCHOOL AND CLASSROOM THE DEMING
WAY.
Champaign, IL: Research Press, 1993.
Costa, A. & Kallick, B. (2000). Getting into the Habit of Reflection. Instructional
Leadership, 57 (7), 60-62.
**Establishing a time to look backward and inward emancipates the resourcefulness of
people and their organizations.
Darling-Hammond, L. Standards for Assessing Teaching Effectiveness is Key Kappan
(February, 1998),471-473.
Eddy, 1. P. (1997) 21st century leadership practices needed for higher education.
Education, 117(3),327-331.
Evans, P.M. & Mohr, N. (1999). Professional Development For Principals. Phi Delta
Kappan, 80 (7), 530-532.
Feiler, R. Heritage, M. & Gallimore, R (2000). Teachers Leading Teachers- Educational
Leadership, 57 (7), 66-69.
**Developing teacher-leaders increases the likelihood that a school realize lasting
improvements.
Good, T. L. & Brophy, I. E. LOOKING IN CLASSROOMS (7th edition). New York: Longman,
1997.
Goodland, I. WHAT SCHOOLS ARE FOR. 2nd edition. Bloomington, ill Phi Delta
Kappa, 1994.
Laba, P. (1996) Intern mentoring. Educational perspectives, 30(1), 14-18.
Laud, L. (1998). Changing the Way We Communicate. Educational Leaders p,55,(7), 25.
Mason, T. C. (1996) Why assess teaching. The Elementary School Journal, 97 (2), 101104. O'Neil, I. (1997) Building schools as communities. Educational Leadership, 54(8),610.
Pecheone, R L. & Stanbury, K. (1996). Connecting teacher assessment and school
reform. The Elementary school Journal, 97(2), 163-177.
Pierce, D. & Hunsaker, T .W. (1996). Professional development for the teacher.
Education,
117(1), 101-105.
Ralph, E.G., Kesten, c., Lang, H. & Smith, Douglas. (1998). Hiring New Teachers: What
Rose. L. C. & GalluQ, AM. (1999). The 31 st Annual Phi Delta Kappan/Gallup POLL Of
the
Public Schools. Phi Delta Kappan, 81 (1),41-56.
Feiler, R. Heritage, M. & Gallimore, R (2000). Teachers Leading Teachers- Educational
Leadership, 57 (7), 66-69.
**Developing teacher-leaders increases the likelihood that a school realize lasting
improvements.
Good, T. L. & Brophy, I. E. LOOKING IN CLASSROOMS (7th edition). New York: Longman,
1997.
Goodland, I. WHAT SCHOOLS ARE FOR. 2nd edition. Bloomington, ill Phi Delta
Kappa, 1994.
Laba, P. (1996) Intern mentoring. Educational perspectives, 30(1), 14-18.
Laud, L. (1998). Changing the Way We Communicate. Educational Leaders p,55,(7), 2325.
Mason, T. C. (1996) Why assess teaching. The Elementary School Journal, 97 (2), 101104. O'Neil, I. (1997) Building schools as communities. Educational Leadership, 54(8),610.
Pecheone, R L. & Stanbury, K. (1996). Connecting teacher assessment and school
reform. The Elementary school Journal, 97(2), 163-177.
Pierce, D. & Hunsaker, T .W. (1996). Professional development for the teacher.
Education,
117(1), 101-105.
Ralph, E.G., Kesten, c., Lang, H. & Smith, Douglas. (1998). Hiring New Teachers: What
Do School Districts Look For? Journal of Teacher Education, 49 (1).47-56.
Rose. L. C. & GalluQ, AM. (1999). The 31 st Annual Phi Delta Kappan/Gallup POLL Of
the
Public Schools.Phi Delta Kappan, 81 (1),41-56.
**Survey of public perception ofK-12 education.