SYLLABUS
for
EDU 8130
Title: Educational Supervision
Professor: Tommye C. Henderson, Ph.D.
Semester:
Credit Hours: 3 hours
Box 4009
Clinton, Mississippi 39058
601-925-7768
hender02@mc.edu
EDU 8130
EDUCATIONAL SUPERVISION
COURSE DESCRIPTION:
Educational Supervision is a doctoral level course designed to help school leaders at every level superintendents, instructional supervisors, curriculum directors, principals, aspiring administrators,
teacher leaders, etc. - to improve their supervision practices and to promote student achievement. The
course focuses on effective schools, productive teaching, theoretical constructs of supervision, and
supervisory practices. Additionally, the course emphasizes individual teacher and group professional
growth strategy development and program implementation. The course is designed to immerse the
candidate in developing teacher job descriptions, criteria for performance, formative and summative
assessment activities, appropriate documentation of teacher performance, and collegial goal development
formulation. The course provides participants with a curriculum that is supported by an evidence-based
framework designed to assist the leader in promoting the success of all students.
MISSION:
Perhaps the most significant redemptive spiritual symbol of the Christian Church and therefore, the
Christian College, is the cross. As a distinctly Christian university, Mississippi College is determined to
fulfill its historic mission and its contemporary mission in such a way as to apply this redemptive symbol
through practical and temporal programs. A very early stated mission for the college is still etched on the
entrance and exit portals: “Enter Here to Increase in Stature, Knowledge, and Wisdom” and “Depart to
Share Your Culture with All Mankind”.
The contemporary mission statements of the University, as well as the School of Education and the
Department of Teacher Education and Leadership are much more comprehensive in nature but still adhere
to the basic purpose of ministering to society. It is our contention that “Reflective Practitioners” who are
caring and competent and who are undergirded by Christian principles are excellent examples of program
completers who can effectively personify the intersection of the institution’s historic and contemporary
missions. We believe that placing an image of the cross behind the teacher education/leadership program
model sets a suitable and coherent philosophical framework for teacher education and leadership at
Mississippi College.
The image in the foreground of the model representing the conceptual framework represents the temporal
nature of teacher education and leadership programs at Mississippi College. The symbolic architecture
suggests that Mississippi College graduates serve mankind in time and their ministry is meant to be a
beacon in society. The Mississippi College magazine is The Beacon. We believe that teachers and other
school leaders will become beacons in their communities when they are, in fact, “competent, caring,
Christian reflective practitioners”.

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The vision of the educational leadership faculty is to produce the best prepared educational
leaders in the history of Mississippi.
The vision of Mississippi College is to be a university recognized for academic excellence and
commitment to the cause of Christ.
PREREQUISITES:
Admission to the Graduate School Doctor of Education Program.
ACADEMIC INTEGRITY:
The integrity of an educational leader must be beyond reproach; and, this is really all that needs to be
said about the subject to one who aspires to such a position. However, the university’s official position
follows: Mississippi College students are expected to be scrupulously honest. Dishonesty, such as
cheating or plagiarism, or furnishing false, information, including forgery, alteration, or misuse of
university documents, records, or identification will be regarded as a serious offense subject to severe
penalty, including, but not limited to, loss of credit and possible dismissal. See the Mississippi College
Tomahawk or policy 2.19 for specific information regarding penalties associated with dishonest behavior
at Mississippi College.
INSTRUCTIONAL PROCEDURES/ACTIVITIES:
A variety of instructional strategies will be utilized during the course to enhance students’ knowledge and
skills. Cognitive and affective teaching/learning strategies will be used and may include: direct
instruction, cooperative learning and other group activities, guest speakers, research, case studies,
projects, and active class participation. Information relevant to school organizations and instructional
leadership constantly changes; therefore, students will practice skills in locating and using on-line
resources critical to course topics. Students will also have an opportunity to gain practical experience
through problem-based and problem-centered learning activities.
REQUIRED PRACTICES:
Required practices, such as research assignments, oral presentations, technology use, field work, projects,
etc. used in the course are outlined on the following pages.
COURSE OBJECTIVES:
Objectives are referenced to the ELCC Standards.
Objective The Candidate Will …
Number
1
Research and develop a personal educational philosophy. (1.1) (2.1) (5.2)
2
Review and understand adult learning styles and the impact on effective
professional development. ((1.2) (1.3) (1.4) (2.1) (2.2) (2.3) (2.4)
3
Assess and use current technology for school improvement planning. ((1.1) (1.2) (1.3)(2.4)
4
Analyze and use qualitative and quantitative date to make informed decisions,
to plan, to assess teacher and school improvement, and to develop and conduct
research. (1.1) (1.2) (1.3) (1.4) (2.2) (3.5)
5
Demonstrate an understanding of basic elements of school leadership, and the
role leadership plays in effective instructional supervision. (1.4) (2.1) (2.2) (2.3) (2.4) (3.4)
(3.5)(4.1) (4.2)
6
Be conversant with current literature in the instructional supervision area. (1.2) (1.3) (1.4)
(2.2) (2.3) (2.4) (3.5) (6.3)
7
Develop a framework of effective administrative procedures for teacher and school
improvement. ((1.1) (1.2) (1.3) (1.4)
8
Demonstrate a knowledge of managerial and leadership functions in terms of adult
learning, the teacher evaluation process, and academic achievement. (1.1) (1.2) (1.3) 1.4)
(2.1) (2.2) (2.3) (2.4) (3.4) (3.5)
9
Examine administrative behavior via role playing, class discussion, problem-solving,
and case study analysis. (1.4) (2.3) (3.2) (3.4) (4.1) (5.1) (5.2) (5.3) (5.4) (5.5) (6.3)
10
Develop a instructional supervision resource guide. (1.2) (1.3) (1.4) (2.1) (2.2) (2.3) (2.4)
11
Examine student achievement as the fundamental purpose of schooling. (2.1) (2.2) (2.3) (2.4)
(2.5)
12
Reflect that an educational leader promotes the success of all students by advocating,
nurturing, and sustaining a school culture and instructional program conducive to student
learning and continued professional growth by the staff. ((1.3) (2.1) (2.2) (3.2) (3.5) (4.1)
(5.1) (6.1) (6.2)
COURSE GOALS:
Upon completion of Educational Supervision, the doctoral candidate will:
1. Relate curriculum development’s historical, theoretical, practical, and technological contexts
to current supervision of instruction practices.
2. Develop curriculum products appropriate to school and to the developmental levels of students.
3. Relate theories of cognitive development to the sequencing and structuring of curriculum
for student-centered schools.
4. Demonstrate knowledge of a variety of effective teaching strategies and structuring processes
that feature teachers’ development of research-based instructional delivery strategies.
5. Apply varied and reliable proficiency indicators to assess student and teacher performance.
6. Demonstrate and model effective skills in assessing and enhancing professional development
that creates a school-wide learning community.
7. Apply basic research in field-based projects.
8. Develop an understanding of school and community culture, and identify several practical,
successful initiatives for sustaining an instructional program conducive to student learning.
9. Understand the importance of creating collegial learning environments that foster continuous
Improvement.
10. Understand the importance of facilitating the improvement of teaching and learning through an
instructional leadership vision.
11. Realize the advantages of collaborative and reflective practices that increase student achievement.
GRADING SYSTEM:
Mississippi College uses the following grading system for graduate school work:
A reserved for work which is definitely superior in quality
B+ intermediate grade
B work which is consistently good and which manifests sufficient interest, effort,
or originality to lift it above average work
C+ intermediate grade
C average work and shows that basic requirements in class assignments have been met
(work at this level or lower is considered unsatisfactory for graduate students)
D earns credit but is below the standard for graduation
F indicates failure and carries no credit
OTHER INFORMATION:
Class Attendance: Each student is expected to be in class each meeting and on time. Points will be
deducted from the final grade for absences. Any student who misses three or more classes will not
receive credit for the course. Participation may positively or negatively affect the final grade. Graduate
students are to be commended for pursuing an advanced degree. Before committing to take this class,
carefully consider family, job, and other responsibilities that might affect attendance.
Special Accommodations: Students needing special accommodations due to learning, physical,
psychological, or other disabilities should contact:
Dr. Morgan Bryant
Office Location: Alumni Hall, Room # 4
Phone: 601-925-7790
MBryant@mc.ed
Classroom Expectations:
 Be present, on time, and prepared.
 Actively participate in class activities.
 Turn off cell phones and pagers.
 Respect others and their right to express their opinions and feelings.
 Listen and refrain from talking when others are talking.
 Remove hats or other head gear in class.
 Leave children, family, and friends at home.
Orientation Information for Graduate Students: Graduate students should read the Graduate
Orientation Manual in its entirety. This is an important part of the orientation for graduate students. A
hard copy can be obtained from the Graduate Office in Nelson Hall 202. You may also view the manual
on the web at:
http://www.mc/edu/academics/graduate/graduate/orientation.pdf
Updated: 4/13