KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDL 8350 / Supervisory Practices in Special Education
Department Special Education
Degree Title (if applicable) Ed.D. in Education (Concentration in Special Education)
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDL 8350__________________
Course Title Supervisory Practices in Special Education
Credit Hours 3 credit hours
Prerequisites EDUC XXXX – Systematic Change in Organizational Leadership
EDL 8300 Administrative Practices in Special Education & EDL 8325 Inclusive
Policies and Practices for Students with Disabilities
Description (or Proposed Degree Requirements)
This course is designed to assist special education supervisors in the development of
essential competencies needed to effectively provide support, guidance and feedback to
special education teachers, in their respective areas of expertise. This course will
prepare supervisors with the strategies to assist teachers in reaching the level of master
teacher who routinely implements validated practices and increases academic and
behavior performance of all students.
III.
Justification
Our goal is to prepare leaders who foster inclusive and accepting learning environments
where students with disabilities and those who are culturally and linguistically diverse are
successful in the state approved standards. This course is particularly important to the
development of special education supervisors because it builds the capacity of these
aspiring administrators to employ active learning and coaching tactics to develop the
leadership potential in the teachers that they supervise, thereby developing the talent
pool of the district that they serve.
IV.
Additional Information (for New Courses only)
Instructor: Dr. Deborah Wallace
Text:
Coppola, A., Scricca, D., & Connors, G. (2004). Supportive Supervision. Corwin Press,
SAGE Publications Company.
Duffy, M. & Forgan, J. (2004). Mentoring New Special Education Teachers: A Guide for
Mentors and Program Developers. Corwin Press, SAGE Publications Company.
American Psychological Association. (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, D. C.,: Author.
Prerequisites EDUC XXXX – Systematic Change in Organizational Leadership
and EDL 8300 Administrative Practices in Special Education
Course Objectives:
Goal/Objective
PTEU Doctoral
KSDs
PSC/
NCATE
DSL*
CEC
Standards
1. Articulate case law, legislative, and political
foundations of special education / TESOL.
1b, 1c
1.4-1.6
LD, C
1
2. Articulate and delimit the supervisory function.
1a, 2b
1.1-1.5
CIA, LD,
C
10
1a, 4d, 4e
1.1-1.8
CIA, LD,
C, O
1
3a, 4a
1.1-1.8
CIA, LD,
1
5d
1.6
RD
1, 10
3a
1.1-1.4,
1.7-1.8
CIA, LD
2
1c, 6d
1.6
C
3
2d
1.6-1.8
C, RD
7
5d, 6d
1.6-1.8
RD
10
2e
1.6-1.8
LD, PI
10
3c
1.3-1.4
1.7-1.8
CIA, LD,
O
1
1a
1.1-1.5
CIA, LD,
C
CIA, LD,
O
1
LD, DA
7
3. Articulate general curriculum theories and
implications for individuals with exceptional
learning needs.
4. Articulate processes related to human
resources management, recruitment,
personnel assistance and development and
evaluation.
5. Articulate family systems and the role of
families in supporting development and
educational progress of the individual with
exceptional learning needs or who is culturally
or linguistically diverse.
6. Articulate characteristics of individuals with
exceptional learning needs and implications
for the development of programs and services.
7. Articulate the impact of diversity on
educational expectations and programming.
8. Articulate the general curriculum, instruction,
and how special education / TESOL services
support access to the general curriculum.
9. Articulate the role of the parent and advocacy
organizations as they support individuals with
exceptionalities and their families.
10. Articulate approaches for involving parents,
family, and community members in
educational planning, implementation, and
evaluation.
11. Research supervisory issues and methods
using the internet and electronic databases.
12. Interpret laws, policies and procedures
pertaining to individuals with exceptional
needs.
13. Develop and implement a plan to provide
instructional and assistive technologies.
14. Use a variety of technologies to enhance
management of resources and programs.
15. Implement a range a strategies that promote
positive behavior, crisis intervention and family
involvement and support.
16. Develop and implement ongoing evaluations
of special education / TESOL programs and
services.
3c, 4e
4f
1.3-1.4
1.6-1.8
1.1-1.2,
1.4-1.5,
1.7-1.8
7
3b
1.3-1.4
1.7-1.8
CIA, LD
7
4b
1.3-1.5
1.7-1.8
DA, CIA,
PI
7
17. Develop and implement intra- and interagency
agreements that create programs with shared
responsibility for individuals with exceptional
learning needs or who are culturally or
linguistically diverse.
18. Develop family education and other support
programs.
19. Engage in shared decision making to support
programs for individuals with exceptional
learning needs or who are culturally or
linguistically diverse.
20. Consult and collaborate in administrative and
instructional settings
21. Demonstrate an applied knowledge of
observational skills, observational instruments,
written feedback procedures, motivational
techniques, professional development,
conferencing techniques, and interview
strategies.
22. Demonstrate supervisory skills through
application to each candidate’s specialty area.
23. Develop mentoring programs and approaches
to retain and professionally develop teachers
and staff.
24. Serve as a leader and advocate to promote
the highest educational quality of life for
individuals with disabilities or who are
culturally or linguistically diverse.
25. Participate in continued professional
development through consumer and
professional organizations, workshops, and
professional literature.
26. Participate in organizations and activities
relevant to the field of special education
supervision.
27. Communicate and demonstrate a high
standard of ethical practice and
professionalism.
*Code for Distributed School Leadership
DA = Data Analysis
CIA = Curriculum, Instruction & Assessment
RD = Relationship Development
PI = Process Improvement
2c, 6c
1.3-1.6
CIA
C, RD
10
2e, 6d
1.6-1.8
RD, C
10
2c
1.6
C, RD
10
5c
1.6
RD
10
3a, 3b
1.1-1.41.7-1.8
CIA, LD
10
1.1-1.41.6-1.8
CIA,
LD,O
10
3c
1.3-1.4
1.6-1.8
CIA,
LD,O
7
6a, 6c, 6d,
1.3-1.8
CIA, RD
8
5f
1.6
C
7
5f
1.6
C
5b, 5c
1.6
RD
3a, 3b, 3c
7
O = Operations
P = Performance
C = Change
LD = Learning and Development
Instructional Method
The following instructional strategies will be used to collaboratively and interactively
present course material and engage students in critical thinking and discourse at the
doctoral level:

Lecture

Case Study Analysis

Discussion

Simulation Activities

Collaborative Group Work

Role Play
7
COURSE REQUIREMENTS/ASSIGNMENTS & METHOD OF EVALUATION:
Assignments
Course
Objectives
21
13, 19
21, 22
KSDs
Assessments
3a, 3b
1b,2c, 4a, 4b
2b, 3a, 3b, 4d
Professional development needs
assessment
Complete observation form (3)
Conduct workshop
13, 20
2b, 4b
Observation Rubric
Case Studies
Rubric / Teacher
Feedback
Project Rubric
21, 22
13
2b, 3a, 3b, 4d
3a
Management Report
Mentoring Program
Conduct teacher conference
Project relating supervisory practices
to specialty area
Class Participation/Professionalism
13
23
21
2, 11
2b, 3a, 3c, 4e
2e, 3c
3a, 3b
1a, 1b, 1c, 3c
Project Rubric
Observation /
Rubric
Project Rubric
Project Rubric
Teacher Feedback
Project Rubric
20, 27
5b, 5c, 5e
Observation Rubric
Simulations, role play
Case studies
Applied Supervision (3) visitations
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0 – Existing Faculty
0
0
0
350
0
0
0
TOTAL
350.00
Funding Required Beyond
Normal Departmental Growth 350.00
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
Education / Special Education
COURSE NUMBER
EDL 8350
COURSE TITLE FOR LABEL
Supervisory Pract (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3 Credit Hours
Approval, Effective Term
Fall 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are
required as prerequisites
NA
APPROVED:
_______________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
EDL 8350
Supervisory Practices in Special Education
2006
INSTRUCTOR:
Name:
Telephone:
Fax:
Office:
E-mail:
Office hours: By Appointment
CLASS SESSIONS: Day:
Location: KH 1107
TEXT:
Coppola, A., Scricca, D., & Connors, G. (2004). Supportive Supervision. Corwin Press,
SAGE Publications Company.
Duffy, M. & Forgan, J. (2004). Mentoring New Special Education Teachers: A Guide for
Mentors and Program Developers. Corwin Press, SAGE Publications Company.
American Psychological Association. (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, D. C.,: Author.
Selected Readings and Websites
Galileo Password:
CATALOG DESCRIPTION:
This course is designed to assist special education supervisors in the development of essential
competencies needed to effectively provide support, guidance and feedback to special
education teachers, in their respective areas of expertise. This course will prepare supervisors
with the strategies to assist teachers in reaching the level of master teacher who routinely
implements validated practices and increases academic and behavior performance of all
students.
PURPOSE/RATIONALE:
Our goal is to prepare leaders who foster inclusive and accepting learning environments where
students with disabilities and those who are culturally and linguistically diverse are successful in
the state approved standards. This course is particularly important to the development of special
education supervisors because it builds the capacity of these aspiring administrators to employ
active learning and coaching tactics to develop the leadership potential in the teachers that they
supervise, thereby developing the talent pool of the district that they serve.
CONCEPTUAL FRAMEWORK:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and
leaders who possess the capability, intent and expertise to facilitate high levels of learning in all
of their students through effective, research-based practices in classroom instruction, and who
enhance the structures that support all learning. To that end, the PTEU fosters the development
of candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values, and demonstrates collaborative practices across the college and university
and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, public and private schools, parents and other professional
partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students
to high levels of learning.
KNOWLEDGE BASE:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning
process, the teacher education faculty at KSU believes that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms
toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg
(1998), believe that expertise is not an end-state but a process of continued development.
USE OF TECHNOLOGY:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and all candidates must be able to use technology to improve student
learning and meet Georgia Technology Standards for Educators. Candidates in this course will
be expected to apply the use of educational technology in their classrooms. Specifically,
candidates will use spreadsheet software to develop graphs and tables to record and track
student performance, word processing to write papers, web based data bases to conduct Action
Research, and e-mail to communicate with instructors and peers.
Candidates in the special education concentration will utilize technology to advance 21st century
literacy skills such as digital age literacy, inventive thinking, effective communication, and high
productivity. Candidates will be provided with opportunities to explore and use presentation
technologies, technologies to enhance learning, individualize instruction, and promote critical
thinking for 21st century students. Candidates in this course will be expected to apply best
practices related to using technology for learning and creating curriculum materials using
principles of universal design for learning.
Web Resources:
Council for Exceptional Children
National Dissemination Center for Children
with Disabilities
Children and Adults with Attention Deficit
Disorder
Learning Disabilities Association of America
The Autism Society of America
The Arc
The Global Entrepreneurship Institute
Georgia Department of Education
Brain Injury Association of America
Juvenile Diabetes Research Foundation
The Epilepsy Foundation
The National Association for Gifted Children
Georgia Department of Human Resources
National Association of State Boards of
Education
www.cec.sped.org
www.nichcy.org
www.chadd.org
www.ldanatl.org
www.autism-society.org
www.thearc.org
www.gcase.org
www.doe.k12.ga.us
www.biausa.org
www.jdfcure.org
www.epilepsyfoundation.org/
www.nagc.org
www.aamr.org
www.dhr.state.ga.us
www.nasbe.org
GRADUATE FIELD EXPERIENCE REQUIREMENTS:
While completing your graduate program at Kennesaw State University, you are required to be
involved in a variety of leadership and school-based activities directed at the improvement of
teaching and learning. Appropriate activities may include, but are not limited to, attending and
presenting at professional conferences, actively serving on or chairing school-based
committees, attending PTA/school board meetings, leading or presenting professional
development activities at the school or district level, and participating in education-related
community events. As you continue your educational experiences, you are encouraged to
explore every opportunity to learn by doing.
DIVERSITY: One of the most critical issues in special education / TESOL today is the effect of
personal culture on the efficacy of instruction, pre-referral procedures, assessment, placement
for students with disabilities, and parenting and communication styles. Candidates will be
provided with opportunities through direct instruction and class discussion to gain knowledge,
skills, and understanding to provide effective instruction in culturally diverse classrooms. A
variety of materials and instructional strategies will also be used to meet the needs of the
diverse learning styles of members of this class.
Kennesaw State University provides program accessibility and reasonable accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 and/or the
Americans with Disabilities Act of 1990. A number of services are available to help disabled
candidates with their academic work. In order to make arrangements for special services,
candidates must visit the Office of disAbled Student Services (770/423-6443) and arrange an
individual assistance plan. In some cases, certification of disability is required.
CONFIDENTIALITY: The federal Family Educational; Rights and Privacy Act of 1974 (FERPA)
regulates access to, and disclosure of student information. FERPA serves to assure record access
by covered students and their guardians and to prevent disclosure from those records of personally
identifying information to unprivileged parties without the written consent of affected students and
their guardians. Disclosure of confidential information is not to occur. To protect the confidentiality
of student information, no identifying information is included when KSU candidates present written
or oral reports.
Kennesaw State University candidates photographing or video-taping for KSU class requirements
must obtain informed permission from parents to photograph or videotape. School district
permission forms should be used and all returned forms kept on file with the school where
photographing or videotaping takes place. KSU candidates should include a statement that
permission forms were completed and sample permission form with any photographic or videotape
material submitted to KSU.
COURSE GOALS/OBJECTIVES: The Professional Teacher Education Unit prepares leaders
who understand their disciplines and principles of pedagogy, who reflect on practice, and who
apply these understandings to making instructional decisions that foster the success of all
learners. As a result of the satisfactory fulfillment of the requirements of this course, the
candidate will demonstrate a broad base of Knowledge, Skills and Dispositions through
performance.
Goal/Objective
0. Articulate case law, legislative, and political
foundations of special education / TESOL.
1. Articulate and delimit the supervisory
function.
2. Articulate general curriculum theories and
implications for individuals with
exceptional learning needs.
3. Articulate processes related to human
resources management, recruitment,
personnel assistance and development
and evaluation.
4. Articulate family systems and the role of
families in supporting development and
educational progress of the individual with
exceptional learning needs or who is
culturally or linguistically diverse.
5. Articulate characteristics of individuals
with exceptional learning needs and
implications for the development of
PTEU Doctoral
KSDs
PSC/
NCATE
DSL*
CEC
Standards
1b, 1c
1.4-1.6
LD, C
1
1a, 2b
1.1-1.5
CIA, LD,
C
10
1a, 4d, 4e
1.1-1.8
CIA, LD,
C, O
1
3a, 4a
1.1-1.8
CIA, LD,
1
5d
1.6
RD
1, 10
3a
1.1-1.4,
1.7-1.8
CIA, LD
2
programs and services.
6. Articulate the impact of diversity on
educational expectations and
programming.
7. Articulate the general curriculum,
instruction, and how special education /
TESOL services support access to the
general curriculum.
8. Articulate the role of the parent and
advocacy organizations as they support
individuals with exceptionalities and their
families.
9. Articulate approaches for involving
parents, family, and community members
in educational planning, implementation,
and evaluation.
10. Research supervisory issues and methods
using the internet and electronic
databases.
11. Interpret laws, policies and procedures
pertaining to individuals with exceptional
needs.
12. Develop and implement a plan to provide
instructional and assistive technologies.
13. Use a variety of technologies to enhance
management of resources and programs.
14. Implement a range a strategies that
promote positive behavior, crisis
intervention and family involvement and
support.
15. Develop and implement ongoing
evaluations of special education / TESOL
programs and services.
16. Develop and implement intra- and
interagency agreements that create
programs with shared responsibility for
individuals with exceptional learning needs
or who are culturally or linguistically
diverse.
17. Develop family education and other
support programs.
18. Engage in shared decision making to
support programs for individuals with
exceptional learning needs or who are
culturally or linguistically diverse.
19. Consult and collaborate in administrative
and instructional settings
20. Demonstrate an applied knowledge of
observational skills, observational
instruments, written feedback procedures,
motivational techniques, professional
development, conferencing techniques,
and interview strategies.
21. Demonstrate supervisory skills through
1c, 6d
1.6
C
3
2d
1.6-1.8
C, RD
7
5d, 6d
1.6-1.8
RD
10
2e
1.6-1.8
LD, PI
10
3c
1.3-1.4
1.7-1.8
CIA, LD,
O
1
1a
1.1-1.5
CIA, LD,
C
CIA, LD,
O
1
LD, DA
7
3c, 4e
4f
1.3-1.4
1.6-1.8
1.1-1.2,
1.4-1.5,
1.7-1.8
7
3b
1.3-1.4
1.7-1.8
CIA, LD
7
4b
1.3-1.5
1.7-1.8
DA, CIA,
PI
7
2c, 6c
1.3-1.6
CIA
C, RD
10
2e, 6d
1.6-1.8
RD, C
10
2c
1.6
C, RD
10
5c
1.6
RD
10
3a, 3b
1.1-1.41.7-1.8
CIA, LD
10
1.1-1.4-
CIA,
application to each candidate’s specialty
area.
22. Develop mentoring programs and
approaches to retain and professionally
develop teachers and staff.
23. Serve as a leader and advocate to
promote the highest educational quality of
life for individuals with disabilities or who
are culturally or linguistically diverse.
24. Participate in continued professional
development through consumer and
professional organizations, workshops,
and professional literature.
25. Participate in organizations and activities
relevant to the field of special education
supervision.
26. Communicate and demonstrate a high
standard of ethical practice and
professionalism.
*Code for Distributed School Leadership
DA = Data Analysis
CIA = Curriculum, Instruction & Assessment
RD = Relationship Development
PI = Process Improvement
3a, 3b, 3c
1.6-1.8
LD,O
10
3c
1.3-1.4
1.6-1.8
CIA,
LD,O
7
6a, 6c, 6d,
1.3-1.8
CIA, RD
8
5f
1.6
C
7
5f
1.6
C
5b, 5c
1.6
RD
7
7
O = Operations
P = Performance
C = Change
LD = Learning and Development
Instructional Method
The following instructional strategies will be used to collaboratively and interactively
present course material and engage students in critical thinking and discourse at the
doctoral level:

Lecture

Case Study Analysis

Discussion

Simulation Activities

Collaborative Group Work

Role Play
COURSE REQUIREMENTS/ASSIGNMENTS:
Assignments
Course
Objectives
21
13, 19
21, 22
KSDs
Assessments
3a, 3b
1b,2c, 4a, 4b
2b, 3a, 3b, 4d
Professional development needs
assessment
Complete observation form (3)
Conduct workshop
13, 20
2b, 4b
Observation Rubric
Case Studies
Rubric / Teacher
Feedback
Project Rubric
21, 22
13
2b, 3a, 3b, 4d
3a
Management Report
Mentoring Program
Conduct teacher conference
Project relating supervisory practices
13
23
21
2, 11
2b, 3a, 3c, 4e
2e, 3c
3a, 3b
1a, 1b, 1c, 3c
Simulations, role play
Case studies
Applied Supervision (3) visitations
Project Rubric
Observation /
Rubric
Project Rubric
Project Rubric
Teacher Feedback
Project Rubric
to specialty area
Class Participation/Professionalism
20, 27
5b, 5c, 5e
Observation Rubric
EVALUATION AND GRADING
A = 90% or better
B = 80-89%
C = 70-79%
D = 60-69%
F= 59% or below
(Level 4)
(Level 3)
(Level 2)
(Level1)
CANDIDATE EXPECTATIONS FOR ATTENDANCE AND PARTICIPATION:
Cooperative learning group activities in class will enable candidates to apply new skills and
knowledge. This requirement emphasizes the importance of class attendance and supports the
belief from the conceptual framework that learning is an interactive endeavor requiring the
presence and participation of all class members in order to facilitate growth and learning. Each
candidate has something unique to contribute to the class experience that will facilitate the
learning of other class members. For full credit, candidates must: a.) Participate fully in
collaborative group work and focus groups; b.) Listen attentively to presentations; and c.)
Refrain from working on personal computers (or otherwise) on other assignments during class
presentations.
Candidates, like the instructor, are expected to come to class meetings thoroughly prepared.
“Thoroughly prepared” is defined as having read the readings well enough to verbally and in writing
state the definitions of terms from the readings; discuss ideas, notions, concepts, issues, and
procedures in relation to previous information presented in class or in previous readings; and apply
the information from the readings to problems. It also implies the candidate has reviewed
information from the previous class meetings. When information from the readings is unclear, the
candidate should prepare questions to discuss in class. Note: Because most of the course
assignments are oral, a failure to come to class well prepared will result in a lowered grade.
In addition, group members can ask candidates who are not contributing equally to the
development of the presentation to be removed from their group.
Regular attendance is required for all scheduled classes in that the candidate is responsible for
obtaining all materials, instruction, etc. presented during class. Attendance at all class meetings
is stressed because of the interactive nature of the class. Not all material covered will be found
in the required readings. You are required to inform the instructor in advance of your absence.
Failure to do so will result in your not being allowed to make-up any missed class work (i.e.,
class activities). Attendance will be monitored and reflected in the class participation/attendance
points (see KSU Graduate Catalog).
All assignments must be submitted on or before the class meeting on the assigned due date.
Failure to turn in assignments on the due date will result in an automatic 10 percent penalty
from the points you earn on any given assignment. All grading will be done as objectively as
possible. Rubrics for class presentation and facilitation will be provided. In case of qualitative
assessment, evaluation will be based on instructor judgment. Points will be summed for each
student and final course grades will be based on the percent of total points earned (i.e., A = 100
- 90%, B = 89 - 80%, etc.)and the total points earned will indicate the candidate’s level (i.e.,1,2,3
or 4) of achievement..
The assignment of incomplete (“I”) grades is discouraged and will be assigned only in cases of
extreme emergencies and in cases where a passing grade may be earned. It is the student’s
responsibility to notify the instructor when such circumstances exist. Upon notification, a contract
between the student and instructor for completion of the course will be developed before the last
week of the semester.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Graduate Catalog. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes with an "informal
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior that fits the University's definition of disruptive behavior will not be tolerated.
Candidates should refer to the University Catalog to review this policy.
HUMAN RELATIONS:
The University has formulated a policy on human relations that is intended to provide a learning
environment that recognizes individual worth. That policy is found in the University Catalog. It
is expected, in this class, that no Professional should need reminding but the policy is there for
your consideration. The activities of this class will be conducted in both the spirit and the letter
of that policy.
COURSE OUTLINE
1. Supportive Supervision: Role and Functions
2. Instructional Leadership
3. Collaborative Leadership
4. Data-Based Decision-Making
5. Goal Setting
6. Lesson Planning
7. Positive Translations
8. Observational Process
9. Professional Development
10. Program and Personnel Evaluation
11. Coaching and Active Learning
12. Mentoring
13. Mediation and Crisis Intervention
References
Allen, D. W. & LeBlanc, A. C. (2004). Collaborative peer coaching that improves instruction.
Thousand Oaks, CA: Corwin Press.
Billingsley, B. S. (2005). Cultivating and keeping committed special education teachers.
Thousand Oaks, CA: Corwin Press.
Blasé, J. & Blasé, J. (2003). Handbook of instructional leadership: How successful principals
promote teaching and learning. Thousand Oaks, CA: Corwin Press.
Diaz-Maggioli, G. (2004). Teacher-centered professional development. Alexandria, VA:
ASCD.
French, N. K. (2002). Managing paraeducators in your school: How to hire, train, and
supervise non-certified staff. Thousand Oaks, CA: Corwin Press.
Gupton, S. L. (2002). The instructional leadership toolbox: A handbook for improving practice.
Thousand Oaks, CA: Corwin Press.
Johnson, K. F. (2002). Being an effective mentor: How to help beginning teachers succeed.
Thousand Oaks, CA: Corwin Press.
Peters, K. H. & March, J. K, (1999). Collaborative observation: Putting classroom instruction at
the center of school reform. Thousand Oaks, CA: Corwin Press.