KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDAD 8200
Department Secondary and Middle Grades Education
Degree Title (if applicable) EDS/EDD
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
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Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
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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 ______EDAD 8200___________________
Course Title _ Supervision, Mentoring, and Advocacy in Middle and Secondary Schools
Credit Hours 3-0-3
Prerequisites Admission to specialist or doctoral program
Description (or Proposed Degree Requirements)
This course focuses on specific instructional supervision research, models, and strategies that promote
and advocate for collegial middle and secondary schools devoted to improving school wide learning.
Instructional supervision is placed within a developmental, contextual, constructive, humanist paradigm;
and examined as a process of purposeful adult interactions and cognitions that promote autonomous,
reflective, self-directed teacher practitioners committed to student learning and continual school
improvement. This course will focus on the development and application of the knowledge base,
interpersonal skills, technical skills, and tasks necessary for instructional supervision, mentoring and
coaching. Emphasis will be also placed on school and system factors (sociocultural and political) that
may affect teacher leadership in instructional supervision.
III.
Justification
Leaders for learning who serve in distributed leadership roles must possess the knowledge, skills, and dispositions
necessary to mentor and supervise pre-service and inservice teachers and to advocate for students and their
colleagues.
IV.
Additional Information (for New Courses only)
Instructor: Various
Text: Costa, A.L.& Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance
schools (2nd ed.). Norwood, MA; Christopher-Gordan Publishers, Inc.
Glickman, C. D., Gordon, S. P., & Ross-Gordan, J. M. (2005). The basic guide to SuperVision
and instructional leadership. Boston: Pearson Educations, Inc.
Prerequisites: Admission to doctoral or specialist program
Objectives: As a result of satisfactory fulfillment of the requirements of this course, the candidate
will accomplish the objectives listed below.
Course Objectives
Doctoral KSDs
Describe, develop, and
1b, 2a, 3b, 4a, 4d, 5a,
critically reflect upon a
5f, 6a
personal philosophy of
instructional supervision
based on current theories
and research in
instructional
supervision, mentoring,
and cognitive coaching.
1a, 3c, 5f
Understand and
summarize current
research on teachers as
adults learners, effective
schools, teacher
development, models of
supervision, mentoring,
and coaching.
Distributed
Leadership Roles
NCATE/PSC
standards
Learning &
Development Leader
1.4, 1.5, 1.6
Change Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
1.4, 1.5, 1.6, 1.7,
1.8
Change Leader
Curriculum, Instruction
& Assessment Leader
Relationship
Development Leader
Demonstrate the
observational and
communication skills
necessary for effective
supervision, mentoring
and coaching.
2c, 2e, 3a, 4a, 5b, 5c,
5d
Relationship
Development Leader
1.4, 1.5, 1.6
Demonstrate the various
assessment and planning
skills necessary for
effective supervision,
mentoring and coaching.
1a, 2c, 2e, 3a, 3c, 4a,
4b, 4f, 5b, 5c, 5d, 6c,
6d
Learning &
Development Leader
1.4, 1.5, 1.6
Change Leader
Curriculum, Instruction
& Assessment Leader
Develop and
3b, 4a, 5b, 5c, 5d
Change Leader
1.4, 1.5, 1.6
demonstrate the ability
to engage in selfassessment and receive
and reflect on
constructive criticism
Relationship
Development Leader
Describe, integrate, and
apply ethnical standards
and behaviors in
interpersonal
interactions with others
2c, 2e, 3c, 5b, 5c, 5e
Relationship
Development Leader
1.4, 1.5, 1.6
Apply the knowledge,
skills, attitudes and
ethics of learningcentered instructional
supervision as
delineated in the two
texts within an authentic
context through
supervision, mentoring
and coaching of a
student teacher or
beginning teacher.
1a, 2c, 2e, 3a, 3c, 4a,
4c, 4e, 5b, 5c, 5d, 5e,
5f, 6a, 6d
Learning &
Development Leader
1.4, 1.5, 1.6, 17.
1.8
Change Leader
Curriculum, Instruction
& Assessment Leader
Relationship
Development Leader
Instructional Method
Discussion, case-based problem-solving, small group, lecture
Method of Evaluation
Personal account of an instructional supervision experience.
Individual Paper and Group Presentation of Research Examining the Relationships between Supervision
and Effective teaching and Possible Implications for Schools
Or
Individual Paper and Group Paper Integrating Observations from the film The Matrix (1999) and
Research on Effective Learning and Supervision
Written Case Study of authentic supervision, mentoring, or coaching experience that include
A Learner Profile
A Self-Assessment and Personal Philosophy of Supervision, Mentoring or Coaching
Three Planning and Pre-Conference Narratives (Taped, Transcribed)
Three Data and Observations collections
Three Post-Conference Narratives (Taped and Transcribed)
Three Critical Reflections of YOUR PERFORMANCE as a supervisor, mentor, or coach
V.
Resources and Funding Required (New Courses only)
Course funding addressed in budget of umbrella EdD degree proposal as drafted
by the Dean and Associate Dean of Graduate Studies for the Bagwell College of
Education
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
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
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Adolescent Education
EDAD 8200
Supervision
3-0-3
Fall 2006
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
Course Number::EDAD 8200
Course Title: Supervision, Mentoring, and Advocacy in Middle and Secondary Schools
College: Bagwell College of Education
Semester:
Room:
II.
Instructors:
III.
Class Meetings:
IV.
Required Texts:
Costa, A.L.& Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools
(2nd ed.). Norwood, MA; Christopher-Gordan Publishers, Inc.
Glickman, C. D., Gordon, S. P., & Ross-Gordan, J. M. (2005). The basic guide to SuperVision
and instructional leadership. Boston: Pearson Educations, Inc.
V.
Catalog Course Description: Supervision, Mentoring, and Advocacy in Middle and Secondary
Schools
This course focuses on specific instructional supervision research, models, and strategies that promote
and advocate for collegial middle and secondary schools devoted to improving school wide learning.
Instructional supervision is placed within a developmental, contextual, constructive, humanist paradigm;
and examined as a process of purposeful adult interactions and cognitions that promote autonomous,
reflective, self-directed teacher practitioners committed to student learning and continual school
improvement. This course will focus on the development and application of the knowledge base,
interpersonal skills, technical skills, and tasks necessary for instructional supervision, mentoring and
coaching. Emphasis will be also placed on school and system factors (sociocultural and political) that
may affect teacher leadership in instructional supervision.
VI.
Purpose and Rationale:
KENNESAW STATE UNIVERSITY’S 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, the 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 believe 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 information technologies will be integrated throughout the master teacher
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media. They will master use of productivity tools, such as
multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional
materials, and create WWW resources.
Field Based Activities
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.
Rationale: Leaders for learning who serve in distributed leadership roles must possess the knowledge, skills, and
dispositions necessary to mentor and supervise pre-service and inservice teachers and to advocate for students and
their colleagues.
VII:
Goals and Objectives:
As a result of satisfactory fulfillment of the requirements of this course, the candidate will
accomplish the objectives listed below.
Course Objectives
Doctoral KSDs
Describe, develop, and
1b, 2a, 3b, 4a, 4d, 5a,
critically reflect upon a
5f, 6a
personal philosophy of
instructional supervision
based on current theories
and research in
instructional
supervision, mentoring,
and cognitive coaching.
1a, 3c, 5f
Understand and
summarize current
research on teachers as
adults learners, effective
schools, teacher
development, models of
supervision, mentoring,
and coaching.
Distributed
Leadership Roles
NCATE/PSC
standards
Learning &
Development Leader
1.4, 1.5, 1.6
Change Leader
Curriculum, Instruction
& Assessment Leader
Learning &
Development Leader
1.4, 1.5, 1.6, 1.7,
1.8
Change Leader
Curriculum, Instruction
& Assessment Leader
Relationship
Development Leader
Demonstrate the
observational and
communication skills
necessary for effective
supervision, mentoring
and coaching.
2c, 2e, 3a, 4a, 5b, 5c,
5d
Relationship
Development Leader
1.4, 1.5, 1.6
Demonstrate the various
assessment and planning
skills necessary for
effective supervision,
mentoring and coaching.
1a, 2c, 2e, 3a, 3c, 4a,
4b, 4f, 5b, 5c, 5d, 6c,
6d
Learning &
Development Leader
1.4, 1.5, 1.6
Change Leader
Curriculum, Instruction
& Assessment Leader
Develop and
demonstrate the ability
to engage in selfassessment and receive
and reflect on
constructive criticism
3b, 4a, 5b, 5c, 5d
Change Leader
1.4, 1.5, 1.6
Describe, integrate, and
apply ethnical standards
and behaviors in
interpersonal
interactions with others
2c, 2e, 3c, 5b, 5c, 5e
Relationship
Development Leader
1.4, 1.5, 1.6
Apply the knowledge,
skills, attitudes and
ethics of learningcentered instructional
supervision as
delineated in the two
texts within an authentic
context through
supervision, mentoring
and coaching of a
student teacher or
beginning teacher.
1a, 2c, 2e, 3a, 3c, 4a,
4c, 4e, 5b, 5c, 5d, 5e,
5f, 6a, 6d
Learning &
Development Leader
1.4, 1.5, 1.6, 17.
1.8
Relationship
Development Leader
Change Leader
Curriculum, Instruction
& Assessment Leader
Relationship
Development Leader
IX. Requirements and Assignments
Personal account of an instructional supervision experience.
Individual Paper and Group Presentation of Research Examining the Relationships between Supervision
and Effective teaching and Possible Implications for Schools
Or
Individual Paper and Group Paper Integrating Observations from the film The Matrix (1999) and
Research on Effective Learning and Supervision
Written Case Study of authentic supervision, mentoring, or coaching experience that include
A Learner Profile
A Self-Assessment and Personal Philosophy of Supervision, Mentoring or Coaching
Three Planning and Pre-Conference Narratives (Taped, Transcribed)
Three Data and Observations collections
Three Post-Conference Narratives (Taped and Transcribed)
Three Critical Reflections of YOUR PERFORMANCE as a supervisor, mentor, or coach
X:
Evaluation and Grading:
90 – 100 = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
below 60 = F
XI.
Policies
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and assessment
within multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
Academic Honesty: KSU expects that graduate students will pursue their academic programs in an
ethical, professional manner. Any work that students present in fulfillment of program or course
requirements should represent their own efforts, achieved without giving or receiving any unauthorized
assistance. Any student who is found to have violated these expectations will be subject to disciplinary
action.
X.
Course Outline
KNOWLEDGE
Introduction to Supervision and Cognitive Coaching
Adults As Learners
Adult and Teacher Development
Effective Schools Research
Instructional Improvement and Effective Teaching Relationships
Cognition and Instruction
Constructivist Knowledge Base of Teaching and Learning
Human Variability and Meaning Making (Cognitive styles, Ideologies, Gender, Race, Ethnicity)
Rationale for Developmental Supervision
The Meaning and Goals of Cognitive Coaching
INTERPERSONAL SKILLS
Assessment of Self
Cognitive Dissonance
Developmental Supervision Skills
Control Behaviors
Informational Behaviors
Collaborative Behaviors
Coaching Behaviors
Mediators Toolbox
Developing Trust
TECHNICAL SKILLS
Assessing and Planning skills
Observing, Research and Evaluation Skills
Coaching Maps
TASKS
Integrating Cognitive Coaching in Curriculum Decisions
Integrating Cognitive Coaching Throughout the School Culture
Mentoring
Developmental Supervision
Clinical Supervision
XIII. References/Bibliography
Angello, P. S. (2002). Mentoring the beginning teacher: Providing assistance in differentially
effective middle schools. The High School Journal, 86. 15-27,
England, J., Hutchings, P., & McKeachue, W. J. (1996). The professional evaluation of teaching.
An American Council on Learned Societies Occasional Paper No.33. Available at
http://www.acls.org/op33.htm
Fried, R.L. (2001). The passionate teacher: A practical guide. Boston: Beacon Press.
Glickman, C. D., & Kanawati, D. G. (1998). Future directions for school supervision.
In G. R. Firth & E. F. Pajak (Eds.), Handbook of Research on School Supervision,
(pp. 1248-1257). New York: Simon & Schuster Macmillan.
Giebelhaus, C. R. & Bowman, C. L. (2002). Teaching mentors: Is it worth the effort? The
Journal Of Educational Research, 95. 246-254.
Johnson, S. 2002. Who moved my cheese?: An amazing way to deal with change in
your work and in your life. New York: Putnam.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping Giant: Helping
teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press
Kirtman, L. (2002, May 8). Policy and practice: Restructuring teachers' work. Education Policy
Analysis Archives, 10(25). http://epaa.asu.edu/epaa/v10n25/
McGreal, T.L. & Nolan, J.F. (1997). Issue 5: Can a supervisor be a coach? In J. Glanz,
& R.F. Neville (Eds.), Educational supervision: Perspectives, issues, and
controversies (pp. 91-108). Norwood , MA : Christopher-Gordon Publishers, Inc.
Melser, N. A. (2004). The shared supervision of student teachers: Leadership, listening, and
lessons learned. The Professional Educator, 26 (2), 31-36.
National Policy Board fir Educational Administration (2002). Instructions to implement standards
for advanced programs in educational leadership for principals, superintendents,
curriculum directors, and supervisors. Available
www.ncate.org/standard/new%20program%20standards/elcc%202001.pdf
Rodgers, C. R. (2002). Voices inside schools: Seeing student learning: Teacher change and the
role of reflection. Harvard Educational Review, 72. 230-250/
Sergiovanni, T. J., & Starratt, R. J. (2002). Supervision a redefinition. (7th ed.) New York:
McGraw-Hill.
Smyth, J. (1997). Perspective 2: Is supervision more than the surveillance of instruction? In J.
Glanz, & R.F. Neville (Eds.), Educational supervision: Perspectives, issues, and
controversies (pp. 286-298). Norwood , MA : Christopher-Gordon Publishers, Inc.
Sullivan, S. & Glanz, J. (2000). Alternative Approaches to Supervision: Cases from the Field.
Journal of Curriculum & Supervision 15, (3), 212-235.
York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership? Findings from
two decades of scholarship. Review of Educational Research, 74., 255-316.
Zachary, L. (2000). The mentors guide: Facilitating effective learning and relationships. San
Francisco: Jossey-Bass.