San Diego State University
Department of Educational Leadership
Learn~Lead~Transform
EDL 652 Instructional Improvement and Evaluation
Spring 2014
CONTACTING THE INSTRUCTOR
Patti L. Chance, Ph.D.
166A North Education Bldg.
Telephone 619-594-4674
Fax: 619-594-3825
Email: pchance@mail.sdsu.edu
Department of Educational Leadership
5500 Campanile Drive
NE 166
San Diego, CA 92182-1190
Office Hours: By appointment
I.
CATALOG DESCRIPTION
Improvement of instruction through application of principles and practices in
assessment of teaching competency; development of teaching profiles; and
leadership skills in working with teachers to improve performance.
II.
COURSE STANDARDS
This course totally or partially meets the following California Professional
Standards for Educational Leadership (CPSEL):
Standard 1:
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
Knows how to leverage and marshal sufficient resources to implement
and attain the vision for all students and subgroups of students.
Can identify and address barriers to accomplishing the vision.
Standard 2:

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
Vision of Learning
Culture of Teaching and Learning
Facilitate the use of a variety of appropriate content-based learning
materials and learning strategies that recognize students as active
learners, value reflection and inquiry, emphasize the quality versus the
amount of student application and performance, and utilize appropriate
and effective technology.
Guide and support the long-term professional development of all staff
consistent with the ongoing effort to improve the learning of all students
relative to the content standards.
Provide opportunities for all members of the school community to develop
and use skills in collaboration, distributed leadership, and shared
responsibility.


Create an accountability system grounded in standards-based teaching
and learning.
Utilize multiple assessments to evaluate student learning in an ongoing
process focused on improving the academic performance of each
student.
Standard 3:

Monitor and evaluate the program and staff
Standard 5:
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III.
Personal Ethics and Leadership Capacity
Model personal and professional ethics, integrity, justice, and fairness,
and expect the same behaviors from others.
Protect the rights and confidentiality of students and staff.
Make and communicate decisions based upon relevant data and
research about effective teaching and learning, leadership, management
practices, and equity.
Demonstrate knowledge of the standards-based curriculum and the ability
to integrate and articulate programs throughout the grades.
Demonstrate skills in decision-making, problem solving, change
management, planning, conflict management, and evaluation.
Reflect on personal leadership practices and recognize their impact and
influence on the performance of others.
Engage in professional and personal development.
Encourage and inspire others to higher levels of performance,
commitment, and motivation.
Standard 6:

Management of the School in the Service of Teaching and Learning
Political, Social, Economic, Legal and Cultural Understanding
Facilitate constructive conversations about how to improve student
learning and achievement.
RESULTS
By the end of the course it is expected that participants will:
1. Understand differences between supervision and evaluation.
2. Compare and contrast various models of supervision and evaluation.
3. Define effective teaching and understand the purposes of supervision and
evaluation.
4. Understand the relationships among supervision, professional development,
evaluation, and student learning.
5. Understand the concept of clinical supervision and the cycle of formative and
summative evaluation.
6. Practice various techniques of data gathering.
7. Apply effective communication techniques in conferencing and supervision.
8. Evaluate personal growth and learning in the area of supervision and
evaluation.
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IV.
TEXTS AND SUPPLEMENTAL MATERIALS
REQUIRED TEXTS
Zepeda, S.J. (2012). Instructional supervision. (3rd ed.) Larchmont, NY:
Eye On Education.
RECOMMENDED TEXT
Costa, A.,& Garmston, R. (2002). Cognitive coaching: A foundation for
renaissance schools. Norwood, MA: Christopher-Gordon Publishers.
V.
COURSE REQUIREMENTS
Performance Assessments
Students’ skills in clinical supervision will be assessed through three
performance demonstrations, as follows:
a) Pre-Observation Conference (In-class simulation) [50 points]
b) Three (3) Data Collections (Field-based activity) [25 points each] (These
cannot be part of the Clinical Supervision cycle)
c) Clinical Supervision Cycle (Field-based activity) [125 points]
[See attached rubrics.]
Other Assignments
 Class Participation/Reflection: Each student is expected to attend all
classes, read assigned material prior to class, complete in-class
assignments, and actively participate in discussions. [35 points]
 Each student is expected to make periodic entries (as assigned) as a
reflective process about their own learning in the course. (Due Weeks 2, 3,
6) [30 points]
 Student Guided Discussion: In small groups, students will plan and lead a
discussion on a specific topic related to instructional supervision. (See
attached description and rubric.) [50 points]
 Final Reflection/Platform Development. [35 points]
VI. GRADING POLICY
There will be a total of 400 points available.
used:
A
AB+
B
B-
=
=
=
=
=
376-400
360-375
348-359
332-347
320-331
C+
C
F
=
=
=
3
The following grading scale will be
308-319
280-308
Below 280
CLASS SCHEDULE
The following outlines an approximate schedule of major topics, assignments, and
preparation materials for each session:
Outline of Major Topics, Assignments, and Text References
Date
Topics
January 29
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Feb. 5
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Feb. 12
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Assignments Due
Items on
Blackboard
Overview and Introduction
Effective Teaching
Frameworks to Guide
Instructional Supervision
Common Core Standards
Selection of groups and guided
discussion assignments
Zepeda, ch.
1
Instructional Leadership
Differences Between Teacher
Evaluation and Supervision
Clinical Supervision
Pre-Observation Conferencing
Coaching and Conferencing
Skills
 Reflection 1
Coaching and Conferencing
Skills
Pre-Observation Conferencing
(In-class activity)
 Reflection 2
4
Preparation
Costa &
Garmston
Ch. 5
Items on
Blackboard
Zepeda ch.
3, 4
Costa &
Garmston
(Special
attention to
ch. 2, 4, 6,
9, App. A,
B,C,D)
 Be prepared to
participate in preobservation
conference
(video/audio
recorder and
lesson plan)
[Instructor will
provide flip video
cameras if needed
Feb. 19
Feb. 26
 Data Collection Techniques
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March 5
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March 12
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 Pre-Observation
Conference Writeup
 Guided
Discussion: Peer
Coaching
Items on
Blackboard
Relationships Among
Supervision/Professional
Development/Evaluation
Developmental/Differentiated
Supervision
Trust & Motivation
 Data Collection #1
Items on
Blackboard
Feedback on Data Collection
#1
Post-Observation
Conferencing
Clinical Supervision Cycle
Marginal Teachers
Vision Development
 Reflection 3
 Guided
Discussion:
Mentoring &
Induction
 Guided
Discussion: Action
Research
 Data Collections
#2 & #3
 Guided
Discussion:
Portfolios
 Guided
Discussion:
Instructional
Rounds
 Clinical
Supervision Cycle
(Field-based
activity) [Upload to
TaskStream]
April 18
(Non-class
day)
 Final Reflection—
Platform
Development
(Email to
instructor)
5
Zepeda, ch.
5, 9
Zepeda, ch.
2, 7, 8, 12,
14
Items on
Blackboard
Zepeda, ch.
6, 10
Zepeda
Ch. 11, 13
University Expectations
SDSU rules and regulations concerning graduate students can be found in the Bulletin of
the Graduate Division. The bulletin can also be accessed on line at:
http://coursecat.sdsu.edu/GB0203/index.html
Disability
Students with special needs (as specified in the Americans with Disabilities Act) should
notify the professor immediately so that special accommodations may be considered.
Student Appeals
If for any reason a student feels that he/she has need for an exception to the program or
any other programmatic issue that needs to be addressed, they must adhere to the
following procedures:
1. Talk to their professor of record or Program Coordinator (depending on the issue)
2. If the issue is not resolved, talk with the Program Coordinator
3. If still not resolved, talk to the EDL Chair.
4. If the chair does not resolve the problem to the student’s satisfaction, the student
can send a letter of appeal to the Department of Educational Leadership’s Error
and Omissions committee.
The student also has the right to the SDSU Student appeal process delineated at the
following web site: http://www.sa.sdsu.edu/srr/index.html
Field Trips and Liability Coverage
Should this course require students to participate in field trips, research or studies that
include course work that will be performed off-campus, it is important to note that
participation in such activities may result in accidents or personal injury. Students
participating in the event are aware of these risks, and agree to hold harmless SDSU,
the State of California, the Trustees of the California State University and Colleges, and
its officers, employees and agents against all claims, demands, suits, judgments,
expenses and costs of any kind on account of their participation in the activities.
Students using their own vehicles to transport other students to such activities should
have the current automobile insurance.
Absences for Religious Observances
By the end of the second week of classes, students should notify the instructors of
affected courses of planned absences for religious observances.
Instructors shall reasonably accommodate students who notify them in advance of
planned absences for religious observances.
Plagiarism
Students may be suspended, placed on probation or given a lesser sanction for one or
more of the following causes which must be campus related: (a) Cheating or plagiarism
in connection with an academic pro-gram at a campus. (b) Forgery, alteration or misuse
of campus documents, records, or identification.
http://gra.sdsu.edu/dra/integrity_research_scholarship.htm
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