EDCL 5348/7362
Supervision of Instruction
Spring 2014
Syllabus
Sherry Lepine, Ph.D.
Adjunct Professor
Education and Community Leadership
Texas State University-San Marcos
Contact Information: Email: SL32@txstate.edu (preferred)
H (512) 442-8523 (before 9:00 p.m.), W (512) 841-6742 (9:00-6:00)
Office Hours by Appointment
COURSE DESCRIPTION
Concepts of supervision and a framework for instructional leadership will be developed for use
with teachers working in diverse schools. The relationship between school improvement and
instructional leadership will be examined through the lens of social justice. Prerequisite: EDA
5339 (have taken or currently taking). Students taking this course as part of an elective strand
outside the field of education will be expected to transfer principles of supervision to their field of
study and to have access to colleagues within their field to supervise, in order to meet the
project requirements.
Course Objectives
 Investigate and practice techniques for supervision of instruction/employee performance
 Identify and understand how a supervisor’s personal style and a teacher’s or employee’s
personal style influences supervision of instruction (or workplace performance)
 Conduct two (2) clinical supervision cycles with a practicing teacher, or workplace
colleague. Analyze the language and other semiotics (body language, documents, data,
etc.) of portions of the conferences to ascertain patterns in communication (the first
analysis will be done in class, analysis of Cycle 2 will be written)
 Engage in the investigation of an issue related to supervision through Problem-Based
Learning. Students will engage with the instructor to utilize 21st Century Skills of
Collaboration, Communication, Critical Thinking and Creativity to answer the question
developed by the class. Work on the PBL will be done both inside and outside of class.
Significant time in class will be given to work on the project. The class will present the
findings in a website presentation on the last class day.
 Develop a Supervisory Platform based upon course and concurrent/prior experiences – will
be needed for the Principal Practicum
Course Requirements:
1.
2.
3.
4.
Attendance, Participation & Engagement
Conduct two (2) clinical supervision cycles
Problem-Based Learning
Supervisory Platform
15 points
30 points
30 points
25 points
100 points
Grading:
A: 90-100, B: 80-89, C: 70-79, D: 60-69, F: Below 59
Required Text:
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Recommended Texts (for your professional library):
Acheson, K. A. & Gall, M. D. (1997). Techniques in the clinical supervision of teachers:
Preservice and inservice applications (4th ed). New York: Longman.
Pajak, E. (2003). Honoring diverse teaching styles: A guide for supervisors. Alexandria, VA:
Association for Supervision and Curriculum Development.
Rodriguez, E.R & Bellanca, J. (2007).What Is It About Me You Can’t Teach? An Instructional
Guide for the Urban Educator. (2nd ed.) Thousand Oaks, CA: Corwin Press.
Rutherford, P. (2005). Leading the Learning: A Field Guide for Supervision and Evaluation.
Alexandria, VA: Just ASK Publications.
Sullivan, S., & Glanz, J. (2005). Supervision that improves teaching: Strategies and techniques
(2nd ed.) Thousand Oaks, CA: Corwin Press.
Waite, D. (1995). Rethinking instructional supervision: Notes on its language and culture.
London: The Falmer Press.
Additional Required Readings Posted in TRACS
Audio recording device and player
APA Style Guide: http://owl.english.purdue.edu/owl/resource/560/01/
E-Mail Note: I will communicate using your Texas State Bobcat Mail account. Please check this
account regularly, or have your email forwarded to one you check daily until final grades are
posted.
2
Course Requirements
1. Attendance, Participation & Engagement
Attendance
Students are expected to attend each class meeting, arrive on time and stay the entire
class period. If an emergency arises that prevents class attendance, late arrival or early
departure, contact the instructor as soon as possible to discuss the situation. If an
emergency-related absence does occur, it is the student’s responsibility to contact a
colleague to catch up on missed class content and/or to obtain class handouts. If after
meeting with a class colleague, additional assistance on course content is needed, see the
instructor during office hours. No make-up opportunities are provided for absences, late
arrival and/or early departures unless otherwise approved by the instructor and only in
extreme extenuating circumstances related to the emergency. Record of student’s attendance
will be used to measure this area. One point is deducted for each absence, after 2
absences, the student should drop the class.
Participation & Engagement
Expectations for Course Readings & Notebook & Posting Questions
Complete all assigned readings prior to class in which they are assigned and meaningfully
participate in all class activities: Students are expected to complete all assigned readings
prior to the class in which the readings will be discussed and each student will bring
copies of the articles and the textbook to class daily (these can be electronic
copies). Articles will be highlighted, or notated with talking points and kept in a notebook
or electronic folder for reference. Use the 3,2,1 strategy as a guideline for reading: (3 most
important ideas you would like to discuss further, 2 questions, concerns or challenges to the
thinking/theory, 1 implication for your practice, or 1 wondering).
Post your questions to the TRACS Online Forum prior to the class in which the
reading will be discussed. We will choose the most compelling questions in class
for discussion.
Assignments should be read thoroughly and repeatedly, if necessary. Knowledge and understanding gleaned from
these readings will be needed for class activities (e.g., individual tasks, small group work, large group discussions,
class facilitations and your supervisory platform). Students are expected to actively and meaningfully
contribute to class discussions by making connections to the assigned text/supplementary readings and to their
own experiences. All students will be prepared, forthcoming in sharing of their own ideas and thoughts, inviting
and considerate of the thoughts and ideas shared by others. When disagreement occurs, students should
respectfully listen and challenge and demonstrate tolerance for opposing viewpoints. The instructor will make
anecdotal notes to document student participation in discussions. Both quality and quantity of participation will be
assessed with greater emphasis placed on quality. When appropriate, students will assume leadership
responsibilities for various class activities and involve themselves enthusiastically in all these activities. Students
will also actively participate in out-of-class activities and/or work sessions when appropriate. Keep in mind that if
you are absent due to an emergency your participation grade will also be affected. Instructor’s anecdotal notes
will be used to measure performance in this area.
15 points
3
2. Conduct two (2) clinical supervision cycles
Step 1. Locate within the first week of class a cooperating teacher who is working in a school
setting or teaching adults in a community college or similar setting. Locating a cooperating
teacher is a mandatory portion of the class. Please see the professor if you are having
trouble locating a cooperating teacher.
Students taking this class as an elective will need to locate a colleague who is
willing to allow you to supervise them.
Step 2. Obtain signed agreement from the cooperating teacher/ colleague that he/she will
conduct two (2) complete clinical supervision cycles over the subsequent semester, to be
scheduled and completed following the dates below:
 By February 10th students will identify a teacher/colleague who is willing to
engage in a clinical supervision cycle and bring the signed agreement form to class.
Students unable to identify a teacher/colleague for this exercise should
notify the professor immediately and no later than February 3rd. The
agreement document is in TRACS/Resources.
 Signed agreement form due in class 4: February 10, 2014.
Step 3. Schedule the two cycles: Cycle One must be completed by Class 9 – March 24, 2014
and Cycle Two should be completed by Class 12 – April 14, 2014.

Both Cycles will include:
a. A pre-observation conference (~20-30 min.) in which a focus for the observation
will be determined
o An observation of the teacher in a classroom in action (40 min. – 1 hr.) in which the
observer will utilize an observation protocol that matches the focus
o A post-observation conference (~30 min.) in which the observer presents the data
for the cooperating teacher/colleague and queries his/her reactions
o Both conferences will be audio recorded for further analysis, audio recordings are
due to the TRACS Dropbox in class 13(April 21, 2014) with the written assignment.
Step 4. Conduct Clinical Supervision Cycle One - Practice the clinical supervision cycle and
report on the experience in class: Each student will practice the clinical supervision cycle during
an in-class activity. After completing the first cycle prior to class 6 on February24, 2014,
students will pair with a colleague to share a brief report of the experience, listen to the
audiotape of the pre and post-conferences, review data collection, and provide feedback. The
verbal report should focus on highlights of the experience, lessons learned, strengths and areas
for improvement, and questions/concerns related to conducting the clinical supervision cycle
experience. Self-evaluation and reflection, peer feedback and instructor observation will measure
performance in this area.
15 points of the 30 points for this assignment
4
Step 5. Conduct Clinical Supervision Cycle Two: Conduct the clinical supervision cycle and
write a report: Each student will conduct a second clinical supervision cycle and write a
summary report of the experience. The field experience should be completed by class 12, April
14, 2014, as a checkpoint. Students will observe the same teacher a second time, collect and
analyze data and submit a 2-3 page summary report of the experience. The final written
report is due to the TRACS Drop Box prior to the start of class 13 on April, 21, 2014.
This gives you a week from completion to write the 2-3 page report. Instructor evaluation will be
used to measure performance in this area. Consult the rubric posted to TRACS/Resources for
product expectations.
15 points of the 30 for this assignment
3). Problem-Based Learning
As a group, students will work with the instructor to design a problem to research
during the semester related to the Supervision of Instruction. If you are unfamiliar
with PBL, please watch the tutorial at http://bie.org/
In the first class on January13, 2014 the class formulated a problem to investigate
and discussed using the method of case study research to look for relationships between
the style of the Supervisor and the Culture of the School.
The Driving Question for Spring 2014 Problem-Based Learning is:
In what ways does the Supervisory Style of leaders on campus (or workplace) impact the
Culture of the Organization?
Over the course of the semester we will work as a collaborative group to explore this question
within the context of our personal daily experiences in our workplace organization. Insights into
our experiences will be compared to the various theoretical frameworks of supervising
instruction presented in our readings.
The PBL will be driven by the “Know and Needs to Knows” of the group and will require that you
get a supervisor on your campus (or workplace) to agree to take a survey that will determine
his/her supervisory style.
Next a few key players at the campus (for example, parent, teacher, custodian, teaching
assistant, front office staff) will agree to take a culture audit survey. Information will be
compiled in a Google Doc and shared with the group for analysis and work in class. Students will
work with the TA to create the Google Form. Climate surveys provided by the school district in
which the campus is located may also inform this research project.
Working with the TA, the class will build a website to communicate the findings of the case
study.
The class will present the website and the findings on the last class day – April 28, 2014 -Peer
and instructor evaluation will measure performance in this area. The rubric for the assignment
will be developed in class and posted in TRACS.
30 Points
5
4). Supervisory Platform: Develop and evaluate a supervisory platform
Step 1. Develop a Supervisory Platform:
Begin working on this now. Outside of class each student will develop a supervisory platform
based on reflection from readings, personal experiences and communicate personal
understandings of supervisory practices that facilitate student learning. The platform should
demonstrate that the student has read the required assignments, has learned from class
discussions and activities, and has an understanding of how to instructionally supervise in
today’s diverse schools with a diverse teaching staff (if taking this course as an elective, it is
expected that key principles in supervising adults in the workplace will be extrapolated by the
student from examples given in the world of school supervision). The platform should articulate
the student’s sense of the various influences that operate in a supervisory situation, including
his/her personal beliefs and assumptions about supervision and goals. Students will articulate
the platform in a minimum of one, not to exceed two pages. Points will be deducted if your
submission does not meet the following guidelines:
Submission Guidelines: Approx 1-2 pages of narrative (exclusive of charts and any other items
included in the Appendix), double-spaced, 12 pt. font, APA style, proofread and edited. Include
citations and references as appropriate. Bring the final, but rough draft copy to class on April
14, 2014 for peer feedback;
Upload the final draft of your Supervisory Platform on or before class 13 – April 21, 2014 in
TRACS as a Microsoft Word document or PDF file via the Drop Box.
Step 2. Evaluate a Supervisory Platform:
During a class activity on April 14, 2014, students will assess/evaluate each other’s supervisory
platforms and provide feedback. The student will then use this feedback to edit the supervisory
platform and post the final copy to the TRACS Drop Box April 21, 2014. Peer evaluation will be
used to give feedback on the final product before submission and the Instructor will give the
final grade. Consult the rubric posted to TRACS/Resources for product expectations.
25 points
Accommodations
Texas State University seeks to provide reasonable accommodations for all qualified individuals
with disabilities. This University will adhere to all applicable federal, state, and local laws,
regulations and guidelines with respect to providing reasonable accommodations as required to
afford equal educational opportunity. It is the student's responsibility to register with Disability
Support Services and to contact the faculty member in a timely manner to arrange for
appropriate accommodations.
Note: Electronic devices, notepads, e-readers, smart phones etc. are a necessary tool for
success in the 21st Century university classroom. Please use your items responsibly and
respectfully in class. Please bring your devices ready to collaborate on our work.
6
Class/Date
Readings*/Facilitator
1
Jan. 13, 2014
Topic
Assignment Due

Welcome & Course
Overview

http://www.ted.com/
http://www.youtube.com/watch?v=Hf8mjMU5a
Jk
talks/ken_robinson_how_
to_escape_education_s_d
eath_valley.html

Discussion of syllabus and PBL
Clinical Supervision Preference Activity
See/Hear Exercise
Class input on readings and assignments
2
Jan. 27, 2014
SuperVision
Intro 1 and Part 2 –
Chapters 1-5
Heller (pdf)
Discussion Facilitator:
Dr. Lepine
Raechel Friedman
3
Feb. 3, 2014
A Framework for Supervising
in Today’s Schools
http://www.youtube.com/watch?v=
G0rXUrmsX0&list=PL984C863D5D92FAFA
Technology Tools:
Audacity and Using Your
Computer as a Recording
Device – Raechel Friedman
Dr. Lepine
The Clinical Cycle and
Psychological Functions
SuperVision
Part 3 – Chapters 6-8
Lipton & Wellman(pdf)
Student Discussion
Facilitator:
Know Thyself- Interpersonal
Skills
Directive Control Behaviors
Directive Informational
Behaviors
Dr. Lepine
Styles of Teaching - Jung’s
Archetypes

Four Teacher Types

Languages, Dialects and
the Clinical Cycle
4
Feb. 10,
2014
SuperVision
Part 3 – Chapters 9-11
Chapman (pdf)
Williams (pdf)
Student Discussion
Facilitator:
Communicating Successfully
with All Teachers
Collaborative Behaviors
Nondirective Behaviors
Developmental Supervision
Dr. Lepine
PBL:
Knows and Needs to Know
7
Assignment: Kiersey Temperament Sorter
http://www.keirsey.com/sorter/instruments2.aspx?pa
rtid=0 (if you do not have this information already)
TRACS/Resources:

Heller, D. The Power of Gentleness
Post Question to TRACS Forum by Sunday at
6:00 p.m.
Print and bring to class: Clinical Supervision
Participation Form, Guidelines for Clinical Supervision
Project
Outside of Class Assignment (Ongoing):
Open a word doc and start bulleting ideas for your
Supervisory Platform – Reflect on readings, class
discussion and personal experience
TRACS/Resources:
Lipton & Wellman. How to Talk so Teachers Listen
Discuss: Three Vital Elements for Conversing with
Teachers
Post Question to TRACS Forum by Sunday at
6:00 p.m.
In Class Assignment: With which type of teacher
hero (archetype) do you most closely identify? Why?
Outside of Class Assignment:
Supervisory Platform- add to your platform after each
class
TRACS/Resources:
Williams, B. Lessons Along the Cultural Spectrum
Chapman & King. 11 Practical Ways to Guide
Teachers Toward Differentiation (an evaluation tool)
Post Question to TRACS Forum by Sunday at
6:00 p.m.
Clinical Supervision Participation Form Due

Discuss Clinical Supervision Cycle One
Guidelines
In Class Assignments:
PBL – Supervisory Style and School Culture
http://bie.org/ -review prior to class if you are unfamiliar with PBL
Class/Date
Readings*/Facilitator
Topic
Assignment Due
5
SuperVision,
Part 4: Chapters 1214
Student Discussion
Facilitator:
Part 4:Technical Skills
Assessing & Planning
Skills
Observing Skills
Evaluation Skills
TRACS/Resources:
Feb. 17.
2014
Raechel Friedman
Dr. Lepine
SuperVision
Chapter 19- Action
Research the School
as Center of Inquiry
6
Feb. 24,
2014
SuperVision,
Part 5: Chapters 15-16
Lambert (pdf)
Ginsburg (pdf)
Bushman (pdf)
Supervision for Social
Justice
Fostering Critical
Reflection
Technology Tools:
Google Forms
In Class Assignments:
PBL – Supervisory Style and School Culture
Observation Skills, Data
Gathering Tools, & Data
Analysis
Outside Class Assignments:
Part 5:Technical Tasks of
Supervision
Direct Assistance to Teachers
Group Development
TRACS/Resources:
Lambert, L. A Framework for Shared Leadership
Ginsburg, M. How Walkthroughs Open Doors
Bushman, J. Teachers as Walkthrough Partners
SuperVision,
Part 5: Chapters 17-18
Ingersoll (pdf)
Mandel (pdf)
Begin Conducting Clinical Supervision Cycle One
Field Work
In Class Assignments:
PBL – Supervisory Style and School Culture
Dr. Lepine
7
March 3,
2014
Post Question to TRACS Forum by Sunday at 6:00
p.m.
Part 5:Technical Tasks of
Supervision
Professional Development
Curriculum Development
Student Discussion
Facilitator:
TRACS/Resources:
Ingersoll, R. Who’s teaching our children?
Mandel, S. What New Teachers Really Need
Post Question to TRACS Forum by Sunday at
6:00 p.m.
March 9 –
March 16
SPRING BREAK – CLASS DOES NOT MEET
8
No Class Meeting – Off Campus Work Day
March 17,
2014
9
March
24,2014
Complete Clinical Supervision Cycle One Field Work – Due next class
Students will pair and
conduct the feedback
session
Debriefing on Cycle 1
Reflections for
Supervisory Platform
TRACS/Resources:
Print and Bring to Class: Rubric/Feedback Form
for Clinical Cycle 1
In Class Assignment:
Clinical Cycle 1 complete (in class activity-bring
audio recordings, a player, and all data from Cycle
One to class)
Dr. Lepine
8
Class/Date
Readings*/Facilitator
Topic
Assignment Due
10
SuperVision,
Part 6: Chapter 21
Villegas (pdf)
Howard (pdf)
Zhao (pdf)
Hernandez (pdf)
Student Discussion
Facilitator:
Addressing Diversity
TRACS/Resources:
Villegas, A. The Culturally Responsive Teacher
Howard, T. Telling Their Side of the Story
Zhao, Y. How Good Are the Asians?
Hernandez-Sheets, R. You’re Just a Kid That’s There
March 31,
2014
Dr. Lepine
11
April 7, 2014
Harry (pdf)
Gorski (pdf)
Parrett (pdf)
Page (pdf)
Dr. Lepine will facilitate
the discussion
12
April 14,
2014
SuperVision – Part 6
Chapter 20
Jacobs (pdf)
Ladson- Billings (pdf
Student Discussion
Facilitator:
Supervision and Culturally
Responsive Teaching
Guest Speaker:
Tamey Williams – PhD
Candidate TX State and
AISD Human Resources
Director
Supervision and Culturally
Responsive Teaching
Guest Speaker:
tentative
Angela Ward – AISD - CPI
Facilitating Change
SuperVision – Part 6Chapter 22
Nieto (pdf)
Abt, et al. (pdf)
In Class Assignments:
PBL – Supervisory Style and School Culture
Outside Class Assignment:
Begin Conducting Cycle Two Field Work
TRACS/Resources:
Harry, B. Discarding the Deficit Model
Gorski, P. The Myth of the Culture of Poverty
Page, M. Race, Culture & the Supervisory
Relationship
Parrett, W. Tough Questions for Tough Times
Post Question to TRACS Forum by Sunday at
6:00 p.m.
TRACS/Resources:
Jacobs, J. Supervision for Social Justice
Ladson-Billings, G. I Don’t See Color…
Post Question to TRACS Forum by Sunday at
6:00 p.m.
In Class Assignments:
Bring Final Draft of your Supervisory Platform to
class, one hard copy per student for in-class feedback
activity
Dr. Lepine
13
April 21,
2014
Post Question to TRACS Forum by Sunday at
6:00 p.m.
Building Community
TRACS/Resources:
Nieto, S. Placing Equity Front and Center
Abt, et al. Becoming Multicultural Supervisors
Student Discussion
Facilitator:
Post Question to TRACS Forum by Sunday at
6:00 p.m.
Dr. Lepine
In Class Assignments:
PBL – Supervisory Style and School Culture
Dr. Lepine
Work Day for PBL
Assignments Due:
Upload Final Supervisory Platforms to TRACS
Clinical Cycle 2 complete (written) post to
TRACS Drop Box
In Class Assignments:
PBL – Supervisory Style and School Culture
Final In Class Work Day for the PBL
14
April 28,
2014
Last Class
Day
All Students:
Presentation of PBL FindingsWhole Class
Course Evaluation
9
PBL Presentation by Students: Final Website
Due
Spring 2014 READING LIST
TEXTBOOK/TRACS/ARTICLES FOLDER
M. 1/27/14
Intro 1 and Part 2 (Chapters 1-5):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Heller, D. A. (May 2002). The power of gentleness. Educational Leadership, 76-79. TRACS
M. 2/3/14
Part 3 (Chapters 6-8):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Lipton, L., & Wellman, B. (September 2007). How to talk so teachers listen. Educational
Leadership, 65(1), 30-34. TRACS
M. 2/10/14
Part 3 (Chapters 9-11):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Williams, B. (2006). Lessons along the cultural spectrum. Journal of Staff Development, Fall 27,
(4), 10-14 TRACS
Chapman & King. 11 Practical Ways to Guide Teachers Toward Differentiation (an evaluation tool)
M. 2/17/14
Part 4 (Chapters 12-14):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
M. 2/24/14
Part 5 (Chapters 15-16):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Ginsburg, M.B. & Murphy, D. (2002). How Walkthroughs Open Doors. Educational Leadership,
May 2002, 34-35 LIBRARY & TRACS
10
Bushman, James. (2006). Teachers as Walkthrough Partners. Educational Leadership, Mar
2006, Vol. 63 Issue 6, 58-61. TRACS
Lambert, L. A Framework for Shared Leadership. Educational Leadership, May 2002, 37-40
TRACS
M. 3/3/14
Part 5 (Chapters 17-18):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Ingersoll, R. & Merrill, L. Who’s Teaching Our Children? Educational Leadership, May 2010, 1420 TRACS
Mandel. S. (March 2006). What new teachers really need. Education Leadership, 63(6), 66-69.
TRACS
M. 3/10/14 – CLASS DOES NOT MEET
SPRING BREAK
M. 3/17/14 – CLASS DOES NOT MEET
Complete Clinical Supervision Cycle 1 Field Work – Due 3/24/14
M. 3/24/14
Print/Bring to Class: Rubric/Feedback form for Clinical Cycle 1
M. 3/31/14
Part 6 (Chapters 21):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Villegas, A. M., & Lucas, T. (March 2007). The culturally responsive teacher. Educational
Leadership, 64(6), 28-33. LIBRARY
11
Howard, T. (2001). Telling their side of the story: African American students’ perceptions of
culturally responsive teaching. The Urban Review, 33(2), 131-149. TRACS
Zhao, Y., & Qiu, W. (January 2009). How good are the Asians? Refuting four myths about AsianAmerican academic achievement. Phi Delta Kappan, 90(5), 338-344. LIBRARY
Hernandez-Sheets, R. (2002). “You’re just a kid that’s there”––Chicano perception of disciplinary
events. Journal of Latinos and Education, 1(2), 105-122. TRACS
M. 4/7/14
Harry, B., & Klinger, J. (February 2007). Discarding the deficit model. Educational Leadership,
64(5), 16-21. LIBRARY or TRACS
Gorski, P. (April 2008). The myth of poverty. Educational Leadership, 65(7), 32-36. LIBRARY or
TRACS
Parrett, W. & Budge, K. Tough Questions for Tough Times. Educational Leadership. October
2009, 23-27 TRACS
Page, M. (2003). Race, culture and the supervisory relationship: A review of the literature and a
call to action. Journal of Curriculum and Supervision, 18(2), 161-174. TRACS
M. 4/14/14
Part 6 (Chapter 20):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Jacobs, J. (Fall 2006). Supervision for social justice: Supporting critical reflection. Teacher
Education Quarterly, 23-39. TRACS
Ladson-Billings, G. (1997). I Don’t See Color, I Just See Children: Dealing with Stereotyping and
Prejudice in Young Children. In M. E. Haas and M. A. Laughlin (Eds.), Meeting the Standards:
Social Studies Readings for K-6 Educators (pp. 15-18). Washington, D.C.: NCSS.
12
M. 4/21/14
Part 6 (Chapter 22):
Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2014). SuperVision and instructional
leadership (9th ed.). Boston: Allyn & Bacon.
Nieto, S. Placing Equity Front and Center. Journal of Teacher Education. Vol. 51 (3) May/June
2000, 180-187. TRACS
Abt-Perkins, D., Hauschildt, P., & Dale, H. (Fall 2000). Becoming multicultural supervisors: Lessons
from a collaborative field study. Journal of Curriculum and Supervision, 16(1), 28-47. TRACS
M. 4/28/14 - LAST CLASS DAY
PBL Presentation by Students: Final Website Due
13