Argosy University
COURSE SYLLABUS
E7335
Advanced Supervision of Curriculum and Instruction
Faculty Information
Faculty Name:
Campus:
Contact Information:
Office Hours:
Short Faculty Bio:
Lynn Manning, Ed.D.
Chicago
(815) 370-6280 or (708) 755-7010 extension 1125
lmanning@sd206.org
By appointment
Manning is the Assistant Superintendent for Curriculum and Instruction in Bloom Township High School District
206 in Chicago Heights, IL. Her responsibilities include coordinating the academic program for the district,
monitoring the development and implementation of the district improvement plan, facilitating all professional
development, managing district accountability with the State Board, and supervising the hiring, certification, and
appraisal of all personnel. She has been a high school principal, assistant principal, division coordinator and teacher
of reading and English. In addition to being an adjunct professor for Argosy, Manning has been an adjunct professor
in the Masters in Educational Leadership for Concordia University and Olivet Nazarene University, teaching courses
in instructional leadership and supervision, the evaluation and change process, and has served as university
supervisor of administrative interns. Manning is a long standing member of the Secondary Education Advisory
Council for Governors State University. She earned a BS in Education from Northern Illinois University, a MS in
Education from Purdue University and an Ed.D. from Nova Southeastern University.
Course description:
This course analyzes the relationship between current practice and research in the supervision of curriculum and instruction. Specific
administrative theory related to the supervisory role are examined and used to evaluate current and recommended practices in program
management and classroom instruction. Topics include the concepts and techniques necessary for establishing a research-based,
comprehensive program for staff supervision; establishing performance standards; diagnosing staff needs; matching supervision with
staff needs; creating the supervising climate; and using the results effectively.
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Course Pre-requisites: None
Required Textbooks:
Oliva, P. F. (2008). Developing the curriculum (7th ed.). Boston, MA: Allyn & Bacon. ISBN: 020559350X
Nolan, J. Jr. (2007). Teacher supervision and evaluation: Theory into practice (2nd ed.). John Wiley & Sons, Inc. ISBN:
9780470084052
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington,
D.C.: Author. ISBN: 1557987912
Recommended Textbooks:
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2007). SuperVision and instructional leadership: A developmental approach
(7th ed.). Boston, MA: Allyn & Bacon. ISBN: 0205489532
Anderson, L. et al. (2001). A Taxonomy for Learning, Teaching and Assessing (Abridged ed.). New York, NY: Longman. ISBN:
080131903x
Recommended Journals:
Educational Leadership: http://www.ascd.org/portal/site/ascd/menuitem.a4dbd0f2c4f9b94cdeb3ffdb62108a0c/
Journal of Curriculum and Supervision: http://www.ascd.org
Journal of Curriculum Studies: http://www.tandf.co.uk/journals/titles/00220272.asp
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
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Program Outcomes:
1.0 Research and Theory - Instructional Leaders make decisions based on research and supported theory. They apply their knowledge and skills
to:
1.1 Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.
1.2 Analyzing - Critically analyze current research in education and related fields to inform curricular and instructional decisions.
1.3 Applying - Evaluate and apply theory to design research to select, integrate, implement and assess educational practices and materials.
1.4 Decision-making - Use primary research from best practice, and other contextual data to make recommendations and decisions about
teaching and learning.
2.0 Communication and Informational Literacy - Instructional Leaders effectively communicate a vision of educational excellence to the
learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational
communication to:
2.1 Oral and written communication - Orally or in writing, present educational documents (including recommendations, critiques or
justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education
context and audience, using appropriate media and technology.
2.2 Organizational Communication - Exhibit skills in building trust, gauging organizational climate, assessing perception and facilitating
systemic processes to promote a positive learning culture.
2.3 Information and other literacies - Demonstrate multiple literacies (including information technology, knowledge of media, conflict
resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.
2.4 Using Technologies - Use a broad range of software applications or Web-based tools to facilitate systematic investigation into instructional
effectiveness and accountability.
3.0 Critical Thinking/Problem Solving - Instructional Leaders develop systems to check their own thinking, to reflect on present and past
practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:
3.1 Critical Thinking - Analyze complex contemporary problems at the institutional, state and national levels by gathering and assessing
relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.
3.2 Evaluate - Evaluate relevance of established theory to current education practice and identify gaps in current literature.
4.0 Collaboration - Instructional Leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged.
They continuously seek improvement and apply their knowledge and skills to:
4.1 Teambuilding - Build teams to guide research activities of various constituencies.
4.2 Families and Community - Work with various stakeholders and constituencies of the educational community to address, select and
implement optimal courses of action to deal with the issues of, resource acquisition and management, policy development and analysis,
program development and evaluation, staff selection and development, school-community relations, and curriculum development.
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5.0 Leadership - Instructional Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic
principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their
knowledge and skills to:
5.1 Leading - Provide leadership at the institutional, state and national levels in various roles and responsibilities.
5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate staff and other members of the educational community to
improve student academic achievement.
5.3 Supervision - Evaluate teaching and staff performance at the district or institutional level using a variety of supervisory models.
5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.
5.5 Change Management - Develop clear initiatives and use research-based change strategies to study and assist an educational institution or
district reach its vision, mission, and goals in a changing environment.
5.6 Contemporary Issues - Assess the larger political, social, economic, legal and cultural influences on education at the local, state and
national levels.
5.7 Curriculum Theory and Design - Synthesize and merge curriculum and instructional theory to design, implement and assess instructional
programs that lead to improved student achievement.
5.8 Data-driven Decision-making - Collect and analyze data and information to solve educational problems.
5.9 Monitoring - Monitor and evaluate operational systems to ensure they enhance student learning and reflect accountability to the
community.
5.10 Evaluation - Evaluate the instructional processes, strategies, techniques and methodologies in an educational institution.
6.0 Ethics/Principles - Instructional Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their
actions:
6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty.
6.2 Fairness - Demonstrate ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies.
6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.
7.0 Diversity - Instructional Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and
skills to:
7.1 Leading - Design and assess educational policies, instruction and curricular reform that reflect culture and diversity.
7.2 Theory and Research - Assess the implementation of plans and programs designed to promote diversity and develop a welcoming
community.
8.0 Internship - Through a program of field study, Instructional Leaders demonstrate their knowledge and skills situations that contribute to their
professional development. They apply their knowledge and skills in:
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8.1 Internship - A sustained and extensive internship activity in a real world setting to further develop the knowledge, skills and dispositions of
national leadership standards.
8.2 Course embedded field experiences - Course-embedded field experiences that use best practices and sound educational research to
improve the knowledge, skills and dispositions of national leadership standards.
9.0 Interpersonal Effectiveness - Students will develop positive relationship skills that promote personal and ethical professional development
via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
9.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.
9.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships.
9.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships.
9.4 Use effective communication skills to reduce conflict.
9.5 Analyze the impact of technological advances on interpersonal and organizational relationships.
9.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
9.7 Assess nonverbal communication in interpersonal and organizational relationships.
Course Objectives:
1. Given an educational setting (K-12/higher education), analyze the trends for continued review and change regarding the
supervision of curriculum and instructional practices. (Program Outcomes: 1.1, 1.4, 3.1, 5.7)
2. Examine how strategies and methods regarding curricular and instructional change impact school staff, climate, and culture.
(Program Outcomes: 2.2, 3.1, 5.6)
3. Compare and contrast the various leadership models to identify concepts and techniques for a comprehensive program of staff
supervision. (Program Outcomes: 1.2, 1.4, 5.3, 5.10)
4. Using information from various data sources, such as school improvement plans, student assessment data, and teacher
observational data, analyze issues of practice related to supervision of instruction and discuss best solutions. (Program Outcomes:
1.4, 2.1, 3.2, 5.6, 5.8)
5. Assess the advantages and disadvantages of standards-based instruction and its impact on instructor accountability. (Program
Outcomes: 1.2, 3.1, 5.9)
6. Develop a model of a supervisory approach that enhances instructors’ roles in self-reflection and self-development by using
collected observational and other pertinent data. (Program Outcomes: 5.1, 6.2, 9.2)
Assignment Table:
Topics
Readings
Assignments
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1
On
Site
Supervision in Context
 Role of Supervision
 Educational Philosophy
 Instructional Supervision
Nolan
 Chapter 1: Introduction
Oliva
 Chapter 1: Curriculum
and Instruction Defined
 Chapter 2: Principles of
Curriculum Development
 Chapter 6: Philosophy
and Aims of Education
Optional:
Glickman, Gordon, & RossGordon
 Chapter 1: Supervision
for Successful Schools
Discussion Questions:
1.1. Analyze the relation between the mission
statement (written philosophy) and the nature of the
curriculum and instruction planning and execution in
your own school. Summarize the mission statement of
your school. Examine how the mission statement
influences curriculum development and instruction
planning. Explain how the mission statement
influences curriculum and instruction execution.
1.2. Choose a school where you have worked or
currently work. Analyze the relation between
supervision, staff relations, and morale in terms of the
interactions between the three. Then, comment on them
in light of these points:
 The ways supervision influences how teachers
interact with each other;
 The ways supervision influences how teachers
interact with supervisors;
 The ways supervision influences how teachers
interact with students.
1.3. Submit a “vision” paper (APA style, 2-3 pages, not
counting title and reference page) on the ideal merging
of mission statements, supervision,
curriculum/instruction, and staff relations. In other
words, analyze what you would consider to be:
 the best expression of a school mission;
 the best supervision to accomplish that mission;
 the best curriculum and instruction planning and
execution that could come from that kind of
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supervision; and
the best staff relations that could come from that
kind curriculum and instruction planning and
execution.
Note: Because this is early in the course, your vision
need not be heavily researched, nor should it be
considered a final product.

Assignments:
1.1. Write a one-page autobiography introducing
yourself to other members of the class. The
autobiography should include your current profession,
career goals, expectations for the class, major
contributions to your profession, and other personal
information. Also, include answers to the following
questions.
 What do you think of the relationship between
current practice and research in the supervision of
curriculum and instruction?
 Considering your experience, what are some of the
current instructional and curriculum development
practices followed in your organization?
 What role does supervision play in ensuring that
instructional practices and curriculum development
initiatives are implemented properly?
1.2. Field Experience
Your field experience assignment for this course will
require you to visit a local school. You may choose
your current school, a previous school where you were
employed, or any appropriate school where the staff is
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familiar with you. This is an individual assignment that
will help you gather information for your final project
assignment.
You will begin this assignment in Week 1 and submit
your field experience report in Week 6.
As preparation for your school visit, create an
observation checklist. This checklist should help you to
observe the environmental, communication, and
supervisory aspects of the school and gather
appropriate information for your project assignment.
Include the following categories in your list, with
subcategories that are logical and appropriate for the
setting you are visiting.
 School climate
 Communication or Interaction
o leader-teacher
o teacher-teacher
o student-teacher
 Supervisory climate
Your checklist should be in the form of a Word
document about 2-3 pages long.
1.3. Final Project – Supervision Portfolio
Your project for this course is to create a supervision
portfolio. Based on your field experience observations
and experiences at school, you will write a paper each
week that describes one aspect of supervision in your
school.
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This portfolio will also contain recommendations for
changes to existing issues in the teaching profession.
Write a report examining the stated or written
educational philosophy of your school. In your report,
be sure to:
 Analyze the consistency of the educational
philosophy with what you observe in practice.
 Analyze the impact of the educational philosophy
on curriculum development and instructional
practices in your school.
Your report should be in the form of a Word document
about 3-4 pages long and should follow the APA 5th
edition.
2
On
Line
Educational Review
 Supervisor as Manager of
Curriculum Change
Nolan
 Chapter 1: Introduction
Oliva
 Chapter 3: Curriculum
Planning: A Multilevel,
Multisector Process
 Chapter 4 Curriculum
Planning: The Human
Dimension
 Chapter 15: Issues in
Curriculum Development
Optional:
Discussion Questions:
2.1. Describe and analyze one major curricular trend in
your community (It can apply to K-12, collegiate, or
adult education.) How did this trend originate—
grassroots, administrative, or government policy? What
is the philosophy, ideology, or rationale behind the
trend? Examine the pervasiveness of the trend—has it
been adopted into curriculum by few or many teachers?
Has it been adopted by one or more schools? Has the
adoption been voluntary or required? Analyze
teachers’, parents’, and the community’s attitudes
toward the trend. Evaluate the efficacy of the trend and
its implementation. Determine the future of the trend—
will it grow, subside, or change in the future?
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Glickman, Gordon, & RossGordon
 Chapter 3: What Schools
Can Be
 Chapter 4: Adult and
Teacher Development:
Clues for Supervision
 Chapter 5: Reflections on
Schools, Training, and
Supervision
2.2. Use the Argosy University online library, Internet,
or outside resources to research the trend in school
drop-out rates, with respect to ethnicity and gender.
Develop a plan for reversing the trend in at least one atrisk population. Include the following points in your
plan:
 Location (What people, organization, or district is
your plan intended for? Where does it take place?)
 Target audience (Which population does the plan
target? What are the statistics this plan tries to
counteract?)
 Proposed curricular changes (What curricular
changes are made to address the problem?)
 School personnel involved (Whom will you involve
in the implementation of the plan?)
 Evaluation methods (How will you evaluate the
plan?)
 Success factors (What are the plan’s chances for
continued success?)
 Future (What is the future of the plan?)
2.3. “Educational reform” is a euphemism that
politicians as well as educators use. Research one
“educational reform” proposal or movement that
occurred in the last 25 years. Discuss the objective of
the proposal. What did it intended to achieve? What
was its greatest support? How is it relevant today? Is it
followed in your organization? What are its merits and
demerits? How has it influenced the teaching and
learning process? Support your responses with
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examples from personal experience.
Assignments:
2.1. Field Experience
Prepare a list of open-ended questions that you will use
to interview the instructional supervisor of the school.
You will later use the information that you collated
using the questionnaire to complete your project. Your
interview questionnaire should focus on the following
categories of the supervisor’s role, with logical and
appropriate subcategories:
 Relationships with Teachers
 Curriculum Development and Improvement
 Evaluation of Teaching
 School Improvement Initiatives
Make an appointment with an instructional supervisor
of the school for your school visit next week.
Your questionnaire should be in the form of a Word
document about 2-3 pages.
2.2. Project
Critique your state standards and benchmarks for a
specific subject such as math, science, or any subject of
your choice. Cover a range that is appropriate for your
course of study (e.g. K-6, 5-8, 9-12, higher education).
This can be the subject you teach or otherwise.
Examine the curricular requirements, processes, and
reforms as they impact your school.
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Evaluate to what extent each of the following
determines what you teach:
 School’s curriculum guide
 Administrators
 Accreditation Standards
 State Standards
 National Standards
 Achievement Tests
 Curriculum Texts
 Teacher Preparation Programs
Your critique should be in the form of a Word
document about 3-4 pages long and should follow the
APA 5th edition.
3
On
Line
Supervision and Leadership
 Curriculum Leaders
Nolan
 Chapter 2: Understanding
the Components of a
Comprehensive Teacher
Supervision and
Evaluation System
 Chapter 3: Key Concepts
and Skills in Classroom
Supervision
Optional:
Glickman, Gordon, & RossGordon
 Chapter 6: Supervisory
Behavior Continuum
 Chapter 12:
Discussion Questions:
3.1. Discuss how you would differentiate or delegate
supervision and evaluation tasks. Identify the
supervision and evaluation criteria you would keep in
mind when doing so. What tools (schedules, plans, etc.)
would you use indicate the difference between setting
up and performing supervising activities and evaluation
activities to staff members? How would your strategies
for data gathering differ between supervision and
evaluation? Which (if either) of those activities might
you delegate or share? To or with whom? Why?
Provide examples from personal experience where
appropriate.
3.2. How do the following criteria influence your
choice of a leadership model and therefore your
Page 12
Developmental
Supervision
supervisory style?
 Your job title and stated duties
 Your personality, personal style, and personal
values
 Your preferred methods for building trust
 Your preferred methods of data gathering
 Your preferred methods for interviewing,
conferencing, and de-briefing
 School climate as well as individual needs
Evaluate the influence of these criteria on the
choice of a leadership model.
Provide examples from personal experience to support
your answer.
3.3. Research (in journals, trade magazines, or on the
Web) one style of corporate supervisory theory or
practice that might be applied to education. Why does
the theory appeal to you? List the main features of this
technique or theory.
What are its merits and demerits of this technique or
theory? How will you incorporate it in your setting?
Present the technique as applicable to your school.
Provide examples from your experience to support or
justify the application of this theory to your setting.
Assignments
3.1. Field Experience
This week, visit your school. Record your observations
using the checklist that you created in Week 1. Next,
interview the instructional supervisor with the help of
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the questionnaire you prepared in Week 2. The
questionnaire will contain questions related to the
school improvement plan, posted communications, and
teacher relations. Ask for artifacts and additional data
to clarify your understanding during your visit.
Your findings should be compiled in a Word document
about 2-3 pages long and should follow the APA 5th
edition.
3.2. Project
Identify the process of curricular or instructional
supervision used in your school. Write a detailed report
that evaluates the efficacy of the process. Include the
advantages and disadvantages of the process—which
one outweighs the other? Provide recommendations for
improvement.
Your report should be in the form of a Word document
about 3-4 pages long and should follow the APA 5th
edition.
4
On
Site
Supervision for Professional
Growth
 Supervisory Models that
Encourage Growth
Nolan
 Chapter 4: Peer Coaching
 Chapter 5: Self-Directed
Teacher Growth
 Chapter 6: Action
Research
 Chapter 7: Collegial
Development Groups
Discussion Questions:
4.1. Describe a scenario where you would be justified
in using direct control supervisory behavior. Then
describe how you would carry out supervision in a
manner consistent with your personal philosophy and
style. Finally, describe how you would plan to move
the teacher in question to a less controlled supervision
in the future. Provide examples from personal
experience where appropriate.
Page 14
Optional:
Glickman, Gordon, & RossGordon
 Chapter 8: Directive
Control Behaviors
 Chapter 9: Directive
Informational Behaviors
 Chapter 10: Collaborative
Behaviors
 Chapter 11: NonDirective Behaviors
4.2. Use the Argosy University online library or the
Internet to find a peer-reviewed article describing one
type of indirect supervision—peer coaching, selfdirected growth, action research, or collegial
development groups. Describe, analyze and evaluate
the program described in the article. Discuss its effect
on curriculum development and/or instructional
practices. What was the program and why was it
instituted? Which of the models you have studied this
week did this program most resemble? (Provide
evidence). Did the program help teachers develop more
effective teaching practices? How? How might the
program be improved? Could this program be
translated to other settings, including your own school?
Explain.
4.3. Imagine that teachers are working on a curriculum
development project that you are supervising. Through
observation and private conversations, you notice these
problems:
 Two teachers are working with each other but not
fully contributing to the group.
 One teacher is trying to be the leader without
general consent.
 An older teacher does not see the point of the
project and does not want to participate.
 A second-year teacher feels overwhelmed and
unappreciated.
As a supervisor, how would you intervene to resolve
Page 15
these problems? What supervision technique(s) would
you use in this situation? How would you use this
supervision technique in a manner consistent with your
personal philosophy and style? How will you use the
technique in a manner that benefits all the teachers?
Provide examples from personal experience where
appropriate.
Assignments:
4.1. Field Experience
This week, begin your compilation and analysis of the
information that you have gathered with the help of
your checklist from Week 1. Your field experience
provides current research required for the project. By
compiling and analyzing your research, you will
organize the data for this week’s project task. Compile
your findings in three sections:
 School Climate
 Communication/Interaction
 Supervisory Climate
Your findings should be compiled in a Word document
about 2-3 pages long and should follow the APA 5th
edition.
4.2. Project
Using the information that you collated from the
checklist, create a report that:
 Analyzes the process of curricular or instructional
supervision used in your school.
 Evaluates the efficacy of the process.
Page 16
Your report should be in the form of a Word document
about 3-4 pages long and should follow the APA 5th
edition.
5
On
Site
Supervision of Curriculum and
Instruction
 Curriculum Development
Models
 Current Instructional Practices
 Teacher Accountability
Oliva
 Chapter 5: Models for
Curriculum Development
 Chapter 7: Needs
Assessment
 Chapter 8: Curriculum
Goals and Objectives
 Chapter 10: Instructional
Goals and Objectives
 Chapter 11: Selecting and
Implementing Strategies
of Instruction
 Chapter 12: Evaluating
Instruction
 Chapter 13: Evaluating
the Curriculum
 Chapter 14: Curriculum
Products
Optional Reading:
Oliva
 Chapter 9: Organizing
and Implementing the
Curriculum
Discussion Questions:
5.1. Think of a curriculum area in your school that
might benefit from a curriculum planning or
improvement program. Identify the curriculum area
you’ve chosen. What are the current weaknesses or
problems being faced by this specific curriculum area?
Discuss how you would set up the improvement
program. Whom would you include in the process?
What “human” elements would you need to account
for?
What roles would need to be filled? What role would
you play? What processes would you include? (Use the
textbook readings to help you make a sequenced list.)
How would you use feedback during the design and
implementation phases? How would you evaluate the
program during the implantation phase? Provide
examples from personal experience where appropriate.
5.2. Think of a lesson that you might have observed
someone else teach. Write two lesson plans for that
lesson, using two different instructional models.
Present the lesson applying the two different models.
What are the advantages and disadvantages of each
model in the given situation? For each plan describe
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the Bloom’s taxonomic levels that the lesson would
address. Explain how you would evaluate and debrief
the lesson? (i.e. what you would focus on and what role
or behavior you would take on?) Write a brief summary
that discusses the differences between the two
examples you have written in terms of your behaviors
and expectations.
5.3. Imagine that your curriculum program in
Discussion Question 5.1 has been approved. After
observing teachers in the new curriculum’s
implementation stage, you notice that one of them
really “gets it” and shows great expertise and
enjoyment with the curriculum. You ask him to be a
coach and cheerleader for the other teachers, and ask
him to create a “packet” to give to the others to help
them better understand and implement the program,
and to help them extend their understanding with
resources beyond the classroom. Make a list of at least
5 items you would want in the packet.
Explain why you chose these five items over others.
What are the highlights of these items? How do they
help in the better implementation of the program?
Describe each item in detail on the basis of Technology
or Internet resources, curriculum and instructional
material, community resources, and effectiveness.
Provide a rationale for choosing each item.
Assignments:
Page 18
5.1. Field Experience
This week, analyze the information gathered through
the questionnaire created in Week 2 and subsequent
interview. Use the following categories to analyze the
supervisor’s role:
 Leadership Style and Relationships with Teachers
 Curriculum Development and Improvement
 Teaching Evaluation
 School Improvement Initiatives
Also, review the data that you collected on the school
improvement plan, posted communications and teacher
relations.
Your field experience provides current research
required for the project. By compiling and analyzing
your research through the questionnaire, you will
organize this data for this week’s project task.
Your findings should be compiled in a Word document
about 3-4 pages long and should follow the APA 5th
edition.
5.2. Project
Using the information that you collated from the
questionnaire, identify and explain your school’s
curriculum development model. If the model you
identify is a hybrid of two or more of those models
described in the text, identify each model and explain
the similarities or differences between them.
Page 19
Your report should be in the form of a Word document
about 3-4 pages long and should follow the APA 5th
edition.
Your report should be in the form of a Word document
about 3-4 pages long and should follow the APA 5th
edition.
6
On
Site
Supervising and Evaluating
Change
 Identifying Staff Needs
 Supervision and Staff Needs
 Programs for Staff
Supervision
Nolan
 Chapter 8: Developing
and Implementing an
Evidence-Based Teacher
Evaluation System
 Chapter 10: Supervision
and Evaluation of the
Novice Teacher
 Chapter 11: Supervision
and Evaluation of the
Marginal Teacher
Discussion Questions:
6.1. Consider these areas of teaching: classroom
management (including but not limited to discipline),
instructional planning and delivery, assessment and
remediation, multicultural inclusion, staff participation,
and parent/community relations. Now describe a
program to help a novice teacher fit into your school:
Who will be part of this teacher’s ongoing immersion?
What role will each person play, including your own?
How will you evaluate the effectiveness of your
strategy? How and how often will you evaluate the
teacher’s progress in each area? What criteria and
priorities will you establish and measure? Who will
Optional:
Nolan
participate? What form(s) will the evaluation take?
 Chapter 9: Supervision of Provide examples from personal experience where
Preservice Teacher
appropriate.
6.2. Find out how to give “due process” notice to a
marginal teacher in your district and to dismiss a
teacher who has not sufficiently improved.
Specifically, describe:
 The protocols, procedures, and documentation
needed for notification, including the roles or titles
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of various people who must be involved or
informed (including the teacher’s union)
 The protocols, procedures, and documentation
needed for dismissal, including the roles of people
who must be involved or informed (including the
teacher’s union)
Are these processes always followed in your
organization when giving notices to marginal teachers?
According to you, does ‘due process’ improve
instructional practices? Provide examples from
personal experience where appropriate.
6.3. Imagine that you are on the hiring committee for a
position in your school. You are asked to help prepare
the committee for the interview and evaluation process
on the three most promising candidates.
 Describe the position – grade level, subject area,
other teachers with whom new teacher will
collaborate, etc.
 Make a list of 4-5 questions to be asked of each
candidate that would reveal his/her instructional
competencies and preferences
 Make a list of 2-3 questions to be asked of each
candidate that would reveal his/her management
style
 Describe something you want each candidate to
bring, do, or use during the interview that will
demonstrate his/her instructional competency and
style
 Create 4-5 Likert-like scale measures that the
committee would use for rating each candidate
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
Example of an evaluative scale on instructional
style: Circle a number that best describes
instructional preferences
Very directive 0 1 2 3 4 5 Very non-directive
Submit your response in a 2-3 page document.
Assignments:
6.1. Field Experience
This week, based on the information you have gathered
through your observation, interview, and data/artifact
collection, prepare a field experience report with your
inferences and conclusions about the following:
 School’s Climate and Social Norms (among staff,
supervisors, students)
o What is the school climate like?
o Identify the social norms followed in the
school environment.
 Protocols for Professional Growth
o What professional development programs
are conducted for the teachers?
o What is the relationship between the
supervisors and teachers?
In a second section of your report, provide
recommendations for change and improvement. In
general, consider the following:
 Matching supervision with staff needs, in terms of
changes in:
o Leadership style (What should the
leadership style be like?)
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

o Curriculum supervision and/or change
(What should the curriculum supervision
process be?)
o Professional growth and retention issues
(How best can the school ensure the
professional growth for its teachers? What
steps can the school take to retain its
teachers?)
Changing or improving posted communications in
terms of:
o Content (How can there be improvement in
the content of posted communication?)
o Style (How can there be improvement in the
style of posted communication?)
o Format or Delivery System (How can there
be improvement in the format or delivery of
posted communication?)
Your overall evaluation of school improvement
goals and strategies
o Are they appropriate?
o Are they on-track?
Your field experience paper should be 4-5 pages long
and should follow the APA 5th edition. Include your
checklist and interview questionnaire in your paper as
an appendix.
6.2. Project
Write a report analyzing the roles of teachers and
supervisors in curricular and instructional change and
improvement. Focus on the following aspects in your
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report:
 The nature and processes of teacher accountability
in your school.
 Examples of mentoring or other ways that teachers
can carry some management responsibility.
 Currently used methods and practices for holding
teachers responsible for change and growth.
 Existing protocols regarding curricular and
instructional change for teachers at various stages
of their profession.
Your report should be in the form of a Word document
about 3-4 pages long and should follow the APA 5th
edition.
7
On
Site
Evaluating Supervision
 Creating a Positive
Supervising Climate
 Evaluator-Evaluatee
Relationship
Nolan
 Chapter 12: Developing
Your Own System of
Teacher Supervision and
Evaluation
Discussion Questions:
7.1. Identify the problems associated with the current
curriculum and instructional models used in your
school or district. Propose methods of curriculum and
instructional reform for your district or school on the
basis of the following:
 What methods would you use?
 Who would be involved in the reforms?
 How would you monitor and supervise the process?
 How would you evaluate the final product?
 How would you monitor or supervise
implementation?
 Provide examples from personal experience where
appropriate.
7.2. Find an article that deals with supervision in
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relation to improving instructional quality, improving
school climate/morale, or enhancing staff leadership
skills.
First, briefly describe who created the experiment?
Why? What methods were used? Who was involved?
What was the outcome? Next, analyze and evaluate in
detail: Was supervision separated from evaluation?
How? Did it seem to make a difference? What is your
evaluation of the efficacy of the program? What is your
estimation of the transferability of the program to
another setting (such as your own)?
7.3. Imagine that you are transferred to supervise at a
school site that has low morale and weak instructional
practices. Describe an action program you would
institute to raise morale and boost instructional
performance. Your program should have at least 3
major components, and each component needs to be
described and justified in 2-3 paragraphs.
Assignments:
7.1. Field Experience
Submit all your field experiences deliverables for your
facilitator's review. This includes all observations and
analyses of the aspects of supervision over the seven
weeks. Your final submissions should include the
following deliverables:
 Checklist
 Interview Questionnaire
 School Improvement Plan, Posted
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



Communications, and Teacher Relations
Compilation and Analysis of Checklist
Compilation and Analysis of Questionnaire
Field Experience Report
Include a separate page for citations; make sure you
follow APA 5th edition.
7.2. Project
Based on your observations and analyses of all the
aspects of supervision over six weeks, complete the
following:
 Write a summary of your findings.
 Outline a recommendation plan to improve the
supervisory climate in your school.
 Outline a recommendation plan to improve your
school’s supervision protocols.
 Present your recommendation plan to the class.
Your report should be in the form of a Word document
about 3-4 pages long and should follow the APA 5th
edition.
8
Course Summary
Assignment:
8.1. Reflect on the autobiography you completed in
Week 1 and answer the following questions:
 Have you achieved your goals for this course?
 After completing this course, how have your
feelings towards supervision of curriculum and
instruction changed?
 Examine your description of the challenges of
supervision. How well equipped are you at the end
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

of this course to handle those challenges?
What is the most important thing you learned from
this course?
What information that you learned will be most
relevant to you in your work environment?
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Grading Criteria
Grading Scale
A
AB+
B
BC+
C
CF
100 – 93
92 – 90
89 – 88
87 – 83
82 – 80
79 – 78
77 - 73
72 – 70
69 and below
Grading requirements
Weekly Discussion and
Participation
Field Experience,
Project Paper and
Presentation
Autobiography and
Reflections
40%
50%
10%
100%
Library
All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students
with links, user IDs, and passwords.
Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books
and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers,
Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are
directly accessible through the Online Public Access Catalog at http://library.argosy.edu. Detailed descriptions of online resources are
located at http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials
searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively,
students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference
assistance from campus librarians.
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Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and
transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level
research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and
practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate
feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/.
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University
requires that the submission of all course assignments represent the original work produced by that student. All sources must be
documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the
American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please
refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format.
Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult
the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and
ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources.
You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help
educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to
billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common
information and duplicative language.
Americans with Disabilities Act Policy
It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with
the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director
of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be
provided to the student upon request.
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Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing
via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion)
to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs
of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.
The Argosy University Statement Regarding Diversity
Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the
academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential
to working with people from a wide range of backgrounds.
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