The Citadel
School of Education
EDUC 524 – Techniques of School Supervision
Spring 2016
Instructor:
Office:
Telephone:
Email:
Kathy Laboard Brown, Ed.D.
Capers Hall, Room 304
843 953 2064/ 843 478-1854
brownk2@citadel.edu
Credit Hours: 3
Class Meetings: Wednesday
Class Hours:
5:30 – 8;000 PM
Meeting Room: Capers Hall, Room 310
Office Hours:
Tuesday:
3:30 PM – 5:00 PM
Wednesday: 4:00 PM – 5:30 PM
Thursday
4:00 PM – 7:00 PM
Others by Appointment
COURSE DESCRIPTION:
Three Credit Hours
Criteria of various types of effective schools and the need for school supervision at all levels are
examined. Administrative candidates explore the technical skills, interpersonal skills, tasks and function
of supervision, and knowledge of supervision required to transform schools into effective learning
contexts.
PREREQUISITES: See admission requirements for the Graduate College
http://citadel.edu/admissions/g/req/index.shtml and the Division of Educational Leadership
http://www.citadel.edu/education/academic_programs/syllabi/leadership_handbook.doc
http://www.citadel.edu/education/academic_programs/grad_courses.html
REQUIRED TEXTBOOK:
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J.M. (2014). SuperVision and instructional leadership:
A developmental approach. (9th ed.). New York: Allyn and Bacon
If you do not have access, then purchase:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C: Author
STUDENT INFORMATION
This course is part of the professional requirements for Elementary or Secondary Administration and
Supervision that leads to licensure as an elementary or secondary principal and supervisor and is
intended for candidates pursuing a Master’s Degree or Certification-Only.
LEARNING AND DEVELOPMENTAL GOALS
ELCC—Educational Leadership Constituent Council
PADEPP – Program for Assisting, Developing, and Evaluating Principal Performance
Conceptual Framework - Principled Educational Leaders


Candidates understand and can collaboratively develop, articulate, implement, and steward a
shared vision of learning for a school. ELCC 1.1; (CF-4, 8)
Candidates understand and sustain a school culture and instructional program conducive to
student learning through collaboration, trust, and a personalized learning environment with high
expectations for students. ELCC 2.1; (CF-8, 11)
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
1
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Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent
curricular and instructional school program. ELCC 2.2; (CF-2,-4, 8-9, 12-13)
Candidates understand and can develop and supervise the instructional and leadership capacity
of school staff. ELCC 2.3; (CF-3, 10, 12)
Candidates understand and can ensure teacher and organizational time focuses on supporting
high quality school instruction and student learning. ELCC 3.5; (CF-6, 8, 13
Candidates understand and can collaborate with faculty and community members by collecting and
analyzing
information pertinent to the improvement of school’s educational environment. ELCC 4.1; CF-7-9
The School of Education’s Conceptual Framework
http://www.citadel.edu/education/about_us/conceptual_framework.html
CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be
knowledgeable, reflective, and ethical professionals. Candidates completing our programs are
committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to
demonstrate that they are principled educational leaders who are knowledgeable, reflective, and
ethical
professionals:
Knowledgeable Principled Educational Leaders…
1. Have mastered the subject matter of their field of professional study and practice;
2. Utilize the knowledge gained from developmental and learning theories to establish and
implement an educational program that is varied, creative, and nurturing;
3. Model instructional and leadership theories of best practice;
4. Integrate appropriate technology to enhance learning;
5. Demonstrate a commitment to lifelong learning;
Reflective Principled Educational Leaders…
6. Develop and describe their philosophy of education and reflect upon its impact in the teaching and
learning environment;
7. Develop and manage meaningful educational experiences that address the needs of all learners
with respect for their individual and cultural experiences;
8. Construct, foster, and maintain a learner-centered environment in which all learners contribute
and are actively engaged;
9. Apply their understanding of both context and research to plan, structure, facilitate and monitor
effective teaching and learning in the context of continual assessment;
10. Reexamine their practice by reflectively and critically asking questions and seeking answers;
Ethical Principled Educational Leaders…
Action Research Proposal Presentations: Due: 04/08/14
11. Demonstrate commitment to a safe, supportive, learning environment;
12. Embrace and adhere to appropriate
professional
of ethics;
Dimension
Level codes
Codes:
13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;
14. Establish rapport with students, families, colleagues, and communities;
15. Meet obligations on time, dress professionally, and use language appropriately.
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
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1. Awareness 2. Understanding 3. Capability
Learner –Centered Performance Assessment Codes:
P Participation
F Professional Portfolio
G Group Discussion
I Interview
O Observation
E Exam
S Simulation
T Thesis/Paper
WV Website Review
V Volunteer
RD Reading
SP Presentation
PR Project
SH Shadowing
CS Case Study
DA Data Analysis
SA Self Assessment
WR Written Reflection
CH Checklist
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared
vision of learning for a school.
Performance Activities
Assessments
-Candidates communicate the statement that
expresses what is desired for student achievement and
teacher and facility resources if unlimited resources
were available. P1
-Candidates present a visual diagram that shows
stakeholders the connection between and among
the beliefs, mission, parameters, learner
standards, threats, and opportunities for crafting
the vision statement. P2 and 3, G3
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared
vision of learning for a school.
Performance Activities
-Using a visual aide, the candidate portrays and
defines the components of the vision statement. SP2,
02
-Using the School Renewal Plan, stakeholders
will analyze the vision statement by tracing the
development of the vision to the mission,
beliefs, incorporating the major planning pieces.
DA2, PR2, G3
2.1 Candidates understand and sustain a school culture and instructional program conducive to student
learning through collaboration, trust, and a personalized learning environment with high expectations for
students.
Performance Activities
-Candidates review the profile that indicates timelines,
resources, and designates responsibility to key
personnel for monitoring the school’s vision. G2, 03
Assessment
-Analyze the profile by assessing the action
steps completed, including the level and
awareness of stakeholders, as well as the kind
of adjustments required to achieve the vision.
DA2, I2, G3
2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent
curricular and instructional school program.
Performance Activities
-Candidates review the school renewal plan
developed by stakeholders for school improvement
council meeting. G2, P3, E2
Assessment
-Candidates develop an electronic brochure to
be shared with all stakeholders that incorporates
charts, graphs, or tables to show the progress
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
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that has been made for achieving the goals
outlined in the SRP. Write, with the SIC, a
narrative that analyzes and interprets the data
that assesses the school’s progress. DA3, PR3
2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of a
school staff.
Performance Activities
Assessment
Candidates interview representation from different
-Candidates create a matrix that presents indicators
departments or grade levels. Analyze the strengths and weaknesses
of positive school culture and the impact culture has on
of positive school culture I2, G2, DA2
behaviors that increase improvement and absolute
ratings on SC’s school report card. DA3, PR3
3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting high quality
school instruction and student learning.
Performance Activities
Candidates research peer-reviewed literature on current
trends in school supervision. E3, DA2
Assessment
Candidates write a literature review on best practices
in school supervision and develop an action plan,
flowchart, and Gantt Chart for matching the diverse,
learning needs identified for underperforming P-12
students. Paper must adhere to APA style manual,
6th edition. T3, WR3, DA3
4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing
information pertinent to the improvement of school’s educational environment.
Performance Activities
Survey parents, students, and teachers about school
safety. Collect data from referrals and incident reports
on school violence and safety. I2, 03, DA2
Assessment
Using a representative sampling of parents from
SIC, PTA, Booster Clubs and student government
organizations, analyze data and create a safety
and violence plan for your school. DA3, WR3, PR3, P3
COURSE REQUIREMENTS/ASSIGNMENTS
See rubrics for the needs assessment, literature review, action research proposal and electronic
presentation protocol.
I.
CHAPTER READINGS/COURSE DISCUSSIONS – Professional reflection is essential for
effective supervision. Professional reflection is essential for effective supervision. Reflective
instructional leaders understand “Experience + Reflection = Growth.” Dewey (1933) argued
we do not actually learn from experience as much as we learn from reflecting on the
experience. Therefore, through discussions of theory presented in the textbook,
administrative candidates will compare leadership theory to practice within a specific context.
Participation; this activity is worth 30 Points
REQUIRED PROJECTS – Action Research Proposal
II. Action Research Proposal
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
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A.
Needs Assessment - Through a (PBL) problem-based learning approach, the candidate will
resolve an authentic instructional success, problem, or issue for a specific learning context.
The
needs assessment portion of the proposal permits candidates to foster the success of all
students by interacting effectively with stakeholders and addressing the context’s needs and
concerns. Therefore, candidates are expected to interview faculty representatives from
different departments or grade levels and analyze the strengths and weaknesses of the
school culture: (a) knowledge of shared vision and planning, (b) involvement in setting
policies for sustaining intellectual skills, knowledge, and dispositions, (c) support for school
community practices that promote teaching and learning, (d) creates an environment where
all members are welcomed and feel safe, and (e) develops norms for social and civic
responsibilities and a commitment to social justice.
Additionally, candidates must review the Report Card; complete the Federal Accountability
ESEA Waiver for Elementary or Secondary schools, to determine which objectives were Met
or Not-Met for a selected learning context, and include a table that shows Ratings Over 5Year Period. Candidates must access and review PlanitEd, Guiding and Probing Questions
and stack column charts, for the preferred format for publishing quantitative data in graphs
that show current performance, trend data, disaggregated data, and variables that impact
student performance. A Pareto chart must be included to illustrate the results of qualitative
perceptions of the targeted, focus area for replication or improvement. Candidates must
develop and submit a document (not to exceed 5 pages) that reports the findings to the local
school board and stakeholders. Remember to include a reflective narrative, from the
principal, that interprets and synthesizes the data and addresses strengths or deficits. Submit
the Needs Assessment via LiveText Assignments. This activity is worth 20Pts
B. Literature Review – Instructional leaders must demonstrate expertise in conducting action
research. The needs assessment activity provides an opportunity for administrative
candidates to conduct a literature review to substantiate instructional decisions based on the
focus identified in the needs assessment. After candidates analyze the School Report Card,
disaggregate student-learning data, and synthesize qualitative and quantitative findings for
improving student achievement or replicating successful practices, they must research
current literature to determine the viability of proposed initiatives/targets. Candidates
research scholarly literature and develop a position for making instructional decisions.
The 10-12-page literature review must (a) adhere to APA style, 6th edition—title page,
abstract, outline, text, and reference list; (b) include a minimum of ten entries on the
reference list; (c) state clearly the problem, hypothesis, expected outcome, and findings; (d)
develop a logical argument for selecting an appropriate strategy for addressing the selected
target; (e) identify supervisory skills for facilitating action research; (f) describe how the action
proposal will be assessed; and (i) synthesize the research and explain how the research has
influenced the administrative decisions the candidate must make to improve teaching and
learning. Submit review via LiveText drop box. This activity is worth 25 Points.
C. Action Research Proposal – Action research is a study conducted by colleagues in a school
setting to improve instruction and student learning. Based on the results from the Needs
Assessment and Literature Review, prepare an electronic presentation which: (a) identifies
the SMART goal, strategy, and action plan for the targeted focus indicated in the needs
assessment and the research from the literature review (slide 1), (b) contains a two-paged
matrix (slides 2-3) that lists the action steps for achieving the strategy, (c) details the specific
procedural actions for implementing the critical step for improving instruction or learning, (d)
specifies assessments for each sequence of actions, (e) identifies the time sequence
for implementation and the man hours to compute salary and fringe benefits, (f) lists the
resources needed, (g) identifies funding sources and cost-benefit analysis, (h) lists the
position and name of the contact for responsibility, (i) and contains a Gantt chart and a
Flowchart respectively (slides 4 and 5); see Course Rubric. Submit proposal via LiveText
Assignments. This activity is worth 25 Points.
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
5
STATEMENT ON PLAGIARISM (Honor Manual)
Plagiarism is a violation of the Honor Code. Plagiarism is the act of using someone else's words as your
own without giving proper credit to the source:
1. When you quote another's words exactly you must use quotation marks and a footnote
(or an indication in your paragraph) to tell exactly where the words came from,
down to the page number(s).
2. When you mix another's words and ideas with your own in one or more sentences,
partially quoting the source exactly and partially substituting your own words, you must
put quotation marks around the words you quote and not around your own. Then you cite
the source, down to the page number(s). [See (1) above]
3. When you paraphrase another's words or ideas, that is, when you substitute your words
for another's words but keep his idea(s), you do not use quotation marks, but you must
cite the source, down to the page number(s). [See (1) above]
.
4. When you use only another's idea(s), knowing that they are his ideas, you must cite the
source of that idea or those ideas, down to the page number(s). [See (1) above]
5. Citing the source means giving, as a minimum, the author, the title of the book, and the
page number.
DISABILITY DISCLOSURE STATEMENT
If you need accommodations because of a disability, please inform me immediately. Please see me
privately after class, or at my office.
Office location:___Capers 304____________ Office hours See page #1______
To request academic accommodations (for example, a note-taker), students must also register
with Academic Support, 117 Thompson Hall, 953-5305. It is the campus office's responsibility to
review documentation, provided by students, requesting academic accommodations and to engage
students and instructors, as needed and consistent with course requirements, in accommodation
planning.
ABSENCES
Regular attendance is required under The Citadel's policy. Students will be given a zero (0)
for missing quizzes, examinations, and other assignments. Only under extraordinary circumstances
will exceptions to this rule be made. For any student, absences, whether authorized or unauthorized
in excess of 20%, or three sessions, or a total of nine hours out of 45 hours of scheduled class time
can, at the discretion of the professor, result in a failing grade.
LATE ASSIGNMENTS
Assignments are due as indicated in the syllabus. Late assignments are accepted under extenuating
circumstances and will lose credit at the rate of 1/10 the point value of each day past the due date.
EVALUATION PROCEDURES AND WEIGHTS FOR ASSIGNMENTS:
Grades in this course will be based on points earned in various activities:
ACTIVITY
Class Discussions
Literature Review
Needs Assessment
Action Research Proposal
POINTS
30
25
20
25
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
COURSE FINAL GRADE
A = 90 or more points
B+ = 85-89 points
B = 80-84 points
C+ =79-75 points
6
Total
100
C =70-74 points
F = Failure
PROCEDURES FOR COURSE AND INSTRUCTOR EVALUATION: An instrument
(Classroom Performance Evaluation) is provided to each student to secure an anonymous
evaluation of the overall course. The result obtained is for the professor and department head
to improve the quality of the course and to improve teaching effectiveness. The evaluations are
also on file as one aspect of data from students for the department head and dean to make
decisions related to promotion, tenure, and merit salary increases.
Methodology: a variety of teaching methods will be used in this class. They include, but are not
necessarily limited to lecture, discussion, research projects, critiques, group work, demonstrations,
and student presentations.
COURSE OUTLINE/SCHEDULE
DATE
01/13/16
Assignment
**Due next class
01/20/16
TOPIC & ASSIGNMENT
ELCC
Guidelines
Introductions, expectations, discussions about the conceptual framework of
1.1
the school of education, effective school's research, legislative mandates, and
Collaborative
educational philosophies (Appendix A). Navigation of LiveText. Review
shared vision
syllabus, course requirements, and discuss, Conceptual Framework, 2011
of learning
ELCC and PADEPP Standards.
Read Chapter 19: 01/20/16
Last day to drop/add courses and receive a refund – 01/25/16
Needs Assessment Due: 02/03/16
PART V – Technical Tasks of Supervision
Chapter 19 - Action Research: The School as the Center of Inquiry

01/21/16
Assignment
01/27/16













Action research, shared governance, school-based action plans,
developmental approach to action research, LiveText Session
EEDA (SC Personal Pathways to Success) – Legislation
Kuder.org – Assessment Inventories
Characteristics of Successful Action Research
Interpretative Action Research
Critical Action Research
Needs Assessment Procedures
Flowchart
Gantt Chart
Pareto Chart
Federal Accountability System – ESEA Waiver
PlanitEd Guiding and Probing Questions
2011 ELCC Standards
SC ADEPP Standards
2.4
Technologies
to Support
Teaching and
Learning
Needs Assessment – Due: 02/03/16
Read for discussion: Chapters 14, 12, and 13: 01/27/16
Library Research Session: 02/03/16
February 1, 2016
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
7
Deadline for filing applications for graduation in the CGC office. Deadline is
for graduate students completing requirements in May 2016 or August 2016
who plan to participate in the May 2016 commencement ceremony.
01/27/16
Assignment
02/03/16
02/03/16
Assignment
02/10/16
02/10/16
Assignment
02/17/16
02/17/16
Assignment
02/24/16
02/24/16
Technical Skills
Chapter 14 - Evaluation Skills
2.3
Alternative approaches to research and evaluation, judgments, evaluating
Supervise the
instructional programs, key decisions in the evaluation process, evidence of
instructional
program outcomes, overall instructional program evaluation.
Chapter 12 - Assessing and planning skills
and
leadership
Assessing personal and organizational needs; assessing, planning, changing,
capacity of
allocating, time
Chapter 13 - Observing skills
school staff
Formative and summative evaluations, quantitative vs qualitative observations
and instruments, types and purposes of observations
Chapters 20, 21, and 22: 02/10/16
Library Research Session – 02/03/16
Research Session
- Research targeted focus/ topic
- Research process
- APA Style Manual, 6th Edition
2.3
Supervise
the
Instructional
and
Leadership
Capacity
Read for discussion: Chapters 6, 7, and 8.
Complete and submit - Appendix A – Educational Philosophy
Part VI – Cultural Tasks of Supervision
Chapter 20 Facilitating Change
Change, assumptions, teacher's view, developmental view, creating a culture
of change, changes in the conditions of teaching, role of supervision and
supervisor in school improvement; education change theory
Chapter 21 – Addressing Diversity Systemic reform around purpose, support,
systemic reform; achievement gaps among economic, racial, and ethnic
groups.
Chapter 22 – Building Community – Democratic, moral, and professional
community, community of inquiry, engagement with the larger community, and
five attributes, one community
4.2
Mobilize
Community
Resources
Literature Review Due: 03/02/16
Read for discussion: Chapters 9, 10, and 11: 02/24/16
PART III - Interpersonal Skills
Chapter 6 - Supervisory Behavior Continuum: Know Thyself
Developmental supervision, Johari Window, self assessment, cognitive
dissonance, interpersonal behavior approach
Chapter 7 - Directive Control Behaviors
Directive control behaviors with individuals and groups, over reliance on
control
Chapter 8 – Directive Informational Behaviors
2.2
Supervise
the
Instructional
and
Leadership
Capacity
Read for discussion: Chapters 15, 16, and 17: 03/02/16
Literature Review Due: 03/02/16
q
Part III – Interpersonal Skills
Chapter 9 – Collaborative Behaviors
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
2.2
Supervise
8
The function of Collaborative Behaviors and Continuum of Behaviors; Issues,
When to Use, and Critical Reflection on Collaborative Supervision
Chapter 10 – Nondirective Behaviors
Nondirective Supervision; Nondirective Supervision, Teacher Collaboration;
Critical Reflection on Nondirective Supervision
Chapter 11 – Developmental Supervision
Applying Developmental Supervision; Rationale and application of
developmental supervision, guideposts for decision making
Assignment
03/02/16
03/02/16
Assignment
03/09/16
03/09/16
Assignment
03/16/16
03/16/16
the
Instructional
and
Leadership
Capacity
Read for discussion: Chapters 18, 2 and 3: 03/09/16
Literature Review Due: 03/02/16
CGC - Last day to withdraw from full semester courses with a grade of
"W"
Part V. Technical Tasks of Supervision
Chapter 15 – Directive Assistance to Teachers
Clinical supervision, peer coaching, distinguishing between direct assistance
3.4
and formal evaluation, procedures for direct assistance and formal evaluation,
Develop
ADEPT, linking self-evaluation and direct assistance
School
Chapter 16 – Group Development, leadership styles for groups, procedures
Capacity
for large-group, procedures for large group involvement, dysfunctional group
for Distributed
members, resolving conflicts
Leadership.
Chapter 17 – Professional Development
Professional development formats, stages, characteristics, matching teacher
characteristics and professional development, the nuts and bolts, site-based
management
Read for discussion: Chapters 4 and 5: 03/16/16
Part V. Technical Tasks of Supervision
Chapter 18 – Curriculum Development
Sources, formats, levels of teacher involvement in curriculum development,
relationship of curriculum purpose, content, organization, and format, vehicle
for collective thinking about instruction.
PART II - Knowledge
Chapter 2 - The Norm: Why schools are as they are?
Work environment or school culture, the legacy of the one-room
school house, structural strain, educational change and reform
Chapter 3 - The exception: What schools can be
Early and recent effective schools research, the how of effective schools,
second wave of effective schools research; from effective schools to school
3.1
Monitor and
Evaluate
School
Management
and
Operational
Systems
*Due: Action Research Proposal – 04/06/16
PART II – Knowledge
Chapter 4 - Adult and teacher development within the context of the school:
Clues for supervisory practice, instructional leaders, motivation theories of
Maslow, Herzberg and McGregor. Adults as learners, (Fiske and Chiriboga),
adult and teacher development, influences on teacher development, teacher
development within the context of the school.
Chapter 5 - Reflections on Educational Beliefs, Teaching, and Supervision
Historical perspective of effective school research, effective teaching,
constructivist teaching, instructional improvement, educational philosophy,
supervisory beliefs and platforms as related to educational philosophy –
Dispositions
Part 1 – Introduction
Chapter 1 – SuperVision for Successful Schools
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
3.1
Monitor and
Evaluate
School
Management
and
Operational
Systems
9
New Name for a New Paradigm; Metaphor for Success; Responsibility for
Supervision; Supervision and Moral Purpose
Assignment
03/23/16
03/23/14
03/28-04/04/2016 - CGC Spring Break for the regular semester
Action Research Proposal Presentations: Due: 04/06/16
PART II – Knowledge
Chapter 4 - Adult and teacher development within the context of the school:
Clues for supervisory practice, instructional leaders, motivation theories of
Maslow, Herzberg and McGregor. Adults as learners, (Fiske and Chiriboga),
adult and teacher development, influences on teacher development, teacher
development within the context of the school.
Chapter 5 - Reflections on Educational Beliefs, Teaching, and Supervision
Historical perspective of effective school research, effective teaching,
constructivist teaching, instructional improvement, educational philosophy,
supervisory beliefs and platforms as related to educational philosophy –
Dispositions
Part 1 – Introduction
Chapter 1 – SuperVision for Successful Schools
New Name for a New Paradigm; Metaphor for Success; Responsibility for
Supervision; Supervision and Moral Purpose
Assignment
03//28/16
03/28-04/04/2016 - CGC Spring Break for the regular semester
Action Research Proposal Presentations: Due: 04/06/16
Assignment
04/06/16
Action Research Proposal Presentations: Due: 04/06/16
04/06/16
Assignment
04/06/16
04/06/16
Assignment
04/13/16
PART II – Knowledge
Chapter 4 - Adult and teacher development within the context of the school:
Clues for supervisory practice, instructional leaders, motivation theories of
Maslow, Herzberg and McGregor. Adults as learners, (Fiske and Chiriboga),
adult and teacher development, influences on teacher development, teacher
development within the context of the school.
Chapter 5 - Reflections on Educational Beliefs, Teaching, and Supervision
Historical perspective of effective school research, effective teaching,
constructivist teaching, instructional improvement, educational philosophy,
supervisory beliefs and platforms as related to educational philosophy –
Dispositions
Part 1 – Introduction
Chapter 1 – SuperVision for Successful Schools
New Name for a New Paradigm; Metaphor for Success; Responsibility for
Supervision; Supervision and Moral Purpose
2.2
Supervise
the
Instructional
and
Leadership
Capacity
2.2
Supervise
the
Instructional
and
Leadership
Capacity
Action Research Proposal Presentations: 04/06/16
Candidate Presentations of Action Research Proposals
Candidate Presentations of Action Research Proposals
Candidate Presentations of Action Research Proposals
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
10
04/13/16
Candidate Presentations of Action Research Proposals
Assignment
04/20/16
Candidate Presentations of Action Research Proposals
04/20/16
Candidate Presentations of Action Research Proposals
Sp-2016Educ524SyllabusKathy Laboard Brown, Ed.D. The Citadel
11