Spring, 2010
Columbia
College of Education
University of South Carolina
Department of Educational Leadership and Policies
EDLP 703 – Supervision of Instruction
Syllabus
I.
BULLETIN DESCRIPTION: An introduction to the functioning of an educational
supervisor. Emphasis on the improvement of instruction and instructional
programs.
VISION STATEMENT: The program in CD -12 Administration prepares scholar
administrators for leadership positions in the schools.
A. Course Credit: Three graduate credits
B. Prerequisites: EDLP 700
C. Intended Audience: M.Ed. graduate students enrolled in CD-12 Educational
Administration Program
D. Instructor:
Dr. J. Lynn Harrill
College of Education
Columbia, SC 29208
Phone: 803.777.3091
FAX: 803.777.3090
Office: 304A Wardlaw
E-mail: lharrill@sc.edu
Office Hours: By Appointment
E. Location/Time:
A. Weekly On-line Course Delivery via Blackboard, and
B. Live Sessions
Live Session Schedule:
(1) Saturday, 1/9/10: Course Orientation
126 Wardlaw
USC Columbia Campus
11:00 a.m. – 12:00 Noon
(2) Wednesday, 2/24/10 Mid-Term Exam
Room B201: 300 Main Street Building
USC Columbia Campus
5:00 p.m. – 8:00 p.m.
(3) Wednesday, 3/17/10 Live Session
Room B201: 300 Main Street Building
USC Columbia Campus
5:00 p.m. – 8:00 p.m.
(4) Wednesday, 4/14/10 Live Session
Room B201: 300 Main Street Building
USC Columbia Campus
5:00 p.m. – 8:00 p.m.
F. Statement of Learning Outcomes:
The purpose of this course is to increase the knowledge and understanding of
instructional supervision and leadership at the school level. The objectives of
the course are intended to guide aspiring school administrators through a
thorough study of the technical processes related to supervising teachers in an
effort to facilitate and enhance student academic achievement for all students.
Upon successful completion of this course, as assessed by performance on
assignments, students will be able to:
1. Identify and focus on the needs of teachers and other adults at
school in order to assist their growth as they focus on improved
student learning.
2. Differentiate the purposes and methods of evaluation and
supervision.
3. Understand and apply the technical skills related to supervision
and instruction.
4. Understand and facilitate teacher growth in an effort to enhance
achievement for all students considering issues related to
poverty, English as a second language, learning style, race,
ethnicity, gender, and other possible factors.
5. Identify means of assessing the effectiveness of curriculum,
instruction, and assessment programs and practices that enhance
learning for all students.
6. Identify one’s own supervisory beliefs and skills.
7. Apply skills needed to assist an individual, a group, or a faculty in
growing professionally, to include teacher types and school types,
in order to provide the best instruction for students.
8. Identify and discuss major issues of instructional supervision and
major theorists, researchers, and staff developers.
II.
TEXTBOOKS AND RESOURCES
Required Textbook and Resources:
Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2009). The basic guide to
supervision and instructional leadership. 2nd Edition. Boston: Allyn & Bacon.
Marzano, R.J., Waters, T., & McNulty, B.A. (2005), School Leadership that Works:
From Research to Results. Alexandria, VA: Association of Supervision and
Curriculum Development.
Other resources and articles assigned by the instructor
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III.
ACADEMIC COURSE REQUIREMENTS
A. Attendance: Students are expected to participate in online activities
individually each week and to attend the on-campus sessions as designated in
this document.
B. Participation: Students are expected to participate in all class activities.
Whether working in groups or individually, students must actively engage in the
assigned discussions and simulations.
C. Submission of Assignments: All assignments must be completed and
submitted to the instructor on the assigned date as indicated in this document.
There are no exceptions to this requirement.
D. Publication Manual of the American Psychological Association (5th ed.):
Guidelines regarding the conventions of scholarly citations in manuscript
presentation must be carefully followed. Expectations regarding APA style will
be discussed in class.
E. Electronic Resources: Use of electronic resources is vital to the successful
completion of this course. Activities in the class will require that students be
able to access their accounts on the University’s mainframe; log onto the
Blackboard platform; send and receive e-mails; and download, open, and send
files and documents.
F. Carolinian Creed: Students must adhere to the Carolinian Creed, widely
acknowledged norms of ethical behavior, and standards of professional and
personal integrity. Evidence of academic dishonesty or collusion in another’s
dishonesty may well result in administrative removal from this course and this
degree program.
IV.
EVALUATION AND GRADING
Each component of the course will be weighted as follows:
Leadership Self-Assessment Paper
On-Line Discussion Group Reports
Live Session Activities
Mid-Term Examination
School Type Paper
School Report Card Paper
Group Professional Development Paper
Final Examination
10%
5%
5%
25%
10%
10%
10%
25%
The Grading Scale is indicated below.
A
B+
B
C+
C
D
F
94 -100
89 - 93
83 - 88
78 – 82
70 - 77
65 - 69
Below 65
Note: No more that four grades of C or lower are allowed in a graduate degree
program.
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V. ASSIGNMENTS and ASSESSMENTS
A. Leadership Self-Assessment Paper (10%): Students will complete Module 1.1
which focuses on leadership competencies and responsibilities as provided by Robert
J. Marzano, Timothy Waters, and Brian A. McNulty in School Leadership That Works.
After viewing the module and additional reading on leadership, students will reflect on
their own competencies and skills related to school leadership especially in the area of
instruction. Students will develop a three page paper identifying and describing their
leadership strengths, areas for improvement, and an action plan for ongoing
leadership development. A rubric for the paper will be provided by the instructor.
B. On-Line Discussion Groups (5%): Students will be expected to actively
participate in on-line discussion groups. Early in the semester, students will be
grouped into four-member discussion teams. The instructor will provide several
informal activities (ungraded) for students to become acquainted with the members of
their assigned teams. Students will be notified by a Blackboard Announcement
concerning the informal, “get-to-know your team” activities.
During two specific weeks during the semester, students will formally participate with
assigned team members in discussion of a specific instructional issue or case study.
All team members are required to participate in on-line discussion providing their own
personal opinions, beliefs, and research. Students will be graded on their level and
frequency of discussion, knowledge, and research on the particular issue. ALL TEAM
MEMBERS MUST PARTICPATE. Each group will submit a summary report
describing conclusions drawn from the discussion group activities. A rubric for
discussion groups will be provided. Two separate weeks during the semester have
been designated for discussion group activities.
C. Live Class Session Activities (5%): Students will participate in two live sessions
held during the semester. During these sessions, students will come together as a
class to participate in activities that provide practice and application of concepts
learned during the semester. There will be a graded product or activity that will be
completed as a result of both live class sessions. The activity or product will be defined
at the live class session. Attendance at all sessions is required!
D. Mid-Term Examination: (25%) The midterm examination will assess student’s
skills, knowledge and understanding of the topics studied during the first half of the
course. The examination questions will be comprised by multiple choice, true/false,
fill-in-the blank, and essay questions. Specific guidance in preparation for the midterm examination will be provided by the instructor prior to the examination.
E. School Type Paper (10%): Students will evaluate their own schools to more
deeply understand the culture and resulting climate of the school. Information
regarding specific school types (conventional, congenial, and collegial) will be provided
as a framework for describing the processes, procedures, and culture of the school.
The paper (3 pages) should provide a rich description of the school with suggestions
for ongoing improvements which will meet the needs of all students. A rubric for the
paper will be provided by the instructor.
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F. School Report Card Paper (10%): Students will print, read, and analyze their
own school’s 2007-2008 South Carolina School Report Card. The paper (3 to 4
pages) will be written in essay style highlighting strengths, areas for improvement, and
a logical outcome-based plan of action. A rubric will be provided by the instructor.
G. Group Professional Development Paper (10%): Students will work in groups to
review research related to best practices in professional development for educators.
Considering the research and information from a variety of library resources and
journal articles, groups will develop a mini-research project that will focus on the
development of an effective, long-range school-level professional development plan.
A rubric will be provided by the instructor.
H. Final Examination (25%): The online final examination will assess student’s
skills, knowledge and understanding of the topics studied during the last half of the
course. The examination questions will be comprised by multiple choice, true/false,
fill-in-the blank, and essay questions. Specific guidance in preparation for the final
examination will be provided by the instructor prior to the examination.
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Instructional Supervision
EDLP 703 - Class Assignments
Weekly Time Requirement: Students enrolled in EDLP 703 should expect to spend at least 3 hours per week
completing the online modules. The assigned reading and ancillary assignments will be completed in addition to
time spent in completing the online modules. Students will also be required to attend face-to-face sessions on
campus for orientation (1/9/10), mid-term examination (2/24/10), and two additional activity-oriented sessions
(3/17/10 and 4/14/10).
Week
Intro
Meeting
1/9/10
Week1
1/11/10
1/18/10
Week 2
1/19/10
Assignments and Activities
Introduction to EDLP 703
o
o
o
o
Reading / Assignment Due
College of Education: Room 126
11:00 a.m. – 12:00 Noon
Course Overview
Syllabus: Module A
Assignments
Planning for the Semester
o Module 1.1: Instructional Leadership
School Leadership that Works
(Robert Marzano)
o Module 1.2: South Carolina ADEPT
Model: Assisting, Developing, and
Evaluating Professional Teaching
S.C. Department of Education
Website
o Holiday: Martin Luther King Day
No Assignment
o Module 2.1: Instructional Supervision:
Paradigm for Improving Teacher
Effectiveness (Breeze)
o Module 2.2: Establishing Trust for
Effective Instructional Leadership and
Supervision (Self-Study Module which
includes a detailed summary of the book
and a list of study questions)
Handout from Leadership for
Learning (Carl D. Glickman)
Handout from Speed of Trust
(Stephen M.R. Covey)
Text: Glickman, pp 3-40
* Leadership Self Assessment
Paper Due: 1/20/10
Week 3
1/25/10
Curriculum
o Module 3.1: The Essentials of Teaching
and Learning (Breeze)
o Module 3.2: Effective Curriculum Design:
Putting First Things First In School
Reform Using S.C. Academic Standards
(Breeze)
o Module 3.3: Video Streaming:
Understanding by Design (Parts I-II)
o Module 3.4: Revised Bloom’s Taxonomy:
A Taxonomy for Learning, Teaching, and
Assessing
Introduction
Glickman Text pp.281-302
(Grant Wiggins and Jay McTighe)
Grant Wiggins and Jay McTighe
(Lorin Anderson and David
Krathwohl)
Blackboard Discussion
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Week 4
2/1/10
o On-Line Discussion Activity # 1
Instruction
o Module 4.1: Models of Teaching
(Website)
o Module 4.2: Direct Instruction: Exploring
Possibilities for Student Achievement for
All Students (Breeze)
o Module 4.3: Instructional Strategies That
Work
o Module 4.4: Adept Performance
Standards: Instruction
(Bruce Joyce, Marsha Weil, and
Emily Calhoun)
Classroom Instruction That Works
(Marzano) and Effective Instruction
(Friedman, Harwell, and Schnepel)
On-Line Discussion Activity # 1
Group Paper Due: 2/3/10
Week 5
2/8/10
Week 6
2/15/10
Week 7
2/22/10
Week 8
3/1/10
3/8 –
3/12
Week 9
3/15/10
Week 10
3/22/10
Week 11
3/29/10
Assessment
o Module 5.1: Providing Effective
Feedback to Enhance Student
Achievement (Breeze)
o Module 5.2: Formative Assessment
Techniques for the Classroom (Breeze)
o Module 5.3: ADEPT Performance
Standards – Assessment
o On-Line Discussion Activity # 2
Classroom Environment
o Module 6.1: Setting Conditions for
Effective Teaching and Learning
o Module 6.2: Establishing and
Maintaining Professional Learning
Communities
o 2/24/10: Live Session #1
o Module 8.1: Theories of Supervision -3
o Module 8.2: Adult Learning and Teacher
Development
o Module 8.3: Best Practices in
Professional Development
USC Spring Break
On Common Ground (Dufour, Eaker,
and Dufour
On-Line Discussion Activity # 2
Due: 2/17/10
Mid-Term Examination
Glickman Text: pp.41-65
Glickman Text: pp.72-89
Glickman; pp. 262-278
No Class
o Module 9.1: Introduction to Teacher
Types
o Module 9.2: Glickman’s Paradigm of
Teacher Categories
Glickman Text: pp. 93-102
o 3/17/10: Live Session # 2
o Module 10.1: School Context
Live Activity Session
Glickman Text: pp. 114-157
o Module 11.1: Supervisory Approaches
o Module 11.2: Purposeful Supervisory
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Group Professional Development
Paper Due: 3/17/10
School Type Paper Due:
pp. 3/24/10
Glickman Text, pp. 123-149
Behaviors
Week 12
4/5/10
o Module 12.1: Feeling Really Cool
o Module 12.2: Putting it All Together
Glickman Text, pp.150-157
Week 13
4/12/10
o Module 13.1: Data and Assessment
Glickman Text: pp. 161-180
o
School Report Card Paper Due:
4/14/10
Glickman Text: pp. 323-350
4/14/10: Live Session # 3
Week 14
4/19/10
o Module 14.1: Tasks of Supervision
Week 15
4/26/10
o Final Examination (On-Line)
(April 27, 2010)
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Comprehensive / Online
Online
EDLP 703 – Instructional Supervision
Bibliography
Anderson, Lorin W. & Krathwohl, David R. (2001). A Taxonomy for Learning,
Teaching, and Assessing: A revision of Bloom’s Taxonomy of Educational
Objectives. New York: Longman.
Brookhart, S.M. (2008). How to Give Effective Feedback to Your Students.
Alexandria. VA: Association of Supervision and Curriculum Development.
Covey, Stephen M.R. & Merrill, R.R. (2006) The Speed of Trust. New York; Free
Press.
Duffour, Richard & Eaker, Robert. (1998). Professional Communities that Work:
Best Practices for Enhancing Student Achievement. Alexandria, VA: Association
of Supervision and Curriculum Development.
Fisher, D. & Frey, N. (2007). Checking for Understanding. Alexandria, VA:
Association of Supervision and Curriculum Development.
Friedman, M.I., Harwell, D.H., & Schnepel, K.C. (2006). Effective Instruction: A
Handbook of Evidence-Based Strategies. Columbia, SC: The Institute of
Evidence-Based Decision-Making in Education, Inc.
Glickman, C.D. (2002) Leadership for Learning: How to Help Teachers Succeed.
Alexandria, VA: Association of Supervision and Curriculum Development.
Joyce, B., Weil, M., & Calhoun, E. (2009). Models of Teaching. 8th Edition. New
York: Pearson.
Marzano, Robert J., Pickering, Debra J., & Pollock, Jane E. (2001). Classroom
Instruction That Works. Alexandria, VA: Association of Supervision and
Curriculum Development.
Marzano, Robert J. (2003). What Works in Schools: Translating Research into
Action. Alexandria, VA: Association of Supervision and Curriculum Development.
Marzano, R.J., Waters, T., & McNulty, B.A.(2005). School Leadership that Works:
From Research to Results. Alexandria, VA: Association of Supervision and
Curriculum Development. ISBN: 1-4166-0227-5
Marzano. R.J., (2006). The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. Alexandria, VA: Association of Supervision
and Curriculum Development.
Schlechty, Phillip C. (2002). Working on the Work. San Francisco, CA: JosseBass.
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Schmoker, Mike. (2006). Results Now. Alexandria, VA: Association of
Supervision and Curriculum Development.
Stiggins, Richard J., Arter, Judith A., Chappuis, Jan, & Chappuis, Stephen. (2006).
Classroom Assessment for Student Learning. Princeton, NJ: Educational Testing
Service.
Tomlinson, Carol Ann and McTighe, Jay. (2006). Integrating: Differentiated
Instruction + Understanding by Design. Alexandria, VA: Association of
Supervision and Curriculum Development.
Wiggins, Grant & McTighe, Jay. (2005). Understanding by Design (Expanded 2nd
Edition). Alexandria, VA: Association of Supervision and Curriculum
Development.
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