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EDA 510 Instructors Guidelines
The following information is provided to assist you in designing coursework that
supplements and enhances the EDA 510 syllabus and which aligns consistently with the
ELLC standards and the NYSTCE assessments that your students must successfully pass
for the SBL and SDL certification.
The Challenge
Our challenge is to prepare our students for success as leaders of the future and
insuring that their aspirations are achievable. We must teach our future leaders the
knowledge, skills, and dispositions that will enable them to successfully lead in an
increasingly complex educational environment where every child has the academic,
social, and emotional capacity to master the life and work related challenges of the
twenty-first century. However, before they get the opportunity to lead, we must insure
that our future leaders successfully complete the required NYSTCE, the first and perhaps
the most important step in achieving certification as a building or district leader.
Our goal is to insure that every student in our program is well prepared to meet
success on the NYSTCE assessments. Another important factor in achieving this goal is
the relationship between our students success in passing these exams and the continued
NCATE accreditation of the St. Rose downstate leadership programs facilitated by CITE.
A college must maintain an 80% passing rate to maintain good standing under the
rigorous NCATE certification process. Failure to maintain this standard can result in loss
of accreditation.
We strongly believe that strong instruction provided by highly qualified
instructors, using a strong curriculum and materials that provide our students with the
necessary theories, methods, and tools to lead successful schools is the best guarantee of
our students’ success on the NYSCTE. By further aligning our work with the ELLC
standards and the NYSCTE frameworks, success on the assessments will be a foregone
conclusion and we will be providing the educational community with highly qualified,
committed leaders that can truly impact student success.
What You Need to Know About the NYSTCE Frameworks:
Overall, the NYSTCE assessments measure student’s theoretical and practical knowledge
and dispositions on the ELLC and ISLLC leadership standards. You can review the test
prep materials at http://www.nystce.nesinc.com/NY_SLA_Preparation.asp. Generally,
the themes pertinent to success on the assessments focus on data informed decisionmaking, visionary leadership, student-centered decision-making, collaboration among all
stakeholders, and the tenets of authentic “learning communities” and organizational
behavior and learning. Put another way, the assessments measure the students knowledge
and abilities to be successful future leaders and to avoid top-down, hierarchal leadership.
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Our challenge, and therefore the emphasis of our instruction, is to provide our students
with the knowledge, skills and dispositions about how successful leadership should work;
not the way it has worked in the past. In a fast-paced, high-stakes testing environment,
creating an environment where all stakeholders participate in and support the shared
vision, everyone shares in the responsibility of making every child successful. Therefore,
the leaders of the 21st century need different skills and dispositions.
Many of our students have not experienced many truly collaborative and effective
leadership environments. In our experience, if students answer test questions based upon
their current reality, they may very well fail the test. The test focuses on what leaders
should know and be able to do to move schools successfully into the 21st century.
Below are several applicable facts about the NYSTCE assessments that all instructors
should know:
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The NYSTCE’s are based on the concepts, skills, and dispositions outlined in the
ELLC standards on which all our coursework should be based. All readings and
class work should align with the concepts, skills, and dispositions outlined in the
ELLC standards, particularly as identified in the course specific guidelines below.
The minimum passing score on each section of the test is 220. We believe that
students have the capacity to successfully challenge the SBL assessment after the
first four (4) classes (EDA 505, 590, 510, and 503). Beginning with Cohort 28,
coursework may be realigned and we feel that students should be able to
successfully challenge the exam after the first three (3) classes (EDA 505, 590,
and 503). EDA 510 will be their fourth class.
Broadly stated, the NYSTCE’s are based upon the tenets of leading authentic
Learning Communities where collaboration, change, transparency, and high
expectations for student achievement are the norm. This paradigm shift causes
the assessment to emphasize leadership as it should be, and by implication,
condemns top-down leadership that is predominant in our present national school
culture.
Students taking the assessments who demonstrate the top-down, authoritarian
leadership and who respond according to their beliefs on the test will fail the
assessment.
The SBL and SDL frameworks are virtually identical but responses shift from the
building perspective to the district perspective. For example, on the SDL exam
there is more about school boards, fiscal accountability, broader view of
stakeholder involvement, etc.
Student success on the assessments is predicated on application of conceptual
content knowledge rather than factual recall.
The NYSTCE assessments are divided into two sections and several sub sections.
There are both multiple choice and extended response questions of varying values
on the assessment. Even the multiple-choice questions may require reading
lengthy passages and data charts.
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The assessments are now given at testing cites throughout the State and the exam
is completely on a computer. Students who are not familiar with technology will
find the time limits on each assessment challenging.
Students can sit for both sections of the test on the same day or they may take one
section in each of two test administrations dates. CITE data indicates that
students who take both sections of the test on the same date do less well on the
afternoon part of the test. We strongly recommend taking Part One on one day
and Part Two on another day.
The NYSTCE assessments follow a component retesting model. If students pass
one out of two sections of the assessment, they only need to re-take the section
they failed.
Student competence in written expression of content knowledge is particularly
important to their success. Parts 1 and 2 of the assessments require 2 Short (150300 word) and 2 long (300-600 word) extended responses. The long responses
are weighted double the short and represent 1/3 of their total score on each part of
the assessment. Please immediately refer any student demonstrating weakness
in this skill specific to “on demand” or other course work to Ilene or Lydia to
participate in our free writing tutorial.
Given this fact, instructors should attempt to model assignments where
practicable in this format.
At the beginning of each course, please review the SBL and SDL Preparation
Guide frameworks, particularly those sections that specifically apply and which
are emphasized in the class you are teaching. The frameworks, based upon the
ELLC standards, apply to every course in our catalog. Please familiarize yourself
with the frameworks and how your course content directly connects within the
frameworks. Explicitly reference those concepts within your course instruction,
in-class assignments and projects.
http://www.nystce.nesinc.com/NY_SLA_Preparation.asp
As prescribed by the NYSED, students are recommended to NYSED and
considered SBL program completers when they have completed the program as
prescribed by the College. However, the students do not receive SBL certification
until they pass Parts 1 and 2 of the NYSTCE assessment.
o In contrast, as prescribed by NYSED, SDL students are not considered
program completers until such time as they pass Parts 1 and 2 of the SDL
assessment.
Based upon our research, students who take both parts of the test tend to do less
well on the second part of the assessment than they do on the first. Fatigue
clearly seems to be a factor. There also appears to be a correlation between
failure rates and students who take both parts in the same day. Therefore students
are encouraged to schedule Part Two on a different day then Part One. Advise
your students to register early if they wish to split the testing as described above.
There are test prep meetings that are provided by CITE free of charge that precede
each administration of the assessment. Tutorial assistance is available to students
who are unsuccessful in their first attempt to pass the assessment.
Please familiarize yourself and remind students of the assessment Study Guide
materials available on line at www.citeeducation-strose.com.
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Course Specific Guidance for EDA 510 Instructors

Overarching Guiding Ideas:
The following Guiding Ideas (GI’s) represent our beliefs about leadership
within the framework of planning, designing, implementing and assessing
curriculum. Guiding ideas, along with the specific learning outcomes, are
provided to instructors to assist them in developing class discussions and
assignments that consistently reinforce these desired behaviors and skills
in our students.
Supervision GI’s
o We believe EDA 510 students should understand and demonstrate that a
well-designed supervision model is essential to teacher success and
student achievement.
o We believe EDA 510 students should understand and demonstrate that a
well-designed supervision model is collaborative, promotes professional
growth and continuous learning, and to teacher success and student
achievement.
o We believe EDA 510 students should understand and demonstrate that
effective supervision reflects best practices and research reflecting current
theory, pedagogy, methods and tools.
o We believe EDA 510 students should understand and demonstrate that
supervision is developmentally appropriate, differentiated and sequential.
o We believe EDA 510 students should understand and demonstrate that
effective supervision is designed and aligned with local vision, mission
and goals as well as State and Federal standards.
o We believe EDA 510 students should demonstrate their understanding that
supervision and evaluation are influenced by culture (political, economic,
social, legal).
o We believe EDA 510 should accept and demonstrate that effective
supervision is not optional.
o We believe EDA 510 students should understand and demonstrate that
supervision should focus on growing the capacity of all faculty and staff to
achieve the vision and mission of their school
 Children with special needs should have access to and be expected
to master the same curriculum as their peers. It is the role of the
teacher to design multiple pathways for achievement and, leaders
are expected to supervise to this ideal.
o We believe EDA 510 students should understand and demonstrate their
understanding that once patterns emerge through supervision, the leader’s
role is to support success through ongoing professional development and
assessment aligned to the curricular expectations and goals.
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o We believe EDA 510 students should understand and demonstrate their
understanding that supervision should align with, support and enhance
curricular expectations and outcomes.
o We believe EDA 510 students must understand and demonstrate that
supervision must be differentiated based upon the needs and abilities of
their teachers as well as the gap between students current ability and their
ability to demonstrate their mastery of curriculum.
o We believe EDA 510 students understand and demonstrate that any
changes or shifts in supervision should engage all stakeholders, be datadriven (using multiple sources), collaboratively designed, implemented
and assessed.
Leadership GI’s
o We believe EDA 510 students should continue to demonstrate their
understanding and response to all supervisory issues and challenges
through the lens of servant leadership that focuses on high standards of
achievement for ALL students.
 Critical issues must not deter leaders from the core mission and
vision held by the community.
o We believe EDA 510 students should continue to demonstrate and refine
the leadership challenges exemplified through the creation of a “no blame,
no shame, no excuses” educational school culture.
 A student’s station in life (poverty, race, ELL, Special Ed., etc),
impacts strategy, not a leader’s expectations for their students
success and the requisite behaviors for supervising staff.
o We believe EDA 510 students should continue to internalize and
demonstrate that leaders lead people, not schools. Leaders are not leaders
unless they have followers. It also follows that supervision is worthless
unless implemented faithfully in an ethical, growth-oriented manner.
o We believe EDA 510 students should continue to develop the emotional
intelligence required to treat all stakeholders with dignity and respect,
particularly in the face of supervisory issues and the uncertainty and
ambiguity they engender.
o We believe EDA 510 students should continue to develop and demonstrate
the capacity to understand and decode their schools culture and norms and
to use this knowledge when planning, designing, and implementing
supervisory designs.
o We believe EDA 510 students should continue to refine and demonstrate
their leadership capacity through the practical use of applicable theories,
methods and tools for leading authentic, collaborative learning
communities within the framework of effective supervision.
 Best practices, research, and data inform all the decisions of
effective leaders.
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o We believe EDA 510 students should continue to develop and demonstrate
the capacity to understand, initiate, and manage supervision within an
ethical, fair and collaborative educational environment.
o We believe EDA 510 students should continue to adopt and demonstrate
the belief that the impossible is always possible when you develop the
capacity within yourself and within those you lead to achieve that which
others have yet to imagine.
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Learner Outcomes: (Reference to the NYS Standard for School Building
Leader follows each outcome. Subarea I refers to Leading the School-wide
Educational Program as referenced on the SBL assessment, Part 2).
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All students will demonstrate an understanding of the historical and philosophical
foundations of supervision. (Subarea I -0001)
All students will demonstrate an understanding of definitions, goals, and values
related to curriculum development. (Subarea I -0001)
All students will demonstrate an understanding of the theories of human development
and learning related to best-practice applications in the school setting. (Subarea I 0001, 0003)
All students will demonstrate an understanding of approaches to curriculum
development and considerations for standard-based, curriculum planning. (Subarea I
– 0002)
All students will demonstrate an understanding of the social and cultural influences
on curriculum and the educational implications for diverse learners. (Subarea I –
0001)
All students will demonstrate an understanding of the different purposes and types of
assessment and the use of assessment results to guide curriculum evaluation. (Subarea
I – 0002)
All students will demonstrate an understanding of essential concepts of effective
professional development. (Subarea I – 0004, 0005)
All students will demonstrate an understanding of the applications of technology into
instruction and assessment. (Subarea I – 0002)
Specific Curriculum and Material Guidance
o Refer to the EDA 510 syllabus for specific guidance re: texts, suggested
projects, materials, and required NCATE projects. See below.
 The NCATE assignment is required of all students and is graded
with a College of St. Rose devised rubric.
 All instructors, in addition to submitting grades on line, must also
complete a rubric-based assessment for each student. You can log
in at:
http://its.strose.edu/Applications/Assessment/login.aspx?ReturnUrl
=%2fApplications%2fAssessment%2fFaculty%2fDefault.aspx
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o Required Texts:
 Glickman, Carl D., Gordon, Stephen P., Gordon, Jovita M.
Supervision of Instructional Leadership, A Developmental
Approach. Eighth Edition (Allyn and Bacon) 2007 Required,
readings are assigned and will be part of the course.
 Bernhardt, V.L. (2004) Data Analysis for Continuous School
Improvement (2nd Edition). Larchmont, N.Y.: Eye on Education.
 Educational Leadership: A Bridge to Improved Practice, 4th ed.,
by Cunningham and Cordiero, a text used in prior classes will be
referenced throughout several courses in the program. For EDA
510, Chapter 7, Successful School Leadership should be assigned
and discussed.
o Recommended/Supplemental Texts:
 National Association of School Principals (2001) Leading
Learning Communities: Standards for What Principals Should
Know and Be Able to Do. Alexandria, VA
 Danielson, C., McGreal, T., (2001) Teacher Evaluation to Enhance
Professional Practice ETS, Princeton, NJ
o EDA 510 coursework and materials focuses predominantly on Part
Two, SubArea 1 (Test Code 101) of the NYSTCE SBL Leadership
Frameworks:
 Subarea 1 (0001-0005): Leading the School-wide Educational
Program
 Points of Emphasis for Part Two: Subareas 1 are:
o 0001 Understand student development and learning;
curriculum planning; supervision of instruction; and
procedures for creating a positive, productive learning
environment
o 0002 Recognize effective instruction and assessment
and procedures for establishing high standards and
expectations for students and staff.
o 0003
Understand effective methods for providing
support to students.
o 0004
Understand effective methods for providing
support to teachers and other staff
o 0005 Understand effective strategies for fostering
ongoing staff development and
 Indicators for all of the above Subareas are defined
SCHOOL
BUILDING
LEADER
ASSESSMENT
FRAMEWORK available on the website indicated below.
 The leadership standards outlined in Part One; Subarea 1 (00010004): Developing, Communication, and Sustaining an
Educational Vision and Subarea 2 (0005-0008) Managing Change,
Making Decisions, and Ensuring Accountability set context for
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Part Two and its’ application should be evident within all
assignments and discussions pertaining to curriculum and
curricular change.
o The NYSCTE Preparation Guide and Assessment Frameworks can be
accessed at:
http://www.nystce.nesinc.com/PDFs/NYELA_PG_SBL_complete.pdf
This gives you information about the design of the assessments and
sample test questions (multiple choice and extended responses) upon
which you can model class activities or assignments
o Remember the overarching Guiding Ideas, be creative and have fun.
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Syllabus
Note: The syllabus provided below allows for instructor generated assignments and
creativity within the framework of our Guiding Ideas and desired Learner Outcomes.
The following pages represent the actual EDA 510
Syllabus framework.
You will note that aspects of the document are in
blue or red print.
Text in blue print is NOT to be changed. This text
remains constant throughout all instructors in the
college.
Text in red print may be changed by the instructor.
Instructors are encouraged to be creative and to
design lessons and assignments that align with the
content and tasks reflected in the NYS Leadership
Assessments.
http://www.nystce.nesinc.com/PDFs/NYELA_PG_
SBL_complete.pdf
To copy and customize the syllabus, select the
entire document, copy it, and paste it into a new
work document. After you have saved the new
document, retain the blue text temporarily, modify
the red text if you wish. When finished, click on
“Select All” in the Edit menu, then change the font
back to black.
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Educational Leadership Program
Center for Integrated Teacher Education
The College of Saint Rose, Albany, NY
EDA 510, Supervision and Teacher Development
Semester:
Instructor:
Contact Info:
I. Course Description
This course is an introduction to educational supervision. Supervision is defined as
the direct assistance provided to teachers to enhance their instruction. Topics include
curriculum development, program evaluation, and staff development. The work is
approached through readings, lecture and group discussions and interaction, action projects,
academic and developmental exercises, case studies and role playing. We will take a
contemporary approach to the topic drawing on supervisory research and practices of
successful and reforming schools. At the same time, traditional content will be reviewed to
provide a historical perspective and a general orientation to the field of supervision.
Additional topics include:
- the function of supervision
- the technical and interpersonal skills required to supervise teacher development
-teacher appraisal
- improving classroom
instruction
- program evaluation
- the development of the school as a site of action inquiry
- clinical supervision and coaching
- group development
- staff development
II. Course Objectives
1.
Use motivational theory to create conditions that motivate staff and
families to achieve the school's vision.
2.
Initiate, manage, and evaluate the change process.
3.
Base curricular decisions on research, applied theory, informed practice, the
recommendations of learned societies, and state and federal policies and mandates:
4.
Align curricular goals with instructional goals and objectives and desired outcomes
when developing scope, sequence, balance, etc.
5.
Develop with others curriculum and instruction appropriate for varied teaching and
learning styles and specific student needs based on gender, ethnicity, culture, social
class and exceptionalities.
6.
Utilize a variety of supervisory models to improve teaching and learning.
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Work with faculty and other stakeholders to identify needs for professional
development, to organize, facilitate, and evaluate professional development programs,
to integrate district and school priorities, to build faculty as resource, and to ensure
that professional development activities focus on improving student outcomes
III. Assessment - Assessment will require student self-evaluation on each of the
objectives. The percent of the final grade derived from each requirement follows:
Assignment #1
Assignments #2,#3,#4
Class Participation
40%
50%
10%
Final grades will be assigned based on the following averages:
100-95 = A; 94-90 = A-; 89-85 = B+, 84-80 = B;79 – 70=C; 69 or less = F
Please note that a grade of “C” does not award course credit and requires repeating the course;
and a grade of “F’’ results in a program dismissal letter from the Dean of the
School of Education
IV. Required Texts
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Glickman, Carl D., Gordon, Stephen P., Gordon, Jovita M. Supervision of
Instructional Leadership, A Developmental Approach. Eighth Edition (Allyn and
Bacon) 2007 Required, readings are assigned and will be part of the course.
Bernhardt, V.L. (2004) Data Analysis for Continuous School Improvement (2nd
Edition). Larchmont, N.Y.: Eye on Education.
Educational Leadership: A Bridge to Improved Practice, 4th ed., by
Cunningham and Cordiero text used in prior classes will be referenced
throughout several courses in the program. For EDA 510, Chapter 7, Successful
School Leadership should be assigned and discussed.
V. Knowledge Objectives :
As a result of this course, students will:
1. Develop an understanding of the roles, relationships and responsibilities of the
educational supervisor.
2. Develop a personal definition of educational supervision including a ranking of
essential associated tasks and be able to provide a rationale for both definition
and rankings.
3. Become familiar with the basic concepts for adult and teacher development and
be able to discuss their implications for supervision.
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4. Clarify what it means to be an "instructional leader." Become familiar with
several models of instructional delivery and be able to cite strengths and
weaknesses and appropriate applications of each. Create a "supervisory platform"
and be able to discuss the rationale for their choices and implications of those
choices.
5. Be able to discuss the elements of curriculum, the what of instruction in terms of
sequence, continuity, scope and balance. Develop a philosophy of format,
sources of curriculum development and levels of teacher involvement designed to
enhance teachers' choice and commitment to curriculum implementation.
6. Become familiar with some of the theories and techniques of evaluation. Learn
purposes, uses and abuses of evaluation in schools.
7. Be aware of several tools and methods in teacher observation and reporting.
8. Be able to describe the concept of "action research" as it applies to schoolbased planning and decision-making.
9. Be aware of the challenges of the change process.
10. Given several models for the supervision of instruction, the student will be able
to describe them in detail and outline the objectives, strengths and weaknesses
of each.
11. Given in-depth presentations and small group discussions relating to
educational problems, the student will be able to analyze and outline possible
courses of action to resolve the problem.
12. Given a problem relating to staff development, the student will be able to make
specific recommendations whereby instructional strategies could be improved.
VI. Requirements:
This course requires participants to process, interact with and formulate their own theories
of supervision which will help in a school or district setting. To take maximum advantage
of the experiences provided, and as a courtesy to the colleagues in the course, students must
be present, punctual and actively participating. Readings, case studies and written and oral
assignments must be completed on time. Grades will be reduced for absences and for
lateness in attendance and assignments. Students who miss one class for reasons other
than hospitalization, immediate family bereavement or religious observance (as
prescribed by law) will be required to complete a course related assignment
(provided by the course instructor or program) approximating 8 hours of work due
prior to course completion; receive a final half grade deduction (ex. A= A-, A- =B+)
that is connected to the Participation component of the established final grade
calculation for each course; and is required to submit all of the assignments due at
the missed class no later than one week after the end of the course. Students who
miss a class must contact CITE.
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VII. Supplemental Material

Performance Now by Knowledge Point Software, 1129 Industrial Ave,
Petaluma, CA 94942 www.knowledgepoint.com

National Association of School Principals (2001) Leading Learning
Communities: Standards for What Principals Should Know and Be Able to
Do. Alexandria, VA

Danielson, C., McGreal, T., (2001) Teacher Evaluation to Enhance
Professional Practice ETS, Princeton, NJ

Sergiovanni, Thomas J. and Starratt, Robert J., Supervision: A Redefinition.
(2007), McGraw Hill Higher Education
VIII. Course Outline and reading assignments from Glickman and Bernhardt
Class :Date
#1 :
Topic
Introduction: Course Structure and
Requirements
Assignment Due
Text: Chapters 1, 2, 3
(Glickman); Chapters
1, 2 (Bernhardt)
Schools: Problems and Promise
Data Analysis for School Improvement
#2:
Adult Development; Teaching and
Supervision
Text: Chapters 4, 5
(Glickman);
Evaluation Skills within the Context of
School Processes and Action Research
Text: Chapters 15, 19,
20 (Glickman);
Chapters 3, 7, 8
(Bernhardt);
Assignment #2 due
Supervisory Behavior; Developmental
Supervision
Text: Chapters 6, 7, 12
(Glickman);
Assignment #3 due
Planning and Observing Skills
Text: Chapters 13, 14,
16 (Glickman);
Working with Faculty Groups; Staff
Development
Text: Chapters 17, 18
(Glickman);
Assignment #4 due
#3:
#4 :
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Direct Assistance to Teachers
Text: Chapter 9
(Bernhardt);
#5:
Putting It All Together: The Crucial Role of
Leadership
Text: Chapters 3, 4, 6,
7, 8, 9 (Bernhardt)
Group Presentations
IX. COURSE ASSIGNMENTS:
1. SBL Assessment 3B, Clinical Observation Report, EDA 510
ELCC Standards 2.3, 2.4 The observation is to be undertaken with permission of
the teacher and building administration. This assignment is due the last class
(40%).
Overview
The purpose of this assignment is to synthesize course content, readings, prior
relevant assignments and to evidence competencies related to applying best practices to
student learning and designing comprehensive professional growth plans in a practical
application. The core assignment for the candidate is the completion of a clinical
observation report including a pre- and post-observation conference. The clinical
observation report assignment is preceded by an informal teacher observation
assignment.
Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a positive
school culture, providing an effective instructional program, applying best practice to
student learning, and designing comprehensive professional growth plans for staff. The
assignment is the cornerstone of the candidates’ work for the required course in
supervision. Clinical supervision is defined as direct assistance provided to teachers to
improve instruction and student learning. The work is approached through readings,
lecture, and group discussion and interaction, action research projects, academic and
developmental exercises, case studies, and role playing. Through this multi-perspective
approach candidates have an understanding of the function of supervision, the technical
and interpersonal skills required to facilitate teacher development, teacher appraisal, and
improving classroom instruction, staff development, group processes, and the
development of the school as a site of action inquiry.
Collaboratively, candidates develop a deeper understanding of the roles,
relationships, and responsibilities of the educational supervisor; develop deeper clarity as
to the nature of instructional leadership and further apply methods and tools in teacher
observation and reporting from the readings. As a follow-up activity, the candidates
participate in a “practitioners’ circle” consisting of an informal presentation of the
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clinical observation and collegial feedback from their peers. The practitioners’ circle also
demonstrates a model that candidates might apply in future practice.
SBL Assessment #3B, Clinical Observation Report Details
Assessment 5, the Clinical Observation Report has 5 components that are summarized
in a 10-12 page report. Evaluation of the candidate is based on the written report.
1. Arrange to observe a teacher lesson using the clinical supervision model as
described in Glickman’s (2004) text on supervision. This is a formative evaluation
model designed to provide direct assistance to the teacher in order to improve
instruction and learning outcomes.
2. Pre-conference
During a pre-conference the teacher and the supervisor(candidate) collaboratively
determine the purpose and focus of the observation. During the pre-conference the
intended student learning outcomes for the lesson and focused area(s) of
instructional practice should be identifies. The format and methodology of the
observation should be discussed during the pre-conference and both the
observation and the post-conference should be scheduled.
3. Observation of the lesson
When conducting the lesson observation, the candidate should develop a general
description of the observed lesson and collect observation data. Observation data
might be collected using one or a combination of the following methodologies:
categorical frequencies, performance indicators, visual diagramming, space
utilization, verbatim, detached open-ended narratives, participant observation,
focused questionnaire, and tailored observation systems. The candidate should
provide a rationale for the data collection methodology utilized specifically for
this observation along with a general description of the lesson and a summary of
the data collected.
4. Observation analysis/interpretation
The candidate will provide an analysis of the observation data and indicate
findings interpreted from the analysis in terms of best practices for student
learning, i.e. instructional strengths and areas in need of improvement. The
candidate should then determine the appropriate research-based strategies to
recommend to the teacher for improving student achievement and include
references to support these decisions. The candidate should also determine and
provide a rationale, based on human development theory, which interpersonal
approach, i.e. directive control, directive informational, collaboration or nondirective will be used in the post-conference.
5. Post-conference and critique
Describe the post-conference discussion including discussion of observation data,
analysis, interpretation and teacher feedback. The post-conference summary
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should provide evidence of the ability to collaboratively develop, based on the
observation and adult learning strategies, a professional growth plan designed
from research on student learning for the teacher. The post-conference should
allow for the critique of the clinical supervisory process through collaborative
reflection and the candidate should indicate recommendations for improving the
process.
Clinical Observation Report:Assessmet #3B
Standard 2: Candidates who complete the program are educational leaders who have
the knowledge and ability to promote the success of all students by promoting a positive
school culture, providing an effective instructional program, applying best practice to
student learning, and designing comprehensive professional growth plans for staff.
NCATE
Standard 2
2.3 Apply best
practice
to
student
learning
Distinguished
3
Candidate is
highly effective
in assisting
school
personnel in
understanding
and applying
best practices
for student
learning as
evidenced by
the
recommended
instructional
strategies and
their strong
alignment with
the instructional
situation.
Supports are in
place to
facilitate
successful
implementation.
2.3 Apply best Candidate
practice
to maximizes the
student
use of
learning
appropriate
research
strategies and
Proficient
2
Candidate is able
to assist school
personnel in
understanding and
applying best
practices for
student learning.
Recommended
strategies are
appropriate and
align with
instructional
situation.
Novice
1
Candidate
minimally
able to assist
school
personnel in
understanding
and applying
best practices
for student
learning.
Suggestions
for
improvement
are generic
but related to
the
instructional
situation.
Unsatisfactory Score
0
Candidate is
unable to
assist school
personnel in
understanding
and applying
best practices
for student
learning.
Candidate is able
to use appropriate
research
strategies and
human
development
Candidate is
minimally
able to use
appropriate
research
strategies and
Candidate is
unable to use
appropriate
research
strategies and
human
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3/9/2016
human
development
theories to
promote an
environment for
improved
student
achievement.
Strong rationale
is provided
throughout the
written report.
theories to
promote an
environment for
improved student
achievement.
Adequate
evidence is
provided to
support
recommendations.
2.4 Design
comprehensive
professional
growth plans
Candidate is
able to develop
and implement
highly effective
personal
professional
growth plans
through the use
of observations,
collaborative
reflections,
adult learning
strategies.
Professional
growth plan is
targeted,
sustainable and
well defined.
Candidate is able
to develop and
implement
personal
professional
growth plans
through the use of
observation,
collaborative
reflections, and
adult learning
strategies. Plan is
defined but may
not have all
supports
necessary to be
sustained.
2.4 Design
comprehensive
professional
growth plans
Candidate is
able to design a
professional
growth plan
that is based on
reflective
practice and is
strongly aligned
with school
vision and goals.
Candidate is able
to
design
a
professional
growth plan that is
based
on
reflective practice
and is generally
aligned
with
school vision and
goals
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human
development
theories to
promote an
environment
for improved
student
achievement.
Limited use of
research
strategies
and/or human
development
theory.
Candidate is
minimally
able to
develop and
implement
personal
professional
growth plans.
Professional
growth plan is
adequate but
does not
reflect
extensive use
of
observations,
collaborative
reflections
and adult
learning
strategies.
Candidate is
able to design
a professional
growth plan
that
demonstrates
some
reflective
practice but
may not be
aligned with
school vision
and goals
development
theories to
promote an
environment
for improved
student
achievement.
Candidate is
unable to
develop and
implement
personal
professional
growth plans.
Candidate is
unable
to
design
a
professional
growth plan
that is based
on reflective
practice nor is
it aligned with
school vision
and goals.
Work In Progress
Comments Welcome
3/9/2016
2.4 Design
comprehensive
professional
growth plans
Candidate is
able to develop
and implement
professional
growth plans
that reflect a
strong
commitment to
life-long
learning.
Candidate is able
to develop and
implement
professional
growth plan
reflecting some
commitment to
life-long learning.
Written
Summary
Candidate
provides a
detailed
summary of the
clinical
observation
process and
clearly
articulates all
required
elements of the
summary paper.
Candidate
provides a
summary of the
clinical
observation
process and
clearly articulates
most of the
required elements
of the summary
paper. All required
elements are
included
Average Rubric
Score
3.0-2.7 =
Distinguished
2.6-2.0 =
Proficient
Candidate is
able to
develop and
implement
professional
growth plan ,
but plan
reflects
limited
commitment
to life-long
learning.
Candidate
provides a
limited
summary of
the clinical
observation
process and
includes all
required
elements of
the summary
paper.
Discussion of
elements may
be limited in
scope.
1.9-1.0 –
Novice
Candidate is
unable to
develop and
implement
professional
growth plan
that reflects a
strong
commitment
to life-long
learning.
Candidate is
unable to
provide a
summary of
the clinical
observation
process or
fails to include
all required
elements.
.9<=
Unsatisfactory
2. The second assignment is to acquire the school report card for a school in New York
State from the Internet. The URL address of the state education department is
www.nysed.gov. This information shall be acquired by the second class. You shall need
a hand calculator for that session. (15%)
15
Demonstrates understanding of
topic
school report card and applies new
understandings regarding topic
8
Demonstrates limited understandings/
2
Info. obtained not related to
of topic. Unable to calculate PI
comprehend the issues
or school report card
3. The third assignment is to acquire one school related resource from the internet.
Prepare a one-page review of the material. This is to be turned in by the third class. Be
prepared to present an overview of the material to the class. (15%)
Content (10 pts)
5
3
1
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3/9/2016
Clear definition of resource
Resource was somewhat explained
Resource was not clear
5
Variety of applications
offered
3
Limited thought to application
1
No application included
3
Computer structure was apparent,
1
Computer address is
some errors in mechanics or URL
by lack of computer URL
Format (5 pts)
5
Clearly written, well organized,
challenged
no errors in APA or URL
address
4. The fourth assignment is an Oral report: Each person shall be assigned to a committee
which shall report out it’s findings on the following: (20%)
a. Lesson plans
b. Observation check list
c. End of the year evaluation
d. Staff development
e. Interviewing and hiring staff
Content
10
6
Topic is well developed
Topic is developed
All components are included Major components are
Format is clear, coherent,
included.
and well organized
Format is organized
Presentation
10
Stays within assigned time
Organization is clear &
Sequential
4
Topic is partially developed
Some components included
Format is difficult to follow
5
1
Topic is vague or
inappropriate
Plan is incomplete
1
Over/under assigned time
Organization is confused
some language flaws.
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Over/under assigned time
Poorly organized
Oral has too many ah’s etc
Work In Progress
Comments Welcome
3/9/2016
5. Attendance and Participation (10%)
Evaluation rubric
10
Always on time, never absent
5
Late for sessions two or more times
1
Absent from one
class.
engaged in discussions
partially engaged in discussions.
rarely engaged in
discussions
CONFIDENTIALITY
A purpose of College of St. Rose courses, in addition to teaching specific subject matter,
is to improve each student's communication skills. Accordingly, each student's writing
and comments, within assignments, class exercises, comprehensive projects, oral
presentations, etc. shall reflect the highest level of professional excellence. To meet this
requirement, the student should treat all of their written work as if it were presented in the
public forum on behalf of his/her school administrator. There are many times when the
sharing of information about our schools and district are informative and educational.
This adds to learning by integrating "real-life" experiences from course colleagues into
the topics under discussion. There may be times, however, when you should leave out
specific identifying information that would disclose your employer, work colleagues,
students or sensitive work occurrences in current or former schools and districts. It is
imperative that we treat any specific examples that are given by our colleagues and
classmates with the utmost appropriate care and concern for privacy. Lastly, classmates
are not to share any information that is protected by confidentiality laws or where sharing
the data is or may be otherwise prohibited.
New York State Competencies to be covered
4. Communicate and work effectively with parents, staff, students, community leaders, and other
community members from diverse backgrounds, providing clear, accurate written and spoken
information that publicizes the school's goals, expectations, and performance results, and
builds support for improving student achievement.
5. Lead comprehensive, long-range planning informed by multiple data
sources, to determine the present state of the school, identify root causes of
problems, propose solutions, and validate improvements with regard to
all aspects of the school
6. Effect any needed educational change through ethical decision-making based
upon factual analysis, even in the face of opposition
7.
Establish accountability systems for achieving educational goals and objectives.
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8. Set a standard for ethical behavior by example, encouraging initiative,
innovation, collaboration, mutual respect, and a strong work ethic.
9. Develop staff capability for addressing student learning needs by effective
supervision and evaluation of teachers, by effective staff assignments, support,
and mentoring, and by providing staff with opportunities for continuous
professional development
Americans with Disabilities Act
If you have a physical, psychological, medical or learning disability that may impact on
your ability to carry out assigned course work, it is urged that you contact CITE/College
of St. Rose as soon as possible so that they can review your concerns and determine what
accommodations are necessary and appropriate. All information and documentation of
disabilities are confidential.
CONFIDENTIALITY
A purpose of College of St. Rose courses, in addition to teaching specific subject matter, is to
improve each student's communication skills. Accordingly, each student's writing and
comments, within assignments, class exercises, comprehensive projects, oral presentations,
etc. shall reflect the highest level of professional excellence. To meet this requirement, the
student should treat all of their written work as if it were presented in the public forum on
behalf of his/her school administrator. There are many times when the sharing of information
about our schools and district are informative and educational. This adds to learning by
integrating "real-life" experiences from course colleagues into the topics under discussion.
There may be times, however, when you should leave out specific identifying information
that would disclose your employer, work colleagues, students or sensitive work occurrences
in current or former schools and districts. It is imperative that we treat any specific examples
that are given by our colleagues and classmates with the utmost appropriate care and concern for
privacy. Lastly, classmates are not to share any information that is protected by confidentiality
laws or where sharing the data is or may be otherwise prohibited.
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Work In Progress
Comments Welcome
3/9/2016
The New York State Essential Knowledge and Skills for
Effective School Leadership include:
1.
Leaders know and understand what it means and what it takes to be a leader.
Leadership is the act of identifying important goals and then motivating and enabling others
to devote themselves and all necessary resources to achievement. It includes summoning
one's self and others to learn and adapt to the new situation represented by the goal.
2.
Leaders have a vision for schools that they constantly share and promote.
Leaders have a vision of the ideal, can articulate this vision to any audience, and work
diligently to make it a reality. Leaders also know how to build upon and sustain a vision that
preceded them.
3.
Leaders communicate clearly and effectively.
Leaders possess effective writing and presentation skills. They express themselves clearly, and are
confident and capable of responding to the hard questions in a public forum. They are also direct and
precise questioners, always seeking understanding.
4.
Leaders collaborate and cooperate with others.
Leaders communicate high expectations and provide accurate information to foster understanding and
to maintain trust and confidence. Leaders reach out to others for support and assistance, build
partnerships, secure resources, and share credit for success and accomplishments. School leaders
manage change through effective relationships with school boards.
5.
Leaders persevere and take the "long view.”
Leaders build institutions that endure. They "stay the course," maintain focus, anticipate and work to
overcome resistance. They create capacity within the organization to achieve and sustain its vision.
6. Leaders support, develop and nurture staff.
Leaders set a standard for ethical behavior. They seek diverse perspectives and alternative points-of
view. They encourage initiative, innovation, collaboration, and a strong work ethic. Leaders expect and
provide opportunities for staff to engage in continuous personal and professional growth. They
recognize individual talents and assign responsibility and authority for specific tasks. Leaders
celebrate accomplishments. They identify recruit, mentor, and promote potential leaders.
.
7. Leaders hold themselves and others responsible and accountable.
Leaders demonstrate and adhere to comprehensive planning that improves the organization. They use
data to determine the present state of the organization, identify root cause problems, propose solutions,
and validate accomplishments. Leaders respect responsibility and accountability and manage
resources effectively and efficiently. They require staff to establish and meet clear indicators of success.
Leaders in education also know and understand good pedagogy and effective classroom practices and
support sustained professional development. They recognize the importance of learning standards and
significance of assessments.
8.
Leaders never stop learning and honing their skills
Leaders are introspective and reflective. Leaders ask questions and seek answers. Leaders in education
are familiar with current research and best practice, not only in education, but also in other related
fields. They maintain a personal plan for self-improvement and continuous learning, and balance their
professional and personal lives, making time for other interests.
9.
Leaders have the courage to take informed risks.
Leaders demonstrate informed, planned change and recognize that everyone may not support change.
Leaders work to win support and are willing to take action in support of their vision even in the face of
opposition.
.
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Work In Progress
Comments Welcome
3/9/2016
ELCC Standards
ELCC I.
Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of all
students by facilitating the development, articulation, implementation,
and stewardship of a school or district vision of learning supported by
the school community .
1.1 Develop A Vision
1.2 Articulate a Vision
1.3 Implement A Vision
1.4 Steward a Vision
1.5 Promote Community Involvement
ELCC II.
Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of all
students by promoting a positive school culture, providing an effective
instructional program, applying best practice to student learning, and
designing comprehensive professional growth plans for staff
2.1 Promote Positive School Culture
2.2 Provide Effective Instructional Program
2.3 Apply Best Practice to Student Learning
2.4 Design Comprehensive Professional Growth Plans
Knowledge
and Skills
2 and 8
Conceptual Framework
Standards: 1, 2, 3, 4, 6,
and 8
ELCC III. Candidates who complete the program are educational
Knowledge
and Skills
1 and 7
leaders who have the knowledge and ability to promote the success of all
students by managing the organization, operations, and resources in a
way that promotes a
safe, efficient, and effective learning environment
3.1 Manage the Organization
3.2 Manage Operations
3.3 Manage Resources
ELCC IV.
Candidates who complete the program: are educational
leaders who have the knowledge and ability to promote the success of all
students
by collaborating with families and other community members,
responding to diverse community interests and needs, and mobilizing
community resources
4.1 Collaborate with Families and other Community Members
4.2 Respond to Community Interests and Needs
4.3 Mobilize Community Resources
Knowledge
and Skills
6, 7, and 8
Conceptual Framework
Standards: 5, 6, and 7
Knowledge
and Skills
3 and 4
ELCC V.
Conceptual Framework
Standards: 5
Knowledge
and Skills
6, 7, and 8
ELCC VI.
Conceptual Framework
Standards: 5
Knowledge
and Skills
1, 5 and 9
Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of all
students by acting with integrity, fairly, and in an ethical manner
5.1 Acts with Integrity
5.2 Acts Fairly
5.3 Acts Ethically
Candidates who complete the program are educational
leaders who have the knowledge and ability to promote the success of all
students by understanding, responding to and influencing the larger
political, social, economic, legal, and cultural context
6.1 Understand the Larger Context
6.2 Respond to the Larger Context
6.3 Influence the Larger Context
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