This course provides a comprehensive study of the responsibilities of the school leader that relate to Supervision. Varied measures of school effectiveness will be studied, including teacher, program, and institutional evaluation. An emphasis on recruitment, selection, and training for retention of personnel will be provided. Expectations include planning for professional development to meet the needs of certificated and non-certificated staff for continuous school/institutional improvement at all levels.
Prerequisite(s) / Corequisite(s):
Teacher Certification in one or more areas
Most current editions of the following:
SuperVision and Instructional Leadership, a Developmental Approach
By Glickman, C, Gordon, S.P., and Ross-Gordon, J.M. (Pearson Publishing Company) Recommended
Students will be able to identify and select appropriate styles of supervision based on adult and teacher levels of development within a school context.
Students will be knowledgeable of varied measures of school effectiveness and will be able to interpret measures most commonly used for school in a selected school setting.
Students will demonstrate ability to supervise instruction and performance and will be able to collegially develop and guide improvement plans.
Students will be able to develop context specific recruitment plans, interviews, and retention plans (including professional development) for varied positions.
Students will be able to identify research based propositions about supervision.
Students will develop and present case studies of certificated and non-certificated personnel which require various developmental levels of school supervision.
Students will develop a school specific case study with data on student achievement, attendance, student suspensions, and student exceptionalities, as well as other relevant school effectiveness data. The student will draw correlations to student and employee retention data, and provide a Professional Development Plan for School improvement.
Students will collaboratively develop structured interviews for varied staff positions, and will then individualize this interview for specific school/institutional context.
Based on the needs of a specific building/institution, students will prepare a detailed plan for recruitment and retention of personnel.
Students will write a comprehensive paper that articulates their learning from this course, and outlines five professional development sessions to enhance personnel performance.
The moral purpose of supervision
School effectiveness studies and connections to the broader community and society
School Community and school organization
Influences on personnel development and Interpersonal relationships
Developmental Supervision and group dynamics
Retention of personnel
Supervision, motivation, commitment, and change.
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical
outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.