Effective: Late Fall 8-Week, 2018/2019

EDUC 582: Evaluation Of Teaching Effect

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  Course Description

The study of methods, models and materials which can be used to analyze teaching effectiveness. Variables studied include: input and output measures as standards; the relationship between goals and measurements; criterion, norm and self-referencing; intended use formative or summative; sources-peer, supervisor, self and client; personal or mediated; formal or informal; systematic or random; planned or spontaneous.

Prerequisite: Graduate standing; full MAT or M.Ed. status.

Proctored Exams: None



  Textbooks

As part of TruitionSM, students will receive their course materials automatically as described below.

Required

  •  Glickman, C., Gordon, S., Ross-Gordon, J. (2017). Supervision and instructional leadership: A developmental approach (10th ed). Boston: Pearson.  eText

Bookstore Information

Ed Map is Columbia College’s bookstore for Online, Nationwide, and Evening students.

eText Information

If a course uses an eText, (see Textbook information above) the book will be available directly in Desire2Learn (D2L) and through the VitalSource eText reader the Friday before the session begins, if registered for courses prior to that date.  Students will have a VitalSource account created for them using their CougarMail email address. Upon first login to VitalSource, students may need to verify their account and update their VitalSource password.  More information about how to use the VitalSource platform, including offline access to eTexts, can be found in D2L.  Students that would like to order an optional loose-leaf print-on-demand copy of eligible eTexts can do so through the Ed Map storefront at an additional cost.  Once orders are placed, it can take approximately five to seven business days for students to receive their print-on-demand books.

Physical Course Materials Information

Students enrolled in courses that require physical materials will receive these materials automatically at the address on file with Columbia College.  Delivery date of physical materials is dependent on registration date and shipping location.  Please refer to confirmation emails sent from Ed Map for more details on shipping status.

Returns: Students who drop a course with physical course materials will be responsible for returning those items to Ed Map within 30 days of receipt of the order.  More specific information on how to do so will be included in the package received from Ed Map.  See here for Ed Map's return policy. Failure to return physical items from a dropped course will result in a charge to the student account for all unreturned items.

Note: Students who opt-out of having their books provided as part of TruitionSM are responsible for purchasing their own course materials.

  Course Overview

Many ask, “Why do I need to know about teacher evaluation? Isn’t that the principal’s job?” In order for the evaluation process to be successful, collaboration between the supervisor and the evaluatee must be reached. To achieve that all-important goal, this course will establish knowledge about teacher evaluation through a research paper and class discussions. This knowledge will be applied when the course participants develop their own teacher evaluation package. Another level of application of knowledge about teacher evaluation occurs when the developed evaluation package is actually used to evaluate another’s and one’s own instruction.

  Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.

  Course Learning Outcomes

  1. Models what it means to be an educated person—they read, question, and create, and are willing to try new things. (4.1)
  2. Critically examines their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice. (4.3)
  3. Collaborates with others to improve student learning. (5.1)
  4. Works with other professionals on instructional policy, curriculum development, and staff development. (5.3)

  Grading

Grading Scale

Grade Points Percent
A 162-180 90-100%
B 144-161 80-89%
C 126-143 70-79%
F 0-125 0-69%

Grade Weights

Assignment Category Points Percent
Discussions (18) 95 53%
Research Paper (1) 25 14%
Teacher Evaluation Package (1) 45 25%
Application of the Evaluation Package (1) 15 8%
Total 180 100%

  Schedule of Due Dates

Week 1

Assignment Points Due
Discussion 1 5 Wednesday/Sunday
Discussion 2 5
Discussion 3 5
Discussion 4 5

Week 2

Assignment Points Due
Discussion 5 5 Wednesday/Sunday
Discussion 6 5

Week 3

Assignment Points Due
Discussion 7 5 Wednesday/Sunday
Discussion 8 5
Research Paper 25 Sunday

Week 4

Assignment Points Due
Discussion 9 5 Wednesday/Sunday
Discussion 10 5

Week 5

Assignment Points Due
Discussion 11 5 Wednesday/Sunday
Discussion 12 5

Week 6

Assignment Points Due
Discussion 13 5 Wednesday/Sunday
Discussion 14 5
Teacher Evaluation Package 45 Sunday

Week 7

Assignment Points Due
Discussion 15 5 Wednesday/Sunday
Discussion 16 5
Application of Teacher Evaluation Package 15 Sunday

Week 8

Assignment Points Due
Discussion 17 5 Wednesday/Saturday
Discussion 18 10
Total Points: 180

  Assignment Overview

Discussions

Students are expected to post each week to every discussion.  Initial posts to each discussion are due by 11:59 pm CT on Wednesday of each week, and two responses to peers, are due by 11:59 pm CT on Sunday of each week, except for Week 8, when responses are due by Saturday. Discussion posts should demonstrate synthesis of experience, new information, relevant information from the text, and others’ points of view. Discussion posts should include at least one relevant text reference. Students are expected to read all posts in all discussions each week. Discussions 1-17 are worth 5 points each; Discussion 18 is worth 10 points.

Research Paper

You will write a research paper that seamlessly synthesizes the history, context, trends, and issues of teacher evaluation. The paper should include at least one commonly recognized form of teacher evaluation as an illustration of the aspects of teacher evaluation noted above. Ten quality sources should be appropriately referenced in the paper. APA formatting required for style, spacing, font, and margins. The Research Paper is due by 11:59 pm Sunday of Week 3. Research paper is worth 25 points.

Teacher Evaluation Package

You will create a teacher evaluation package that features formative and summative assessments, incorporates student achievement data as a part of the process, and devises a way to evaluate the team or program (the group of teachers with whom you partner). All of these facets of teacher evaluation are to emanate from a goal-setting process, which includes self-reflection.

Your evaluation package should use APA formatting for style, spacing, font, and margins. Your final evaluation package is due by 11:59 pm Sunday of Week 6 and is worth 45 points.

Application of Teacher Evaluation Package

Using as many as the components that can be reasonably accomplished, you will evaluate yourself and another teacher utilizing the Teacher Evaluation Package you created. Afterwards, you will complete a synthesis of this procedure, including what worked and what did not.

For this assignment, APA formatting is required for style, spacing, font, and margins. Your application assignment is due by 11:59 pm Sunday of Week 7 and is worth 15 points.

  Course Outline

Click on each week to view details about the activities scheduled for that week.

Readings
SuperVision and Instructional Leadership: A Developmental Approach - Chapters 1-3
Discussion 1
Introduce yourself and be sure to include your current job position, and any personal information that you are willing to share to help us know you better. Skim the text Supervision and Instructional Leadership and post the experiences that you have had with teacher evaluation.
Discussion 2
In Chapter 1, the authors list five elements of instructional supervision in the collegial school. Rank these tasks according to what you believe are their order of importance. Include a rationale for your prioritization. Post your list and rationale and responses to the discussion area.
Discussion 3
Develop an autobiographical synopsis, in which you discuss your experiences with the daily routine, psychological encounters, and isolation you have encountered as a teacher or observed as a visitor in a school. Post your synopsis and responses to the discussion area. 
Discussion 4
Reflect on a need at your school (or one that you’re familiar with). Think about how external partners would help the school meet this need. In this post, include the need, describe the goal of the partners, who the partners would be, what their contributions might look like, and the benefits for all involved. Also, tell what the structure of the partnership might look like. After describing your partnership, respond to others’ ideas.
Readings
SuperVision and Instructional Leadership: A Developmental Approach - Chapters 4-5
Discussion 5
What are the key elements of adult (teacher) development in schools? How do these compare and contrast to student learning? Post your reflection and your responses to your classmates to the discussion area.
Discussion 6
Develop your own educational platform. Your platform need not exclusively reflect any of the 3 major philosophies discussed in this chapter. Also, reflect on Chapter 5’s open-ended questions about how your educational beliefs will help you to build the platform. Post the platform and your responses to your classmates to the discussion area.
Research Paper Discussion (Optional)

This optional discussion can be used to answer any questions you have about the research paper assignment.

Readings
SuperVision and Instructional Leadership: A Developmental Approach - Chapters 6-7
Discussion 7
Prepare a Johari Window for yourself as teacher, pages 104-106. Ask other teachers to help you complete windowpanes 2 and 4, if necessary. Post as much of Johari Window that you’re willing to share to the discussion area and respond to at least two students.
Discussion 8
Write an imaginary dialogue between a supervisor and a teacher during a conference in which the supervisor successfully utilizes a directive control approach, including examples of the 8 behaviors discussed in chapter 7. Post the dialog to the discussion area and then reflect on the dialog of at least two other classmates.
Research Paper

Write a research paper that seamlessly synthesizes the history, context, trends, and issues of teacher evaluation. The paper should include at least one commonly recognized form of teacher evaluation as an illustration of the aspects of teacher evaluation noted above. Ten quality sources should be appropriately referenced in the paper. APA formatting required for style, spacing, font, and margins. The Research Paper is due by 11:59 pm Sunday of Week 3 and is worth 25 points.

Readings
SuperVision and Instructional Leadership: A Developmental Approach - Chapters 8-9
Discussion 9
Using the required steps from the book, write an imaginary dialogue between a supervisor and a teacher during a conference in which the supervisor successfully utilizes a directive informational approach, including examples of the 10 behaviors discussed in chapter 8. Post the dialogue to the discussion area, following the online discussion rubric.
Discussion 10
Write an imaginary dialogue between a supervisor and a teacher during a conference in which the supervisor successfully utilizes a collaborative approach, including examples of the 10 behaviors discussed in chapter 9. Post the dialogue to the discussion area, following the online discussion rubric. 
Readings
  • SuperVision and Instructional Leadership: A Developmental Approach - Chapters 10-11
  • Brewster, C., Railsback, J. (2003). Building Trusting Relationships for School Improvement: Implications for Principals and Teachers. (Found in Content Area)
Discussion 11
Write an imaginary dialogue between a supervisor and a teacher during a conference in which the supervisor successfully utilizes a nondirective approach, including examples of the 10 behaviors discussed in chapter 10. Post the dialogue to the discussion area, following the online discussion rubric.
Discussion 12
Compare and contrast the directive control, directive informational, collaborative, and non-directive approaches by reflecting on your own practice. Analyze a time in which you implemented each of these approaches. Post the dialogue to the discussion area, following the online discussion rubric. 
Teacher Evaluation Package Discussion (Optional)

This optional discussion can be used to answer any questions you have about the teacher evaluation package.

Readings

SuperVision and Instructional Leadership: A Developmental Approach - Chapters 12-14

Discussion 13
Determine which you believe are the 3 most important components of the Force Field Analysis and the new considerations for people-centered planning, respectively. Post your thoughts to the discussion area, following the online discussion rubric.
Discussion 14
Research the 3 Minute Walkthrough and compare and contrast it to the other observation tools featured in this week’s readings. Then, convince your classmates which tool should be used in teacher evaluation.
Teacher Evaluation Package

Create a teacher evaluation package that features formative and summative assessments, incorporates student achievement data as a part of the process, and devises a way to evaluate the team or program (the group of teachers with whom you partner). All of these facets of teacher evaluation are to emanate from a goal-setting process, which includes self-reflection. APA formatting is required for style, spacing, font, and margins. The Evaluation Package is due by 11:59 pm Sunday of Week 6. Teacher evaluation package is worth 45 points.

Application of the Teacher Evaluation Package Discussion (Optional)

This optional discussion can be used to answer any questions you have about the application of the teacher evaluation package.

Readings

SuperVision and Instructional Leadership: A Developmental Approach - Chapters 15-18

Discussion 15
Interview a supervisor who follows the clinical model (or most of it) in supervision of teachers on the practical advantages and disadvantages of clinical supervision. Post your report to the discussion area, following the online discussion rubric.
Discussion 16
Assume you are the leader of a group that is generally functioning well but contains a blocker and a recognition seeker, each of whom is reducing the effectiveness of the group. Write how you would deal with each of these group members to eliminate or reduce their dysfunctional behaviors. Post your thoughts to the discussion area, following the online discussion rubric.
Application of Teacher Evaluation Package

Using as many as the components that can be reasonably accomplished, you will evaluate yourself and another teacher utilizing the Teacher Evaluation Package you created. Afterwards, you will complete a synthesis of this procedure, including what worked and what did not. APA formatting is required for style, spacing, font, and margins. The application assignment is due by 11:59 pm Sunday of Week 7. Implementation of teacher evaluation package is worth 15 points.

Readings

SuperVision and Instructional Leadership: A Developmental Approach - Chapters 19-20

Discussion 17
Propose action research that might be carried out by a small group of teachers who want to improve instruction, and by extension, teacher evaluation. You may need to do outside research to come up with your proposal. Be sure to include the objectives of the research and a brief outline.
Discussion 18
Your mission is to develop an evaluation tool to assess the Teacher Evaluation Package that you have created. Please post your Teacher Evaluation Package to the discussion area. Do not evaluate individual instruments. Rather, propose and refine an acceptable comprehensive evaluation instrument by posting your thoughts and responding to your classmates'. Note: This discussion/assignment is worth 10 points.

  Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism and Academic Integrity

Academic integrity is a cumulative process that begins with the first college learning opportunity. Students are responsible for knowing the Academic Integrity policy and procedures and may not use ignorance of either as an excuse for academic misconduct. Columbia College recognizes that the vast majority of students at Columbia College maintain high ethical academic standards; however, failure to abide by the prohibitions listed herein is considered academic misconduct and may result in disciplinary action, a failing grade on the assignment, and/or a grade of "F" for the course.

Additionally, all required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late discussion posts will be accepted.

Assignments are due by Sunday, 11:59 p.m. in the week specified, except in Week 8, when assignments are due on Saturday. Assignments will not be accepted after the due date; however, it is recognized that, on rare occasions, extenuating circumstances prohibit the completion of expectations. In this event, email the instructor prior to the assignment deadline.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.

  Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Technology Solutions Center, or the D2L Helpdesk for assistance.  If you have questions about the Ed Map storefront, please contact the Columbia College Technology Solutions Center.  If you have technical problems with the VitalSource eText reader, please contact VitalSource.  Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.