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Effective: Late Fall 8-Week, 2017/2018

EDUC 582: Evaluation Of Teaching Effect

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

Prerequisite: Graduate Standing

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Glickman, C., Gordon, S., Ross-Gordon, J. (2014). Supervision and instructional leadership: A developmental approach (9th ed). Boston: Pearson.
    • [ISBN-978-0-13-285213-5]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

This course is designed so that upon completion, you, as a master teacher, can interpret, design, write, and evaluate teachers. To that end, you will produce an authentic, comprehensive evaluation plan, complete with a variety of instruments and the goals necessary to implement the package. Additionally, you will evaluate others’ evaluation packages.


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 Objectives

  • To define the characteristics of effective teachers and teaching
  • To evaluate and apply methods of evaluating teacher effectiveness

Measurable Learning Outcomes

  • Describe characteristics of effective teachers and teaching
  • Differentiate among various methods of evaluating effective teaching
  • Write an instrument for evaluating one’s own or another’s teaching effectiveness
  • Use the instrument developed for evaluating one’s own or another’s teaching effectiveness

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 85 47%
Research Paper 25 14%
Teacher Evaluation Instrument 45 25%
Application of Instrument 15 8%
Evaluating all Instruments 10 6%
Total 180 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 5 Sunday
Discussion 2 5
Discussion 3 5
Discussion 4 5
Week 2
Assignment Points Due
Discussion 5 5 Sunday
Discussion 6 5
Week 3
Assignment Points Due
Discussion 7 5 Sunday
Discussion 8 5
Research Paper 25
Week 4
Assignment Points Due
Discussion 9 5 Sunday
Discussion 10 5
Week 5
Assignment Points Due
Discussion 11 5 Sunday
Discussion 12 5
Discussion 13 0
Week 6
Assignment Points Due
Discussion 14 5 Sunday
Discussion 15 5
Teacher Evaluation Instrument 45
Week 7
Assignment Points Due
Discussion 16 5 Sunday
Discussion 17 5
Discussion 18 0
Applying the Instrument 15
Week 8
Assignment Points Due
Discussion 19 5 Saturday
Discussion 20 10
Total Points 180

Assignment Overview

Discussions

Discussion is the heart of learning for this course.  Therefore, you are expected to thoroughly answer discussion questions, participating in one or two discussion topics per week. Discussion postings should be complete by Sunday of each assigned week.

Research Paper

You will write a research paper containing at least ten sources documenting the history, context, trends, and issues of teacher evaluation, as well as a thorough research-based description of teacher effectiveness. At least one form of teacher evaluation is used as an example of the above, and it is critiqued in light of history, context, trends, and issues.

Teacher Evaluation Instrument

You will develop a formal teacher evaluation instrument that has separate components for formative and summative evaluation of individual teachers, self reflection, and an evaluation of teachers’ program context within which the teacher works.A student achievement component of this instrument is to be included (or not) at the discretion of the developer.The instrument will also contain a mechanism to report all forms of salient data.

Application of the Instrument

You will will use the teacher evaluation instrument to judge the performance of yourself and at least one other teacher. The results will be written as a formal document that might be included in the teacher’s personnel file. Signed permission must accompany the document.

Evaluating all Intruments

You will evaluate all of the teacher evaluation instruments presented in class by students.The evaluation submitted will be a written prioritization of effectiveness.The rubric for this evaluation will be developed collegially, in class. However, the application of the rubric to all the evaluations will be completed individually and results will be written as a formal assignment.

Note: This assignment will be produced collaboratively, as a part of Discussion 20.



Course Outline

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

Week 1: Introduction to Supervision
Readings
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 tasks of instructional supervision. 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
In Chapter 4, the authors assert that effective supervision must provide for both completing tasks and meeting individual and social needs.  Observe and critique how effectively an administrator, supervisor, or teacher leader balances these issues.  Post your written results and responses to the discussion area.
Week 2: Developing Teachers and their Beliefs
Readings
Chapters 4-5
Discussion 5
On the basis of observations of leader : teacher, teacher : teacher, and teacher : student, infer a set of social norms that prevail at a selected school.  Post your norms (please be sure to give us some observation data, as well) 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. Reflection on chapter 5’s open-ended questions about your educational beliefs will help you to build the platform. Post the platform to the discussion area.
Week 3: Interpersonal Skills, part 1
Readings
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.
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.
Research Paper
Submit the research paper to the Dropbox. The paper should synthesize the history, context, trends, and issues of teacher evaluation. The paper should use an evaluation instrument (perhaps the one your school uses for teacher evaluation) to illustrate the synthesized points. You must cite at least 10 sources. It should bring together your research and your personal experience.
Week 4: Interpersonal Skills, part 2
Readings
Chapters 8-9
Discussion 9
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.
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.
Week 5: Interpersonal Skills, part 3
Readings
Chapters 10-11
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.
Discussion 12
Compare and contrast the directive control, the directive informational, the collaborative, and the nondirective approaches. Post your thoughts to the discussion area.
Discussion 13

This topic has been created to address any questions about the development of the Teacher Evaluation Rubric.  Post your thoughts about the instrument you are developing, along with any questions that you need answered.

You may need to read ahead to determine all of the components of the Teacher Evaluation Instrument, including formative and summative evaluation.

Note: Discussion 13 is an un-graded discussion.

Week 6: Technical Skills for Supervision
Readings
Chapters 12-14
Discussion 14
Determine which you believe are the 3 most important components of the Force Field Analysis and Strategic Planning process, respectively. Post your thoughts to the discussion area.
Discussion 15
Research the 3 Minute Walkthrough and compare and contrast it to the other observation tools featured in this chapter. Post your thoughts to the discussion area.
Teacher Evaluation Instrument
Submit Teacher Evaluation Instrument. This project synthesizes many of our class’s discussion items. It also distinguishes between formative and summative evaluations.
Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Supervision Tasks
Readings
Chapters 15-18
Discussion 16
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.
Discussion 17
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.
Discussion 18

This topic has been created to address any questions about the development of using the instrument that you designed for evaluating teacher effectiveness. Remember, you will be evaluating your own performance and that of another teacher. Post any questions that you need answered.

Note: Discussion 18 is a non-graded discussion.

Applying the Instrument
Submit Application of Teacher Evaluation to the dropbox.
Week 8: Wrap-up
Readings
Chapters 19-20
Discussion 19
Propose action research that might be carried out by a small group of teachers who want to research teacher evaluations in their school. Be sure to include the objectives of the research and a brief outline.
Discussion 20

Your mission is to develop an evaluation tool to assess all of the Teacher Evaluation Instruments that you have created.  Please post your Teacher Evaluation Instrument 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

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

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.

Late dropbox assignments will be accepted up to 1 week past the due date for the Dropbox assignment, but a 20% penalty will be imposed.  After 1 week, no late assignments will be accepted.

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 Helpdesk, or the D2L Helpdesk for assistance. 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.


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