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Effective: Early Spring 8-Week 2017/2018

EDUC 587: Supervision

Course Description

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: Teacher Certification in one or more areas

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Glickman, C., Gordon, S.P., and Ross-Gordon, J.M.. (2018). SuperVision and Instructional Leadership: A Developmental Approach (10th). Pearson.
    • [ISBN-9780134449890]

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

•    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
•    Recruitment
•    Retention of personnel
•    Supervision, motivation, commitment, and change





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 identify and select appropriate styles of supervision based on adult and teacher levels of development within a school context.
  • To be knowledgeable of varied measures of school effectiveness and able to interpret measures most commonly used for school in a selected school setting.
  • To supervise instruction and performance and collegially develop and guide improvement plans.
  • To develop context specific recruitment plans, interviews, and retention plans (including professional development) for varied positions.
  • To identify research based propositions about supervision.

Measurable Learning Outcomes

  • Develop and present case studies of certificated and non-certificated personnel which require various developmental levels of school supervision.
  • 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.
  • Collaboratively develop structured interviews for varied staff positions, and then individualize this interview for specific school/institutional context.
  • Based on the needs of a specific building/institution, students prepare a detailed plan for recruitment and retention of personnel.
  • Students write a comprehensive paper that articulates their learning from this course, and outlines five professional development sessions to enhance personnel performance.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
F 0-699 0-69%
Grade Weights
Assignment Category Points Percent
Discussion Posts and Responses 300 30%
Structured Interviews 100 10%
Supervision Case Studies 100 10%
Professional Development Plan 200 20%
Recruitment and Retention 100 10%
Comprehensive Paper 200 20%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Discussion 1 25 Wednesday/Saturday
Discussion 2 25 Friday/Saturday
Week 2
Assignment Points Due
Discussion 3 25 Wednesday/Saturday
Discussion 4 25 Friday/Saturday
Dropbox Assignment 1 - Structured Interviews 100 Saturday
Week 3
Assignment Points Due
Discussion 5 25 Wednesday/Saturday
Dropbox Assignment 2 - Supervision Case Studies 100 Saturday
Week 4
Assignment Points Due
Discussion 6 25 Wednesday/Saturday
Discussion 7 25 Friday/Saturday
Week 5
Assignment Points Due
Discussion 8 25 Wednesday/Saturday
Dropbox Assignment 3 - Professional Development Plan for School Improvement 200 Saturday
Week 6
Assignment Points Due
Dropbox Assignment 4 - Recruitment/Retention 100 Saturday
Week 7
Assignment Points Due
Discussion 9 25 Wednesday/Saturday
Dropbox Assignment 5 - Comprehensive Paper 200 Saturday
Week 8
Assignment Points Due
Discussion 10 25 Wednesday/Saturday
Discussion 11 25
Discussion 12 25 Friday/Saturday
Total Points 1000

Assignment Overview

Discussions

Active discussion is a vital component of the learning for this course. You will find that for most weeks, there are 1-3 discussion assignments. You should complete your response to each discussion by midnight of the assigned day (either Wednesday or Friday) each week. Many of the topics will come directly from your text, and thus should look familiar to you after you have completed your reading.

Because of the importance of our class discussions, you are expected to thoroughly answer discussion posts using at least 200 words. These are not “yes” and “no” questions, so give each one serious thought and reflection. You are also expected to participate in each discussion by responding to at least two of your classmates’ posts. These responses should be at least 100 words and go beyond superficial comments. These online discussions should take the form of discussions we would have if we were in a traditional classroom environment.

Each discussion is worth 25 points. You can earn up to 20 points with your initial post to the discussion question, and 5 points for your responses to your classmates’ posts. Your responses to your classmates’ discussion posts must be completed by Saturday night each week.

“Post first” requirement: Students must submit an original post before viewing a classmate’s post.  Any attempt to violate this “Post First” requirement will result in a zero for the post.




Dropbox Assignments

You will have a series of five assignments that relate to the overall responsibilities of being an effective supervisor. You will find more detailed descriptions and the grading criteria for each in the Content area of the course. All papers should be completed using the latest version of APA style.  

Dropbox Assignment 1 – Structured Interviews: Students will develop structured interviews for varied staff positions, and solicit feedback from classmates as they fine tune their interview questions. Students will then individualize these interview questions for their specific school/institutional context. This Dropbox Assignment is worth 100 points and must be 3-4 pages in length.  Due by midnight Saturday of Week 2.

Dropbox Assignment 2 – Supervision Case Studies: For this assignment, you will develop four case studies of certificated and non-certificated personnel which require various developmental levels of school supervision. This Dropbox Assignment is worth 100 points and must be 3-4 pages in length.  Due by midnight Saturday of Week 3.

Dropbox Assignment 3 – Professional Development Plan for School Improvement: 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. Students will draw correlations to student and employee retention data, and provide a Professional Development Plan for school improvement. This Dropbox Assignment is worth 200 points and must be 6-7 pages in length.  Due by midnight Saturday of Week 5.

Dropbox Assignment 4 – Recruitment and Retention: Based on the needs of a specific building/institution, students will prepare a detailed plan for recruitment and retention of personnel. Students will look at the elements of a school and district that enables or inhibits recruitment efforts, and the strategies and procedures necessary to retain a quality staff. This Dropbox Assignment is worth 100 points and must be 3-4 pages in length.  Due by midnight Saturday of Week 6.

Dropbox Assignment 5 – Comprehensive Paper: In order to demonstrate a clear understanding of the role of a supervisor, students will write a comprehensive paper that articulates and applies their learning from this course. The paper will describe five separate professional development sessions that would be used to enhance personnel performance of a group of reading teachers, cafeteria supervisors, bus drivers, your custodial team, and your counseling staff. This Dropbox Assignment is worth 200 points and must be 6-7 pages in length.  Due by midnight Saturday of Week 7.





Course Outline

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

Week 1: School Comparisons and supervision propositions
Reading Assignment

Glickman, Gordon, Ross-Gordon: Chapters 1-3

Discussion 1

Introductions: Introduce yourself and be sure to include your current job position and any personal interests. We will interact with one another quite a bit in this course, and this is where we will begin! Please post your primary response to this discussion by midnight Wednesday.

Discussion 2

School Comparisons: Discuss the differences between conventional schools, congenial schools, and collegial schools.  What sets each one apart from the other? What types of schools have you been involved with either as a student or a teacher? Give some examples of why you would characterize the school as you did. Please post your primary response to this discussion by midnight Friday.

Week 2: Instructional Improvement and your supervisory style
Reading Assignment

Glickman, Gordon, Ross-Gordon: Chapters 4-5

Select and read two journal articles on conducting an effective teacher interview.

Discussion 3

Adult Development: The text reviews a variety of studies related to adults as learners and their stages of development. What have your experiences been in working with teachers at various levels of development? How would a teacher’s developmental level affect the supervision you would give them?  Please post your primary response to this discussion by midnight Wednesday.

Discussion 4

Supervisory Platform: Clarifying your own beliefs regarding supervision is an important aspect of being a school leader. What is your definition of “instructional supervision”? What do you believe is the “ultimate purpose” of supervision? Please post your primary response to this discussion by midnight Friday.

Dropbox Assignment 1 - Structured Interviews

Look for detailed instructions for this assignment in the Content Section of the course.  This Dropbox Assignment is worth 100 points and must be 3-4 pages in length.  Due by midnight Saturday of Week 2.

Week 3: Supervisory Approaches
Reading Assignment

Glickman, Gordon, Ross-Gordon: Chapters 6-11

Discussion 5

Supervisory Approaches: Your authors discuss four different types of supervisory approaches: Nondirective, Collaborative, Directive Informational, and Directive Control. Briefly discuss the differences among these four approaches and the types of situations for which each one might be used. Please post your primary response to this discussion by midnight Wednesday.

Dropbox Assignment 2 - Supervision Case Studies

Develop case studies of certificated and non-certificated personnel which require various developmental levels of school supervision. Prepare written composite profiles of 1) a struggling custodian who does not consistently provide the level of service you expect and who would benefit most from directive control supervision; 2) a school bus driver who struggles with interactions with students and who would benefit most from directive informational supervision; 3) a media center director (librarian) who is doing a good job, but would benefit most from collaborative supervision; and 4) a solid teacher who is meeting your expectations and who would benefit most from nondirective supervision. Within the profile, discuss the appropriate strengths and weaknesses of the employee and explain how you would set up the appropriate style of supervision. This assignment should be completed using the latest version of APA style. Look for detailed instructions for this assignment in the Content Section of the course.  This Dropbox Assignment is worth 100 points and must be 3-4 pages in length.  Due by midnight Saturday of Week 3.

Week 4: Assessing and Evaluating
Reading Assignment

Glickman, Gordon, Ross-Gordon: Chapters 12-14

Discussion 6

Assessment Techniques: The authors discuss various ways of assessing the needs of the individuals you supervise. What assessment techniques have you seen used at your current or past place of employment? What methods worked the best and the least? Why do you feel that some strategies were more effective than others? Please post your primary response to this discussion by midnight Wednesday.

Discussion 7

Formative vs. Summative: Discuss the differences and similarities of formative and summative evaluations of classroom teachers. What have been your experiences with each of these? How would you see yourself using these approaches as a supervisor? Please post your primary response to this discussion by midnight Friday.

Week 5: Teacher Development
Reading Assignment

Glickman, Gordon, Ross-Gordon: Chapters 15-18

Discussion 8

Professional Development: What are some of the key aspects of implementing a successful professional development plan for school-wide improvement? What are some of the challenges you are likely to face and how would you overcome them?  Please post your primary response to this discussion by midnight Wednesday.

Dropbox Assignment 3 - Professional Development Plan for School Improvement

Professional Development Plan for School Improvement: Develop a school case study utilizing a specific school’s data on student achievement, attendance, student suspensions, and student exceptionalities, as well as other school effectiveness data the student believes is relevant. The student will analyze the collected data, and select a specific area of need on which to focus such as improving attendance, enhancing the reading program, implementing a behavior management program, etc. The student will then create a Professional Development Plan for school improvement by stating the main objective, and an action plan for attaining that objective. This assignment should be completed using the latest version of APA style. Look for detailed instructions for this assignment in the Content Section of the course.  This Dropbox Assignment is worth 200 points and must be 6-7 pages in length.  Due by midnight Saturday of Week 5.

Week 6: Recruitment and Retention
Reading Assignment

Select and read two journal articles on the process of recruiting and retaining staff members.

Dropbox Assignment 4 - Recruitment/Retention

Recruitment/Retention: Based on the needs of a specific building/institution, prepare a detailed plan for recruitment and retention of personnel. First, look at the specific elements of your school and district that would enable or inhibit your ability to recruit the personnel you need for your building. Then determine what changes would need to be made to place your school in a better position for recruitment. Second, look at the specific strategies and procedures that are present in your school that promotes retention of personnel. Why are these effective in retention? What are some elements that work against retention? This assignment should be completed using the latest version of APA style. Look for detailed instructions for this assignment in the Content Section of the course. This Dropbox Assignment is worth 100 points and must be 3-4 pages in length.  Due by midnight Saturday of Week 6.

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: Action Research
Reading Assignment

Glickman, Gordon, Ross-Gordon: Chapters 19-20

Discussion 9

Action Research: Describe an action research project that you feel would benefit your current classroom/school or past school. (If you have never taught, what do you think would make for a good research project?). Discuss the steps you would take to carry out this research. Please post your primary response to this discussion by midnight Wednesday.

Dropbox Assignment 5 - Comprehensive Paper

Comprehensive Paper: Write a comprehensive paper that articulates your learning from this course, and demonstrates your ability to apply what you have learned. In this paper, describe five specific 90-minute professional development sessions that could be used to enhance personnel performance of 1)a group of reading teachers, 2) your cafeteria supervisors, 3) your bus drivers, 4) your custodial team, and 5) your counseling staff. This assignment should be completed using the latest version of APA style. Look for detailed instructions for this assignment in the Content Section of the course. This Dropbox Assignment is worth 200 points and must be 6-7 pages in length.  Due by midnight Saturday of Week 7.

Week 8: Function of Supervision
Reading Assignment

Glickman, Gordon, Ross-Gordon: Chapters 21-23

Discussion 10

Change: Interview a supervisor in your school or district about the challenges involved with school-wide or district-wide change and how he/she would go about solving these challenges. How do the challenges and solutions compare to your authors take on change? Please post your primary response to this discussion by midnight Wednesday.

Discussion 11

Addressing Diversity: Schools, districts and states are continuously striving to close the achievement disparity among our diverse groups of students. Discuss what you feel needs to happen if these endeavors will be successful. What does the state need to do?  What do individual districts need to do? How can those involved with supervision make an impact? Please post your primary response to this discussion by midnight Wednesday.

Discussion 12

Summary: Discuss what you have learned from this course and how you will use the information in the future. Please post your primary response to this discussion by midnight Friday.



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, but a 10% 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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