The Citadel | The Military College of South Carolina



The Citadel

School of Education

|EDUC 524 – Techniques of School Supervision |

|Fall 2016 |

|Instructor: Kathy Laboard Brown, Ed.D. |Class Meetings: Tuesday |

|Office: Capers Hall, Room 304 |Class Hours: 5:30 – 8;00 PM |

|Telephone: 843 953 2064/ 843 478-1854© |Meeting Room: MenRiv Education Park, RM 204 |

|Email: brownk2@citadel.edu |Office Hours: |

| | |

| |Tuesday: 3:30 PM – 5:00 PM |

| |Wednesday: 4:00 PM – 5:30 PM |

| |Thursday 4:00 PM – 7:00 PM |

| |Others by Appointment |

|Credit Hours: 3 | |

COURSE DESCRIPTION:                                       Three Credit Hours

Criteria of various types of effective schools and the need for school supervision at all levels are examined. Administrative candidates explore the technical skills, interpersonal skills, tasks and function

of supervision, and knowledge of supervision required to transform schools into effective learning contexts.

PREREQUISITES: See admission requirements for the Graduate College and the Division of Educational Leadership

REQUIRED TEXTBOOK:

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J.M. (2014). SuperVision and instructional leadership:     

A developmental approach. (9th ed.). New York: Allyn and Bacon

If you do not have access, then purchase:

American Psychological Association. (2009). Publication manual of the American Psychological  

Association (6th ed.). Washington, D.C: Author

STUDENT INFORMATION

This course is part of the professional requirements for Elementary or Secondary Administration and Supervision that leads to licensure as an elementary or secondary principal and supervisor and is intended for candidates pursuing a Master’s Degree or Certification-Only.

LEARNING AND DEVELOPMENTAL GOALS

ELCC—Educational Leadership Constituent Council

PADEPP – Program for Assisting, Developing, and Evaluating Principal Performance

Conceptual Framework - Principled Educational Leaders

▪ Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school. ELCC 1.1; (CF-4, 8)

▪ Candidates understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students. ELCC 2.1; (CF-8, 11)

▪ Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program. ELCC 2.2; (CF-2,-4, 8-9, 12-13)

▪ Candidates understand and can develop and supervise the instructional and leadership capacity of school staff. ELCC 2.3; (CF-3, 10, 12)

▪ Candidates understand and can ensure teacher and organizational time focuses on supporting high quality school instruction and student learning. ELCC 3.5; (CF-6, 8, 13

▪ Candidates understand and can collaborate with faculty and community members by collecting and

▪ analyzing

information pertinent to the improvement of school’s educational environment. ELCC 4.1; CF-7-9

The School of Education’s Conceptual Framework



CONCEPTUAL BASE: Developing Principled Educational Leaders for P-12 Schools

The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment. 

The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical

professionals:

Action Research Proposal Presentations: Due: 04/08/14

Dimension Level Codes:

1. Awareness 2. Understanding 3. Capability

Learner –Centered Performance Assessment Codes:

|P Participation |F Professional Portfolio |G Group Discussion |I Interview |O Observation |

|E Exam |S Simulation |T Thesis/Paper |WV Website Review |V Volunteer |

|RD Reading |SP Presentation |PR Project |SH Shadowing |CS Case Study |

|DA Data Analysis |SA Self Assessment |WR Written Reflection |CH Checklist | |

1. Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.

|Performance Activities |Assessments |

|-Candidates communicate the statement that expresses what is desired for |-Candidates present a visual diagram that shows stakeholders the |

|student achievement and teacher and facility resources if unlimited resources|connection between and among the beliefs, mission, parameters, learner|

|were available. P1 |standards, threats, and opportunities for crafting the vision |

| |statement. P2 and 3, G3 |

1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning for a school.

|Performance Activities | |

|-Using a visual aide, the candidate portrays and defines the components of |-Using the School Renewal Plan, stakeholders will analyze the vision|

|the vision statement. SP2, 02 |statement by tracing the development of the vision to the mission, |

| |beliefs, incorporating the major planning pieces. DA2, PR2, G3 |

2.1 Candidates understand and sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.

|Performance Activities |Assessment |

|-Candidates review the profile that indicates timelines, resources, and |-Analyze the profile by assessing the action steps completed, |

|designates responsibility to key personnel for monitoring the school’s |including the level and awareness of stakeholders, as well as the |

|vision. G2, 03 |kind of adjustments required to achieve the vision. DA2, I2, G3 |

2.2 Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.

|Performance Activities |Assessment |

|-Candidates review the school renewal plan developed by stakeholders for |-Candidates develop an electronic brochure to be shared with all |

|school improvement council meeting. G2, P3, E2 |stakeholders that incorporates charts, graphs, or tables to show the |

| |progress that has been made for achieving the goals outlined in the |

| |SRP. Write, with the SIC, a narrative that analyzes and interprets |

| |the data that assesses the school’s progress. DA3, PR3 |

2.3 Candidates understand and can develop and supervise the instructional and leadership capacity of a school staff.

|Performance Activities |Assessment |

|Candidates interview representation from different |-Candidates create a matrix that presents indicators |

|departments or grade levels. Analyze the strengths and weaknesses of |of positive school culture and the impact culture has on |

|positive school culture I2, G2, DA2 |behaviors that increase improvement and absolute |

| |ratings on SC’s school report card. DA3, PR3 |

3.5 Candidates understand and can ensure teacher and organizational time focuses on supporting high quality

school instruction and student learning.

|Performance Activities |Assessment |

|Candidates research peer-reviewed literature on current |Candidates write a literature review on best practices |

|trends in school supervision. E3, DA2 |in school supervision and develop an action plan, |

| |flowchart, and Gantt Chart for matching the diverse, |

| |learning needs identified for underperforming P-12 |

| |students. Paper must adhere to APA style manual, |

| |6th edition. T3, WR3, DA3 |

4.1 Candidates understand and can collaborate with faculty and community members by collecting and analyzing

information pertinent to the improvement of school’s educational environment.

|Performance Activities |Assessment |

|Survey parents, students, and teachers about school |Using a representative sampling of parents from |

|safety. Collect data from referrals and incident reports |SIC, PTA, Booster Clubs and student government |

|on school violence and safety. I2, 03, DA2 |organizations, analyze data and create a safety |

| |and violence plan for your school. DA3, WR3, PR3, P3 |

      

COURSE REQUIREMENTS/ASSIGNMENTS

See rubrics for the needs assessment, literature review, action research proposal and electronic presentation protocol.

I. CHAPTER READINGS/COURSE DISCUSSIONS – Professional reflection is essential for effective supervision. Professional reflection is essential for effective supervision. Reflective instructional leaders understand “Experience + Reflection = Growth.” Dewey (1933) argued we do not actually learn from experience as much as we learn from reflecting on the experience. Therefore, through discussions of theory presented in the textbook, administrative candidates will compare leadership theory to practice within a specific context. Participation; this activity is worth 30 Points

REQUIRED PROJECTS – Action Research Proposal

II. Action Research Proposal

A. Needs Assessment - Through a (PBL) problem-based learning approach, the candidate will

resolve an authentic instructional success, problem, or issue for a specific learning context. The

needs assessment portion of the proposal permits candidates to foster the success of all students by interacting effectively with stakeholders and addressing the context’s needs and concerns. Therefore, candidates are expected to interview faculty representatives from different departments or grade levels and analyze the strengths and weaknesses of the school culture: (a) knowledge of shared vision and planning, (b) involvement in setting policies for sustaining intellectual skills, knowledge, and dispositions, (c) support for school community practices that promote teaching and learning, (d) creates an environment where all members are welcomed and feel safe, and (e) develops norms for social and civic responsibilities and a commitment to social justice.  

Additionally, candidates must review the Report Card; complete the Federal Accountability ESEA Waiver for Elementary or Secondary schools, to determine which objectives were Met or Not-Met for a selected learning context, and include a table that shows Ratings Over 5-Year Period. Candidates must access and review PlanitEd, Guiding and Probing Questions and stack column charts, for the preferred format for publishing quantitative data in graphs that show current performance, trend data, disaggregated data, and variables that impact student performance. A Pareto chart must be included to illustrate the results of qualitative perceptions of the targeted, focus area for replication or improvement. Candidates must develop and submit a document (not to exceed 5 pages) that reports the findings to the local school board and stakeholders. Remember to include a reflective narrative, from the principal, that interprets and synthesizes the data and addresses strengths or deficits. Submit the Needs Assessment via LiveText Assignments. This activity is worth 20 Pts

B. Literature Review – Instructional leaders must demonstrate expertise in conducting action research. The needs assessment activity provides an opportunity for administrative candidates to conduct a literature review to substantiate instructional decisions based on the focus identified in the needs assessment. After candidates analyze the School Report Card, disaggregate student-learning data, and synthesize qualitative and quantitative findings for improving student achievement or replicating successful practices, they must research current literature to determine the viability of proposed initiatives/targets. Candidates research scholarly literature and develop a position for making instructional decisions. The 10-12-page literature review must (a) adhere to APA style, 6th edition—title page, abstract, outline, text, and reference list; (b) include a minimum of ten entries on the reference list; (c) state clearly the problem, hypothesis, expected outcome, and findings; (d) develop a logical argument for selecting an appropriate strategy for addressing the selected target; (e) identify supervisory skills for facilitating action research; (f) describe how the action proposal will be assessed; and (i) synthesize the research and explain how the research has influenced the administrative decisions the candidate must make to improve teaching and learning. Submit review via LiveText drop box. This activity is worth 25 Points.

C. Action Research Proposal – Action research is a study conducted by colleagues in a school setting to improve instruction and student learning. Based on the results from the Needs Assessment and Literature Review, prepare an electronic presentation which: (a) identifies the SMART goal, strategy, and action plan for the targeted focus indicated in the needs assessment and the research from the literature review (slide 1), (b) contains a two-paged matrix (slides 2-3) that lists the action steps for achieving the strategy, (c) details the specific procedural actions for implementing the critical step for improving instruction or learning, (d) specifies assessments for each sequence of actions, (e) identifies the time sequence for implementation and the man hours to compute salary and fringe benefits, (f) lists the resources needed, (g) identifies funding sources and cost-benefit analysis, (h) lists the position and name of the contact for responsibility, (i) and contains a Gantt chart and a Flowchart respectively (slides 4 and 5); see Course Rubric. Submit proposal via LiveText Assignments. This activity is worth 25 Points.

STATEMENT ON PLAGIARISM (Honor Manual)

Plagiarism is a violation of the Honor Code. Plagiarism is the act of using someone else's words as your

own without giving proper credit to the source:

              1. When you quote another's words exactly you must use quotation marks and a footnote

                     (or an indication in your paragraph) to tell exactly where the words came from,            

down to the page number(s).

   2. When you mix another's words and ideas with your own in one or more sentences,

         partially quoting the source exactly and partially substituting your own words, you must

put quotation marks around the words you quote and not around your own. Then you cite

the source, down to the page number(s). [See (1) above]

                3. When you paraphrase another's words or ideas, that is, when you substitute your words

                    for another's words but keep his idea(s), you do not use quotation marks, but you must

                    cite the source, down to the page number(s). [See (1) above]

.

                4. When you use only another's idea(s), knowing that they are his ideas, you must cite the

                   source of that idea or those ideas, down to the page number(s). [See (1) above]

               5. Citing the source means giving, as a minimum, the author, the title of the book, and the

                    page number.

DISABILITY DISCLOSURE STATEMENT

If you need accommodations because of a disability, please inform me immediately. Please see me

privately after class, or at my office.

Office location:___Capers 304____________ Office hours See page #1______

To request academic accommodations (for example, a note-taker), students must also register

with Academic Support, 117 Thompson Hall, 953-5305. It is the campus office's responsibility to

review documentation, provided by students, requesting academic accommodations and to engage

students and instructors, as needed and consistent with course requirements, in accommodation

planning.

ABSENCES

      Regular attendance is required under The Citadel's policy. Students will be given a zero (0)

for missing quizzes, examinations, and other assignments. Only under extraordinary circumstances

will exceptions to this rule be made. For any student, absences, whether authorized or unauthorized

in excess of 20%, or three sessions, or a total of nine hours out of 45 hours of scheduled class time

can, at the discretion of the professor, result in a failing grade.

LATE ASSIGNMENTS

Assignments are due as indicated in the syllabus. Late assignments are accepted under extenuating circumstances and will lose credit at the rate of 1/10 the point value of each day past the due date.

EVALUATION PROCEDURES AND WEIGHTS FOR ASSIGNMENTS:

Grades in this course will be based on points earned in various activities:

|ACTIVITY |POINTS |COURSE FINAL GRADE |

|Class Discussions |30 |A = 90 or more points |

|Literature Review |25 |B+ = 85-89 points |

|Needs Assessment |20 |B = 80-84 points |

|Action Research Proposal |25 |C+ =79-75 points |

| |C =70-74 points |

|Total |100 |F = Failure |

PROCEDURES FOR COURSE AND INSTRUCTOR EVALUATION: An instrument

(Classroom Performance Evaluation) is provided to each student to secure an anonymous

evaluation of the overall course. The result obtained is for the professor and department head

to improve the quality of the course and to improve teaching effectiveness. The evaluations are

also on file as one aspect of data from students for the department head and dean to make

decisions related to promotion, tenure, and merit salary increases.

Methodology: a variety of teaching methods will be used in this class. They include, but are not

necessarily limited to lecture, discussion, research projects, critiques, group work, demonstrations,

and student presentations.

|                                                                   COURSE OUTLINE/SCHEDULE |

|       DATE |                         TOPIC & ASSIGNMENT |   ELCC |

| | |Guidelines |

|   08/23/16 |Introductions, expectations, discussions about the conceptual framework of the school of education, |    1.1 |

| |effective school's research, legislative mandates, and educational philosophies (Appendix A). Navigation|Collaborative shared |

| |of LiveText. Review syllabus, course requirements, and discuss, Conceptual Framework, 2011 ELCC and |vision of learning |

| |PADEPP Standards. | |

|Assignment |Read Chapter 19: 08/30/16 |  |

|**Due next class |Last day to drop/add courses and receive a refund – 09/05/16 | |

|08/30/16 |Needs Assessment Due: 09/13/16 | |

|08/30/16 |PART V – Technical Tasks of Supervision |2.4 Technologies to |

| |Chapter 19 - Action Research: The School as the Center of Inquiry |Support Teaching and |

| |Action research, shared governance, school-based action plans, developmental approach to action |Learning |

| |research, LiveText Session | |

| |EEDA (SC Personal Pathways to Success) – Legislation | |

| | – Assessment Inventories | |

| |Characteristics of Successful Action Research | |

| |Interpretative Action Research | |

| |Critical Action Research | |

| |Needs Assessment Procedures | |

| |Flowchart | |

| |Gantt Chart | |

| |Pareto Chart | |

| |Federal Accountability System – ESEA Waiver | |

| |PlanitEd Guiding and Probing Questions | |

| |2011 ELCC Standards | |

| |SC ADEPP Standards | |

|Assignment |Needs Assessment – Due: 09/13/16 | |

|09/06/16 |Read for discussion: Chapters 14, 12, and 13: 09/13/16 | |

| |Library Research Session: 09/13/16 | |

| | | |

| |November 1, 2016 | |

| |Deadline for filing applications for degree and certificate completion in the Registrar's office. | |

| |Deadline is for graduate and evening undergraduate students completing requirements in December 2016. | |

| |Access to the application is available on your Lesesne Gateway student tab. | |

| | | |

| |CGC – October 10, 2016 - Last day to withdraw with a grade of "W" from a Full Semester course. | |

| |Technical Skills |2.3 |

| |Chapter 14 - Evaluation Skills |Supervise the |

|09/06/16 |Alternative approaches to research and evaluation, judgments, evaluating instructional programs, key |instructional and |

| |decisions in the evaluation process, evidence of program outcomes, overall instructional program |leadership capacity of|

| |evaluation. |school staff |

| |Chapter 12 - Assessing and planning skills | |

| |Assessing personal and organizational needs; assessing, planning, changing, allocating, time | |

| |Chapter 13 - Observing skills | |

| |Formative and summative evaluations, quantitative vs qualitative observations and instruments, types and| |

| |purposes of observations | |

|Assignment |Chapters 20, 21, and 22: 09/20/16 | |

|09/13/16 |Library Research Session – 09/13/16 | |

|09/13/16 |Research Session |2.3 |

| |- Research targeted focus/ topic |Supervise |

| |- Research process |the Instructional and |

| |- APA Style Manual, 6th Edition |Leadership Capacity |

|Assignment |Read for discussion: Chapters 6, 7, and 8. | |

|0920/16 |Complete and submit - Appendix A – Educational Philosophy | |

|09/20/16 |Part VI – Cultural Tasks of Supervision |4.2 |

| |Chapter 20 Facilitating Change |Mobilize Community |

| |Change, assumptions, teacher's view, developmental view, creating a culture of change, changes in the |Resources |

| |conditions of teaching, role of supervision and supervisor in school improvement; education change | |

| |theory | |

| |Chapter 21 – Addressing Diversity Systemic reform around purpose, support, systemic reform; achievement | |

| |gaps among economic, racial, and ethnic groups. | |

| |Chapter 22 – Building Community – Democratic, moral, and professional community, community of inquiry, | |

| |engagement with the larger community, and five attributes, one community | |

|Assignment |Literature Review Due: 10/04/16 | |

|09/27/16 |Read for discussion: Chapters 9, 10, and 11: 09/27/16 | |

|09/27/16 |PART III - Interpersonal Skills |2.2 |

| |Chapter 6 - Supervisory Behavior Continuum: Know Thyself |Supervise |

| |Developmental supervision, Johari Window, self assessment, cognitive dissonance, interpersonal behavior |the Instructional and |

| |approach |Leadership Capacity |

| |Chapter 7 - Directive Control Behaviors | |

| |Directive control behaviors with individuals and groups, over reliance on control | |

| |Chapter 8 – Directive Informational Behaviors | |

|Assignment |Read for discussion: Chapters 15, 16, and 17: 10/04/16 | |

|10/04/16 |Literature Review Due: 10/0416 | |

|10/04/16 |Part III – Interpersonal Skills |2.2 |

| |Chapter 9 – Collaborative Behaviors |Supervise |

| |The function of Collaborative Behaviors and Continuum of Behaviors; Issues, When to Use, and Critical |the Instructional and |

| |Reflection on Collaborative Supervision |Leadership Capacity |

| |Chapter 10 – Nondirective Behaviors | |

| |Nondirective Supervision; Nondirective Supervision, Teacher Collaboration; Critical Reflection on | |

| |Nondirective Supervision | |

| |Chapter 11 – Developmental Supervision | |

| |Applying Developmental Supervision; Rationale and application of developmental supervision, guideposts | |

| |for decision making | |

|Assignment |Read for discussion: Chapters 18, 2 and 3: 10/11/16 | |

|10/11/16 | | |

| |CGC - Last day to withdraw from full semester courses with a grade of "W" | |

|10/11/16 |Part V. Technical Tasks of Supervision |3.4 |

| |Chapter 15 – Directive Assistance to Teachers |Develop School |

| |Clinical supervision, peer coaching, distinguishing between direct assistance and formal evaluation, |Capacity |

| |procedures for direct assistance and formal evaluation, ADEPT, linking self-evaluation and direct |for Distributed |

| |assistance |Leadership. |

| |Chapter 16 – Group Development, leadership styles for groups, procedures for large-group, procedures for| |

| |large group involvement, dysfunctional group members, resolving conflicts | |

| |Chapter 17 – Professional Development | |

| |Professional development formats, stages, characteristics, matching teacher characteristics and | |

| |professional development, the nuts and bolts, site-based management | |

|Assignment |Read for discussion: Chapters 4 and 5: 10/18/16 | |

|10/18/16 | | |

|10/18/16 |Part V. Technical Tasks of Supervision |3.1 |

| |Chapter 18 – Curriculum Development |Monitor and Evaluate |

| |Sources, formats, levels of teacher involvement in curriculum development, relationship of curriculum |School Management and |

| |purpose, content, organization, and format, vehicle for collective thinking about instruction. |Operational Systems |

| |PART II - Knowledge | |

| |Chapter 2 - The Norm: Why schools are as they are? | |

| |Work environment or school culture, the legacy of the one-room | |

| |school house, structural strain, educational change and reform | |

| |Chapter 3 - The exception: What schools can be | |

| |Early and recent effective schools research, the how of effective schools, second wave of effective | |

| |schools research; from effective schools to school | |

|Assignment |*Due: Action Research Proposal – 11/15/16 | |

|10/25/16 |November 1, 2016 - Deadline for filing applications for degree and certificate completion in the | |

| |Registrar's office. Deadline is for graduate and evening undergraduate students completing requirements | |

| |in December 2016. Access to the application is available on your Lesesne Gateway student tab. | |

|10/25/16 |PART II – Knowledge |3.1 |

| |Chapter 4 - Adult and teacher development within the context of the school: Clues for supervisory |Monitor and Evaluate |

| |practice, instructional leaders, motivation theories of Maslow, Herzberg and McGregor. Adults as |School Management and |

| |learners, (Fiske and Chiriboga), adult and teacher development, influences on teacher development, |Operational Systems |

| |teacher development within the context of the school. | |

| |Chapter 5 - Reflections on Educational Beliefs, Teaching, and Supervision | |

| |Historical perspective of effective school research, effective teaching, constructivist teaching, | |

| |instructional improvement, educational philosophy, supervisory beliefs and platforms as related to | |

| |educational philosophy – Dispositions | |

| |Part 1 – Introduction | |

| |Chapter 1 – SuperVision for Successful Schools | |

| |New Name for a New Paradigm; Metaphor for Success; Responsibility for Supervision; Supervision and Moral| |

| |Purpose | |

|Assignment | |  |

|11/01/16 |Action Research Proposal Presentations: Due: 11/15/16 | |

|11/01/16 |PART II – Knowledge |2.2 |

| |Chapter 4 - Adult and teacher development within the context of the school: Clues for supervisory |Supervise |

| |practice, instructional leaders, motivation theories of Maslow, Herzberg and McGregor. Adults as |the Instructional and |

| |learners, (Fiske and Chiriboga), adult and teacher development, influences on teacher development, |Leadership Capacity |

| |teacher development within the context of the school. | |

| |Chapter 5 - Reflections on Educational Beliefs, Teaching, and Supervision | |

| |Historical perspective of effective school research, effective teaching, constructivist teaching, | |

| |instructional improvement, educational philosophy, supervisory beliefs and platforms as related to | |

| |educational philosophy – Dispositions | |

| |Part 1 – Introduction | |

| |Chapter 1 – SuperVision for Successful Schools | |

| |New Name for a New Paradigm; Metaphor for Success; Responsibility for Supervision; Supervision and Moral| |

| |Purpose | |

|Assignment |General Election Day - No SCCC Classes. No CGC Classes.  (This is a correction.) | |

|11//08/16 |Action Research Proposal Presentations: Due: 11/15/16 | |

|Assignment |General Election Day - No SCCC Classes. No CGC Classes.  (This is a correction.) | |

|11/08/16 |Action Research Proposal Presentations: Due: 11/15/16 | |

| |PART II – Knowledge |2.2 |

| |Chapter 4 - Adult and teacher development within the context of the school: Clues for supervisory |Supervise |

| |practice, instructional leaders, motivation theories of Maslow, Herzberg and McGregor. Adults as |the Instructional and |

| |learners, (Fiske and Chiriboga), adult and teacher development, influences on teacher development, |Leadership Capacity |

|11/1516 |teacher development within the context of the school. | |

| |Chapter 5 - Reflections on Educational Beliefs, Teaching, and Supervision | |

| |Historical perspective of effective school research, effective teaching, constructivist teaching, | |

| |instructional improvement, educational philosophy, supervisory beliefs and platforms as related to | |

| |educational philosophy – Dispositions | |

| |Part 1 – Introduction | |

| |Chapter 1 – SuperVision for Successful Schools | |

| |New Name for a New Paradigm; Metaphor for Success; Responsibility for Supervision; Supervision and Moral| |

| |Purpose | |

|Assignment |Action Research Proposal Presentations: 11/15/16 | |

|11/15/16 |Candidate Presentations of Action Research Proposals | |

| |Candidate Presentations of Action Research Proposals | |

|11/15/16 | | |

| | | |

|Assignment |November 1, 2016 CGC Fall break begins. November 28, 2016 - CGC classes resume. | |

|11/22/16 | | |

| |Candidate Presentations of Action Research Proposals | |

|11/29/16 | | |

|Assignment |Candidate Presentations of Action Research Proposals | |

|11/29/16 | | |

|12/06/16 | | |

| |Candidate Presentations of Action Research Proposals | |

-----------------------

Knowledgeable Principled Educational Leaders…

1. Have mastered the subject matter of their field of professional study and practice;

2. Utilize the knowledge gained from developmental and learning theories to establish and implement an educational program that is varied, creative, and nurturing;

3. Model instructional and leadership theories of best practice;

4. Integrate appropriate technology to enhance learning;

5. Demonstrate a commitment to lifelong learning;

Reflective Principled Educational Leaders…

6. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;

7. Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural experiences;

8. Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged;

9. Apply their understanding of both context and research to plan, structure, facilitate and monitor effective teaching and learning in the context of continual assessment;

10. Reexamine their practice by reflectively and critically asking questions and seeking answers;

Ethical Principled Educational Leaders…

11. Demonstrate commitment to a safe, supportive, learning environment;

12. Embrace and adhere to appropriate professional codes of ethics;

13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;

14. Establish rapport with students, families, colleagues, and communities;

15. Meet obligations on time, dress professionally, and use language appropriately.

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