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Wayland Baptist University Virtual Campus Division of Education

Mission: Wayland Baptist University exists to educate students in an academically challenging, learning-focused and distinctively Christian environment for professional success and service to God and humankind.

Course Number and Title: EDAD 5333 VC Supervision of Instructional Leadership

Term: Spring Term (February 21 – May 14, 2011)

Class Meets: Online course, Spring 2017 Term And Dates: February 27, 2017 to May 20, 2017

Instructor’s Name: Dr. Sylvia Phipps Office Address: Alamo University Center, Rm A227 8300 Pat Booker Rd. (Loop 1604) Live Oak, TX 78218

Phone: (210) 486-5812 office (830) 832-9914 cell

E-Mail Address: [email protected]

Office Hours: Monday 1:00 – 6:00 Friday 3:00 - 6:00 pm All other hours by appointment only

Catalog Description: Supervisory behavior and its related functions. Students are expected to acquire knowledge, skills, and attitudes leading to an appropriate climate for instruction. Emphasis on quality and excellence.

Prerequisites: None

BOOK AUTHOR ED YEAR PUBLISHER ISBN

The Basic Guide to Supervision Glickman, Gordon & Ross-Gordon 3rd 2013 Pearson 9780132613736 and Instructional Leadership

Optional Materials: None Course Outcome/Competencies:

Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The principal knows how to:

1.1.1 create a campus culture that sets high expectations, promotes learning, and provides intellectual stimulation for self, students, and staff.

1.1.3 implement strategies to ensure the development of collegial relationships and effective collaboration.

1.1.4 respond appropriately to diverse needs in shaping the campus culture.

1.1.5 use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision.

1.1.6 use strategies for involving all stakeholders in planning processes to enable the collaborative development of a shared campus vision focused on teaching and learning.

DOMAIN II-INSTRUCTIONAL LEADERSHIP

Competency 004: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance. The principal knows how to:

2.4.1 facilitate effective campus curriculum planning based on knowledge of various factors (e.g., emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, teaching and learning theory, principles of curriculum design, human developmental processes, legal requirements).

2.4.2 facilitate the use of sound, research-based practice in the development, implementation, and evaluation of campus curricular, co-curricular, and extracurricular programs.

2.4.3 facilitate campus participation in collaborative district planning, implementation, monitoring, and revision of curriculum to ensure appropriate scope, sequence, content, and alignment. 2.4.4 facilitate the use of appropriate assessments to measure student learning and ensure educational accountability.

2.4.5 facilitate the use of technology, telecommunications, and information systems to enrich the campus curriculum.

2.4.6 facilitate the effective coordination of campus curricular, co-curricular, and extracurricular programs in relation to other district programs.

2.4.7 promote the use of creative thinking, critical thinking, and problem solving by staff and other campus stakeholders involved in curriculum design and delivery.

Competency 005: The principal knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth. The principal knows how to:

2.5.1 facilitate the development of a campus learning organization that supports instructional improvement and change through ongoing study of relevant research and best practice.

2.5.2 facilitate the implementation of sound, research-based instructional strategies, decisions, and programs in which multiple opportunities to learn and be successful are available to all students.

2.5.3 create conditions that encourage staff, students, families/caregivers, and the community to strive to achieve the campus vision.

2.5.4 ensure that all students are provided high-quality, flexible instructional programs with appropriate resources and services to meet individual student needs.

2.5.5 use formative and summative student assessment data to develop, support, and improve campus instructional strategies and goals.

2.5.6 facilitate the use and integration of technology, telecommunications, and information systems to enhance learning.

2.5.7 facilitate the implementation of sound, research-based theories and techniques of teaching, learning, classroom management, student discipline, and school safety to ensure a campus environment conducive to teaching and learning. 2.5.8 facilitate the development, implementation, evaluation, and refinement of student services and activity programs to fulfill academic, developmental, social, and cultural needs.

2.5.9 analyze instructional needs and allocate resources effectively and equitably.

2.5.10 analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.

2.5.11 ensure responsiveness to diverse sociological, linguistic, cultural, and other factors that may affect students' development and learning.

Competency 006: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision. The principal knows how to:

2.6.1 work collaboratively with other campus personnel to develop, implement, evaluate, and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals.

2.6.2 facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes, and contexts.

2.6.3 allocate appropriate time, funding, and other needed resources to ensure the effective implementation of professional development plans.

2.6.4 implement effective, appropriate, and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline, and dismissal of campus staff.

2.6.5 use formative and summative evaluation procedures to enhance the knowledge and skills of campus staff.

2.6.6 diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff.

2.6.7 engage in ongoing professional development activities to enhance one's own knowledge and skills and to model lifelong learning. Competency 007: The principal knows how to apply organizational, decision-making, and problem-solving skills to ensure an effective learning environment. The principal knows how to:

2.7.1 implement appropriate management techniques and group process skills to define roles, assign functions, delegate authority, and determine accountability for campus goal attainment.

2.7.2 implement procedures for gathering, analyzing, and using data from a variety of sources for informed campus decision making.

2.7.3 frame, analyze, and resolve problems using appropriate problem-solving techniques and decision-making skills.

2.7.4 use strategies for promoting collaborative decision making and problem solving, facilitating team building, and developing consensus.

2.7.5 encourage and facilitate positive change, enlist support for change, and overcome obstacles to change.

2.7.6 apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.

CAMPUS ATTENDANCE POLICY: Students enrolled at Wayland Baptist University should make every effort to attend all class meetings. The University expects students to make class attendance a priority. All absences must be explained to the instructor, who will determine whether the omitted work may be made up. When a student reaches a number of absences considered by the instructor to be excessive, the instructor will so advise the student and file a report of unsatisfactory progress (ROUP) with the Virtual Campus and executive director. Any student who misses 25 percent or more of the regularly scheduled class meetings may receive a grade of F for that course. Note: This is a virtual campus course—there are no class meetings; therefore, see instructor’s additional policies below. Instructor’s Additional Policies: Additional attendance policies for each course, as defined by the instructor in the course syllabus, are considered a part of Wayland’s attendance policy. A student may petition the Academic Council for exceptions to the above stated policies by filing a written request for an appeal to the executive vice president/provost. Attendance for this virtual course will be documented by the student’s online participation in class and submission of online assignments, thus attendance will be determined by the student’s online participation in course activity —not the last log in.

METHODS OF INSTRUCTION: The delivery system for the course will consist of Blackboard interactions. Independent study and reading are essential elements of this course. The student will need to meet with school district personal to gather information as it pertains to their individual district/state. Information will also need to be gathered by conducting individual research. COURSE GRADING CRITERIA:

A. Participation/Discussion Board: The student will read the text book and be ready to discuss the strategies/questions from the chapters in Blackboard. DQs 25 points each x 8 = 200 points total B. 3 - Activities. 100 Points each x 3 = 300 points total C. Critique of articles (2) pertaining to Instructional Supervision 100 pts each = x 2 = 200 points total D. Two Exams – Mid-Term and Final 150 each = 300 points total Grading for this course: A = 1000 – 900 B = 899 – 800 C = 799 – 700 D = 699 – 600 F = Below 600

All assignments are due as noted on course calendar. All assigned work must be word processed and submitted on Blackboard using the thread provided under Discussion Board. Assignments not completed on time will reflect a lowered grade of 10% deduction per day minimum. Late work will not be accepted after 7 calendar days. If a student misses the assigned due date, he or she must still turn in the assignment no later than 7 calendar days from the due date to receive possible full credit for the assignment. Full credit will only be given due to extenuating circumstances. Please contact me as soon as possible 830 832-9914.

EVALUATION: University Grading System: A 90-100 Cr for Credit B 80-89 NCR No Credit C 70-70 I Incomplete* D 60-69 W for withdrawal F below 60 WP Withdrawal Passing WF Withdrawal Failing X No grade given IP In Progress

A grade of “CR” indicates that credit in semester hours was granted but no grade or grade points were recorded.

*A grade of incomplete is changed if the work required is completed prior to the date indicated in the official University calendar of the next long term, unless the instructor designates an earlier date for completion. If the work is not completed by the appropriate date, the I is converted to the grade of F. An incomplete notation cannot remain on the student’s permanent record and must be replaced by the qualitative grade (A-F) by the date specified in the official University calendar of the next regular term.

Note: All assignments will have due dates and late penalties. Failure to submit assignments on time will result in the reduction of your grade by 10 points per 24-hour period following the due date.

Note: Students are required to demonstrate proficiency in the requirements covered in this Syllabus and in class. Students who are underperforming or who believe they need additional help are to inform the instructor or dean immediately.

Students shall have protection through orderly procedures against prejudices or capricious academic evaluation. A student who believes that he or she has not been held to realistic academic standards, just evaluation procedures, or appropriate grading, may appeal the final grade given in the course by using the student grade appeal process described in the Academic Catalog. Appeals may not be made for advanced placement examinations or course bypass examinations. Appeals are limited to the final course grade, which may be upheld, raised, or lowered at any stage of the appeal process. Any recommendation to lower a course grade must be submitted through the Executive Vice President/Provost to the Faculty Assembly Grade Appeals Committee for review and approval. The Faculty Assembly Grade Appeals Committee may instruct that the course grade be upheld, raised, or lowered to a more proper evaluation.

ACADEMIC HONESTY:

Wayland "expects students to be honest in all of their academic work. By enrolling, students agree to adhere to the highest standards of academic honesty and integrity and understand that failure to comply with this pledge may result in academic and disciplinary action." Plagiarism “Plagiarism — The attempt to represent the work of another, as it may relate to written or oral works, computer-based work, mode of creative expression (i.e. music, media or the visual arts), as the product of one's own thought, whether the other's work is published or unpublished, or simply the work of a fellow student. When a student submits oral or written work for credit that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references, and, if verbatim statements are included, through use of quotation marks as well. By placing one’s name on work submitted for credit, the student certifies the originality of all work not otherwise identified by appropriate acknowledgements. A student will avoid being charged with plagiarism if there is an acknowledgement of indebtedness. Examples include: 1. Quoting another person's actual words. 2. Using another person's idea, opinion, or theory, even if it is completely paraphrased in one's own words. 3. Drawing upon facts, statistics, or other illustrative materials — unless the information is common knowledge. 4. Submitting a paper purchased from a term paper service as one's own work. 5. Failing to accurately document information or wording obtained on the World Wide Web. 6. Submitting anyone else's paper as one's own work. 7. Violating federal copyright laws, including unauthorized duplication and/or distribution of copyrighted material. 8. Offering, giving, receiving or soliciting of any materials, items or services of value to gain academic advantages for yourself or another.” Source: http://www.spjc.cc.fl.us/webcentral/admit/honesty.htm#plag Disciplinary action for academic misconduct is the responsibility of the faculty members assigned to the course. The faculty member is charged with assessing the gravity of any case of academic dishonesty, and with giving sanctions to any student involved. Penalties may be applied to individual cases of academic dishonesty. See catalog for more information about academic dishonesty.

Additional information as desired by the faculty member.

Student Responsibilities: Students are responsible for reading, understanding, and obeying all academic policies appearing in the Wayland Baptist University Academic Catalog applicable to their curriculum and/or program of study. Changes in the Syllabus: Although this course is expected to follow the syllabus as written, the instructor reserves the right to adjust the syllabus. The instructor will inform the students of all major changes in a reasonable and timely manner.

DISABILITY STATEMENT: “In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist University that no otherwise qualified person with a disability be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the university. The Coordinator of Counseling Services serves as the coordinator of students with a disability and should be contacted concerning accommodation requests at (806) 291-3765. Documentation of a disability must accompany any request for accommodations.”

MEETING TIMES, DATES AND ASSIGNMENTS: See Calendar/Schedule . Spring Term – 2017 Tentative Schedule

Course Calendar and Assignments (February 27 – May 20, 2017)

February 27 – March 4 Week 1 Review Syllabus and Course Requirements READ: Module 1 - Part One – Introduction Chapter 1 – SuperVision for Successful Schools

Discussion Board Question #1 – Go to Blackboard

DQ #1: This chapter describes two ineffective schools: Finnie Tyler High School and Germando Elementary School. For both schools, discuss at least three instructional problems likely to result from the type of supervision practiced by the respective principals. Discuss how each probable instructional problem could be avoided or better managed through more appropriate supervision.

March 5 – March 11 Week 2

READ: Module 2- Part Two – Knowledge Chapter 2 – The Norm: Why Schools Are as They Are Chapter 3 – The Exception: What Schools Can Be

Discussion Board Question #2, Chapters 2 and 3 – Go to Blackboard

DQ #2 In the development of a school improvement plan for your school, discuss in what ways would you promote a “cause beyond oneself?”

Activity: Conduct interviews with a veteran and a first-year teacher in which you ask them to compare their written job descriptions with the duties they actually carry out. During both interviews, write out a list of duties the teacher carries out that are not listed on the formal job description. Prepare a report summarizing your findings and drawing conclusions.

March 12 – March 18 SPRING BREAK March 20 – March 25 Week 3 READ: Module 2 (continued) Part Two – Knowledge Chapter 4 – Adult and Teacher Development within the Context of the School: Clues for Supervisory Practice Chapter 5 – Reflections on Schools, Teaching, and Supervision

Discussion Board #3 – Chapters 4 & 5

DQ#3: Discuss the similarities and differences between supervisors’ beliefs and the educators’ beliefs?

Assignment: Critique/Summarize Article on Instructional Supervision Due March 25

March 26- April 1 Week 4

READ: Module 3 - Part Three – Interpersonal Skills Chapter 6 – Supervisory Behavior Continuum: Know Thyself Chapter 7 Directive Control Behaviors Chapter 8 – Directive Informational Behaviors

Activity: Put yourself in the shoes of an individual you supervise or have supervised. (Even those not in formal supervisory roles have at one time or another been responsible for supervising others.) Write a description of your supervisory style; be careful to describe your supervisory style as the other person would, not as you would. Compare this description of your supervisory style with your results on the Supervisory Interpersonal Behaviors Questionnaire for Working with Individuals Box 5.1. (p. 82) April 2 – April 8 Week 5

READ: Module 3 – Part Three (continued) Chapter 9 – Collaborative Behaviors Chapter 10 – Nondirective Behaviors Chapter 11 - Developmental Supervision: Theory and Practice Review for Mid-Term Exam

Discussion Board #4 –

DQ#4: Discuss when it is best for a supervisor to shift from one approach to another when working with teachers and groups at different developmental levels?

April 9 – April 15 Mid-Term Week 6 Chapters 1-11

April 16 – April 22 Week 7

READ: Module 4 - Part Four: Technical Skills Chapter 12 – Assessing and Planning Skills Chapter 13 – Observing Skills Chapter 14 –Evaluation Skills Discussion Board #5 –

DQ#5: Discuss the importance of making sound judgments on instructional improvement in schools today.

Activity: Describe how assessment and planning are “two sides of the same coin.”

April 23 – April 29 Week 8 READ: Module 5 - Part Five: Technical Tasks of Supervision Chapter 15 – Direct Assistance to Teachers Chapter 16 – Group Development Chapter 17 – Professional Development Discussion Board #6 –

DQ#6: Discuss the impact of high-stakes achievement testing on the evaluation of teachers.

Assignment: Critique/Summarize a Journal article on Technical Tasks of Supervision

May 30 – May 6 Week 9

READ: Chapter 18– Curriculum Development Chapter 19 – Action Research: The School as the Center of Inquiry Discussion Board #7 –

DQ#7: Discuss the importance of cultural diversity and methods that can be used to increase multicultural activities

May 7 – May 13 Week 10

READ: Module 6 - Part Six: Cultural Tasks of Supervision Chapter 20 – Facilitating Change Chapter 21 – Addressing Diversity Chapter 22 – Building Community Discussion Board #8 –

DQ#8: Discuss whether the achievement gap is a societal or a school problem.

May 14 – May 20 Week 11 Final Exam (Chapters 12-22)