Essay About Supervision

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Marquette University School of Education Supervision of Instruction EDPL 240 / 340 Room: Lalumiere 288; Tuesdays, 4:30 – 7:10 Spring, 2007 Instructor: Martin Scanlan, Ph.D. E-mail: martin.scanlan@marquette.edu Phone: 414-288-4434 Office hours: Schroeder Room 194 - Tuesdays, 1:00 – 3:00, or by appointment Course description: Supervision of instruction focuses on creating and sustaining effective teaching and learning environments for students and educators. This course is designed to provide teachers, content specialists, and administrators with an introduction to how instructional leadership and supervision can enhance student learning and sustain school improvement. This course treats supervision as an instructional process, the aim of which is to improve instruction. Major topics include the meaning of supervision, supervision as leadership and as human relations, developing the supervision program, supervisory techniques, and evaluation in supervision. (3 credits) Required text: 1. Bransford, J., Brown, A., & Cocking, R. (Eds.). (2000). How people learn: Brain, mind, experience, and school (Expanded Edition ed.). Washington, D. C.: National Academy Press. This text is also available electronically at http://www.nap.edu/books/0309070368/html/ 2. Glickman, C., Gordon, S., & Ross-Gordon, J. M. (2007). SuperVision and instructional leadership: A developmental approach (7th ed.). Boston, MA: Pearson Education, Inc. 3. Other required readings will be available electronically on the course web site. This web site will also be used for various administrative tasks (e.g. discussion forum, assignment submission and grading, group coordination, quizzes). Since we will use this site extensively, access to a computer connected to the internet is required for successful completion of this course.

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NOTE: All writing in class should be formatted according to the Publication Manual of the American Psychological Association (5th ed.). If necessary, students should purchase this text. Recommended texts: Students are required to select a book for an independent essay review. Some suggested texts: 1. Bredeson, P. (2002). Designs for learning: A new architecture for professional development in schools. Thousand Oaks, California: Corwin Press. 2. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. 3. Peterson, K., & Peterson, C. (2006). Effective teacher evaluation: A guide for principals. Thousand Oaks, California: Corwin Press. 4. Reeves, D. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development. 5. Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development. Course Standards and Performance Indicators This course will include content and skills to meet the following Wisconsin Standards and Indicators for Administrator Development and Licensure : The administrator has an understanding of and demonstrates competence in the 10 teacher standards. (#1) The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. (#2) The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and professional growth. (#3). This course will include content and skills to meet the following ISLLC (Interstate School Leaders Licensure Consortium) standards and indicators: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and...
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