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CENTRAL MICHIGAN UNIVERSITY

COLLEGE OF EDUCATION AND HUMAN SERVICES

Department of Educational Leadership

EDL 773 Instructional Supervision and Leadership 3 Credits (3-0)

Bulletin Description: Development of policies and guidelines for leadership of the

instructional program in a school. This course may be offered in an online or hybrid

format.

Instructor Contact Information Mildred C. Taylor, Ph.D.

Department of Educational Leadership

Central Michigan University

195 E. Ojibway Drive, Mount Pleasant, 48859

989.774.1859 (Office) 989.774.4373 (Fax)

Email: taylo5m@cmich.edu

Office Hours Online appointments can be arranged before and after each class, or at a mutually agreed

upon time. Additional phone conferences sessions that need to be arranged can be

requested by the student by emailing Dr. Taylor at taylo5m@cmich.edu

Textbooks and other materials to be furnished by the student:

Glickman, C., Gordon, S., & Ross-Gordon, J. (2014). SuperVision and instructional

leadership: A developmental approach (9th

ed.). Boston, MA: Allyn & Bacon.

Recommended Writing Style Manual

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

Psychological Association (6th

ed.). Washington, DC: Author.

Other Requirements and/or Materials for the Course: For electronic delivery, instructors will use an interactive computer-mediated learning

environment. Instructional methodologies will include technology-based instruction,

discussion, presentations, lecture, group study, and individual study. Students will be

expected to use a course management system (e.g., Blackboard) to post discussion

responses, take tests, submit assignments, and make presentations. Presentations may

take the form of PowerPoint postings with an associated discussion board devoted to

questions and answers. Students will be required to familiarize themselves with the

current software protocols for interactive Internet activities. The computer-mediated

course will include student/teacher interaction via e-mail, bulletin board discussion, chat,

and document sharing.

General Methodology Used in Teaching This Course: Lecture, discussion, small group

activities, presentations, case studies, individual projects and other methods as developed

by the instructor and class.

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COURSE TOPICS/OUTLINE

Module Topic Class Discussion/Activity Reading Assignments

(Complete prior to class)

1

Jan. 12,

2016

Supervision of

Instruction

Defining Education

Supervision; Supervisory

Leadership Foundations and

Functions

Read

SuperVision, Chapters 1 &

2

Due: DB 0 and 1

2

Jan. 19,

2016

Instructional

Leaders and

Curriculum

Purpose, Content,

Organization, and Format of

Curriculum; Curriculum

Integration; Differentiation

Read

SuperVision, Chapters 3,

18 & 19

Due: DB 2

3

Jan. 26,

2016

Evaluating Teacher

Effectiveness

Direct Assistance to

Teachers; Teacher

performance assessments;

Plans of Assistance

Read

SuperVision, Chapters 14

& 15

Due: DB 3 and

Assignment 1

4

Feb. 2,

2016

Principal as Staff

Developer

Professional Development;

Peer Coaching; Group

Development

Read

SuperVision, Chapters 4,

16 & 17

Due: DB 4

5

Feb. 9,

2016

Developmental

Supervision

Directive Control Behaviors;

Directive Informational

Behaviors; Collaborative

Behaviors; Nondirective

Behaviors

Read

SuperVision, Chapters 6-

11

Due: DB 5 and

Assignment 2

6

Feb. 16,

2016

Supervisory Skills Assessing, Planning,

Observing, Mentoring, New

Teacher Induction

Read

SuperVision, Chapters 12

& 13

Due: DB 6

7

Feb. 23,

2015

Using Technology to

Improve Instruction

Data-driven school

improvement; local, State and

federal requirements;

Effective use of technology;

Technology planning

Read

ISTE-Technology and

Student Achievement-The

Indelible Link

Scan: National Education

Technology Plan 2010

Due: DB 7 and

Assignment 3

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March 1,

2016

Building Capacity Addressing diversity;

Building community;

Facilitating change

Read

SuperVision, Chapters 5,

20-22.

Due: DB 8 and

Assignment 4

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STUDENT LEARNING COURSE OBJECTIVES

Goals Statement: Each professional education course is aligned with the CLEAR

Conceptual Framework. The CLEAR Conceptual Framework includes general practices

and principles intended to facilitate learning experiences for candidates to help them

mature as education professionals whose practice is:

C– Concept- and knowledge-driven: A professional educational practice that is concept

and knowledge-driven and has, as its foundation, content knowledge.

LEA– LEArner centered: A professional educational practice that is learner centered

and focuses on the cognitive, affective, and physical needs and characteristics of each

learner.

R– Reflective: A reflective professional practice is guided by research and knowledge of

the diverse educational environments prevalent in our society.

After completing this course, the student will be able to:

Course Objectives CLEAR

Competencies

Preparation of

Central Office

Administrator

Guidelines and

Standards

Mastery Evidence

1) Implement a

new-teacher

mentoring program

within the spirit and

guidelines of

pertinent state laws,

union contracts, and

school district

policies.

C, LEA (3.7, 4.2,

6.4, 7.5)

1.3, 1.12, 2.5, 2.8,

2.11, 3.7, 3.8, 3.17,

3.19,

Induction Model

2) Develop

strategies to assist

teachers in using

instructional theory

and the principles of

learning.

C, LEA (1.2, 3.1,

3.7, 4.2, 6.4, 7.5)

1.1, 1.9, 1.13, 2.2,

2.12, 3.15, 7.4, 7.10,

7.14, 7.15

Technology Audit,

Field Experience

3) Apply strategies

that assist teachers

in using technology

to enhance their

instructional

practice and enrich

district curriculum

C, LEA (1.2, 3.1,

3.7, 4.2, 6.4, 7.5)

1.3, 2.2, 2.14, 3.28,

7.14, 7.16, 7.17,

7.21, 7.23, 7.28,

7.31, 7.32

Induction Model,

Technology Audit,

Field Experience

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and instruction.

4) Analyze the role

and historical

impact of local,

state, and federal

government on the

supervision of

instruction.

C, R (2.2, 2.3, 3.1,

3.8)

1.7, 3.4, 3.20, 3.25,

5.29, 6.1, 6.4

Technology Audit

5) Apply theory,

research, and best

practice in the

supervision of staff

development and

teacher

performance.

C, LEA,R (1.2, 2.3,

3.1, 3.2, 5.1, 7.2)

1.14, 2.4, 2.8, 2.16,

2.18, 2.21, 2.22,

2.39, 3.12, 6.8

Field Experience,

Induction Model

Instructional Theory

& Principles Report

6) Evaluate

personnel and

curricula with the

goal of improved

performance and

raised standards.

C, LEA,R (2.2, 2.3,

3.5, 3.6)

2.1, 2.5, 2.6, 2.17,

2.20, 2.21, 2.24, 3.4,

3.38, 6.8

Field Experience,

Induction Model

7) Analyze student

data (achievement,

opinions about

effective teachers

and programs,

demographics) to

improve instruction

and curriculum

C, LEA, R (5.1, 7.2, 9.1)

1.5, 1.18, 2.28, 3.13,

3.14, 4.12, 6.12,

7.23, 7.26, 7.27

Technology Audit,

Field Experience

Classroom Civility (University Policy):

Each CMU student is encouraged to help create an environment during class that

promotes learning, dignity and mutual respect for everyone. Students who speak at

inappropriate times, sleep in class, display inattention, take frequents breaks, interrupt the

class by coming to class late, engage in loud or distracting behaviors, use cell phones or

pagers in class, use inappropriate language, are verbally abusive, display defiance or

disrespect to others, or behave aggressively toward others could be asked to leave the

class and subjected to disciplinary action under the Code of Student Rights,

Responsibilities and Disciplinary Procedures.

Academic Integrity Policy Regarding Student Work:

Written or other work that students submit must be a product of their individual effort

(unless it is an assigned group project) and must be consistent with appropriate standards

of professional ethics. Academic dishonesty, which includes plagiarism, cheating, and

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other forms of dishonest behavior, is prohibited.

Accommodations Statement: Central Michigan University provides individuals with

disabilities reasonable accommodations to participate in university activities, programs,

and services. Individuals with disabilities requiring an accommodation should call (800)

950-1144, ext. 4464.

Evaluation and Performance Assessment:

1. Active participation and positive class contribution. Attendance is required at all

class sessions. Note: There is no makeup work for missed attendance.

2. Professional quality oral and written communication. Prior approval by the

instructor for late submission of assignments is required, and points may be

deducted as a result of not meeting the deadline.

3. Evidence of thoughtful reflection and construction of knowledge.

4. Each student will submit a course evaluation. This will give the student an

opportunity to evaluate both the course and the instructor, with an eye toward

improvement of the course.

It is recognized that graduate study is demanding and not always cut-and-dried. Students

should endeavor to submit assignments of high quality and are encouraged to discuss any

difficulties with the instructor, if and as soon as they arise. The following final grade

interpretations will be used:

Of High Quality A = 610 to 630 points A- = 589 to 609 points

Of Expected Quality B+ = 562 to 588 points B = 541 to 561 points

Of Marginal Quality B- = 520 to 540 points C+ = 499 to 519 points

C = 478 to 498 points

Inadequate E = Fewer than 478 points

COURSE SCHEDULE AND MEETING DATES/TIMES

The class will meet for Blackboard Collaborate sessions from 7:00-8:00 p.m. Eastern

Standard Time on the following dates: Tuesday, January 12, 2016; Tuesday, January

19, 2016; Tuesday, January 26, 2016; Tuesday, February 2, 2016; Tuesday, February,

9, 2016 ; Tuesday, February 16, 2016; Tuesday, February 23, 2016; Tuesday, March

1, 2016.

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Coursework Due Dates/Points

Assignment Due Points

Eight Discussion Board Responses 11:59 p.m. each Monday evening` 15 pts/each (120)

Collaborate Session Attendance Each Tuesday 7-8 p.m. 20 pts/each (160)

Assignment 1 January 25, 2016 100 pts

Assignment 2 February 9, 2016 100 pts

Assignment 3 February 23, 2016 100 pts

Assignment 4 March 1, 2016 50 pts

_______________

630 pts

Discussion Board Responses (1-8) are worth 15 pts. each (Total of 120 points)

Included in evaluation of participation is completion of all module assessments and active

participation in discussion boards. Discussion board forums are created for some of the

modules. You are required to post a response to the discussion question/s and reply

to at least two postings from your classmates. You can earn a maximum of 15 points

per discussion question. Postings should be substantive and provide evidence of

support from the readings.

5 Point 10 Points 15 Points

Minimal response to the

question.

The posting is a response

to the question but lacks

depth and does not attempt

to be part of a class-wide

conversation.

Substantive response

that is insightful, makes

clear connections to the

material and encourages

conversation.

Participation in Online Office Hours (20 pts for each session. Total =160 pts.). It is

expected that you will attend online class hours and actively participate in discussion and

activities. Your attendance will be recorded. If you are unable to attend the online class

hour you should let the professor know in advance and access the archive for the

recorded session. The archive keeps a log of who enters and will be used for attendance

purposes.

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COURSE ASSIGNMENTS

Assignment 1: New Teacher Induction Model (100 Points)- Students will report on the

teacher induction model for beginning teachers and/or teachers new your district that is

used. Appropriate state and local district requirements regarding teacher induction will

be identified in the text and cited in the bibliography. The information should include

plans for familiarization with the school system, the teacher’s school, and/or academic

department and evaluation procedures. You should include information about

communication procedures and expectations and professional development support for

improved performance for teachers. You are also expected to provide reflection on the

program, its perceived effectiveness and any suggestions for improvement. A Review of

Literature regarding teacher induction should be included and supportive evidence for

your report. The assignment will be approximately 5-8 pages in length, plus references.

The following components will be included in one document in the following

recommended order: Title Page, Abstract, Introduction/Detailed Narrative, Timeline,

Review of Literature, and References.

This assignment is worth 100 points in the following categories and evaluated based

upon the following rubric:

Elements

of rubric

Expected

Performance

Acceptable

Performance

Unacceptable

Performance

Total points

Awarded

Detailed

Narrative

The commentary is

well organized and

written in a

scholarly manner.

The narrative

comprehensively

describes the state

and local requires

and all aspects of

the teacher

induction process.

(21-30 points)

The commentary

lacks depth. Some

components are

missing, incomplete

or not explained

clearly. (11-20

points)

Commentary

reflects minimal

integration of

instructional

supervision

practices as part

of teacher

induction.

(0-10 points)

_______

of 30

possible

points

Graphic

represent

ation of

Model

and

Timeline

A figure/chart is

included which

graphically

represents the

model and timeline

shows a thoughtful

coordination of

communications,

strategies, and

interventions

required for

The figure /chart

does not depict the

model clearly.

The timeline is

difficult to follow or

has conflicting

information. The

format does not flow

in chronological

order. Important

tasks are listed, but

There is no

graphic

representation of

the model and/or

the figure/chart

is not specific

enough to be

useful. Pertinent

information is

missing or

unclear. There is

_______

of 30

possible

points

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effective teacher

induction. The

induction plan

begins at the

interview and

carries through to

completion of year

four. There are

opportunities for

feedback embedded

within the timeline.

(21-30 points

some may not be

necessary. Other

tasks may have been

omitted or not

carried out in a

satisfactory manner.

(11-20 points)

no evidence of

feedback in the

timeline.

The format does

not associate

dates with tasks.

(0-10 points)

Review of

the

Literature

Review explains

the theory

associated with

new teacher

induction. There

are at least six

citations from

different authors

included.

References tightly

align with the

stated focus of the

review. There is

reference to state

and local policies

regarding new

teacher induction.

(21-30 points)

The citations are

loosely linked to

new teacher

induction. There is

minimal reference to

state or local

policies. Model and

timeline do not

appear to be derived

from knowledge

acquired in the

review. (11-20

points)

The review is

poorly written

and the

references do not

align with new

teacher induction

theory or

practice. There

are fewer than

six references

cited.

(0-10 points)

_______

of 30

possible

points

Format

There are no

spelling or

grammar mistakes.

The format is

attractive, double

spaced, 12 pt.

Times. There are

no APA errors in

citation or

format.(7-10

points)

The model and

narrative are

difficult to follow

and/or will require

editing for APA or

grammar.

Information may be

incomplete.

(3-6 points)

The commentary

is handwritten or

single spaced.

There is no

reference page.

There are

numerous APA,

spelling, or

grammar errors.

(0-2 points)

_______

of 10

possible

points

Total number of points:

_______ of

100 points

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Assignment 2: Field Experience (100 points)- Students will conduct a simulated clinical

supervision cycle for a practicing teacher or student teacher in your own district.

Students will create and provide a paragraph representing a profile of the teacher and the

supervisor. The narrative will also include a description of the supervisory approach

being used. Use the appropriate forms provided by the district and secure permission and

cooperation from all involved. Complete the entire process, including a pre-conference,

observation(s), and post-conference. Present your findings in a summary narrative.

The assignment will be approximately 5-8 pages in length, plus appendices. The

components of this model and the recommended order are: Title Page, Abstract, Teacher

and Supervisor Profile, Detailed Narrative, Impact on Instructional Practice, Reflection,

appendices (with forms) and References. This assignment is worth 100 points in the

following categories and evaluated based upon the following rubric:

Elements of

rubric

Expected

Performance

Acceptable

Performance

Unacceptable

Performance

Total

points

Awarded

Detailed

Narrative

The commentary is

well organized and

written in a scholarly

manner and

comprehensively

describes all aspects

of the supervision

cycle (pre-

conference,

observation(s), post-

conference), includes

a profile of the

teacher and

supervisor and

describes the

supervisory approach.

(21-30 points)

Some components

are missing,

incomplete or not

explained clearly.

(11-20 points)

Commentary

reflects minimal

involvement in

the supervision

cycle. A full

cycle was not

performed or

analyzed. (0-10

points)

_______

of 30

possible

points

Impact on

instructional

practice

The commentary

analyzes how this

supervision cycle is

intended to improve

instructional practice.

There is a focus on

specific needs and

intended outcomes.

(21-30 points)

Recommendations

intended to improve

instructional

practice are vague

and don’t address

problem areas. (11-

20 points)

There was little

or no evidence

of how this

evaluation cycle

will improve

the teacher’s

instructional

practice or

suggestions for

improvement.

(0-10 points)

_______

of 30

possible

points

Reflection Personal reflection is Reflection lacks The reflection

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delivered that

describes and reflects

on the author’s role

during the

assessment/evaluation

process.

Unanticipated

challenges or

personal issues that

would be addressed

in subsequent

assessment cycles are

described. (21-30

points)

specificity and

reference to the

author’s personal

role is not apparent.

(11-20 points)

merely recounts

the process,

without a

description of

the author’s role

and challenges.

(0-10 points)

_______

of 30

possible

points

Format

There are no spelling

or grammar mistakes.

The format is

attractive, double

spaced, 12 pt. Times.

Copies of referenced

documents are

included in the

appendix. (7-10

points)

The commentary is

difficult to follow

and will require

editing. Information

may be incomplete.

(3-6 points)

The

commentary is

handwritten or

single-spaced.

There is no

appendix

included. There

are numerous

spelling or

grammar errors.

(0-2 points)

_______

of 10

possible

points

Total number of points:

_______

of 100

points

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Assignment 3: Technology Plan Analysis (100 Points)-Students will review the

technology plans from three different school districts. Students will analyze the

curriculum, infrastructure and applications that students, faculty, and administration

employ to determine how technology is being used to effectively impact instruction. The

assignment will be approximately 6-10 pages in length, plus appendices.

The components and recommended order for this assignment are: Title Page, Abstract,

Introduction/Detailed Narrative, Visual Representation, Impact on Instructional Practice,

Reflection, and References.

This assignment is worth 100 points in the following categories and evaluated based upon

the following rubric:

Elements

of rubric

Expected

Performance

Acceptable

Performance

Unacceptable

Performance

Total

points

Awarded

Detailed

Narrative

The commentary is

well organized and

written in a scholarly

manner. The

narrative describes

the curriculum,

infrastructure and

applications used in

each school district

with clear linkages

to improved student

achievement.

(40-31 points)

Some components

are missing,

incomplete or not

explained clearly.

Infrastructure and

applications are

listed without

significant linkage

with curriculum or

student

achievement.

(30-21 points)

Commentary

reflects basic

knowledge of

technology plan

requirements, but

does not describe

specific attributes of

each plan

considered. Only

one technology plan

is analyzed. (20-0

points)

_______

of 40

possible

points

Visual

Represen-

tation

A table or chart is

included that

presents information

in a way that

facilitates

comparison analysis.

(7-10 points)

Some components

are missing,

incomplete or

poorly

presented. (3-6

points)

Major oversights in

completeness or

clarity. No table or

chart is presented.

(0-2 points)

_______

of 10

possible

points

Impact on

instruction

al practice

The commentary

analyzes how

technology impacts

instructional practice

at these schools.

Data driven

instruction, RtI,

Assessment,

Enrichment and

Professional

The commentary

makes claims

about the impact

of technology on

instructional

practice, but does

not thoroughly

explain them or

provide evidence.

(11-20 points)

The impact of

technology on

instructional

practice is not

clearly explained.

There may be vague

references to

specific benefits.

(0-10 points)

_______

of 30

possible

points

12

Development are

considered as

evidence. (21-30

points)

Reflection

Reflection reflects

the author’s opinion

clearly. The author

describes how

technology can

improve student

achievement

effectively. (7-10

points)

Reflection is vague

and doesn’t show

linkages between

supervision,

contracts and

student

achievement.

(3-6 points)

_______

of 10

possible

points

Format

There are no spelling

or grammar

mistakes. The format

is attractive, double

spaced, 12 pt.

Times. Copies of the

technology plans are

included. (7-10

points)

The commentary is

difficult to follow

and will require

spelling or

grammar editing.

The plans included

are

incomplete. (3-6

points)

The commentary is

handwritten or

single-spaced.

There are numerous

spelling or grammar

errors. (0-2 points)

_______

of 10

possible

points

Total number of points:

_______

of 100

points

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Assignment 4: Presentation on Factors Affecting Supervisory and Instructional

Leadership (50 points)- Students will create a powerpoint/prezi presentation on a major

factor impacting the field of educational leadership, school improvement. The

presentation should consist of: 1. A description of the essence of each topic (history,

developer(s), elements, etc.); 2. The impact that each topic has or may have on instruction

and staff; and 3. a discussion of the impact of topic may have on school budgets,

facilities, policies and procedures. Presentations will be approximately 10-15 slides.

Topics should be selected from the following list: a specific teacher evaluation model;

ESSA; diversity, equity and achievement gap issues; teacher leadership; action research;

common core standards; visible learning; four effective research-based instructional

strategies (direct instruction, problem-based learning; manipulatives, models and

multiple representations; & cooperative learning); 3 walkthrough models/approaches.

Note: Other topics must receive instructor approval.

Elements of

rubric

Expected

Performance

Acceptable

Performance

Unacceptable

Performance

Total

points

Awarded

Presentation

The presentation

shows a thoughtful

visual commentary

on the topic and

relate to

instructional

supervision and/or

school improvement.

The information was

timely, accurate and

clearly presented.

The presentation is

compelling in nature

and interesting to

diverse audiences.

(20-30 points)

Important

information is

included, but it does

not link together in a

logical or sequential

manner. The

presentation is

difficult to follow

and/or has

conflicting

information.

(10-19 points)

The presentation

is not specific

enough to be

useful. Pertinent

information is

missing or

unclear. The

presentation

lacks depth.

(0-9 points)

_______

of 40

possible

points

Format

The format is

visually attractive

and shows creativity.

It is visually

interesting and

included a balance

of text, audio, video

and/or music. There

are no spelling or

grammar mistakes.

Universal design is

The format is

attractive but does

not command

attention. The

presentation lacks

creativity and does

not address diverse

learning styles.

(3-6 points)

The presentation

is formatted

poorly. There

may be spelling

errors. The

presentation is

visually bland

and includes

only clip art and

text.

(0-2 points)

_______

of 10

possible

points

14

considered.

(7-10 points)

Total number of points:

_______

of 50

points

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ed.).

Larchmont, NY: Eye on Education.

Prepared by M. Taylor, Ph.D. and based upon CMU EDL 773 MCS and EDL 773

syllabi from Dr. Whale and Dr. Deschaine.