Syllabus

Master of Science in Education

EDU 704 Supervision and Evaluation of Instructional Personnel – Summer A 2016

Credits - 3

Description

Supervision and evaluation strategies need to support teachers’ growth into strong, competent professionals. This course examines requirements of educational leaders engaged in supervising and evaluating educational personnel, and explores new directions and procedures currently under development. Emphasis is given to understanding the theory behind the practice, strengths and weaknesses of varying methods, and hands-on applications. Drawing on knowledge of developmental stages and multiple styles of learning and teaching, participants consider such practices as peer evaluations, self-evaluations, portfolios, and mentoring.

Materials

Required Readings:

Academic Development Institute. (2013, January 4). Wise Ways (41). Retrieved from http://www.indistar.org/app/wiseways/41.pdf

Academic Development Institute. (2012, July 24). Wise Ways (41). Retrieved from http://www.indistar.org/app/wiseways/120.pdf

Danielson, C. (2007). Enhancing professional practice, (2nd ed.). Alexandria, VA: ASCD.

Marshall, K. (2013). Rethinking teacher supervision and evaluation. San Francisco, CA: Jossey-Bass.

Marzano, R. (2013), Marzano School Leader Evaluation System. Palm Beach Gardens, FL: Learning Sciences Marzano Center for Teacher and Leader Evaluation

Marzano, R. (2015, January 30) Marzano Center Essentials for Achieving Rigor. Retrieved from http://www.marzanocenter.com/essentials/

Required Videos:

Biffle, C. (Producer). (2008). Whole Brain Teaching: The Basics [Video]. United States:

Whole Biffle, C. (Producer). (2008). Whole Brain Teaching: 3rd Grade Math Critical Thinking [Video]. United Brain Teaching. Retrieved from Analyze strengths and weaknesses of existing supervision/evaluation practices.

Learning Objectives and Outcomes

  • Demonstrate knowledge of formative and summative evaluation strategies. (PSEL 4)
  • Review and summarize Internet examples of teaching. (PSEL 4 & 7)
  • Discuss their observations of video teaching examples with classmates. ((PSEL 4, 7 & 10)
  • Identify an interview candidate who has responsibility for supervising and evaluation teachers. (PSEL 2, 4, 7 & 10)
  • Analyze strengths and weaknesses of existing supervision/evaluation practices. (PSEL 1, 3, 4, 6, 7, & 10)
  • Analyze contract or bargaining agreement pertaining to their schools. (PSEL 1, 3, 4, 6, 7 & 10)
  • Collect and use data to identify goals, assess organizational effectiveness and promote organizational learning. (PSEL 2, 4, 6, 7 & 8)
  • Analyze an article related to supervision and evaluation. (PSEL 1, 3, 4, 6, 7, & 10)
  • Employ the steps of formal classroom observation including pre-observation conference, observation, post-observation conference, and write up. Competency will be shown through guided practice in this cycle. (PSEL 4,6, & 7)
  • Assess the effectiveness of an evaluation procedure of a supervisor working in an educational setting. (PSEL 2, 4, 6, 7 & 8) 
  • Evaluate an interviewed supervisor’s evaluation procedure, determining areas that might need enhancement, change or supplementation. (PSEL 4, 6 & 8)
  • Reflect on the usefulness of the evaluation interview as a comparative model for summative evaluation. (PSEL 4, 6 & 7)
  • Demonstrate an understanding of developmental stage theory as it applies to teachers and supervisory practices. (PSEL 2, 6 & 7)
  • Contrast the Marshall model with the traditional observation sequence noted in Danielson and Marzano. (PSEL 4 & 6)
  • Analyze strengths and weaknesses of existing supervision/evaluation practices. (PSEL 4, 7 & 10)
  • Compare an instructor’s approach to established supervision/evaluation practices. (PSEL 4, & 7)
  • Apply the steps of formal classroom observation in a post-observation conference. (PSEL 1,4, 6, & 7)
  • Report on the observation and evaluation process in a write-up. (PSEL 4, 6, & 7)
  • Apply the steps of formal classroom observation including pre-observation conference, observation, post-observation conference, and write up. (PSEL 1,4, 6, & 7)
  • Analyze strengths and weaknesses of existing supervision/evaluation practices. (PSEL 2, 6 & 7) 

Assignments

  • Threaded discussion boards: one ungraded introductory class discussion, two graded class discussions, and five small group discussions.
  • Evaluation Proposal (Week 1): Identify an interview candidate who has responsibility for supervising and evaluation teachers. You will probably want to talk briefly with a few potential interviewees before choosing one.  Confirm with the candidate that they will be able to meet with you for a brief (30 – 45 minute) interview regarding supervision and evaluation. Submit an Evaluation Interview Proposal that includes the following information:  a) a description of the interviewee including the person’s name, job title  and school, town and state where they work  b) disclose your relationship to this person (i.e. how did you find or how do you know the person?)  c)  1-2 sentences about why you chose to interview this person. Note: You may not interview your own supervisor, someone you supervise, or a family member. You may use someone from a different school or district. Do not conduct the interview until your instructor approves your interviewee.
  • Teacher Contract Research and Analysis (Week 2): The purpose of this assignment is for you to understand the rules under which most classroom observations and teacher evaluations are conducted. Usually such rules are put in place to protect from abuses. They almost always outline the procedures that are to be followed when conducting formal teacher evaluations. You may complete this assignment in one of two ways: 1. Obtain a copy of the teachers’ contract or bargaining agreement that pertains to your school. Research the sections that have anything to do with teacher evaluations, classroom visits, or performance reviews. You’ll need to read carefully since pertinent paragraphs are sometimes found in unusual places in the contract. 2. Once you have conducted your analysis, submit a 300 to 500 word report to the assignment drop box that answers questions provided by your instructor. If your school does not have a teachers’ contract, research the procedures and policies you have in place for teacher evaluation, and submit the same report answering the same questions.
  • The Evaluation Interview Report (Week 3): This is the second assignment related to your interview with a teacher evaluator. For this assignment, complete the following steps: Interview your selected teacher evaluator. Take notes on his or her responses to your interview questions, and follow up with questions as you deem appropriate, so you have good insight into the evaluation process.
  • The Evaluation Interview Analysis and Discussion (Week 4): In the third assignment in this series, you will analyze and research the responses of your interviewee. This section is approximately two pages, double spaced.
  • Mock Pre-Observation Interview (Week 5): Arrange a mock pre-observation conference with a colleague from your school. Ask him or her to take the role of teacher. You play the role of the interviewer. Your job is to ask questions (based on Danielson’s domains, components, and elements) to clarify what the teacher plans to teach and what he or she would like you to focus on during your visit.  a. Use the questions from Danielson p. 173 in your pre-observation conference. b. Report your conference experiences to your classmates via the Week 5 class discussion board, explaining the role of the person with whom you conferenced, describing the interaction, and generally reflecting on the experience. What did you learn from this experience? Your report should be about 500 words.
  • Classroom Observation or Mini-visits and Report (Week 6): This week you should conduct your classroom observation(s) and write your follow-up assignment report. Note that you may conduct your observation at any time during our course. If you use the Marshall model, you must visit the teacher’s classroom at least three times. Regardless of which model of observation you used, do the following: 1) Via a short note or email, make sure you thank the teacher you visited for his or her time. 2) In 500 to 1200 words, answer questions provided by your instructor and submit your response as an assignment: No matter which model you use, you should set up and carry out the pre-observation conference.
  • Mock Post-Observation Interview and Report (Week 7): Our observation sequence draws to a close with the post-observation conference and report. The purpose of this assignment is to give you practice with using questions to help a teacher gain insight about an episode of teaching he or she has completed. You may have some very valuable things to offer to this teacher by way of feedback, but the main purpose of the conference is still to help the teacher gain his or her own insights. Using the Danielson protocol on page 171, conduct a post-observation conference with a teacher.
    • Arrange a meeting with any colleague who has completed a lesson recently (within about 24 hours. The memory fades fast in busy school lives). It is fine if this teacher is the same one you observed and pre-conferenced with, but this is not required.
    • Write up your post-observation conference in 400 to 1000 words using only three of Danielson’s questions on page 171 for a guide. Submit this as an assignment.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentsPointsTotal Points
2 Class Discussion Boards48
5 Group Discussion Boards420
Evaluation Proposal 55
Teacher Contract Research & Analysis55
Evaluation Interview Report2020
Evaluation Interview Analysis & Discussion1010
Mock Pre-Observation1010
Classroom Observation or MIni-Visits & Report1111
Mock Post Observation Interview & Report1111
TOTAL100

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Week Topic Activities & Assignments Due Dates

1

May 4-8

Models of Teaching and Supervision
  • Complete Week 1 Readings
  • Class Discussion:  Intro.
  • Class Discussion:  Video Teaching Sample (make sure that it has closed captioning) A
  • Assignment:  Get Started on your Evaluation Proposal – due next week

Discussion Boards: May 8, 11:59 PM EST

Evaluation Proposal: WEDNESDAY May 11, 11:59 PM EST (during Week 2)

2

May 9-15

Teachers’ Contracts and Supervision
  • Readings
  • Small Group Discussion (Select My Groups from the course menu): Post a summary and analysis of a selected article related to supervision and evaluation (see instructions below), and respond to at least two of your classmates’  posts.
  • Assignment:  Teacher Contract Research and Analysis

Evaluation Proposal: WEDNESDAY May 11, 11:59 PM EST (during Week 2)

All Assignments: May 15, 11:59 PM EST

3

May 16-22

Interviewing a Teacher Supervisor
  • Complete readings and view Traditional Teaching Video
  • Group Discussion: Traditional Teaching Video
  • Assignment:  Evaluation Interview Report
All Assignments: May 22, 11:59 PM EST

4

May 23-29

Analyzing the Interview
  • Complete Readings and view “Whole Brain Power Teaching” video
  • Small Group Discussion
  • Assignment: The Evaluation Interview Analysis and Discusion
  • Assignment: Module 5 Check-In Survey
All Assignments: May 29, 11:59 PM EST

5

May 30-June 5

Pre-observation Conference and Report
  • Readings
  • Small Group Discussion: Contrasting Evaluation Models
  • Class Discussion Assignment: Pre-Observation Conference
All Assignments:Due: June 5, 11:59 PM EST

6

June 6-12

Conducting a Classroom Observation
  • Readings
  • Assignment: Classroom Observation or Mini-Visits and Report
All Assignments: June 12, 11:59 PM EST

7

June 13-19

Post-observation Conference
  • Readings
  • Small Group Discussion: Evaluation Models
  • Assignment: Post-Observation
All Assignments: June 19, 11:59 PM EST

8

June 20-26

Summary and Reflection
  • Class Discussion: Reflection
FRIDAY, June 24 11:59 PM EST

Student Resources

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AI Use

The Graduate Programs in Education holds the position that Grammarly and other AI writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate-level rigor, assessment, and research. Use of these tools when not explicitly permitted may result in an academic integrity infraction.

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.