The College of New Jersey

Department of Educational Administration and Secondary Education

Staff Supervision

SUPV 520

Instructor: Dr. Donald Leake

Office: Forcina Hall 367

Office Hours: Tuesday 4:00-5:00 p.m., Thursday 3:00 – 5:00 p.m. or by appointment

Office Phone: 771-2229 e-mail: Leake@TCNJ.Edu

Course Description:

A primary focus of staff supervision is on increasing the effectiveness of teaching. Teaching effectiveness, by definition, means to bring about the desired student learning or objectives of the units of instruction. This course is designed to examine supervisory competencies directed toward the improvement of instruction. Through an examination of the objectives, techniques, and materials of staff supervision, this course will define the supervisory function directed toward the improvement of instruction. Emphasis will be placed on upon the importance of the interrelationship between humanistic aspects of education and democratic administrative behavior. Students will be provided with opportunities to learn about the roles and responsibilities of school administration as it relates to the supervisory process. Students should expect to deal with a broad range of issues and problems as they relate to school administration in general, but particularly schools in metropolitan areas. Throughout the course, students will be asked to demonstrate decision-making skills and application of administrative concepts and theories. Through case analysis, discussions, lectures, role-playing, and group activities, students will have numerous opportunities to apply the theoretical concepts studied in other educational administrative courses.

Course Objectives

1. To offer students opportunities to expand his/her administrative training to include application and implementation of concepts developed in graduate administrative studies.

2. To provide a forum to discuss issues relevant to effective staff supervision in general, but particularly in schools in metropolitan areas.

3. To expand students' understanding of the operational tasks of staff supervision.

4. Facilitate skill development through simulation, discussion and role-play.

Required Texts

Acheson, Keith and Gall, Meredith (1992) Techniques in the Clinical Supervision of Teachers (Third edition).

Lawrence, C. Edward, Vachon, Myra, Leake, Donald, and Leake, Brenda (1993) The Marginal Teacher: A Step-by-Step Guide to Fair Procedures for Identification and Dismissal

Danielson, Charlotte (1996) Enhancing Professional Practice: A Framework for Teaching

Supplemental Recommended Text: (NOT REQUIRED)

Duke, Daniel (1987) School Leadership and Instructional Improvement

Recommended Journals

Journal of Negro Education

Education Administration Quarterly

Educational Leadership

Harvard Educational Review

Journal of Educational Administration

Phi Delta Kappan

Urban Education

Course Requirements:

  1. Class Participation
  2. Reaction to Selective Articles (10 points)
  3. One page Position Paper (10 points)
  4. Comparative Analysis of Two-Observation Procedures/Evaluation Instruments Specifically: How are they different? Similar? Strengths; Weaknesses. Include both instruments(20 points)
  5. Individual project (SELECT ONE): (30 points)

A. Analysis of the Removal and Dismissal Procedure*

B. Research Paper based on student data

C. Comparative policy analysis

D. Generate three different forms of teacher recognition. Describe specific criteria to qualify for each.

E. Work with a principal to develop a comprehensive staff development plan

F. Compile an inventory of resources for teacher assistance available in your own school district

G. Identify several different teaching situations, such as large-group lectures, guided practice, and class discussion. For each situation, develop a rubric you could use to judge the quality of teaching.*

H. Ask 4 teachers to describe the system by which he or she is supervised and evaluated.*

I. Develop a brochure promoting a school, department, or program.

6. Exam (30 points)

Grading Scale:

100 - 96 points = A 79 - 77 points = C+

95 - 90 points = A- 76 - 73 points = C

89 - 87 points = B+ 72 - 70 points = C-

86 - 83 points = B 69 - 67 points = D+

82 - 80 points = B- 66 - 63 points = D

62 - 57 points = F

 

Notice to Students with Academically Challenging Conditions:

Students possessing an academically challenging condition that requires the attention and consideration of the instructor should inform the instructor in writing by the third class session. You may be asked to provide supporting documentation to assist the instructor in his efforts to create appropriate learning experiences for you.

 

 

The College of New Jersey

Department of Educational Administration and Secondary Education

Staff Supervision

Reaction to Selected Articles

 

1. Article:

 

2. Author:

 

3. Journal:

 

4. Date of Publication:

 

5. Reaction:

 

 

Individual project

You should select one of the following projects:

A. Analysis of the Removal and Dismissal Procedure. This analysis should reflect your respective district's procedures. Include how a teacher is identified for removal or dismissal and any data on the number/percentage of teachers dismissed.

B. Research Paper based on Student Data:

    1. Using an instrument approved by the Professor, survey student perceptions regarding a mutually agreed topic.
    2. Integrate the findings from the survey in a brief reflective paper.
    3. Include in your discussion, how one could use the findings to improve instruction.

C. Comparative policy analysis. Working with a partner, exchange information regarding classroom management and discipline policies and procedures (school-wide and classroom level). In your comparative analysis:

1. Generate a demographic overview of your school. Briefly identify the other school in your analysis cluster.
    1. Discuss similarities and differences in the policies
    2. Discuss strengths and weakness
    3. How do they compare in terms of rules, consequences, procedures, etc
    4. If possible share discipline related data for the past year or two.
    5. Are the policies effective? How do you know?

D. Generate three different forms of teacher recognition. Describe specific criteria to qualify for each. Present the recognition plan in the form of a finished flyer or brochure. Must include a line indicating "Designed by..."

E. Work with a principal to develop a comprehensive staff development plan. The plan should include:

1. A brief rationale for ongoing, systematic staff development (approximately 2 paragraphs).

2. A clear statement of expected changes in teacher knowledge, behavior, understanding, and attitude.

3. A rationale for proposed changes in teacher performance

4. A schedule of learning activities.

5. An inventory of resources needed to accomplish performance goals.

6. A monitoring system

7. Strategies to involve in initial staff development activities only those teachers who are receptive to them

8. Strategies to protect teachers involved in staff development from additional demands on their time and energy.

9. Strategy to keep all teachers informed of staff development activities.

F. Compile an inventory of resources for teacher assistance available in your own school district. Present the inventory in the form of a finished flyer or brochure.

G. Identify several different teaching situations, such as large-group lectures, guided practice, and class discussion. For each situation, develop a rubric you could use to judge the quality of teaching. Present the rubrics in a "Reader Friendly" format.

H. Ask 3-4 teachers to describe the system by which he or she is supervised and evaluated. Then ask the teacher's supervisor to describe the same system. Discuss the perceptions of both teachers and supervisors. Do they share the same set of perceptions? If not, what factors may account for different perceptions? Share interview questions with me before you conduct the interview.

I. Develop a brochure promoting a school, department, or program. The brochure should be informative and written for an audience consisting of parents and others in the community. Must include a line indicating "Designed by..."

The College of New Jersey

Department of Educational Administration and Secondary Education

Staff Supervision

SUPV 520

Tentative Overview of Topics

Leadership

1. Overview of course

  1. Leadership

Situational leadership

3. Leadership

Transactional and transformative

4. Leadership

Value added Leadership

Framework for Classroom Supervision

5. Effective Teaching

Operational definition

Response to differences

6. Clinical Model of Supervision

Three components

7. Teacher Evaluation

Weber's Model of Bureaucracy

Framework

8. Removal/dismissal Procedure

Due Process and Just Cause

Documentation

9. Sexual Harassment

10. Classroom Management

Definition

Self-discipline

Assertive discipline

11. Supervision Strategies

Narrow and Wide lens