Essay About Supervision free essay sample

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. [emailprotected] 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. EDPL 240 / 340 Supervision of Instruction - Page 1 of 25 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). Eff ective 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). Students will be expected to regularly contribute to discussions, present new information, analyze supervisory situations, and work collaboratively with other members of the class. Assessments: 1) 2) 3) 4) 5) 6) Participation: Class Presentation: Critical Task 11: Critical Task 12: Critical Task 13: Essay Book Review: 10% of final grade 15% of final grade 20% of final grade 20% of final grade 20% of final grade 15% of final grade Ongoing Weeks 7 – 11 Due Week 6 Due Week 9 Due Week 12 Due Week 14 : Participation (10% of final grade): The typical class meeting will consist of a discussion of required readings, and an in-class activity such as a guest speaker, a case study discussion or simulation. Since class discussions are vital to the success of the class, your attendance and participation are important and will contribute to your final course grade. Attendance: Given that most learning takes place via discussion, activities, and other experiences in the classroom, please att end all class sessions, arrive on time, stay the entire class, and return promptly from breaks. If an emergency situation occurs when you must miss all or part of a class, please let me know in writing before your absence. Preparation: Students are expected to carefully prepare all readings and to participate in class discussions from an informed perspective. For each class meeting, students should have generated at least three (3) questions or insights regarding the reading assignment and be prepared to initiate or facilitate class discussion. Participation: Participation in class requires coming prepared and will include leading discussions, role-playing, and actively listening to colleagues. Successful class discussions involve tolerance and respect for the diversity of opinions expressed by your colleagues. While overt expressions of intolerance, such as sneers, eye rolling and dismissive gestures, are clearly objectionable, subtler behaviors, such as zoning out or dominating class discussion are also not acceptable. Opening and Closing of the Class Session: All participants are asked to lead a fiveminute opening and closing ritual for one class period. This is a ritual that can signal that our class is ready to begin, and at the end of the class, signal the transition out of the class. This ritual, aligned with the Ignatian pedagogy that imbues Marquette University, attempts to help us be mindful and reflective in our pursuit of knowledge and theory. Please try to tie your opening and closing to our course content. Examples of openings and closings include reading / sharing copies of a favorite quote or short reading, a EDPL 240 / 340 Supervision of Instruction - Page 4 of 25 favorite song on CD or tape, or a sacred moment in an educational setting that held particular significance to you. Participation Grading: Participation and attendance will be graded pass/fail weekly. You will only be notified if you receive a failing grade. An unexcused absences is automatically a failing grade. Students who receive 2 failing grades in participation will be required to conference with the professor to discuss the concerns. : Oral Presentation on a topic related to supervision. (15% of final grade) Students will choose to research a topic related to the course themes that they believe would be beneficial to present to other educators. Students will then prepare an annotated bibliography of 5 – 8 journal articles from within the past 5 years. Students are required to conduct a research consultation with a reference librarian to facilitate this review. Finally, students will prepare a 20 – 30 minut e class presentation on this topic. The presentation should incorporate technology and be modeled in a manner to be presented to colleagues in your school setting, such as at a faculty, board, or home/school meeting. See Attachment A for a complete description/rubric. 3: Critical Task 11: 5-Year Professional Development Plan for Beginning Teachers (20% of final grade) – due 2/20 See Attachment B for a full description/rubric of this task. 4: Critical Task 12: Case Study and Analysis of Professional Growth Plan for School (20% of final grade) – due 3/13 See Attachment C for a full description/rubric of this task. : Critical Task 13: Evaluation of Teacher Using Supervisory Model (20% of final grade) – due 4/3 See Attachment D for a full description/rubric of this task. 6: Essay book review (15% of final grade) This essay book review (3000 – 4000 words) will review a book chosen by the student within the context of the goals and objectives of this course. The review should integrate key concept s addressed throughout the course and serve as an opportunity to articulate a cohesive vision of how instructional leadership and supervision can enhance student learning and sustain school improvement. Essay Book Review Rubric Presents key concepts of book Integrates key concepts / literature from class Articulates vision of teaching / learning community Writing quality TOTAL /5 points /5 points /5 points /5 points /20 points EDPL 240 / 340 Supervision of Instruction - Page 5 of 25 NOTE: All assignments must be submitted electronically as Word attachments through D2L and/or emailed to the instructor, on or before the stated deadline. ? Technical accuracy (spelling, grammar, usage, citations, paragraphing, etc. ) will be required. APA formatting should be used. ? Mature composition skills (clarity, cohesiveness, varied sentence structure, appropriate vocabulary, etc. ) will also be expected. If you are taking the class as EDPL 340, contact me about assessment adjustments. Grading procedures: This course follows policies of Marquette University on grading and academic honesty addressed in detail in the Graduate Bulletin: http://www. marquette. edu/grad/current/bulletin. shtml Specific grading for each of the student responsibilities is described above. A = Excellent (94 – 100%) AB = 90 – 93% B = Satisfactory (84 – 89%) BC = 80 – 83% C = Minimally acceptable (70 – 79%) F = Failure (below 70%) NOTE: After you receive your graded work, you may choose to revise and resubmit it. Revisions need to be shown using â€Å"track changes† tool on the originally graded document. Revisions should be resubmitted in a timely manner, not all at once at the end of the semester. -Guiding ethos: This course is aligned with the mission of the School of Education, which promotes an Ignatian view of educators as intellectual, moral, and spiritual leaders, guided by ethics of care and social justice. Inclusion: This course is conducted in a manner that affirms the dignity of each individual regardless of age, culture, faith, ethnicity, race, gender, sexual orientation, language, disability or social class (Marquette University, 2006). Accommodations. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments in this course to enable you to fully participate. Contact me as early in the course as practicable about such accommodations. I will try to maintain the confidentiality of the information that you share with me. If you need to miss class because of a religious observance, please let me know at least two weeks in advance. Campus resources. If you have questions about campus policies and services you may wish to contact the Marquette Office of Disability Services, Alumni Memorial Union room 317 (www. marquette. edu/oses/disabilityservices/index. shtml; 414-288-1645) EDPL 240 / 340 Supervision of Instruction - Page 6 of 25 CALENDAR: Session 1 2 3 4 5 6 7 8 9 10 11 12 Date 1/16 1/23 1/30 2/6 2/13 2/20 2/27 3/6 3/13 3/20 3/27 4/3 4/10 Topic Introduction / Course Overview Conceptual frameworks for effective instructional leadership Adult development Organizational / social context of schools Interpersonal Skills Interpersonal Skills Technical Skills Tasks of Supervision Tasks of Supervision Cognition and learning Cognition and learning Teaching Teaching Independent Work Week School Improvement Theories and models of organizational change Function of Supervision Readings n/a Glickman 1, 2, 3 Glickman 4, 5 Tyack Tobin, 1994 Glickman 6, 7, 8, 9 Glickman 10, 11, 12 Glickman 13, 14, 15 Glickman 16, 17, 18 Glickman 19, 20 BowersSipe, 2005 Bransford 1, 2, 3 Bransford 4, 5 Bransford 6, 7 Bransford 8, 9 Goldstein, 2004 Zepeda, 2004 Hirsh, 2005 Glickman 21, 22 Bernauer, 2002 n/a Assignment ISLLC selfassessment Critical Task 11 Presentations Presentations Critical Task 12 Presentations Presentations 13 14 15 4/17 4/24 5/1 Critical Task 13 Essay Book Review EDPL 240 / 340 Supervision of Instruction - Page 7 of 25 Attachment A: Oral Presentation on a topic related to supervision. (15% of final grade) Directions: 1)Choose to research a topic of interest to you related to the course themes. Possible topics include (but are not limited to) the following: ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Characteristics of Effective Teaching Peer Coaching Cognitive Coaching Differentiated Supervision Mentoring Models Gender and Racial Differences in Career Development Adult Learning Styles Teacher Motivation Self-Directed Development Merit Pay and Supervision Teacher Evaluation and Student Learning 360 Degree Feedback PI-34 (Professional Development Plan) Supervision Models in Alternative Settings (e. g. , counseling programs, resource centers, specialized schools, higher education, etc. ) Supervision of Co-Curricular, Extra-Curricular and Non-Exempt Personnel 2) Using research tools such as ERIC and/or Proquest, research this topic. Students are required to conduct a research consultation to facilitate this research. 3) Prepare an annotated bibliography of 5 – 8 journal articles from within the past 5 years. Each annotation will be a maximum of 200 words. ) Prepare a 20 – 30 minute class presentation on this topic. The presentation should incorporate technology and be modeled in a manner to be presented to colleagues in your school setting, such as at a faculty, board, or home/school meeting. 5)On the day of your presentation, submit a copy of the annotated bibliography and presentation outline to each class member and to the instructor. Oral Presentatio n Rubric Literature Annotations Integration of Class Concepts Class presentation Outline TOTAL 5 points 5 points 5 points 5 points /20 points EDPL 240 / 340 Supervision of Instruction - Page 8 of 25 Attachment B: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 Supervision of Instruction Critical Task #11 5-Year Professional Development Plan for Beginning Teachers Standards Addressed: NCA Goal #2 – Apply psychological, historical, and educational research literature to improve educational service in a school or organization. Wisconsin Standard 1 – The administrator has an understanding of and demonstrates competence in the teacher standards. Wisconsin Standard 2 – 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 supported by the school community. The administrator has knowledge and understanding of: 2. 4 information sources, data collection, and data analysis strategies Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff rofessional growth. The administrator has knowledge and understanding of: 3. 8 adult learning and professional development models The administrator believes in, values, and is committed to: 3. 16 professional development as an integral part of school improvement The administrator facilitates processes and engages in activities ensuring that: 3. 21 professional development promotes a focus on student learning consis tent with the school vision and goals 3. 6 life long learning is encouraged and modeled Task Description: Write a 5-year professional development plan for a beginning teacher. Directions: Introduction: Brief description of the school’s professional community, including the following as applicable: EDPL 240 / 340 Supervision of Instruction - Page 9 of 25 †¢ †¢ †¢ School’s vision / mission statement (Required) Size and experience levels of faculty (Required) Description of PI-34 implementation plan Analysis: Professional Development Plan for Initial Educators based on Wisconsin Teacher Standards #1 Content The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. * †¢ †¢ †¢ Description of school’s Formal Professional Support addressing this standard: Description of school’s Informal Professional Support addressing this standard: Description of school’s Professional Support Needs linked to this standard: 2 Pupil growth and development The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. * #3 Learning styles The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils , including those with disabilities and exceptionalities. * #4 Classroom instruction The teacher understands and uses a variety of instructional strategies, including the use of technology, to ncourage children’s development of critical thinking, problem solving, and performance skills. * #5 Classroom management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. * #6 Communication The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. #7 Lesson planning The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. * EDPL 240 / 340 Supervision of Instruction - Page 10 of 25 #8 Assessment The te acher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. #9 Reflection The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. * #10 Community The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness, and in an ethical manner. Reflective Summary Please describe the ways in which this analysis increased your understanding of, appreciation for, and commitment to †¢ †¢ †¢ †¢ various adult learning and professional development models professional development as an integral part of school improvement the relationship between professional development, student learning, and a school’s mission and goals the importance of encouraging and modeling lifelong learning. Rating Scale Rating Scale Key: U = Unsatisfactory; S = Satisfactory; E = Exemplary Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 11 of 25 Scoring Rubric Critical Task #11 EDLE 5-Year Professional Development Plan for Beginning Teacher (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE Project Introduction Missing required information regarding school’s professional community (outlined on template) Supplies all required information regarding school’s professional community Provides indepth information / insights regarding overview of school community Lists 3 illustrations Describes of professional thoughtfully development/support analyzes 3 or needs for each WI more teacher standard; illustrations of Description professional demonstrates development understanding and support/needs commitment to adult for each WI learning and standard; professional Description and development as part analysis of school demonstrates improvement plan. advanced understanding and consistent commitment to adult learning and professional development as part of school improvement plan. Identifies sources for Incorporates data gathered from multiple, varied 1-2 sources. information sources into the data collection process. WI 3. 8/WI 3. 16 Wisconsin Teacher Standards – demonstrates understanding of and commitment to adult learning and professional development as part of school improvement. Lists 0-1 illustrations of professional development support needs for each WI teacher standards; Does not demonstrate understanding and commitment to adult learning professional development as part of school improvement plan. WI 2. 4 Unclear or missing Data source attribution for collection data collection. demonstrates understanding of information sources, data collection, and data analysis strategies. EDPL 240 / 340 Supervision of Instruction - Page 12 of 25 WI 3. 26 Reflective summary models life long learning. Minimally reflects on 0-2 indicators listed on template as framework for project assessment; makes no connections that model life long learning. Reflection on 3-4 project assessment indicators. akes connections that model life long learning. WI 3. 21 Professional development plan promotes a focus on student learning consistent with school vision and goals. Professional development plan includes minimal examples that focus on student learning; professional development plan is not clearly connected to or consistent with school goals. Professional development plan includes 3-4 examples that focus on student learning; professional development plan is connected to and consistent with school vision and goals. Submits indepth summary reflection that incorporates all assessment indicators; makes relevant and thoughtful connections that model life long learning. Professional development plan includes multiple examples that focus on student learning; professional development plan is clearly and thoughtfully connected to and consistent with school vision and goals. Professional Writing: Multiple errors in grammar, spelling, and usage; weak organization. Occasional technical errors; average organization and composition style. Error free; clear, coherent, and mature organization/composition style. Student Name: Evaluator: Date: Rating: ID: EDPL 240 / 340 Supervision of Instruction - Page 13 of 25 Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 14 of 25 Attachment C: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 – Supervision of Instruction Critical Task #12 Case Study and Analysis of Professional Growth Plan for School Standards Addressed: NCA Goal #2 – Apply psychological, historical, and educational research literature to improve educational service in a school or organization. Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. The administrator has knowledge and understanding of: 3. 5 principles of effective instruction 3. 7 diversity and its meaning for educational programs 3. 11 school cultures The administrator facilitates processes and engages in activities ensuring that: 3. 25 diversity is considered in developing learning experiences 3. 2 curricular, co-curricular, and ex tra-curricular programs are designed, implemented, evaluated, and refined 3. 37 multiple sources of information regarding performance are used by staff and students Task Description: Directions: I. Introduction: Brief overview of the status of the school’s formal School Professional Improvement Plan, including, e. g. , general components, process for development and review, date of implementation, etc. Analysis: Focus on specific School Improvement issues linked to Wisconsin Standard for Administrator Development and Licensure #3 A. Curriculum design, implementation, evaluation, and refinement 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or II. EDPL 240 / 340 Supervision of Instruction - Page 15 of 25 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations B. Utilization of multiple information sources for performance assessment by staff 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations C. Utilization of multiple information sources for performance assessment by students 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations D. Instructional effectiveness 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations E. Diversity awareness, consideration, and incorporation into educational programming EDPL 240 / 340 Supervision of Instruction - Page 16 of 25 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations F. Professional development for faculty and staff 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations G. Design, implementation, evaluation, and refinement of co-curricular and extracurricular programs 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. III. Reflective Summary To what extent do you believe that, in your educational organization, the general school culture and instructional climate are conducive to pupil learning and staff professional growth (#3)? Rating Scale: Rating Scale Key: U – Unsatisfactory; S = Satisfactory; E = Exemplary Description of current school strengths Description of needs / recommendations EDPL 240 / 340 Supervision of Instruction - Page 17 of 25 Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 18 of 25 Scoring Rubric Critical Task #12 EDLE Case Study and Analysis of Professional Growth Plan for School (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE Project Introduction Provides indepth information / insights regarding School’s Improvement Plan WI 3. 32/WI Lists 0 – 1 example for Provides at least 2 Describes 3. Analysis Option #1 or examples for thoughtfully Analysis of #2 a b, related to Analysis Option #1 analyzes 3 or School’s School Professional or #2 a b, related more examples Profes sional Improvement Plan to School for Analysis Improvement issues A-G (described Professional Option #1 or #2 Plan – on template and linked Improvement Plan a b, related curricular, co- to WI Standard #3 issues A-G to SPIP issues curricular, indicators) A-G and extracurricular programs are designed, implemented, evaluated and refined; professional improvement plan demonstrates understanding of effective instruction. WI 3. 35 Lists 0-1 example of Provides at least 2 Describes Professional how diversity is examples of how thoughtfully Improvement considered in diversity is analyzes 3 or Plan considers professional considered in more examples diversity in improvement plan. professional of how developing improvement plan. diversity is learning considered in experiences. rofessional improvement Missing appropriate information regarding School Professional Improvement Plan (described on template) Supplies basic information regarding status of School’s Professional Improvem ent Plan EDPL 240 / 340 Supervision of Instruction - Page 19 of 25 plan. WI 3. 37 Data Collection – Multiple sources of information regarding performances are used by staff and students. WI 3. 11 Reflective summary demonstrates understanding of school culture. Professional Writing: Technical Skills Student Name: Evaluator: Date: Unclear or missing source attribution for data collection where needed or appropriate Identifies sources for data gathered from 1 – 2 sources Incorporates multiple, varied information sources into the data collection process Minimally reflects on the relationship between school culture and pupil learning / professional growth Multiple errors in grammar, spelling, and usage; weak organization Links several Standard #3 project indicators to reflection on school culture Occasional technical errors; average organization and composition style ID: Submits indepth summary reflection that incorporates all Standard #3 project indicators Error free; clear, coherent, and mature organization / composition style Rating: Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 20 of 25 Attachment D: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 Supervision of Instruction Critical Task #13 Evaluation of Teacher Using Supervisory Model Standards Addressed: NCA Goal #4 – Evaluate own leadership using a variety of educational frameworks and data sources. Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. The administrator has knowledge and understanding of: 3. 3 applies motivational theories 3. 7 diversity and its meaning for educational programs 3. 8 adult learning and professional development models The administrator facilitates processes and engages in activities ensuring that: 3. 6 professional development as an integral part of school improvement 3. 21 professional development promotes a focus on student learning consi stent with the vision and goals 3. 26 life long learning is encouraged and modeled 3. 38 a variety of supervisory and evaluation models is employed Task Description: Employ a supervisory and evaluation model to observe and provide feedback for a teacher. Directions: II. Introduction: Brief description of the background details of this observation cycle, e. g. , who will be observed, how long has the person been teaching, what content area (s) will be involved, etc. Narrative Description and Analysis A. Pre-Conference †¢ Description of Pre-Conference III. EDPL 240 / 340 Supervision of Instruction - Page 21 of 25 Determination of the purpose of the observation, including the identification of specific teacher / student behaviors. †¢ Analysis of Pre-Conference Selection of an appropriate observation model (Glickman, Chapter 14). Reflection on pre-conference interpersonal skills, e. g. , listening, clarifying, encouraging, reflecting, presenting, problem-solving, negotiating, directing, standardizing, and reinforcing. Reflection on needed supervisory behaviors, e. g. , directive control, directive informational, collaborative, and / or nondirective B. Observation / Data Collection †¢ †¢ Description of Observation and Data Collection Analysis of Observation and Data Collection C. Post-Conference †¢ Description of Post-Conference Presentation of feedback and suggestions for improvement †¢ Analysis of Post-Conference Reflection on post-conference interpersonal skills, e. g. , listening, clarifying, encouraging, reflecting, presenting, problem-solving, negotiating, directing, standardizing, and reinforcing Reflection on clinical cycle supervisory behaviors, e. g. , directive control, directive informational, collaborative, and / or nondirective Reflection on overall effectiveness of the selected observation model IV. Reflective Summary Based on your completed clinical observation cycle, please describe the ways in which you believe that effective developmental supervision contributes to each of the following: EDPL 240 / 340 Supervision of Instruction - Page 22 of 25 †¢ †¢ †¢ Rating Scale Increased teacher motivation (#3. 3) Lifelong learning and professional development (#3. 26, #3. 8) Ongoing school improvement and student learning (#3. 16, #3. 21) Rating Scale Key: U – Unsatisfactory; S = Satisfactory; E = Exemplary Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 23 of 25 Scoring Rubric Critical Task #13 EDLE Evaluation of Teacher Using Supervisory Model (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE WI 3. 38 Minimally describes Uses a variety of pre-conference session supervisory and with teacher evaluation models in pre-conference description/analysis. WI 3. 7 Demonstrates understanding of diversity and its meaning in description of observation data collection. WI 3. 3/3. 8/3. 38 Uses motivational theories, adult learning models, supervisory and evaluation models for post-conference. WI 3. 16/WI 3. 21/WI 3. 26 Reflective Summary focuses on professional development, life long learning and student learning. Professional Writing: Technical Skills Analyzes interpersonal skills, supervisory behaviors, reason for model selected Minimally describes Describes in detail Analyzes the the teacher observation the observation data to provide and provides basic session the data teacher information about data collected; provides feedback gained during the written suggestions consistent with session for teacher the purpose of improvement the observation Describes postconference session content Describes postconference content and supervisor / teacher interactions Analyzes interpersonal skills, supervisory behaviors, and effectiveness of observation model Submits indepth summary reflection that incorporates all project indicators Describes preconference session, including purpose for observation and selected model Offers a personal reflection on the clinical cycle experience Makes connections between the clinical cycle experience and 2 – 3 project indicators Multiple errors in grammar, spelling, and usage; weak organization Occasional technical errors; average organization and composition style ID: Error free; clear, coherent, and mature organization / composition style Student Name: EDPL 240 / 340 Supervision of Instruction - Page 24 of 25 Evaluator: Date: Rating: Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 25 of 25