05.642.031 Principles of Supervision Phitsamay S. Uy, Ed.D., Instructor Phitsamay_uy@uml.edu 978-938-4612

Course dates: September 1st –December 10th

1. COURSE DESCRIPTION & PURPOSE This course is designed to help current and aspiring supervisors explore the skills, knowledge and personal attributes central to instructional leadership and supervision. A paradigm shift away from an historical/traditional view of supervision towards a more collegial model is emphasized that, in the words of our text’s authors, includes the following:

• A collegial rather than a hierarchical relationship between teachers and formally designated supervisors • Supervision as the province of teachers as well as formally designated supervisors • A focus on teacher growth rather than teacher compliance • Facilitation of teachers collaborating with each other in instructional improvement efforts • Teacher involvement in ongoing reflective inquiry

During this class we will discuss our own experiences, gain insight into the experiences and perspectives of others, and work collaboratively to develop a deeper understanding of the work of supervision. Students in the course are challenged to be reflective, apply knowledge and skills, and creatively explore with each other the depth and breadth of the action context of supervision in schools in order to achieve a fuller realization of their own professional and personal resources as learners and leaders for transformation. 3. COURSE OBJECTIVES

The conceptual framework that unifies programs at the Graduate School of Education is Education for Transformation. The mission of the University of Massachusetts Lowell is to meet the needs of the Commonwealth today and into the future by supporting the development of sustainable technologies and communities through its teaching, research, scholarship and engagement. The Graduate School of Education (GSE) contributes to this mission by educating new teachers and enhancing the professional development of those already in the field so that they may assume leadership roles focused on transforming the lives of children and the vitality of the region.

The GSE's commitment to Education for Transformation produces graduates who:

This course cultivates transformation through the following assignments:

demonstrate excellent knowledge, judgment and skills in their professional fields;

Readings, discussions, and field based assignments and participation in five focused chat sessions require participants to analyze current theories and practices of supervision and make connections to their current professional lives.

promote equity of educational opportunity for all learners;

Through meaningful discussions, readings, and field based assignments, participants increase their awareness of diversity of students and staff.

collaborate with other educators, parents and community representatives to support educational excellence;

Participants collaborate in teams to analyze their field practice exercises and organize research plans. Each team member then executes their research plan to effectively address issues presented in class.

use inquiry and research to address educational challenges

Participants use inquiry to expand their current understanding of supervision, analyze supervisory themes in context of their school, and develop a research project to address educational equity for supervisors.

As a participant in this course you will be expected to:

1. Create a research-based, personal vision of an effective school and effective teaching based on an examination of their beliefs about curriculum, instruction, assessment, and the purpose of education.

2. Articulate an expanded definition of supervision and understand its impact on instruction and school improvement. 3. Understand differentiated supervision and the imperative to match supervisory approaches to the needs of individual staff members and groups. 4. Be able to apply adult learning and adult development theories in providing differentiated supervision to staff. 5. Be able to apply four interpersonal styles in providing differentiated supervision to staff. 6. Be able to apply varied classroom observational tools and approaches and understand effectiveness in improving instruction. 7. Be able to implement varied professional development activities based on data gathered during the supervisory process and linked to school improvement goals and standards. 8. Be able to run effective meetings and strengthen collaboration in their schools based on an understanding of effective teams, group dynamics, and the professional learning community model. 9. Think of themselves as “educators for transformation.” Participants in this course will work collaboratively in small and large groups to share research, insights, and resources.

4. GRADING AND EXPECTATIONS You will be graded as follows

• Class Participation 20% • Reflection Papers 25% • Field Practice Exercises 30% • Final Research Project 25%

Rubrics for assignments are included with this syllabus.

Grade GPA GSE point structure

Comment

A+ 4.0 99-100 Work of the highest professional standard demonstrating independent and exemplary performance.

A 4.0 96-98 Excellent work demonstrating independent and high quality performance.

A- 3.7 91-95 Very good work, carefully executed, but requiring some areas of improvement.

B+ 3.3 86-90 Good work, indicating careful thought and attention to the task, yet requiring several areas of improvement.

B 3.0 80-85 Work of graduate standard, but omissions exist or careful analysis is not in evidence.

Below Graduate Standard B- 2.7 76-79 Effort is evident, but work indicates lack of

understanding of the demands of the task. C+ 2.3 70-75 Poor quality work with little attention to detail and

the demands of the task. C 2.0 65-69 Work of very poor quality, indicating no

understanding of the depth of analysis required. F 0.0 Below 65 Serious neglect or evidence of cheating.

Assignments must be submitted on time. Assignments that are submitted late may lose up to one point per day. If there is an emergency and you must be late, please contact me in advance. With the exceptions of documented medical/family emergencies, no assignment will be accepted more than two weeks after the due date and no assignments will be accepted after December 10. All

assignments must follow APA format. Assignments that do not adhere to APA format will not be accepted and may be graded as late. (Exceptions to APA guidelines for the paper assignment are explained in the paper assignment description.)

If you do not have The Publication Manual for the American Psychological Association, it is recommended that you purchase one. The resource folder contains an overview of APA guidelines. Also please see http://www.apastyle.org/elecref.html

Assignments must be submitted in Microsoft Word

. If you do not have Word, you may submit using rtf. Other word processing programs will not be accepted unless saved and submitted as rtf.

Assignments must be uploaded in the Assignment Dropbox as directed and follow naming conventions, which are listed with each assignment. (Assignments not following the naming convention will not be accepted.)

Using standard naming conventions are very important in keeping the online course organized!!

Academic Honesty: All students are expected to follow University policies for Academic Honesty for all assignments including weekly postings

to discussion boards.

These may be accessed at http://continuinged.uml.edu/policies/academicdishonesty.htm. Any violation of the University's policies will result in consequences as outlined in University policy. Accommodations This course adheres to the University's policy to provide reasonable accommodations for persons with disabilities and for religious reasons. http://www.uml.edu/equal/Accommodations/accomodations.html For specific information please see http://www.uml.edu/student-services/disability/Services.html and http://www.uml.edu/student-services/disability/policy.html What you can expect from me: Providing you with prompt feedback and fair grading is extremely important to me. Unless I am away and unable to access the

course, I check my email at least once a day (Monday-Friday) so normally you can expect to hear back from me within 24 hours except in unusual cases such as power failure. If I will not access the course on a given day, I will make sure to post this in advance. REQUIRED TEXTS

American Psychological Association (2010) . Publication manual of the American Psychological Association. Washington, DC: American Psychological Association.* (APA tutorial is available at http://flash1r.apa.org/apastyle/basics/index.htm) Glickman, Gordon, Ross-Gordon (2010). SuperVision and Instructional Leadership: A Developmental Approach. 8th edition. Allyn & Bacon. ISBN-13: 978-0-205-62503-1 Additional referenced articles or handouts assigned online * You will need this manual to format the papers you submit throughout your graduate program.

FREQUENTLY USED FEATURES IN THE COURSE (On tool bar at left)

[Course Content] Click here if you want to return to the home page.

[Course Tools] found on the left menu [Mail]: Please use this feature to communicate directly with me, or when there is

something urgent or private. I am in the discussion threads all the time, but I may miss a question or a concern. Please email any question or concern to me.

[Discussions]: You will post to discussions each week.

[Syllabus]: The syllabus tool takes you directly to the printable course syllabus. [Calendar]: All assignments are posted on the calendar. [My Grades]: You can check your grades by clicking on the [My Grades] icon.

[Roster]: You will post your photo or symbolic image to the roster. Click on roster to see who is in the course and to see photos of course instructors and participants.

Other Features Found on Home Page-Printable PDF files that provide step-by-step instructions for using these features are located in the [Voice] folder in the [Resources] folder on the home page.

[Voice Chat]: We will have 5 voice chats during this course. You are required to attend these. If you cannot attend, you are required to listen to the voice chat archives, summarize the chat, and contribute to the chat within the Discussion Board thread that has been established for this.

[Voice Board]: We will use this feature for the introductions and at other points in the course.

[Voice Recorder]: You can use this feature to make recordings.

COURSE REQUIREMENTS Participants will meet the course objectives through class participation, field practice exercises, and the development of a research plan. Writing, analyzing, sharing your experiences, and working as part of a group are major components of the work in this course. Throughout this syllabus all times refer to eastern standard time (est). 1. CLASS PARTICIPATION

Meaningful Conversation: You will engage in meaningful discussion and interaction with colleagues in this class. You'll do this by logging into the discussion board at least twice each week and making substantive

postings. You will also participate in voice postings for your team and in five voice chats. If you cannot participate directly, you will be expected to listen to the voice chats, provide a summary, and a reaction to the summary.

At the heart of our work together will be our effort and ability to listen and respond to one another with an authenticity that will forge a genuine connection between us and expand each of our perspectives. We are part of a larger conversation that is taking shape today within schools and school leadership circles. This conversation has become more robust in the last several years thanks to an ever-expanding variety of technologies like this one. These technologies are permitting individuals like us to communicate and share information and knowledge with each other in timely, instantaneous ways. At the same time, the advent of this exciting technology poses challenges to educators who place a high value on natural, open, and honest communication. So, let’s keep our own human voices unmistakably real in the cyber space of this course. Margaret Wheatley suggests the following principles as guides to deeper conversation:

• we acknowledge one another as equals • we try to stay curious about each other

• we recognize that we need each other's help to become better learners • we slow down so we have time to think and reflect • we remember that conversation is the natural way human beings think together • we expect it to be messy at times

Margaret J. Wheatley. Turning to One Another: Simple Conversations to Restore Hope to the Future. Berrett-Kohler Publishers, San Francisco You are also expected to upload a photo of yourself to the roster and complete the information form found on the roster page. If you are not comfortable uploading a photo of yourself, you can load a symbolic image. Full instructions for uploading images to the roster are provided in the first module. A substantive entry is an integrated response based upon the readings, discussion prompts posted by the instructor, and your professional/personal experience. It is an expectation that you will post at least

two entries each week; the purpose of this ongoing assignment is meaningful discussion. It provides a springboard for discussion for others… it makes us think and reflect.

I will assign each of you into a team in order to facilitate smaller learning communities. Each week one person from each team will report out key points posted by his/her team. Team assignment will change throughout the semester. Your participation will count towards 20% of your grade. Course materials will be released on Monday mornings. As a rule of thumb, your first entry should be posted by Wednesday before 9:00 PM and a second entry by Friday before 9:00 PM. Included in these postings should be at least one key point that you have taken from your colleagues’ discussion. This posting should be clearly labeled Key_Point_Lastname Voice chats are scheduled for every Wednesday from 7:00 – 8:00 pm Eastern Standard Time. These are voluntary times for us to "talk" with each other in real time. You can use it as my online equivalent of office hours to ask questions about the content or work of the course. The only exception to the date is on the Week of October 3rd. I co-teach a Doctoral Seminar in the Leadership Program that will meet Wednesday night at 7 pm. Thus, I will hold that week’s chat on Thursday, October 6th from 7:00 – 8:00 pm Eastern Standard Time.

Participation Rubric Each voice chat is worth 1 point. You are encouraged to participate synchronously, but you may contribute by listening to the voice chat, summarizing and contributing to the appropriate

discussion board.

Discussion Participation – Each week

Full Participation 1 Partial Participation .5 Negligent Participation 0 Contributes two or more substantive postings to team section

Contributes one substantive postings

Does not meet the minimum requirements as stipulated in Partial Participation

Is respectful to other members of the team, the class, and instructors

Is respectful to other members of the team, the class, and instructors

Actively engages in small group discussions in an ongoing timely manner, which means that the first posting is made by Wednesday each week and second posting is made by Sunday

Engages in group discussions in a meaningful, although not in a consistent and timely fashion

Contributes to small group work by posting key points

Contributes to small group work by posting key points

Reacts to the key points of other teams

2. REFLECTION PAPERS – 25 points You will submit 5 reflection papers. Reflection papers will consist of your questions, insights, feelings, experiences, and learning related to the course. It is an expectation that each reflection paper will combine theory, practice, and reflection and therefore is important to your understanding of the course. Your papers will count as 25% of your final grade. The reflection papers are not open to other course participants, but you may draw upon issues discussed in the reflection papers when writing your discussion entries.

Reflection papers will be in response to specific prompts: School Culture, Adult/Teacher Development, Teacher Evaluation, Group Development, and Professional Learning

Reflection papers should be word processed (APA format for font size, margins, general punctuation, and citations). Each reflection paper should be approximately three double-spaced pages

.

Naming Convention: RP1_lastname, RP2_lastname, RP 3_lastname, RP 4_lastname; RP 5_lastname By naming convention, I mean that you should save the file as RP1_yourlastname For example, my first reflection paper would be saved as RP1_Uy. Reflection papers are less formal than other papers. A cover page and headers are not required. Contractions are acceptable as it is less formal, but standard conventions of writing are expected. Please do put your name on the first page of your reflection paper All reflection papers are due at 11:00 PM EST.

Reflection Paper Rubric C

onte

nt

5 4 3 2 -1 0

Makes important points that are clearly related to course readings, discussions, and assignment.

Makes important points and connections to course readings, discussions, and assignments Connections are not always clear to the reader

Makes at least one important point Is somewhat related to course readings, and assignments.

Points made seem somewhat random, and/or paper is only peripherally related to course readings, and assignments.

Paper is not submitted.

Wri

ting

Writing is clear and logical. Paper has no more than a few minor mechanical errors

Writing is clear and logical. Paper has more than a few mechanical errors.

Writing is mostly logical. Mechanical errors do not greatly interfere with understanding.

Writing is difficult to follow. Mechanical errors interfere with understanding.

Final Points: 5 points x 5 reflection papers = 25 Possible Points

3. Field Practice Exercise – 30 points Field practice exercises offer students the opportunity to test theoretical perspectives and apply what they are learning to authentic settings. Each participant must complete 5 field practice exercises with analyses, three audio-taped interactive interviews or role plays utilizing non-directive, collaborative, and directive approaches and two classroom observations utilizing the clinical model including pre and post conferences with a colleague teacher. Note: you will need to have some kind of convenient audio recording device. Field Experience Rubric Field experiences are graded for content. However as noted in the rubric, points will be deducted for organizational and mechanical errors. The content grade is the ceiling. No matter how well written a paper might be, the student can earn no more points than the points awarded for content.

Con

tent

6 4-5 2- 3 0 - 1 The author uses clear, specific and descriptive data to enable the reader to clearly visualize the observation setting and observation events.

The author uses descriptive data to help the reader visualize the observation setting and observation events.

The author uses at least some data to describe the observation setting and observation events.

The author uses little data to describe the observation setting and observation events.

The author discusses one or more supervisory issues that are reflected in the observation data and can be understood through at least one of the major course readings.

The author discusses one or more supervisory issues that are reflected in the observation data and can be understood through the work of one of the major course readings. The connections between the observation and the readings are not always clear.

The author discusses one or more supervisory issues that are reflected in the observation data and might be understood through this course, but connections are vague.

The author chooses one or more supervisory issues that are reflected in the observation data and can be understood through this course, but connections are vague.

Clear citations demonstrate logical connections between observation and readings.

Citations used to demonstrate connections between observation and readings are generally clear.

Some citations are used to demonstrate connections between observation and readings.

The paper lacks appropriate citations to demonstrate connections between the observation and the readings.

The author includes possible multiple perspectives in the discussion.

The author includes possible multiple perspectives in the discussion.

The author includes more than one perspective in the discussion.

More than one perspective is not apparent in the discussion.

Wri

ting

The writing is clear and logical throughout. There are few mechanical errors.

The writing is mostly clear and logical, but minor organizational issues exist. More than a few mechanical errors exist , but these do not interfere with readability.

The writing is basically clear and logical, but organizational issues exist. Several errors exist and these interfere with readability.

The writing lacks clarity and the paper has many mechanical errors.

Final Points: 6 points x 5 assignments = 30 Possible Points

Using the format for practice exercises reviewed in class, participants will observe, maintain field notes, and prepare an observation analysis, which should be approximately three to five typed pages (APA). FINAL RESEARCH PROJECT - 25 points You will each individually conduct a Research Project on a selected, generic theme supervisors need to be knowledgeable about and skillful at, for example: Leading and Facilitating Change, Professional Learning and Staff Development, Using the NEASC Process as a Lever of School Change and Improvement etc. I will suggest further themes and you will be able to suggest your own with my approval. Final Research Project: FRP_Lastname Due date: Friday, December 10th

The Final Research Project is worth 25 points. In preparing your response, you are required to demonstrate that you meet ELCC standard elements 1.1, 1.2, 2.1, 2.3, 2.4. The content rubric illustrates the ELCC expectations. A total of 20 possible points will be awarded towards ELCC standards and five possible points will be awarded for professionalism in writing and presentation.

FINAL RESEARCH PROJECT - TOTAL POINTS FOR THIS ASSIGNMENT FOR ELCC STANDARDS= 20 Mastery level of leadership skill-20-19 Emerging leadership skills-18-16 Beginning leadership skills-15-10 Below standard-9.5-0 points If you score below 9.5 you will be required to re-work this assignment to reach the beginning level. Standard element

Mastery 5 points

Emerging 4 points

Beginning 3-2 points

Below Standard 1-0 points

1.1

Dev

elop

a V

ision

Participant develops a clear vision of learning for a school that promotes the success of all students.

Participant develops a somewhat clear vision of learning for a school that promotes the success of all students.

Participant develops a marginally clear vision of learning for a school that promotes the success of all students.

Participant develops a vague vision of learning for a school that promotes the success of all students.

Participant base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

Participant base this vision on somewhat relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

Participant base this vision on marginally relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners’ needs, schools as interactive social and cultural systems, and social and organizational change.

Participant base this vision on no relevant knowledge and theories, including. It is unclear how these are grounded in current research.

Points

1.2

Artic

ulat

es a

Visi

on

Participant clearly demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.

Participant somewhat demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision

Participant marginally demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.

Participant lacks an ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision.

Points Standard element

Mastery 5 points Emerging 4 points Beginning 3-2 points

Below Standard 1-0 points

2.1

Prom

otin

g Po

sitiv

e Sc

hool

Cul

ture

Participant clearly assesses school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.

Participant somewhat assesses school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.

Participant marginally assesses school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture.

Participant does not assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture..

points

2.3

App

ly B

est P

ract

ices

to S

tude

nt

Lear

ning

Participant clearly demonstrates the ability to assist school personnel in understanding and applying best practices for student learning.

Participant somewhat demonstrates the ability to assist school personnel in understanding and applying best practices for student learning.

Participant marginally demonstrates the ability to assist school personnel in understanding and applying best practices for student learning.

Participant does not demonstrate the ability to assist school personnel in understanding and applying best practices for student learning.

points

2.4.

Des

ign

Com

preh

ensiv

e Pr

ofes

siona

l G

row

th P

lans

Participant clearly demonstrates the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

Participant somewhat demonstrates the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

Participant marginally demonstrates the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

Participant does not demonstrate the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

points

Important Note: This syllabus serves as a guide. Changes may be made to meet the needs of the course participants as the course evolves.

Course Calendar and Major Assignments

Session 1: Supervision Defined Dates Glickman Readings Major Assignments

Sept. 1 – 11th

Chapter 1

Start Here Segment for Week 1 Posting 1- Voice Board (Breaking the Ice: Participant Introductions according to guidelines in Week 1) Upload a photo of yourself (or symbol that represents you) to the Roster. Complete the Roster form to describe yourself. Posting 2: Discussion Board: After listening to the audio files (Voice Board), go to the Discussion Board and say hello to each participant. This allows you to match voices and photos and get to know one another. Conceptions of Supervision: Tasks of Supervision Prioritized

Session 2: Schools –the Reality & the Vision Dates Glickman Readings Major Assignments

Sept. 12th – 18th Chapters 2 - 3

Posting 1-Generate at least two substantive reactions based upon the reading. Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key

points to the large group no later than 9:00 PM on Sunday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus. * A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Sunday 9:00 PM Reflection Paper 1: School Culture at My School

Session 3: Adult and Teacher Development Dates Glickman Readings Major Assignments

Sept. 19th – Sept. 25th

Chapter 4 Posting 1-No fewer than 2 substantive and well-developed points within team regarding the reading Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points about the readings

no later than 9:00 PM on Friday.

The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus.

* A different person should do the voice posting each week.

naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. Reflection Paper 2: Adult and Teacher Development Theories Applied

Session 4: Supervisory Beliefs, Behaviors and Reflections Dates Glickman Readings Major Assignments

Sept. 26th – Oct. 2nd

Chapters 5 - 6 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Sunday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus.

* A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week.

naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Frameworks of Effective Instruction Vision Statements

Session 5: Developmental Supervision & Direct Control Supervision Date Glickman Readings Major Assignments

Oct. 3rd – Oct. 9th

Chapters 7 – 8 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus.

* A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week.

naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Field Practice Exercise and Analysis I

Session 6: Directive Informational Supervision & Collaborative Supervision Date Glickman Readings Major Assignments

Oct. 10th – Oct. 16th

Chapters 9 - 10 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus.

* A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week.

naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Field Practice Exercise and Analysis II

Session 7: Non-Directive Behaviors & Developmental Supervision

Date Glickman Readings Major Assignments Oct. 17th – Oct. 23rd

Chapters 11 & 12 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus. * A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week. naming convention:

Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Field Practice Exercise and Analysis III

Session 8: Classroom Observation, Assessment, and Planning Skills Date Glickman Readings Major Assignments

Oct. 24th – Oct. 30th

Chapters 13 & 14 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus. * A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week. naming convention:

Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Classroom Observation and Analysis I

Session 9: Research, Evaluation and Direct Assistance

Date Glickman Readings Major Assignments Oct. 31st – Nov. 6th

Chapters 15 & 16 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus. * A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc.

Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Classroom Observation and Analysis II Reflection Paper 3: Teacher Evaluation in My School

Session 10: Group Development Date Glickman Readings Major Assignments

Nov. 7th – Nov. 13th

Chapter 17 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus. * A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week.

naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Reflection Paper 4: Group Development in My School

Session 11: Professional Development and

Curriculum Development Date Glickman Readings Major Assignments

Nov. 14th – Nov. 20th

Chapters 18 & 19 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus. * A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week.

naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Reflection Paper 5: Professional Learning in My School

Session 12: Action Research

Date Glickman Readings Major Assignments Nov. 21th – Nov. 25th

Chapter 20 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key

points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only,

not writing the key points. Please see Class Participation section of this syllabus.

* A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week. naming convention:

Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board

by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only,

not writing the key points. Final Research Projects: Selected Supervision Themes

Session 13: Supervision and Change Date Glickman Readings Major Assignments

Nov. 28th – Dec. 4th

Chapters 21 & 22 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only, not writing the key points. Please see Class Participation section of this syllabus. * A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week. naming convention:

Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only, not writing the key points. Final Research Projects: Selected Supervision Themes

Session 14: Building Community: Supervision for Democratic Education Date Glickman Readings Major Assignments

Dec. 5th – Dec. 10th

Chapter 23 Posting 1- No fewer than 2 substantive postings within team Posting 2-Respond to postings of team members by Friday 9 PM. Using the voice board, one team member will report the team's key

points to the large group no later than 9:00 PM on Tuesday. The member posting to the voice board is responsible for posting only,

not writing the key points. Please see Class Participation section of this syllabus.

* A different person should do the voice posting each week. naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. * A different person should post each week.

naming convention: Team_1_keypoints, Team_2_keypoints, etc. Listen to the voice postings of other teams. Posting 3 - Respond to the voice postings in the large discussion board

by Wednesday 9:00 PM. The member who is posting is responsible for the voice posting only,

not writing the key points. Final Research Projects: Selected Supervision Themes