(EDI 710)Instructional Management and Supervision

Syllabus of Record

Catalog Description: Systematic study of theories, models, research and multiplicity of influences on instructional effectiveness, instructional management, and supervision in school districts. The interrelationships of instructional supervision, curriculum alignment, instructional practices, assessment analysis, and school effectiveness will be explored with attention to characteristics of effective programs and research findings on effective leadership. Three credits.

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students

b)to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and ProgramStandards:

Common Unit Standards: Michigan Department of Education (MDE), This course supports the Standards for Advanced Programs in Educational Leadership as developed by the

Educational Leadership Constituent Council (ELCC), a constituent member of the National Council for Accreditation of Teacher Education.

Specialty Program Standards: Educational Leadership Constituent Council (ELCC)

Course Standards and Assessments:

Course Standards:

  • Develop a Vision (ELCC Standard 1.1d)
  • Implement a Vision (ELCC Standard 1.3b)
  • Steward a Vision (ELCC Standard 1.4a)
  • Promote PositiveSchool Culture (ELCC Standard 2)
  • Provide Effective Instructional Program Standard 2)
  • Apply Best Practices to Student Learning (ELCC Standard 2.3 b)
  • Manage Organization (ELCC Standard 3.1a)
  • Manage Resources (ELCC Standard 3.3a)
  • Acts with Integrity (ELCC Standard 5.1a)
  • Acts Fairly (ELCC Standard 5.2a)
  • Acts Ethically (ELCC Standard 5.3a)

Common Assessment: Comprehensive Instructional Vision and Implementation Plan

Major Topics

  • Developing a Vision to Guide Instruction
  • Key concepts and the interrelationships of Instructional Management and Supervision, Curriculum Alignment, Assessment Analysis, and School Effectiveness

Course Knowledge Base

This course is based on a framework provided from multiple sources:

Apple, M. W., & Beane, J. A., (1995).Democratic Schools.Alexandria, VA: Association for Supervision and Curriculum Development.

Bracey, G.W., (1997).Setting the Record Straight.Alexandria, VA: Association for Supervision and Curriculum Development.

Eby, J.W., (1997).Reflective Planning, Teaching, and Evaluation for the Elementary School. New Jersey, Prentice-Hall Inc.

Glatthorn, A.A., (1994).Developing a Quality Curriculum.Alexandria, Virginia: Association for Supervision and Curriculum Development.

Hannafin, M.J., & Hill, J.R. (2002). Epistemology and the design of learning environments. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology (PP. 71-82). Upper Saddle River, NJ: Person Education.

Joyce, B., Wolf, J., & Calhoun, E., (1993).The Self-Renewing School.Alexandria, Virginia: Association for Supervision and Curriculum Development.

Lieberman, A. (1995).Work of Restructuring Schools: Building from the Ground Up. (The Series on School Reform).New York: Teachers College Press.

Margulus, L., & Melin, J., (2005). Performance Assessment Made Easy. Thousand Oaks, CA: Corwin Press.

NASSP., (1996).Breaking Ranks: Changing an American Institution.Reston, VA: National Association of Secondary School Principals.

Reiman, A.J., Thies-Sprinthall, L., (1998).Mentoring and Supervision for Teacher Development.New York: Addison Wesley Longman, Inc.

Schmoker, M., (1996).Results: The Key to Continuous School Improvement.Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. J. (2001). Results Fieldbook: Practical Strategies from Dramatically Improved Schools.Alexandria, VA: Association for Supervision and Curriculum Development.

Sparks, D., Hirsh, S., (1997).A New Vision for Staff Development.Alexandria, VA: Association for Supervision and Curriculum Development.

Waters, T. & Grubb, S. (2004). Leading schools: Distinguishing the essential from the important. Aurora, CO: Mid-continent Research for Education and Learning.

Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Aurora CO: Mid-continent research for Education and Learning.

Wiles, J. (2005). Curriculum Essentials (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Periodicals:

Relevant readings may also be found in journals such as Educational Leadership, Phi Delta Kappan, the Journal of Curriculum and Supervision, as well as journals of professional associations such as the American Educational Research Association, National Staff Development Council, and The National Association of Secondary School Principals.