EDLP 380: Instructional Leadership

Course Syllabus Overview1 Summer, 2011 June 27- July 1 8:30-4:30 Course Locations Waterman, 426 Instructor: Judith Aiken, Ed. D. Associate Professor 499B Waterman Building University of Vermont Integrated Professional Studies 802.656.8199 [email protected]

Supervision should work toward the development of professional dialogue activities of teachers working collaboratively to achieve school improvement through shared decision-making. (Blase and Blase, 2004) A professional learning community (PLC) is an extended learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize teachers into working groups. (Dufour, 2002) Learning communities are the collections of self-organizing, learning circles that form when the learning processes among its participants involve a continual learning cycle. Yet instead of schools being focused, interdependent places for people to find meaning, they are often fragmented, separated places where purpose is difficult to find. (Lambert, 1996)

COURSE PURPOSE The course is directed at instructional leaders including aspiring and practicing administrators, principals, lead teachers, department chairpersons, and/or staff developers who want to explore concepts and skills about instructional leadership. The course is intended to support Vermont School Administrator Endorsement in the areas of Personnel Management and Instructional Leadership. The intensive weeklong seminar will cover what it means to be an instructional leader and the
1 This

is an overview of the course. A complete syllabus will be available in June.

functions related to supervision and development, human resource/personnel management. Students will engage in readings and discussion that are related to the development of learning communities in their institutions and the kinds of instructional leadership skills that will lead to the design and implementation of such communities. Course participants will also explore the skills, knowledge, functions, and tasks of instructional leadership. Topics covered include supervision; staff recruitment, development, and appraisal; adult development and learning theory; coaching and mentoring, motivational theory; professional learning communities; culture and climate; and action research for positive change. Selected works from a number of theorists will be included in course readings. Note: Students are strongly encouraged to bring their laptop computers to use in class. COURSE GOALS This course is designed to engage participants in a study of instructional leadership with a focus on supervision and how we can bring about learning environments that support student and teacher learning. The goal is to help each course member advance his or her own professional understanding of those who serve as instructional leaders who can build professional learning environments. Through an investigation of instructional leadership and personnel management skills one needs to lead educational organizations, leaders will be better poised to contribute to the organizational processes and human interactions influencing their schools. The course is intended to address the following goals:
1. To understand the role of the leader in fostering a learning community within the school through a collaborative approach, and to understand the qualities that define an effective learning community. 2. To develop a general understanding about adult learning theory, human motivational theory, career stage theory and supervisory or instructional practices that support learning and effective performance. 3. To understand the basic principles of supervision and personnel management including such functions as recruitment, hiring, orientation, supervision, teacher evaluation, professional development, and legal ramifications of personnel issues. 4. To construct and articulate new leadership attitudes, behaviors, skills, and strategies for the improvement of educational programs and cultures that promote learning for all students and staff members. 5. To develop knowledge of how to apply various tools and concepts about instructional leadership in practice.

6. To build understanding about multicultural/diversity dimensions of supervision in support of cross-cultural instructional leadership practices that reflects the diverse needs of all school members. 7. To develop awareness of performance data, teacher performance data and best practices and implications for supervision that improves student learning. 8. To meet personal learning goals for course participants. Note: Given this is a one-week, intensive course, students should be prepared to work hard making best use of time both in and out of class. It is important that students attend all sessions. The goal is to provide a level of awareness and understanding of the principles and practices of Instructional Leadership namely, supervision and personnel management within learning environments. Students will prepare concise reflections on all of the assigned readings in preparation for each class. Reading reflections will provide opportunity for students to think about how ideas relate to and or can help improve their own practices. Students will also develop and present an individually designed applied project in class related to instructional leadership. More information will be provided in class.

SELECTED COURSE ACTIVITEIS: Selected course readings, discussions and written reflections Instructor and student lead lecturettes and presentations Guest presenters by expert practitioners Panel presentations Case study, simulations, vignettes, film, and role-play activities Student journals/notebooks (electronic preferred) Skill-based practice Library training and research time Small group cooperative/collaborative activities Student designed applied projects Reflection, planning and writing time

It is intended that the agenda for each daily each session may include: a. Review and discussion of assigned readings, small and large groups. b. Guest speakers on particular topics c. Collaborative sharing and discussion of materials as well as review of new materials provided by both students and the instructor d. Workshop time to work on the projects--group and/or individual e. Writing/reflective time f. Library time (2x per week) g. Quiet reading and writing time h. Consultation with Instructor t as needed g. Consultation with other students or library personnel

COURSE PRODUCTS In addition to class discussion, mini assignments in class, and course activities, there are three products for this course: 1. Written reflections on readings: Students will complete concise written reflections on readings for each class. Students are encouraged to think about the content and how they would apply these ideas to their own professional practice. Readings are reflective and focus on the major takeaways, capturing the main ideas, what they mean to you, how you think about them in relationship to your own practices/experiences. 2. Individual student project: Each student will develop an essay, personal plan, or proposal where you explore the concept of Instructional leadership for yourself e.g. What you learned, What instructional leadership means to you, What you hope to do as an instructional leader and why, How you would bring about reform, change, and solve problems as an instructional leader, where you want to grow as an instructional leader. (More information will be presented in class.) 3. The Three Boxes project (Governor Kunin, 2009). Students will select an issue, concern, problem or challenge related to instructional leadership and/or personnel management. They will develop a visual using the three boxes to present in class. (More info about this will be provided in class.)

Course Evaluation:
Course grades will be based on your learning with respect to the course goals and evaluation criteria as indicated above. Assessment will take into account your understanding of the principles and practices that define good curriculum leadership and how you are thinking about and applying this learning in course discussions and assignments. Overall, grades will be determined using the following rough or approximate weighting for products and contributions: Course Participation, Readings, and Mini Assignments Personal Essay Three Boxes Assignment Reading Reflections 30% 35% 25% 10%

Course participants will also be asked to complete the standard UVM written evaluations on the course and the instructor. Additional formative evaluation feedback may be invited.

Any changes or modifications to this syllabus will be discussed with cohort members and approved by members of the course and instructor.

REQUIRED TEXTS: The following text for the course will be ordered through the UVM Bookstore. However, you may purchase it online as well. If you purchase it on line, you MUST do so in order that you have the book in time to read assignments and to prepare for our first class, thus allowing yourself at least 2-3 weeks to receive your books. The Following Book is Required: #1. Instructional Supervision: Applying Tools and Concepts (2007), 2nd Edition. Sally J. Zepeda. Larchmont, NY: Eye on Education. ISBN: 978-15966-704-19 The Following Book is Strongly Recommended: (but only if you can purchase at a low cost!)

#2. Human Resources Administration: A School Based Perspective.

2008, 4th Edition. Richard E. Smith. Larchmont, NY: Eye on Education. ISBN: 978-59667-089-1 (Note: I suggest that you do search on Line for this book. You can purchase it for as little as $1.99. It is ok if it is an older edition. I will have some to use as a reference if needed.)
Note #1: Students will be encouraged to visit websites of their professional associations for their disciplines about information on standards and best instructional practices, and so forth. These sites are often rich in resources (e.g. National Middle School Association, National Science Teachers Associations, National Assessment of Educational Progress, National Association of Teachers of Mathematics, etc.). Note #2: Students may also visit some of the Vermont States web sites as well as the US Department of Education sites to view recent and current information, educational standards, reports and/or legislation about education in the US. Note #3: Additional readings may be provided to support major course themes and/or student interests. The readings will be available through electronic reserve and/or as provided by the instructor. Students will also search for their own literature and research related to their projects and areas of interest.

UVM POLICIES

UVM Code of academic integrity: Offenses against the Code of Academic Integrity

are deemed serious and insult the integrity of the entire academic community. Any suspected violations of the code are taken very seriously and will be forwarded to the Center for Student Ethics and Standards for further investigation .
(http://www.uvm.edu/cses/?Page=ah.html&SM=ahmeu.html).

Religious Holidays: Students have the right to practice the religion of their choice.

Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.
Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see the instructor early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: [email protected], Instant Messenger: UVMaccess. General office hours: 8:30am 4:30pm Monday through Friday. Call to make an appointment.

For more information, please contact Judith Aiken at 802.656.8199 or [email protected]. Professor Aiken is on sabbatical, spring, 2011 and can be reached after May 30, 2011.