Supervision of Instruction

EDAD 632
Fall 2020: August 17-November 22
 
Instructor: Dr. Aaron Plas                                      Office: Columbus, NE
Cell Phone:  308-340-3689                                     Email:  [email protected]
Credit hours:  Three graduate credits (3)

Description:
Reviews current philosophy and practices in supervision at both the elementary and the
secondary school levels. Emphasis will be placed upon a developmental model of improvement
of instruction and the domains of the principalship. A course designed for prospective mentors,
principals, supervisors, and school superintendents.

Prerequisite:
An earned baccalaureate degree from a regionally accredited institution of higher education.
EDAD 632 is a core requirement course for individuals who are seeking the Masters of
Education degree in Educational Administration or may serve as an elective in a graduate
program with approval of an advisor.

Required Text(s):
Danielson, C. (2007). Enhancing professional practice:  A framework for teaching (2nd ed.). ASCD,
Alexandria, Virginia
Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework
for teaching in your school. ASCD, Alexandria, Virginia
 Additional web-based journal articles and other online resources will be provided within the
course.

Method(s) of Instruction:  
Course methodology is web-based with threaded discussion boards, reading in texts and
research articles, and reflective discourse between classmates and the instructor. Instructor
feedback is a critical aspect of learning. We all like to know “how we are doing.”  To that end,
this course will attempt to model transformational and constructivist learning processes that
encourage a concept of problem-posing, connections with prior experience, reflection, and
reflective discourse that help shape a new understanding.

Grading Procedures: 
Total points will determine your grade for this class. Grades are determined by the following
scale:
A = 93 - 100%
B = 85 - 92%
C = 77 - 84%
D = 70 - 76%
F = 69% and below
Assignments are due each Sunday by 11:00 pm of the current week.
 
Weekly Assignments - 100 points each - 8 total = 800 points
Weekly Discussion - 50 points each - 8 total = 400 points
Introduction Discussion - 25 points - 1 total = 25 points
Log 15 Hours with Administration – 20 points – 1 total – 20 points
Total Points Available = 1245 points
 
The Collaborative learning process is an important learning strategy for this course to promote
authentic learning through questioning and understanding in sharing thoughts and ideas
regarding the essential points from the readings and how the topic relates to your own
experiences.  I will post a discussion prompt for each module group’s discussion board. 
 You are encouraged to spend time each week talking to your principal or other
administrators about the week's topics. These interview hours should be logged and
reflected upon for your "Logged hours" assignment due near the end of the semester.
 For the first part, reflect on the discussion prompt posted for your group. In order to be
more thoughtful about your responses, I would recommend preparing your responses
first on a word processor and then copy and paste them to the discussion board. Do not
simply attach your Word Documents as your post. Copy and paste your initial post into
the response frame. Your first response is to be posted by Wednesday evening. Your
response should be approximately two to three paragraphs (250 to 350 words) in length
citing the key elements from the readings (including at least one citation) and your own
experience to support your response.
 For the second part, I would like you to begin by reading through other group members’
responses and provide feedback to two other members of your group regarding their
response by midnight Sunday. It is not helpful to your learning or your fellow group
members to post late. I understand that with online courses it can be difficult to post
daily. However, most students find success by simply making their first post and then
checking the discussion thread twice more. The secondary post is to provide classmates
feedback and a final time to read other students’ and instructor feedback.
 Because the discussion boards are intended to be dynamic, I encourage you to treat
them as such and resist the urge to post generic or ambiguous postings as if the
discussion board was a correspondence course. You will be sharing your thoughts with
fellow scholars and I will expect you to dig deep and demonstrate knowledge of the
research presented in the unit by citing sources (at least one) as you make your
original post. You will receive ten points for every posting that includes both posting to
the discussion questions and feedback to other students within the unit timelines. I
know that sometimes technology can be frustrating so please do not hesitate to call me
if you have any problems or concerns with CSC Online or the course. Feel free to call or
text me (308) 340-3689.
 You are encouraged to spend time each week talking to your principal or other
administrators about the week's topics. Please log these hours with a short reflection
and the time (hour/minutes) which you spend. These should be compiled into a log
 which you will submit as an ASSIGNMENT at the end of the semester. It is expected that
you will accumulate at least 10 total hours during the semester.

Student Learning Outcomes:

This course is a required core course in the Masters of Education Educational Administration
degree program. The Program Outcomes are cross-referenced with Chadron State College’s
Conceptual Framework for the Education Unit. 
Education Administration Program Outcomes:
1. Lead and organize the collaborative development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the school
community. (Communication, thinking skills, human relations/diversity)
2. Lead and promote a positive school culture, providing an effective standards based
instructional program, applying best practice to student learning, and designing
comprehensive professional growth plans for staff based on identified needs.
(Methodology/technology, professionalism, assessment, thinking skills, human
relations/diversity)
3. Lead and promote the success of all students by managing the organization, operations,
and resources in a way that promotes a safe, efficient, and effective learning
environment. (Communication, thinking skills, methodology/technology,
professionalism)
4. Demonstrate the knowledge, ability and dispositions to promote the success of all
students by collaborating with families and other community members, responding to
diverse community interests and needs, and mobilizing community
resources. (Communication, methodology/technology, human relations/diversity)
5. Demonstrate the skill, knowledge, and ability to promote the success of all students by
acting fairly, with integrity, and in an ethical manner. (Human relations/diversity,
communication, professionalism)
6. Demonstrate the skill, knowledge, and ability to respond to, and influence the larger
political, social, economic, legal, and cultural context. (Professionalism, thinking skills,
human relations/diversity)
7. Demonstrate the ability to accept genuine responsibility for leading, facilitating, and
making decisions typical of those made by educational leaders. (Communication,
thinking skills, methodology/technology, professionalism, assessment, and human
relations/diversity)

Continue to develop as "Visionary Leaders" in the following areas:

Assessment: Know general assessment practices as related to the administration of the school,
including the effects of laws and selection of "best practice."
Communication: Develop written and technological modes to develop effective, necessary,
professional communication skills.
Critical Thinking: Know theories and models as compared and contrasted with the demands of
practice at all levels.
Human Relations: Know how this essential component for administration relates to various
groups involved with the school district, students and community.
Leadership: Examine models and effective practices at local, state and federal levels. Facilitate
class discussion boards by individual students to promote individual growth.
Methodology: Examine strategies used by various power sources to enhance education at all
levels.
Professionalism: Examine and practice ethical and professional principles of performance.

Specific EDAD 632 Learning Outcomes:

The student will be able to:
 Develop a knowledge base of instructional and clinical supervision 
 Articulate a rationale for instructional frameworks based on research
 Identify supervision concepts
 Develop a knowledge base of classroom observation
 Acquire basic skills for peer/mentor coaching
 Model characteristics of a Professional Learning Community
 Identify effective strategies for working with marginal teachers
 Course Requirements: It is intended that all courses on the graduate level shall require
of students greater intellectual effort, more independence in reading and investigation,
and more constructive thinking than do the undergraduate levels of instruction.

Course Topics:
Frameworks for Teaching Overview
Evidence of Teaching
The Framework for Professional Practice
            Domain 1. Planning and Preparation
            Domain 2. The Classroom Environment
            Domain 3. Instruction
            Domain 4. Professional Responsibilities
 
Professional Practice for Specialists
Teacher Evaluations
Professional Development Plans
Mentorship Plans
Recruitment, Placement and Retention
Leadership

This course requires a 15 clock hour school-based clinical experience observing school
administrators on-the-job, or being involved in school-based practices. This clinical field
experience must be completed in an accredited elementary, middle, or secondary school, and
the hours must be completed at the level(s) for the endorsement being sought.

A Key Instructional Methodology:

Collaborative Learning and Online Learning---The Collaborative learning process is an important
learning strategy for this course to promote authentic learning through questioning and
understanding in sharing thoughts and ideas regarding the essential points from the readings
and how the topic relates to your own experiences. There will be weekly discussions facilitated
by you, the students.  See the discussion area for a list of weekly discussion leaders.  At the end
of each week, you will complete a Discussion Rubric, found in the Resources area.
It is not helpful to your learning or your fellow group members to post late. I understand that
with online courses it can be difficult to stay current.  However, most students find success by
simply making their first post and then checking as frequently as possible throughout the week.
Because the discussion boards are intended to be dynamic, I encourage you to treat them as
such and resist the urge to post generic or ambiguous postings as if the discussion board was a
correspondence course. You will be sharing your thoughts with fellow scholars and you are
expected to dig deep and demonstrate knowledge of the research.  Please cite resources you
use in your posts.

Student Behavior: 
Academic Honesty - Students are expected to conduct themselves in conformity with the
highest standards with regard to academic honesty. Violation of college, state, or federal
standards with regard to plagiarism, cheating, or falsification of official records will not be
tolerated. Students violating such standards will be subject to discipline, as per campus policies
articulated in the Student Handbook. Please request a copy of the student handbook from the
Vice President for Enrollment Management and Student Services (Crites, Rm. 336, 432-6231).
Attendance Policy – The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for
which credit is expected. Responsibility for notifying faculty of absences, and for arranging
potential make-up, rests with the students.  In the case of online courses, participation in
weekly discussion threads, thorough reading of course unit information, and prompt replies to
instructor web-communications are essential measures of course attendance.
Civility – Civil behavior enhances the academic setting, and is expected at all times. Courtesy and
respect for others are essential elements of the academic culture. The academic environment
welcomes a difference of opinion, discourse, and debate within a civil environment.

Nondiscrimination Policy/Equal Educational Opportunity Policy: 

Chadron State College is committed to an affirmative action program to encourage admission of
minority and female students and to provide procedures which will assure equal treatment of
all students. The College is committed to creating an environment for all students that is
consistent with nondiscriminatory policy. To that end, it is the policy of Chadron State College
to administer its academic employment programs and related supporting services in a manner
which does not discriminate on the basis of gender, race, color, national origin, age, religion,
disability, or marital status. Student requests for reasonable accommodation based upon
documented disabilities should be presented within the first two weeks of the semester, or
within two weeks of the diagnosis, to the Disabilities Counselor (432-6461; Crites, Rm. 345).
Disclaimer:  This syllabus and schedule is articulated as an expectation of class topics, learning
activities, and expected student learning. However, the instructor reserves the right to make
changes in this schedule that, within my professional judgment, would result in enhanced or
more effective learning on the part of the students.  These modifications will not substantially
change the intent or objectives of this course and will be done within the policies and
procedures of Chadron State College.

Keys to Success:
The following practices have proven to help students be as successful as possible in my online
courses:
 Communicate, communicate, communicate.  When in doubt, ask.  If you are behind, let
me know.  If you get stuck, give a call.  I can usually clear up in a five minute phone call
what may take you days to figure out on your own.
 Keep up with ANNOUNCEMENTS and MESSAGES.  I post vital information in these
sections.  Make it a habit to check every time you login.
 Use the course Resources.  They are there to assist you with assignments, writing and
more.
 Read all the feedback provided on assignments and make changes accordingly to the
next assignment.  Don't get into the habit of creating bad habits...each assignment
should be an improvement on the prior.
 Try not to fall behind.  If you do, stay current with the week you re-join the course and
make up the missing work as you can.  That prevents you from getting farther behind.