I. COURSE DESCRIPTION
The class will focus on the theory and practice of supervision. While it will provide a broad theoretical understanding of supervision, the main focus will be on technical and ethical approaches to curriculum development, staff development and the monitoring and evaluation of instruction.
Through a variety of practical methods, the class will explore the characteristics of a good supervisor, belief systems, ways curriculum can be developed, the monitoring and gathering of observational data, the evaluation of the effectiveness of instruction techniques and methods for the improvement of teachers in service. Ample opportunities will be given for students to reflect as they develop the necessary competencies and knowledge base.
It is the general goal of the class to give evidence that the main task
of the supervisor, as well as the administrator in his role as a supervisor,
is to help teachers attain a desirable and productive level of teaching
which will translate into maximum learning on the part of students.
II. ORGANIZATION OF COURSE
A. CONTENT
The work of the course will be organized around the following major sub-topics:
The course will be conducted largely on a lecture, discussion and class participation basis. One or more of the following techniques may be used from time-to-time when, in the judgment of the instructor, they are deeded appropriate:
1. Required Text
Glickman, Carl D. 1995. Supervisor of Instruction: A Developmental Approach. Needham Heights, MA : Allyn & Bacon, Inc.
2. Reserved Books
The following books are on reserve on a one-week check out basis at the I.U.N. Library. The instructor suggests that the student independently read portions of these books that address the topics indicated in the Course Outline:
Peters, R. S. (Richard Stanley), 1967. The Concept of Education. New York: Humanities P.; viii, 223. p.
Pratte, Richard, 1971. Contemporary Theories of Education. Scranton: Intext Educational Publishers, College Division; xii. 338 p.
Tanner, Daniel, 1975. Curriculum Development: Theory into Practice . New York, Macmillan; xvii, 734 p.
Sarason, Seymour Bernard, 1971. The Culture of the School and the Problem of Change. Boston, Allyn & Bacon; ix. 246 p.
Second Handbook of Research on Teaching; A Project of the American Educational Research Association, 1973. Chicago, Rand McNally; viii. 1400 p.
Erikson, Erik H. (Erik Homburger), 1963. Childhood and Society. 2d ed., rev. and enl. New York, Norton. 445 p.
McNergney, Robert F., 1981. Teacher Development. New York, Macmillan; London: Collier Macmillan; xiii, 257 p.
Encyclopedia of Educational Research, 5th ed. 1982. New York, Free Press; 4 v.
Harris, Ben M., 1980. Improving Staff Performance Through In-Service Education. Boston, Allyn and Bacon; xxi, 406 p.
Butler, J. Donald (James Donald), 1951. Four Philosophies and Their Practice in Education and Religion. New York, Harper; xiii. 551 p.
Wolfgang, Charles H., 1980. Solving Discipline Problems: Strategies for Classroom Teachers. Boston: Allyn and Bacon; x, 276 p.
Hyman, Ronald T., 1975. School Administrator's Handbook of Teacher Supervision and Evaluation Methods. Englewood Cliffs, N.J.: Prentice-Hall; x., 225 p.
Posner, George J., 1982. Course Design: A Guide to Curriculum Development for Teachers, 2nd edition. New York: Logman; xii, 225 p.
Saylor, J. Galen (John Galen), 1981. Curriculum Planning for Better Teaching and Learning, 4th edition. New York: Holt, Rinehart and Winston; xi, 419 p.
Tanner, Daniel, 1980. Curriculum Development: Theory into Practice, 2nd edition. New York: Macmillan; xxiv, 776 p.
Neagley, Ross Linn, 1980. Handbook for Effective Supervision of Instruction, 3rd edition. Englewood Cliffs, N.J.: Prentice-Hall; x, 374 p.
Bishop, Leslee J., 1976. Staff Development and Instructional Improvement: Plans and Procedures. Boston: Allyn & Bacon; xii, 344 p.
Wiles, Kimball, 1975. Supervision for Better Schools, 4th edition. Englewood Cliffs, N.J.: Prentice-Hall; viii, 328 p.
Developing Skills for Instructional Supervision, 1984. New York: Logman; xii, 319 p.
Kilpatrick, William, Heard, 1971. Foundations of Method; Informal Talks on Teaching. New York, Arno Press; xi, 383 p.
Stenhouse, Lawrence, 1975. An Introduction to Curriculum Research and Development. London: Heinemann; viii, 248 p.
Bales, Robert Freed, 1976. Interaction Process Analysis: A Method for the Study of Small Groups. Chicago: University of Chicago Press; xi, 203 p.
Phillips, Gerald M., 1979. Group Discussion, A Practical Guide to Participation and Leadership. Boston: Houghton Mifflin; xvii, 253 p.
Stanford, Gene, 1974. Human Interaction in Education. Boston, Allyn & Bacon; ix, 308 p.
Hersey, Paul, 1977. Management of Organizational Behavior: Utilizing Human Resources, 3rd edition. Englewood Cliffs, N.J.: Prentice-Hall; xvi, 360 p.
Lortie, Dan C. (Dan Clement), 1975. School Teacher: A Sociological Study. Chicago, University of Chicago Press; xii, 284 p.
National Study of School Evaluation, 1978. Evaluative Criteria for the Evaluation of Secondary Schools, 5th edition. Arlington, VA: National Study of School Evaluation; viii, 368 p.
Goldhammer, Robert, 1980. Clinical Supervision: Special Methods for the Supervision of Teachers, 2nd edition. New York: Holt, Rinehart, and Winston; vii, 216 p.
Blumberg, Arthur, 1974. Supervisors and Teachers: A Private Cold War. Berkeley, Calif.: McCutchan Pub. Corp.; viii, 182 p.
Oliva, Peter F., 1976. Supervision for Today's Schools. New York: Crowell; xii, 445 p.
Butler, J. Donald (James Donald), 1968. Four Philosophies and their practice in Education and Religion. New York, Harper & Row; xv, 528 p.
Morris, Van Cleve, 1961. Philosophy and the American School: An Introduction to the Philosophy of Education. Boston, Houghton Mufflin; 492 p.
Hansen, Kenneth Harvey, 1960. Philosophy for American Education. Englewood Cliffs, N.J., Prentice-Hall; 310 p.
Luft, Joseph, 1970. Group Processes; An Introduction to Group Dynamics. (2d ed.) Palo Alto, Calif., National Press Books; 122 p.
Bruner, Jerome S. (Jerome Seymour), 1960. The Process of Education. Cambridge: Harvard University Press; xvi, 97 p.
Glickman, Carl D., 1981. Developmental Supervision: Alternative Practices for Helping Teachers Improve Instruction. Alexandria, VA.: Association for Supervision and Curriculum Development; xi, 65 p.
Marshall, John P., 1973. The Teacher and His Philosophy. Lincoln, NE., Professional Educators Publications; 101 p.
Bobbitt, John Franklin, 1971. The Curriculum. New York, Arno Press;
viii, 295 p.
D. COURSE REQUIREMENTS
1. Be present and participate in classroom discussion.
2. Submit five (5) article reviews (include synopsis and evaluation of articles from magazines and/or journals).
4. Assess your school noting the following:
E. COURSE OUTLINE
1/10 Introduction
What is Supervision? (Chapter 1)
Who is Responsible for Supervision?
1/17 Evolution and Nature of Supervision.
1/24 Supervising Beliefs (Chapter 5)
1/31 Understanding Behavior (Chapter 4 and 6)
2/7 Effective Schooling (Chapters 2 & 3)
2/12 Cooperative Learning or Effective Schooling (Part 2)
(Thursday)
2/21 Working with Non-directive, Collaborative and Directive Behaviors (Chapters 8, 9, 10 and 11)
2/28 Technical Skills (Chapter 13-14)
Communication
3/7 Methodology
Unit Approach
Inquiry (Processes)
Pupil Diagnosis
Maximum Use of Textbooks
Use of Supplementary Materials and Curricular Aids
Levels of Questions
3/14 Midterm
3/21 SPRING BREAK WEEK
3/28 Multi Cultural Education
4/4 Clinical Observations (Chapter 14)
4/11 Clinical Observations
4/18 In-Service Education (Chapter 16, 17 and 18)
4/25 Curriculum Development (Chapter 19)
5/2 Final
F. EVALUATION AND COURSE EXPECTATIONS
The instructor assumes the maturity of the students in the class will
cause them to proceed independently through the text and the specific background
reading list in the references. The sections of Reserved Books that pertain
to the topic under consideration should be read concurrently with that
topic. From time-to-time, the instructor will indicate specific references
in class and students will be expected to read them. It should be noted,
however, that the instructor will not build his lectures around any specific
text or set of materials. Class members will be responsible for taking
notes on class lectures and other presentations.
G. GRADES WILL BE DETERMINED BY THE FOLLOWING FACTORS:
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