Learners Learning

Leadership

Course SyllabusEdAd516 Curriculum and Instructional Leadership (Supervision)Three (3) Semester CreditsWashington State University, Puyallup Campus Fall Semester 2014

Instructor: Ailene M. Baxter, Ed.DWSU-Puyallup(253) 677-9614ailenebaxter@gmail.comWSUP516.blogspot.com/WSU-Puyallup EDAD 516

Calendar, Important Dates, and Deadlines:Fall SemesterAugust 27, 2014-December 10, 2014No Class September 3, 2014 (Opening of school in many districts)No Class November 26, 2014 (Thanksgiving holiday)

Conceptual Framework:

The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself to understanding and respecting learners in diverse cultural contexts.  We facilitate engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global responsibilities to communities, environments, and future generations.

The Washington State University Educational Leadership Program prepares practitioner-scholars for leadership in education at the local, state, national, and international levels. A team of academic and field-experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize research, implement policy, and reform practice to improve learning and achievement for all students. The statewide program serves students from all WSU campuses and fosters a community of educational leaders who work together toward the goals of school improvement and social justice.

Educational Leadership Program Goals, Outcomes, and Assessments:

Goal: The Washington State University Educational Leadership Program prepares practitioner-scholars for leadership in education at the local, state, national, and international levels. A team of academic and field-experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize research, implement policy, and reform practice to improve learning and achievement for all students. The statewide program serves students from all WSU campuses and fosters a community of educational leaders who work together toward the goals of school improvement and social justice. The WSU principal/program administrator program aligns with Educational Leadership Program Learning Outcomes One, Three and Five:

1. … Identify and analyze the theories, research, and policies related to the study of K-12 educational leadership in these strands:

Policy, politics and lawCulture, diversity and social justice.Organizational theory and administrationInquiry - TechnologyEthics and values• Teaching/learning/Assessment

3. … Understand, evaluate, and apply inquiry knowledge and skills to problems of policy and practice of educational leadership

5. … Articulate their core values and model the guiding principles of the profession including:

Commitment to social justice.Understanding of ethical responsibilities of leadership.Effective and respectful interaction with others of similar and diverse cultures, values, and

perspectives.Commitment to school improvement.

Purpose:

This course is intended for students in the Educational Leadership program who are pursuing a State of Washington Residency Principal or Program Administrator certificate.

This course examines the role of the principal as instructional and curriculum leader. This course will approach effective instructional and curriculum leadership from theoretical and applied perspectives. The Common Core State Standards (CCSS) will be reviewed and discussed. Instructional leadership includes applying knowledge and skills about effective instruction and curriculum to improve teaching practices that will increase student learning. Students will complete a practicum in conjunction with the course, which will provide opportunities to observe and practice clinical observations, walk-throughs, and other techniques of collecting data on teacher practices and student learning.

The State of Washington recently adopted a new teacher/principal evaluation system (ESSB 5895). Statewide implementation began in 2013. Three instructional frameworks (Danielson, Marzano, and 5D) have been approved for use by school districts in the state. A portion of the course will focus on statutory requirements and the instructional frameworks.

The primary framework for the course is Carl Glickman’s model for supervision and successful schools:

As Glickman writes:

"Supervision is the function in schools that draws together the discrete elements of instructional effectiveness into whole-school action. Research shows that those schools that link their instruction, classroom management, and discipline with staff development, direct assistance to teachers, curriculum development, group development, and action research under a common purpose achieve their objectives.

Effective supervision requires knowledge, interpersonal skills, and technical skills. These are applied through the technical supervisory tasks of direct assistance to teachers, curriculum development, professional development, group development, and action research; and the cultural tasks of facilitating change, addressing diversity, and building community. This adhesive pulls together organizational goals and teacher needs and provides for improved learning.”

Principal and Program Administrator Benchmarks-Residency Level Effective August 31, 2013

Note: The Professional Educator Standards Board (PESB) has adopted state standards and assessment rubrics for the preparation of principals and program administrators using the ISLLC Standards as the framework. It has also adopted benchmarks for student assessment for each of the six standards.

Note: EdAd 516 Curriculum and Instructional Leadership Seminar focuses on each of the standards; however, Standards 2A and 2B are the primary focus (WCEAP Common Performance Task Guide for Principal and Program Administrator Certification).

Standard 2: Instructional Improvement

A school or program administrator is an educational leader who has the knowledge, skills, and cultural competence to improve learning and achievement to ensure the success of each student by leading through advocating, nurturing, and sustaining district/school/program cultures and coherent

instructional programs that are conducive to the success of all students by advocating, nurturing, and sustaining school cultures and coherent instructional programs tat are conducive to student learning and staff professional growth.

Performance Task A: Using the School Improvement Plan and other artifacts form the school or program to describe, critique, and recommend next steps for improving the school or program’s central strategies for improving instruction and student learning. This is a broad standard and might include several products to demonstrate how a candidate might analyze effectiveness, use data to drive instructional improvement, describe how school leaders advocate and nurture an instructional improvement agenda, plan and deliver professional growth opportunities, develop professional growth plans, and develop formative and summative assessment strategies aligned with curriculum, assessment, and instruction. Products and evidence should include:

Reflective Analysis of Implementation Conceptual and Applied Knowledge Evidence of Impact Dispositions

Performance Task B:The candidate conducts several classroom observations using Washington State Teacher Evaluation Criteria and one of the three approved instructional frameworks/rubrics. The structure of the classroom observations will include (1) preconference with the teacher; (2) classroom observation; (3) analyzing and interpreting observation and determining conference approach; and (4) post-conference with the teacher.

Classroom Observation and Reflective Analysis Conceptual and Applied Knowledge Evidence of Impact Dispositions

Course Objectives:

Students will examine the knowledge and skills (personal & technical) required to be an effective instructional leader.

Students will acquire an understanding of instructional leadership practices and examine how such support effective teaching and the improvement of student learning. (Continuous cycle of analysis)

Students will understand the challenges of working with adult learners and examine strategies for working successfully with adult learners.

Students will explore the leadership challenges of working with teachers to cause change and build community that is focused on improving student learning regardless of ethnicity and cultural background.

Students will understand the connections of curriculum, instruction, and assessment as related to state and local standards and how to manage a learning system.

Students will practice instructional leadership skills (Practicum).

Students will understand the state system (frameworks/rubrics) for evaluating teachers (TPEP) and the importance of instructional leadership to successfully implement the system, including professional growth plans.

Students will acquire an understanding of the requirements of successful professional development and its impact on teacher performance and student learning.

Students will formulate their own theory of instructional leadership.

At the end of this course:

Students should be able to:

Course topics that address this learning outcome:

This objective will be evaluated primarily by:

Knowledge and Background

Demonstrate an understanding of the role of a principal as an instructional leader

Assortment of books, articles, videos that address the role of a principal as an instructional leader. An extensive practicum that provides students an opportunity to “practice” instructional leadership skills

Class discussionsReflective JournalSharing practicum experiences PresentationsInterviews with principal/supervisorPaper on student’s theory of instructional leadership

Continuous Cycle of Analysis

Articulate an understanding of a continuous cycle of analysis and apply it to “real classroom” instructional leadership issues, challenges, and opportunities; understand the relationship between principal and teacher as to the improvement of student learning

Assortment of books, videos, and articles that address instructional leadership issues, challenges, and opportunitiesPracticum

Class discussionsReflective JournalPaper on student’s theory of instructional leadership

Ethics/Trust; Core Values

Explore the social justice issues related to these areas of focus and identify strategies that could be used by school leaders to create a more equitable and just school/school district

Assortment of books, videos, and articles that address instructional leadership issues, challenges, and opportunitiesPracticum

Class discussionsReflective JournalPresentations

Understanding of One’s Instructional Leadership Style and Core Values

Explore one’s instructional leadership style with focus on areas of strength and areas of growth

Assortment of books, videos, and articles that address instructional leadership issues, challenges, and opportunitiesPracticum

Sharing of practicum experiences and learning’s.Paper articulating personal theory of instructional leadership

Course Format:

This course is a seminar. The instructor is a resource person, facilitator, and at times a lecturer. Students are expected to participate in class discussions and to complete all assignments. School administrators seldom work in isolation so the format of this course expects students to work collaboratively supporting each other’s learning.

Following each class the instructor will e-mail or post to the blog a “follow up” to students with information about assignments, topics discussed in class, or other resources. You are responsible for any information regarding assignments, readings, etc. contained in these “follow up” communications. If you do not receive a follow up e-mail please contact the instructor.

Course Assignments:

Reading Assignments—Reading assignments will be given regularly from the course textbooks, supplementary materials, and selected handouts.

Sharing Articles—Students are expected to share articles from newspapers, magazines, and/or journals that relate to supervision.

Written Assignments and Class Activities—Several written assignments and class activities will be given during the course.

Reflective Writing and Journal—Students are expected to keep a reflection journal that contains their evolving thoughts about instructional and curriculum leadership.

Practicum—Students are expected to complete a practicum using a variety of instructional observation tools. Eight Observations using the Clinical Supervision Model are required.

Final Paper—Students will formulate their own theory of instructional leadership as it applies to the role of the principal.

Academic Calendar:

Date Class Activities Assignment(s) 8/27 Discuss syllabus

Review StandardsDiscuss Glickman frameworkDiscuss “model” for course: “teachers the principal’s classroom”Discussion of role of principal as an instructional leaderReflective JournalReading Assignment (Glickman, Ginsberg)Other resources

Discuss GlickmanSupervision/Evaluation: How do we utilize the instructional frameworks to describe the state criteria and utilize the four-tiered performance rating system?

Reflective Journal: Theory of Instructional Leadership (draft)Glickman: Adult LearnersGinsberg: Motivation and Culturally Relevant Instruction. Instruction through the lens of the learner-Introduction to Student Shadowing

9/3 No Class Reading: Ginsberg and Glickman

9/10 Share articlesReviewDiscuss Glickman: adult learnersGinsberg: Transformative Professional Learning

Reflective JournalDiscussionGinsberg: Culture; prep for ShadowingGlickman: One-room school-house legacy

9/17 How do systems support evaluator development with evidence gathering, developing observation skills, and building inter-rater-rater reliability with the four-tiered systems?Share articlesReview

Reflective JournalDiscussionFocused Reflection: Theory of Instructional Leadership (draft)Glickman: supervisory behaviors and stages of developmental supervisionGinsberg: Shadowing

9/24 Share articlesReviewDiscuss Glickman: supervisory behaviors and stages of developmental supervisionIntroduce clinical observation templateVideo

Reflective JournalDiscussionArticlesPracticum: Clinical Supervision model

10/1 How do systems effectively support teachers with the use of student growth data and multiple measures of performance?Share articlesReview

Reflective JournalDiscussionArticlesPracticumInstructional Leadership: Curriculum—Instruction—Assessment and PD & PLC’sShadowing Reflection due

10/8 Share articlesReviewVideoDiscuss practicum experiencesInstructional Leadership: Curriculum—Instruction—Assessment and PD & PLC’s

Reflective JournalDiscussionArticlesPracticum-Clinical 1

10/15 Share articlesReviewDiscuss practicum experiences

Reflective JournalDiscussionPresentationsPracticum-Clinical 2

10/22 How do you use the supervision cycle to write accurate and defensible evaluations?Share articlesReview

Reflective JournalDiscussionWalk-throughsPracticum-Clinical 3

Student Evaluation:

All assignments (readings, written, and presentations), student shadowing experience, practicum clinical observations and walk-throughs must be satisfactorily completed to receive credit for this course.

To receive a grade of A, all of the following must be satisfactorily completed: students must be able to demonstrate and articulate their knowledge of the role of a principal as an instructional leader, complete the required clinical observations, student shadowing and walk-throughs, and complete the weekly reflective journal, and participate and articulate their learning in the final poster session.

On time weekly attendance at all classes is required.

Students are expected to actively participate in class discussions, including the sharing of pertinent articles from professional journals, newspapers, magazines, and web sites.

Daily attendance 10%Participation in discussions 20%Sharing of articles 5%Shadowing reflection 10%Practicum- Clinical Observations & Walk-throughs 30%Paper on Theory of Instructional Leadership 10%Reflective Journal 15%

Poster Session Required for an “A” Grade

Academic Integrity: WAC 504-25-015 Academic Dishonesty

WSU is committed to principles of truth and academic honesty. Cases of academic dishonesty will be processed in accordance with the Academic Integrity Policy, as specified in the Student Handbook. Academic dishonesty includes all forms of cheating, falsification, fabrication, multiple submission, plagiarism, abuse of academic materials, complicity in helping or attempting to help another or others commit an act of academic dishonesty or misconduct. The expectation of the University is that all students will accept these standards and conduct themselves as responsible members of the academic community. Students should interpret these standards as a general notice of prohibited conduct. They should be read broadly, and are not designed to define misconduct in exhaustive forms. Faculty and their departments also have jurisdiction over academic matters and may also take academic action against students for any form of academic dishonesty discovered in their course. Any violation of the Academic Integrity policy may result in failure of the course and will be reported to the Office of Student Conduct. For additional information about WSU’s Academic Integrity policy/procedures please contact (360) 546-9781.

New Policy on Incomplete Grades:

Students will have up to one year (unless a shorter time is specified by the instructor) to complete work for which they received an I grade; after one year the I grade for the course will automatically become an F. Students cannot graduate with an I grade on their transcript.  (Note: This policy is effective for graduate courses students take beginning Fall 2011.)

Instructional Materials:

Textbooks:

SuperVision and Instructional Leadership: A Developmental Approach (9th Edition) (Allyn & Bacon Educational Leadership)by Carl D. Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon Series: Allyn & Bacon Educational Leadership Hardcover: 480 pages Publisher: Pearson; 9 edition (February 8, 2013) Language: English ISBN-10: 0132852136 ISBN-13: 978-0132852135

Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise [Paperback]

by Stephen Fink , Anneke Markholt, John Bransford, Michael A. Copland, Joanna Michelson

Paperback: 304 pages Publisher: Jossey-Bass; 1 edition (March 22, 2011) Language: English ISBN-10: 0470542756 ISBN-13: 978-0470542750

Transformative Professional Learning: A System to Enhance Teacher and Student Motivation [Paperback]By Margery B. Ginsberg

Paperback: 184 pages Publisher: Corwin (July 12, 2011) Language: English ISBN-10: 1412981859 ISBN-13: 978-1412981859

Supplemental Materials:

Selected articles from professional journals Selected videos Selected school district publications Selected web-sites Materials from professional organizations: AWSP, etc. TPEP related materials, Common Core State Standards related materials, and selected

professional development materialsNorms and Ground Rules:

Maintain CONFIDENTIALITY—what is discussed and shared in class stays in class as related to personal and school district experiences.

Share time so all voices are heard—disagree agreeably, without being personal.

Respect our differences while recognizing that differing opinions are important and inherent in the work of school administrators.

Remain positive and be receptive to feedback.

Silence cell phones during class time.

Have fun and be open to new ideas and challenges to our current way of thinking and being!

13. Documented Disabilities:

Disability Resource Services Reasonable Accommodations Statement: Reasonable accommodations are available for students who have a documented disability. Classroom accommodation forms are available through the Disability Services Office.

If you have a documented disability (even temporary) make an appointment as soon as possible with the Disability Services Coordinator. You will normally be required to supply recent medical documentation of your disability to the Disability Services Coordinator.

You will provide your instructor with the appropriate classroom accommodation form from Disability Services during the first week of class. Late notification may mean that requested accommodations might not be available.

All accommodations for disabilities must be approved through the Disability Services Coordinator at Disability Services, located in the Student Resource Center on the Lower Level of Student Services Center (360) 546-9138.