EdAd 516 WSUP

EDAD 516CURRICULUM AND INSTRUCTIONAL LEADERSHIP

(SUPERVISION)

Washington State UniversityPuyallup Campus

Fall Semester 2014

Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District

EDAD 516 WSU-PuyallupFall, 2014



“LET’S PUT OUR MINDS TOGETHER AND SEE WHAT LIFE WE CAN

MAKE FOR OUR CHILDREN”-SITTING BULL



QUICK WRITE:

What do you know and or believe about leadership and the supervision

of instruction?



THE BLUEBERRY STORY:

What does this story cause you to think about?

What are the messages for you as a leader?

How might you use this story with your “classroom”?



COURSE SYLLABUS:

Norms Goals, Outcomes, and Assessments Purpose WCEAP Common Performance Task Guide:

Standards 2A and 2B Course Objectives Course Assignments Expectations for completion/grading



GLICKMAN: SUPERVISION AND INSTRUCTIONAL LEADERSHIP

Theoretical framework Broader look at supervision Built on a clinical model

GLICKMAN: SUPERVISION AND INSTRUCTIONAL LEADERSHIP

SuperVision: A New Name for a New Paradigm Supervision and Moral Purpose

”Democratic Spirit” Prerequisites: (Figure 1.2)

Knowledge Interpersonal skills Technical skills



GINSBERG:TRANSFORMATIVE PROFESSIONAL LEARNING

Foundation in intrinsic motivation

Cultural relevancy Grounded in inquiry-based

practices


Who gets left behind? Interrupting deficit thinking about student potential

“All children ARE learners” Culturally responsive teaching Culturally responsive teaching through the lens of

intrinsic motivation Effective, innovative, and transformative pro dev. Inquiry and action cycles




Planning Ahead... Culture and motivation are inseparable influences

on learning Motivated teachers tend to have motivated

students Transformative learning: learning experiences that

can change beliefs and perspectives of educators Language choice not only represents how we think,

it influences how we think and act.



“The best thing about being sad,” replied Merlin, beginning to puff and blow, “is to learn something. That is the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder in your veins, you may miss your only love, you may see the world devastated by evil lunatics, or know your honor trampled in the sewers of baser minds. There is only one thing for it then-to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the thing for you.”

T.H. White (1996)Ailene M. Baxter, Ed. D. Director of Human Resources, Puyallup School District


FINAL THOUGHTS:

REFLECTIVE PROMPT:

Glickman (p.13) states,” Educators are the primary stewards of the democratic spirit. The total of our efforts is far greater than the particulars of our job.”

Ginsberg reminds us that motivated teachers have motivated learners and that the whole activity of education is ethical and political in nature (p.5). What type of society do we desire? What type of educational environment should

supervision promote in order to move us toward the society we desire?

Education

EdAd 516 WSUP