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Online · School of Education · Graduate Education

Supervision of Instruction
EDUC-641

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 07/28/2020

Course Description

Methods, theories and research applying to supervision at all levels of education: analyses made concerning the work of curriculum directors, general supervisors, special supervisors, supervising principals, and department heads; study of supervisory methods, current plans for staff utilization and use of instructional materials; and stress on evaluation of educational programs and the effects of supervision.

Requisites

Prerequisites

None

Rationale

One of the primary responsibilities of an administrator is the evaluation of instruction and the development of quality instructional personnel. This requires specific skills, dispositions, techniques, and processes, as well as a knowledge base in instructional strategies, motivational psychology, and learning styles. This course focuses on a holistic approach to collegial supervision and administrative evaluation.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Develop a biblically-based worldview as a basis for instructional supervision practices.
  2. Facilitate activities that apply principles of effective instruction to improve instructional practices and curricular materials.
  3. Make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners’ diverse needs.
  4. Use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices, and provide staff the assistance needed for improvement.
  5. Assist school personnel in understanding and applying best practices for student learning.
  6. Apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process.
  7. Use appropriate research strategies to promote an environment for improved student achievement.
  8. Implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals.
  9. Use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.
  10. Develop and implement personal professional growth plans that reflect a commitment to life-long learning.

Course Resources

Required Resource Purchases

Glickman, C., Gordon, S., & Ross-Gordon, J. (2018). Supervision and instructional leadership: A development approach. (10th edition). New York, New York: Pearson Education, Inc. etext: ISBN: 10: 0-13-444989-4.

www.LiveText.com membership: This is a website for portfolio development and the submission of major course assignments. Please note: Your one-time LiveText subscription purchase lasts for a period of 5 years and is required for all candidates seeking licensure.  LiveText is required in the following Virginia state-approved, licensure programs: M.A.T. in Elementary Education, M.A.T. in Middle Education, M.A.T. in Secondary Education, M.A.T. in  Special Education, M.Ed. Reading Specialist, M.Ed. Math Specialist, M.Ed. Administration & Supervision, M.Ed. in Curriculum & Instruction – Gifted Education, and M.Ed. in Curriculum & Instruction – Early Childhood Education.  ISBN: 9780979663567.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resource

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, DC: Author.

Additional Materials for Learning 

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office

Course Assignments

Textbook readings and presentations

Course Requirements Checklist

After reading the Course Syllabus and Candidate Expectations, the candidate will complete the related checklist found in Module/Week 1.

Supervision of Instruction Questions

The candidate will develop a set of 3–5 questions related to supervision of instruction that he or she hopes will be answered during this course. APA Style is not required. The candidate can add a desired professional development goal. (MLO: A)

Educational Supervisor Interview

The candidate will contact an education supervisor (for example, Principal, HR Director, Assistant Superintendent, etc.) who is responsible for hiring instructional personnel. The candidate must ask that person to provide at least 3–5 questions he/she always likes to use during an interview and how these questions are useful in predicting if the potential employee possesses the necessary knowledge, skills, and dispositions for effective teaching. The candidate will then write in Blackboard the questions and responses (no minimum word count required) and add (100-word minimum requirement) instructional supervisor insights personally gained from this interview experience. (MLO: A, D, E, F)

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be at least 500 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be at least 100 words. (MLO: A, D, I)

ELCC Action Research Case Study Benchmark

This assignment enables the candidate to role-play the task of an instructional supervisor by putting into practice the steps of action research in a field case study format. The assignment involves working with a volunteer teacher participant in a school setting. The candidate will complete the stages of this assignment in Modules/Weeks 2–7, submitting a proposal and 2 periodic updates to Blackboard and a final project document in LiveText. This assignment does not count for practicum hours in the candidate’s degree program. (MLO: A, B, C, D, E, F, G, H, I)

ELCC Action Research Case Study Proposal

After securing a volunteer teacher who is willing to work with the candidate on this project, the volunteer teacher is to identify a short-term initiative to develop and launch. The initiative can include improving a previously launched initiative that is in need of revision; it could be a new initiative to improve the classroom climate and thus impact student learning; or it can focus on developing the teacher’s instructional or classoroom management skills to improve teaching effectiveness and thus impact student learning.

Using the Action Research Case Study Template, the candidate will report to Blackboard the following proposal information:

  1. Volunteer’s name
  2. Background information
  3. Rationale for the project
  4. Research question
  5. State learning standards: at least 1 learning standard from the candidate’s state’s curriculum standards that aligns with the proposed project. (MLO: A, B, C, D, E, F, G, H, I)

ELCC Action Research Case Study Updates (2)

Two periodic updates will be submitted to Blackboard, providing a brief summary of the work completed to date. The Action Research Project: Update Template will be used to report a summary of the progress made. This assignment will include the following

  1. Summary of Work in Progress
  2. Completed Action Steps
  3. Future Action Steps
  4. Issues, Concerns, or Problems (MLO: A, B, C, D, E, F, G, H, I)

ELCC Action Research Case Study

The candidate will complete the stages of this assignment and submit completed reports for each component in a final project document in LiveText. (MLO: A, B, C, D, E, F, G, H, I)

Educator Evaluation Systems Analysis

The candidate will examine information in his or her state’s department of education websites relating to policies and procedures for educator evaluation. In a written essay, the candidate will compare and contrast the teacher evaluation system with the state’s administrator evaluaton system. The URLs for each system must be included at the end of the essay. The required word count for the essay is at least 300 words. (MLO: A, D, F)

Textbook Chapters Reflections (4)

In written essay format, the candidate will summarize and provide solutions to assigned end-of-chapter reflective cases. Each essay is to have a minimum of 500 words written in current APA style. (MLO: A, B, C, D, E. G, H, I)

School Policy

The candidate will locate policies within their school policy manuals that indirectly or directly apply to instructional supervision concerns in the school system. A copy of 1 policy must be submitted to the assigned Discussion Board Forum as a foundation from which the policy analysis assignment can be completed. (MLO: A, D, E, F, I)

Policy Analysis

The candidate will review the listings of policies in the policy item Discussion Board Forum. The candidate will then select 3 policies, none of which include the policy the candidate submitted. In a written essay, the candidate must compare and contrast the 3 policies and add a concluding thought regarding the value of these policies to the foundational operation of a school. The minimum word count is: 400 words. (MLO: A, D, E, F, I)

Local K–12 Teacher Evaluation Instrument

The candidate will obtain a teacher evaluation/observation instrument form from a public or private school in his or her community. Some school districts use state mandated summative assessment forms that are very lengthy. For this assignment, the form to locate would be just what the administrator uses for a classroom observation. The candidate will submit the form to the assigned Discussion Board Forum as a foundation from which the evaluation analysis assignment can be completed. (MLO: A, D, E, F, I)

Teacher Evaluation Instrument Analysis

After reviewing the listings of teacher evaluation instruments in the discussion board, the candidate will select 3 evaluations that he or she rates as the best for administrative use in classroom observations. In a written essay, the candidate will provide rationale for the choices. Of the 3, the candidate will choose 1 and provide rationale for this choice over the other 2. Minimum word count: 500 words in current APA style. (MLO: A, D, E, F)

Video Classroom Observation

From the three YouTube teacher videos options provided, each candidate will practice performing a teacher evaluation using the winning instrument of choice from the instrument analysis assignment. The completed evaluation will be submitted to Blackboard. (MLO: A, C, D, E, F, I)

Video Classroom Observation PDP

Using information from the completed video classroom observation instrument, the candidate will develop a professional development plan for the observed video teacher. (MLO: A, D, E, F, G, H, I)

Class Summary and Reflection

This culminating written assignment concludes the course requirements. In completing this work, the candidate will summarize thoughts regarding the readings, videos, and activities during the course. Using a reflective format provided by the instructor, the candidate will complete and submit the templeted assignment to Blackboard. (MLO: A, D, I)

Course Grading

Course Requirement Checklist

10

Supervision of Instruction Questions

20

Educational Supervisor Interview

20

Discussion Board Forums (2 at 70 pts ea)

140

ELCC Action Research Case Study

200

ELCC Action Research Case Study Proposal

20

ELCC Action Research Updates (2 at 15 pts ea)

30

Education Evaluation Systems Analysis

50

Textbook Chapters Reflections (4 at 50 pts ea)

200

School Policy

10

Policy Analysis

50

Local K–12 Teacher Evaluation Instrument

10

Teacher Evaluation Instrument Analysis

50

Video Classroom Observation

20

Video Observation Professional Development Plan

80

Class Summary and Reflection

100

Total

1010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Grading Scale

A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Schedule

EDUC 641

Textbook: Glickman et al., Supervision of Instructional Leadership (2018).

Module/

Week

Reading & Study

Assignments

Points

1

None

Course Requirement Checklist

Class Introductions

Advising Guide Acknowledgement

Supervision of Instruction Questions

10

0

0

20

2

Glickman et al.: chs. 1, 6, 20

1 presentation

DB Forum 1

Educational Supervisor Interview

ELCC Action Research Case Study Proposal

70

20

20

3

Glickman et al.: chs. 2–5

1 presentation

Educator Evaluation Systems Analysis

Textbook Chapter 5 Reflection

50

50

4

Glickman et al.: chs. 7–11

ELCC Action Research Case Study Update 1

Textbook Chapter 7 Reflection

School Policy

Policy Analysis

15

50

10

50

5

Glickman et al.: chs. 12–14

Textbook Chapter 12 Reflection

Local K–12 Teacher Evaluation Instrument

Teacher Evaluation Instrument Analysis

50

10

50

6

Glickman et al.: chs. 15–19

ELCC Action Research Case Study Update 2

Textbook Chapter 16 Reflection

Video Classroom Observation

Video Classroom Observation PDP

15

50

20

80

7

Glickman et al.: chs. 21–23

DB Forum 2

ELCC Action Research Case Study

70

200

8

None

Class Summary and Reflection

100

Total

1010

DB = Discussion Board

PDP = Professional Development Plan

NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.