SUPERVISION AND MENTORING IN SCHOOL SETTINGS
BERRY COLLEGE COURSE SYLLABUS
Instructor: Dr. Sam Hausfather Spring 2000
An introduction to the theory, principles, and practices of supervision. Methods, techniques, attitudes, and effective teaching strategies will be studied and applied to supervisory and mentoring situations, with an emphasis on reflection, helping skills, and peer coaching.
PURPOSE OF COURSE:
School reform movements around the country emphasize empowering teachers to collaborate with their peers as well as take leadership positions within schools in mentoring and coaching their peers, beginning teachers, student teachers, and others. The purpose of this course is to assist you in acquiring the skills, knowledge, and attitudes necessary in supervising and/or mentoring others to improve classroom instruction. The course will provide a basis for supervising and mentoring others through knowledge of research on supervision and effective teaching, developing “the head”. You will experience various models of supervision and mentoring, including clinical supervision, peer coaching, and reflective practice, developing “the hands”. The perspectives and political realities underlying supervision and mentoring will be explored, building on your ability to help others, developing “the heart”.
Upon completion of this course, students will be able to: (Ed.S. program objectives follow each)
1. understand and apply theories of and research on supervision and mentoring (3);
2. appreciate and apply their own perspectives on supervision and their role as a mentor (3,6);
3. understand and apply research on effective teaching and constructivist practices, including classroom management and learning styles for diverse populations (3,4);
4. reflect on their own practice and lead others toward reflective practice (6);
5. analyze their own and other’s teaching (5,6);
6. apply various clinical supervision techniques in classroom observation, conferencing, questioning, and reflection (3);
7. understand and apply the developmental characteristics of teachers and adults (3,5);
8. understand peer coaching techniques and plan for establishing peer coaching in their school (5);
9. professionally deal with social and political issues of evaluation, ethics, and interpersonal skills required in helping others (3,5,6).
REQUIRED STUDENT READINGS:
(A) Acheson, K. A. & Gall, M. D. (1997). Techniques in the clinical supervision of teachers: Preservice and inservice applications (4th Ed.). NY: Longman.
(S) Sergiovanni, T, & Starratt, R. (1998). Supervision: A redefinition (6th Ed.). New York: McGraw Hill.
(R) Reprints to be handed out
COURSE OUTLINE: EDU 711 Spring 2000
Date Topics Objectives Read Assignments
Jan. 11 Nature of Supervision/Mentoring 1,2
Jan. 18 Defining supervisory platforms 1,2 A1, S10
Instructional Supervision Theories
Jan. 25 Dimensions of effective teaching: 3,4 A2, S7 Platform
Bloom, Engaged time, Coop learning,
motivation, learning styles, diversity,classroom management
Feb. 1 Constructivism & Reflective practice 4,5 R, S8
Feb. 8 Analyzing teaching: 5,6 A12, S3 �
Leadership styles & interpersonal skills
Feb. 15 Clinical Sup.: Trust-building & Planning 5,6 A3-4 Mid-term
Feb. 22 Clinical Sup.: Observation techniques 5,6 A5-8 Lesson Anal.
Feb. 29 Clinical Sup.: Observation techniques 5,6 A5-8 Lesson Anal.
Mar. 7 Post-conferencing: Questioning skills 5,6 A9-10, R
Mar. 14 NO CLASS – Spring Break
Mar. 21 Development of teachers & Adult 2,7,8 S14, R TIP
learning theory; teacher socialization
Mar. 28 Peer coaching; Developmental stage 8 A13, R Lesson Anal.
Apr. 4 Evaluation; Interpersonal skills & 5,9 A11, S16 CS Pres
Apr. 11 Social, moral and political realities 5,9 S6 CS Pres
Apr. 18 Coaching: Putting it all together 2,5,9 A14, S17 Act Plans
Apr. 25 Final Exam
This course will use a seminar format, where students are expected to participate in class discussions and to have read all assigned materials prior to the sessions at which they are to be discussed. The instructor will also provide background lectures, demonstrations, and video segments to analyze. Students will share the results of their supervisory efforts and their learning from their research efforts. Reflection assignments will be used for the student to analyze the teaching they observe others doing as well as their own teaching. Students will be expected to develop action plans for improving their own teaching and for facilitating the professional development of other teachers or student teachers.
COURSE ASSIGNMENTS/ PERFORMANCE-BASED ASSESSMENTS:
Attendance: Class attendance is a major part of the grade for each student. Evaluations are based on the performance of the student on work presented and active participation in class activities.
Reading: The student is required to read any assigned readings and self-selected outside material prior to the sessions at which they are to be discussed. The student should incorporate material read into class discussions, activities, and papers. Reflective writing assignments may be assigned occasionally.
Platform: Define your educational platform in writing, touching on all the areas delineated in class.
Lesson Analyses & Evaluations: Students will analyze and evaluate teaching presented on video-tapes and simulations, and prepare written analyses and evaluations for submission to the instructor.
Teaching Improvement Plan: The student will evaluate their own current teaching strengths and weaknesses, and write a self-improvement plan for turning a selected weakness into a strength.
Action Plans: The student will prepare written Action Plans to guide their work supervising a teacher.
Clinical Supervision: Conduct at least 2 or 3 clinical supervision cycles with a teacher. After you have completed these cycles, engage in a feedback session with this person which focuses on your role as a helping person. Prepare a 10 minute oral presentation related to this supervisory relationship for one of the class sessions.
Exams: Essay questions related to the assigned readings for the course.
Students are expected to attend all classes. More than two absences will cause reductions in the participation aspect of the class grade.
Description of Field Experience:
This course requires application and synthesis of course material in a classroom setting. Practicing teachers can use their current classroom setting. If you are not currently teaching, you must attain a field experience placement. See your course instructor or the director of field experiences to request a field experience.
Statement for Students with Disabilities:
It is the responsibility of the student to notify the college of special needs. A recent diagnosis of the handicap with recommendations for accommodations is required. The student is encouraged to discuss his/her special needs with each professor. Reasonable accommodations will be made. If the student does not feel that he/she has been given appropriate accommodations, the Dean of Student Work should be notified as soon as possible.
Lesson Analyzes and Evaluations 10% 2, 3, 5, 6
Teaching Improvement Plan & Platform 20% 2, 3, 4, 5
Action Plan 15% 1, 2, 7, 8
Clinical Supervision Presentation 25% 2, 4, 5, 6
Exams 20% 1, 3, 6, 7
Participation in class/ Reflections 10% 4, 5, 6, 9
GRADING SCALE: A 90-100%
F Below 70%