Graduate Course Proposal Form Submission Detail - EDS6050
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Approved, Permanent Archive
Campus: St Petersburg
Submission Type: Change
Course Change Information (for course changes only): Please reactivate EDS 6050 Principles and Practices in Educational Supervision
Comments: USF STPT approved 10/4/10; To USF Institutions for concurrence by 10/15/10. SCNS reactived 5/2010
- Department and Contact Information
Tracking Number Date & Time Submitted 2312 2010-03-23 Department College Budget Account Number Educational Leadership EP stp/10000/173500/000000/0000000 Contact Person Phone Olivia Hodges 8734947 email@example.com
- Course Information
Prefix Number Full Title EDS 6050 Principles and Practices of Educational Supervision Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Prin/Pract Ed Supervision Course Online? Percentage Online C - Face-to-face (0% online) 0
Role definitions of supervision, analysis of role conflict, needs assessments, supervising the planning of instruction, and observing the delivery of instruction.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed to meet state requirements, licensure, etc
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course is an active part of the Educational Leadership M.Ed. at USf St. Petersburg and is part of the DOE approved folio.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
site-based school leadership experience
- Other Course Information
1.Demonstrate understanding of the use of motivational theory to create conditions that motivate staff, students and families to achieve the school's vision (e.g. facilitate collegiality and teamwork, arrange significant work, encourage challenging standards, provide autonomy, support innovation, delegate responsibility, develop leadership in others, provide leadership opportunities, recognize and reward effective performance, provide knowledge of results, provide coaching and mentoring, gain resources, serve as a role model) (FPLS 6,8)
2.Frame, analyze, and resolve problems using appropriate problem solving techniques and decision making skills (e.g. identify problem, seek and analyze problem factors, collect and organize relevant information, identify causes, seek creative solutions, apply ethical standards, determine best solution with others when appropriate).(FPLS 2,4,7)
3.Work to create with teachers, parents and students a positive school culture that promotes learning; (e.g. holds high expectations, focuses on accomplishments and recognition, and promotes a supportive climate)(FPLS 1,2,8,9)
4.Demonstrates and ability to employ collaborative strategies that enhance a learning organization that supports instructional improvement, builds an appropriate curriculum, and incorporates best practice. (FPLS 1,2,3)
5.Demonstrate the ability to utilize a variety of supervisory models to improve teaching and learning (e.g. clinical, developmental, cognitive and peer coaching, as well as applying observation and conferencing skills).(FPLS 1,3, 6)
6.Work with faculty and other stakeholders to identify needs for professional development, to organize, facilitate, and evaluate professional development programs, to integrate district and school priorities, to build faculty as resource, and to ensure that professional development activities focus on improving student outcomes. (FPLS 1,6)
7.Apply adult learning strategies to professional development, focusing on authentic problems and tasks, and utilizing mentoring, coaching, conferencing and other techniques to ensure that new knowledge and skills are practiced in the workplace. (FPLS 2,3,6)
B. Learning Outcomes
•1.1.1 Given a scenario; assess the curriculum and school-wide professional development needs of an instructional program.
•1.1.3. Given a school data set, determine an appropriate instructional improvement strategy.
•1:2.4. Given a description of recurring problems in student performance in a content area, select strategies for engaging teachers in ongoing study of current best practices.
•1:2.5. Identify scientifically based research applications to effective teaching and learning methods.
•1:2.6. Identify practices in teacher planning, instructional organization, and classroom management that enhance student learning and achievement.
•1:2.7. Identify instructional delivery methods that enhance student learning and achievement.
•1:3.1. Given data from a school climate survey identify appropriate strategies for improving student learning.
•1:3.2. Given data from a school climate survey identify factors contributing to morale and performance.
•1.4.1. Given taxonomy of learning, identify instructional objectives to facilitate varying levels of learning.
•1.4.2 Identify age-appropriate learning strategies based on principles of human growth and development.
•1.4.3 Identify practices for evaluating the appropriateness of instructional strategies.
•1.4.4 Identify practices for evaluating the appropriateness of instructional materials.
•1:5.1: Given student special needs characteristics in a specific classroom and walk-through observation notes identify an appropriate instructional adaptation/modifications to provide for students with special needs in that classroom.
•1:5.2. Given an IEP determine whether or not provisions made are adequate to meet student needs.
•2.3.1. Given policies for teacher recruitment, selection, induction, professional development, and retention, determine compliance with Florida Statutes and No Child Left Behind legislation.
•2.9.1. Given a scenario, identify standards and procedures applicable to State certification, selection, evaluation, discipline, and reappointment of school district employees.
C. Major Topics
•The history, practice and future of supervision.
•Starting from Center: Who are you as a supervisor?
•Critical tasks: Planning and Assessing Instruction.
•One-on-one: Supporting individual teachers.
•Outside of the vacuum: Working with groups of teachers.
•Meeting the challenges: Working with difficult individuals and difficult situations.
•Instructional leadership meets curriculum leadership: Roles, conceptions and new paradigms.
•Systematic improvement: Making and sustaining individual and institutional change.
Glickman, C.D., Gordon, S.P., & Ross-Gordon, J. M. (2010). Super Vision and Instructional Leadership: A Developmental Approach (9th Edition). Boston: Allyn and Bacon.
E. Course Readings, Online Resources, and Other Purchases
Supplemental Web Sites:
Just Read, Florida!
Scientifically-based reading research provides the foundation for both Governor Bush's Just Read, Florida! initiative and for the federal Reading First program. Just Read Florida! incorporates methods that emphasize the five key components of reading effective instruction: phonemic awareness, phonics, fluency, comprehension, and vocabulary.
Annenberg/CPB Math and Science Project
Contains a wealth of resources and educational programming designed to enhance teaching and learning in the math and sciences curriculum through the use of technology.
Ask an Expert
A group of experts on a wide variety of indexed topics is listed here, accessible via an online form. Some are accessible directly via email.
ERIC is the Educational Resources Information Center (ERIC), a federally-funded national information system that provides, through its 16 subject-specific clearinghouses, associated adjunct clearinghouses, and support components, a variety of services and products on a broad range of education-related issues.
BellSouth Education Gateway
Teachers, parents and students can benefit from the Educational Gateway, and parents can stay on top of education tips with our Living and Learning Series.
Children's Literature Web Guide
The Children's Literature Web Guide is an attempt to gather together and categorize the growing number of Internet resources related to books for Children and Young Adults.
F. Student Expectations/Requirements and Grading Policy
Reflective Practice 10%
Personal Development Plan 10%.
Observation of Tapes 15%
Supervisory Practice Analysis 25%
Clinical Practice and Reflection 30%
Class Participation 10%
G. Assignments, Exams and Tests
(1) Professional Development Plan FPLS 1, 4, 6:
Develop your “Professional Development Plan” as a teacher, instructional leader and school administrator. Include in this plan your planned activities personally and professionally both for learning and publishing projects/studies to be initiated. Use your book and look for web sites. This Plan covers the period of five years from development of the plan.
(2) Six observations of tapes and lessons. FLPS 1,2,3,5,6
Following the six classes during which candidates have participated/observed an actual classroom teaching, the candidates will write a complete report including Pre-Observation conference, the actual Observation of the Classroom activity, and the Post-Observation Conference with the “actor” teacher. The Teacher in the tape, web-site or made up lesson is to prepare a lesson plan including all of the missing aspects of the lesson as seen on the tape (make it up!) and a seating chart.
(3) Written Report:
Supervisory Practice Analysis FLPS 1,2,3,6,8,10. The candidate will assess current supervisory practice in a school setting vis-à-vis best practice as outlined in current research and professional literature. Particular attention will be paid to planning, direct personal support, teacher assistance, and professional development to promote student achievement.
The candidate will prepare a report of the assessment conducted. The report should include a brief description of the setting, the process used to conduct the assessment, the results of the data gathering process, an analysis of the findings, and recommendations based upon the candidate’s knowledge of best practice. The text of the report should be typed, double-spaced, error free, and should not exceed seven pages in length. A listing of resources (APA format), and any appropriate graphic representations of the data used in the analysis should also be provided. (Assignment value: 15 pts.)
(4)Clinical Practice and Reflection (A real-time Observation) FPLS 1,2,6
With the permission of a principal and a colleague, the candidate will conduct a clinical observation cycle, including a pre-observation conference, an observation, and a post-observation conference. Ideally, your principal will accompany you in this exercise.
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
2. Rewrite Policy:
Students will be asked to revise and resubmit any work that does not meet the minimal expectations (80% of the points) outlined in the rubric for that assignment. A student may choose to revise and resubmit one assignment for a grade improvement. Any resubmitted work will be evaluated using the indicated criteria, and the grade on the revision will be substituted on the original grade. All revised work must be submitted prior to the last class meeting.
5. Academic Integrity:
All university policies regarding academic integrity must be adhered to in this class, including, but not limited to the following statement: “Students attending USF are awarded degrees in recognition of successful completion of coursework in their chosen study. Each individual is expected to earn his/her degree on the basis of personal effort. Consequently, any form of cheating on examination or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable.” (USF Graduate Catalog).
J. Program This Course Supports
Educational Leadership USF SP
- Course Concurrence Information
Reading (ARD) MA USF SP