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- Administration and Supervision of the Curriculum
- Student Personnel Administration
- Economics of Educational Equity
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Administration and Supervision of the Curriculum
The course focuses on the teaching and learning processes with emphasis on equipping and refining the skills, knowledge and dispositions of intstructional leaders. This is crucial for these leaders as they assume more and more responsibility and accountability for asssiting teachers and other professionals in enhacing student learning. Special attention is placed on the role of supervision in the urban school environment. Additionally, special attention will be given to the critical need for direct support to teachers, group development, professional development, currriculum alignment, and action research.
Review of Literature
Supervision and Instructional Leadership: A Developmental Approach
Carl D. Glickman et al.
Carl D. Glickman et al.
Evidence of Critical Thinking
Chapter 2: The Norm: Why Schools Are as They Are - Field Exercise 5
Interview an individual who was a teacher for at least five years and voluntarily left teaching for a new career. Request (a) his or her reasons for entering the teaching field, (b) his or her reasons fo rleaving teaching, and (c) a comparison of the teaching profession with his or her present career. Prepare a written report on the interview.
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Chapter 5: Reflections on Schools, Teaching, and Supervision - Field Exercise 4
Ask five students to write one or two paragraphs on “What Makes a Good School.” Attempt to relate each student response to one of the three major philosophies described in this chapter (essentialism, experimentalism, existentialism). Write a report reviewing the students’ responses and showing whether each response relates to one of the three philosophies, and if so, how.
Chapter 6: Supervisory Behavior Continuum - Field Exercise 3
Draw a two-frame cartoon for each of the following themes: (a) public self-private self, (b) my message -- their perception, (c) cognitive dissonance. Base your cartoons on personal experiences or observations in a school setting. Write a narrative explaining each cartoon.
The Johari Window provides a graphic way to look at what we know and do not know about our behavior. There are behaviors that both supervisor and teachers know the supervisor uses. This is the public self. For example, when I don't have notes, my public speaking suffers, and those that work with me are aware of this as well.
The private self includes behaviors the supervisor has knowledge about but that teachers do not know. For instance, I overcompensate for my lack of experience by ensuring that the quality of my work exceeds expectations even if it means working harder and longer hours than my colleagues.
My self perception as a supervisor is one with a collaborative approach with individuals and a nondirective approach with groups. I tend to be a problem solver with individuals, and encouraging with groups.
Self-perception often differs from the perspectives of others. Teachers may see a leader's supervisory behavior on one end of the spectrum and the leader may view it on the other end.
Invalidity of perceptions creates cognitive dissonance, according to a model of motivation by pyschologist Leon Festinger (1957). It is based on the premise that thinking of oneself in one way whle other sources of information indicate otherwise creates mental turmoil.
Resolving Cognitive Dissonance
Resolution to cognitive dissonance can come about in 3 ways: 1) The supervisor can dismiss the contrary evidence as biased and untrue. 2)The supervisor can change their self-perception to conform to others. 3) The supervisor can accept their original self-perception as how he/she wishes to be perceived, and use the information to change behaviors to to be more similiar to how he/she wishes to be perceived.
Chapter 8: Directive Informational Behaviors - Field Exercise 2
Observe an educational supervisor or other leader whom you know to possess a directive control orientation in dealing with individuals and/or groups. On the basis of your observation and/or an interview with the leader, write a paper describing both successes and failures the selected leader has experienced while using directive control behaviors. Include some possible reasons why the directive leader has been more successful in some situations than others.
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Chapter 14: Observing Skills - Field Exercise 2
Use a performance indicator instrument. Use the instrument during a classroom observation.