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EDEL 614

DEL 614: Supervision and Evaluation of Instruction

Credit Hours: (3)

Students will study the processes, techniques, and problems associated with supervision, evaluation, and improvement of classroom instruction and instructional programs in preK-12 schools. They will examine the roles of school administrators and instructional supervisors in the evaluation of people and programs associated with instruction with a focus on improved student learning.

Note(s): A fee of $110 will be charged to students taking EDEL 614.

 

Detailed Description of Content of Course

This course will examine the school as a community of learners and the interdependence of people and programs. The course will focus on instructional supervision, theories of supervision, and transformational leadership. Course content also includes the incorporation of planning for instructional supervision. Included in the study of instructional supervision will be leadership job responsibilities, varied methods of assessment and the use of direct assistance to teachers through clinical supervision, mentoring, peer coaching and modeling. The course will explore the issue of teachers as adult learners and look at the stages of development and the influences found in teacher development. Professional learning will be introduced with appropriate models provided to develop appropriate professional learning program for faculty. Current research will be provided with respect to the evaluation of instructional programs and the specific need for the use of data in such evaluation programs. 

 

Detailed Description of Conduct of Course

Course readings will serve as a primary content basis for in鈥慶lass discussions.  Case studies and role-play exercises will be used in conjunction with material related to issues involving the evaluation of personnel.  Twenty hours of structured field experiences with on鈥憇ite mentor principals and/or supervisors will also be required for completion of the course and will be discussed in class.  A class project will relate directly to the embedded field experience.  A variety of written and/or oral assignments (research reviews, reflective writings, narrative responses, journals, formal papers, book talks) will be assigned to help students formulate their personal supervisory styles.  Group and individual tasks will be used to process and reinforce information/skills and for class sharing.  Lectures by the professor are utilized to supplement and reinforce course readings.  Videos may provide additional content for personal reflection and/or class discussion. 

 

Goals and Objectives of the Course

The goals, objectives, and assignments in this class address standards specified in Regulations Governing the Review and Approval of Education Programs in Virginia, Administration and Supervision PreK-12 and the National Educational Leadership Preparation standards.   

The student will:

1. Understand and can demonstrate the capacity to evaluate, develop, and implement high-quality and equitable academic and non-academic instructional practices, resources, technologies, and services that support equity, digital literacy, and the school鈥檚 academic and non-academic systems.

2. Understand and have the capacity to develop and engage staff in a collaborative professional culture designed to promote school improvement, teacher retention, and the success and well-being of each student and adult in the school.

3. Understand and have the capacity to personally engage in, as well as collaboratively engage school staff in, professional learning designed to promote reflection, cultural responsiveness, distributed leadership, digital literacy, school improvement, and student success.

4. Understand and have the capacity to evaluate, develop, and implement systems of supervision, support, and evaluation designed to promote school improvement and student success.

5. Demonstrate knowledge, understanding, and application of leadership and organizations, including:

  • a. The change process of systems, organizations, and individuals using appropriate and effective adult learning models, and
  • b. Effective two-way communication skills including consensus building, negotiation, and mediation skills.

6. Demonstrate knowledge, understanding, and application of management and leadership skills that achieve effective and efficient organizational operations and sustain an instructional program conducive to student academic progress, including;

  • a. Principles and issues of supervising and leading others to ensure a working and learning climate that is safe, secure, and respectful of a diverse school community;
  • b. Management decisions that ensure successful teaching and learning including human resources management and development, theories of motivation, change in school culture, innovation and creativity, conflict resolution, adult learning, and professional development models;
  • c. Knowledge, understanding, and application of Virginia's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers and the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals.

7. Demonstrate knowledge, understanding, and application of the purpose of education and the role of professionalism in advancing educational goals, including:

  • a. Integration of high quality, content rich, job-embedded professional learning that respects the contribution of all faculty and staff members in building a diverse professional learning community; and
  • b. Intentional and purposeful effort to model continuous professional learning and to work collegially and collaboratively with all members of the school community to support the school's goals and enhance its collective capacity.

 

Assessment Measures

All instructors of this course will assess students in the following ways related to NELP Standard Seven:

  • Student will complete a recorded instructional evaluation cycle of a teacher including a pre-observation conference, instructional observation, and post-observation conference.
  • Student will complete an analysis of and make recommendations based on walkthrough data collected in a school.
  • Student will plan and deliver a professional learning activity for educators.

Additionally, instructors may choose at other  assessment measures including but not limited to:

  • Written responses to assigned case studies.
  • Small group projects related to supervision and/or evaluation of instruction
  • Response journals to assigned readings (to aid students in processing and reflecting upon content)
  • Class participation in discussions and small group activities.
  • A research paper related to course content.

 

Other Course Information

 

Review and Approval

Spring 1997 Review Dr. Robert Lockwood

11-8-08   J. Sellers

Reviewed and revised   R. McCracken  2/28/09

May 5, 2022                 

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