Course Description
The major points of view, elements, and constructs influencing the practice of instructional supervision are examined by exploring the theories, methods, and research on instructional supervisory processes. Related constructs (e.g., constructivism and adult learning theory) are explored in addition to the Standards for Instructional Supervision.
Athena Title
Supervision Theory
Equivalent Courses
Not open to students with credit in EDAP 9250E
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
As an advanced graduate seminar, this course depends heavily on course readings related to such areas as constructivism, adult learning theory, motivation theory, and the 2005 Standards for Instructional Supervision. By the conclusion of the course, it is expected that participants will: 1. Understand the intent and purposes for the standards for instructional supervision. 2. Broaden deeper understanding of the cultural and process standards for instructional supervision against the complexities of the accountability movement in PreK-12 education. 3. Gain expertise in a concentrated area closely related to supervision (e.g., constructivism), showing the linkages to that area to the development of theory to guide supervision and its practices in PreK-12 schools. 4. Demonstrate a working knowledge of supervision theory to applied practices contextualized in a school setting. 5. Articulate differences and similarities in select models of supervision (e.g., clinical, differentiated, developmental, artistic) 6. Forecast future trends and applications of instructional supervision.
Topical Outline
1. Standards and Instructional Supervision • The Great Debate over Standards for the Field of Instructional Supervision • Cultural Standards: Democratic supervision, ethical learning and teaching, collegiality and collaboration, reflective practice, critical inquiry, diversity • Process Standards: clinical supervision, teacher evaluation, professional development, action research 2. Topical Areas for class readings will include but not be limited to a). Constructivist Theory b). Adult Learning Theory c). Social Learning Theory d). Collegiality and Collaboration e). Risk Taking f). Capacity Building g). Change Theory h). Resiliency i). Ethic of Care j). Differentiated Supervisory Practices (underlying theory and premises) k). Developmental Supervisory Practices (underlying theory and premises) l). Action Research m). Portfolio Development (underlying theory and premises)
Syllabus