||EDA624 - Supervision of Instruction
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: This course provides a theoretical and practical framework for supervising and evaluating instruction while modeling a personal code of ethics and developing professional leadership capacity. A variety of theoretical perspectives and skills for engaging in the practice of supervision of instruction, curriculum assessment, program quality, and standards-based instruction are presented. Emphasis is on instructional leadership that models personal and professional ethics, integrity, justice, and fairness, while expecting the same behaviors from others. Candidates focus on demonstrating skills in decision-making, problem solving, change management, planning, conflict management, and evaluation.
|Course Learning Outcomes:
- Evaluate the personal and professional ethics, integrity, justice, and fairness that lead others to higher levels of performance, commitment, and motivation.
- Examine decision-making models based upon relevant data and research about effective teaching and learning, leadership, management practices, and equity.
- Appraise standards-based curriculum and their ability to integrate and articulate programs throughout the grades.
- Analyze strategies for problem solving, change management, planning, conflict management, and evaluation.
- Examine curriculum and instruction in terms of models of teaching, instructional strategies, assessment, and classroom management, in the context of continual evaluation to promote positive change in the instructional program.
- Examine personal and professional development opportunities in the area of educational leadership.
|Specified Program Learning Outcomes:
- Analyze complex human phenomena such as resistance and anxiety and the ability to lead others in a process through the change process.
- Analyze decision making frameworks in order to surface and develop ethical leadership and improve decision making skills.
- Analyze innovative school models in the context of their ability to impact student learning.
- Analyze the organization, operations, and resources necessary to foster a safe, efficient, and effective learning environment.
- Apply advanced negotiation and conflict resolution strategies to further an organization.
- Apply his or her acquired understanding and knowledge to a field experience in practical and real-world school settings, which is documented in a portfolio and supervised by a mentor in partnership with the University.
- Build consensus among stake holders by implementing procedures for curricular improvements based upon assessment and appropriateness of diverse classroom environments
- Build consensus among stake-holders, evaluate, analyze and develop new school programs and paradigms
- Create a vision of learning that is shared and supported by the school community.
- Demonstrate their knowledge of practice related to curriculum standards and accountability leading to the improvement of teaching and learning.
- Develop a school culture conducive to student learning and staff professional growth.
- Develop team building and understand organizational dynamics including the use of the learning organization processes.
- Evaluate leadership through the lens of ethics and philosophy.
- Evaluate leadership within the lens of ethics and philosophy.
- Evaluate, analyze, and develop new school programs and paradigms from the politics of school organizations for the improvement of instruction.
- Possess the technological background for making data driven decisions leading to instructional improvement.
- Provide candidates with the research base for reflective educational decision making.
- Understand, evaluate, and apply financial policies and practices used in schools and districts, which emphasize federal, state, and local revenue sources as well as district and school budgeting and financial management procedures.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures