The purpose of this course is to provide graduate students with opportunities to become conversant with current models, theories and principles underlying the supervision of educational personnel.  Course participants will be asked to evaluate the ways in which these concepts have influenced policy and practice in school jurisdictions in the province of Alberta.  Readings, class discussion, guest speakers, and assignments will help students explore potential linkages between supervision and teacher development, student achievement, and school improvement.

The course reflects a number of assumptions:

1. The classroom is the most important organizational unit of the educational system and the school is the most powerful unit through which to effect improvement in the classroom.
2. Instructional supervision, whether formative or summative, administrative or collegial, is one of the many strategies for professional development and must be seen in developmental terms.
3. Leadership at all levels of the educational organization is essential in creating an environment that supports the development of schools as communities of learners.

1. Familiarize themselves with the concepts and methods of instructional supervision in education.
2. Evaluate policy and practice, as it pertains to supervision, from a cross-section of school jurisdictions in Alberta
3. Examine recent school improvement research and explore its implications for the supervision of educational personnel.

• Glickman, C., Gordon, S., & Ross-Gordon, J.  (2001).  Supervision and instructional leadership: A developmental approach (5th ed.).  Needham Heights, MA: Allyn and Bacon.
• Harris, A.  (2002). School improvement: What’s in it for schools?  London, UK: Routledge Falmer.

Suggested texts:

• Acheson, K., & Gall, M.  (1997).  Techniques in the clinical supervision of teachers: pre-service and in-service applications (4th ed.).  New York: Longman.
• Crowther, F.  (2002).  Developing teacher leaders: How teacher leadership enhances school success.  Thousand Oaks, CA: Corwin Press.
• Danielson, C., & McGreal, T.  (2000).  Teacher evaluation to enhance professional practice.  Alexandria, VA: ASCD.
• Duke, D.  (1995).  Teacher evaluation policy: From accountability to professional development.  Albany, NY: State University of New York Press.
• Glickman, C.  (2002).  Leadership for learning: How to help teachers succeed.  Alexandria, VA: ASCD.
• Haughey, M., Townsend, D., O’Reilly, R., & Ratsoy, E.  (1993). Toward teacher growth: A study of the impact of Alberta’s teacher evaluation policy.  Edmonton, AB: Alberta Education.
• Joyce, B., Calhoun, E., & Hopkins, D.  (1999).  The new structure of school improvement: Inquiring schools and achieving students.  Buckingham, UK: Open University Press.
• Lambert, L., Walker, D. (Eds.).  (2002). The constructivist leader (2nd ed.).  New York: Teacher’s College Press.
• McEwan, E.  (2002).  Ten traits of highly effective teachers: How to hire, coach, and mentor successful teachers.  Thousand Oaks, CA: Corwin Press.
• Rebore, R.  (2001).  Human resources administration in education: A management approach (6th ed.).  Englewood Cliffs, NJ: Prentice-Hall.
• Rebore, R.  (2001).  The ethics of educational leadership.  Upper Saddle River, NJ: Merrill Prentice-Hall.
• Sergiovanni, T.  (2001).  The principalship: A reflective practice perspective (4th ed.).  Boston, MA: Allyn and Bacon.
• Sergiovanni, T., & Starratt, R.  (2002).  Supervision: A redefinition (7th ed.).  Boston, MA:  McGraw Hill.
• Stronge, J.  (2002).  Qualities of effective teachers.  Alexandria, VA: ASCD.
• Young, J., & Levin, B.  (2002).  Understanding Canadian schools: An introduction to educational administration.  Toronto, ON: Thomson Nelson.

• The Canadian Charter of Rights and Freedoms (1982)
• The School Act of Alberta (1988 as amended)
• The Teaching Profession Act of Alberta
• The Labour Act of Alberta
• The Human Rights Code of Alberta
• The Alberta Teachers’ Association Members’ Handbook
• The Alberta Teachers’ Association Problems in Education Series: Teachers’ rights, responsibilities, and legal liabilities
• *Policy documents from school jurisdictions

• Alberta Journal of Educational Research
• British Educational Research Journal
• Canadian Journal of Education
• Education Canada
• Educational Administration Quarterly
• Educational Leadership
• Educational Researcher
• International Journal of Lifelong Learning
• International Journal of Leadership in Education
• International Journal of School Effectiveness and School Improvement
• Journal of Curriculum and Supervision
• Journal of Personnel Evaluation in Education
• Journal of School Leadership
• Phi Delta Kappan
• School Effectiveness and School Improvement
• School Leadership and Management
• Teaching and Teacher Education
• The Educational Forum
• The Journal of Educational Administration and Foundations

• www.learning.gov.ab.ca (Alberta Learning)
• www.teachers.ab.ca (ATA)
• www.library.ualberta.ca/catalogue (NEOS Libraries Catalogue/search)
• www.library.ualberta.ca/subject/education/index.cfm (Coutts Library)

1. Through their preparation and discussion of assigned readings.
2. Through their scholarly critique of specified readings.  Each student will present a summary of one of the assigned readings and will lead a discussion based on the major themes presented in those readings.
3. Through a personal account of their experiences with supervision.
4. Through their written analysis of the supervision policy of a school jurisdiction.
5. Through their research and submission of a scholarly paper on a topic or issue related to the supervision of educational personnel.

The Glickman (2001) and Harris (2002) texts will provide the general framework for the course.  During class time, the legal, historical, and ethical/moral dimensions of instructional supervision in public education will also be considered.  Particular emphasis will be placed on instructional supervision and issues in the local context of public education within Alberta.  A variety of instructional approaches will be used, including discussions, guest speakers, case study, lecture, and collaborative group activities.
 

Evaluation
Please note that electronic submission of any/all assignments is welcomed.  Students are encouraged to ask questions as they work through their assignments.  Electronic communication is welcomed.

1. Assignment # 1: Personal account of an experience in instructional supervision as either supervisor or supervisee, or both (20%).  Students will be asked at the outset of the course to describe a memorable experience that they have had as either supervisor or supervisee.  The description of the context and events preceding and following the supervisory episode should be narrative and should be between 3-5 pages, typed and double-spaced.   A reflective analysis of the description should follow and should be between 1-2 pages, typed and double-spaced.  The reflective analysis should include a thoughtful rationale to support what the students believe to be the positive and negative aspects of the supervisory interlude.  The analysis should conclude with the students’ belief statements concerning the value of instructional supervision. Due: September 19, 2002
2. Assignment # 2: Case study of supervision policy (30%). Students will obtain and analyze the policies of one school jurisdiction as they pertain to the supervision of educational personnel.  Copies of policies are often available on school divisional web sites.  The analysis should be 5-10 pages in length (typed, double-spaced) and will make specific and explicit references to the readings from the course, or other scholarly readings of the students’ choice.  Students are encouraged to use APA (5th ed.) format when writing this assignment. Due: October 17, 2002.
3. Assignment # 3: Preparation and presentation of a summary of assigned reading (15%). Students will be expected to present a 2 page written summary of one of the assigned readings.  The summary should conclude with a question or two.  Students will be asked to present the summary and lead a 10-15 minute discussion focused on the questions they have prepared. Due: Throughout the course (students will select dates for presentation during the first day of classes).
4. Assignment # 4: Major Paper (35%). Students will write a scholarly paper on a topic or issue in the supervision of educational personnel.  The selected bibliography at the end of this course outline highlights current writing in the area of supervision and related fields (i.e., leadership, mentorship, staff and professional development, school improvement). Most items listed in the bibliography are available through the Coutts Library.  This list has been provided as a “starting point” for students.  The instructor will suggest topics as well.  Students will be asked to submit a one page outline of the paper by the end of October.  The paper should be approximately 20 pages, double-spaced and typed and should follow the APA (5th edition) format.  Students are encouraged to ask the instructor for assistance.  Support and encouragement will be provided as required! Due: November 28, 2002

Faculty of Education Equity Statement:

 

The Faculty of Education is committed to providing an environment of equality and respect for all people within the University community, and to educating faculty, staff, and students in developing teaching and learning contexts that are welcoming to all.

Supervision and Leadership:

• Anderson, R., & Snyder, K.  (Eds.).  (1993). Clinical supervision: Coaching for higher  performance.  Lancaster, PA:  Technomic Publishing.
• Barth, R.  (2001).  Learning by heart.  San Francisco, CA: Jossey-Bass.
• Barth, R.  (1991).  Improving schools from within.  San Francisco, CA: Jossey-Bass.
• Bascia, N., & Hargreaves, A.  (2000).  The sharp edge of educational change: Teaching, leading and the realities of reform.  London, UK: Routledge.
• Blase, J., & Blase, J.  (1998).  Handbook or instructional leadership: How really good principals promote teaching and learning.  Thousand Oaks, CA: Corwin Press.
• Blase, J., & Blase, J.  (1994).  Empowering teachers: What successful principals do.  Thousand Oaks, CA: Corwin Press.
• Bolman, L., & Deal, T.  (2002).  Reframing the path to school leadership: A guide for teachers and principals.  Thousand Oaks, CA: Corwin Press.
• Castetter, W., & Young, I.  (2000).  The human resource function in educational administration.  (7th ed.).  Upper Saddle River, NJ: Prentice Hall.
• Cogan, M.  (1973).  Clinical supervision.  Boston, MA: Houghton Mifflin.
• Conley, S.  (Ed.).  (1999).  Personnel Evaluation in Education 12 (4).
• Foster, R.  (2002, Nov.).  Teacher leadership and school improvement in an international context.   Forthcoming paper presentation at the Annual Meeting of the University Council of Educational Administration, Pittsburgh.
• Fullan, M.  (2001).  Leading in a culture of change.  San Francisco, CA: Jossey-Bass.
• Fullan, M.  (2001).  The new meaning of educational change (3rd ed.).  New York: Teachers' College Press.
• Fullan, M., & Hargreaves,  A. (Eds.). (1992).  Teacher development and educational change.  London: The Falmer Press.
• Glickman, C.  (1993).  Renewing America's schools: A guide for school-based action.  San Francisco, CA: Jossey-Bass.
• Goldhammer, R., Anderson, R., & Krajewski, R.  (1993).  Clinical supervision.  Orlando, FL: Holt, Rinehart and Winston.
• Hargreaves, A.  (Ed.).  (2001).  Learning to change: Teaching beyond subjects and standards.  San Francisco, CA: Jossey-Bass.
• Hargreaves, A. (Ed.). (1998).  International handbook of educational change.  Lisse: Swets and Zeitlinger.
• Hargreaves, A., & Fullan, M.  (1992).  Understanding teacher development.  New York: Teacher's College Press.
• Howard, P.  (1994). The meaning of the evaluative look in teacher performance evaluation.  Unpublished doctoral dissertation, University of Alberta, Edmonton.
• Hoy, W., & Forsyth, P.  (1986).  Effective supervision: Theory into practice.  New York: Random House.
• Katzenmeyer, M., & Moller, G.  (2001).  Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.).  Thousand Oaks, CA: Corwin Press.
• Lambert, L.  (2002).  Building leadership capacity in schools (2nd ed.).  Alexandria, VA: ASCD.
• Lambert, L., Collay, M., Dietz, M., Kent, K., & Richert, A.  (1996).  Who will save our schools?  Teachers as constructivist leaders.  Thousand Oaks, CA: Corwin Press.
• Levin, B.  (2001).  Reforming education: From origins to outcomes.  London, UK: Routledge Falmer.
• Lortie, D.  (1975).  School teacher.  Chicago, IL:  University of Chicago Press.
• Marks, J.  (1985).  Handbook of educational supervision: A guide for the practitioner.  Boston, MA: Allyn and Bacon.
• Murphy, J.  (2002).  The educational leadership challenge: Redefining leadership for the 21st century.  Chicago: NSSE.
• Owens, R.  (2001).  Organizational behavior in education: Instructional leadership and school reform.  Boston, MA: Allyn and Bacon.
•  Sergiovanni, T.  (2001).  Leadership: What’s in it for schools?  London, UK: Routledge Falmer.
•  Smyth, J.  (2000).  Teachers’ work in a globalizing economy.  London, UK: Falmer Press.
•  Starratt, R.  (1994).  Building an ethical school: A practical response to the moral crisis in schools.  London, UK: Falmer Press.
•  Strike, K., Haller, E., & Soltis, J.  (1988).  The ethics of school administration.  New York:  Teachers' College Press.
•  Taylor, A.  (2001).  The politics of education reform in Alberta.  Toronto, ON: University of Toronto Press.
•  Webb, L., & Norton, M.  (1999).  Human resources administration. (3rd ed.).  Upper Saddle River, NJ: Prentice Hall.
•  Wiles, J., & Bondi, J.  (2000).  Supervision: A guide to practice (5th ed.).  Columbus, OH: Prentice-Hall.
•  Wrag. E.  (1994).  An introduction to classroom observation.    London:  Routledge.

• Crow, G., & Matthews, L.  (1998).  Finding one's way: How mentoring can lead to dynamic leadership.  Thousand Oaks, CA: Corwin Press.
• Fletcher, S.  (2000).  Mentoring in schools: A handbook of good practice.  London, UK: Kogan Page.
• Heller, M.  (1991).  Developing an effective teacher mentor program.  Bloomington IN: Phi Delta Kappa Educational Foundation.
• Mullen, C., & Lick, D. (Eds.).  (1999).  New directions in mentoring: Creating a culture of synergy.  London, UK: Falmer Press.
• Portner, H.  (1998).  Mentoring new teachers.  Thousand Oaks, CA: Corwin Press.
• Reiman, A., & Thies-Sprinthall, L.  (1998).  Mentoring and supervision for teacher development.  New York: Longman.
• Sawchuk, A. (2002).  A study of a district mentorship program.  Unpublished doctoral dissertation, University of Alberta, Edmonton.
• Scherer, M.  (1999).  A better beginning: Supporting and mentoring new teachers.  Alexandria, VA: ASCD.
• Tomlinson, P.  (1995).  Understanding mentoring: Reflective strategies for school-based teacher preparation.  Buckingham, UK: Open University Press.
• Zachary, L.  (2000).  The mentor’s guide: Facilitating effective learning relationships.  San Francisco, CA: Jossey-Bass.

• Bacharach, N., & Hasslen, R.  (2001).  Creating a professional development school.  Bloomington, IN: Phi Delta Kappa Educational Foundation.
• Clandinin, J., & Connelly, M.  (2000).  Narrative inquiry: Experience and story in qualitative research.  San Francisco, CA: Jossey-Bass.
• Connelly, M., & Clandinin, J. (Eds.)  (1999).  Shaping a professional identity.  New York: Teachers’ College Press.
• Costa, A. (Ed.).  (2001).  Developing minds: A resource book for teaching thinking.  Alexandria, VA: ASCD.
• Costa, A., & Garmston, R.  (1994).  Cognitive coaching: A foundation for renaissance schools.  Norwood, MA: Christopher-Gordon.
• Dunn, R., & Dunn, K. (1999).  The complete guide to the learning styles inservice system.  Boston, MA:  Allyn and Bacon.
• Fessler, R., & Christensen, J.  (1992).  The teacher career cycle: Understanding and guiding the professional development of teachers.  Boston, MA: Allyn and Bacon.
• Freppon, P., & Allen, A.  (2001).  What it takes to be a teacher: The role of personal and professional development.  Portsmouth, NH: Heinemann.
• Guskey, T.  (2000).  Evaluating professional development.  Thousand Oaks, CA: Corwin Press.
• Gustavsson, B.  (2002).  What do we mean by lifelong learning and knowledge?  International Journal of Lifelong Learning 21(1), pp. 13-23.
• Joyce, B., Weil, M., & Calhoun, E.  (2000).  Models of teaching.  Boston, MA: Allyn and Bacon.
• Joyce, B., & Showers, B.  (1995).  Student achievement through staff development: Fundamentals of school renewal.  White Plains, NY: Longman.
• Leiberman, A., & Miller, L.  (2001).  Teachers caught in the action: Professional development that matters.  New York: Teachers’ College Press.
• Levin, B.  (2001).  Energizing teacher education and professional development with problem-based learning.  Alexandria, VA: ASCD.
• Lyons, C., & Pinnell, G.  (2001).  Systems for change in literacy education: A guide to professional development.  Portsmouth, NH: Heinemann.
• Murphy, C., & Lick, D.  (2001).  Whole faculty study groups: Creating student-based professional development.  Thousand Oaks, CA: Corwin Press.
• Pushkin, A.  (2001).  Teacher training: A reference handbook.  Santa Barbara, CA: ABC-CLIO.
•  Perna, D., & Davis, J.  (2000).  Aligning standards and curriculum for classroom success.  Arlington, IL: Skylight Professional Development.
• Schon, D.  (1988).  The reflective practitioner: How professionals think in action.  New York: Basic Books Inc.
•  Schon, D.  (1987).  Educating the reflective practitioner.  San Francisco, CA: Jossey-Bass.
•  Simon, R.  (1992).  Teaching against the grain: Texts for a pedagogy of possibility.  Toronto, ON: OISE Press.
•  Socket, H. (Ed.).  (2001).  Transforming teacher education: Lessons in professional development.  Westport, CT:  Bergin and Garvey.
• Sparks, D., & Hirsh, A.  (1997).  A new vision for staff development.  Alexandria, VA:  ASCD.

• Alberta Learning.  (2000).  Alberta initiative for school improvement: Opportunities and challenges.  Edmonton, AB: Alberta Learning.
• Alberta Learning.  (1999).  Framework for the Alberta initiative for school improvement.  Edmonton, AB:  Alberta Learning.
• Alberta Education.  (1995).  Improving education in Alberta: Questions and answers.  Edmonton, AB: Alberta Education.
• Chen, M., & Armstrong, S.  (2002).  Edutopia: Success stories for learning in the digital age:  The George Lucas Educational Foundation.  San Francisco, CA: Jossey-Bass.
• Hawley, W., & Rollie, D.  (2002).  The keys to effective schools: Educational reform as continuous improvement.  Thousand Oaks, CA: Corwin.
• Hopkins, D., Ainscow, M., & West, M.  (1994).  School improvement in an era of change.  New York: Teacher's College Press.
• Johnson, R.  (2002).  Using data to close the achievement gap: How to measure equity in our schools.  Thousand Oaks, CA: Corwin.
• Joyce, B., & Calhoun, E. (Eds.).  (1996).  Learning experiences in school renewal: An exploration of five successful programs.  Eugene, OR: ERIC Clearinghouse.
• Klooster, D., Steele, J., Bloem, P.  (Eds.).  (2001).  Ideas without boundaries: International education reform through reading and writing for critical thinking.  Ewark, DL:  International Reading Association.
• MacBeath, J., & Mortimore, P.  (2001).  Improving school effectiveness.  Buckingham, UK: Open University Press.
• Mitchell, C., & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse: Swets and Zeitlinger.
• Reynolds, D.  (2002).  World class schools: International perspectives on school effectiveness.  London, UK: Routledge Falmer.
• Schlechty, P.  (2002).  Working on the work: An action plan for teachers, principals, and superintendents.  San Francisco, CA: Jossey-Bass.
• West-Burnham, J., O’Neill, J., Bradbury, I. (Eds.).  (2001). Performance management in schools: How to lead and manage staff for school improvement.  Harlow, NY: Pearson Education.