This course helps class participants increase their knowledge about the different theories, ideologies, and models in the academic and professional education literature that inform the practice of supervision in public schools. In addition, class participants will critically examine current trends and issues as they pertain to school development and accountability, and explore the role of supervision in promoting equity as well as academic excellence in the "accountable" school. The course is designed to be of assistance to: (a) administrators responsible for supervising classroom teachers, (b) classroom teachers collaborating with other teachers for the purpose of professional growth and school improvement, (c) classroom teachers supervising student teachers, and (d) university graduate students who have been assigned responsibilities supervising student teachers.

The course reflects a number of assumptions:

• The classroom is the most important organizational unit of the educational system, and the school is the most powerful unit through which to promote accountability and excellence in teaching and learning for all children.
• Supervision, whether formative or summative, administrative or collegial, is a key strategy in the positive development of professional staff and the school as a whole.
• Leadership in supervision occurs at all levels of the educational organization and is essential in creating an environment that supports the development of "accountable" schools that serve all learners.

The assigned readings, class topics, guest speaker presentations, and assignments have been chosen to help class participants:

• Familiarize themselves with the theories, ideologies, and models in the education literature that inform the practice of supervision in public schools.
• Critically examine current trends and issues identified in both academic and professional journals, and explore implications for the practice of school supervision.
• Develop an in-depth understanding of their own assumptions and beliefs about the role of supervision in school development and student success, and implications of their stance vis-à-vis their practice.

Class participants will be encouraged to work toward the attainment of the course objectives:

• Through their preparation for, and engagement in class discussions based on assigned readings and current issues in the theory and practice of supervision.
• Through their scholarly critique of the readings. Each participant will be required to log their critiques of the readings as part of the assessment for the course.
• Through the creation of a school development plan that draws on theories, ideologies, and models presented in the readings, and is grounded in the participants' personal experiences with supervision.
• Through their research and submission of a scholarly paper that reports on research of a contemporary issue related to supervision.

The course is organized around three main topics in school supervision expressed as the following questions:

• What are the theories, ideologies, and models in the research literature that inform the practice of supervision in public schools?
• What are current trends and issues identified in both academic and professional journals? What are the implications for the practice of supervision (e.g., educational change, school-based accountability interventions including "school improvement" projects; the shift from an emphasis on the professional development of individual teachers, to the promotion of collaboration and professional learning communities; shifting constructions of teaching-learning and the teacher's role in student success; growing recognition of diversity and call for equity in public schools)?
• How can supervision support school development and the success of all students? What are the roles and sources of leadership in this process?

A reading package will be available in the first week of class. Readings in the course have been selected to address the above questions and draw on a variety of theoretical perspectives.

Schedule of Topics and Readings:

The course is intended to build on class participants' experiences with, and understanding of school supervision. Specifically, class participants will be encouraged to clarify their assumptions/beliefs, and ground their claims/arguments in education theory and research. Class participants will support one another in this endeavour by working in one of three study groups. Particular emphasis will be placed on instructional supervision and issues in the local context of public education within Alberta. In addition, two classes will be dedicated to a consideration of the role of supervision in international and global contexts. A variety of instructional approaches will be used including discussions, guest speakers, lecture, and collaborative activities.

There will be on average three assigned readings for most class meetings. It is important that class participants prepare by completing all readings before the class. However, for each class meeting, each of the three study groups will be asked to prepare one of the assigned readings "in depth", raise questions, and lead the whole class in a 15 minute discussion. Prior to the discussions on the readings, 20 minutes will be allotted each class meeting for study groups to prepare and organize (e.g., discuss the assigned article, decide which questions to raise, select a discussion leader/timekeeper). *NB: RG = Red Group; GG = Green Group; BG = Blue Group

Class participants as well will maintain an individual log that documents their understanding and critique of the assigned readings. The log should include one-page entries that outline the perspective that is presented in each article, key arguments, and implications/provocative questions to be raised. The log is intended (i) to prepare individuals for meaningful interactions in their groups, and (ii) to assist class participants in the development of relevant topics/questions to guide the assignments that comprise the evaluation for the course.

During the last class, class participants will be asked to make a 5 minute presentation on the topic/issue they researched in preparation of their research paper. This presentation will not be a lecture, but rather a presentation of the class participant's own perspective on an issue, followed by questions and/or a brief discussion.
 

Evaluation
Please note that electronic submission of any/all assignments is welcomed. Class participants are encouraged to ask questions as they work through their assignments. Electronic communication is welcomed.
Assignment # 1: School Development Plan (30%).
Class participants will be asked at the outset of the course to create a profile of their school. In particular, they will be asked to identify organizational strengths and weaknesses as they pertain to goals for school development and student outcomes/success. Course participants will write a 7-10 page (double-spaced) narrative that describes their school/context. This will serve as a starting point. Based on the writings and ideas presented in class and in the education research, class participants will then be asked to continue their thinking as they develop a model of school supervision that addresses the school's needs and goals. Course participants will also be required to provide an argument or rationale for their model that is grounded in their assessment of the current reality/judgment of what is needed to make the school "accountable" for the success of all students. In argumentative and persuasive prose, course participants will be asked to write 7-10 (double-spaced) pages that support their model. References to readings from the class reading package are required. In addition, class participants may refer to professional journals, articles, and books as they build their case. The school development plan should conclude with the class participant's belief statements concerning the value of supervision. Due: October 21, 2003
Assignment # 2: Log (40%).
Class participants are required to develop a weekly log that documents their understanding and critique of the assigned readings. The completed log should include a one-page entry for each of the assigned readings (Total = 21). The entry should be like an abstract for a journal article -- concise and precise. It should be formatted using the headings: title/author; thesis/perspective/position presented; key arguments and conclusions/critical questions regarding this writing. The log is intended (i) to prepare individuals for meaningful interactions in their groups, and (ii) to assist class participants in the development of relevant topics/questions to guide the assignments that comprise the evaluation for the course. Due: Tues. Nov. 25, 2003
Assignment # 3: Research Paper (30%)
Class participants will write a scholarly paper on a topic or issue in school supervision. The bibliography at the end of this course outline highlights current writing in the area of supervision and related fields. Most items listed in the bibliography are available through the Coutts Library. This list has been provided as a "starting point" for class participants. The instructor will suggest topics as well. Class participants will be asked to submit a one page outline of the paper by October 28. The paper should be approximately 15-20 pages, double-spaced and typed, and should follow the APA (5th edition) format. All are encouraged to ask the instructor for assistance. Support and encouragement will be provided as required! Due: Tues. Dec. 2, 2003
Grading System:
Final grades will be based on the University of Alberta four point system. This will be explained in detail the first day of class.

Relevant legislation and policy documents:
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

Academic and professional journals:
ATA Magazine
ATA News
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

Web sites
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)

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.
Crowther, F. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
Foster, R., & St. Hilaire, B. (2003). Leadership for school improvement: teachers' and principals' perspectives. International Electronic Journal of Leadership and Learning, 7(3), 1-20.
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. (2003). The moral imperative of school leadership. Thousand Oaks, CA: Corwin Press.
Glickman, C. (2002). Leadership for learning: How to help teachers succeed. Alexandria, VA: ASCD.
Howard, P. (1994). The meaning of the evaluative look in teacher performance evaluation. Unpublished doctoral dissertation, University of Alberta, Edmonton.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
Lambert, L. (2003). Building leadership capacity in schools (2nd ed.). Alexandria, VA: ASCD.
Lambert, L., Walker, D. (Eds.). (2002). The constructivist leader (2nd ed.). New York: Teacher's College 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.
McEwan, E. (2002). Ten traits of highly effective teachers: How to hire, coach, and mentor successful teachers. Thousand Oaks, CA: Corwin Press.
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.
Rebore, R. (2001). The ethics of educational leadership. Upper Saddle River, NJ: Merrill Prentice-Hall.
Scheurich, J. (2003). Leadership for equity and and excellence. Thousand Oaks, CA: Corwin Press.
Sergiovanni, T. (2001). The principalship: A reflective practice perspective (4th ed.). Boston, 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.
Taylor, A. (2001). The politics of education reform in Alberta. Toronto, ON: University of Toronto Press.
Webb, L., & Norton, M. (2003). 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.

Mentorship:
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.

Staff and Professional Development:
Bacharach, N., & Hasslen, R. (2001). Creating a professional development school. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Bredeson, P. (2003). Designs for learning: A new architecture for professional development in schools.
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.
Gregory, G. (2003). Differentiated strategies in practice. Thousand Oaks, CA: Corwin Press.
Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Joyce, B., Weil, M., & Calhoun, E. (2000). Models of teaching. Boston, MA: Allyn and Bacon.
Lieberman, A., & Miller, L. (2001). Teachers caught in the action: Professional development that matters. New York: Teachers' College Press.
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.
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.
Smyth, J. (1998). Re-making teaching: Ideology, policy, and practice. New York: Routledge.
Sweeney, D. (2003). Learning along the way: Professional development by and for teachers. Portland, Me: Stenhouse Publishers.

School Improvement:
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.
Fullan, M. (2003). Change forces with a vengeance. London: Routledge.
Hopkins, D. (2001). School improvement for real. London: Routledge.
Hopkins, D. (2002). Improving the quality of education for all. London: David Fulton Publishers.
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.
Joyce, B., Calhoun, E., & Hopkins, D. (1999). The new structure of school improvement: Inquiring schools and achieving students. Buckingham, UK: Open University Press.
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.
McEwen, E. (2003). Making sense of research: What's good and what's not and how to tell the difference. Thousand Oaks, CA: Corwin Press.
Mitchell, C., & Sackney, L. (2000). Profound improvement: Building capacity for a learning community. Lisse: Swets and Zeitlinger.
Murphy, J., & Datnow, A. (Eds.). (2003). Leadership lessons from comprehensive school reforms. Thousand Oaks, CA: Corwin Press.
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.
Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: ASCD.
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.

Aug. 2003