William Paterson University

College of Education

Department of Educational Leadership and Professional Studies

Preparing Inquiring Educators for Diverse Settings:

Developing Knowledge, Application, Dispositions

COURSE OUTLINE

1. Course Number and Title EDLP 6090

Supervision and Evaluation: Performance Appraisal

2. Course Description This graduate course is designed to examine the historical aspects and current practices of

supervision and evaluation in educational settings. Goals, processes and functions of

supervision and evaluation are studied in depth and connected to theories of leadership,

motivation and change. A strong emphasis is placed upon communication skills and

interpersonal qualities of the effective supervisor. Creative collaboration, clinical

supervision, and staff development are examined in the context of effective leadership. The

candidate is expected to acquire a repertoire of models, techniques and skills in supervision

and evaluation by the conclusion of this course. This highly interactive course builds upon

theory to provide experiences with supervision not only in educational settings, but also in

business and other organizational environments.

3. Pre- or Co-Requisites

Pre-requisite(s): EDLP 6010, 6030, 6040, 6050, 6180, 6060, 6130

Co-requisite(s): EDLP 6080, EDLP 6100

4. Course Objectives 1) Demonstrate an understanding of the theoretical constructs of supervision, define

supervision, explain its purpose, list operational goals and discuss the relationship of

supervision to evaluation.

2) Describe the various organizational models for supervision at both school and district

levels; explain how federal, state and local issues affect supervision; and compare and

contrast effective supervision and evaluation in different school cultures and climates.

3) Review the background of school effectiveness studies using critical research findings,

and understand how supervision can increase school effectiveness.

4) Demonstrate an understanding of the processes of supervision by explaining key

elements of motivation, leadership, communication, change; and relate these concepts to

supervisory behaviors.

5) Develop a system’s organizational structure for instructional supervision; analyze,

synthesize and evaluate that structure from the perspective of achieving effective,

collaborative changes in that organization's system design.

6) Analyze a current supervisory and evaluation program by comparing and contrasting it

with other models and processes of supervision and performance appraisal.

7) Demonstrate an understanding of different supervisory models or processes by

completing a field-based project; and critique this project from one's own perspective as

well as from the perspective of other members of the cohort.

8) Create an evaluation instrument for supervisors that includes the knowledge, dispositions

and performances needed for effective supervision; and field-test the design.

9) Reference current legal issues related to supervision and evaluation; examine related

statues, policies and actions in the context of the issues; and develop strategies that will

minimize future issues that have a similar context.

10) Apply the knowledge and understandings of this course by developing a collaborative

project that will be useful to teachers and that supports the importance of supervision and

evaluation for today's school leaders.

11) Demonstrate the ability to communicate effectively throughout the course through written

work, dialogue with colleagues, class presentations, role-playing, and field-based

projects.

12) Organize one's knowledge, comprehension, and application of the course objectives using

a professional portfolio that will clearly demonstrate an understanding about Supervision

and Evaluation: Performance Appraisal within the context of the objectives (1) through

(11) above; and complete a self-evaluation of this portfolio.

13) Technology Learning Outcomes:

a. Use video and distance learning to support communications and presentations for

effective staff development.

b. Use web page design programs to create homepages for internal and external

audiences that include hyperlinks and anchors.

c. Understand the value of searching for and evaluating web sites that are applicable to

course objectives, and effectively use search engines including operators to achieve

this objective.

5. Student Learning Outcomes:

Candidates will develop a written supervisory platform. This platform will demonstrate

an understanding of the theoretical constructs of supervision, describe the various

organizational models for supervision at both school and district levels, and reflect an

understanding of school effectiveness studies.

Candidates will develop a metaphor for supervision using both symbols and a supportive

essay that demonstrates an understanding of the processes of supervision by explaining

key elements of motivation, leadership, communication, change, and relate these

concepts to supervisory behaviors.

Through a teacher and supervisory interview, candidates will critique a system’s

organizational structure for instructional supervision; analyze, synthesize and evaluate

that structure from the perspective of achieving effective, collaborative changes in that

organization's system design. They will analyze a current supervisory and evaluation

program by comparing and contrasting it with other models and processes of supervision

and performance appraisal.

Candidates will create a process for assessing teacher performances other than the

traditional means now used in most districts and design a web site that will display a

developmental approach to supervision. This will include an instrument that includes the

knowledge, dispositions and performances needed for effective supervision. It will reflect

the knowledge and understandings of the course by developing a project that will be

useful to teachers and supports the importance of supervision and evaluation for today's

school leaders.

Candidates will demonstrate an understanding of different supervisory models or

processes by completing a field-based observation project and critique this project from

one's own perspective as well as from the perspective of other members of the cohort.

This will include a written critique of the district’s new teacher mentoring program.

Through journal writing and class discussions, candidates will reference current legal

issues related to supervision and evaluation; examine related statues, policies and actions

in the context of the issues; and develop strategies that will minimize future issues that

have a similar context. The journal entries and class discussions will demonstrate the

ability to communicate effectively throughout the course through written work, dialogue

with colleagues, class presentations, role-playing, and field-based projects.

Organize one's knowledge, comprehension, and application of the course objectives using

a professional portfolio that will clearly demonstrate an understanding about Supervision

and Evaluation: Performance Appraisal within the context of the objectives (1) through

(6) above; and complete a self-evaluation of this portfolio.

Technology Learning Outcomes:

1. Use video and distance learning to support communications and presentations for

effective staff development.

2. Use web page design programs to create homepages for internal and external

audiences that include hyperlinks and anchors.

3. Understand the value of searching for and evaluating web sites that are applicable to

course objectives, and effectively use search engines including operators to achieve

this objective.

Student Learning

Outcome

ELCC Standards COE Advanced

Programs Outcomes

NJ Professional

Standards for Teachers

and Administrators

1. Candidates will

develop a written

supervisory

platform demonstrating an

understanding of the

theoretical

constructs of

supervision and

school effectiveness

studies.

Standard #1

An education leader

promotes the success of

every student by

facilitating the

development,

articulation,

implementation, and

stewardship of a vision

of learning that is shared

and supported by all

stakeholders.

Standard #2

An education leader

promotes the success of

every student by

Standard s

Knowledge

Diversity

Research & Assessment

Leadership

Standard #1

School administrators

shall be educational

leaders who promote the

success of all students by

facilitating the

development, articulation,

implementation and

stewardship of a vision of

learning that is shared and

supported by the school

community.

Standard #2

School administrators

shall be educational

leaders who promote the

success of all students by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and

staff professional

growth.

Standard #5

An education leader

promotes the success of

every student by acting

with integrity, fairness,

and in an ethical

manner.

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and staff

professional growth.

Standard #5

School administrators

shall be educational

leaders who promote the

success of all students by

acting with integrity,

fairness and in an ethical

manner.

2. Candidates will

develop a

metaphor for

supervision using

both symbols and a

supportive essay

that demonstrates an

understanding of the

processes of

supervision by

explaining key

elements of

motivation,

leadership,

communication,

change, and relate

these concepts to

supervisory

behaviors.

Standard #1

An education leader

promotes the success of

every student by

facilitating the

development,

articulation,

implementation, and

stewardship of a vision

of learning that is shared

and supported by all

stakeholders.

Standard #2

An education leader

promotes the success of

every student by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and

staff professional

growth.

Knowledge

Diversity

Research & Assessment

Leadership

Standard #1

School administrators

shall be educational

leaders who promote the

success of all students by

facilitating the

development, articulation,

implementation and

stewardship of a vision of

learning that is shared and

supported by the school

community.

Standard #2

School administrators

shall be educational

leaders who promote the

success of all students by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and staff

professional growth.

3. Through a teacher

and supervisory

interview, candidates will

critique a system’s

organizational

structure for

Standard #1

An education leader

promotes the success of

every student by

facilitating the

development,

articulation,

Knowledge

Diversity

Research & Assessment

Dispositions

Leadership

Standard #1

School administrators

shall be educational

leaders who promote the

success of all students by

facilitating the

development, articulation,

instructional

supervision;

analyze, synthesize

and evaluate that

structure from the

perspective of

achieving effective,

collaborative

changes in that

organization's

system design. They

will analyze a

current supervisory

and evaluation

program by

comparing and

contrasting it with

other models and

processes of

supervision and

performance

appraisal.

implementation, and

stewardship of a vision

of learning that is shared

and supported by all

stakeholders.

Standard #2

An education leader

promotes the success of

every student by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and

staff professional

growth.

Standard #4

An education leader

promotes the success of

every student by

collaborating with

faculty and community

members, responding to

diverse community

interests and needs, and

mobilizing community

resources.

Standard #5

An education leader

promotes the success of

every student by acting

with integrity, fairness,

and in an ethical

manner.

Standard #6

An education leader

promotes the success of

every student by

understanding,

responding to, and

influencing the

implementation and

stewardship of a vision of

learning that is shared and

supported by the school

community.

Standard #2

School administrators

shall be educational

leaders who promote the

success of all students by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and staff

professional growth.

Standard #4

School administrators

shall be educational

leaders who promote the

success of all students by

collaborating with

families and community

members, responding to

diverse community

interests and needs, and

mobilizing community

resources.

Standard #5

School administrators

shall be educational

leaders who promote the

success of all students by

acting with integrity,

fairness and in an ethical

manner.

Standard#6

School administrators

shall be educational

leaders who promote the

success of all students by

understanding,

responding to and

influencing the larger

political, social,

economic, legal and

cultural context.

political, social,

economic, legal, and

cultural context.

4. Candidates will

create a process for

assessing teacher

performances other

than the traditional

means now used in

most districts and

design a web site

that will display a

developmental

approach to

supervision. This

will include an

instrument that

includes the

knowledge,

dispositions and

performances

needed for effective

supervision. It will

reflect the

knowledge and

understandings of

the course by

developing a project

that will be useful to

teachers and

supports the

importance of

supervision and

evaluation for

today's school

leaders. This is a

critical assessment

and the rubric is

attached as an

addendum.

ELCC Standards

1.2, 1.3, 2.2, 2.3,

2.4, 5.1, 5.2, 5.3

Standard #1. An

education leader

promotes the success of

every student by

facilitating the

development,

articulation,

implementation, and

stewardship of a vision

of learning that is shared

and supported by all

stakeholders.

Standard #2. An

education leader

promotes the success of

every student by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and

staff professional

growth.

Standard #5

An education leader

promotes the success of

every student by acting

with integrity, fairness,

and in an ethical

manner.

Knowledge

Diversity

Field Experiences and

Clinical Practice

Standard #1. School

administrators shall be

educational leaders who

promote the success of all

students by facilitating

the development,

articulation,

implementation and

stewardship of a vision of

learning that is shared and

supported by the school

community.

Standard #2. School

administrators shall be

educational leaders who

promote the success of all

students by advocating,

nurturing, and sustaining

a school culture and

instructional program

conducive to student

learning and staff

professional growth.

Standard #5

School administrators

shall be educational

leaders who promote the

success of all students by

acting with integrity,

fairness and in an ethical

manner.

5. Candidates will

demonstrate an

understanding of

different

supervisory models

Standard #1. An

education leader

promotes the success of

every student by

facilitating the

Knowledge

Diversity

Field Experiences and

Clinical Practice

Research & Assessment

Standard #1

School administrators

shall be educational

leaders who promote the

success of all students by

or processes by

completing a field-

based observation

project and critique

this project from

one's own

perspective as well

as from the

perspective of other

members of the

cohort. This will

include a written

critique of the

district’s new

teacher mentoring

program.

development,

articulation,

implementation, and

stewardship of a vision

of learning that is shared

and supported by all

stakeholders.

Standard #2. An

education leader

promotes the success of

every student by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and

staff professional

growth.

Standard #3. An

education leader

promotes the success of

every student by

ensuring management

of the organization,

operation, and resources

for a safe, efficient, and

effective learning

environment.

Standard #4. An

education leader

promotes the success of

every student by

collaborating with

faculty and community

members, responding to

diverse community

interests and needs, and

mobilizing community

resources.

facilitating the

development, articulation,

implementation and

stewardship of a vision of

learning that is shared and

supported by the school

community.

Standard #2. School

administrators shall be

educational leaders who

promote the success of all

students by advocating,

nurturing, and sustaining

a school culture and

instructional program

conducive to student

learning and staff

professional growth.

Standard #3. School

administrators shall be

educational leaders who

promote the success of all

students by ensuring

management of the

organization, operations

and resources for a safe,

efficient and effective

learning environment.

Standard #4. School

administrators shall be

educational leaders who

promote the success of all

students by collaborating

with families and

community members,

responding to diverse

community interests and

needs, and mobilizing

community resources.

6. Through journal

writing and class

discussions,

candidates will

reference current

legal issues related

to supervision and

evaluation; examine

Standard #1. An

education leader

promotes the success of

every student by

facilitating the

development,

articulation,

implementation, and

Knowledge

Diversity

Field Experiences and

Clinical Practice

Research & Assessment

Leadership

1. School administrators

shall be educational

leaders who promote the

success of all students by

facilitating the

development, articulation,

implementation and

stewardship of a vision of

related statues,

policies and actions

in the context of the

issues; and develop

strategies that will

minimize future

issues that have a

similar context. The

journal entries and

class discussions

will demonstrate the

ability to

communicate

effectively

throughout the

course through

written work,

dialogue with

colleagues, class

presentations, role-

playing, and field-

based projects

stewardship of a vision

of learning that is shared

and supported by all

stakeholders.

Standard #2

An education leader

promotes the success of

every student by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and

staff professional

growth.

Standard #3. An

education leader

promotes the success of

every student by

ensuring management

of the organization,

operation, and resources

for a safe, efficient, and

effective learning

environment.

Standard #4. An

education leader

promotes the success of

every student by

collaborating with

faculty and community

members, responding to

diverse community

interests and needs, and

mobilizing community

resources.

learning that is shared and

supported by the school

community.

Standard #2

School administrators

shall be educational

leaders who promote the

success of all students by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and staff

professional growth.

Standard #3. School

administrators shall be

educational leaders who

promote the success of all

students by ensuring

management of the

organization, operations

and resources for a safe,

efficient and effective

learning environment.

Standard #4. School

administrators shall be

educational leaders who

promote the success of all

students by collaborating

with families and

community members,

responding to diverse

community interests and

needs, and mobilizing

community resources.

7. Organize one's

knowledge,

comprehension, and

application of the

course objectives

using a professional

portfolio that will

clearly demonstrate

an understanding

about Supervision

and Evaluation:

Performance

Appraisal within the

context of the

Standard #2. An

education leader

promotes the success of

every student by

advocating, nurturing,

and sustaining a school

culture and instructional

program conducive to

student learning and

staff professional

growth.

Standard #3. An

education leader

Diversity

Field Experiences and

Standard #2. School

administrators shall be

educational leaders who

promote the success of all

students by advocating,

nurturing, and sustaining

a school culture and

instructional program

conducive to student

learning and staff

professional growth.

Standard #3. School

administrators shall be

educational leaders who

objectives (1)

through (6) above;

and complete a self-

evaluation of this

portfolio.

promotes the success of

every student by

ensuring management

of the organization,

operation, and resources

for a safe, efficient, and

effective learning

environment.

promote the success of all

students by ensuring

management of the

organization, operations

and resources for a safe,

efficient and effective

learning environment.

8. Technology

Outcomes:

a. Use video and

distance

learning to

support

communications

and

presentations

for effective

staff

development.

b. Use web page

design

programs to

create

homepages for

internal and

external

audiences that

include

hyperlinks and

anchors.

c. Understand the

value of

searching for

and evaluating

web sites that

are applicable to

course

objectives, and

effectively use

search engines

including

operators to

achieve this

objective.

2.2 Candidates

demonstrate the ability

to use and promote

technology and

information systems to

enrich curriculum and

instruction, to monitor

instructional practices

and provide staff the

assistance needed for

improvement.

3.3 Candidates use

problem-solving skills

and knowledge of

strategic, long-range,

and operational

planning (including

applications of

technology) in the

effective, legal, and

equitable use of fiscal,

human, and material

resource allocation and

alignment that focuses

on teaching and

learning.

Knowledge 1D

Field Experience 3 D

Research 4 C

2.1 Administrators have

knowledge and

understanding of the role

of technology in

promoting student

learning and professional

growth.

6. Course Content

1. The Nature of Supervision

a. History, evolution and present status

b. Concepts

c. Definitions

d. Purposes

e. Operational goals

f. Authority for supervision

g. Relationship of supervision to evaluation

h. Theories of supervision

2. Supervision in context

a. Community, federal, state and local contexts

b. District organization

c. The school organization, culture and climate

d. Expectations

3. School Effectiveness

a. Background of school effectiveness studies

b. Research findings

c. Place of supervision in increasing effectiveness

d. The nature of teaching and learning

4. An Understanding of the Teacher as Leader and Learner

a. Roles and responsibilities

b. Work environment of the teacher

c. Preparation and knowledge

d. Performance Standard #s and expectations

e. Communication

f. Motivation and job satisfaction

g. Adult growth and development

h. Continuous change and renewal

5. Supervision as Process

a. Human development, motivation theories and implications

b. Leadership: studies, theories, and roles and responsibilities of supervisor

c. Communication: nature, types, barriers and implications

6. Functions of Supervision

a. Collaboration

b. Curriculum development, program analysis, evaluation and revision

c. Models and processes of supervision

d. Staff development

7. Organizing for Instructional Supervision

a. District level

b. School level

c. Team level

8. The Supervisor: Keys to Effectiveness

a. Knowledge and understanding of teaching and learning

b. Credibility as teacher

c. Approachability and openness

d. Communication skills

e. Resourcefulness in support and assistance

f. Skills in developing teams and facilitating group work

g. Ambiguity, conflict and resistance

h. Approaches, skills and assessment

9. Program Analysis and Evaluation

a. National, state, and local Standard #s

10. Legal Issues

a. Federal and state statues

b. Professional associations and unions

7. Teaching/Learning Methods

A broad range of instructional strategies will be provided to participants, including,

but not limited to the following: (1) case study; (2) lecture/discussion; (3) group

problem solving; (4) micro-conferencing technology.

Focus questions will be given to participants to facilitate group discussions and

provide additional opportunities to analyze, synthesize and evaluate the course

content.

Candidates and faculty will participate in large and small group discussions that will

vary according to needs and interests. These groups will meet throughout each course

to focus on specific questions related to the central focus of study. Candidates will be

given opportunities to become facilitators in each group and lead the other

participants in reflective inquiry and problem-based learning activities.

Candidates will be expected to apply knowledge and understandings in their on-

going, field-based, action research experiences that will be related to the course

objectives.

Candidates and faculty will participate in chat rooms, threaded discussions, and/or

video conferencing as well as in other technologies.

Candidates will develop and maintain Professional Leadership Plan (PLP)

throughout this graduate program. The PLP will contain both long and short-range

career goals, a personal analysis of leadership style, and an analysis of the candidates

strengths and areas needing improvement that are necessary for successful

organizational management of and leadership in schools. The PLP will become an

ongoing agenda for both individual and collective topics of discussion, action

research, and field-based experiences by the members of the cohort throughout this

program.

Candidates will develop and maintain a learning journal as a way to promote

reflective inquiry and personal growth. Entries will focus on field-based situations,

people, actions, and the writer's personal reflections. The purpose of the journal is to

give candidates the opportunity to examine their beliefs and to develop

understandings about the relationships between their beliefs, actions, and behaviors.

The reflective journal will become a focus of conversation between the candidates

and the faculty during each of the courses of study.

8. Student Assessment/Evaluation Methods

Candidates will develop a written supervisory platform. This platform will demonstrate

an understanding of the theoretical constructs of supervision, describe the various

organizational models for supervision at both school and district levels, and reflect an

understanding of school effectiveness studies. SLO#1

Candidates will develop a metaphor for supervision using both symbols and a supportive

essay that demonstrates an understanding of the processes of supervision by explaining

key elements of motivation, leadership, communication, change, and relate these

concepts to supervisory behaviors. SLO#2

Through a teacher and supervisory interview, candidates will critique a system’s

organizational structure for instructional supervision; analyze, synthesize and evaluate

that structure from the perspective of achieving effective, collaborative changes in that

organization's system design. They will analyze a current supervisory and evaluation

program by comparing and contrasting it with other models and processes of supervision

and performance appraisal. SLO#3

Candidates will create a process for assessing teacher performances other than the

traditional means now used in most districts and design a web site that will display a

developmental approach to supervision. This will include an instrument that includes the

knowledge, dispositions and performances needed for effective supervision. It will reflect

the knowledge and understandings of the course by developing a project that will be

useful to teachers and supports the importance of supervision and evaluation for today's

school leaders. SLO#4

Candidates will demonstrate an understanding of different supervisory models or

processes by completing a field-based observation project and critique this project from

one's own perspective as well as from the perspective of other members of the cohort.

This will include a written critique of the district’s new teacher mentoring program.

SLO#5 Through journal writing and class discussions, candidates will reference current legal

issues related to supervision and evaluation; examine related statues, policies and actions

in the context of the issues; and develop strategies that will minimize future issues that

have a similar context. The journal entries and class discussions will demonstrate the

ability to communicate effectively throughout the course through written work, dialogue

with colleagues, class presentations, role-playing, and field-based projects. SLO#6

Organize one's knowledge, comprehension, and application of the course objectives using

a professional portfolio that will clearly demonstrate an understanding about Supervision

and Evaluation: Performance Appraisal within the context of the objectives (1) through

(6) above; and complete a self-evaluation of this portfolio. SLO#7

Technology Learning Outcomes:

1. Use video and distance learning to support communications and presentations for

effective staff development.

2. Use web page design programs to create homepages for internal and external

audiences that include hyperlinks and anchors.

3. Understand the value of searching for and evaluating web sites that are applicable to

course objectives, and effectively use search engines including operators to achieve

this objective. SLO#8

Participation in class discussions, small group discussions, threaded discussions, and

e-mail correspondence

Demonstrate an ability to analyze, synthesize and evaluate required readings

Complete a field-based, action research/problem-based learning activity that

demonstrates an understanding of the objectives of this course

Complete at least one assignment that will become part of one's electronic portfolio

Integrate the technology competencies into the course projects and activities

9. Suggested Readings or Required Texts

Glickman, C.D., Gordon, S.P. & Ross-Gordon, J.M. (2009). The Basic Guide to SuperVison

and Instructional Leadership: (2nd

ed.). Boston, Mass: Pearson Education, Inc.

Pajak, Ed. (2003). Honoring Diverse Teaching Styles: A Guide for Supervisors. Alexander,

VA. ASCD.

Pajak, Ed. (2000). Approaches to Clinical Supervision: Alternatives for Improving Instruction.

(2nd ed.). Norwood, Mass: Christopher-Gordon Publishers, Inc.

Danielson, Charolotte. (1996). Enhancing Professional Practice: A framework for teaching.

Alexandria, VA: ASCD.

Danielson, C. & McGreal, T. (2000). Teacher Evaluation to Enhance Professional Practice.

Alexandria, VA: ASCD.

Glickman, Carl. (1992). Supervision in Transition. Alexandria, Va. ASCD.

Suggested Web Sites:

New Jersey Department of Education: www.state.nj.us/education

US Department of Education: www.ed.gov

Association of Supervision & Curriculum Development: www.ascd.org

Education Week: www.edweek.org

Educational Testing Service: www.ets.org

Kappan: http://www.pdkintl.org/

Educator’s Reference Desk: http://ericir.syr.edu

10. Bibliography

Acheson, K. A. & Gall, M. D. (1997). Techniques in the clinical supervision of teachers (4th

ed.). New York: John Wiley & Sons.

Barker, C. L. & Searchwell, C. J. (2003). Writing meaningful teacher evaluations- right

now: The principal’s quick-start reference guide (2nd

ed.). Thousand Oaks, CA:

Corwin Press.

Beerens, D. (1999). Evaluating teachers for professional growth: Creating a culture of

motivation and learning. Thousand Oaks, CA: Corwin Press.

Blasé, J. R. & Blasé, J. (1998). Handbook of instructional leadership: How really good

principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.

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11. Preparer's Name and Date

Michael Chirichello, Ed. D., October 1999

Carolyn W. Hartley, Ed.D., October 1999

12. Departmental Approval Date Initial Approval- 2000

13. Reviser's Name and Date Michael Chirichello, Ed.D., September 2004 Objectives, Content, References Revised

Naomi Pagano and Michael Chirichello, Ed.D. - February 2006

Kevin J Walsh, Ed.D. June 2010

14. Departmental Revision Approval Date

September 2010

Assessment III: Alternative Assessment for Supervision

ELCC Standards 1.2, 1.3, 2.2, 2.3, 2.4, 5.1, 5.2, 5.3

Alternate Teacher Assessment: EDLP 609, Fall Year II

Element (E) Target = 3 Acceptable = 2 Unacceptable = 1

E 1

Project

Candidates apply best practice to

student learning and they act with

integrity.

ELCC 2.3, 5.1

Demonstrates complete understanding

of alternative assessment for

continuous professional growth in the

interest of improving student

learning. This understanding reflects

an awareness of the following issues:

The ability to assist school

personnel in understanding and

applying best practices for

student learning.

The importance of applying

human development theory,

proven learning and motivational

theories, and concern for

diversity to the learning process.

The necessity of understanding

how to use appropriate research

strategies to promote an

environment for improved

student achievement.

The importance of trust and

respect for the rights of others

with regard to confidentiality and

dignity and the ability to engage

in honest interactions.

Demonstrates competence in the

understanding of alternative

assessment for continuous

professional growth in the interest of

improving student learning. This

understanding reflects a satisfactory

awareness of the following issues:

The ability to assist school

personnel in understanding and

applying best practices for

student learning.

The importance of applying

human development theory,

proven learning and motivational

theories, and concern for

diversity to the learning process.

The necessity of understanding

how to use appropriate research

strategies to promote an

environment for improved

student achievement.

The importance of trust and

respect for the rights of others

with regard to confidentiality and

dignity and the ability to engage

in honest interactions.

Demonstrates partial or incomplete

competence in the understanding of

alternative assessment for continuous

professional growth in the interest of

improving student learning. This

understanding reflects a limited and

unacceptable level of awareness of

the following issues:

The ability to assist school

personnel in understanding and

applying best practices for

student learning.

The importance of applying

human development theory,

proven learning and motivational

theories, and concern for

diversity to the learning process.

The necessity of understanding

how to use appropriate research

strategies to promote an

environment for improved

student achievement.

The importance of trust and

respect for the rights of others

with regard to confidentiality and

dignity and the ability to engage

in honest interactions.

#2

Project

Candidates steward a school vision of

Three or more alternative assessment

options were offered that reflected the

candidate’s facility to:

Design and demonstrate an ability

At least two Alternative Assessment

options were offered that reflect an

adequate understanding of the

candidates aptitude to:

Only one Alternative Assessment

option was suggested which reflects

an inadequate understanding of the

importance and skill to:

learning and act ethically.

ELCC 2.4, 5.2

to implement well-planned,

context-appropriate professional

development programs based on

reflective practice and research

on student learning consistent

with the school vision and goals.

Demonstrate the ability to use

strategies such as observations,

collaborative reflection, and adult

learning strategies to form

comprehensive professional

growth plans with teachers and

other school personnel.

Develop and implement personal

professional growth plans that

reflect a commitment to life-long

learning.

Demonstrate the ability to

combine impartiality, sensitivity

to student diversity, and ethical

considerations in their

interactions with others.

Design and demonstrate an ability

to implement well-planned,

context-appropriate professional

development programs based on

reflective practice and research

on student learning consistent

with the school vision and goals.

Demonstrate the ability to use

strategies such as observations,

collaborative reflection, and adult

learning strategies to form

comprehensive professional

growth plans with teachers and

other school personnel.

Develop and implement personal

professional growth plans that

reflect a commitment to life-long

learning.

Demonstrate the ability to

combine impartiality, sensitivity

to student diversity, and ethical

considerations in their

interactions with others.

Design and demonstrate an ability

to implement well-planned,

context-appropriate professional

development programs based on

reflective practice and research

on student learning consistent

with the school vision and goals.

Demonstrate the ability to use

strategies such as observations,

collaborative reflection, and adult

learning strategies to form

comprehensive professional

growth plans with teachers and

other school personnel.

Develop and implement personal

professional growth plans that

reflect a commitment to life-long

learning.

Demonstrate the ability to

combine impartiality, sensitivity

to student diversity, and ethical

considerations in their

interactions with others.

E 3

Supportive

Essay

Candidates implement a school vision

of learning and act ethically.

ELCC 1.3, 5.3

Provides a comprehensive and

accurate analysis and interpretation of

Developmental Supervision. The

supportive essay clearly reflects

convincing evidence that the

candidate:

Can formulate the initiatives

necessary to motivate staff,

students, and families to achieve

the school’s vision.

Can develop plans and processes

for implementing the vision (e.g.,

articulating the vision and related

goals, encouraging challenging

standards, facilitating collegiality

and teamwork, structuring

Provides accurate analysis and

interpretation of the Developmental

Supervision. The supportive essay

reflects adequate evidence that the

candidate minimally:

Can formulate the initiatives

necessary to motivate staff,

students, and families to achieve

the school’s vision.

Can develop plans and processes

for implementing the vision (e.g.,

articulating the vision and related

goals, encouraging challenging

standards, facilitating collegiality

and teamwork, structuring

significant work, ensuring

Provides partial, incomplete or

inaccurate analysis and interpretation

of Developmental Supervision. The

supportive essay reflects inadequate

evidence that the candidate:

Can formulate the initiatives

necessary to motivate staff,

students, and families to achieve

the school’s vision.

Can develop plans and processes

for implementing the vision (e.g.,

articulating the vision and related

goals, encouraging challenging

standards, facilitating collegiality

and teamwork, structuring

significant work, ensuring

significant work, ensuring

appropriate use of student

assessments, providing

autonomy, supporting innovation,

delegating responsibility,

developing leadership in others,

and securing needed resources).

Can make and explain decisions

based upon ethical and legal

principles.

appropriate use of student

assessments, providing

autonomy, supporting innovation,

delegating responsibility,

developing leadership in others,

and securing needed resources).

Can make and explain decisions

based upon ethical and legal

principles.

appropriate use of student

assessments, providing

autonomy, supporting innovation,

delegating responsibility,

developing leadership in others,

and securing needed resources).

Can make and explain decisions

based upon ethical and legal

principles.

E 4

Supportive

Essay

Candidates articulate a school vision.

ELCC 1.2

All four models of Developmental

Supervision were addressed i.e.

Direct Control, Direct Informational;

Collaborative; Non-directive. The

school vision of teaching and learning

is reflected in the supportive essay

and contains evidence of the

candidate’s facility to:

Demonstrate the ability to

articulate the components of this

vision for a school and the

leadership processes necessary to

implement and support the vision.

Demonstrate the ability to use

data-based research strategies and

strategic planning processes that

focus on student learning to

inform the development of a

vision, drawing on relevant

information sources such as

student assessment results,

student and family demographic

data, and an analysis of

community needs.

Three of four models of

Developmental Supervision were

addressed i.e. Direct Control, Direct

Informational; Collaborative; Non-

directive. The school vision of

teaching and learning is limitedly

evidenced in the supportive essay and

contains nominal evidence of the

candidate’s facility to:

Demonstrate the ability to

articulate the components of this

vision for a school and the

leadership processes necessary to

implement and support the vision.

Demonstrate the ability to use

data-based research strategies and

strategic planning processes that

focus on student learning to

inform the development of a

vision, drawing on relevant

information sources such as

student assessment results,

student and family demographic

data, and an analysis of

community needs.

Two or fewer of the four models of

Developmental Supervision were

addressed i.e. Direct Control, Direct

Informational; Collaborative; Non-

directive. The school vision of

teaching and learning is not

sufficiently evidenced in the

supportive essay and contains

insufficient evidence of the

candidate’s facility to:

Demonstrate the ability to

articulate the components of this

vision for a school and the

leadership processes necessary to

implement and support the vision.

Demonstrate the ability to use

data-based research strategies and

strategic planning processes that

focus on student learning to

inform the development of a

vision, drawing on relevant

information sources such as

student assessment results,

student and family demographic

data, and an analysis of

community needs.

E 5

Web Page

Candidates provide effective

instructional program.

ELCC 2.2

Technically correct, user friendly

with active hyper-links and

supporting graphics and fully

developed description of project.

Candidates clearly demonstrated the

ability to use and promote technology

and information systems to enrich

curriculum and instruction, to monitor

instructional practices and provide

staff the assistance needed for

improvement.

Technically adequate with no more

than two errors, somewhat user

friendly with a supporting graphics

and a partially developed description

of the project.

Candidates satisfactorily

demonstrated the ability to use and

promote technology and information

systems to enrich curriculum and

instruction, to monitor

instructional practices and provide

staff the assistance needed for

improvement.

Technically limited with more than

two errors not user friendly, no

graphics and/or non-supporting

graphics and partially developed

description of the project containing

grammatical and/or spelling errors.

Candidate was unable to clearly

demonstrate the ability to use and

promote technology and information

systems to enrich curriculum and

instruction, to monitor instructional

practices and provide staff the

assistance needed for improvement.