University of Scranton
Education Department
Departmental Course Syllabus
Principles and Practices of Supervision
EADM 526
Presenting Faculty: Prof. Arthur J. Chambers
We, the Education Department faculty of The University of Scranton, offer our Conceptual Framework to describe
our philosophy regarding the preparation of professional educators – as scholars, decision-makers, and “men and
women for others.” Our programs develop students’ skills and knowledge in the content areas, within the liberal
arts traditions of a Jesuit university. The rigor of the program produces a well-rounded, academic preparation for
the professional educator, who is then able to effectively perform the variety of roles expected within the
contemporary school environment.
The University of Scranton-Education Department 2012
Code of Academic Honesty:
The Education Department honors the Academic Code of Honesty as set forth in the
University of Scranton’s Policies Governing the University Community.
(http://matrix.scranton.edu/student handbook/policy academic code honesty.html
Prerequisites:
None
Course Description:
Through professional readings, discussion, interviews and practical experiences, students
will understand a variety of philosophies of supervision, principles of supervision, the role of the
supervisor, how to plan a supervision program, strategies for effective supervision, evaluation
processes, coordinating the instructional program and trends of supervision in contemporary
school settings.
Required Texts:
Sergiovanni,Thomas and Starrat, Robert. Supervision: A Re-Definition. McGraw Hill.
Boston. 8th Edition. ISBN-13: 9780073131269
Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. 1996.
Alexandria, VA. ASCD. ISBN-13: 9781416605171
Dispositions:
Student dispositions are monitored for each course. Students are advised to review the
Professional Dispositions Policy outlined in the Education Department Student Handbook.
(Http://academic.scranton.edu/department/education/handbooks.html)
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ADA Statement:
It is the student’s responsibility to apply for accommodations under the Americans with
Disabilities Act (ADA). In order to receive appropriate accommodations, students with
disabilities must register with The Center for Teaching and Learning Excellence and provide
relevant documentation. Information can be found at
http://academic.scranton.edu/department/ctle and students may contact Mary Ellen Pichiarello
(570-941-4039) or Jim Muniz (570-941-4218), 5th floor, St. Thomas Hall, to discuss the
application process.
Course Objectives
Unit
PDE
SPA PALS
Assessments
Students will:
_______________________________________________________________________Identify problems related to
S-4
1A
1.1
CS1A
Selected
supervision, generate alternative
CS3C
Assignments/
solutions to those problems and
CS1D
Discussion
evaluate the effects of
Board
implementing the various
alternatives.
__________________________________________________________________________
Indentify and explain the theories
of supervision from an historical
and contemporary perspective.
S-1
D-1
IB
3.1
3.2
CS1B
Selected
Assignments/
Discussion
Board
____________________________________________________________________________
Develop a working understanding
D-1
IC
2.1
CS1B
Selected
of what constitutes a positive school
IF
CSID
Assignments/
culture and climate, which support
CS2D
Discussion
instructional change and improvement.
Board
_____________________________________________________________________________
Identify and demonstrate and
S-1
IB
2.1
CS3C
Selected
understanding of the following
Assignments/
concepts: evaluation, supervision
Discussion
and professional development.
Board
______________________________________________________________________________
Recognize various supervisory
models which speak to improved
teaching and learning.
Selected
Assignments/
Discussion
Board
______________________________________________________________________________
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D3
D4
S3
IA
2.4
CS1C
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Develop a personal model for
supervision which could be used
with supervising a professional staff.
D-3
1A 2.4 CS1B
Selected
D-4
CS1C
Assignments/\
S-3
Discussion
S-4
Board
______________________________________________________________________________
Understand the continuum of
D3
1A 3.2 CS2D
Selected
professional development to faculty
D4
ID
3.3 CSD3
Assignments/
as a resource to improved student
S4
Discussion
achievement, based on appropriate
Board
learning strategies and techniques.
_____________________________________________________________________________
Understand the relationship among
analysis, supervisory strategies and
staff performance evaluation.
D3
IB
3.1 CS1B
CS1C
Selected
Assignments/
Discussion
Board
______________________________________________________________________________
Recognize the importance of
D3
IC
1.1 CS2D
Selected
appropriate forms of communication S4
1.4 CORS3B
Assignments/
that might be used on various
Discussion
professional occasions.
Board
_____________________________________________________________________________
Appreciate the fruits of culture,
gender, race and ethnicity.
S-1
IA
IIIC
1.1
CS2D
CS1D
Selected
Assignments/
Discussion
Board
______________________________________________________________________________
Course Requirements and Expectations:
Read the assigned chapters of the required texts, as well as additional readings and
documents that will serve to promote the success of the assignment. Though specific
chapters are assigned from the required texts, students choosing to get the most out of the
course and each assignment should read all chapters of both texts.
Listen to the nine lectures that correspond to the nine course modules.
Complete the assignments for each module.
Engage classmates on the discussion board during the week before the assignment due
date.
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As prospective school administrators, students are expected to conduct themselves in a
professional manner as they work with the evaluating professor and others who may be
engage to assist with assignment development.
Essay assignments or reports should be submitted in APA format with a title page. Essays
should be completed in Ariel or Tahoma fonts, double spaced. They should reflect sound
research and be of high technical and substantive quality.
Assignments for each module should be submitted for review to the evaluating professor
no later than midnight of the due date. Due dates will be communicated to students by the
evaluating instructor.
Course Content
Module 1: Course Introduction, Assignments and Expectations
Week 1
View lecture on this introduction at the beginning of the course and week #1,
View and download the course syllabus that contains assignment details.
Contact the evaluating instructor with questions,
Module 2: A Framework for Supervision. (Sergiovanni and Starrat, Chapter 1)
Week 1
Read Chapter 1
View the lecture for Module 2
Complete the power point assignment for chapter 1 as noted in this syllabus to be
submitted to the evaluating instructor at the end of WEEK #1
Complete the written report assignment for chapter 1 as noted in this syllabus to be
submitted to the evaluating instructor, along with the power point at the end of
WEEK #1
Module 3: Sources of Authority for Supervision ( Sergiovanni and Starrat, Chapter 2)
Week 2
Read Chapter 2
View the lecture for Module 3
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Complete the power point assignment for chapter 2 as noted in this syllabus to be
submitted to the evaluating instructor at the end of WEEK #2.
Complete the written report assignment for chapter 2 as noted in this syllabus to be
submitted to the evaluating instructor, along with the power point, by the end of
WEEK #2.
Module 4: Engaging Curriculum through Assessment (Sergiovanni and Starrat, Chapter 7)
Developing Teacher Leadership (Sergiovanni and Starrat, Chapter 8)
Week 3
Read Chapters 7 and 8
View the lecture for Module 4
Complete the power point assignment for chapters 7 and 8, as noted in this syllabus,
to be submitted to the evaluating instructor at the end of WEEK #3.
Complete the written report assignment for chapters 7 and 8, as noted in this syllabus,
to be submitted to the evaluating instructor, along with the power point, by the end of
WEEK #3.
Module 5: Classroom Supervision and Evaluation: Perspectives for Practice (Sergiovanni
and Starrat, Chapter 9)
Week 4
Read chapter 9
View the Lecture for Module #5.
Complete the power point assignment for chapter 9, as noted in this syllabus, to be
submitted to the evaluating instructor at the end of WEEK #4.
Complete the written report assignment for chapter 9, as noted in this syllabus, to be
submitted to the evaluating instructor at the end of WEEK #4.
Module 6: Supervision as Professional Development and Renewal (Sergiovanni and
Starrat, Chapter 11)
Week 5
(
Read Chapter 11.
View the lecture for Module 6
Complete the power point assignment for chapter 11, as noted in this syllabus, to be
submitted to the evaluating instructor at the end of WEEK 5.
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Complete the written report assignment for chapter 11, as noted in this syllabus, to be
submitted to the evaluating instructor at the end of WEEK #5.
Module 7: Supervisory Options for Teachers (Sergiovanni and Starrat, Chapter 13)
Clinical Supervision and Coaching (Sergiovanni and Starrat, Chapter 12)
Week 6
Read chapters 12 and 13
View the lecture for Module 7
Complete the power point assignment for chapters 12 and 13, as noted in this
syllabus, to be submitted to the evaluating instructor at the end of WEEK #6
Complete the written report assignment for chapters 12 and 13, as noted in this
syllabus, to be submitted to the evaluating instructor at end of WEEK #6
Module 8: Enhancing Professional Practice (Danielson, Chapters 1-4)
Week 7
Read Chapters 1, 2, 3 and 4.
View the lecture for Module 8.
Complete the INTERVIEW OF AN ADMINISTRATOR assignment, as noted in this
syllabus, to be submitted to the evaluating instructor at the end of WEEK #7.
Complete the INTERVIEW REFLECTION assignment, as noted in this syllabus, to
be submitted to the evaluating instructor, at the end of WEEK#7.
Module 9: A Framework for Teaching (Danielson, Chapters 5-6)
Week 8
Read chapters 5 and 6.
View the lecture for Module 9.
Complete the CLASSROOM OBSERVATION of a professional colleague
assignment, as noted in this syllabus, to be submitted to the evaluating instructor at
the end of WEEK #8.
Complete the OBSERVATION REFLECTION assignment, as noted in this syllabus,
to be submitted to the evaluating instructor at the end of WEEK #8.
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COMPLETE THE FINAL ASSIGNMENT AND SUBMIT IT TO THE
EVALUATING INSTRUCTOR NO LATER THAN TWO DAYS BEFORE THE
LAST DAY OF WEEK 8.
Assignments: A General Overview
Read eight specific textbook chapters
Develop a power point presentation designed for a targeted audience for six of the
assigned chapters
Complete a professional report on an assigned issue related to the information in chapter
power point presentation
Conduct a professional interview of a school administrator who acts as a supervisor of
professional staff
Complete a reflection report on the interview
Conduct a formal classroom observation of a faculty colleague
Complete a reflection report on the observation
Complete a final assignment
Engage classmates on the discussion board each week during the course
Evaluation:
You can earn up to 500 points for completing the assignments. Note the assignment breakdown
below:
Power Point Presentations
120 points
(6 @ 20 points each)
Professional Reports
120 points
(6 @ 20 points each)
Interview of an Administrator
30 points
Interview Reflection
30 points
Observation of Teacher
30 points
Observation Reflection
30 points
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Final Assignment
100 points
Discussion Board Involvement
40 points
Grading:
A
AB+
B
BC+
C
470-500 points
460-469 points
450-459 points
420-449 points
410-419 points
400-409 points
370-400 points
Assignments: Detailed Description and Assessment Criteria
 Assignment: Power Point Presentations
Each power point presentation will be designed for a specific audience and for a
targeted purpose as noted below. Each power point presentation should also
contain:
 An introduction (2 points)
 A clear, compelling, free flowing presentation of chapter information that
is appropriately personalized for the target audience and demonstrates
your thorough understanding of the information. (10 points)
 The presentation should challenge the target audience with reflective
questions and appropriate discussion activities that serve to promote
audience involvement and reflection. (6 points)
 A summative closure (2 points)
Target Audiences and Key Focus for Presentations
 Sergiovanni—Chapter 1: The audience is a group of prospective
administrators. Your job is to make the information and key ideas from the
chapter crystal clear for them. Assume that you will be presenting the
power point to this audience BEFORE they read the chapter themselves.
 Sergiovanni—Chapter 2: The audience is a group of faculty dominated by
veteran teachers in a school where they have experienced a heavy dose of
“Theory X” supervision, framed by the beliefs and practices embodied in
“Supervision I”. You want your power point presentation to help them to
better understand the “sources of authority” that now dominate their
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professional lives, while helping them to envision “what could be, if
alternative theories and practices were in place.
 Sergiovanni—Chapters 7 and 8: Your power point presentation will be
framed around chapter 8 on teacher leadership. Your target audience is a
group of new principals, who are in year one of their service. Your
presentation seeks to help them understand, not only the key ideas of the
chapter, but also how they can develop teacher leaders through effective
supervision.
 Sergiovanni—Chapter 9: You are the superintendent in a mid-size
suburban school district. Your target audience is your administrative
council, which consists of all administrators who supervise others in your
district. In your power point presentation, you want to seek to help them to
understand how best to design and carry out a supervisory framework,
using the information from the chapter.
 Sergiovanni—Chapter 11: Your target audience is a mix of teachers and
principals. In this power point presentation, you want to help the audience
understand what best practices can transform supervision from the
present state of “boss management”; to one where professional
development and supervision are aligned.
 Sergiovanni—Chapters 12 and 13: Your power point presentation is
going to capture of mix of the best information from both chapters, as you
present to an audience of 100 first year administrators. You want them to
understand not only the key ideas about clinical supervision, but also to
understand the value of creating and sustaining a system where teachers
have an array of supervisory options.
 Assignment: Professional Reports
The Professional Reports should be submitted to the evaluating instructor at the same
time as the power point presentations, according to the due dates required. In each
report, respond to the question, issue or problem posed, as noted below. Reports
should be in essay form and should not exceed 3 double-spaced pages. Be sure to
write the question or issue on at the beginning of the report. Reports should be of the
highest professional and technical quality and should contain:
 An introduction (2 points)
 A response to the question or issue posed that demonstrates your
knowledge of the chapter information and information from other text
chapters or from associated sources that you may have read or learned. Be
sure to cite specific documentary support for your responses in the report,
as needed. (16 points)
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 A summary paragraph (2 points)
Detailed Information Regarding the Professional Reports
 Sergiovanni—Chapter 1: With a focus on what you learned from chapter
1, assume that you are a supervisor in Metro City, and you have been
charged with the same task as supervisors A-D. What would be YOUR
recommendation? How would your recommendation be supported by the
ideas and information in this chapter and from previous courses and
experiences in your professional learning. Note that you are not choosing
one of the recommendations presented, by offering your own, supported by
clear and cited evidences.
 Sergiovanni—Chapter 2: in this chapter, the text offers and excellent
overview of the “sources of authority” that serve to drive supervisory
theory and practice in school organizations. Effective school leaders
choose to use a flexible combination these authority sources, as they carry
out their supervisory duties.
Using what you have learned from the chapter, with a specific focus on
table 2-1 on pages 34 and 35, select FOUR supervisory strategies from
those noted in the table. For EACH of the four chosen, explain how you
would implement that strategy. What specific steps, over time, would you
take in order to successfully move each selected strategy toward
institutional reality?
 Sergiovanni—Chapters 7 and 8: Consider three to five teachers in your
school or school district whom you consider to be not just effective
teachers, but classroom leaders….leaders of student learners. What are
some of their specific leadership qualities? What leadership strategies do
they use? How does student engagement and involvement differ in their
classes, compared to others? How does their leadership extend to other
teachers? How could you, as their supervisor, ignite that leadership to
serve the mission and goals of the whole school or the school district?
 Sergiovanni-- Chapter 9: Take the best of what you have learned so far in
the course, from this chapter and from other professional experiences and
assume that you are a principal who has been working with a first year
teacher for the entire school year. The teacher started out poorly, and you
were sure that he would not make it to the next year.
However, the quality and effectiveness of your use of several specific
supervisory strategies resulted in his vast improvement. Indeed, you now
support his re-appointment.
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You are writing a letter to a fellow administrator explaining the details of
your success with this teacher. You are recounting the various specific
supervisor strategies that you used and how you used them for the
successful teacher response.
 Sergiovanni—Chapter 11: Using Table 11-1 on page 217 of the text as a
guide, consider the shift in supervision from doing things TO teachers to
doing things WITH teachers. Anchoring your essay with the information
in the table, explain, for each area, the progress of the shift in your
school or district.
 Sergiovanni—Chapters 12 and 13: Demonstrating your understanding of
the chapter material on supervisory options, assume that you are having a
dialogue with a tenured, experienced and effective teacher who is a leader
with professional development, very informed and well-practiced with the
elements of teaching and learning. Explain some of the supervisory
options you might offer this teacher, rather than typical clinical
supervision. Justify your choices using chapter material and ideas.
 Assignment: Interview of an Administrator
Arrange to interview an administrator in your school district or another of your
choice who has been in his/her position for at least five years. Construct a set of
interview questions that serve to gain information from the administrator
concerning his/her philosophy of supervision and practices used to achieve that
philosophy. It may be that the administrator is required to use a set of practices
different than he/she would use if they could act on their own philosophy. Use
some interview questions to discover that possibility. Submit your questions and a
summary of the administrator’s responses. Compare the responses received to
Danielson’s ideas as outlined in her chapters 1-4 and Sergiovanni’s key idea
presented in selected chapters. Your assignment submission should contain:
 The interview questions (5 points)
 Your summary of the administrator’s responses (10 points)
 Comparison of administrator’s responses to key ideas from Danielson and
Sergiovanni (15 points)
 Assignment: Interview Reflections
In an essay not to exceed 3 pages, report your reflections of the interview of the
administrator, comparing his/her beliefs and practices to those promoted by best
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knowledge as outlined in the chapters of your text AND comparing them to your
own. Your essay should contain:
 An introduction (2 points)
 Comparison of beliefs and practices to text “best knowledge” (13 points)
 Comparison of beliefs and best practices to your own (13 points)
 A summary paragraph (2 points)
 Assignment: Observation of a Teacher
Arrange to observe a teacher colleague for at least one period (secondary) or one
hour (elementary). Use the school observation form or use a format of your
choice, based on what you have learned in the course or from the texts. Meet with
your colleague after the observation to discuss what you have learned. Submit
your observation report (might need to be scanned) and the lesson plan that was
used by the teacher. Do not use the teacher’s name on the document. Explain how
Danielson’s Framework served to help you with this assignment.
 Observation report submitted (10 points)
 Lesson Plan submitted (5 points)
 Danielson ideas as support (15 points)
 Assignment: Observation Reflection
In an essay not to exceed three pages, report your reflections of the observation,
noting what you have learned and why you chose the observation instrument
used. Note how you might conduct formal observations when you become a
supervisor, along with other pertinent reflections. Your essay should contain:
 An introduction (2 points)
 A summary of what you have learned (13 points)
 Strategies you might use and why (13 points)
 A summary paragraph (2 points)
 Final Assignment: Must be submitted no later than two days before the end of the
course.
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In a formal essay report not to exceed 10 pages, describe the supervisory model
now used by your school and the rationale for its use. You may need to interview
one or two long time veteran administrators to discover its rationale.
Next, discuss how well you think this school model is aligned and/or misaligned
to the best practices describe in the texts for this course.
Finally, offer YOUR ideas, using support from course readings and lectures, to
improve your school’s model and to better align it with best validated knowledge
and practice. The reader should, by reading your essay, clearly understand your
philosophy of supervision.
 Open and closing paragraphs (10 points)
 Clear description of the school’s model (25 points)
 Comparison of the school’s model to best practices (25 points)
 A clear presentation of your philosophy and model (25 points)
 Technical and professional quality of your report (15 points)
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