Supervision and Evaluation

SYLLABUS

07B:383

Spring 2005

Class Meeting Time and Day:   4:30 p.m. - 6:50 p.m., Tuesdays

Class Location:   N223 Lindquist Center

Instructor:   Dr. Susan Lagos

Instructor's Office: N483 Lindquist Center

Instructor's Phone:  319-335-5306

Instructor's e-mail: susan-lagos@uiowa.edu

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Course Description:

This course is designed for graduate students in the field of education, particularly those aspiring to be educational leaders. Specifically the course will follow the format established by the Iowa General Assembly and the Iowa Department of Education to train school administrators regarding Iowa’s teaching standards, data collection and management skills, data-driven leadership, and coaching and feedback techniques. Students successfully completing the course will be able to apply for their evaluator approval license. While the program reflects the requirements included in the teacher quality legislation, it is based on research and best practice regarding teacher evaluation and supervision in general. Therefore it also has applicability to those students who plan to serve as school leaders in states other than Iowa.

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Course Objectives:

Demonstrate knowledge of…

• The intent and purpose of the Iowa Teacher Quality legislation

• The Iowa Teaching Standards and Criteria

• Best practices in teacher evaluation

• Personnel Evaluation Standards as they apply to data collection

• Best practices in data collection, particularly for teacher evaluation

• Development and collection of multiple data

• The Personnel Evaluation Standards as they apply to feedback (bias, confidentiality, etc.)

• Best practices of feedback for the purpose of teacher evaluation

 Demonstrate knowledge and skill in…

• The alignment of feedback to the Iowa Teaching Standards and Criteria

 Demonstrate the ability to…

• Identify teaching examples that support the Iowa Teaching Standards and Criteria

• Collect and manage appropriate data that demonstrate support for the Iowa Teaching Standards and Criteria

• Identify best practices in teacher evaluation

• Provide constructive feedback to teachers relating to the Iowa Teaching Standards and Criteria

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ISSL Standards:

While certain aspects of each of the six ISSL standards may be addressed in this course, special emphasis will be placed on the following standards:

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Course Format:

The course will primarily follow the format established by the Iowa Department of Education for its statewide Iowa Evaluator Approval Training Project. As necessitated by instructor and class discussion, additional supporting materials and documentation will be provided. The class will utilize power point presentations, lecture, large group discussion, small group discussion, role-playing, videotaped observations of teachers, and a variety of in-class and site-based activities.

Course Materials:

There is no textbook for this course. However we will be using a manual developed by the Iowa Department of Education for the evaluator approval training. The Iowa Evaluator Approval Training Manual is available at the University Book Store in the Iowa Memorial Union. In addition, various reading assignments will be provided by the instructor.

Course Evaluation and Grading Procedures:

The majority of work for this course will be done during class time. Therefore attendance and participation will play a major role in determination of the final grade. In addition, several out of class assignments will be required including assignments taken from the evaluator approval training manual and several journal critiques. Finally, three “Checks for Understanding” will be administered throughout the semester. All assignments should be turned in on the date they are due. Late assignments will be considered for partial credit. If you have concerns regarding any of the course assignments and/or due dates, please contact the instructor.

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Journal Critiques:

Students will be assigned four readings from current professional journals that address some aspect of supervision and evaluation. Briefly critique each article by identifying strengths of the position presented or ideas posed, as well as the limitations of the position or ideas presented. Each critique should be approximately 2-3 pages in length. All critiques should have the student’s name, date, and article title on the front page. All papers should be double-spaced and stapled!

Other Written Assignments:

In addition to the journal critiques, three out of class assignments will be taken from the evaluator approval manual. These are included in the course outline below and will be discussed further in class.

Checks for Understanding:

There will be one check for understanding at the end of each of the three modules included in this course. They will cover:

1. The Iowa Teaching Standards
2. Data Collection and Management Skills
3. Coaching and Feedback Techniques

Site-Based Coaching Activity:

During the last two weeks of the semester each student will be required to demonstrate skill through a performance activity consisting of videotaping a practice conference with a “teacher volunteer”. Although the last course session is scheduled for May 3rd, students will have until Monday, May 9^th to submit their videotape. Students will need to identify a teacher who would allow them to practice the application of the skills developed by this training. The student and volunteer teacher will identify a standard and criteria to address in a practice conference based on a protocol that will be provided in class.

Those students who have been assigned educational mentors will need to engage in a professional exchange regarding this particular activity.

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University Policies:

Three policies have been developed to inform students of their rights and responsibilities in order to make a concerted effort to provide support for all students to have a positive, successful educational experience. The policies are in relation to student complaint procedures, student academic misconduct, and student academic accommodations. Copies of the policies are available from the EPLS division office in N491 LC.

Student Academic Accommodations: It is the policy of the University of Iowa to make reasonable accommodations for qualified individuals with disabilities. If you are a person with a disability and desire accommodations to complete course requirements, please notify the instructor in writing as soon as possible to discuss your request.

Complaints and Dispute Resolution: This course is offered by the Division of Educational Policy and Leadership Studies. If concerns are not resolved by discussion with the instructor, students may contact division executive officer, Dr. Larry Bartlett for further assistance.

Academic Misconduct (Plagiarism and Cheating): All acts of dishonesty in any work constitute misconduct (e.g., cheating, plagiarism, fabrication, misrepresentation, etc.). Academic misconduct will result in a grade of F for the course and a recommendation to the student’s advisor for suspension from the program.

Special accommodations:

Accommodations will be made for students whose religious holidays preclude taking tests or turning in assignments at the specified time. Please inform the instructor of any potential issues.

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Course Outline

07B:383

Session 1: January 18

• Welcome and introductions

• Student contact information

• Course/Syllabus overview

• Overview of Module #1: Support for the Iowa Teaching Standards

• Introduction to Teacher Quality Legislation

• “Great Expectations”: The Iowa Evaluator Approval Training Program

• Teacher evaluation is like. . . (activity)

Session 2: January 25

• Intent and purpose of training

• Conference demonstration video

• Paired work: Viewing Guide (p.26)

• QIC-Decide Model

• Knowledge of best practice

• Personnel evaluation standards

• Generic best practices of evaluation

• Legal and ethical considerations

• Personnel Standards (activity)

• What works? What doesn’t work?

Assignment: Write your response to Legal case study: Lisa Bates, p. 39. Due February 1!

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Session 3: February 1

• Discuss Lisa Bates case study

• Best practices vignette: Mr. Jones (activity)

• Knowledge of Iowa Teaching Standards and Criteria

• Site-Based Activity

• Model activity-large group

• Guided practice

Assignment: Site-based activity #1, pp.54-58. Due February 8^th!

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Session 4: February 8

• Processing Site-Based Activity

• Review Activity: “What to Look For”, pp. 60-62

• Examining artifacts for evidence of standards

• Examining artifacts (activity)

Session 5: February 15

• Differentiating Levels of Performance

• “A Clean Room” (activity)

• Differentiation of Standard 6 (activity)

• “Check for Understanding” #1

Assignment: Journal critique #1. Due February 22!

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Session 6: February 22

• Check for Understanding processing

• Overview of Module #2: Data Collection and Management Skills

• Review of QIC-Decide Model

• Best practices in data collection

• Personnel Evaluation Standards

• Four Categories of Standards

• Personnel standards and data collection (activity) p. 2-7

Session 7: March 1

•  “Look for’s” in data collection (activity) p. 2-17 to 2-24

• Linking data to the Iowa standards

• Using multiple data sources and points (activity) pp. 2-25 and 2-26

• Vignette One – Data Collection (activity) pp. 2-28 to 2-37

Assignment: Complete Site-Based Activity #2: Data Collection, p.2-41 to 2-45. Due March 8

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Session 8: March 8

• Site-Based Activity #2 discussion and analysis

• Data collection through classroom observation

• Classroom observation matrix

• Classroom observation video #1 (practice activity)

Assignment: Journal critique #2. Due March 15

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Session 9: March 22

• Classroom observation videos #2, #3, and #4

• Debriefing of videos

Session 10: March 29

• Application of Modules 1 & 2 to local systems of evaluation

• Review of Evaluation Model

• Review of QIC-Decide Model as it relates to conference format

• “Check for Understanding” #2

• Processing of “Check for Understanding #2”

Assignment: Journal Critique #3. Due April 5

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Session 11: April 5

• Overview of Module #3: Coaching and Feedback Techniques

• Best Practices in Feedback

• Aligning Feedback to the Iowa Standards

• Aligning Feedback (activity) p. 3-13

Session 12: April 12

• Best Practices in Conferencing

• Videotape and practice in conferencing (activity) p.3-43

Session 13: April 19

• Videotape and practice identifying questions and standards

• Site-based activity

• Processing site-based activity

• Vignette-Best practices in feedback (activity)

Session 14: April 26

• Video conference application of DDL protocol

• Practice coaching (activity)

• Site-based coaching activity. Due May 3rd!

Session 15: May 3

• Course evaluation

• “Check for Understanding” #3

• Processing Check for Understanding

• Final questions/comments/closure

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