Course Syllabus

EdAd516 Curriculum and Instructional Leadership (Supervision)

Three (3) Semester Credits
Washington State University, Puyallup Campus
Fall Semester 2014



Instructor: Ailene M. Baxter, Ed.D
WSU-Puyallup
(253) 677-9614
ailenebaxter@gmail.com
WSUP516.blogspot.com/WSU-Puyallup EDAD 516


Calendar, Important Dates, and Deadlines:
Fall Semester
August 27, 2014-December 10, 2014
No Class September 3, 2014 (Opening of school in many districts)
No Class November 26, 2014 (Thanksgiving holiday)







Conceptual Framework:

The College of Education contributes to the theory and practice of the broad field of education, and
dedicates itself to understanding and respecting learners in diverse cultural contexts. We facilitate
engaged learning and ethical leadership in schools and clinical settings. We seek collaboration with diverse
constituencies, recognizing our local and global responsibilities to communities, environments, and future
generations.











The Washington State University Educational Leadership Program prepares practitioner-scholars for
leadership in education at the local, state, national, and international levels. A team of academic and field-
experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize
research, implement policy, and reform practice to improve learning and achievement for all students. The
statewide program serves students from all WSU campuses and fosters a community of educational leaders
who work together toward the goals of school improvement and social justice.

Educational Leadership Program Goals, Outcomes, and Assessments:
Learners Learning
Leadership

Goal: The Washington State University Educational Leadership Program prepares practitioner-scholars for
leadership in education at the local, state, national, and international levels. A team of academic and field-
experienced faculty blends scholarship and practical expertise to prepare school leaders who utilize
research, implement policy, and reform practice to improve learning and achievement for all students. The
statewide program serves students from all WSU campuses and fosters a community of educational leaders
who work together toward the goals of school improvement and social justice. The WSU
principal/program administrator program aligns with Educational Leadership Program Learning
Outcomes One, Three and Five:

1. Identify and analyze the theories, research, and policies related to the study of K-12 educational
leadership in these strands:
Policy, politics and law
Culture, diversity and social justice.
Organizational theory and administration
Inquiry - Technology
Ethics and values
Teaching/learning/Assessment

3. Understand, evaluate, and apply inquiry knowledge and skills to problems of policy and practice of
educational leadership

5. Articulate their core values and model the guiding principles of the profession including:
Commitment to social justice.
Understanding of ethical responsibilities of leadership.
Effective and respectful interaction with others of similar and diverse cultures, values, and
perspectives.
Commitment to school improvement.

Purpose:

This course is intended for students in the Educational Leadership program who are pursuing a State of
Washington Residency Principal or Program Administrator certificate.

This course examines the role of the principal as instructional and curriculum leader. This course will
approach effective instructional and curriculum leadership from theoretical and applied perspectives. The
Common Core State Standards (CCSS) will be reviewed and discussed. Instructional leadership includes
applying knowledge and skills about effective instruction and curriculum to improve teaching practices
that will increase student learning. Students will complete a practicum in conjunction with the course,
which will provide opportunities to observe and practice clinical observations, walk-throughs, and other
techniques of collecting data on teacher practices and student learning.

The State of Washington recently adopted a new teacher/principal evaluation system (ESSB 5895).
Statewide implementation began in 2013. Three instructional frameworks (Danielson, Marzano, and 5D)
have been approved for use by school districts in the state. A portion of the course will focus on statutory
requirements and the instructional frameworks.




The primary framework for the course is Carl Glickmans model for supervision and successful schools:




As Glickman writes:

"Supervision is the function in schools that draws together the discrete elements of instructional
effectiveness into whole-school action. Research shows that those schools that link their instruction,
classroom management, and discipline with staff development, direct assistance to teachers, curriculum
development, group development, and action research under a common purpose achieve their objectives.

Effective supervision requires knowledge, interpersonal skills, and technical skills. These are applied
through the technical supervisory tasks of direct assistance to teachers, curriculum development,
professional development, group development, and action research; and the cultural tasks of facilitating
change, addressing diversity, and building community. This adhesive pulls together organizational goals
and teacher needs and provides for improved learning.

Principal and Program Administrator Benchmarks-Residency Level Effective August 31, 2013

Note: The Professional Educator Standards Board (PESB) has adopted state standards and assessment
rubrics for the preparation of principals and program administrators using the ISLLC Standards as the
framework. It has also adopted benchmarks for student assessment for each of the six standards.

Note: EdAd 516 Curriculum and Instructional Leadership Seminar focuses on each of the standards;
however, Standards 2A and 2B are the primary focus (WCEAP Common Performance Task Guide for
Principal and Program Administrator Certification).

Standard 2: Instructional Improvement

A school or program administrator is an educational leader who has the knowledge, skills, and
cultural competence to improve learning and achievement to ensure the success of each student by
leading through advocating, nurturing, and sustaining district/school/program cultures and coherent
instructional programs that are conducive to the success of all students by advocating, nurturing, and
sustaining school cultures and coherent instructional programs tat are conducive to student learning
and staff professional growth.

Performance Task A:
Using the School Improvement Plan and other artifacts form the school or program to describe,
critique, and recommend next steps for improving the school or programs central strategies for
improving instruction and student learning. This is a broad standard and might include several
products to demonstrate how a candidate might analyze effectiveness, use data to drive
instructional improvement, describe how school leaders advocate and nurture an instructional
improvement agenda, plan and deliver professional growth opportunities, develop professional
growth plans, and develop formative and summative assessment strategies aligned with
curriculum, assessment, and instruction. Products and evidence should include:

Reflective Analysis of Implementation
Conceptual and Applied Knowledge
Evidence of Impact
Dispositions

Performance Task B:
The candidate conducts several classroom observations using Washington State Teacher
Evaluation Criteria and one of the three approved instructional frameworks/rubrics. The
structure of the classroom observations will include (1) preconference with the teacher; (2)
classroom observation; (3) analyzing and interpreting observation and determining conference
approach; and (4) post-conference with the teacher.

Classroom Observation and Reflective Analysis
Conceptual and Applied Knowledge
Evidence of Impact
Dispositions

Course Objectives:

Students will examine the knowledge and skills (personal & technical) required to be an effective
instructional leader.

Students will acquire an understanding of instructional leadership practices and examine how such
support effective teaching and the improvement of student learning. (Continuous cycle of analysis)

Students will understand the challenges of working with adult learners and examine strategies for
working successfully with adult learners.

Students will explore the leadership challenges of working with teachers to cause change and build
community that is focused on improving student learning regardless of ethnicity and cultural
background.

Students will understand the connections of curriculum, instruction, and assessment as related to
state and local standards and how to manage a learning system.

Students will practice instructional leadership skills (Practicum).
Students will understand the state system (frameworks/rubrics) for evaluating teachers (TPEP)
and the importance of instructional leadership to successfully implement the system, including
professional growth plans.

Students will acquire an understanding of the requirements of successful professional development
and its impact on teacher performance and student learning.

Students will formulate their own theory of instructional leadership.

At the end of this
course:
Students should be
able to:
Course topics that
address this learning
outcome:
This objective will be
evaluated primarily by:
Knowledge and
Background
Demonstrate an
understanding of the
role of a principal as an
instructional leader
Assortment of books,
articles, videos that
address the role of a
principal as an
instructional leader.
An extensive
practicum that
provides students an
opportunity to
practice instructional
leadership skills

Class discussions
Reflective Journal
Sharing practicum
experiences
Presentations
Interviews with
principal/supervisor
Paper on students
theory of instructional
leadership
Continuous Cycle of
Analysis
Articulate an
understanding of a
continuous cycle of
analysis and apply it to
real classroom
instructional
leadership issues,
challenges, and
opportunities;
understand the
relationship between
principal and teacher
as to the improvement
of student learning

Assortment of books,
videos, and articles
that address
instructional
leadership issues,
challenges, and
opportunities
Practicum
Class discussions
Reflective Journal
Paper on students
theory of instructional
leadership
Ethics/Trust; Core
Values
Explore the social
justice issues related to
these areas of focus
and identify strategies
that could be used by
school leaders to create
a more equitable and
just school/school
district

Assortment of books,
videos, and articles
that address
instructional
leadership issues,
challenges, and
opportunities
Practicum
Class discussions
Reflective Journal
Presentations
Understanding of Ones
Instructional
Leadership Style and
Core Values
Explore ones
instructional
leadership style with
focus on areas of
strength and areas of
growth
Assortment of books,
videos, and articles
that address
instructional
leadership issues,
challenges, and
opportunities
Practicum
Sharing of practicum
experiences and
learnings.
Paper articulating
personal theory of
instructional leadership
Course Format:

This course is a seminar. The instructor is a resource person, facilitator, and at times a lecturer. Students
are expected to participate in class discussions and to complete all assignments. School administrators
seldom work in isolation so the format of this course expects students to work collaboratively supporting
each others learning.

Following each class the instructor will e-mail or post to the blog a follow up to students with
information about assignments, topics discussed in class, or other resources. You are responsible
for any information regarding assignments, readings, etc. contained in these follow up
communications. If you do not receive a follow up e-mail please contact the instructor.



Course Assignments:

Reading AssignmentsReading assignments will be given regularly from the course textbooks,
supplementary materials, and selected handouts.

Sharing ArticlesStudents are expected to share articles from newspapers, magazines, and/or
journals that relate to supervision.

Written Assignments and Class ActivitiesSeveral written assignments and class activities will be
given during the course.

Reflective Writing and JournalStudents are expected to keep a reflection journal that contains
their evolving thoughts about instructional and curriculum leadership.

PracticumStudents are expected to complete a practicum using a variety of instructional
observation tools. Eight Observations using the Clinical Supervision Model are required.

Final PaperStudents will formulate their own theory of instructional leadership as it applies to
the role of the principal.



















Academic Calendar:

Date

Class Activities

Assignment(s)
8/27 Discuss syllabus
Review Standards
Discuss Glickman framework
Discuss model for course: teachers the
principals classroom
Discussion of role of principal as an
instructional leader
Reflective Journal
Reading Assignment (Glickman, Ginsberg)
Other resources
Discuss Glickman
Supervision/Evaluation: How do we
utilize the instructional frameworks to
describe the state criteria and utilize the
four-tiered performance rating system?

Reflective Journal: Theory of
Instructional Leadership (draft)
Glickman: Adult Learners
Ginsberg: Motivation and Culturally
Relevant Instruction. Instruction
through the lens of the learner-
Introduction to Student Shadowing

9/3 No Class Reading: Ginsberg and Glickman

9/10 Share articles
Review
Discuss Glickman: adult learners
Ginsberg: Transformative Professional
Learning

Reflective Journal
Discussion
Ginsberg: Culture; prep for Shadowing
Glickman: One-room school-house
legacy
9/17 How do systems support evaluator
development with evidence gathering,
developing observation skills, and building
inter-rater-rater reliability with the four-tiered
systems?
Share articles
Review
Reflective Journal
Discussion
Focused Reflection: Theory of
Instructional Leadership (draft)
Glickman: supervisory behaviors and
stages of developmental supervision
Ginsberg: Shadowing

9/24 Share articles
Review
Discuss Glickman: supervisory behaviors and
stages of developmental supervision
Introduce clinical observation template
Video
Reflective Journal
Discussion
Articles
Practicum: Clinical Supervision model


10/1 How do systems effectively support teachers
with the use of student growth data and
multiple measures of performance?
Share articles
Review
Reflective Journal
Discussion
Articles
Practicum
Instructional Leadership: Curriculum
InstructionAssessment and PD &
PLCs
Shadowing Reflection due

10/8 Share articles
Review
Video
Discuss practicum experiences
Reflective Journal
Discussion
Articles
Practicum-Clinical 1










Instructional Leadership: Curriculum
InstructionAssessment and PD & PLCs


10/15 Share articles
Review
Discuss practicum experiences
Reflective Journal
Discussion
Presentations
Practicum-Clinical 2

10/22 How do you use the supervision cycle to write
accurate and defensible evaluations?
Share articles
Review
Reflective Journal
Discussion
Walk-throughs
Practicum-Clinical 3

10/29 Share Articles
Review
Practicum: Walk-throughs
Guest speaker(s)
Discuss: Fink & Markholt (5D)
Reflective Journal
Discussion
Practicum-Clinical 4
Focused Reflection: Theory of
Instructional Leadership (updated
draft)
Discussion Walk-throughs

11/5 Share articles
Review
Discussion
Discuss practicum experiences
Discuss: Fink & Markholt (5D)
Reflective Journal
Discussion Walk-throughs
Focused Reflection: Theory of
Instructional Leadership (final step)
Practicum-Clinical 5

11/12 Share articles
Review
Guest speaker(s)
Discuss practicum experiences
Discuss: Fink & Markholt (5D)
Reflective Journal
Discussion Walk-throughs
Practicum-Clinical 6

11/19 Review Practicum-Clinical 7

11/26 No Class (Thanksgiving Week)
12/3 Wrap up coursesummarize, take-aways,
applications
Student feedback
Course Evaluations
Reflective Journal
Focused Reflection: Theory of
Instructional Leadership (final paper
due)
Practicum-Clinical 8

12/10 Poster Session-Tying It All Together
Celebrations


Student Evaluation:

All assignments (readings, written, and presentations), student shadowing experience, practicum clinical
observations and walk-throughs must be satisfactorily completed to receive credit for this course.

To receive a grade of A, all of the following must be satisfactorily completed: students must be able to
demonstrate and articulate their knowledge of the role of a principal as an instructional leader, complete
the required clinical observations, student shadowing and walk-throughs, and complete the weekly
reflective journal, and participate and articulate their learning in the final poster session.

On time weekly attendance at all classes is required.

Students are expected to actively participate in class discussions, including the sharing of pertinent articles
from professional journals, newspapers, magazines, and web sites.

Daily attendance 10%
Participation in discussions 20%
Sharing of articles 5%
Shadowing reflection 10%
Practicum- Clinical Observations & Walk-throughs 30%
Paper on Theory of Instructional Leadership 10%
Reflective Journal 15%

Poster Session Required for an A Grade



Academic Integrity: WAC 504-25-015 Academic Dishonesty
WSU is committed to principles of truth and academic honesty. Cases of academic dishonesty will be
processed in accordance with the Academic Integrity Policy, as specified in the Student Handbook.
Academic dishonesty includes all forms of cheating, falsification, fabrication, multiple submission,
plagiarism, abuse of academic materials, complicity in helping or attempting to help another or others
commit an act of academic dishonesty or misconduct. The expectation of the University is that all students
will accept these standards and conduct themselves as responsible members of the academic community.
Students should interpret these standards as a general notice of prohibited conduct. They should be read
broadly, and are not designed to define misconduct in exhaustive forms. Faculty and their departments also
have jurisdiction over academic matters and may also take academic action against students for any form
of academic dishonesty discovered in their course. Any violation of the Academic Integrity policy may
result in failure of the course and will be reported to the Office of Student Conduct. For additional
information about WSUs Academic Integrity policy/procedures please contact (360) 546-9781.

New Policy on Incomplete Grades:
Students will have up to one year (unless a shorter time is specified by the instructor) to complete work for
which they received an I grade; after one year the I grade for the course will automatically become an F.
Students cannot graduate with an I grade on their transcript. (Note: This policy is effective for graduate
courses students take beginning Fall 2011.)






Instructional Materials:

Textbooks:

SuperVision and Instructional Leadership: A Developmental Approach (9th Edition) (Allyn &
Bacon Educational Leadership)
by Carl D. Glickman, Stephen P. Gordon, Jovita M. Ross-Gordon
Series: Allyn & Bacon Educational Leadership
Hardcover: 480 pages
Publisher: Pearson; 9 edition (February 8, 2013)
Language: English
ISBN-10: 0132852136
ISBN-13: 978-0132852135



Leading for Instructional Improvement: How Successful Leaders Develop Teaching and
Learning Expertise [Paperback]
by Stephen Fink , Anneke Markholt, John Bransford, Michael A. Copland, Joanna Michelson
Paperback: 304 pages
Publisher: Jossey-Bass; 1 edition (March 22, 2011)
Language: English
ISBN-10: 0470542756
ISBN-13: 978-0470542750





Transformative Professional Learning: A System to Enhance Teacher and Student
Motivation [Paperback]
By Margery B. Ginsberg

Paperback: 184 pages
Publisher: Corwin (July 12, 2011)
Language: English
ISBN-10: 1412981859
ISBN-13: 978-1412981859



Supplemental Materials:

Selected articles from professional journals
Selected videos
Selected school district publications
Selected web-sites
Materials from professional organizations: AWSP, etc.
TPEP related materials, Common Core State Standards related materials, and selected
professional development materials
Norms and Ground Rules:

Maintain CONFIDENTIALITYwhat is discussed and shared in class stays in class as related to
personal and school district experiences.

Share time so all voices are hearddisagree agreeably, without being personal.

Respect our differences while recognizing that differing opinions are important and inherent in
the work of school administrators.

Remain positive and be receptive to feedback.

Silence cell phones during class time.

Have fun and be open to new ideas and challenges to our current way of thinking and being!

13. Documented Disabilities:

Disability Resource Services Reasonable Accommodations Statement: Reasonable accommodations are
available for students who have a documented disability. Classroom accommodation forms are available
through the Disability Services Office.

If you have a documented disability (even temporary) make an appointment as soon as possible
with the Disability Services Coordinator. You will normally be required to supply recent medical
documentation of your disability to the Disability Services Coordinator.
You will provide your instructor with the appropriate classroom accommodation form from
Disability Services during the first week of class. Late notification may mean that requested
accommodations might not be available.
All accommodations for disabilities must be approved through the Disability Services
Coordinator at Disability Services, located in the Student Resource Center on the Lower Level of
Student Services Center (360) 546-9138.