Helen M. Hazi WVU-Ed Ad 509 Allen Hall Morgantown, WV 26506-6122 (304) 293-3707 x1429 (O) (304) 293-2279(Fax) Helen.Hazi@mail.wvu.edu EdLS 625: SPECIAL TOPICS IN SUPERVISION Description: Students will acquire knowledge and skills on special topics important to working as a Supervisor K-12 in the areas of media, computers, reading, multi-cultural education, testing, and special education. This interdisciplinary course will be delivered through a variety of methods: independent readings, lectures, discussions, and experiences in application. Rationale: This course is designed to address 24 competencies required for supervisory certification. Some of the competencies are not and cannot be addressed in existing courses. For example, the college of HRE does not have a program unit for Media and there are 9 competencies in the use and supervision of Media. Also, many of the competencies are from the point of view of the public school supervisor. Supervisors need to have a working--not a specialized--knowledge of such areas as Media, Computers, Reading, Testing, and Special Education. Supervisors are usually generalists who work with specialists in these areas. The proposed course seemed to be the most efficient way for the student to address these competencies. Competencies: A list of competencies that are the basis of the units in this course follows this syllabus. Each unit of instruction is self-contained and includes: required readings and assignment. If you find a relevant and current reading, please make me a copy. Projects: Some of the projects for the course have been specified, while others are those you must conceptualize and propose. Any project should be designed so that it is relevant and involves application of knowledge to a practical public school setting at the school or county level and relevant to your current job situation. In the Media Unit you will develop a plan for evaluating a media program and take a section of that evaluation and conduct it. A sheet explaining the project is in your materials. In the Computer Unit you will evaluate instructional software. The criteria evaluation sheet you will use appears in one of your readings. In the remaining units you will customize your projects to best meet your school/system needs. For example, in the Reading Unit you might: evaluate an operating reading program in your system, observe a teacher teaching reading, or evaluate a reading series. In the Testing Unit you may elect to analyze test scores. In the Multi-cultural and Special Education units you might consider possibilities for in-service/staff development. Look at all projects and carefully plan your readings as well as your work, pacing yourself over the semester. Grading: Grades will be determined by averaging grades from all projects. 2 Conferences: You are encouraged to schedule phone and in person conferences with me to obtain clarification, feedback, resources, and help as you need them. I am a resource. I am usually in most afternoons, unless scheduled for a meeting or school visit. Leave a message and I’ll get back to you 3 List of Competencies for EdLS 625 Media 2.23 Analyze the components of a successful support system to reinforce and sustain curriculum changes 2.24 Identify appropriate procedures for proposing or explaining a material selection process to various audiences (e.g., faculty, staff, parents, community) 2.25 Identify federal, state, and local sources of funds for acquiring learning resource materials. 2.26 Identify appropriate procedures for preparing a budget for needed learning resource materials. 2.27 Apply accounting procedures for acquiring learning resources and maintaining financial records (according to state budgeting process) 2.28 Identify systems for procedures for informing staff of the availability of learning resources 2.29 Identify procedures for maintaining and securing media and equipment 2.30 Apply criteria (e.g. developmental levels, specialized student needs) and procedures for evaluating instructional materials (including computer software) 2.31 Identify factors and procedures involved in developing and implementing a delivery system for learning resources Computers 3.7 Identify uses and/or characteristics of computers for instruction (e.g., computer-manager instruction, computer-assisted instruction) Reading 3. 8 Identify the characteristic and uses of various models of reading instruction 3.9 Identify types and characteristics of common reading deficits among students at various grade levels 3.10 Identify the unique reading skills required by various content areas 4 3.11 Identify types and characteristics of common language problems among students at various grade levels 3.12 Identify types and characteristics of reading problems encountered by students with linguistically and culturally different backgrounds Testing 4.11 Identify types and/or appropriate uses of different diagnostic tests 4.12 Select an appropriate formal and informal assessment method for a given purpose 4.13 Identify principals and/or procedures for interpreting test results 4.14 Apply test results to the revision on the instruction program Multi-cultural Education 3.17 Identify effective methods for dealing with multi-cultural students Special Education 3.13 Identify the characteristics of and educational problems encountered by students with various exceptionalities (e.g., mentally retarded, learning disabled) 3.14 Identify legal bases of providing education for students with exceptionalities (e.g. Public Law 94-142, state laws, landmark court decisions) 3.15 Identify ways in which the supervisor of instruction can work with support services and teachers to provide instruction to students with exceptionalities 3.16 Analyze ways in which the supervisor of instruction and various teachers can cooperate with special education personnel Class Readings Media Unit American Association of School Libraries. (1977). Policies and procedures for selection of instructional materials. School Media Quarterly, 109-116. American Library Association (1972). What to do before the censor comes - and after. Office for Intellectual Freedom of the American Library Association, 49-56. 5 American Library Association. (n.d.). Workbook for selection policy writing. Office for Intellectual Freedom of the American Library Association, 1-17. Barron, D. (1987). Communicating what SLM specialists do: The evaluation process. School Library Journal, 95-99. Martin, B. & Carson, B. (1981). What are the goals and objectives of the media program? The Principal’s Handbook on the School Library Media Center. (Chap. 1, 2, 3, 10) Monongalia County (n.d.) Policies and procedures for selection of instructional materials. Morgantown: Monongalia Board of Education, 16-27. Muther, C. (1984). Textbook selection. Educational Leadership, 42 (3), 82-85. Muther, C. (1985). What every textbook evaluator should know. Educational Leadership, 42 (7), 4-8. North Central Association of Colleges and Schools (1983-85). Policies and Standards for the Accreditation of Elementary Schools. Ohio Department of Education. (1982). A self-appraisal checklist for library/media programs in Ohio (K-12). Division of Elementary and Secondary Education, Ohio Department of Education. WV State Department of Education (n.d.). Policy 2520.11: Library/Program of Study: Charleston, WV Department of Education. WV State Department of Education (n.d.). Policy 2550.020: Library/Media Services: Charleston, WV Department of Education. Computer Unit Grady, T. & Gawronski, J. (1983). Software Evaluation Criteria. Computers in Curriculum and Instruction, 57-62. Brumbaugh, K. (1983). MECC: A Statewide Model for Educational Computing. Computers in Curriculum and Instruction, 64-73. Hutcherson, L (1983). TCEA: A Statewide Computer Education Association. Computers in Curriculum and Instruction, 74-76. Grady, T. and Poirot, J. (1983). Teacher Competence: What is Needed. Computers in Curriculum and Instruction, 78-82. Pratscher, S. (1983). Training Teachers to Use the Powerful Tool. Computers in Curriculum and Instruction, 83-90. 6 Schmidt, P. (Jan. 12, 1994). Programmed for Failure. Education Week, 22-27. Reading Unit Binkley, M. (1989). Becoming a nation of readers: What principals can do. Becoming a nation of readers: The report of the commission on reading, 1-23. Fielding, L. and Pearson, P.D. (Feb. 1994). Reading comprehension: What works. Educational Leadership, 62-68. Chall, J. (March 1989). Learning to Read: The Great Debate 20 Years Later - A Response to 'Debunking the Great Phonics Myth'. Phi Delta Kappan, 521-538. The Report of the Commission on Reading (1985). Becoming a Nation of Readers, 147 pages. 7 Special Education Readings Evans, R. (1990). Making mainstreaming work through prereferral consultation. Educational Leadership, 73-77. Hallahan, D., Kauffman, J., Lloyd, J. & McKinney, J. (1988). Introduction to the series: Questions abut the regular education initiative. Journal of Learning Disabilities, 21 (1), 3-5. Huefner, D. (1988). The consulting teacher model: Risks and opportunities. Exceptional Children, 403-413. Kauffman, J., Gerber, M. & Semmel, M. (1988). Arguable assumptions underlying the regular education initiative. Journal of Learning Disabilities, 21 (1), 6-11. Schumaker, J. & Deshler, D. (1988). Implementing the regular education initiative in secondary education schools: A different ball game. Journal of Learning Disabilities, 21 (1), 36-41. U.S. Department of Education (1989). Tenth annual report to Congress on the implementation of the Education of the Handicapped Act. Exceptional Children, 7-27. WV Department of Education. Collaboration: Adults Working and Learning Together. Colorado Department of Education. Colorado Assessment of Co-Teaching (CO-ACT, 12 pages. Testing Reading American Federation of Teachers (1990). Standards for teacher competence in educational assessment of students. American Federation of Teachers, National Council on Measurement in Education, National Education Association. McGraw, H. (1990). Standardized tests: Their use and misuse. Business Council for Effective Literacy, 22, 5-8. National Commission on Testing and Public Policy (n.d.) From gatekeeper to gateway: Transforming testing in America. Executive Summary, 9-13. Worthen, B. & Spandel, V. (1991). Putting the standardized test debate in perspective. Educational Leadership, 65-69. Business Council for Effective Literary (BCEL) (Jan. 1990). Standardized Tests: Their Use and Misuse. 22 BCEL Newsletter, pp 1, 6-8. 8 Worthen, B. (1993). Critical issues that will determine the future of alternative assessment. 74(6) Phi Delta Kappan, 444-454. Multicultural Unit Readings Schmuck, P. and Schmuck, R. Schooling in Rural and Small-Town America. In Collen A. Capper (Ed.) 1993. Educational Administration in a Pluralistic Society. Albany: State University of New York Press. pp. 203-237. Banks, J. (Sept. 1993). Multicultural Education Progress and Prospects. Phi Delta Kappan, pp. 21-28. Garcia, J. (Sept. 1993). The Changing Image of Ethnic Groups in Textbooks. Phi Delta Kappan, pp. 29-35. Howard, G. (Sept. 1993). Whites in Multicultural Education - Rethinking Our Role. Phi Delta Kappan, pp. 36-41. Banks, C. A. McGee (Sept. 1993). Restructuring Schools for Equity - What We Have Learned in Two Decades. Phi Delta Kappan, pp. 42-48. Hu-DeHart, E. (Sept. 1993). The History, Development, and Future of Ethnic Studies. Phi Delta Kappan, pp. 50-54. 9 Media Unit Project Evaluation of a County/District Media Program Purpose: (1) to develop a plan to evaluate a (or your) county's media program (2) to evaluate one area of the media program at the county level, and write a plan for addressing needed improvements. Rationale: Previous topics have only allowed you to look at snap shots of the county media program. This project allows you the opportunity to look at the total media program and apply knowledge and skills learned. Directions: l. In Part I of this project you will use A Self-Appraisal Checklist of Library/Media Programs in Ohio (K-12) to develop a plan to evaluate your county's media program. Make sure your plan includes: Background information (e.g. number of teachers, librarians, students, schools, administrators, etc.), list of who should be involved in evaluation and how, procedures with timelines, and methods for disseminating findings. 2. In Part II, you will select one of the following areas to evaluate in depth: I. Philosophy, II. Program, III. Staff, V. Resources, or VII. Evaluation from the Self-Appraisal Checklist. If there is more than one person from a county, decide on which sections you will each select to evaluate. Obtain any necessary documents needed to conduct the evaluation. Conduct an interview with your county's library supervisor or a person so designated by the superintendent, and/or other relevant individuals. Total the score for the section then conclude with a listing of the strengths and weaknesses of that aspect of the county media program. Write your plan of improvement for that area which must include a detailed plan for making those improvements with a rationale and timeline for implementation. Evaluation: Your plan will be evaluated on the following criteria: Content (comprehensiveness, extent of involvement of individuals, use of class knowledge, use of justification) Format (look of document, organization). 10 Criteria for Media Project The Content of the Planned Evaluation (Part I): - Relies on multiple sources of data - Reflects an understanding of the difference between a library v. media center - Includes opportunitie(s) for timely, short term and long range staff development - Involves key groups in the evaluation process - Refers to standards (national, state, local) - Connects the process to existing school improvement efforts - Includes relatistic time frames of the evaluation process - Is comprehensive in scope - Includes a budget - Includes policy development and revision - Involves central office for coordination - Integrates media specialist(s) into the curriculum - Distributes information to key audiences participating in the evaluation (including the Board) The Plan of Improvement (for 1 Area) (Part II) - Includes both short term and long range goals - Does not include a singular, simple solution for improvement Format (of Document) - Well organized - Easy and simple to read - Appropriate for intended audience (i.e. the Superintendent) 11 Proposal for Negotiated Projects For the remaining units, you will need to propose how you will represent your understanding of the material for each. This outline will help you stay focussed when working on your own and it also represents your contract with the instructor. Your proposal should contain the following information: I. Unit Title II Goals: (What do you hope to accomplish and learn as a result of doing this project or independent study? or What questions will guide your inquiry?) III. Product/Process(s): (What do you want to produce to show evidence of your learning? An outline of a workshop or some process, an observation form, a meeting handout, a briefing for teachers or administrators, etc.?) IV. Work Plan: (How will you accomplish your goal(s)? What assistance do you want from the instructor? What are timelines for readings, products, meetings? How will the product be organized? When will it be submitted? ) VI. Criteria for evaluation: (How will you be evaluated?) You will submit this as a "draft" for discussion. Once we meet, we will finalize this work plan for each unit.
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