Supervision+Syllabus

**// Rutherford Campus //** **// Lodi, New Jersey //** ** ED 670MS - Graduate ** ** SUPERVISION & Organizational Administration ** ** Course Syllabus **
 * // Felician College //**
 * Semester: ** **Spring 2015 Professor: Dr. James Pedersen**
 * Day/Time/: Saturday, 9:30-12:10 Room: Sanmartino Hall, Room 30 **
 * Office Phone: 908-754-4620 (249) Email: jamesmpedersen1@gmail.com **
 * Office Hours: By appointment only Site: http://feliciancollege.wikispaces.com/ **

The purpose of this course is to cultivate a deep understanding of the assumptions that support leadership behaviors, and to develop an understanding and a means of addressing the issues and adaptive challenges that define and shape the successful school principal. The course provides participants with an opportunity to identify and reflect upon the assumptions that support their leadership behavior in four domains: communicator, manager, educational leader, and problem solver. Given the complexity of school leadership, candidates for the supervision and/or principal endorsements need to rely on a strong understanding of themselves, and the myths and assumptions that support their theories, models, concepts, strategies and techniques defining their approach to school leadership. The ability to identify these underlying mental models will serve the leader as s/he addresses the specific adaptive challenges required to facilitate the conditions that research indicates are supportive of effective and successful school leadership. Learners will identify, comprehend, and apply a change model that can be implemented in a school setting to address adaptive challenges. Specific topics such as scheduling, parent/community partnerships, technology, learning theory, observation and evaluation, staff development, and teacher recruitment will be studied. The course will reinforce the Felician mission of being a competent, caring, and compassionate educator. // Prerequisite: ED 660MS //
 * Course Description ** :

Felician College is an independent co-educational Catholic/Franciscan College founded and sponsored by the Felician Sisters to educate a diverse population of students within the framework of a liberal arts tradition. Its mission is to provide a full complement of learning experiences, reinforced with strong academic and student development programs designed to bring students to their highest potential and prepare them to meet the challenges of the new century with informed minds and understanding hearts. The enduring purpose of Felician College is to promote a love for learning, a desire for God, self knowledge, service to others, and respect for all creation.
 * College Mission **** : **

The School of Education, in light of the Franciscan mission, seeks to foster competent, caring, and compassionate educators to serve a diverse population by promoting a collaborative sprit, encouraging self-reflection, and emphasizing life-long learning.
 * School of Education Mission **** : **

The School of Education strives to prepare teachers who:
 * Know and understand the New Jersey Professional Teaching Standards;
 * Value and are committed to the tenets of these standards; and
 * Actively engage in applying the intent of these standards within their learning communities.

WILEY/JOSSEY-BASS
 * Required Text(s): ** PAWLAS, G. & OLIVA, P. (2008) //Supervision for Today’s Schools,//


 * Suggested Text: ** The Rise of the Millennial Parents: Parenting Yesterday and Today, Pedersen, J. R & L Publishing (2013).


 * Course Goals & Objectives: **
 * // Goal 1: Students will demonstrate an understanding of their role as a supervisor and educational leader to promote the success of all students through their role as decision maker and to promulgate the Felician mission, which is to be caring and compassionate educators. //**

Objective 1: Students will identify their own visions of the supervisorship by clarifying their own philosophies, values and beliefs. ISLLC: 1, 2, 3 NJPSSL: 1, 5 NJPST: 8

Objective 2: Students will examine the ethical responsibilities within their roles as supervisors and educational leaders. ISLLC: 1,2,3,5 NJPSSL: 4, 5 NJPST: 8

Objective 3: Students will be able to define the concepts of a learning community and tell how to facilitate a professional learning community. ISLLC: 1, 2, 4 NJPSSL: 1, 4, 5 NJPST: 5, 6, 9

Objective 4: Students will be able to define explain how decision making and problem solving are related, and should also be able to articulate major models of supervision and decision making. ISLLC: 1, 2 NJPSSL: 1, 2, 5 NJPST: 4, 9

Objective 5: Students will be articulate in writing the supervisor’s role in school improvement. ISLLC: 1,2,3,4 NJPSSL: 1,2,4,5 NJPST: 8, 9

Objective 6: Students will demonstrate the work required for high levels of personal and organization performance.

ISLLC: 1, 2, 3 NJPSSL: 1, 5 NJPST: 8


 * // Goal 2: Students will become educational leaders who have the knowledge to promote the success of all students by developing a positive school culture, providing effective instructional programs that use best practices, building a professional community among the staff, and providing effective staff development. //**

Objective 1: Students will define a “positive learning climate”, and will explain the factors that both contribute to and inhibit a positive learning climate. ISLLC: 1, 2, 4 NJPSSL: 1, 2, 3,4,5,6 NJPST: 3,4,6,7

Objective 2: Students will demonstrate an understanding of curriculum development, evaluation, and the supervisor’s role in the administration and design of the curriculum. ISLLC: 2, 5 NJPSSL: 1 NJPST: 1,2,4,7

Objective 3: Students will research the correlation between school accountability and student achievement. ISLLC: 2, 5 NJPSSL: 1,3,5,6 NJPST: 4, 5

Objective 4: Students will be able to explain how test data can be used to improve student achievement. ISLLC: 2, 5 NJPSSL: 1, 2 NJPST: 3, 5


 * // Goal 3: Students will understand how successful supervisors must have the ability to become effective managers in order to provide a safe, efficient and effective learning environment, in order to promote the success of all students. //**

Objective 1: Students will understand how a school is staffed by learning about recruitment, selection of teachers and staff, and termination processes. ISLLC: 3, 5, and 6 NJPSSL: 1,2,4,6 NJPST: 6, 8,9,10

Objective 2: Students will understand how professional learning communities are established, organized, and maintained. ISLLC: 2, 4 NJPSSL: 1,3,4,6 NJPST: 6, 8,9,10

Objective 3: Students will be able to discuss different models of teaching and how they relate to the evaluation of teacher competence. ISLLC: 1, 2, and 5 NJPSSL: 1,3,4,6 NJPST: 1,2,3,4,5,6

Objective 4: Students will be able to discuss the different staffing models needed for regular teacher and special subjects at the elementary and secondary levels. ISLLC: 2,3,5,6 NJPSSL: 2, 3, and 5 NJPST: 10

Objective 5: Students will be able to discuss the supervisor’s managerial role in fiscal accounting, budgeting, and management. ISLLC: 3, 4, 5 NJPSSL: 3, 5

Objective 6: Students will understand the uses of technology for school management. ISLLC: 1, 2, 3 NJPSSL: 2, 3 NJPST: 4, 10


 * // Goal 4: Students will become educational leaders who promote success for all students by collaborating with all constituencies, responding effectively to diverse needs, and demonstrating the ability to mobilize community resources. //**

Objective 1: Employing prior knowledge students will explain the role of the school in the community. ISLLC: 1, 2,3,4,5 NJPSSL: 1, 2,3,4,6 NJPST: 3, 9

Objective 2: Students will reflect on and discuss the role of outside agencies (federal, state, and local) on the school. ISLLC: 1, 5, 6 NJPSSL: 2, 3,4,5,6 NJPST: 8, 9

Objective 3: Students will reflect on and discuss the legal rights and responsibilities of staff and students. ISLLC: 3, 5, 6 NJPSSL: 3, 5, 6 NJPST: 7, 8, 9

Objective 4: Students will understand the school budgeting process and the role of the supervisor who collaborates with all constituencies in the process.

ISLLC: 1,2,3,4 NJPSSL: 2, 3

Students must attend each class session and participate effectively in class discussions and activities. If you know you will be missing any class prior to the beginning of the class, you must notify the instructor at the time you receive this class syllabus. **Excessive absence (3 sessions or more) will result in forfeiture of credit for the course, except in case of emergency, and then only with an Incomplete for the course requiring independent study and compensatory work/activities as approved by the instructor.**
 * Course Requirements: **
 * Attendance:


 * Homework requirements:
 * 1) 1. All student work must be typed or word-processed.
 * 2) 2. ** A cover sheet with title of written assignment, name, course number, and date, must be attached to reports and research projects. **
 * 3) 3. ** All referenced material must follow the APA (American Psychological Association) 6th edition citation guidelines ** . The instructor will adhere to Felician College policies regarding originality of work, examination protocols and behavior, and grading practices. It is the responsibility of the student to be familiar with these Felician College regulations/stipulations. It is recommended that student maintain second copies of all materials submitted to the instructor.
 * 4) 4. The effectiveness of educational leaders is often dependent upon their ability to express ideas clearly. Hence, ** assessment of written assignments will include attention to ** the student of educational supervision should have now developed a writing style that flows smoothly from one idea to the next. Well-organized writing will be clear and easy to understand, utilizing appropriate transition and/or heading whenever necessary. **//Of course, any writing to be turned in, except notes, will be completely free of spelling and grammatical errors, AND PROOFREAD.//**
 * 5) 5. The following elements will be considered in evaluating written assignments:
 * Ø The ability to effectively analyze and synthesize material from the class and from the text and other readings.
 * Ø The ability to draw from new learning and to demonstrate application of the concepts in your personal and professional life.
 * Ø The ability to express oneself with clarity, using correct grammar, spelling, punctuation, and syntax, as well as the ability to “get to the issue” and clearly express them.
 * Ø The ability to evaluate application of ideas and to analyze perceived growth taking place during this course.
 * Ø The depth of personal reflections on the content learned.
 * Ø The clarity of expression, spelling, and grammatical correctness.
 * Ø When necessary, organization elements such as cover page, reference page, bibliography, etc.


 * Turn-In Timelines
 * All weekly assignments must be submitted the next week of class. For each week late, the grade will be dropped, e.g. A to B+
 * All reports must be submitted on the //Due Date//. For each week late, the grade will be dropped, e.g. A to B+

Course Evaluation:
 * Class participation/Presentations 30%
 * Personal Philosophy 5%
 * Position Paper 15%
 * Interview Questions 15%
 * Final: Research Paper 25%
 * Organizational paper 10%

= = = Special Student Needs or Handicap Conditions: =
 * Course policies: **
 * Electronic Communication Devices: **
 * No cell phones, pages, or any other electronic “communication” devices are permitted to “ring” during class. Please put these devices on //mute/vibrate// and respond to the call when class is over. **

Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you. Address how students will be evaluated in the course – what are the requirements, expectations, and grading criteria and rubrics that will be used. Written Assignments, Performances, Laboratory Expectations, etc.
 * Course Evaluation: **

** Final Grading System **
 * ** Grade ** ||  ** Rubric Description **  ||  ** Numerical Equivalent **  ||  ** Quality Points **  ||
 * A ||  Exceeds Expectations  ||  95 - 100  ||  4.000  ||
 * A- ||^   ||  90 - 94  ||  3.670  ||
 * B+ ||  Meets Expectations  ||  87 - 89  ||  3.333  ||
 * B ||^   ||  83 - 86  ||  3.000  ||
 * B- ||  Does Not Meet Expectations  ||  80 - 82  ||  2.670  ||
 * C+ ||^   ||  77 - 79  ||  2.333  ||
 * C ||^   ||  70 - 76  ||  2.000  ||
 * D ||^   ||  65 - 69  ||  1.000  ||
 * F ||^   ||  64 or below  ||  0.000  ||
 * FA ||^   ||  Failure due to n on-attendance  ||  0.000  ||

You are expected to comply with the Felician College honor code and all policies as state in the Felician College Student Handbook and catalogue.
 * Honor Code **


 * Plagiarism **
 * This instructor uses plagiarism detection software **
 * Challenging A Grade – Felician Policy in Graduate Catalog or Student Handbook. **

=// Please Note: Special Student Needs or Handicap Conditions: //=

// Students with documented disabilities that affect their ability to participate fully in the course or who require special accommodations are encouraged to speak with the instructor so that appropriate accommodations can be arranged. If you have a handicap (vision, hearing, etc.) or require other special consideration, please consult with the instructor. In some cases, college resources can be made available to assist you //

**// Course Calendar //** **// Due on this Date //** || || 1/17/15  || Syllabus review Discussion of Professional Standards for Teachers and School Leaders || Chapter 1  ||   || || 1/24/15  || Roles of the School Supervisor Prioritizing Standards for School Leaders || Chapter 2 & 3  ||  ** Prioritize Standards for School Leaders ** || || 1/31/15  || Issues in Supervision (Chapt. 2) Helping Teachers Plan for Instruction (Chapt. 3) Pg. 118, Questions for Discussion: #1, 3, 5 || Chapter 4  ||  ** PERSONAL PHILOSOPHY OF SUPERVISION ** Chapt. 2 Pg. 79, Activities 5, 6, 7 || Pg. 160; Application, #9 || || 2/14/15  || Helping Teachers with Classroom Management (Chapt. 5) ||  Chapter 6 & 7  || Pg. 199; Questions, #1-4 Activities, #1, 4, 6, 12 || || 2/21/15  || Guest speaker: Supervisor of Curriculum/State Testing and Professional Development Helping Teachers Evaluate Instruction (Chapt. 6) ||  || Pg. 251; Questions, #2, 3, 4 Pg. 252; Activities, #5, 12, 13
 * **// Week //** ||  **// Date //**  ||  **// Topic - Class Discussion //**  ||  **// Reading Assignment //**  ||  **// Assignment //**
 * 1
 * 2
 * 3
 * 4 ||  2/7/15  || Helping Teachers Present Instruction (chapt. 4) ||  Chapter 5  || Pg. 159; Activities, #2, 7, 10
 * 5
 * 6

|| 2/28/15  || Helping Teachers Plan Curriculum (Chapt. 7) ||  Chapter 10  || Helping Teachers Plan Curriculum (Chapt. 7) || || 3/14/15 || Helping Teachers on a One-to-One Basis (Chapter 10)
 * #2 -INTERVIEW QUESTIONS ** ||
 * 7
 * 8

Interview Questions

Mock Interview ||  || Pg. 390; Questions, #1, 2, 3 Pg. 391; Activities, #12 || || 3/21/15 || ** Mid-Term Exam ** ||  ||   || || 3/28/15 || Chapter 11: Helping Teachers Work Together
 * 9
 * 10

Questions: Pg. 434, #1, 4, 5 Activities: pg 434 & 5, #1, 3, 13, 23 ||  Chapter 11  || ** #3 – IN CLASS PRESENTATIONS ON SELECTED ARTICLES WITH WRITTEN SUBMISSION ALSO. ** || || 4/11/15 || Helping Teachers Work Together (Chapt. 11) || Chapter 12  || ** #4 -POSITION PAPER ** || || 4/18/15  || Helping Teachers Evaluate their own Performance (Chapt. 12) ||  Chapter 13  || Pg. 474; Questions, #1, 2, 3 || || 4/25/15  || The Summative Assessment of Teacher Performance (Chapt. 13) ||  Chapter 14  || Pg. 509; Questions, #1, 2, 4, 5 Pg. 510; Activities, #1, 6, 7, 8 || || 5/2/15  || Improving Instructional Supervision (Chapt. 14) ||   || Pg. 539; Questions, #2, 4, 5 Pg. 539; Activities, #1, 2, 3, 11 ||
 * 11
 * 12
 * 13
 * 14
 * 15 ||  5/9/15  ||  Final Exam  ||   ||   ||
 * This is a “Tentative Calendar of Events” that is subject to change. It is the responsibility of the student to attend class to be aware of all changes. //Additional assignments may be added.// ||

**// ASSIGNMENTS //** Write your personal philosophy of supervision based upon current readings, and your personal beliefs of you as educational supervisor.
 * 1) ** 1. ** ** PERSONAL PHILOSOPHY OF SUPERVISION **
 * DUE **

Administrators (supervisors, assistant principals and principals) usually conduct the first round of interviews to fill teaching vacancies in a district. Make a list of 20 questions you would ask teaching candidates at an interview for either an elementary (K-5), middle school (grades 6-8), or high school (grades 9-12) position.
 * 1) 2. ** INTERVIEW QUESTIONS **

If you select middle or high school be specific as to the grade and/or subject you are interviewing the candidate for.
 * DUE **

Students will be provided chapter from the text to present to class. **DUE** Write a position paper from the point of view of you as supervisor, on one of the issues emerging from the current trends in education. APA 6th edition style, with references. Minimum 8 pages. Please select from one of the topics listed below: **DUE** Students will research one educational leadership style and create an in-depth analysis of the approach in a 2-3 page paper.
 * 3. CHAPTER PRESENTATIONS **
 * 1) ** 4. ** ** POSITION PAPER **
 * The Case For or Against Standardized Testing
 * Should Supervisors Evaluate Teachers?
 * The Three-Minute Classroom Walk-Through: Are They of Value?
 * Is Supervision Necessary? Why?
 * District Mission Statements are Meaningless!
 * Is a Computer’s Place in the Lab or in the Classroom? Why?
 * Is there value in mentoring new teachers?
 * Assessing Students’ Progress: essay tests or alternative assessments?
 * Educators use the word //Motivation// when they really mean //Compliance//? True or Not True? Why?
 * Integrating Technology into the Learning Environment
 * Technology in Education: Losing Sight of Learning
 * The Cost for In-Service Activities of a School system is Too High. Why/Why Not?
 * 5. ORGANIZATIONAL PAPER **

** (Various other assignments will be generated from outside readings, articles, etc. to be provided.) ** Class/On-Line Participation Rubric Student’s Name: _

**4 ** ||  **Meets Expectations ** **3 ** ||  **Does Not Meet Expectations ** **2 - 1 ** || **Overall: ** || **4 ** ||  **Meets Expectations ** **3 ** ||  **Does Not Meet Expectations ** **2 - 1 ** || **Overall: ** || **4 ** ||  **Meets Expectations ** **3 ** ||  **Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Criterion ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent or late for class **  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Degree to which student integrates course readings into classroom participation and/or online(threaded) discussions ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often cites and applies readings;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">uses readings to support points;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often articulates "fit" of readings with topic at hand
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">demonstrates excellent understanding of readings and class material ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Interaction/participation in classroom discussions and/or online(threaded) discussions ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * always a willing participant, responds frequently to questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">routinely volunteers point of view and responds appropriately to other students
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">participates in a timely manner
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">fully addresses questions and prompts
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">makes original and insightful contributions ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Interaction/participation in classroom learning activities and/or online resources ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always a willing participant;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">acts appropriately during all case studies;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">responds frequently to questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">routinely volunteers point of view
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">makes regular use of online resources ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Demonstration of professional attitude and demeanor and/or online(threaded) discussions ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always demonstrates commitment through thorough preparation;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">always arrives on time;
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">often solicits instructors' perspective outside class ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Quality ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * ^  ||^   ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">1 **  ||^   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Degree to which student integrates course readings into classroom participation and/or online(threaded) discussions ** || * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often cites and applies readings;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">uses readings to support points;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often articulates "fit" of readings with topic at hand
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates excellent understanding of readings and class material
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally cites and applies readings;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">sometimes uses readings to support points;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> occasionally articulates "fit" of readings with topic at hand
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates acceptable understanding of readings and class material
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely able to cite or apply readings;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely uses readings to support points;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely articulates "fit" of readings with topic at hand
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates poor understanding of readings and class material
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">unable to cite or apply readings;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">cannot use readings to support points;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> cannot articulates "fit" of readings with topic at hand
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">demonstrates little or no understand of readings and class material ||  ||   ||   || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not participate in online discussions ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Interaction/ **
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">participation in classroom discussions and/or online(threaded) discussions ** || * always a willing participant, responds frequently to questions;
 * routinely volunteers point of view <span style="font-family: Calibri,sans-serif; font-size: 8pt;">and responds appropriately to other students
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">participates in a timely manner
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">fully addresses questions and prompts
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes original and insightful contributions
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often a willing participant, responds occasionally to questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally volunteers point of view and responds to other students
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally misses discussion deadlines
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">usually addresses questions and prompts
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely makes original and insightful contributions
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely a willing participant, rarely able to respond to questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely volunteers point of view or responds to other students.
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Misses discussion deadlines
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Inadequately addresses questions and prompts
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Makes no original or insightful contributions
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never a willing participant, never able to respond to questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never volunteers point of view or responds to other students
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">regularly misses discussion deadlines
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">doesn’t typically address questions and prompts appropriately
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">no original contributions or insights ||  ||   ||   || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class

<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not participate in online discussions || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does not use online resources ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Interaction/ **
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">participation in classroom learning activities and/or **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">online resources || * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always a willing participant;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">acts appropriately during all case studies;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">responds frequently to questions; routinely volunteers point of view
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes regular use of online resources
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often a willing participant;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">acts appropriately during case studies;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">responds occasionally to questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally volunteers point of view
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes use of online resources
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely a willing participant, occasionally acts inappropriately during case studies;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely able to respond to direct questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> rarely volunteers point of view
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">makes inadequate use of online resources
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never a willing participant, often acts inappropriately during case studies;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never able to respond to direct questions;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never volunteers point of view
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">seldom uses online resources ||  ||   ||   || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Demonstration of professional attitude and demeanor and/or online(threaded) discussions ** || * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always demonstrates commitment through thorough preparation;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">always arrives on time;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> often solicits instructors' perspective outside class
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely unprepared;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely arrives late;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally solicits instructors' perspective outside class
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">often unprepared;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">occasionally arrives late;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;"> rarely solicits instructors' perspective outside class
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">rarely prepared; often arrives late;
 * <span style="font-family: Calibri,sans-serif; font-size: 8pt;">never solicits instructors' perspective outside class ||  ||   ||   || <span style="font-family: Calibri,sans-serif; font-size: 8pt;">Frequently absent and/or late for class ||

Case Study Rubric **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2-1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2-1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2-1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2-1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2-1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2-1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** |||| **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** ||
 * //<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Student's Name: //**
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Identification Issues/Problems ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Demonstrates a clear and deep understanding of an issue/problem in the case study and fully addresses assignment.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">If assigned, creates appropriate and interesting case problem and/or case setting ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Recommendations ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic, appropriate and insightful recommendations clearly supported by information and theory presented and the theory in this course.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">As required by the assignment, student proposes possible solution(s) that demonstrates a consistent and theory-informed response ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Consequences ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Identifies realistic, appropriate and insightful consequences supported by a sound rationale and/or theory ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Proposed Solution/ Recommendation ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Solution/ recommendation is insightful and clearly reflects appropriate ethical considerations and professionalism. (If assigned, recommendations are guided by a specific code of professional ethics) ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Action Plan ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan is well thought out and insightful.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Consideration has been given to effective implementation techniques and strategies
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan richly draws from and applies the theory introduced in the course.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Action plan is explained in terms of the course’s theory, concepts, and terminology. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Assessments ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic, appropriate and insightful assessments clearly in support of the recommendations. ||  ||   ||||   ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: ** ||
 * ** Format ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * Paper follows all designated guidelines.
 * Paper is the appropriate length as described in the assignment.
 * Format enhances readability of the paper.
 * Employs quotation and citations appropriately ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||

**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||||  ** Does Not Meet Expectations **  ||
 * || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  ** 2 **  ||  ** 1 **  ||   ||
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Identification Issues/Problems || * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Demonstrates a clear and deep understanding of an issue/problem in the case study,and fully addresses assignment
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">If assigned, creates appropriate and interesting case problem and/or case setting
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Demonstrates deep understanding of an issue/problem in the case study and adequately addresses assignment
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">If assigned, creates workable case problem and/or case setting
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Demonstrates limited/surface understanding of an issue/problem in the case study; may neglect some aspects of the assignment.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">If assigned, student creates an unoriginal or problematic case problem and/or case setting
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Demonstrates superficial understanding of an issue/problem in the case study; neglects important aspects of the assignment
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">If assigned, student doesn’t follow directions in creating case problem and/or case setting
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Demonstrates a lack of understanding of an issue/problem in the case study.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">If assigned, student doesn’t follow directions in creating case problem and/or case setting ||  ||   ||   ||   ||
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Recommendations || * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic, appropriate and insightful recommendations clearly supported by information and theory presented in the course.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">As required by the assignment, student proposes possible solution(s) that demonstrates a consistent and theory-informed response || * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic and appropriate recommendations clearly supported by information and theory presented in this course
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Student proposes 1 less possible solution than required and/or solution is not entirely consistent and theory-informed
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic and appropriate recommendations somewhat supported by the information
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Student and theory presented in this course
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">proposes 2 less possible solutions than required and/or solution is not consistent or adequately theory-informed
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic and appropriate recommendations with limited support from the information and theory presented in this course
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Student proposes 3 less possible solutions than required and/or solution is clearly inconsistent and not significantly informed by theory
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Does not make realistic and appropriate recommendations with limited support from the information and theory presented in this course ||  ||   ||   ||
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Consequences || * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Identifies realistic, appropriate and insightful consequences supported by a sound rationale and/or theory.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Identifies realistic and appropriate consequences supported by a sound rationale and/or theory
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Identifies realistic and appropriate consequences somewhat supported by a sound rationale and/or theory
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Identifies realistic and appropriate recommenda-tions with a limited rationale and limited appeal to theory
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Does not identify realistic and appropriate recommendations, a rationale is missing, or no appeal is made to theory ||  ||   ||   ||   ||
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Does not identify realistic and appropriate recommendations, a rationale is missing, or no appeal is made to theory ||  ||   ||   ||   ||

**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||||||  ** Does Not Meet Expectations **  ||
 * || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  ** 2 **  ||  ** 1 **  ||||   ||
 * || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Proposed Solution/ Recommendation || * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Solution/ recommenda-tion is insightful and clearly reflects appropriate ethical considerations and professionalism .(If assigned, recommendations are guided by a specific code of professional ethics)
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Solution/ recommenda-tion is appropriate and supported by appropriate ethical considerations and professionalism. (If assigned, recommendations are guided by a specific code of professional ethics)
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Solution/ recommenda-tion is somewhat appropriate and partly reflects appropriate ethical considerations and professionalism .(If assigned, recommendations are at least partly guided by a specific code of professional ethics)
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Solution/ recommenda-tion is limited and inadequately reflects appropriate ethical considerations and professionalism.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Solution/ recommendation is limited and do es not reflect appropriate ethical considerations or professionalism ||  ||   ||||   ||   ||
 * || <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Action Plan || * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan is well thought out and insightful.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Consideration has been given to effective implementation techniques and strategies
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan richly draws from and applies the theory introduced in the course.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Action plan is explained in terms of the course’s theory, concepts, and terminology.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan is appropriate.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;"> Consideration has been given to implementa-tion techniques and strategies
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan draws from and applies some of the theory introduced in the course.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Action plan is explained in terms of the course’s theory, concepts, and terminology
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan is somewhat appropriate.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Some consideration has been given to implementation techniques and strategies
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan only slightly draws from and applies the theory introduced in the course.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Action plan is not well explained in terms of the course’s theory, concepts, and terminology
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan is superficial.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Little to no consideration has been given to implementation techniques and strategies.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan inadequately draws from and applies the theory introduced in the course.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Little use of the the course’s theory, concepts, and terminology in explaining the action plan.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">The action plan is indicates that no consideration has been given to implementation techniques and strategies.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">There is little or no connection between the action plan and the course’s theory, concepts, and terminology ||  ||   ||||   ||   ||

**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||||||||||  ** Does Not Meet Expectations **  ||
 * ||||  ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * ||||^  ||^   ||^   ||||||  ** 2 **  ||||  ** 1 **  ||   ||
 * |||||||||||||||||||| <span style="font-family: Calibri,sans-serif; font-size: 9pt;">How will you know if your recommendations are working? ||
 * |||| <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Assessments || * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic, appropriate and insightful assessments clearly in support of the recommenda-tions.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic and appropriate assessments clearly in support of the recommenda-tions.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic and appropriate recommendations somewhat in support of the recommendations.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;">Makes realistic and appropriate recommenda-tions with limited support for the recommenda-tions.
 * <span style="font-family: Calibri,sans-serif; font-size: 9pt;"> Makes unrealistic and inappropriate recommendations. ||||  ||   ||||   ||||   ||
 * ** Format ** |||| * Case study follows all designated guidelines.
 * Case is the appropriate length as described in the assignment.
 * Format enhances readability of the paper.
 * Employs quotation and citations appropriately
 * Case follows most designated guidelines.
 * Case is over/under word length
 * Format is good.
 * Employs quotation and citations appropriately
 * o Case lacks many elements of correct formatting.
 * o Case is inadequate/ excessive in length.
 * o Case does not meet formatting criteria.
 * o Fails to employ quotation and citations appropriately ||  ||||||||||||   ||

Positon Paper/Reflective Writing Rubric Students Name: _ Response Relationship || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 10pt;"> 2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** ||
 * Prompt/
 * * Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Depth of Reflection || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * Response is deeply thoughtful.
 * It shows obvious personal awareness and a heightened appreciation for personal reflection. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Mechanics || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * No errors in punctuation, spelling, grammar, or capitalization. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Sentence/ Paragraph Flow || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * Writing is smooth, skillful and coherent.
 * Sentences are strong and expressive with varied structure.
 * Consistent and appropriate tone and word choice is used throughout the essay.
 * Transitions are appropriate and add to the effectiveness of the essay. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * Conclusion || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast.
 * It contains an engaging and interesting point about the comparison or contrast of the subjects. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||

** 4 ** ||  ** Meets Expectations ** ** 3 ** ||||||  ** Does Not Meet Expectations **  || Response Relationship || * Demonstrates a conscious and thorough understanding of the writing prompt and the subject matter.
 * Criteria ||  ** Exceeds Expectations **
 * ^  ||^   ||^   ||  ** 2 **  ||  ** 1 **  ||   ||
 * Prompt/
 * Demonstrates a thoughtful understanding of the writing prompt and the subject matter.
 * Demonstrates a basic understanding of the writing prompt and the subject matter.
 * Demonstrates a limited understanding of the writing prompt and the subject matter.
 * Demonstrates little or no understanding of the writing prompt and the subject matter. ||  ||   ||   ||   ||
 * Depth of Reflection || * Response is deeply thoughtful.
 * It shows obvious personal awareness and a heightened appreciation for personal reflection.
 * Response is thoughtful.
 * It shows personal awareness and a appreciation for personal reflection.
 * Response is thoughtful and reflective.
 * Response shows some depth of thought and reflection.
 * Response is very shallow without obvious depth of thought. ||  ||   ||   ||   ||
 * Mechanics || * No errors in punctuation, spelling, grammar, or capitalization.
 * A few errors in punctuation, spelling, grammar, or capitalization, but they do not detract from the overall meaning and effectiveness of the essay.
 * A few errors in punctuation, spelling, grammar, or capitalization that, while distracting, the meaning and intent of the essay can still be discerned.
 * Several errors in punctuation, spelling, grammar, or capitalization that, while quite distracting, the meaning and intent of the essay can still be discerned.
 * Major errors in punctuation, spelling, grammar, or capitalization. The writing is unacceptable at the graduate level. ||  ||   ||   ||   ||
 * Sentence/ Paragraph Flow || * Writing is smooth, skillful and coherent.
 * Sentences are strong and expressive with varied structure.
 * Consistent and appropriate tone and word choice is used throughout the essay.
 * Transitions are appropriate and add to the effectiveness of the essay.
 * Writing is clear and sentences have varied structure.
 * There is consistent tone and word choice is appropriate with fairly good use of transitions to guide the reader.
 * Writing is clear and sentences have varied structure.
 * There is consistent tone and word choice is appropriate.
 * While transitions are present they do not add to the overall effectiveness of the essay.
 * Writing is clear but sentences lack variety.
 * The tone is inconsistent and word choice, while adequate, could be better.
 * Transitions are inappropriate.
 * Writing is confusing and hard to follow.
 * It contains fragments and/or run-on sentences.
 * The tone and purpose is inconsistent and difficult to determine.
 * Transitions are missing. ||  ||   ||   ||   ||
 * Conclusion || * The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast.
 * It contains an engaging and interesting point about the comparison or contrast of the subjects.
 * The concluding paragraph unifies the essay around the subjects and the point used for comparison or contrast, but it is not very engaging or interesting.
 * The concluding paragraph makes a point about the subjects for comparison or contrast, but it does not unify or "wrap up" the essay effectively. ||  ||   || * The concluding paragraph is not related to the remainder of the essay.
 * There is no conclusion evident in the essay. ||  ||

Reaction/Position Paper Rubric Student’s Name: _ **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Does Not Meet Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">2 - 1 ** || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Overall: ** ||
 * ** Content & Development **|| **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * Content is comprehensive, accurate, and persuasive.
 * Major points are clearly stated and are well supported.
 * Responses are excellent, timely and fully address assignment including course concepts.
 * Makes necessary distinctions and employs terminology introduced in course
 * Content and purpose of the writing are clear. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * ** Organization and Structure ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * Structure of the paper is precise, clear and easy to follow.
 * Paragraph transitions are logical and maintain the flow of thought throughout the paper.
 * Conclusion is logical and flows from the body of the paper. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * ** Format ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * Paper follows all designated guidelines.
 * Paper is the appropriate length as described in the assignment.
 * Format enhances readability of the paper.
 * Employs quotation and citations appropriately ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * ** Grammar, Punctuation & Spelling ** || **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * Rules of grammar, usage, and punctuation are followed;
 * Spelling is correct.
 * Language is clear and precise;
 * Sentences display consistently strong, varied structure. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||

**<span style="font-family: Calibri,sans-serif; font-size: 8pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">3 ** ||||||  ** Does Not Meet Expectations **  ||
 * ** Critera ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  ** 2 **  ||  ** 1 **  ||   ||
 * ** Content & Development ** || * Content is comprehensive, accurate, and persuasive.
 * Major points are clearly stated and are well supported.
 * Responses are excellent, timely and fully address assignment including course concepts.
 * Makes necessary distinctions and employs terminology introduced in course
 * Content and purpose of the writing are clear.
 * Content is accurate, and persuasive.
 * Major points are clearly stated.
 * Responses are timely and address assignment including course concepts.
 * Makes distinctions and employs some terminology introduced in course
 * Content and purpose of the writing are relatively clear.
 * Content is somewhat accurate, and persuasive.
 * Major points are addressed and some of these are well supported.
 * Responses are "dated" and do not adequately address the assignment including course concepts.
 * Usually fails to make necessary distinctions or employ terminology introduced in course
 * Content and purpose of the writing varies in clarity.
 * Content is not comprehensive and/or persuasive.
 * Major points are addressed, but are not well supported.
 * Responses are inadequate and/or do not address the assignment.
 * Fails to make necessary distinctions or employ terminology introduced in course
 * Content is inconsistent with regard to purpose and clarity of thought. ||  ||   ||   || * Content is incomplete.
 * Major points are not clear and/or persuasive.
 * Questions were not adequately answered.
 * Content does not address the assignment. ||
 * ** Organization and Structure ** || * Structure of the paper is precise, clear and easy to follow.
 * Paragraph transitions are logical and maintain the flow of thought throughout the paper.
 * Conclusion is logical and flows from the body of the paper.
 * Structure of the paper is clear and easy to follow.
 * Paragraph transitions are present and the flow of thought is usually maintained throughout the paper.
 * Conclusion is logical and may/may not flow from the body of the paper.
 * Structure of the paper is primarily clear and easy to follow.
 * Paragraph transitions are present but the flow of thought is not maintained.
 * Conclusion is somewhat logical.
 * Structure of the paper is not easy to follow.
 * Paragraph transitions need improvement.
 * Conclusion does not flow from the body of the paper.
 * Organization and structure detract from the message of the writer.
 * Paragraphs are disjointed and lack transition of thoughts.
 * There is no conclusion flowing from the body of the paper. ||  ||   ||   ||   ||
 * ** Format ** || * Paper follows all designated guidelines.
 * Paper is the appropriate length as described in the assignment.
 * Format enhances readability of the paper.
 * Employs quotation and citations appropriately
 * Paper follows most designated guidelines.
 * Paper is over/under word length
 * Format is good.
 * Employs quotation and citations appropriately
 * o Paper lacks many elements of correct formatting.
 * o Paper is inadequate/ excessive in length.
 * o Paper does not meet formatting criteria.
 * o Fails to employ quotation and citations appropriately ||  ||||||   ||
 * ** Grammar, Punctuation & Spelling ** || * Rules of grammar, usage, and punctuation are followed;
 * Spelling is correct.
 * Language is clear and precise;
 * Sentences display consistently strong, varied structure.
 * Rules of grammar, usage, and punctuation are followed with minor errors;
 * Spelling is correct.
 * Language is clear and precise;
 * Sentences display varied structure.
 * Paper contains few grammatical, punctuation and spelling errors.
 * Language lacks clarity or includes some use of jargon or conversational tone. ||  ||   ||   || * Paper contains numerous grammatical, punctuation, and spelling errors.
 * Language uses jargon or conversational tone. ||

**// References //**
 * SUPERVISION: **

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Argyris, C. (1985). //Strategy, Change, and Defensive Routines//. Boston, Pitman. Argyris, C., & Schon, D.A. (1978). //Organizational learning: A Theory of Action Perspective.// Boston, Allyn & Bacon. Asbaugh, C.R. & Kasten, K.L. (1995). //Educational Leadership: Case studies for reflective// // practice. Toronto: Longman. // Barnard, C. I. (1938). //The functions of the executive.// Cambridge, MA: Harvard University Press. Bass, B.M. (1990). //Bass & Stogdill’s handbook of leadership 3rd ed.// New York: Free Press. Bass, B.M. (1998). //Transformational leadership.// Mahwah, NJ: Lawrence Erlbaum Assoc. Bennis, W. (1997). //Managing people is like herding cats.// Provo, UT: Executive Excellence Publishing. Boyan, N.J. (Ed.) (1998). //Handbook of research on Educational Administration.// New York: Longman. Chemers, M.M. (1997). //An integrative theory of leadership.// Mahwah, N.J.: Lawrence Erlbaum Assoc. Deal, T.E. & Peterson, K.D. (1999). //Shaping the school culture. The heart of leadership.// San Francisco: Jossey-Bass. Duke, D.L. (1987). //School leadership and instructional improvement.// New York: Random House. Dunlap, D.M. & Schmuck, P.A. (1995). //Women leading in education.// New York: SUNY. // Educational Leadership //. (1998). 55(7). “Reshaping Leadership.” Hanson, M. (1996). //Educational administration and organizational behavior.// 4th ed. Toronto: Allyn & Bacon. Herr Van Nostrand, C. (1993). //Gender-responsible leadership: Detecting bias, implementing// // interventions. // Newbury Park, CA: Sage. Jossey-Bass (Ed.) (2000). //Educational leadership.// San Francisco: Jossey-Bass. Likert, R. (1961). //New patterns of management.// New York: McGraw-Hill. McGregor, D. (1967). //The professional manager.// New York: McGraw-Hill. Meresth, K.K. (1997). //Case studies in Educational Administration.// Toronto: Longman. O’Neill, J.R. (1993). //The paradox of success: When winning at work means losing at life.// //A// // book of renewal for leaders. // New York: G.P. Putnam. Sergiovanni, T.J. (2000). //The lifeworld of leadership.// San Francisco: Jossey-Bass. Shakeshaft, C. (1989). //Women in Educational Administration.// Newbury Park, CA: SAGE. Snowden, P.E., & Gorton, R.A. (1998). //School Leadership & administration. Important concepts,// // case studies & simulations. // Toronto: McGraw-Hill. Willner, A.R. 91984). //The spellbinders: charismatic political leadership.// New Haven, CT: Yale University Press.
 * ADMINISTRATION: **


 * WEB SITES: **

Association for Supervision and Curriculum Development site: **www.ascd.org** Education resource site. **www.askeric.org** Education resource site. **www.education-world.com** New Jersey State Department of Education. **www.state.nj.us/education.**


 * PERIODICALS and SELECTED JOURNALS: **

American School Board Journal Bulletin of the National Secondary School Principals Chronicle of Higher Education District Administrator Educational Administration Quarterly Educational Leadership Education Week Journal of Curriculum and Supervision Middle School Journal NASSP Bulletin Phi Delta Kappan Principal School Administrator T.H.E. Journal

Relevant readings may also be found in journals of professional associations such as the National Staff Development Council, the National Council for the Teachers of Mathematics, and The National Association of Secondary School Principals, etc.