Syllabus+660

FELICIAN COLLEGE ** SCHOOL OF EDUCATION ** ** MASTERS OF ARTS IN EDUCATION ** ** EDU 660 MS ** ** Supervision of Personnel and Performance Appraisal (3 Credits) ** ** Semester: Fall 2016 ** **Professor:** Dr. J. Pedersen O**ffice Phone #:** 973-412-2050 **Office Hours:** By appointment ** Email ** : jamesmpedersen1@gmail.com **Site:** http://feliciancollege.wikispaces.com/ ** Day/Time/Room#: ** Saturday/09:30AM – 12:15PM, Sammartino Hall, Room 27


 * COURSE DESCRIPTION: **

This course presents models of evaluation/supervision in P – 12 settings. Topics include policies regarding supervision; diversity and its influence on a person’s mental maps; active listening, dialoging and conferencing skills; collaboration/teaming skills for teacher empowerment; consideration of testing data in teacher evaluation; and alternative forms of evaluation and curriculum development in accordance with the current standards. This course is designed to prepare the beginning supervisor/principal for the formidable task of working with both veteran and beginning teachers. The course will address the development and maintenance of trust, flexibility, cognition and instruction, and ways of assessing interactions. Issues that will be addressed include: strategies to set aside bias in cross-cultural communications; teachers and time (sequencing of lesson, simultaneity, synchronicity, duration, rhythm, and temporal logic); questioning strategies to cause engagement of the mind; language pattern `s that lead teachers to greater states of efficacy; and craftsmanship in reflective practice.


 * College Mission **** : **

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.


 * School of Education 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.

The Division 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.


 * REQUIRED TEXT: **

Glickman, D, Gordon, S., Ross-Gordon, J. (2010). //Supervision and Instructional// // Leadership. // 8th Edition. Boston: Allyn & Bacon.

American Psychological Association, (2010). //Publication manual of the American Psychological Association// (6th ed.)Washington, DC: Author.

Pedersen, J. (2013). //The Rise of the Millennial Parents: Parenting Yesterday and Today.// Rowman & Littlefield Publishing.
 * SUGGESTED TEXT: **


 * COURSE GOALS & OBJECTIVES: **

The goal of this course is to examine current trends in supervision, including the nature of evaluation and effective teacher evaluations, techniques of interviewing, forms of communication and questioning strategies, strategies to set aside bias in cross-cultural communications, developing teachers’ Professional Improvement Plans (PIP), teachers’ and time management (sequencing of lesson, simultaneity, synchronicity, duration, and rhythm).

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 develop or refine a foundation of research-based knowledge about supervision, administration, and teacher effectiveness. ISLLC: 1, 2, 3 NJPSSL: 1, 5 NJPST: 8

Objective 2: Students will define and apply major motivational theories of educational supervision. ISLLC: 1,2,3,5 NJPSSL: 4, 5 NJPST: 8

Objective 3: Students will distinguish between administrative behaviors and supervisor behaviors. ISLLC: 1,2,3 NJPSSL: 4, 5 NJPST: 8

Objective 4: Students will gain knowledge and skills needed to assess indicators of achievement in classroom instruction; identify teaching strategies that enhance instruction. ISLLC: 1,2,3,5 NJPSSL: 4, 5 NJPST: 8

Objective 5: Students will discuss the internal and external factors affecting schools. ISLLC: 1, 2 NJPSSL: 1, 2, 5 NJPST: 4, 9

Objective 6: Students will assess effective instructional methods and techniques. ISLLC: 1,2 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 apply principles of leadership to school supervisory situations. ISLLC: 1, 2, 4 NJPSSL: 1, 2, 3,4,5,6 NJPST: 3,4,6,7

Objective 2: Students will utilize tasks and skills needed in an analysis of job responsibilities and assignments, develop teacher job descriptions, and conduct orientation and induction of personnel. ISLLC: 2, 5 NJPSSL: 1 NJPST: 1,2,4,7

Objective 3: Students will describe the curriculum development process, and explain how curriculum relates to instruction and student achievement. ISLLC: 1, 2, 5 NJPSSL: 1,3,5,6 NJPST: 4, 5

Objective 4: Students will understand the role of technology in promoting student learning and professional growth. ISLLC: 1, 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 demonstrate, through application and evaluation, knowledge of the conceptual tools for effective school leadership and supervision: ethics, decision-making, communication, authority, power, influence, group leadership, and conflict management. ISLLC: 2, 4,5 NJPSSL: 1,3,4,6 NJPST: 6, 8,9,10

Objective 3: Students will identifythe relationship between evaluation assessment and accountability. ISLLC: 1, 2, 5 NJPSSL: 1,3,4,6 NJPST: 1,2,3,4,5,6

Objective 4: Students will discuss supervision in the context of teaching and learning, and the impact of finance and facilities usage upon education. ISLLC: 1, 2, 5 NJPSSL: 1,3,4,6 NJPST: 1,2,3,4,5,6

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 develop knowledge of the legal aspects of teacher observation and evaluation. ISLLC: 2, 5,6 NJPSSL: 1,3,4,6 NJPST: 1,2,3,4,5,6


 * // 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: Students will discuss strategies for stakeholders’ involvement in the decision-making process. 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 develop an awareness of the value of a culturally diverse community, and its meaning for the educational program. ISLLC: 3, 5, 6 NJPSSL: 3, 5, 6 NJPST: 7, 8, 9

Objective 4: Students will discuss current views of teaching and explain how these views relate to performance assessment. ISLLC: 1,4, 6 NJPSSL: 3, 5, 6 NJPST: 7, 8, 9

Objective 5: 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

Objective 6: Students will identify and discuss possible future trends in supervision. ISLLC: 1,3,4,5, 6 NJPSSL: 3, 5, 6 NJPST: 7, 8, 9

Objective 7: Students will reorient his/her thinking from the perspective of the individual classroom teacher to the larger domain represented by department, building and system level administration. 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 (2 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 – submission of written assignments, etc.


 * 1) 1. All student work must be typed using Microsoft word software. APA 6th editions guidelines requires all work to be typed using **Times New Roman font, 12pt.**


 * 1) 2. ** A cover sheet with title of written assignment, name, course number, and date, must be attached to reports and research projects. **


 * 1) 3. ** All referenced material must follow the APA 6th edition (American Psychological Association) 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.


 * 1) ** 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 clarity, grammar, spelling, punctuation, and syntax, as well as the ability to “get to the issue” and clearly express them ** . Written assignments offer an opportunity to provide feedback to the instructor to demonstrate depth and breathe of comprehension. 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 follow all APA 6th edition guidelines.//**

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 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
 * 1) 1. All weekly assignments, e.g. Mylabschool assignments, case studies, etc., must be submitted the next week of class. For each assignment that is not turned in by the due will result in the grade being lowered, e.g. A to B+.
 * 2) 2. All reports must be submitted on the //Due Date//. For each assignment that is not turned in by the due will result in the grade being lowered, e.g. A to B+.
 * 3) 3. All work must be submitted electronically to professor **//prior//** to the scheduled class – unless changed by the instructor.

Class participation 25% Observation Activity/Report 25% Class Assignments/activities 20% Research paper 15% Mid Term Exam 15%
 * Course Evaluation: **

No cell phones, pagers, 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-not during class time.
 * Course policies: **
 * Electronic Communication Devices **

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.
 * Special Student Needs or Handicap Conditions **

The Division of Teacher Education expects ALL students to comply with Felician College's Honor Code as printed in the Student Handbook and in the College Catalog. If you are not familiar with the code, it is strongly recommended that you read and become aware of the expectations. All members of Felician College are charged with the responsibility of upholding academic integrity. This is of particular importance to current and future teachers as you hold/will hold the same expectations of your students. Please note that plagiarism simply will not be tolerated. Any student who violates this policy will be notified in writing and referred to the Academic Dean as well as the Honors Council. ** Grade Appeal ** Please refer to the Felician College Student Handbook for grade appeal procedures.
 * Honor Code **
 * Plagiarism **


 * 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   ||


 * The instructor reserves the right to alter course requirements and/or the class schedule to better address the learning needs of the students. **

FELICIAN COLLEGE ** SCHOOL OF EDUCATION ** ** MASTERS OF ARTS IN EDUCATION ** Supervision I Course: ED 660 MS   Fall 2016 Professor: Dr. James Pedersen


 * DATE  ||   TOPICS   ||   CHAPTERS   ||   ASSIGNMENTS   ||
 * 1

9/10/16  || Syllabus review Supervision- Theory and Practice Introduction Current Evaluation Models || Chapter 1 Chapter 2 APA ppt. ||  ||
 * 2

9/17/16  || Roles of Supervision in  Schools Today Knowledge of Supervision and Instruction || Chapter 3 Chapter 4 || Bring a copy of your district’s teacher and supervisor job descriptions for your next class. ||
 * 3

9/24/16  || Knowledge of Supervision and Instruction Interpersonal Skills || Chapter 5 Chapter 6 || Chapter Presentations ||
 * 4

10/1/16  || Interpersonal Skills || Chapter 7 Chapter 8 || Chapter Presentations ||
 * 5

10/15/16  || Interpersonal Skills || Chapter 9 Chapter 10 || Chapter Presentations ||
 * 6

10/22/16  || Interpersonal Skills Technical Skills || Chapter 11

Chapter 12 || Chapter Presentations ||
 * 7

10/29/16   || Mid Term Exam ||   || Written book review and power point presentation to class. ||
 * 8

11/5/16  || Technical Skills || Chapter 13 Chapter 14 || Chapter Presentations Observation Presentations ||
 * 9

11/12/16  || Technical Tasks of Supervision || Chapter 15 Chapter 16 || Chapter Presentations ||
 * 10

11/19/16  || Technical Skills || Chapter 17 Chapter 18 || Chapter Presentations ||
 * 11

12/3/16   || Technical Skills Cultural Tasks of Supervision || Chapter 19 Chapter 20 || Chapter Presentations ||
 * 12

12/10/16  || Cultural Tasks of Supervision || Chapter 21 Chapter 22 || Chapter Presentations ||
 * 13

12/17/16  || Research ||   || Research papers due Research Presentations ||

FELICIAN COLLEGE ** DIVISION OF TEACHER EDUCATION ** ** MASTERS OF ARTS IN EDUCATION ** Supervision I  ** Assignments **


 * __ 1. CLINICAL OBSERVATION ASSIGNMENT (DUE 11/5/16) __**

One of the main objectives of this course is to introduce the student to the clinical supervision model and to develop requisite skills in effectively utilizing the model. The student will conduct an exercise consisting of the following: You will also write an analysis of the observation process you engaged in. // It is recommended that you __do__ __not__ select a teacher with serious teaching difficulties. //
 * planning the supervision exercise,
 * conducting the pre-observation conference,
 * lesson observation,
 * lesson analysis and planning for the post-conference,
 * post-conference, mutual evaluation of the process,
 * a written observation summary and a written reflection.
 * The document must include not only the written observation summary, but evidence from all of the stages (i.e. planning notes and questions, all forms, original notes from the conferences and observation). As such, it should be organized with a cover, table of contents, the overview of the process (dates, activities, comments, etc.) and appendices.
 * In the overview, explain the conferencing technique and questions used, relating them to one or more types of conferences.
 * In the appendices, include evidence from each step, duly identified and dated, and any explanations necessary.
 * The written observation summary, which is one part of the entire document, should be written in such a manner as if it is to be included in the teacher’s personnel file as part of a summative evaluation.
 * You are encouraged to incorporate your own district’s evaluation form, but be sure to include a written narrative, even if the district does not require it.
 * Finally, prepare the written reflection, which speaks to each part of the supervision exercise and to the exercise as a whole, indicating observation areas of strength and areas in need of improvement.


 * For the building principal and teacher: ** Clarify that this exercise is not official in any way. It is an opportunity for you to grow professionally. All material you gather, and conferences you hold, are strictly confidential between you, the teacher, and the Felician professor. //Do not identify the teacher by name. Use initials only.//

Read any of the asterisked (*) books from the bibliographies. Discuss what specific information is contained in the book and how it would make you a better supervisor. You must cite specifics from the text.This review must be at least 8-10 pages. The paper needs to be written following all APA 6th edition format/guidelines and with properly cited references.
 * __ 2. __****__ M __****__ IDTERM: BOOK REVIEW __****__ ( __****__ DUE __****__ 10/2 __****__ 2 __****__ /1 __****__ 6 __****__ ) __**
 * You will present your book review to the class in a power point presentation.
 * You will also need to prepare a presentation that should be approximately10-15 minutes long. This will be presented to your colleagues.
 * Presentations will be scored on the basis of content, delivery style and effective communication.
 * Classmates need to be prepared to participate in the discussion and discuss at least two issues/questions about each presentation.

Research one of the topics suggested below. Professional journals and books (online and hardcopy) may be used in your research. Do NOT use your textbook in your research. Research paper must be 10 pages with references and following APA style.
 * __ 3. R __****__ ESEARCH PAPER __****__ ( __****__ DUE 12/1 __****__ 0 __****__ /1 __****__ 6) __**
 * 1) ** A. ** ** Research Paper **


 * o The paper needs to be written in APA 6th edition format with properly cited references.
 * o You will also need to prepare a presentation that should be approximately10-15 minutes long. This will be presented to your colleagues.
 * o Presentations will be scored on the basis of content, delivery style and effective communication.
 * o Classmates need to be prepared to participate in the discussion and discuss at least two issues/questions about each presentation.

- Differences and/or similarities between Differentiated and Developmental Supervision - The role of the administrator in curriculum and instruction - The effect of NCLB (PL107-110) on American education - Professional Development and Teacher mentoring programs in New Jersey - Advantages and disadvantages of clinical supervision - Curriculum development and teacher involvement - Administrator as educational leader - The Case For or Against Standardized Testing - Response to Intervention
 * Topics **

Each student will be required to present a minimum of 2 chapters from the text. Each presentation should be approximately 10-15 minutes in lengths and provide the following items: - Summary of the chapter; - Highlight key components that relate to class discussion; and - Relate topics to previous research and/or classes.
 * __ 4. CHAPTER PRESENTATIONS (Assignments will be given out by the professor) __**

FELICIAN COLLEGE ** DIVISION OF TEACHER EDUCATION ** ** MASTERS OF ARTS IN EDUCATION ** Supervision I


 * SUPERVISION BIBLIOGRAPHY: **

Anderson, R. H. (1993). Clinical supervision: Its history and current context. In //Clinical// // Supervision: Coaching for higher performance. // R.H. Anderson and K.J. Snyder (eds.). Lancaster, PA: Technomics. Argyris, C. (1990). //Overcoming organizational defenses: Facilitating organizational learning.// Boston: Allyn & Bacon. Barnard, Chester (1938). //The Functions of the Executive.// Cambridge, MA: Harvard University Press. Bennis, W. (1997). //Managing people is like herding cats.// Provo, UT: Executive Excellence Publishing Black, J.A. and English, F. (1986). //What they don’t tell you in schools of education about school// // administration. // Lancaster, PA: Technomic Publishing. Blanchard, K., & Johnson, S. (1982). //The One Minute Manager.// New York: William Morrow. Bloom, B.S. (ed.) (1956). //Taxonomy of educational objectives.// New York: Longmans, Green. Brandt, R. (1992). On rethinking leadership: A conversation with Tom Sergiovanni. //Educational// // Leadership, // 49 (5), 46-49. Conley, D.T. (1991). Eight steps to improved teacher remediation. NASSP //Bulletin//, 75 (536), 26-40. Costa, Art. (anything by this author) Covey, S.R. (1989). The //7 habits of highly effective people.// New York: Simon & Schuster. Covey, S.R. (1992). //Principle-centered leadership.// New York: Simon & Schuster. DiPaola M, Wayne K. Hoy. 2008. //Principals Improving Instruction: Supervision, Evaluation,// // and Professional Development. // Allyn Bacon. ***** Etzioni, A. (1965). Organizational control structure. In //Handbook of organizations.// J. G. March (ed.). Chicago: Rand McNally. Gardner, H. (1995). //Leading Minds: An Anatomy of Leadership.// New York: Basic Books. ***** Glatthorn, A.A. (ed.). (1995). //Content of the Curriculum//. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Goldhammer, R. (1992). Observations on observation and observations on observations on observation. In //The Robert Goldhammer papers: Early writings of a distinguished// // educator //. Stephenville, TX: council of Professors of Instructional Supervision. Hanson, M. (1996). //Educational administration and organizational behavior.//4th ed//.// Toronto: Allyn & Bacon. Hersey, P. and Blanchard, K.H. (1988) //Management of organizational behavior: Utilizing human// // resources. // Englewood Cliffs, NJ: Prentice-Hall Hunter, M. (1976). //Improved instruction.// El Segundo, CA: TIP. ***** Jacobs-Hayes, Heidi. (anything by this author) ***** Johnson, S. & Blanchard, K. (1982). //The One Minute Manager.// New York: William Morrow. Johnson, S. & Blanchard, K. (1998). //Who Moved My Cheese?// New York: G.P. Putnam’s Sons. Kohn, Alfie. (2001) //The Case Against Standardized Testing.// Jossey-Bass, San Francisco. //Anything by this author// McGregor, D. (1960). //The human side of enterprise.// New York: McGraw-Hill. New Jersey State Core Curriculum Content Standards. []. Oliva, P, George E. Pawlas. (2004) //Supervision for Today’s Schools.// Wiley Publishing. Reiman, A. J., & Thies-Sprinthall, L. (1993). Promoting the development of mentor teachers: Theory and research programs using guided reflection. //Journal of// // Research and Development //, 26, 179&SHY; 85. Reinhartz, J., & King, F.L. (1993). Rethinking the paradigm: Women in leadership roles. In // Women as school executives: A powerful paradigm. // G.Brown & B. Irby (eds.). Texas Council of Women School Executives. ***** Sergiovanni, T, Robert J. Starratt (2006). //Supervision: A Redefinition.// McGraw-Hill.***** Sergiovanni T.J. (1992). Reflections on administrative theory and practice in schools. // Educational Administration Quarterly, // 28 (3), 304-313. Shakeshaft, C. (1989). //Women in Educational Administration.// Newbury Park, CA: SAGE. Snowden, P, Gorton, R. (2001) //School Leadership and Administration: Important Concepts, Case// // Studies & Simulations. // 6th ed. McGraw Hill, New York. Taylor, F.W. (1911). //The principles of scientific management.// New York: Harper & Row. Taylor, F.W. (1947). //Scientific Management.// New York: Harper & Row. ***** Tierno, M. “Teaching as Modeling: The Impact of Teacher Behavior Upon Student Character Formation.” //The Educational Forum,// vol. 60, Spring 1996. Tyack, David. (1974). //The One Best System: A History of American Urban Education//. Cambridge, MA: Harvard University Press. Waintroob, A.R. (1995). Remediating and dismissing the incompetent teacher. //The School// // Administrator //, 5 (52), 20-24 Waite, D. (1997) Do teachers benefit from supervision? No. In //Educational supervision:// // Perspectives, issues, and controversies. // J. Glanz and R.F. Neville (eds). Norwood, MA: Christopher-Gordon Publishers. Wiggins, Grant. (anything on curriculum writing)***** Wong, H, Rosemary T. Wong. (2003) //The First Days of School.// Harry K. Wong Publications.

FELICIAN COLLEGE ** DIVISION OF TEACHER EDUCATION ** ** MASTERS OF ARTS IN EDUCATION ** Supervision I


 * ADMINISTRATION BIBLIOGRAPHY: **

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. (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.” Essex, Nathan L. (2008) //School Law and the Public Schools: A practical Guide for Educational// // Leaders. // 4th ed. Allyn & Bacon. 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. Underwood, Julie, & L. Dean Webb. (2006) //School Law for Teachers.// Pearson, NJ.


 * Web Sites to begin…… **

American Association of School Administrators. www.aasa.org Association for Supervision and Curriculum Development site: **www.ascd.org** Education resource site. **www.askeric.org** Education resource site. **www.education-world.com** Discovery.com Kathy Schrock (Discovery.com) New Jersey State Department of Education. **www.state.nj.us/education.**


 * PERIODICALS and SELECTED JOURNALS: **

American Association of School Administrators American School Board Journal Bulletin of the National Secondary School Principals Chronicle of Higher Education Educational Administration Quarterly Educational Leadership Education Week

Journal of Curriculum and Supervision
Middle School Journal NASSP Bulletin Phi Delta Kappan Principal School Administrator

** Review ** ||    ** Level 4 **  || ** Level 3 ** || ** Level 2 ** || ** Level 1 ** ||
 * Book Review Rubric **
 * ** Book **
 * Book Selection || The author of the book review provides **clear, consistent** and **convincing** evidence that the author’s book choice was directly related to a topic that would enhance the author’s knowledge base. || The author of the book review provides **clear,** and **convincing** evidence that the author’s book choice was directly related to a topic that would enhance the author’s knowledge base. || The author of the book review provide **limited** evidence that the author’s book choice was directly related to a topic that would enhance the author’s knowledge base. || The author of the book review provides **little** or **no** evidence that the author’s book choice was directly related to a topic that would enhance the author’s knowledge base. ||
 * Content Knowledge || The author of the book review provides **clear, consistent** and **convincing** evidence that the author’s knowledge in the area has been enhanced by reading the book. || The author of the book review provides **clear,** and **convincing** evidence that the author’s knowledge in the area has been enhanced by reading the book. || The author of the book review provides **limited** evidence that the author’s knowledge in the area has been enhanced by reading the book. || The author of the book review provides **little** or **no** evidence that the author’s knowledge in the area has been enhanced by reading the book. ||
 * Reflection on Supervisory Practices || The author of the book review provides **clear, consistent** and **convincing** evidence that the author’s reflection on the manner in which the book will inform the supervisory behaviors of the author. || The author of the book review provides **clear,** and **convincing** evidence that the author’s reflection on the manner in which the book will inform the supervisory behaviors of the author. || The author of the book review provides **limited** evidence that the author’s reflection on the manner in which the book will inform the supervisory behaviors of the author. || The author of the book review provides **little** or **no** evidence that the author’s reflection on the manner in which the book will inform the supervisory behaviors of the author. ||

** Clinical Observation Rubric ** ** Level 4 ** || ** Level 3 ** || ** Level 2 ** || ** Level 1 ** || for the supervision exercise provides **clear** and **convincing** evidence that the author developed questions and strategies for the pre-observation conference. || The author of the plan for the supervision exercise provides **limited** evidence that the author developed questions and strategies for the pre-observation conference. || The author of the plan for the supervision exercise provides **little** or **no** evidence that the author developed questions and strategies for the pre-observation conference || of identifying and conferencing the teacher utilizing the reinforcement model. || The author provides **little** or **no** evidence of identifying and conferencing the teacher utilizing the reinforcement model. ||
 * ** Clinical Observation Project ** ||
 * Planning the Supervision Exercise || The author of the plan for the supervision exercise provides **clear, consistent** and **convincing** evidence that the author meets the expectation of planning for a clinical supervision episode. || The author of the plan for the supervision exercise provides **clear** and **convincing** evidence that the author meets the expectation of planning for a clinical supervision episode. || The author of the plan for the supervision exercise provides **limited** evidence that the author meets the expectation of planning for a clinical supervision episode. || The author of the plan for the supervision exercise provides **little or no** evidence that the author meets the expectation of planning for a clinical supervision episode. ||
 * Preconference || The author of the plan for the supervision exercise provides **clear, consistent** and **convincing** evidence that the author developed questions and strategies for the pre-observation conference. ||  The author of the plan
 * Lesson Observation and Data Collection || The author provides **clear, consistent** and **convincing** evidence of identifying and using the appropriate data collection instrument during the class observation. || The author provides **clear** and **convincing** evidence of identifying and using the appropriate data collection instrument during the class observation || The author provides **limited** evidence of identifying and using the appropriate data collection instrument during the class observation || The author provides **little** or **no** evidence of identifying and using the appropriate data collection instrument during the class observation ||
 * Lesson Analysis / Planning the Post Conference || The author provides **clear, consistent** and **convincing** evidence of analyzing the lesson, identifying strengths and weaknesses, and of selecting the conference objectives and the conference type. || The author provides **clear** and **convincing** evidence of analyzing the lesson, identifying strengths and weaknesses, and of selecting the conference objectives and the conference type. || The author provides **limited** evidence of analyzing the lesson, identifying strengths and weaknesses, and of selecting the conference objectives and the conference type. || The author provides **little** or **no** evidence of analyzing the lesson, identifying strengths and weaknesses, and of selecting the conference objectives and the conference type. ||
 * Post Observation Conference || The author provides **clear, consistent** and **convincing** evidence of identifying and conferencing the teacher utilizing the reinforcement model. || The author provides **clear** and **convincing** evidence of identifying and conferencing the teacher utilizing the reinforcement model. || The author provides **limited** evidence
 * Written Observation Summary/Reflection || The author provides **clear, consistent** and **convincing** identifying instructional strengths in a summary document and presents a thoughtful reflection on his/her involvement in the observation process. || The author provides **clear** and **convincing** identifying instructional strengths in a summary document and presents a thoughtful reflection on his/her involvement in the observation process. || The author provides **limited** evidence identifying instructional strengths in a summary document and presents a thoughtful reflection on his/her involvement in the observation process. || The author provides **little** or **no** evidence identifying instructional strengths in a summary document and presents a thoughtful reflection on his/her involvement in the observation process. ||

** Supervisory Behavior Case Study Rubric ** ** Behavior ** ** Case Studies ** || ** Level 4 ** || ** Level 3 ** || ** Level 2 ** || ** Level 1 ** ||
 * ** Supervisory **
 * Supervisory Beliefs || The author of the dialogue provides **clear, consistent** and **convincing** evidence that the author identifies the different types of supervisory beliefs. || The author of the dialogue provides **clear** and **convincing** evidence that the author identifies the different types of supervisory beliefs. || The author of the dialogue provides **limited** evidence that the author identifies the different types of supervisory belief. || The author of the dialogue provides **little** or **no** evidence that the author identifies the different types of supervisory beliefs. ||
 * Teacher Characteristics || The author of the dialogue provides **clear, consistent** and **convincing** evidence that the author identifies the teacher characteristics appropriate to the case presented. || The author of the dialogue provides **clear** and **convincing** evidence that the author identifies the teacher characteristics appropriate to the case presented. || The author of the dialogue provides **limited** evidence that the author identifies the teacher characteristics appropriate to the case presented. || The author of the dialogue provides **little** or **no** evidence that the author identifies the teacher characteristics appropriate to the case presented. ||
 * Congruency of Supervisory Practices || The author of the dialogue provides **clear, consistent** and **convincing** evidence that the author uses supervisory behaviors that are congruent with the characteristics of the teacher in the case. || The author of the dialogue provides **clear** and **convincing** evidence that the author uses supervisory behaviors that are congruent with the characteristics of the teacher in the case. || The author of the dialogue provides **limited** evidence that the author uses supervisory behaviors that are congruent with the characteristics of the teacher in the case. || The author of the dialogue provides **little** or **no** evidence that the author uses supervisory behaviors that are congruent with the characteristics of the teacher in the case. ||

** 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 ** **<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: 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;">Criterion ** ||||||||||  **<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 ||

**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Reflective Writing Rubric ** <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Students Name: _________________________________________________________________ <span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: ** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Prompt/
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: ** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Depth of Reflection || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Response is deeply thoughtful.
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">It shows obvious personal awareness and a heightened appreciation for personal reflection. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Mechanics || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">No errors in punctuation, spelling, grammar, or capitalization. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Sentence/ Paragraph Flow || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Writing is smooth, skillful and coherent.
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Sentences are strong and expressive with varied structure.
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Consistent and appropriate tone and word choice is used throughout the essay.
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Transitions are appropriate and add to the effectiveness of the essay. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Comments: ** ||
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">Conclusion || **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Exceeds Expectations **
 * * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">The concluding paragraph effectively unifies the essay around the subjects and the point used for comparison and contrast.
 * <span style="font-family: Calibri,sans-serif; font-size: 10pt;">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. ||||  ||

** Research Paper Rubric ** ** Paper ** || ** Level 4 ** || ** Level 3 ** || ** Level 2 ** || ** Level 1 ** || **//<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 10pt;">Research Paper Rubric Continued //** **<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: 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: **  || ||
 * ** Research **
 * Selecting the Research Topic || The author of the research paper provides **clear, consistent** and **convincing** evidence that the author’s research topic was directly related to a area that would enhance the author’s knowledge base. || The author of the research paper provides **clear** and **convincing** evidence that the author’s research topic was directly related to a area that would enhance the author’s knowledge base. || The author of the research paper provides **limited** evidence that the author’s research topic was directly related to a area that would enhance the author’s knowledge base. || The author of the research paper provides **little** or **no** evidence that the author’s research topic was directly related to a area that would enhance the author’s knowledge base. ||
 * Research Sources || The author of the research paper provides **clear, consistent** and **convincing** evidence that the author’s research on the topic included professional journals, books, on-lines resources and other scholarly works. || The author of the research paper provides **clear** and **convincing** evidence that the author’s research on the topic included professional journals, books, on-lines resources and other scholarly works. || The author of the research paper provides **limited** evidence that the author’s research on the topic included professional journals, books, on-lines resources and other scholarly works. || The author of the research paper provides **little** or **no** evidence that the author’s research on the topic included professional journals, books, on-lines resources and other scholarly works. ||
 * Research Conclusions || The author of the research paper provides **clear, consistent** and **convincing** evidence that the author’s research on the topic resulted in findings that supported or refuted the author’s initial thesis or beliefs. || The author of the research paper provides **clear** and **convincing** evidence that the author’s research on the topic resulted in findings that supported or refuted the author’s initial thesis or beliefs. || The author of the research paper provides **limited** evidence that the author’s research on the topic resulted in findings that supported or refuted the author’s initial thesis or beliefs. || The author of the research paper provides **little** or **no** evidence that the author’s research on the topic resulted in findings that supported or refuted the author’s initial thesis or beliefs. ||
 * Reflection on Supervisory Knowledge || The author of the research paper provides **clear, consistent** and **convincing** evidence that the author related the research on the topic to the needs of the supervisor to be knowledgeable on a variety of educational issues. || The author of the research paper provides **clear** and **convincing** evidence that the author related the research on the topic to the needs of the supervisor to be knowledgeable on a variety of educational issues. || The author of the research paper provides **limited** evidence that the author related the research on the topic to the needs of the supervisor to be knowledgeable on a variety of educational issues || The author of the research paper provides **little** or **no** evidence that the author related the research on the topic to the needs of the supervisor to be knowledgeable on a variety of educational issues ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Purpose and Focus ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Establishes and maintains clear purpose and focus; **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Evidence of distinctive voice and/or appropriate tone ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Development of Ideas ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Depth and complexity of ideas supported by rich, engaging and/or pertinent details; **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Evidence analysis, reflection and insight ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">References ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Use of references indicate substantial research ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Organization ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Careful and/or suitable organization ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Sentence Structure ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Variety of sentence structure and length ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Language ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Precise and/or rich language ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">Grammar and Formatting ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">No errors in grammar or format ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">References & Citations ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Exceeds Expectations **
 * * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 8pt;">All citations and references followed correct APA format. ** ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 8pt;">Comments: **

|| **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Performance Element ** **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">4 ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Meets Expectations ** **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">3 ** ||||||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Does Not Meet Expectations **  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">Exceeds Expectations **
 * ^  ||^   ||^   ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">2 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 9pt;">1 **  ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Purpose and Focus ** || * Establishes and maintains clear purpose and focus;
 * Evidence of distinctive voice and/or appropriate tone
 * Focused on a purpose;
 * Evidence of voice and/or suitable tone
 * An attempt to establish and maintain purpose and communicate with the audience
 * Limited awareness of audience and/or purpose
 * Awareness of audience and/or purpose lacking. ||  ||   ||   ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Development of Ideas ** || * Depth and complexity of ideas supported by rich, engaging and/or pertinent details;
 * Evidence analysis, reflection and insight
 * Depth of idea development supported by elaborated, relevant details
 * Depth of idea development supported by relevant details
 * Unelaborated idea development;
 * Unelaborated and/or repetitious details
 * Minimal idea development, limited and/or unrelated details ||  ||   ||   ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">References ** || * Use of references indicate substantial research
 * Use of references indicate ample research
 * Use of references indicate some effort at research
 * Some references
 * Few references ||  ||   ||   ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Organization ** || * Careful and/or suitable organization
 * Logical organization
 * Lapses in focus and/or coherence
 * Random or weak organization ||  ||||   ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Sentence Structure ** || * Variety of sentence structure and length
 * Controlled and varied sentence structure
 * Simplistic and/or awkward sentence structure
 * Incorrect or lack of topic and/or ineffective wording and/or sentence structure ||  ||||   ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Language ** || * Precise and/or rich language
 * Acceptable, effective language
 * Simplistic and/or imprecise language
 * Incorrect and/or ineffective wording and/or sentence structure ||  ||||   ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">Grammar and Formatting ** || * No errors in grammar or format
 * Few errors in grammar or format relative to length and complexity
 * A few errors in grammar and/or format that do not interfere with communication
 * Some errors in grammar and format (e.g., spelling, punctuation, capitalization, headings)
 * Errors in grammar and format (e.g., spelling, punctuation, capitalization, headings) ||  ||   ||   ||   ||
 * **<span style="color: #404040; font-family: Calibri,sans-serif; font-size: 9pt;">References & Citations ** || * All citations and references followed correct APA format.
 * Few errors were found in APA formatting of citations and references
 * Some errors were found in APA formatting of citations and references
 * APA citations and references were not adhered to. ||  ||||   ||   ||