Educational Leadership

 Information about the course:

 Learning Outcomes

Specific Learning Outcomes for this course are outlined below. The Candidate will be able to:

Evaluate instruction based on knowledge of current theories on instructional supervision, standards-based learning, and research-based instructional strategies designed to address all learners.

Assess instructional plans and observe instruction to determine the extent to which plans are aligned with standards and assessments and make the curriculum accessible to all learners including students with culturally, linguistically, and economically diverse backgrounds and students with specific needs related to academic ability, age, and gender.

Use a research-based protocol, data-driven process to observe and evaluate instruction and determine the extent to which instruction makes the curriculum accessible to all learners including students with culturally, linguistically, and economically diverse backgrounds and students with specific needs related to academic ability, age, and gender, are academically rigorous, and is implemented in a positive, safe school climate for all stakeholders.

Use effective conferencing and coaching skills to provide feedback about instruction that sustains effective practice and identifies areas for continued professional development.

Design standards-based, differentiated professional learning that addresses identified teacher, staff, and student needs by Collaborating with teachers, staff, and district personnel.

The course outcomes above are supported by standards from the Georgia Educational Leadership Standards (GEL), National Policy Board for Educational Administration's Professional Standards for Educational Leaders (PSEL) and the Georgia Leader Keys Effectiveness System (LKES). Specific information regarding these standards can be accessed in the following links:

SERVICE TO DIVERSITY

Over the course of the Tier I Educational Leadership program, candidates are required to work directly in meaningful ways, with students, parents, and other stakeholders from all of the following Culturally and Linguistically Diverse Populations: English Language Learners, Students with exceptionalities, Socioeconomic Status, Gender, Race and Ethnicity. In this course, candidates are strongly encouraged to interact and study all the culturally and linguistically diverse populations while completing course assignments.A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners throughout Tier I Coursework. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability, language, religion, family structure, sexual orientation, and geographic region. Emphasis on cognitive style differences provides a background for the consideration of cultural context.

Course Requirements and Assignments

 American Psychological Association (APA) 7 format should be used for all submissions unless otherwise noted by the instructor.

Focus Walk 

Part I. Mentor/Principal Interview Write-up - After reviewing the Teacher Keys Evaluation System (TKES) information, the candidate will interview their mentor or principal regarding the importance of observing student and teacher interactions in the learning environment.

 Part II. Focus Walk/Observation Review - The candidate will participate in a focus walk observation and provide a written review of the experience. There are three sections of this activity – before the observation, during the observation, and after the observation. 

 Please see the module content and/or assignment tab in D2L for specific details of the assignment and grading rubrics.

 Course Objective: 1, 4

Assessment: Rubric

 Instructional Supervision Project (ISP) - Key Assessment

Over the course of the Educational Leadership program, candidates are required to work directly in meaningful ways with students, parents, and other stakeholders from each of the following diverse populations: English Language Learners, Students with Disabilities, Socioeconomic Status, Gender, Race and Ethnicity. The Instructional Supervision Project assignment offers school leaders the opportunity to examine, assess, and refine standards-based instruction in real time. In this assignment, candidates will focus on the three stages of instruction – planning instruction, implementing instruction, and assessing instruction. 

The candidate and mentor will discuss three teachers at the school and develop a study on best practices for these teachers and their students.  Based on the information gained from the observation, research, data, and mentor responses, address the following requirements in this assignment: School Description, School Practices, Observational Practices, Teachers in the Study, and Conclusion.

 Please see the module content and/or assignment tab in D2L for specific details of the assignment and grading rubrics.

 Course Objectives: 1, 2, 3, 4

Assessment: Rubric

 Professional Learning Plan (PLP

Candidates will combine knowledge and understanding of professional learning standards, the context of their school/district, and research, to prepare a professional learning plan that addresses student, teacher, and administrator’s learning needs related to an identified and specific student achievement goal. The plan will focus on the ways teachers and leaders are being prepared to address the needs of students from diverse backgrounds as well as their specific learning needs. Consideration should be given to how the professional learning plan will contribute to the improvement of instruction and student achievement.

• Compare Professional Standards for Educational Leaders (PSEL) to FPLS Using a Chart
• Inclusion
• Assessment Strategies
• Education
• Learning Disabilities
• Complete: Florida Principal Leadership Standards Introduction
• Starrat’s Multidimensional Ethic of Caring Implementation
• Chapter 2 Assignment EL Text
• Reaction Essay
• Delegating Responsibilities to Paraeducators