EDLP 335: Staff Evaluation and Development Course Overview Summer, 2013 June 24-28, July 1,2 8:30-3:30 The United States is at a critical moment in teacher evaluation. The evaluation process is undergoing extensive changes, some of them quite radical?As states and districts embark on these reforms, it is crucial for schools, teachers, and students that we move practice forward to improve the quality of teaching while avoiding potential pitfalls that could damage education. (Linda Darling Hammond, 2013 COURSE PURPOSE The course is directed at leaders including aspiring and practicing administrators, supervisors, principals, lead teachers, department chairpersons, and/or staff developers who want to explore concepts and skills about staff evaluation and development. The course is intended to support Vermont School Administrative Licensure requirements, but has applications for those serving in supervisory roles. The intensive weeklong seminar will cover what it means to be an ?supervisor? and the functions related to supervision, evaluation, and development, human resource/personnel management. Students will engage in readings and discussion that are related to the development of supervisory leadership skills that will lead to the design and implementation of effective models for supervision and evaluation of staff and faculty. Course participants will explore related skills, knowledge, functions, and tasks of supervisory leadership. Topics covered include supervision; evaluation, and performance appraisal; adult development and learning theory; career stage theory, motivational theory; culture and climate; learning communities, and professional development for positive and socially just change. Selected works from a number of theorists will be included in course readings. Note: Students are strongly encouraged to bring their laptop computers to use in class. Administrator Endorsement in the areas of ISLLC Standard, #1, #2 and ISLLC Standard #5 are addressed. COURSE GOALS This course is designed to engage participants in a study of staff evaluation and development with a focus on how we can bring about learning environments that support student, staff, and teacher learning. The goal is to help each course member advance his or her own professional understanding of those who serve as leaders who can support staff and teacher growth and learning and build professional learning environments. Through an investigation of the supervision, evaluation and personnel management skills one needs to lead educational organizations, leaders will be better poised to contribute to the organizational processes and human interactions influencing their schools and organizations. The course is intended to address the following goals: 1. To understand the role of the leader in fostering professional staff and teacher development and how to evaluate effective teaching and performance. 2. To develop a general understanding about adult learning theory, human motivational theory, career stage theory and supervisory or instructional practices that support learning and effective performance. 3. To understand the basic principles of supervision as related to personnel management including such functions as recruitment, hiring, orientation, supervision, teacher evaluation/ performance review, professional development, and legal ramifications of personnel issues. 4. To develop a knowledge of models and how to apply various tools and concepts about supervisory leadership in practice. 5. To build understanding about multicultural/diversity dimensions of supervision in support of cross-cultural instructional leadership practices that reflects the diverse needs of all school members. 6. To meet personal learning goals for course participants.

Given this is a one-week, intensive course, students should be prepared to work hard making best use of time both in and out of class. It is important that students attend all sessions. The goal is to provide a level of awareness and understanding of the principles and practices of supervision and personnel management within learning environments. Students will prepare concise reflections on all of the assigned readings in preparation for each class. Students will take responsibility for presenting readings. Reading reflections will provide opportunity for students to think about how ideas relate to and or can help improve their own practices. Students will also develop and present an individually designed applied project in class related to staff evaluation and development. More information will be provided in class. SELECTED COURSE ACTIVITEIS: ? Selected course readings, discussions and written reflections ? Instructor and student lead lecturettes and presentations ? Guest presenters by expert practitioners ? Case study, simulations, vignettes, and role-play activities ? Skill-based practice ? Library training and research time ? Small group cooperative/collaborative activities ? Student designed projects ? Reflection, planning and writing time It is intended that the agenda for each daily each session may include: a. Review and discussion of assigned readings, small and large groups. b. Some Guest speakers on particular topics/TBD c. Collaborative sharing and discussion of materials as well as review of new materials provided by both students and the instructor d. ?Workshop? time to work on the projects--group and/or individual e. Writing/reflective time f. Library time (1-2xper week) g. Quiet reading time h. Consultation time with Instructor /Peers as needed REQUIRED TEXTS: The following texts for the course will be ordered through the UVM Bookstore. However, you may purchase books online as well. If you purchase them on line, you MUST DO SO IN ORDER THAT YOU HAVE THE BOOKS IN TIME TO READ ASSIGNMENTS AND PREPARE FOR THE FIRST CLASS ON JUNE 24TH. CHECK WITH BOOK SELLER FOR DELIVERY! Required: 1. Getting Teacher Evaluation Right: What Really Maters for Effectiveness and Improvement, 2013. Linda Darling-Hammond. Teacher?s College Press, NY. 978-0-8077-5446-7 2. Rethinking Teacher Supervision and Evaluation: How to Work Smart, Build Collaboration, and Close the Achievement Gap, 2013, 2nd edition. Kim Marshall. Jossey-Bass, San Francisco, CA. 978-1-118-33672-4 Recommended ONLY : Instructional Supervision: Applying Tools and Concepts (2007), 2nd Edition. Sally J. Zepeda. Larchmont, NY: Eye on Education. ISBN: 978-15966-704-19 (Should be available on line at reduced costs). NO NEED TO BUY THIS SMITH BOOK BELOW. THE INSTRUCTOR WILL PROVIDE COPIES to use in class. Human Resources Administration: A School Based Perspective. 2008 4th Edition or earlier. Richard E. Smith. Larchmont, NY: Eye on Education. ISBN: 978-59667-089-1 Note #1: Students will be encouraged to visit websites of their professional associations for their disciplines about information on standards and best supervisory practices, and so forth. These sites are often rich in resources (e.g. National Middle School Association, National Science Teachers Associations, National Assessment of Educational Progress, National Association of Teachers of Mathematics, other national associations, etc.). Note #2: Students will visit their own and/or other school?s or institution?s web sites for models and plans for the supervision and evaluation of staff and faculty. Students will bring copies to class of the plans in place at their place of work. Note #3: Additional readings may be provided to support major course themes and/or student interests. The readings will be available through electronic reserve and/or as provided by the instructor. Students will also search for their own literature and research related to their projects and areas of interest. Library training is provided during the week. For more information, please contact Judith Aiken at Judith.aiken@uvm.edu. The classroom is air-conditioned! We do break lunch.

Evaluation is based on class contributions, attention to readings, class activities in small and large groups, and final course projects. More information will be provided later. NOTE: The final syllabus will be sent to enrolled students the second week of June.