Coaching and Supervision of Teaching and Learning

Student Learning Outcomes, Goals, Objectives:

Students successfully completing this course will be able to:

Outcome 1: Coaching Supervision Basics

• Critically analyze selected literature on the history of coaching, including how it was developed, why it is important, and what is known about it today.

• Critically analyze the various known types and models of coaching, along with specific features.

• Identify and discuss the existing barriers and pressures that interfere with implementation of coaching/supervision.

• Discuss and critically analyze the various interpersonal skills of coaching supervision and how they relate to the stages of teacher development (i.e., early, mid, late field-based and/or career experiences).

Outcome 2: Coaching Supervision Implementation.

• Discuss and analyze the technical skills of assessing and planning, observing, and evaluating in the context of coaching supervision.

• Critically interpret and analyze the meaning and impact of feedback and how it relates to the coaching supervision process.

• Implement coaching supervision knowledge, skills and dispositions in a professional manner, using evidence-based practices in feedback and data collection and interpretation.

Outcome 3: Coaching Supervision in the 21st Century

• Identify and critically analyze how existing structures, systems, and technology inform and impact present and future coaching supervision policy, research and practice.

• Identify and critically analyze how existing research in coaching supervision inform and impact development of a personalized coaching supervision philosophy.

• Identify and critically analyze how one’s personalized coaching supervision philosophy extends existing research in evidence-based practices.

Course Grading Information:

Activity/Performance Measure	Percentage/Points
Readings, Scholarly Discourse, & Module Activities	Various points
Annotated Bibliography	100 points
Coaching & Supervision Research and Practice	150 points
SES Doctoral Scholar Dispositions & Professional Rubric and Reflection	100 points

Attendance/Participation:

Attendance/participation is not a graded component included in the student's final grade for this course.

Course Materials Purchased by the Students:

• Glickman, C. D., Gordon, S. P., Gordon-Ross, J. M., & Solis, R. D. (2024) Supervision and instructional leadership: A developmental approach (11th ed). Boston, MA. Pearson Education, Inc.

• An acceptable alternative to Glickman et al. (2024) 11th edition text is the previous edition which is Glickman et al. (2018) 10th edition. This is an acceptable alternative if the most recent edition is cost prohibitive, is not available, or will be delayed in shipping (e.g., cannot be secured within the first week of class). 

• Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2018). SuperVision and instructional leadership: A developmental approach (10th ed.). Pearson. ISBN: 0-13-444989-4; ISBN: 978-0-13-444989-0

• Please let the professor know the first week of classes if you purchase the previous edition.

• Also, if you purchase the previous edition, please be aware the page numbers and chapter content for required reading(s) will differ, which can create confusion for some doctoral level students. This is your responsibility as you are making an informed choice.

• Stone, D., & Heen, S. (2014). Thanks for the feedback: The science and art of receiving feedback well. New York: Penguin Group. Print ISBN: 978-0-14-312713-0