Course Description
Provides opportunities for graduate students to develop a knowledge base in coaching and supervising. Topics include coaching models, cycles, supervisory approaches, and methods for giving and receiving feedback. Prerequisite: Admission to P.M.C. in Instructional Coaching and/or Ph.D. in Special Education or permission of instructor.
Syllabus
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.
- 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
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.